Herman Miller Inc Case Study Essay

Until 2003, HMI offered lifelong employment. How did this practice affect the company’s ability to staff the organization with managers and employees capable of executing the strategy? How did this practice build the organizational capabilities required for successful strategy execution? Lifelong employment is known as permanent employees work for a single employer and are paid directly by that employer. In addition to their wages, they often receive benefits like subsidized health care, paid vacations, holidays, sick time, or contributions to a retirement plan. Permanent employees are often eligible to switch job positions within their companies. Even when employment is â€Å"at will†, permanent employees of large companies are generally protected from abrupt job termination by severance policies, like advance notice in case of layoffs, or formal discipline procedures. They may be eligible to join a union, and may enjoy both social and financial benefits of their employment. Lifelong employment facilitates long-term growth for employees, companies and industries. It develops seasoned personnel and allows company and projects to build on lessons learned. Project in particular, benefit from this information transfer, as teams and individual are poised to take the expertise and knowledge of one experience to the next challenge, building continuity for the entire industry. This experience results in better asset management and improved life-of-field systems that are safe and efficient to operate. Lifelong employment facilitate: improved engineering designs; longer lead times for manufacturing and sourcing of equipment; improved constructability; lower cost for operations and maintenance; opportunities for expanded development; stronger knowledge base to tackle tough technical issues. Organization provides lifelong employees a much better benefit package such as paid vacation, sick leave and holidays. Most importantly, those employees normally can expect career advancement and the opportunity to be part of a larger team and the pursuit of long-term goals. Organization takes a long-term focus on employees with regard to training, benefits, retention and involvement in industry activities. Most importantly, organization focused on improvement through lessons learned, translating knowledge gained  with each project into innovative opportunities for projects worldwide. Experienced, lifelong employment makes this challenge a reality, capturing lessons, observations and new ideas for ongoing and future applications. (Bruce Crager, World Energy, Vol.9, No. 1, P88-90) Do non-monetary incentives facilitate strategy execution at HMI? Explain. Yes, non-monetary incentives facilitate strategy execution at HMI. Justifiability Tangible incentives offer features that recipients often see as luxuries. In other words, a trip or item that a sales person may not be able to justify purchasing themselves, even if they had sufficient funds, is now attainable through their performance. The need to justify the consumption of the tangible reward is eliminated by the hard work put forth to create the opportunity. The value increases in the participant’s mind with the increased difficulty to obtain it. This lack of need to justify the use of the reward increases the motivational impact of working to obtain it. ( Jeffrey, Scott A., Shaffer, V. The Motivational Properties of Tangible Incentives. Compensation and Benefits Review. May/June 2007) Social Reinforcement The high level of visibility of this reward increases the ability for family, friends and colleagues to recognize and acknowledge the tangible incentive. The ‘trophy value’ is high hence reinforcing the performance to obtain it. Tangible Tangible non-cash incentive rewards offer an immediate visual imagery and associated experience. The ability to see oneself sitting on the beach in Hawaii or watching the 60† plasma television has an immediate motivating response to individuals over the monetary value that would be equal to these items. Separate Impact A tangible non-cash award is immediately separated from the sales person’s income and therefore typically not ‘lumped’ with other funds. This  separation from regular income has positive association back to the awarding firm and provides more motivational impact for sales people or employees. Promotability/Communication Value Companies get extended value from offering tangible non-cash awards because the recipients often will share their rewards or experiences with others. They also are proud to communicate their accomplishment with others, spreading the word about the company in the process. Discretionary Reward Because tangible non-cash rewards are not designed to be used for regular bill paying, recipients feel good about using them for aspirational, memorable items or experiences. These good feelings extend toward the company whenever they use the items or look at the trip pictures. Success Creation in Program Design The incentive non-cash program should include the following key components building on the motivating factors to insure its success during implementation, acceptance and rollout. (Jeffrey, Scott, 2004, University of Chicago, Graduate School of Business, The Benefits of Tangible Non-Monetary Incentculture as ives) Describe the culture at HMI. Would you characterize HMI’s culture as healthy and largely supportive of good strategy execution? Explain. Teams were often cross-functional. Membership on a team was based on the employee’s ability to contribute to that team. Teams were often based on product development. When the product had been developed, the members of that team were redistributed to new projects. New projects could come from any level in the organization. Workers at all levels were encouraged to put forth new ideas. Because Herman Miller workers felt empowered, a new manager could run into some startling behavior. All Herman Miller employees could work 16 paid hours a year with a charitable organization of their choice. The company set goals for the number of employee volunteer hours contributed  annually to its communities. Progress toward meeting those goals was reported to the CEO. The environmental Affairs Team had responsibility for such activities as recycling solid waste and designing products from sustainable resources. Herman Miller’s beliefs carried over to the family and the community. For example, one employee chose more costly fiber cement board over PVC siding when in restoring their home, because Herman Miller had a policy â€Å"to avoid PVC wherever possible†. Another employee was involved in a youth soccer association that raised money to buy uniforms by collecting newspapers and aluminum cans. The company’s beliefs carried over to all functional areas of the business. Some of them were obviously beneficial, and some were simply the way Herman Miller chose to conduct its business. But we cannot deny HMI’s culture as healthy and largely supportive of good strategy execution. To sum up, the overall business goals of any organization are both bottom-line-oriented and employee satisfaction-oriented. In the development of an incentive reward system it is important to implement a program that will help an organization reach its organizational objectives while enhancing employee/customer satisfaction, retention and performance. The implementation of non-monetary tangible rewards in an organization’s incentive program will be the best decision for all employee/customer influencing managers to implement when working to reach sales quota, revenue numbers and overall goals for the firm. The motivating factors behind performance can be far reaching. (Jeffrey, Scott A., Shaffer, V. The Motivational Properties of Tangible Incentives. Compensation and Benefits Review. May/June 2007)

Person centred values Essay

A.C 1.2- Outline the benefits of working with an individual with dementia in a person-centred manner It is important to work with an individual with dementia in a person-centred manner in other to meet the individual’s needs and to provide the best quality care service. The benefits include to ensure quality of life of the individual and to treat the individual as deem fit and necessary. To place the individual at the centre values, individuality i.e. everyone’s differences must be recognized and respected. Choice, privacy, information and activities must be kept confidential. Individual must be empowered to do activities for themselves which means individual must be independent. It is vital for the social care worker to work using these precise methods to establish the needs and wishes of the individual. This will also mean that individuals will feel empowered and in control of their lives, be more confident about making decisions, will feel valued and respected. A.C. 1.3 – Why risk-taking can be part of a person-centred approach see more:define person centred planning Life itself is a risk. We take risk in our daily lives. The person-centred approach to risk includes making an assessment with the people involved in the plan such as the individual, their relatives and other professionals. Risk taking is part of a person-centred approach as this empowers individuals to have choices about what they want to do in their lives as well as to be part of their community. Not allowing individuals to take risks can have a negative impact on an individual’s life which may negate the way they which to live. Taking risks means that you are able to decide and be in control of what you do. You need to ensure that a concern about taking risks is not stopping you living the way you want to. A.C. 2.1 – Describe the role that carers can have in the care and support of individuals with dementia A.C.2.2 – Explain the value of developing a professional working relationship with carers Every day we make many choices. All choices are important, even though some of them are very small. Day-to day choices are often about the cloth we wear, the food we eat, how we spend our money and who we spend time with. Other choices we make include where to work and who to live with, where to live and where to go on holiday. We probably take the freedom to make these choices for granted, but these choices are often made for people with learning disabilities, without paying attention to their wishes. Choice is not only for people who can speak for themselves. People with severe or profound learning disabilities can make many choices for themselves. We will need to develop our observation skills to discover the way in which the person we support expresses their preferences. Over time we will be able to build up a more detailed understanding of how they communicate their likes and dislike s. We can then use this information to involve the person in making more choices. Having choice over a particular part of our life means we have control. This is good for our emotional and mental health, and helps us to feel a real part of the community. Part of our task is ensuring that people with learning difficulties have choice in their lives. Privacy is a basic human need. We all need to do some things alone and to have time to ourselves to do as we please. Our need for privacy depends on our personality, interests and circumstances. We must respect people’s need for privacy whenever it arises. If our work involves supporting a person with their personal care, we will need to make  particular efforts to ensure privacy for them. We are dependent on other people for all aspects of our daily life. Think about the supply of electricity and water to our homes, the food we eat and the transport we use, not to mention access to communication technology such as phones, Television and the internet. More importantly, we are dependent on those close to us for their love, support and affection. It is more accurate to say that we are all independent. We need other people in all areas of our life. There are, however, different types of independence. We can see this with children, as they grow from being totally dependent babies to much more independent teenagers. Gradually, people with learning disabilities are taking more control of their lives. But even today, people with learning disabilities are often on the receiving end of other people’s decisions and planning. They may not have the power to decide on their own lifestyle. Other people, such as service providers, family or support workers, often make these decision for them. Others may be well supported, but lack the confidence or experience to take control of their lives. We have a vitally important role in the empowerment of people with learning disabilities to become independent. People with learning disabilities have the same rights as every other citizen in our society. The fundamental principle means that people with learning disabilities should never be treated in an inhuman or degrading way. They should always be treated politely, and as people of value in their own right. The way ourselves and our colleagues behave towards the people with learning disabilities we support affects the way that other people see them, and the way they see themselves. We should always show consideration to the people with learning disabilities that we work with. Our actions and attitudes should show that everyone is worthy of respect. Every day in our work as a learning disabilities worker, we are a partner with a person with disability we support. We are working with them so that they can fulfill their dreams and ambitions, and so that we can assist them their particular needs. Partnership also involves other people working together, to meet the needs of people with learning disabilities as fully as possible. This may include partnership with other professionals such as social workers, GPs, Physiologists, Psychiatrists, and speech and language therapist. The families of the people with learning disabilities we support are often very important partners in our work. Most family carers  have a wealth of knowledge and experience about their family member. They know their likes and dislikes, their personal history and any other particular medical needs. They are often more than happy to share what they know with new workers. When asking family carers for information, it is important to remember that some families have seen many workers come and go in their relative’s life. They may have repeated the same information very many times. Some may feel disillusioned of past experiences when things have not changed as they had hoped. A major aspect of partnership working is bringing together in an atmosphere where this is simply the accepted way of doing things. In this type of working environment, training, attitudes, procedures and quality standards all have partnership as one of their goals. Successful partnership depend to a large extent upon the amount of effort put into creating an environment in which joint working is seen simply as the way things are done. Discrimination against people with learning disabilities and their families often results in the unfair and unequal treatment of people just because of their learning disability. People with learning disabilities may not be allowed the freedom and opportunities which the Human Rights Act and other laws encourage. They often face prejudice and discrimination. They may be treated unequally and unjustly and denied the opportunities that should be available to them, just as they are to other citizens. Equal opportunities mean that people with learning disabilities should: No longer be marginalized and isolated within society Have the same social statues as other people No longer be subject to exploitation and abuse Have their opinions taken seriously Have their adult status recognized Have the same citizenship right as other people. Failure to give equal opportunities to people with learning disabilities denies our common humanity. It causes anger, frustration, despair, hopelessness and loneliness for the people involved, and keeps them powerless and dependent. The General Social Care Council (GSCC) is the organization set up by the government in 2001 to register and regulate all social care workers. It has produced a Code of Practice which states that social care workers should work in a certain way. A.C 3.1 – Describe the roles of others in the care and support of individuals with dementia It is fundamental ethical principle that every person has the right to determine what happens to his/her own body. This right is reflected in the Rules of professional Conduct and the Core Standards of Physiotherapy practice and is also protected by law. Touching a patient prior to obtaining valid consent may constitute battery under civil or criminal law, or in some circumstances, sexual assault. However, it is important to gain patient’s consent prior to assessment treatment. It is also a matter of common courtesy between the patient and the care assistant and helps to establish a relationship of trust and confidence. Evidence shows that where such a relationship exists, patients are less likely to take a legal action, and this could be why legal action against care assistants is rare. As a broad principle consent should be gained for all activities, even if we want to plump someone’s pillows. It is important that people not only give their consent but also fully unde rstand what they are consenting to and the implications. Consent can be implied, verbal, informal or written. Gaining consent protects both the carer and the person against legal challenges. A health care service consent document supports the rights of patients and families to be informed about the benefit and risk of a proposed treatment or procedure and to make a voluntary decision as to whether to proceed or not. The following must be considered when making a valid consent: i. the patient must have capacity to consent i.e. be mentally competent. ii. Consent must be voluntary i.e the patient must not be acting under duress. iii. The patients must have received sufficient information to make a decision about their treatment. A.C 3.2 – Explain when it may be necessary to refer to others when supporting individuals with dementia To established consent for an activity or action we have to explain the activity or action to the other party so they have the correct information to make an inform decision. If the persons lacks the capacity to make informed decisions alone then we will need to establish who else need to be involved. This information is usually found in the  person’s care of plan or in a communication chart established to cover a range of circumstances. To establish consent to an action or activity we need to: Explain what it is using language familiar to the individual Describe what the action or activity involves Explain the benefits to the individual Explain any potential or actual risks involved in doing it and not doing it Listen to and observe the individual’s response Encourage the individual to ask questions Give the individual time to process the information Confirm consent again immediately prior to any action or activity. A.C 3.3 – Explain how to access the additional support of others when supporting individuals with dementia Consent (permission) must be given before care can be to a person. To even touch a person when forbidden, can be consider assault. If there is nobody available when an intoxicated, unconscious or impaired individual presents for care, consent is â€Å"implied†, as there is nobody to give that consent. It is assumed that consent would be given by family or that person, if they were able to communicate that. The only time that we cannot take saving measures, is when there is a Do Not Resuscitate (DNR) order on that patient. It is considered an emergency if a person is apparently experiencing severe suffering or is at risk of sustaining serious bodily harm. The expectation for emergency treatment applies if: the patient is mentally incapable of making the treatment decision. The delay required to obtain consent will prolong the suffering or put the person at risk of sustaining serious bodily harm. The expectation for emergency treatment also applies if: the patient is apparently capable, but communication cannot occur because of a language barrier or a disability. Reasonable steps have been taken to find a practical means of communicating with the patient but such steps have been unsuccessful, and the delay required to find a practical means to communicate will prolong suffering or put the person at risk of sustaining serious bodily harm in addition, a health practitioner who believes that a person is mentally incapable, or where communication cannot take place after  reasonable steps have been taken, may conduct an examination or diagnostic procedure without consent, if the examination or diagnostic procedure is reasonable necessary to determine whether there is emergency. If a patient presents in an emergency situation, is unconscious, mentally incapable, and with no family available, and no advance directive in place, it is considered reasonable to treat the patient. It is assumed that under these conditions, the patient would consent to treat. If there is a language barrier, and the patient is otherwise capable of giving consent, a reasonable effort must be made to find an interpreter, which includes using the ones through the phone companies. If the patient’s life is in danger, and there is nobody who can communicate with them, then with careful documentation, treatment can be delivered. A.C 4.1 – Demonstrate how to use a person-centred thinking tool in relation to own life to identify what is working and not working People who use services and carers are becoming more active participants in social care provision, training and employment. They are no longer the passive recipients of service. Skills for care committed to ensuring people who use services and carers get an opportunity to have their say and participate in projects, to ensure that activities undertaken by Skills for Care reflect their need, wants and aspirations. Providing individual with empowerment is important. Empowerment is about enabling the individuals we support to contribute and have an influence over the issues which affect the way they live. When individuals make choices, they have more control and feel valued. It is important that we support empowerment of the individuals we work with. Providing individuals with empowerment to make informed choices enables individuals to maintain their rights of choice, equality and opportunity. Active participation is ways of working that recognize an individual’s right to participate in the activities and relationship of their own care or support, rather than just a recipient. Being part of a community is particularly important to individuals who live on their and do not work. It does not matter what kind of something will give them a sense of belonging, a feeling of self-worth and independence. A.C. 4.2 Describe own relationship circle 4.3 Describe how helpful using a person-centred thinking tool was to identify actions in relation to own life Putting active participation into practice means being able to recognize and reduce potential barriers to its implementation. Barriers to implementing an active participation approach can occur where the health and social practitioners: lack understanding of the individual’s personality, history, health and cognitive status and social abilities View the person as a passive recipient of care who is always dependent on others Have low expectations of the person’s ability to develop, change and achieve We are not committed to making an active participation approach to work Lack creativity and flexibility and flexibility in thinking about ways of providing care or support Lack patience and tenacity when pursuing active participation goals Have inconsistent approach, and does not integrate active participation into our care practice to the extent that it becomes part and parcel of our daily care practice Changing attitudes is the key to reducing barriers to active participation. Improving society’s attitudes to, and expectations of, people with disabilities is an important part of this involving the individual and all those people who are significant to them is also crucial to success. A.C. 5.1 – Use person-centred thinking to know and act on what is important to the individual In order to enable individual to make an informed choice, both us and the individual first need to think about what all of the available options are. We are then need to look at what are good and bad about each option. Health and safety are important factors and must be put first for us, the individual and anyone else involved. The Mental Capacity Act in other Standards provides the legal framework for capacity and decision making about health and social care and financial decisions which applies to everyone aged over 16. We will need to consider whether the person we are supporting has capacity to make informed decision s or we need a formal mental capacity review. It is important to note that a person is assumed to have capacity unless it is proved otherwise. There is a four-step way to test for capacity: a person must be able to: Understand the information relevant to a decision Retain the information Use the information as part of decision making process Communicate their decision In supporting a person to make a decision, we have a duty to assist the person in all four of these steps. For example, using appropriate communication methods to help the person to understand and communicate. Capacity is assessed specific to each decision and occasion. For example, a person may have capacity to make a decision in the Moring about what to wear, but not later day in deciding if they want to move home. If someone is assessed as lacking capacity, any decision taken on their behalf must be in their best interests and we must consider if there are less restrictive options. For example, if a decision can be delay until a person is less distressed this is the best course of action. However, if a person does have capacity this over-rides what we may consider as an unwise decision. A.C. 5.2 Establish with the individual how they want to be supported Each individual have a formal assessment as part of their care and support plan. The assessment should contain information about the individual and the type of care and support they need. It will provide the most appropriate options for keeping the individual and anyone else as safe as possible. It will also tell us how to do some tasks where these tasks have been risk assessed and the best option has been established. A particular way of moving and handling is recommended for Mr. X because he has health issues that mean he or she can only be moved another way. Mr. X does not like being moved this way and asks to be moved another way. We should always follow the risk assessment. We should report Mr X’s request to our supervisor/manager. If we are appropriately trained in risk assessment and moving and handling and the change Mr X requires is minor, we may be able to make this change. We should never make changes unless we are trained or our supervisor or manager confirms we can make the change. We should always record any changes in Mr X’s wishes and in the way we perform tasks. Every effort should be made to support Mr X to be moved in the way he wants to be moved. He has the right to make this choice but an appropriately trained  person will need to review the risk assessment first and work out if it is safe for all involved for Mr X to be moved in the way he wishes. A.C. 5.3 – Use person-centred thinking to know and respond to how the individual communicates 5.4 – Be Responsive to how an individual makes decisions to support them to have maximum choice and control in their life When an individual has made decision which we feel is risky, we need to make the individual aware of any consequences involved in the decision; however we should not try to influence the individual with our view or opinions. It is the individual’s freedom of choice to make decisions about their own future and support. Providing they have the right information to make an informed choice and have the capacity to understand their choice; it is part of our duty of care to enable them to do so. Referring to Mr. X in 5.2 above, we might not approve of or like the choice he has made. We might need more moving and handling training, perhaps for a specialist piece of equipment. However, the choice is not ours and we are not allowed to influence Mr X. in suppor ting Mr X to make his decision, we need to listen to him and put his wishes and best interests first. This means the service must be provided in the way Mr X would like, as long as it is safe and approved through care and support plans and risk assessment. This is because the choices belong to Mr x, not to us. He needs to make his own decisions in order to feel he is in control of what happens to him. This leads to positive feelings around dignity, pride and satisfaction. If relative or friend has made a decision about individual’s care, support or life that the individual is not happy or comfortable with, we may need to support the individual to question or challenge the decision. It is important that we obtain and understand the facts and reasons surrounding the decision so we can make sure the individual has a clear understanding If the individual remains sure that he or she is not happy with the decision, once he or she has this information, we can work with the individual to support them to challenge the decision. Any changes that are made as a result of this change must be safe for us, the individual and anyone else involved. We should never make changes unless we are trained to do so or our supervisor or manager confirms we can make the change. We should always record any changes in individual’s wishes and in the way we perform tasks.  It is essential that we understand the Mental Capacity Act and how to work within it’s requirements every day with every individual. A.C. 6.1- Explain how individual identity and self-esteem are linked with wellbeing Spiritual well being is an integral part of mental, emotional and physical health. It can be associated with a specific religion but does not have to be. It is about an individual’s own journey to discover things of importance in their lives and enabling them to find purpose and meaning in life. The effects and impact of spiritual well-being is determined by each individual and can make a huge impact on their lives. Through spiritual well-being, individual can become empowered and realize that even though they have issues, stressors, and challenges, they are not define by their circumstances. In realizing this individual’s gain greater peace, better freedom of self expression, increased manageable over the healing and support process and higher self-esteem. A few of the numerous benefits of spiritual well-being include: Feeling content with our life’s situation Making time to spend alone and find inner peace Taking time to reflect and resolve life’s issues Finding satisfaction in a job well done. Taking part in an active lifestyle rather than merely standing by and watching life as it passes Maintaining balance and control of life Building relationships Feeling purpose and meaning in life Accepting and growing from challenges of life Emotional well-being is based on how individuals feel about themselves. Someone who is emotionally healthy: Understands and adapt to changes Copes with stress Has a positive outlook on life and themselves Has the ability to love and care for others Can act independently to meet his or own needs Everyone, including people who are emotionally healthy, have problems. If something or someone threatens our happiness or well-being, we would feel  uncomfortable emotions such as anger, sadness or fear. When we experience something that enhances our situation, we feel emotions such as joy, satisfaction or a sense of achievement. The way we are brought up and our culture have a great influence on how we feel. They help us to form ideas and decide what we care about. Everyone deals with situations in life differently. What may seem unimportant to our closest friend might be upsetting to us. Sometimes an individual’s self-esteem (the way they feel about themselves) can become so low that everything seems a lot harder to cope with compared with when they are feeling confident. Being emotionally healthy does not mean that we feel happy all the time. Good emotional health is about having lots of different emotions, and being able to accept them and talk about them. Signs that Individuals are not coping well emotionally might include having a lack of self-confidence, having trouble with relationship or feeling unhappy a lot of the time. A.C. – 6.2 Describe attitudes and approaches that are likely to promote an individual’s wellbeing Because we are so different and diverse, we have different and diverse views about every subject. We may not approve of or agree with the views of individual we support but our role is about working with them in ways that support their views. The best way to find out about an individual is to ask questions that are not threatening but show us have a genuine interest in the individual. By encouraging them to talk about themselves and listening to their views, as we will learn a great deal about the individuals we work with. Through this learning, we will be able to meet their needs in ways that are sensitive and supportive of their views making individual feel valued. Our role is to support individuals to feel emotional well-being and to feel emotional wellbeing, individuals need to feel: Appreciated, cared about and loved Safe and secure Extra supported when they feel sad, depressed or lonely That they are not a burden but an important priority Listened to and respected Satisfied with relationships Independent and in control of their lives That they have a purpose and meaning to their lives We will need good communication skills and be able to listen but also to encourage individuals and show understanding and support for what is important to them in life. We could suggest that the individual organizes for someone from their faith or community group. It might be possible for someone from the group to organize travel and support arrangements whilst the individual attend the group. A.C. – 6.3 – Support an individual in a way that promotes a sense of identity and self-esteem Each individual’s spirituality is greatly impacted by the community they are a part of and the relationships they take part in. Spiritual wellbeing is not a practice of isolation but rather of affecting and involving the people around the individual. Spiritual well-being groups and sessions could provide an open and save environment to explore, learn, practice, support and heal. This safe-haven offered in such a group is important to individuals who experience difficulties in their lives. Individuals may be able to find spiritual well-being programs in their local areas. These may include group exploration and experimental practices on the topics of meditation, prayer, forgiveness, personal values, and purpose in life, the role of self-esteem in spiritual connection, healthy relationships and developing an authentic relationship with a higher Power, or God. A.C. – 6.4 Demonstrate ways to contribute to an environment that promotes well-being By promoting an individual’s spiritual and emotional wellbeing, we can help improve their self esteem and make them valued and remain their own person. Building an individual’s self esteem is a first step towards the happiness and emotional well-being of the individuals we support. Focusing on what they can do rather than on what they cannot do, will encourage their independence and feeling of self worth. It is also important to help individuals to deal with stress. Changes in situations and in their ability to do things can cause stress. However, by providing encouragement and positive support we can improve their inner self and quality of life. By providing emotional support, understanding and good quality care, we can improve on individual’s confidence, promoting spiritual and emotional well-being.

Management Essay Example | Topics and Well Written Essays - 1500 words - 3

Management - Essay Example Surely, large companies have never been the greatest evil of the society. Nevertheless, their influence over people’s behavior (buying habits), government regulations and even environment has risen drastically in the latest decades due to the expansion of globalization processes. For that reason the level of social responsibility each company overtakes in the contemporary business environment is now greatly influencing both the society and the company’s success. The given paper will present Alcoa, a manufacturer of primary aluminum, fabricated aluminum, and alumina combine (Alcoa Inc. 2011), as an example of a company that tries to ensure that it is not only a good manufacturer of its products, but also a positive and contributing member of the world society. The goal of this paper is to outline the company’s achievements with regards to fulfilling social needs within society, as well as defining areas that need improvement. We will also analyse how Alcoa’ s social activities impact the society and stakeholders. Alcoa Inc. Today Alcoa is an international organization with its main headquarters in Pittsburgh, Pennsylvania and 31 headquarters all over the world. The history of the company started in 1886, when Charles Martin Hall, a student at that time, started working of developing a commercially aluminum extracting process (The spark of innovation (1886-1920) 2011). In the search for investment for the research Charles made contacts with several entrepreneurs who helped him with the money and, finally, created a company named The Pittsburg Reduction Company. in 1907 the name was changed to Aluminum Company of America. It was only 1999 when the firm was renamed to Alcoa. These days Alcoa operates internationally and participates in all the major aspects of the business: developing technology, performing mining, refining, smelting, fabricating, and recycling of aluminum. The major business practices of the organization are Make to Use, Eliminate Waste, People Linchpin the System and ABS and Cost Savings. The Make to Use concept involves avoiding overproduction while manufacturing with the account of customers. Alcoa tends to create good working environments for its employees and is continuously working of improving its business processes for the purpose of increased savings at all the stages of operation (Inside the Alcoa Business System (ABS) 2011). The vision statement of Alcoa claims that the company works in a safe manner in order to protect and promote â€Å"the health and well-being of the individual and the environment† (Vision & Values 2011). Identifying Stakeholders Business can be conducted in different ways. So the question here is how much the organization influences various stakeholders of its. If the company in some way enriches the lives of the stakeholders, then the company can claim that it is socially responsible (Freeman, Velamuri and Moriarty 2006). At the same time, it cannot be said t hat the only stakeholders here are the direct consumers and shareholders of the company. As Marc Triebwasser (1998) points out, free market and competition are just the games that global elite and large companies play. Being large and powerful, they have plenty of tools for keeping and maintaining their current status. Among such tools are government campaign contributions, lobbying, and captured regulatory agencies (Triebwasser, 1998). Furthermore, a

Marsh's Metals Case Study Example | Topics and Well Written Essays - 1000 words

Marsh's Metals - Case Study Example By choosing this alternative, the company can maximize their possible profit to about $51,250,000 (or more) as against selecting the alternative to sell the rhenium to Fleishman and making a possible profit of $45,000,000 (or more). Marsh’s Metals, a privately held metals broker in Prescott Florida, has acquired 10,000 kilograms1 of partially refined rhenium ore (Re) from the Niger government for $8,000 per kilogram. Bob Marsh, the owner of Marsh’s Metals, estimates that he would be able to sell all the ore for $12,000 or more per kilogram. Bruce Fleishman Jr., president of the Fleishman Refining Company based in Walla Walla (WA), who is an old friend with whom Bob Marsh has done business in the past, has contacted him about purchasing 5,000 kilograms of rhenium ore for his specialty metals company. Bruce has offered a $1,000 premium per kilogram over the normal $12,000 Bob is asking for the ore. At about the same time Huffman Smelter and Minerals from San Antonio TX called to order 4,500 kilograms of the rhenium ore for their immediate needs and are willing to pay $14,500 per kilogram for the ore. He is leaning on selling to Fleishman because he is a repeat customer at a 70% probability, but could be convinced to sell to Huffman if the monetary figures work out. Bob has two alternatives, sell the 5,000 kilograms rhenium to Fleishman or 4,500 kilograms to Huffman, and then later sell the remaining ore on the open market. Bob wants to maximize his profit by choosing an alternative. A Precision tree is constructed for the given scenario using two possible alternatives, sell the rhenium to Fleishman or to Huffman, and sell the remaining ore on the open market. The branch with the maximum Expected Monetary Value (EMV) will determine the possible alternative. Marsh’s Metals has two alternatives, sell to Fleishman or to Huffman. This

England culture Assignment Example | Topics and Well Written Essays - 1000 words

England culture - Assignment Example The purpose of the paper is to evaluate the culture of England in terms of living condition that includes leisure activities such as recreation and sports activities among others. In addition, it deals with the types and the demand of the leisure activities along with the percentage of income that is spent by the people of England on those activities in order to attain higher level of customer satisfaction. Furthermore, the paper will also focus on the social security as well as healthcare facilities of the country that in turn provide a healthy and safe environment for its citizens. In England, the weekends are a time mainly for the families. In these days, parents do not generally prefer to work and enjoy the leisure activities with their families. Similarly, Sunday is a very crucial day of the week in England and a popular leisure activity on this day is to visit a church. A few of the people prefer to do their odd jobs at home such as gardening, cleaning and repairing among others. People often enjoy a variety of indoor and outdoor leisure activities in England. According to a recent survey, English people spend 45% of their spare time in watching television, 24% on socializing, near about 23% on sports and hobbies and 10% on other leisure activities. http://www.slideshare.net/cccnproductions/what-do-british-people-like-doing-at-the-weekends It can include listening to music, eating out, reading and going for a movie. In addition, people prefer socializing by attending pubs and night clubs in their weekends. Furthermore, people enjoy their leisure time with cycling, riding and fishing that provide a feeling of relaxation (Mandy Barrow, 2012). In the similar context, people of England believe that sport is one of the important parts in their life along with popular leisure activities throughout the community. Most of the world’s famous sports have begun here or are very much popular in the nation among the mass that include

Religious and Ethnic Identities Essay Example | Topics and Well Written Essays - 1250 words

Religious and Ethnic Identities - Essay Example So, religious and ethnic identities can have positive or negative effect upon individual and societies. Thesis statement: Within a closed group, religious and ethnic identities have a positive effect upon individuals and societies but within an open (say, multiracial and multicultural) context, the same leads to negative effect upon individuals and societies. Religious and ethnic identities: positive or negative effect? As pointed out, religious and ethnic identities have a positive or negative effect on individual and societies in varied situations. To be specific, within one’s religion/community, religious and ethnic identities have a positive effect because it leads to cohesion and co-operation among the members. On the other side, within a multiracial context, religious and ethnic identities have a negative effect upon individuals and societies because there is high possibility for discrimination and marginalization based upon identity. A. Effect of religious and ethnic id entities on individuals One can see that religious identity of an individual can undergo change. For instance, conversion from a particular religion can change one’s religious identity. At the same time, religious identity is a part of one’s ethnic identity. ... ?One major reason why ethnic identities remain important for many ethnic minority people is that, in many situations, they are still subject to forms of racism and reminded of their difference† (141). One can easily identify that religious and ethnic identities of an individual can promote one’s acceptability within his or her personal/ public domain. For instance, one’s involvement in religious rituals and social gatherings ensure acceptance from other members of the same religion/ community. On the other side, an immigrant’s religious and ethnic identities, within a less flexible context lead to a number of problems like alienation, discrimination and marginalization. For instance, a nation with rigid religious belief may not show acceptance towards an immigrant’s religious and ethnic identities. Within this context, the immigrant will be forced to undergo a number of problems related to his or her religious and ethnic identities. From a different angle of view, the foretold problem is faced by individual who are newly converted to a religion. When one’s religious identity undergo change, there exists high possibility for the problem of non-acceptance in one’s private and public domains. To be specific, religious identity exerts less pressure upon an individual in a liberal social setting. There are many nations where a number of religions flourish without any problem related to one’s religious identity. But an individual’s ethnic identity is much more complex than one’s religious identity because the same is interconnected with one’s real identity in the society. Kostov states that â€Å"Democratic societies facilitate the emergence of multiple identities and modern technologies allow both large and small ethnic diasporas to survive and keep in

Love.Rapid weight gain during infancy and obesity in young adulthood Research Paper

Love.Rapid weight gain during infancy and obesity in young adulthood in a cohort of african American - Research Paper Example It involved selecting a cohort of 300 African Americans born at full term and their progress followed from birth to 20 years of age. The study was slow since it took the researchers two decades to get the appropriate outcome and results. The subjects used in the study were living and made for a more informative interview. The outcome of the research was general and gave satisfying results. The statistical analyses used in the study included; finding the weight of the subjects as recommended by Center for Disease Control and Prevention (CDCP) using the LMS method and a representative sample of the US population (Stettler et al, 2003). In analyzing, a pattern of quick rate of weight gain in the first 4 months of life, was defined as an increase in weight-for-age z score>b SD between birth and 4 months. The major result in table 1 show that the population attributes risk of young adulthood obesity was 30% for a pattern of rapid weight gain during infancy. 1 Â ½ of the obese young adults in the early infancy gained a quick weight (Stettler et al, 2003). 15% of African americans with and 6% without a quick mass increase throughout untimely infancy became ‘overweight –overfat’ in childish adulthood. In table 2, a quick weight gain in the early infancy and adult obesity was found out by sexual category, delivery weight, gestational time, firstborn condition, maternal BMI, motherly smoking condition or education (Stettler et al, 2003). OR information represents ‘odds ratios’ while CI represents ‘Confidence Intervals’. OR of 5.22 signifies harm in relation to the risk of quick weight gain as infant compared to weight as an immature adult, since gaining weight will affect the internal organs by fats blocking the body tissues. The biological facts of clinical knowledge are significant in comprehending and analyzing the results. The clinical implications of the study included using alternate definitions based on BMI or BMI combining it with

Concert report Essay Example | Topics and Well Written Essays - 750 words - 1

Concert report - Essay Example The variations are played without any gap. A person not having knowledge of music cannot differentiate in variations. Classical touch of music and use of different variations in continuity is the beauty of the concert. In the Tchaikovsky Variations – a fresh kaleidoscope joining together procedural fireworks with demonstrative lyricism and an exciting choice that motivated Liszt to favourably say: â€Å"This is real music!† The music is very delicate and musicians showed rhythm in moving from one variation to the next one. Antique-edged themes through each of the seven vibrantly contrast variations and postscript with a skilled concern for tonal range, colour and balance as well. Capuà §on’s agile solo line is competently playful, sad and fervent by turns, Gergiev accompanying with a love-struck precision of touch to offer a reading that is delicate but not very deliberate, elegantly refined without ever keeping superiority in danger. Although the musicians had to play for a long time but they controlled every moment of orchestra. The instruments used were mainly woodwind, horns and strings and a lot of effort is visible in coordination of instruments. The musician’s technical ability sounds very good and energetic. Specially the feelings which they convey in a variation and then smooth transition from one variation to another shows the technical quality and skill of musicians. This a great display of classic music. This performance is equal to famous Rostropovich/ Karajan performance that is on DG. Yes, they really seem well prepared for the concert. Just feel the lyrics and continuity of emotions and variation carried forward by the musicians. Every theme and variation was able to clearly convey the message to viewers and occupy their mental feelings with classical music. Now if we talk about the first variation, it is in triplets, and when it reaches the mid point then theme is redefined by orchestra. The sound is high quality and

The Hidden Truth Behind Sweatshop Business in India Research Paper

The Hidden Truth Behind Sweatshop Business in India - Research Paper Example Gap which is a successful and high street brand which has sweatshop factories operating in India depicts the hidden truth and true prevailing conditions of the sweatshop business in India. Globalization has allowed multinational corporations to lower their costs by outsourcing as many functions as possible to low-wage countries (Ross 2010). It has also allowed these low-cost countries which are mostly located in Asia to attract these corporations for investment and employment. As long as these corporations bring in the required investment and provide for employment, the governments of these nations are willing to amend their laws for the benefit of these companies. One of the main reasons that these brands select a particular country for outsourcing is either because of favorable labor laws or an inefficient system for imposing these labor laws. In the case of China, the labor law bans trade unions and strikes which favor many companies. On the other hand, in the case of India an ine fficient system and corrupt law enforcement favors corporations to shift their production to benefit from child labor, low wages and exploitation of working conditions (Winston 2005, Ross 2010). The Indian government cannot afford to interfere with the operations of these multinational apparel brands since there is a chance that these companies may move their production to other competitive countries, like China, Cambodia, Bangladesh and Vietnam, where the laws and regulations are lax (Ross 2010). According to an estimate provided by United Nations, India employs around 55 million children, under the age of 14 years, and producing around 20% of India’s GDP (Foster 2007). India, along with Bangladesh, China, Vietnam, and Indonesia, is part of a low-wage, Big Asia bloc exporters of apparels to the United States and Europe. These countries account for 55 percent of the U.S. import market, which amounts to 95 percent of the U.S. apparel market (Ross 2010). The increasing trend of customers demanding low-cost, high-quality apparel has forced large apparel brands to outsource their production facilities to low-cost countries to stay competitive in terms of pricing, without compromising on profits. Companies such as Gap, Nike, Marks & Spencer, Primark, Next, Mothercare and Wal-Mart have been found involved in the exploitation of the workforce (Mail Online 2007, Winston 2005, Chamberlain 2010). The management of these large brands lobbies with powerful economic and political forces of their nations to promote imports from lower-cost countries by lifting import quotas on apparel (Winston 2005). Large brands like Gap have been found exploiting the Indian workforce more than once. The first case of exploitation was discovered in 2007 after which Gap had promised to put in extra effort to rid their factories of forced labor and exploitation. In 2010, however, Gap was again found involved in child-labor and exploitation activities in India (Foster 2007, Chamberlain 2010). Exploitation of workforce is only possible when both parties in an employment contract agree to the wage levels and working conditions. It is important to appreciate that poverty in India is widespread. According to a study, almost half of all children in India are malnourished (Foster 2007). This extreme poverty forces parents, living in poor localities, to either sell their children to contractors for work, in return for a better life and

Boston Beer Company Essay Example for Free

Boston Beer Company Essay 1. Evaluate the attractiveness of the craft beer segment relative to the market space occupied by the traditional Big Three. (tip: use the Five Forces framework). a. High Threat of new competition: over 600 of specialty beer companies were founded over the past five years, approximately 40% growth each years. In addition, the existence of contract brewing companies lead to low entry cost. b. High substitution: The attractiveness of craft brewing industry are majorly based on unique styles and flavors of beer. there are many different brands and styles of beer so the actual threat of substitutes is high. c. The intensity of competitive rivalry is also high: while there is a major growth of new entry, the market size shows little growth. This creates tremendous competitive pressures among the industry. d. Bargaining power of buyers: Switching cost for buyers are low, as there are many different substitution and options. companies has to consistently maintain high quality in order to retain customers. e. Bargaining power of suppliers: switching cost for suppliers are high for the traditional Big Three, as their supplies are tied to their own brewies. Craft brewing companies has the option of switch breweries in a relatively low cost, as the suppliers know they have options to supply other breweries. This allows them to charge higher prices than the big three. 2. Evaluate Boston Beers business model relative to Redhook and Petes, comparing their business models with respect to specific activities such as procurement, brewing, distribution, and marketing. BBC’s strategy of producing the highest quality of products, the company pursued four initiatives: high quality standards, contract brewing, intensive sales and marketing, and product line innovations. Unlike BBC and Pete’s, redhook relies on its own breweries. Redhook also established a strategic alliance with Anheuser-Busch whereby Redhook products were sold through the nation-wide network of 700 distributorships in exchange for a 25% equity stake in the company. \Similar to BBC, Pete’s operates on a contract brewing basis and stress heavily on marketing. In retrospect, BBC intended to remain a contract brewer exclusively, capitalizing on lower overhead and transportation costs while continuing to invest heavily in its branded products. Redhook believed that its long-term growth and profitability were best served by assembling the largest company-owned production capacity of any domestic craft brewer, guaranteeing production capacity in more than one geographic region of the United States. Redhook also made a substantial investment in distribution, gaining access to Anheuser Busch’s nation-wide network of resellers. Pete’s, on the other hand, appeared to be following a combination of these two strategies by producing its products at both company-owned and third-party breweries. 3. How realistic analysts long-term growth forecasts (25% to 40% for the craft-brewing segment)? Based on the porter five forces analysis, the craft brewing segment has many advantages over the traditional big three, which explains the 40% growth rate. However the large number of new entries companies has already created a tremendous amount of competitions among its own, which retard the long term growth in my opinion and makes the forecasts of 25% to 40% seem unrealistic. 4. What do you recommend to Boston Beer? a. While the US market size remains somewhat stable. By exporting globally, will introduce BBC to new markets and additional sales b. Forming strategic alliance will help combat the increasing competition among industries.

From a social psychological point of view

From a social psychological point of view Group behaviour (how the individual affects a group and vice-versa) has been widely studied in social psychology but has been hard to theorise (Brown, 2007). Within social psychology there are many social psychological perspectives that have used different theoretical frameworks to study group behaviour. Although each perspective is in agreement that social categorisation (the way an individual and others are classified part of the same or different social groups) and social identity (the way that being part of a social group can give individuals a sense of self) are important in group membership (Phoenix, 2007), the way they are both treated in each perspective varies. This essay will show this by using the cognitive social perspective (namely the social identity theory-SIT) and the critical discursive perspective and explain their ontological assumptions and different approaches to social categorisation and social identity. This essay will argue that from a social psychological poi nt of view, group membership is not primarily a cognitive matter. It will also argue that social and individual sides of group membership should not be seen as dichotomies but as interactive, dynamic and influenced by power relations. The cognitive social approach has an ontological assumption that people are information processing individuals (Hollway, 2007) whose thought processes are shaped by and create the world that they live in (The Open University, DVD 1, 2007). There are many different traditions within this approach, although this essay will concentrate on the social identity tradition. The social identity tradition was designed to break away from previous cognitive miser traditions of the approach that assumed that the social was just something that affected the individual (Brown, 2007). Although it shared the same ontological assumption as the cognitive miser tradition and assumed that individuals had limited and fixed cognitive mechanisms (Dixon, 2007), it also differed from it because it saw individuals as socialised thinkers where group membership played a part in structuring the individuals thoughts (The Open University, DVD 1 2007). The social identity tradition led Tajfel and Turner (1979, cited in Brown, 2007) to develop the social identity theory (SIT). SIT attempted to use a combined social and cognitive approach to studying inter-group relations; it saw the social as more than just something that affects individuals. It attempted to find out how people identified with groups and how this affected their judgements (Brown, 2007). SIT explained how group membership and inter-group relations are based on self categorisation, social comparison and the construction of a shared self definition (Brown, 2007). SIT is currently one of the leading theories in group processes; although this has led to power relations where group identification is still seen as mostly a cognitive process. The focus on cognitive mechanisms also stresses that group processes are still seen as individualistic and so misses out a lot of the influence that society has on the individual or group. In contrast to SIT, the critical discursive perspective argues that discourse and social practices are what make up an individual and their social world; individuals are seen as socially constructed, continent and situated (The Open University, DVD 1, 2007). Unlike SIT that studies how cognitive mechanisms allow an individual to identify with a group; the critical discursive perspective looks at how groups and group identities are created by the individual through discourse and the different ways that these groups are dynamic, flexible and changeable. Categorisation is therefore seen as an active and out there rather than a process that is internal (Brown, 2007). Akin to the cognitive social perspective, there are different approaches in the critical discursive perspective, for example, some researchers accept the reality of given categories (Billig, 2002, cited in Brown, 2007) whilst others argue that categories are socially constructed (Potter and Reicher, 1987, cited in Phoenix, 2 007). Power relations also blight the critical discursive perspective as discourses can be interpreted differently and each discourse available within each culture is politically and ideologically constructed. But, the critical discursive perspective does go beyond the individual-society dualism to look at how the individual and social come together to construct groups. SIT and the critical discursive perspective see categorisation and group membership differently. SIT sees categorisation and group membership as distorted and individualistic. It was developed from Tajfels (1957, cited in Brown, 2007) early coin experiments which led him to conclude that by combining a continuous dimension of judgement (coin value) with a clear-cut category dimension (size difference) would resulted in a cognitive bias and therefore a faulty judgement within and between the categories. Tajfel (1959, cited in Brown, 2007) saw that this bias could be used to explain how individuals perceive others using cognitive variables, like intelligence, for the continuous dimension of judgement and social variables, like nationality, for the clear-cut category dimension. Like the coins, Tajfel (1959, cited in Brown, 2007) hypothesised that individuals would stereotype group members and exaggerate inter-group differences. Tajfel and Turner (1970, cited in Brown, 2007) undertook some minimal group experiments to test this hypothesis. These experiments were purely cognitive; there was no reason for the groups to dislike or be competitive towards each other and therefore this shows how the cognitive bias and distortion can occur. The groups were formed by dividing participants according to a random preference. Participants were asked to distribute money to one of two participants; they only knew of each others group membership. Like hypothesised, the participants tended to reward people who belong to the same group as themselves at the expense of those who belong to the rival group, even if this was at the expense of maximising their own groups profit. So, in SIT individuals categorise themselves and others into groups then identify with the groups that heighten their self esteem and then compare their group with other groups by contrasting the good things about their group to the bad things about the other groups (Brown, 2007). Tajfel and Turner (1969, cited in Brown, 2007) argued that if an individual identifies themselves as being part of a category and consider themselves as part of that category then they are part of that category. But, biases are inevitable in SIT because the categories an individual uses serve a purpose (to preserve self esteem). As the categories used in SIT are social, this means that where the individual lives can affect their categorisation mechanisms (Brown, 2007). For example, to heighten the individuals self esteem, the group the individual sees him/herself as having membership to have to select a relevant out-group to compare itself favourably with. The selection of this out-group depends on what is important to the society that the individual is living in at the time (Brown, 2007). Therefore group membership is created by categorisation, a cognitive mechanism, and the social merely interacts with this mechanism. So therefore SIT emphasises individual, internal processes of group membership and how group membership occurs is primarily a cognitive matter. The critical discursive perspective, however, sees categorisation and group membership as more as something individuals do through language in everyday interaction. This can be seen in the way that social categories are constructed in discourse, for example, Potter and Reicher (1987, cited in Phoenix, 2007) undertook discourse research using communities. They used the social categorisation theory as a basis for their research which argued that if an individual perceived themselves to be part of a group, they behaved as a stereotypical member of the group when with the group; their personality shifted from an individual emphasis to a social emphasis which would be reflected in their discourse. Potter and Reicher (1987, cited in Phoenix, 2007) analysed discourses of community that circulated after the St Pauls riot in Bristol in the 1980s and saw that and saw that many different discourses were given of the same event; they called these different versions community repertoires. In these different community repertoires they saw that the use of the term community and who was a member of this group was very fluid, inconsistent and flexible. The same account could construct the term community in different ways, for example, the police could be constructed as being part of the community (which makes the riot an intra-group conflict) or the police could be seen as outside of the community (which makes the riot an inter-group conflict). The community could also be seen as a reference to things like lifestyle or the local residents or even as another term for the black community (Potter and Reicher, 1987, cited in Phoenix, 2007). This approach sees groups in terms of individual and social relationships which move away from the individual-social dichotomies of the cognitive social approaches. Therefore group membership is created by discourse which is not a cognitive mechanism, so groups are constructed. So therefore the critical discursive perspective emphasises external, individual and societal processes of group membership and so how group membership occurs is not a cognitive matter. How SIT and the critical discursive perspective study prejudice can expand on how they each view group processes, how they see the individual and society and how they see power relations within group processes. SIT argues that categorisation encourages individuals to see the good in their in-group and compare it to the bad in the out-group which leads people to prejudiced thinking (Dixon, 2007). SIT recognises that there are social aspects of inter-group processes, like assimilation, but at the heart of SIT are the cognitive aspects of group processes (Tajfel and Turner, 1979). SIT suggests that individualistic cognitive mechanisms are the cause of prejudice and inter-group processes. Power relations also occur with SIT as its dominance may have affected how inter-group relations are viewed. The critical discursive perspective, however, argues that how individuals talk about groups and construct group identities is a better way to view the different ways that individuals categorise e ach day (Brown, 2007; DD307 Course Team, 2007). The critical discursive perspective takes into account how an individual uses discourses and how society is involved in inter-group processes (DD303 Course Team, 2007). The critical discursive perspective argues that how an individual makes sense of their reality is affected by their culturally available linguistic resources (Potter and Wetherell, 1987, cited in Dixon, 2007). In this approach, individuals can only categorise and form prejudice because their society shares a language which enables them to construct identities and social relations (Dixon, 2007). Power relations are created in this approach depending on the discourses used by individuals and groups to construct a reality that is of best interest to them (Cooper and Kaye, 2007). This approach does not believe that stereotypes are caused by cognitive mechanisms (Hamilton and Troiler. 1986, cited in Dixon, 2007) they believe that collective belief systems causes the conflicts seen between groups (Eidelson and Eidelson, 200 3, cited in Dixon, 2007). Billig (2002, cited in Brown, 2007) moved from SIT to the critical discursive perspective and began to find limitations within SIT. For example, he saw that SIT assumed that categories that individual used to self categorise were fixed, stable and universal, whereas he argued that the categories used in SIT for prejudice were culturally determined, active, flexible, dynamic and constructed through language so cannot be explained in terms of psychological processes. SIT also assumes that the way individuals identify with groups is to help their self esteem when Billig (2002, cited in Brown, 2007) argued that this could not provide an explanation of extreme hate or the motivation for violence, hate or bigotry. But there have also been criticisms with the critical discursive perspective approach to groups, for example, Dixon (2007) noted that it neglects emotion and cognition in favour of language details, this does not make sense to psychology which is about the mind. It would also be difficult to believe that strongly felt emotions are only social constructions through interaction with others via language. The critical social perspective also does not explain how new groups are formed, for example, Emos, nor can they explain social change. There must also be a cognitive process that produces discourse as that is where meaning comes from; it cannot only come from external discourse. SIT (representing cognitive social psychology) and critical discursive perspective have shown the extent to which group membership can be seen as primarily a cognitive matter from a social psychological point of view. SIT seems to rely on inner cognitive mechanisms for group membership whereas the critical discursive perspective seems to rely on outer constructions. As SIT suggests, the cognitive mechanisms of group membership seem to be important for understanding the world, although like the critical discursive perspective suggests, how categories are constructed using discourse processes are important for this understanding too. So therefore, from a social psychological point of view group membership is not primarily a cognitive matter, but instead group membership can be seen as both a combined cognitive and social matter. This essay has also shown that social and individual sides of group membership should not be seen as dichotomies but as dynamic, interactive and influenced by power relations. Word Count: 2157 (excluding title). Brown, S. D. (2007) Intergroup processes: Social Identity Theory in Langdridge, D. and Taylor, S. (2007) (eds) Critical readings in Social Psychology. Milton Keynes: The Open University Press. DD307 Course Team (2007) DD307 Project Booklet in Horton-Salway, M. (2007) (ed), Social Psychology: Critical Perspectives on Self and Others, Milton Keynes: The Open University Press. Dixon, J. (2007) Prejudice, conflict and conflict reduction in Hollway, W., Lucy, H. and Phoenix, A. (2007) (eds) Social Psychology Matters. Milton Keynes: The Open University Press. Hollway, W, (2007) Social psychology: past and present, in Hollway, W., Lucy, H. and Phoenix, A. (2007) (eds) Social Psychology Matters. Milton Keynes: The Open University Press. Phoenix, A. (2007) Intragroup processes: entitativity in Langfridge, D. and Taylor, S. (2007) eds Critical readings in Social Psychology. Milton Keynes: The Open University Press. The Open University (2007) in Social Psychology: Critical Perspectives on Self and Others, DVD 1, DD307 (2007), The Open University.

Merchant of Venice Essay: The Depression of Antonio -- Merchant Venice

The Depression of Antonio in Merchant of Venice    In the Merchant of Venice, we see a truly anti-Semitic play by Shakespeare.   However, we also see a tale of money (greed and generosity), love (heterosexual and homosexual), and emotion (joy and sadness).   The play revolves around Bassanio's love for Portia.   Bassanio needs money to play the suitor to Portia in "style".   His friend who loves him, Antonio, agrees to give him the money, but, because all of his money is invested in his merchant ships he must take a loan from the greedy Jew Shylock.   Shylock loans him the money in exchange for a pound of his flesh if he does not pay the loan back on time.   Bassanio wins Portia's hand, but, before they are joined together, Portia will disguise herself in order to win the freedom of Antonio when his ships meet with ruin and he cannot repay Shylock.   Shylock ends up losing half his wealth and must convert before Portia is through with him.   Antonio is a fascinating character study when it comes to psychology because he is such a sad but noble character.   He is world-weary and life's material things do not bring him joy.   He is also confused about his sadness.   As he says in the opening speech of the play, "In sooth, I know not why I an so sad:/It wearies me; you say it wearies you;/But how I caught it, found it, or came by it,/What stuff 'tis made of, whereof it is born, I am to learn;/And such a want-wit sadness makes of me/That I have much ado to know myself" (Shakespeare   203).   Antonio explains he has scattered his investment risks quite adequately, so it is not his "merchandize" that makes him sad.   Yet, he does admit that he feels it is his nature to be sad, as if he has a chemical imbalance that classifies him as cl... ...nificance with those of the Jewish faith who might befriend him, and it gives him a cynical, negative perspective of the culture around him.   However, at the end of the play Antonio does seem to find some small measure of happiness when he comes to understand how much Portia has done on his behalf.   This shows him that his perceptions of her understanding may have been limited because he more than likely did not expect his strongest ally to be the wife of the man he loves, "Sweet lady, you have given me life and living;/For here I read for certain that my ships/Are safely come to road" (Shakespeare   228).   Thus, Antonio could be recommended for therapy because his depression has the potential to be ameliorated with a deeper understanding and acceptance of his thinking regarding life. Works Cited Shakespeare, W.   The Complete Works.   Random House, NY:   1975.   

Essay --

Memories from July â€Å"He threw with all his might, but the third stone came skipping back.† Fifty years later. â€Å"Running through the stormy weather, he ran to the spot where he meets the love of his life every afternoon during July. Ever since they were eight, they would meet through the forest at an enormous pond to chat and skip rocks. They decided early on that the amount of rocks they skipped would represent the number of things that they need to get off of their chest. Once he reached the water’s edge, the boy bent over and picked up a pearl colored stone and skipped it, releasing all of his bottled up emotions. After the stone was swallowed by the vast pond, he immediately picked up another and gently tossed it.† â€Å"Making her way down to stand next to him, the girl asked, ‘Why only two?’† â€Å"‘No reason. I’ve just had a lot of things on my mind lately.’ the boy grinned, motioning for the girl to pick up a stone.† â€Å"Did they love each other?† a small child anxiously asked her grandmother. â€Å"Slow down dearie.† said the old woman, smiling. â€Å"You wouldn’t want to skip any parts, now would you?† The young girl eagerly shook her head and looked up at her grandmother’s green eyes once again. â€Å"When the sun began to set,† the grandmother spoke, â€Å"the boy and girl decided that it was time for them to go home. The boy was from a wealthy family, and had messy, golden hair that came just above his eyes. His eyes were as golden as the honey from a honeybee. The girl, however, came from a poor family and had jade green eyes, and dark red, curly hair that she wore in a French braid. The boy’s mother absolutely hated the girl, and forbid him from ever seeing her again.† â€Å"But why?† whined the tiny child. â€Å"What did he do?!† The grandmother chuckled... ...the rest of the year, and when July finally came around again, they waited for the other at the rock. They grew closer to each other with every passing day and never went a day without skipping stones.† â€Å"So they fell in love and got married?† asked the smiling toddler. â€Å"Not exactly,† her grandmother said. â€Å"The end of July neared once again, and they were feeling blue, knowing that their days together were coming to an end. It stormed on the last day of July, but they didn’t think anything of it. The young couple said their heartfelt goodbyes and went their own separate ways.† â€Å"Nick stopped replying to Katalina’s letters around Christmas time. He would send a letter a few times here and there, but never explained why he didn’t write to her as often. Katalina felt as if things weren’t the same anymore so she asked him to meet her at their spot, but he never showed up.

What is a sample?

Whereas a population is the entire group of objects that a certain researcher is interested in; a sample is defined as the fixed number of objects you get from a certain population. For example, Amelia wants to know if red flowers attract bees more than yellow flowers. In order to prove this assumption, Amelia takes a sample of a red flower (e. g. rose) and a yellow flower (e. g. a sunflower). There are lots of flowers that are red and yellow in color. Amelia could not afford to obtain every red and yellow flower in order to prove her assumption.Thus, it is practical for her to take a â€Å"representative† from all the red flowers and a â€Å"representative† from all the yellow flowers. Taking â€Å"representatives† from the entire population, you could now call these â€Å"samples†. It is essential to remember that the fundamental assumption underlying most of the theory of sampling is random sampling. This consists of the selection of individuals from th e population in such a way that each individual of the population has an equal chance of being selected. The process of such selection is called random sampling.The aim of the theory of sampling is to get as much information as possible, ideally all the information about the population from which the sample has been drawn. From the parent population, in particular, we would like to estimate the parameters of the population or specify the limits or ranges within which the population parameters are expected to lie with a specified degree of confidence. At work, we use sampling to prove or test something. For example, you want to determine if the new time management scheme will be beneficial to cut the costs on your company.So, as a manager, you could take some employees to undergo this new time management scheme in order to see if the new process is suitable for both the company and the employees. 2. What are the differences between the binomial and normal distributions? What are the similarities between the binomial and normal distributions? The normal distribution is the most commonly encountered distribution range in science. Random variables in normal distribution should be capable of assuming any value on the real number line, though this requirement is often not applied.For example, height at a given age for a given gender in a given racial group is adequately described by a normal random variable even though heights must be positive. A continuous random variable X, taking all real values in the range. The graph of variables with normal distribution is a symmetrical, bell-shaped curve, centered at its expected mean value. Typically, a binomial random variable is the number of successions in a series of trials in binomial distributions.For example, the number of ‘heads' occurring when a coin is tossed 50 times; thus a discrete random variable X is said to follow a binomial distribution with parameters n and p. However, the probability trials must meet the following requirements: a. the total number of trials is fixed in advance; b. there are just two outcomes of each trial; success and failure; c. the outcomes of all the trials are statistically independent; d. all the trials have the same probability of success. The similarity of normal and binomial distributions rely on the use of random variables as part of the data and their values could be both positive and negative.3. What do confidence intervals represent? Give an example of the use of a confidence interval. Before a simple research question could be resolved like, for instance, â€Å"What is the mean number of flowers that one person can remember? † it is necessary to specify the population of people to which this question will be addressed. The researcher could be interested in, for example, children under the age of 12 and girls. For the present example, assume the researcher is interested in all girls aged 9. Once the population is specified, the next step is t o take a random sample from it.In this example, let's say that a sample of 10 girls is drawn and each student's memory tested. The way to estimate the mean of all girls would be to compute the mean of the 10 girls in the sample. Indeed, the sample mean is an unbiased estimate of ? , the population mean. However, it will certainly not be a perfect estimate. By chance it is bound to be at least either a little bit too high or a little bit too low. For the estimate of ? to be of value, one must have some idea of how precise it is. That is, how close to ? is the estimate likely to be?So we use the confidence intervals to determine how close would be the unbiased estimate we have in our sample to the values that is indicated in the population mean. If the number of flowers that the 10 girls remembered were: 4, 4, 5, 5, 5, 6, 6, 7, 8, 9 then the estimated value of ? would be 5. 9 and the 95% confidence interval would range from 4. 71 to 7. 09. The wider the interval, the more confident yo u are that it contains the parameter you are interested in. The 99% confidence interval is therefore wider than the 95% confidence interval and extends from 4. 19 to 7. 61.

Case Study “Scouts Canada” Essay

Question 1 Using the full spectrum of segmentation variables, describe how Scouts Canada could segment its market place. Scouts Canada is a Canadian organization; therefore the organizations segmentation strategy is primarily geographic. The company focuses on the Canadian market, including all provinces and territories of the country. Based on what the organization wants to accomplish Scouts Canada should dedicate their marketing strategies to study and segment the market based on demographics (age, family size, life cycle) and psychographics. Demographic Segmentation fragments the market into categories according to different demographic factors, usually with regards to the wants and needs of multiple consumer groups. The organization provides opportunities for many people of different ages and gender. Whether people want to participate in a program, volunteer, or strive to be a leader. Scouts Canada caters to their target market and offers incentives to attract people in various life cycles. The programs of Scouts Canada are aimed at different age groups: Beaver Scouts (5-7), Cub Scouts (8-10), Scouts (11-13), Venture Scouts (14-17), and Rover Scouts (18-26). They can tailor their programs to those with large families, in which each member can feel included and involved. Psychographic segmentation – this marketing strategy incorporates the lifestyle aspect approach, because part of their mission is to provide adventure, healthy active living, getting outdoors and learning how to be environmentally friendly and responsible, etc. Question 2 What changed first: the potential scouts member or the scouting experience? Explain your response by discussing the principles of market targeting. â€Å"It began with a vision. It was nurtured with passion. It will succeed through action.† In accordance with their targeting strategy differentiated marketing, the organization strived to alter and improve their scouting experience to appeal to a larger number of scout members by customizing separate offers to appeal to appropriate segments. They updated their programs to have an increase in appeal to a broader range of members. In doing so they also created more volunteering spots as to provide easier access and increase opportunities. They also increased their appeal to younger members by providing potential for leadership growth. In addition they had the uniforms redesigned by Joe Fresh, an innovative Canadian designer. Also they intensified their environmental campaign and centric values by planting trees, promoting recycling, and other projects. To further promote their new image they published a simple and effective scouts manual, detailing new information, as well as designing a new logo and bilingual motto to appeal to the countries two official languages. Finally they fabricated new print advertisements that highlighted health issues such as obesity, and â€Å"quirky† ads, which captured the public interest. Question 3 What steps did Scouts Canada take to reposition its offering? An initial aspect that Scouts Canada has reconstructed is their experiences, with the hopes of expanding their potential scout member range. The case study stated that members would start when they were very young and lose interest after a few years. So one of the things Scouts Canada had to do was find a way to retain them past those few years. The reason why Scouts Canada faced its loss of potential members was because they failed to understand their market segments. They could not tailor their product or ‘membership’ so that it would meet the needs of more individuals; they just kept a simple plan across the board. Because they did not apply differentiation and understanding of the cultural shift towards â€Å"being green† they suffered a high member loss between 1996-2000. Question 4 Will Scouts Canada ever return to the membership levels its experienced in the 1960? Why or why not? Scouts Canada has the potential to reach equal or higher membership levels than in 1960, (maximum member period), but only if they continue to take certain actions. They need to target specific groups of people who focus on being â€Å"Green† and invironmentaly friendly, as well as creat valuable exciting experiances for all. Scouts Canada’s target market is relatively sturdy, and there stands much to be harnessed from it. Conclusion Since the internal and external reefurb of the organization, membership has increased in every province. Almost 6000 scouting groups have increased membership by over 15%. Scouts Canada should strive to continue to watch and analyze the changing market, and adjust its marketing and retention strategies accordingly. They should also Implement a stronger training program for scout leaders, as they are the future of the company. Finally, they should seek to increase their efforts in focusing on alumni members because experienced members serve to help in grounding the organization and further legitimize the company’s existence. Thanks to the innovative marketing strategy, the new company branding has proven a successful overall increase in acquiring new members, and maintaining loyal participation throughout the country.

Conflict in Othello

Othello is a play which contains many conflicts between the characters. The main conflicts in ‘Othello’ are between friends and foes. Othello’s inner conflict, cultural and racial differences which lead to racial judgement and discrimination, to express these conflicts; Shakespeare uses many techniques such as soliloquies, dramatic irony, imagery foreshadowing and symbolism. Amongst the main characters there are many conflicts, however the main reason for most of the conflict if Iago and Shakespeare use the techniques to show us how Iago causes the conflicts. This also analyzes Othello’s pride, his self conscious nature, his jealousy and his rash behaviour. Conflict between the characters especially Iago and Othello is partly portrayed through the use of language devices such as imagery and metaphors animal imagery, sexual innuendo, irony and dramatic irony, repetition, classical and religious allusions. These devices are used to provide insight into the characters relationships, thematic concerns and a wide variety of alternatives reading. The metaphors and imagery portray how Iago despised Othello and the conflict to come between them. Conflict is also presented through the Binary Opposition, which allowed the audience to see the change within the characters or between characters from one extreme to another. For example, we are able to follow the personal conflict and deterioration through the Binary Opposition of love and hatred as well as rational and emotional. This provides the audience to see how Othello transforms from a rational to an irrational man. Another example is the Binary Opposition of wisdom and foolishness which illustrates the conflict between Iago and Othello. Other forms of conflict involved in this play are internal which includes hate and identity, external that consists of race, sex, gender and marriage. Adding on there is in international conflict with the Turks and Venice, racial conflict as Othello being the outsider, conflict within marriage which involves Desdemona and Othello as well as Iago and Emilia and filial conflict within the family with Desdemona and her father.

Book Summary Essay

The book I chose to read was â€Å"When I Say No, I Feel Guilty† by Manuel J. Smith. The first thing to stand out to me in this book was it seemed a little outdated. Even though the writing style and the examples appeared to be from a different era, I was still able to see how different points were relevant today and to me personally. This title screamed my name when I was browsing the list of choices because no matter what I am saying no to, I always feel guilty. From the first moment that we can feel and translate emotions, we have been manipulated by others. We have grown up under the sense that we should feel certain ways about particular actions. We forget to a chore when we are young, we should feel guilty. We bring a bad grade home on out report card, we should be scared of getting in trouble. Many activities are labeled either good or bad and we should portray emotions to match. As a manager, you should try to keep commands or statements neutral. A neutral statement is one that doesn’t assign the label of good or bad to a behavior so the recipient will not feel manipulated. Everyday, people try to manipulate you into doing what they want by making you feel nervous, uninformed, or blameworthy. If you let them push you around you will feel frustrated, angry or depressed. When you permit others to control your actions, you renounce your sense of personal responsibility. Smith states that the first step in fixing the situation is to know that â€Å"no one can manipulate your emotions or behavior if you don’t allow it to happen. † Also, following the Bill of Assertive Rights will help lead to non-manipulative relationships in all situations. The rights are the basis for all healthy relationships and are listed as: You have the right to judge your own behavior, thoughts and emotions, and to take the responsibility for their initiation and consequences upon yourself. You have the right to offer no reasons or excuses for justifying your behavior. You have the right to judge if you are responsible for finding solutions to other people’s problems. You have the right to change your mind. You have the right to make mistakes – and be responsible for them. You have the right to say, â€Å"I don’t know†. You have the right to be independent of the goodwill of others before coping with them. You have the right to be illogical in making decisions. You have the right to say, â€Å"I don’t understand†. You have the right to say, â€Å"I don’t care†. The first right is the foundation of all of the remaining rights. When you become your own judge, you help to build a barrier against manipulation. Judgements should be based on your values and not external systems of what is right or wrong. People base their manipulative actions on the belief that you should live up to their rules. If you are accepting of this situation, you open yourself up to a limitless variety of manipulation. Criticism is a common tool people use to get someone to behave according to their standards. Reactions to criticism can be negative with anxiety, denial, and defensiveness. Learning to take criticism in a constructive manner helps to avoid manipulation. Verbal coping methods to help accept criticism effectively are fogging, negative assertion, and negative inquiry. Fogging is when you only agree to the truths in a statement and respond to what someone has specifically stated rather than what is implied. A negative assertion is statement that takes responsibility for something you have done wrong. It takes courage to make a negative assertion and say, I’m sorry. Last, using negative inquiry encourages the critic to reply assertively instead of manipulatively. This tactic is typically used to ask for additional information about a critique. There are also different types of relationships that fall into three categories, commercial, authority, and equality. Basic verbal skills used to minimize manipulation do not change as problems are handled throughout these different relationships. Commercial relationships are clearly defined with a contract. Since this type of relationship follows a defined structure an assertive verbal skill works most effectively. In an authority relationship there is one person in charge while the other is not. Authority based relationships emphasize finding compromises that grow on existing interpersonal dynamic. Both parties are equal in an equality relationship. This relationship is the most informal and tends to have everything open for discussion. Thoughtful open communication reassures people that you will not hinder their decision making, even if you may disagree. The main concept I took away from this book is, it’s my life and what happens in it is completely up to me! I will not cower when I face manipulation. My reactions to particular situations can pave the way for a disaster or a triumph. We must always be in touch with reality to promote our own well-being and happiness. We also have to accept the possibility that changing our mind is completely normal and healthy. Keeping the Assertive Bill of Rights in mind will help to stand up against manipulation and keep our dignity, self-respect, and control over our own behavior.

Obama Perfect Union Speech – Contemporary Racism

Contemporary Racism President Obama’s speech â€Å"A More Perfect Union† was a response to many outbursts made about things that Reverend Jeremiah Wright, Obama’s former pastor, had said on issues of racism. The reverend made statements that Obama called dismissive when what the world needed most was unity to overcome the continual racism in the country. Quotes from the Reverend such as â€Å"In the  21st  century, white America got a wake-up call after 9/11/01.White America and the western world came to realize that people of color had not gone away, faded into the  woodwork  or just ‘disappeared’ as the Great White West kept on its merry way of ignoring black concerns† and â€Å"Racism is how this country was founded and how this country is still run! †¦We [in the U. S. ] believe in white supremacy and black inferiority and believe it more than we believe in God† caused an uproar in Washington.Obama used this opportunity to address race and the problems in the country relating to it. This speech relates to many of the topics we learned about in class regarding race and racism. Obama talks about his family’s background and how various people don’t like him in office for ridiculous reasons such as that he’s â€Å"too black† or â€Å"not black enough† to be the first black president. They even go as far as to say that he’s in office due to affirmative action.He goes on to talk about his white grandmother and the racist statements she would make, such as that when a black man passes her by on the street she fears him. President Obama’s speech relates to white privilege in the sense that the country has only ever had white presidents and therefore a stereotype has been formed that only the typical white collar, white male deserves to be in office. White people say things like that because they feel like power is being taken away from them and given to blac k people by having a black president in office.Obama even quotes about white privilege and the power of whites being taken away by saying, â€Å"Most working- and middle-class white Americans don't feel that they have been particularly privileged by their race†¦Ã‚  when they hear an African-American is getting an advantage in landing a good job or a spot in a good college because of an injustice that they themselves never committed; when they're told that their fears about crime in urban neighborhoods are somehow prejudiced, resentment builds over time. In his speech he also talks about institutional racism which goes all the way back to Brown vs. Board of Education which was the Supreme Court case that ruled separation of black and white students unconstitutional. Obama also talked about this in his speech saying, â€Å"Segregated schools were and are inferior schools; we still haven't fixed them,  50 years after Brown v. Board of Education. And the inferior education they provided, then and now, helps explain the pervasive achievement gap between today's black and white students. He went on to say how this gives an inferior education to blacks and how this explains the gap in the income levels of white Americans vs. black Americans which in turn doesn’t give black men as many economic opportunities as white men. This not only relates to white privilege because they feel they are deserving of these jobs and educations but it also has a lot to do with institutional racism. By giving these economic opportunities to the better qualified person you are giving it to the one who has a better education.Through his speech, Obama illuminates the problem within our schools. Funding and quality of education go hand in hand, and since often times African Americans live in poor urban communities, schools struggle for funds to heighten the quality of their education. By talking about the dependence of schools on the income of the people living in the areas surrounding, Obama points out that privileged white kids are able to come out on top verses an African American child who grew up in an underfunded school.These white kids then get into more prestigious colleges, in turn landing more high paying jobs than the majority of their African American counterparts. Obama also goes on to talk about how people try to act like there is no racism anymore even though it is so blatantly out there. He quoted â€Å"Talk show hosts and conservative commentators built entire careers unmasking bogus claims of racism while dismissing legitimate discussions of racial injustice and inequality as mere political correctness or reverse racism. He talks about how things like this widen the gap of racism and how we need to work to close the gap instead. He calls it a racial stalemate saying, â€Å"Contrary to the claims of some of my critics, black and white, I have never been so naive as to believe that we can get beyond our racial divisions in a single el ection cycle, or with a single candidacy — particularly a candidacy as imperfect as my own. † Obama believes that only by exposing the true roots of racism can we move forward, slowly but with conviction. He encourages more debate and open discussion instead of hiding behind polite political facades. But I have asserted a firm conviction — a conviction rooted in my faith in God and my faith in the American people — that, working together, we can move beyond some of our old racial wounds, and that in fact we have no choice if we are to continue on the path of a more perfect union†. Overall, the goal of President Obama’s speech was to highlight the most taboo of topics in our society: racism. Since the era of reconstruction, white people have tried hard to ignore skin color, but Barack Obama is trying to make a point of not ignoring the color of his skin, but rather using it to his advantage by pointing out the problems we have created.White sup remacy is still very much a real idea, even in our modern 21st century society. Poor education makes finding a good job in tough economic times an almost impossible task for the African American community, simply because they never had the same opportunities as their white peers. Obama encourages Americans to forgive past grievances and instead create a â€Å" new normal† – one of racial equality and opportunity regardless of race.