Retention Strategies

Introduction Retention of students in any institution of learning, irrespective of its level, is very essential as it contributes to the success of the students in terms of academic performance that in the long run affects the overall performance of the institution at large. This is so because the students are able to learn without disturbances which can be brought about by changes or transfers to other learning institutions where they have to adapt to the new environment and the learning strategies of the new school.Advertising We will write a custom essay sample on Retention Strategies specifically for you for only $16.05 $11/page Learn More The practice of retaining the students is however not easy as it is faced with a lot of challenges which should be dealt with to ensure its success (Bean and Eaton, 2000).This piece of work discusses the retention of students in learning institutions much emphasis being given to the variables that affect student re tention, the goals and strategies that can be applied to handle the variables, the enablers and constrainers involved and finally an assessment plan to measure the success and progress of the goals and strategies. Variables That Affect Student Retention to Be Addressed In the Goals and Strategies There are numerous factors that are associated with the retention of students in learning institutions. The factors however depend on the type of school for instance elite institutions and community colleges with the former having high rates of retention as compared to the latter. Some of the general variables that affect student retention include; the academic status of the institution in terms of the overall grades attained the satisfaction linked with social life or student peer group which may include classroom relations, games interactions and even roommates socialization among others. The student background for instance the support from the parents’ income; the student’s education goals and previous education performance also determine his or her retention (Wetzel, O’Toole and Peterson, 1999). The organizational factors such as the orientation programs used in the institution, the rules and regulation governing the institution, the relationships between the staff and the students in the institution, the financial aid and housing policies also matter. The academic factors affecting retention of students include the resources available in the institution, the courses offered, the organization of faculties, and the learning programs among others. The social factors on the other hand may include the peers, the social groupings and integration among others. Environmental factors also influence the retention of students in learning institutions. They may include the transfer opportunities available, marital status of the students, the financial resources, and family and job responsibilities among others. The particular student also plays a role in determining his or her retention for instance his or her intentions and attitudes for example self motivation and development, the urge for performance and achievement, the value attached to education, satisfaction, the approach strategies and most importantly the student’s intention to stay enrolled in the institution (Lau, 2003).Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Goals and Strategies to Address the Variables In setting the goals and strategies in a learning institution, it is essential to observe the retention indicators for instance the potential opportunities and challenges linked with the students. The important indicators could include course completion and course success rates among others. The major retention goals could be to enhance persistence and progression which entails semester to semester enrollment and its success. The retention goals should cater for the variab les mentioned above to ensure that they are solved in the most efficient, effective, and economic manner possible. There are various strategies that can be applied in the institution to ensure that students are not only enrolled but retained. Some of the strategies to be applied in this particular institution include early interventions for example provision of outreach programs meant to develop students competencies while they are still in high school and also just after their entry into the higher institution of learning, there should also be administration of appropriate orientation strategies that may ease the transition process of the students to the high level education institution that clearly contain information about the institution and the academic procedures as well as social support necessary for staying in the institution. Another strategy is the intensification and diversification of learning through development of appropriate standards and effective curriculums, emplo yment of knowledgeable and well trained teaching staff and provision of appropriate learning experiences for instance where the students are told of the relevance and application of all the courses taken. The parents are also an important constituent of the institution and programs should be developed that are aimed at making them understand the student life so that they can offer the necessary support and encourage them to remain in the school. Psychological counseling is also an important aspect as it helps solve most of the problems faced by the students that could in one way or the other affect the possibility of them being retained in the institution for instance stress. Provision of basic skills for example proper time management may also help keep the student comfortable and satisfied hence reducing the chances of deferment or transfer. Encouragement of participation in extra curriculum activities like social functions also helps the students to feel at home and anticipate fo r certain activities hence avoiding chances of losing interest in the institution (Seidman, 2005). Enablers and Constrainers Every process or activity is deemed to be having some enablers and constrainers or the factors that facilitate its success and those that derail its progress or success. The retention process in this institution can be enhanced by various factors for instance its high quality in terms of education standards and also the fact that the institution is well known, the availability of appropriate orientation programs, a pool of qualified and well trained personnel especially the teaching staff and a favorable institutional culture among others.Advertising We will write a custom essay sample on Retention Strategies specifically for you for only $16.05 $11/page Learn More Constrainers to the retention process in the institution are also present and they include the limitation of financial aid to support the less fortunate students, poor students’ background which makes education prosperity impossible, poor individual attitudes among students for instance lack of self motivation and development and the absence of the urge to achieve among others. An assessment plan to measure the success and progress of the goals and strategies A process is never considered successful if the results of the set goals and the implemented strategies cannot be ascertained. A good retention plan should therefore include an assessment plan that can be used to gauge the rate of retention of the students as well as looking into the factors that affect the retention. The assessment metrics to be observed in determining the progress and success of the retention process as set by the retention goals and strategies include looking at the students’ participation and satisfaction in major functions and activities of the institution, the grades attained by the students, the rates of absenteeism among other factors. An effective asses sment plan should involve the formation of specific questions, data planning and data collection in regard to the identified metrics and information utilization and communication to ensure that student retention is enhanced by dealing with the faults identified (Tinto, n.d). Conclusion The retention of students in learning institutions is a very critical aspect that should never be underemphasized under all circumstances. The two major student related problems faced by the administration is the enrollment which entails the initial capture of the students to the institution and the retention of the students which entails keeping them enrolled. Attrition is however less disturbing in institutions which attract a large number of applicants and have high rates of retention and vice versa. While there are variations of students in different institutions, there is a general pattern that can be retrieved from various researches carried out on the issue in which retention follows. For insta nce it has been observed that the higher the level of education or degree offered in an institution, the higher the retention rates and vice versa. It is also true that older and well established learning institutions which in most cases have long traditions and bigger support have higher retention rates as compared to the emerging institutions which could be having shaky foundations.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The student retention rates are also higher in high quality institutions than it is in less prestigious learning institutions. The mode of learning also affects the retention rates for instance institutions that offer fulltime courses to the average aged students who reside in the school have high retention rates than those offering part time courses to the old people who are school non residents. Reference List Bean, J. P., and Eaton, S B. (2000). A Psychological Model of College Student Retention; In Rethinking the Departure Puzzle: New Theory and Research on College Student Retention, ed. John M. Braxton. Nashville, TN: Vanderbilt University Press. Lau, K.L. (2003). Institutional Factors Affecting Student Retention. Web. Seidman, A. (2005). College Student Retention: Formula for Student Success. New York: Greenwood Publishing Group Tinto, V. (n.d). The Assessment of Student Retention Programs. Web. Wetzel, N.J, O’Toole, D and Peterson, S. (1999). Factors Affecting Student Retention Probabilities: A Case Study. Journal of Economics and Finance. Volume 23. No. 1. 45-55. Spring. This essay on Retention Strategies was written and submitted by user Beau Young to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free Essays on Discipline Alternatives To Punishment

, punishment reinforces poor self-images, and this often leads to more self-destructive behavior. Discipline alternatives, on the other hand, can be effective if used as part of an overall positive approach or treatment plan. Effective discipline alternatives improve children's self-images, and lead to more self-fulfilling behavior (Pearce, 1). Significance of Issue More than 125,000 of America's youth were in custody in nearly 3,500 public and private juvenile correctional facilities across the nation (Snyder). The majority of youth enter correctional facilities with a broad range of intense educational, mental health, medical, and social needs. Large numbers of incarcerated juveniles are marginally literate or illiterate and have experienced school failure and retention (Center on Crime, Communities, and Culture, 24). These youth are also disproportionately male, poor, minority, and have significant learning and/or behavioral problems that entitle them to special education and related services. Because education is critical to rehabilitation for troubled youth, it is considered the "foundation for programming in most juvenile institutions". Helping youth acquire educational skills is also one of the most effective approaches to the prevention of delinquency and the reduction of recurring crime. Literacy skills are essential to meet the demands of a complex, high-tech world in ... Free Essays on Discipline Alternatives To Punishment Free Essays on Discipline Alternatives To Punishment "Discipline Alternatives to Punishment" Introduction Discipline alternatives are the positive methods of procedure or practices which child and youth workers use to control or correct inappropriate behavior. There is sufficient evidence to indicate that punishment, one form of discipline, is not an effective technique to use with troubled youth (Krueger, 102). Punishment may provide immediate control in some situations, but over time, it usually leads to more severe behavior patterns than the ones the user was trying to correct. In other words, punishment reinforces poor self-images, and this often leads to more self-destructive behavior. Discipline alternatives, on the other hand, can be effective if used as part of an overall positive approach or treatment plan. Effective discipline alternatives improve children's self-images, and lead to more self-fulfilling behavior (Pearce, 1). Significance of Issue More than 125,000 of America's youth were in custody in nearly 3,500 public and private juvenile correctional facilities across the nation (Snyder). The majority of youth enter correctional facilities with a broad range of intense educational, mental health, medical, and social needs. Large numbers of incarcerated juveniles are marginally literate or illiterate and have experienced school failure and retention (Center on Crime, Communities, and Culture, 24). These youth are also disproportionately male, poor, minority, and have significant learning and/or behavioral problems that entitle them to special education and related services. Because education is critical to rehabilitation for troubled youth, it is considered the "foundation for programming in most juvenile institutions". Helping youth acquire educational skills is also one of the most effective approaches to the prevention of delinquency and the reduction of recurring crime. Literacy skills are essential to meet the demands of a complex, high-tech world in ...

Butch and femme roles of lesbians

Butch and femme roles of lesbians Butch and femme roles were extremely important to the community in the forties and fifties; it was the butch role that was the most visible, and therefore the most likely to cause public scorn (Weissman and Fernie). The two sources, The Reproduction of Butch – Femme Roles by Madeline Davis and Elizabeth Lapovsky Kennedy and Forbidden Love by Aerlyn Weisman and Lynne Fernie focus particularly on the function of the butch role among working class lesbians in Buffalo. These sources draw on articles, oral histories and interviews of lesbians from the early twentieth century. Both the resources state that, although â€Å"gender-appropriate† styles and behaviors were rigidly enforced in order to maintain a clear distinction between the sexes, butch women’s choice to not only reject traditional femininity but to also actively adopt masculinity was perceived as a threat to the very order of society and a prelude to social chaos. Despite the fear, and likelihood of haras sment by police and other straight men, the courage of butches to claim their identities in many ways prepared the way for later generations of lesbians to break free from the narrow conventions of socially constructed womanhood and claim access to a kind of power traditionally held only by men (Weisman and Fernie). As a result, male representations of lesbian sexuality have had the most influence in shaping attitudes towards butch and femme identities throughout the twentieth century. Such representations have almost always assumed the lesbian role -playing is an imitation of heterosexuality. The main theory underlying the feminist disregard of role – playing is that roles depend on sexual difference, which is naturally hierarchical, polarizing, and oppressive. Sexual difference is the grounds on which heterosexual roles are built, and thus contains within it an inherently unequal distribution of power. In the relationship of a butch and femme, since the identities of both a re built on popular cultural stereotypes of male and female behavior, they tend to reinforce the inequality in power inherent in this dichotomy. In addition, in most cases one of the partners is active, strong, dominant, and initiating whereas the other partner is passive, weak, submissive, and enduring. The partner who is dominant in this equation mimics the role of a male in a heterosexual relationship, whereas the passive, weak and submissive characteristics belong to that of the female. Thus, because the butch- femme roles have the potential for being just as sexist as heterosexual roles, they imitate the latter, especially when talking about power relations between two partners. (Weisman and Fernie) According to Judith Roof’s article, â€Å"The Match in the Crocus: Representations of Lesbian Sexuality,† the representations of lesbian sexuality in the dominant discourse often evoke the phallus by calling attention to its absence or substitution in sexual relations between women, so that it appears and seems necessary, at least symbolically, because of the inconceivability of sexuality without a phallus present. Therefore, lesbians are often depicted as having appropriated the penis, masquerading as though they really had it, and thereby assuming male privilege and acting upon it. This evokes the stereotypical image of the lesbians by phallocentric discourse and is seemingly embraced by the lesbian community in the form of butch roles. What Roof’s analysis makes possible is an understanding of the ways in which the dominant ideology has a vested interest in making the butch – femme role playing appear to be a mere replica of heterosexuality, as a way of calming male anxiety over the threat of female appropriation of male dominance. Thus, because the absence of the phallus requires them to achieve the balance through role playing, they merely are merely imitating the heterosexual norms.

A Critical Review in the Contemporary Themes in Youth Work Practice, Essay - 4

A Critical Review in the Contemporary Themes in Youth Work Practice, Thematic Area Mental Health and Emotional Wellbeing - Essay Example Brendtro, Ph.D, the President of Reclaiming Youth International. The main message of the article is that a crisis should be perceived as a unique opportunity that can help a student or a young person come to grips or understand an important life problem. As opposed to a glass half empty, successful management of a crisis requires looking at it as a glass half filled with water. This understanding is critical in successfully managing the crisis, therefore illuminating the pattern of self-defeating behavior of the student and providing strength-based skills. In this regard, LSCI is presented as an advanced and effective strategy of this paradigm to help promote understanding and change (Perry & Hambrick, 2008, pg. 34). In my opinion, the authors stress upon focusing upon the LSCI as opposed to other traditional approaches used to help troubled youth. Traditional approaches, or alternatives to the LSCI method, are explained and presented as reactive in nature and ineffective for solving youth problems. The LSCI, on the other hand, seeks to focus on understanding the facts and causes of counterproductive conflict styles. In support of the theories and principles presented by the authors is my own experience as well as broader research and reading on the subject. Several experts and scholars on the issue of ways of reclaiming young people who show patterns of self-defeating behavior are in favor of the LSCI approach as opposed to conventional approaches, which are seen as reactive. My evaluation of what the authors presented in this article is that it is exactly right and effective in especially the present-day challenging environments for youth growth and development. One of the major reasons why I am in support of the theories presented by the authors is with regard to the interventions for various patterns of self-defeating behavior common among young people and children. The LSCI process has been broken down into six stages

Human Behavior Task Essay Example | Topics and Well Written Essays - 1000 words

Human Behavior Task - Essay Example Therefore, proper OB will assist the managers to get people prepared for participating and interested in the organizational processes. This not only deals with the employees but also ensures change and innovation managements across the various stakeholders involved in the functioning of the organization. In this paper, we will focus on both theoretical support and practical examples to reflect more on the critical OB concepts. Research Question: How an understanding of OB concepts helps managers to overcome the challenges? Literature Review: Supporting Theories Organizational behavior is a sector independent management specialty, which demands considerable research and study today. In the 1990s, world wide adoption of open markets and subsequent globalization led to more dynamic developments and tendencies inside the various organizations around the world. Changing organizational practices become more important than ever since managers from different cultures, countries, backgrounds, and management schools began to interact and handle more diversified labor force. As a result, in today’s business environment, dynamics of OB extensively involve an understanding of real world organizational changes. Hence, experts like Brief and Dukerich (1991) have raised the critical question that whether theory in OB is useful or not. Yet, they state, â€Å"On a more positive note, it then is argued that theory in organizational behavior has practical value even though it may not be useful in a more narrower sense.† (Brief and Dukerich, 1991, p.327) Several theories in the realm of OB do suggest that robust concept of the subject can help managers to handle challenges. Motivation theories related to personality theory help the managers to motivate their subordinates, peers, and themselves. This behaviorist pattern is further reinforced with the help of organizational level theories that utilize group leadership and group dynamics concepts. So, theoretical approac h has helped the sphere of OB to evolve on a more scientific and rationalistic scaffolding. (Miner, 2006) In today’s multicultural and multinational business environments doped with competition and rivalry, understanding of OB can further help the managers to develop proper leadership practices and counter the challenges they face. Leadership theories become functional in this behaviorist segment. Avolio et al (2009) have proved that theoretical perspectives on transactional, transformational, and/or charismatic leadership do impact the function of an organization with the help of empirical research. Organizational behavior, in fact, is an interdisciplinary field of study, which covers various theoretical concepts. Thereby, the scope of OB involves theory based practical trials. Hence, OB concepts help managers to develop both subjective and objective understanding of the organization in general. They thus become instrumental for the managers to counter various challenges of the modern business world; and organizational change remains a prime focus area that requires holistic managerial commitment. (Alange and Steiber, 2009) Case Example In this section, we will discuss that how implementation of OB concepts help managers to overcome challenges in real world scenarios. The Case of Yasar University Yasar University is located in Turkey. It was established in 2001 â€Å"with the goal of helping students excel both academically and as members of society.†

Conflict, Decision Making, and Organizational Design Essay Example for Free

Conflict, Decision Making, and Organizational Design Essay 1. Discuss how you could apply negotiation strategies to address potential conflicts in the workplace. The primary focus at Department of Veterans Affairs (VA) is patient/Veteran care and establishing new Veteran enrollees. This is done by direct marketing among other forms of outreach. For VA, negotiation will be important in not only establishing a new enrollee, but keeping that enrollee as well. According to Hellriegel and Slocum, integrative negotiations are used to â€Å"achieve results that benefit both parties† (2011, p.397). By consistently explaining and showing Veterans the benefits, they gain by maintaining their health care through VA, and how the outcome will benefit them, VA will continue to receive the federal funding to continue sustained operations for the coming years. According to Hellriegel and Slocum in order for integrative negotiations to be successful, VA should follow these principles: * Separate the people from the problem- VA’s staff must not allow their personal issues with Veterans to interfere with the negotiation process instead focus on the issue at hand. * Focus on interests, not positions – Understand the needs and interests of the clients instead of being concerned about title. * Invent options for mutual gains- This is where creative decision making comes into play. By presenting the client with several alternatives to meet their needs, Winston has a better chance of finding one that the client finds appealing. * Insist on using objective criteria – When dealing with marketing, it is imperative that goals are measurable and obtainable. 2. Determine how evidence-based management could be applied to the work environment you researched. Evidence-based management is defined by Hellriegel and Slocum as â€Å"the premise that using a better, deeper diagnosis and employing facts to the extent possible enable managers and leaders to do their jobs better† (2011, p.425). Hellriegel and Slocum also outline five diagnostic questions to be used to help leaders avoid â€Å"simpleminded quick fixes† (2011, p.425) which address how assumptions are used, if the assumptions are reasonable, and what alternatives could address the same issue more consistently. At Winston there are a few areas where evidence-based management could apply, specifically human resources and scheduling. The human resource department at Winston is responsible for recruiting talent and developing training. Both these tasks are found in almost all organizations, therefore extensive data about how to best approach them is available. In such an instance, utilizing tried and true techniques for evaluating prospective employees and training them to properly do their job saves Winston time and money because they do not have to risk failure trying to develop their own techniques. Scheduling is also an area where there is extensive data that supports how to properly schedule employees to ensure that all client goals are met in the predetermine time frame. In fact, scheduling is one of the major components of Operations Management. 3. Analyze the blocks, stages, and methods of creative decision making to determine the best approach the employer you researched should follow when making managerial decisions. The very nature of the business at Winston lends itself to creative decision making since all the tasks involve the use of some form of creativity. From packaging design to visual stylists, the team at Winston is constantly using their creativity to meet client expectations. As a result of the artistic environment, using creativity when making managerial decisions comes naturally at Winston. There are several blocks, stages and methods of creative decision making yet only one approach would work the best at Winston, Osborn’s Creativity Process. Creative decision making involves several things, but before beginning the process it is important to recognize the blocks that can it from working properly. Perceptual blocks happen when one does not interpret a problem correctly based on a limited scope of understanding. When applied to the type of work done at Winston this can happen if an Account Manager incorrectly stereotypes the target demographic based on their personal experiences. Cultural blocks happen when one has a desire to conform to societal norms, avoid conflict, be practical, and believe that open-ended exploration is a waste of time (Hellriegel Slocum, 2011, p. 431). The staff at Winston must not be held back by cultural blocks because often the brands they work for are being marketed to an extremely diverse customer base with no clearly defined culture. In fact, part of what Winston does is create the brand’s culture so that like-minded individuals feel a sense of connection and will purchase the products. The final block, emotional, is most often seen as the presence of fear. Whether it is fear of failure, fear of others, or fear of making a mistake this emotion is a strong deterrent to the creative process. According to Hellriegel and Slocum, â€Å"For many organizations, fostering creativity and innovation is essential to their ability to offer high-quality products and services† (2011, p. 432). For Winston’s continued success, creativity and innovation must occur with every client on a consistent basis or they will lose business. For a brand to stand out in the increasingly crowded retail environment, their marketing efforts must be memorable and identifiable. This holds especially true when Winston designs the space a client will occupy in a brick-and-mortar retailer where brands are often thrown together based on functionality. If the space looks like something that has already been done, chances are customers will overlook it and go for something else that catches their eye. Once the three blocks are addressed, the creative process can begin. There are five stages to the creative process that are similar to the phases that are a part of Osborn’s creativity process. The first and second stages of the creative process, preparation and concentration, is similar to Osborn’s first phase, fact-finding. All three focus on identifying/defining and investigating the issue or problem. It is important to note that identifying the problem must be followed by â€Å"gathering and analyzing relevant data† (Hellriegel Slocum, 2011, p 434) so that there is a solid base to build upon during the following stages/phases. For Winston this may mean discovering that a problem with accessibility and visibility, not the product itself, are the reasons why buyers were not interested in a particular brand at a trade show (supported by sales data). The team at Winston can then use pictures and diagrams of the last trade show booth and layout to create new desi gns for the next one during the incubation stage or idea-finding phase. The incubation stage is the third of five stages in the creative process and is similar to the idea-finding phase of Osborn’s creativity process. During this stage/phase, management brainstorms alternative solutions to the problem or issue identified in the previous stage/phase. In order to come up with the best solution possible, no idea should be rejected during this stage and team members should let their imaginations run wild since this is the perfect opportunity to be innovative and separate the client’s brand from competitors. This stage/phase is the most important to a creative services firm such as Winston because the generation of several ideas gives the Account Manager several options to pitch to the client. With a variety of options it is more likely that the client will find one they like and decide to do business with Winston instead of another firm. The fourth stage in the creative process is the illumination stage which â€Å"is the moment of discovery† (Hellriegel Slocum, 2011, p.432). Similarly, Osborn’s creativity process has the solution-finding phase which involves generating and evaluating possible courses of action and deciding how they should be implemented (Hellriegel Slocum, 2011, p.435). During this stage management must come to a consensus about which of the ideas generated during the previous stage/phase would best address the problem or issue identified at the beginning of the process. At Winston this would mean narrowing down the ideas generated to the top two or three, pitching them to the client, and then working with the client to implement the one chosen. Verification, the final creative stage, has no counterpart in Osborn’s creativity process. According to Hellriegel and Slocum, this stage â€Å"involves the testing of the created solution or idea† (2011, p. 432). At Winston this may mean building a small version the revamped trade show booth and using it at a few minor shows as a test run before unveiling it at the industries larger trade shows such as WWD MAGIC in Las Vegas. Testing is important because it allows the kinks to be worked out before producing something on a large scale which could mean a huge financial loss if done improperly. Although there are other creative decision making methods, Osborn’s creativity process works best for Winston because it is straight-forward and simple to execute. The other models of creative decision making are electronic brainstorming and De Bono’s lateral thinking. Electronic brainstorming is also not a good option for Winston because the software required to correctly utilize this method is an expense that such a small firm cannot afford when trying to keep their prices competitive. Also, the artistic aspect of the work done at Winston is best collaborated on in-person so that drawings and models can be seen by all involved. De Bono’s lateral thinking method involves the usage of techniques such as analogy, cross-fertilization, and reversal. This method is not the best for Winston because the techniques used to foster the development of new ideas are not feasible for the type of work done at Winston. For instance, the cross-fertilization technique requires the use of outside experts from other fields which means additional expenses that a small firm such as Winston may not be able to afford. The analogy technique requires specific and concrete analogies, whereas the nature of the messages and work done by Winston are abstract. Finally the reversal technique â€Å"involves examining a problem by turning it completely around, inside out, or upside down† (Hellriegel Slocum, 2011, p. 433). This is the one technique that may work for Winston, but it is a more complex process than Osborn’s and therefore harder to follow. 4. Discuss the environmental and strategic factors that affect the organizational design of the company you researched. Winston utilizes a decentralized network design to ensure efficiency and profitability. According to Hellriegel and Slocum, â€Å"Decentralization is the delegation of authority to lower level employees or departments† (2011, p.460). Decentralization relies upon upper management delegating certain tasks which allow lower level employees to make decisions within predetermined constraints. For instance, Winston’s field merchandisers often need to make changes to their schedules. There are a number of Staffing Managers who are able to review and approve these changes, thus allowing the Senior Manager of Staffing and Analysis to focus on more important tasks. Winston’s horizontal organizational design type is a network. â€Å"Organizational design is the process of selecting a structure for the tasks, responsibilities, and authority relationships within an organization† (Hellriegel Slocum, 2011, p.446). In the case of Winston, although there are two main offices, New York and San Francisco, a large portion of the work is done by independent contractors throughout the nation in the field. According to Hellriegel and Slocum this is a network design, meaning an organizations â€Å"subcontracts some or many of its operations to other firms and coordinates them to accomplish specific goals† (2011, p. 467). There are several environmental factors that affect organizational design including suppliers, distributors, competitors, and customers (Hellriegel Slocum, 2011, p448). The first environmental factor to be considered when developing an organizational design is suppliers. Although Winston does not use raw materials to create a product, they still need suppliers to provide office goods and technology. Office goods are used at Winston for basic needs such as printing, taking notes, etc., but also for industry specific tasks such as preparing storyboards and interior space design drawings necessary to acquire and service clients. Technology suppliers are needed for things such as phone and internet service as well as cell phones, analytical software, and computers. As a mid-sized company, Winston must ensure that they work with suppliers that are not only reliable, but also cost-efficient. To guarantee a streamlined ordering process, Winston employs a full-time Purchaser whose sole task is to negotiate with and order from suppliers. The second environmental factor that affects organizational design is distributors. Hellriegel and Slocum define distributors as â€Å"the various organizations that help other organizations deliver and sell its products† (2011, p.449). As a provider of a service, Winston has a small distribution channel in terms of tangible goods, but a large one in terms of intangible service providers. To deliver materials such as tags, name badges and other marketing goods to their network of field merchandisers Winston has a business account with FedEx. Within the organization the Account Managers are responsible for getting material to their subordinates get in a timely manner so that goals are met in the required timeframe. On the intangible side, Winston’s nation-wide network of independent contractors is responsible for delivering the in-store services that clients rely upon Winston to deliver. Competitors are the third environmental factor to be considered when determining organization design. Hellriegel and Slocum wrote, â€Å"Competitors can also influence the design of an organization because they drive the organization to become more productive† (2011, p.449). As a mid-sized company, Winston must work extremely hard to ensure they remain cost competitive against larger retail marketing firms. To do so, Winston needs to utilize a design that is â€Å"simple and easy to manage† (Hellriegel Slocum, 201, p. 449). One way major way Winston does this is by keeping their employee count low. Account Managers handle several accounts at once, decreasing the need for a large number of employees on this level. Also Winston uses part-time independent contractors in the field instead of full-time staff to make the payroll process simpler as it does not include tax or benefit deductions. The final environmental factor that influences organizational design is customers. At Winston the customers are the retail companies that hire them to do a wide variety of marketing tasks such as merchandising, brand promotions, environmental design, etc. To develop and maintain accounts with valuable clients and remain competitive, Winston offers personalized services with an eye for detail. As mentioned in paragraphs above, Winston works hard to ensure that overhead remains low so that they can offer competitive pricing. References Hellriegel, D., Slocum, J. W., Jr. (2011). Organizational behavior: 2011 custom edition (13th ed.). Mason, OH: South-Western Cengage Learning. Krivis, J. (2006). Can we call a truce? Ten tips for negotiating workplace conflicts. Employment Relations Today (Wiley), 33(3), 31-35. doi:10.1002/ert.20115 Supplier Relationships.(2012). Retrieved September 7, 2012 from http://www.entrepreneur.com/encyclopedia/term/82658.html

Murder Rationale in Dostoevskys Crime and Punishment Essay -- Crime P

Murder Rationale in Dostoevsky's Crime and Punishment Feodor Dostoevsky's Crime and Punishment is a murder mystery unlike most murder mysteries. In this novel the reader knows "who done it"; the mystery lies in why the murder is committed. Throughout the story, Raskolnikov gives three main reasons why he kills Alena Ivanovna. Although these reasons seem unrelated on a superficial level, there is truth in all of them. What's more, each one builds on its predecessor. Raskolnikov's first two reasons are scrutinized by Sonya one at a time as his solitary motive for murder. These reasons are then disproved on their own, leaving one ultimate motive that essentially encompasses the other two. As readers, we sometimes tend to want a direct explanation for events that have occurred. Dostoevsky gives us explanations, but they are not direct and can be confusing if we are looking for an obvious cause and effect relationship. Crime and Punishment imitates life in that the happenings do not always fit in nice neat categories. Perhaps this is one of the elements that make it such an intriguing and acclaimed novel. Raskolnikov's first reason for murdering the pawn broker is to help himself. He claims he wanted the money. He states in his confession to Sonya, "It was to rob her" (348). It is obvious that he needed money for school. Also, if he had the money to put himself through school, his mother would not have to scrimp and borrow from others to help her son. Since the death of his father, Raskolnikov's mother and sister are greatly dependent upon him to make something of himself. His mother says in a letter to him, "You are all we have, Dunya and I, you are everything to us, our only hope and trust" (25). In this same letter, his mo... ... commoners. His last reason was accepted as his ultimate motive; "Sonya understood that this gloomy creed had become his faith and his law" (353). Raskolnikov himself does not really know why he is committing murder when the murder is taking place. It is a discovery of self and of a theory that was not yet developed. He uses excuses for his reasoning in the beginning, saying that he needs the money, and, later, that he is performing a service for the greater good. These excuses are necessary and fundamental steps of Raskolnikov's journey into self-discovery. It is human nature to rationalize, which is what he is doing. Ironically, this very need for rationalization and excuse is what fails him in his quest for proof of his superiority. Work Cited Dostoevsky, Feodor. Crime and Punishment. Trans. Jessie Coulson. Ed. Goerge Gibian. New York: Norton, 1989.

Symbolism of Blindness

Symbol of Blindness in King Lear Blindness is usually defined as the physical ability of the eye to see. But in King Lear by William Shakespeare, blindness is not just a physical quality but also a mental flaw that people possess. This mental flaw can then lead to people making bad decisions because they can’t see the truth. In King Lear, the recurring images of sight and blindness that are associated with the characters of Lear and Gloucester illustrate the theme of self-knowledge and consciousness that exists within the play and these characters.Gloucester’s characters plot parallels that of King Lear’s. Throughout the play, we explore what is meant by eyesight or the lack of it. King Lear is the first and the main character that faces problems by this idea of blindness. In act one, Lear asks his three daughters to express their love for him in order to get the share of the land and dowry. Goneril and Regan come up with an elaborate speech that uses with wit an d deceit.She starts off by saying â€Å"Sir, I love you more than word can wield the matter; dearer than eyesight, space, and liberty; beyond what can be valued, rich or rare; no less than life, with grace, health, beauty, honour; as much as child e'er loved, or father found; a love that makes breath poor, and speech unable; beyond all manner of so much I love you† (Foakes 1. 1. 55-61). The metaphorical language and beauty of Goneril and Regan’s speeches blind Lear.Cordelia truly loves him a lot but he doesn’t see it in her response when she says â€Å"Unhappy that I am, I cannot heave; my heart into my mouth: I love your majesty; According to my bond; nor more nor less† (Foakes 1. 1. 93-95). But on the other hand, Cordelia’s speech makes him feel less powerful. Her language is legalistic and delimiting. It suggests that it is a contractual relationship (Kronenfeld 96). By using the word bond, she makes it more formal but she’s talking to he r father so she should be able to express her feelings in a less formal way.She declares her love to be of no surpassing quality. She is not like her sisters because it is not in her nature to solicit her father with outward showings of love but instead will show it through her actions (Kronenfeld 106). He misunderstands her love and is unable to see the love she actually has for him because of the way all three of the daughters respond. The two older sisters flatter their father instead of speaking the truth so they can get what they want and this leads to Cordelia being disowned.The cause of his blindness appears to be an infatuation with his own rank and station, which is a result of senility. Lear’s kingdom is used as a symbol of affection towards his three daughters. In the first act, it is implied that Cordelia is his favorite daughter. He feels that dividing up the land by the level of love they show to him is the right thing to do. He does not see that Goneril and Reg an will use this as a chance to become his favorites. They will say whatever they need to for their own benefit because they are greedy.Driven by his own blindness, King Lear begins to make many mistakes not just with his daughters but also with his loyal supporter Kent. His blindness doesn’t allow him to see the truth in a person’s personality and character. When Kent hears about Cordelia getting disowned, he is shocked by the decision that King Lear. He tries helping King Lear understand the truth about his daughters but ends up getting banished himself. King Lear wants Kent â€Å"out of my sight† (Shakespeare 1. 1. 159). Kent responds by saying â€Å"See better, Lear; and let me still remain; The true blank of thine eye† (Foaks 1. 1. 60-161). Kent is trying to make him reconsider his decision but Lear’s anger gets the better of him and he banishes him from the Kingdom. The blank can refer to the center of a target but also the absence of somethi ng which captures the ambiguity and vulnerability of our seeing. Kent was King Lear’s eyes and ears and literally helped him see things clearly. Without Kent, he is even blinder to the reality than before. Kent disguises himself and manages to get rehired by King Lear which further shows his blindness. He knew Kent very well and yet couldn’t figure out that he was the same person.His vision and insight on other people never really improves and this leads to his downfall and eventually his death. Shakespeare uses a lot of offstage episodes which also shows the blindness to the audience. This indirect mode of presenting highly significant events generates doubt and confusion because the audience can’t see what is happening but is known only by reports of those who claim to have observed them. But it is hard to rely on here say because of characters like King Lear who are oblivious and blind from the truth.Due to King Lear’s lack on insight, it causes him to make bad judgements and leads him to endure great emotional pain and suffering as a result. It is through his and Gloucester’s characters that Shakespeare has allowed the audience to see what great emotional torment can plague a person because of disloyalty especially when it is that person’s fault due to a lapse in judgement. Shakespeare uses the plot of Gloucester to explicate Lear’s plot by contextualizing Lear’s blindness with Gloucester’s physical loss of vision.His character is very similar to Lear’s because they both couldn’t tell which of their children truly loved and cared for them. Edmund blindsides his father into believing that Edgar was plotting to kill him so this would allow him to gain power. Gloucester was easily convinced that the letter was real and never considers thinking if his son could actually do such a terrible thing. Both Lear and Gloucester are very quick to believe their children that use their language in a smart way to deceive their fathers.Gloucester also ends up disowning Edgar even though Edgar is the son who truly loves him. He doesn’t feel that he is making any wrong decisions and feels that â€Å"Come, if it be nothing, I shall not need spectacles† (Foakes 1. 2. 363-364). The word need means requiring something that’s important so in this case, being able to see the truth is a necessity but Gloucester feels that he doesn’t need that. It denies him the ability to distinguish between his good and evil sons. Gloucester ends up getting his eyes gouged out which is like a wake-up call for him.Edgar feels that â€Å"The Gods are just and of our pleasant vices; Make instruments to plague us; The dark and vicious place where thee he got Cost him his eyes† (Foakes 5. 3. 170-173). Not only does Edgar deceive his father but believes that his father got what he deserved. The blinding of a man is a symbol for the destruction of one’s manhood lik e getting castrated (Halio 222). Gloucester is an adulterer and is somewhat proud of this fact. Edgar goes on to say â€Å"Met I my father with his bleeding rings, Their precious stones new lost; become his guide, Led him, begg’d for him, sav’d him from despair† (Foakes 5. . 188-191). Edgar uses the word stone to refer to Gloucester’s lost eyes because it is a slang term for testicles which implies that the blinding was like Gloucester getting castrated (Halio 223). Once Gloucester became physically blind was when he actually started seeing clearly. It is very ironic when Gloucester says: â€Å"I have no way and therefor want no eyes; I stumbled when I saw. Full oft ‘tis seen Our means secure us, and our mere defects Prove our commodities. Ah dear son Edgar, The food of thy abused father’s wrath!Might I but live to see thee in my touch, I’ld say I had eyes again! † (Foakes 4. 1. 18-24) His inability to see the realities of his s ons when he was mentally blind but managed to see his son’s true colors when he was physically blind because his eyes were gouged out. He eventually learns that vision is not just through your eyes but rather through your heart and mind. Gloucester’s subplot paralleled that of King Lear’s. Cordelia’s silence throughout the play usually signals acquiescence as she never stood up against her father or her older sisters.In Shakespearean tragedies, it generally conveys feelings of fear, despair, and confusion but Cordelia’s silence is evidence of her strength and constancy. Cordelia’s silence in the first few acts can be compared to her unwillingness to communicate in the later scenes. Lear is very similar to Cordelia in the sense that they both are very inarticulate when expressing emotions. After everything that her father has done to her, Cordelia is still devoted to helping her father and brings an army to help him. She doesn’t need t o try to convince her father with words but instead her actions show it all.They are able to reconcile their relationship because of the love that she has for her father unlike her sisters who are willing to do anything to get power. Even though he has wronged her, she sees that he has recognized the errors of his ways. Cordelia is the only loyal daughter King Lear has. Even though she is silent and doesn’t have great communication skills, you can still feel the love she has for her father from the few things that she says. Throughout the play, Shakespeare uses King Lear and Gloucester to demonstrate how metaphorical blindness can cause a person to make erroneous decisions.King Lear’s lack of sight led him to banish Cordelia and Kent, the two people that supported him the most. Similarly, Gloucester is affected by this metaphorical blindness as well and leads to detrimental decisions for him and his family. Ironically, when Gloucester gets literally blind, he starts to think clearly but it is too late at this point to improve things. Only after they lose everything, they recognize that their blindness to honesty has cost them everything. Cordelia chooses to stay silent which she thinks is beneficial but in turn ends up getting her and her father killed.

Do critical approaches Marxism, feminism, constructivism improve our understanding of international politics?

Abstract In the contemporary era, the application of critical theoretical approaches is of significant importance if one is willing to develop a more comprehensive understanding of international politics and international relations. Theoretical approaches, such as Marxism, Constructivism and Feminism cannot alone provide such an understanding, but their convergence and can significantly contribute to our increased awareness of global inequalities and the dimensions in which they occur by placing emphasis in not only on the relationship between the structure and agency, but also question their very nature and scrutinised the normative codes which guide human agency. Despite some of the limitations which the theories have, their complementary use can be used successfully in order to gain a more critical perspective on the nature of world governance. Introduction In the contemporary era, the application of critical theoretical approaches is of significant importance if one is willing to develop a more comprehensive understanding of international politics and international relations. As this essay will demonstrate, although approaches such as Marxism, Constructivism and Feminism cannot alone provide such an understanding, their complementary use can significantly contribute to our increased awareness of global inequalities and the dimensions in which they occur. Marxism The impact of Marxist theory on the development of critical theorising in international politics is one the significance of which can hardly be denied. Despite this, Marxist theorist have often been accused of not taking into account factors such as nationalism, as well as the balance of power among states in order to sustain and structure world politics (Linklater, 2013). Moreover, Marxist theories in the late 1970s and early 1980s found it increasingly difficult to devise an analytical framework for explaining the relationship of nation-states and violence in period of increased globalisation, characterised by increased national fragmentation, as well the resurgence of violent conflicts based on ethnicity (Giddens, 1985). This can the attributed to the inability of traditional Marxist thought to move beyond theorising about the significance of class conflict and the importance of social relations in terms of modes of production. Despite this flaw, more contemporary neo-Marxist theo rists have attempted to revitalise this critical approach by placing emphasis on the relationships between states, markets and the capitalist world economy in the era of globalisation (Teschke, 2003; Halliday, 1994; Rosenberg, 1994; Gamble, 1999). The application of Marxist thought has increasingly drawn attention to the problem of global inequality which the capitalist system has led to (Wallerstein, 1979; Thomas, 1999; Linklater, 2013). Thus, the importance of modes of production have successfully been utilised in order to challenge the economic discrepancy, which is characteristic of contemporary world markets and question the power relationships which exist between states on the international level. Being mainly preoccupied with material deprivation and inequality, however, Marxism has failed to take into account the norms and values which governance the structures of economics and politics, a question which has preoccupied constructivist theories of international relations. Constructivism By contrast to Marxism, Constructivism places emphasis not only on the importance of material structures, but as well as the normative dimension which is associated with it, as well the importance of identity formation and manifestation (Price and Reus-Smit, 1998). Thus, constructivism attempts to remedy the Marxist’s neglect of the importance of agency and its relationship to structure in the process of devising and implementing decisions related to international politics and relations among states in the era of globalisation (Reus-Smit, 2008).Therefore, Constructivism is complimentary to both more traditional approaches of theorising about international politics, such as Rationalism, as well as more critical approaches such as Marxism (Reus-Smit, 2013). More importantly, the significance of human agency is not deprived from the structure which determines the manifestation of the actor’s interests; in fact it calls for the critical evaluation of the institutionalised n orms which are the mediator between structure and agency. This can be of considerable advantage of understanding the contemporary global inequalities which exists, between countries from the Third World and post-industrialist Western states, as it will question not only the existing states of affairs in international politics, but also the moral dimensions of the reasoning behind it. By placing emphasis on the development of normative frameworks which are used as guides and rationale for the implementation of specific decisions in relation to international politics, Constructivism can successfully scrutinise and ‘moralise’ the power inequality among states and if used alongside neo-Marxist theories it can question both structure and agency. What both fail to take into account, however, is that agency in the era of global inequality also has a specific dimension, a problem which is addressed by Feminism. Feminism By contrast to both Marxism and Constructivism, feminist theories of international politics and international relations took prominence only in the early 1990s, though their impact for the development of the academic disciplines has been considerable (True, 2003). Feminism as an intellectual tradition questioned the very nature of the agency which had an impact on the development of international politics and introduced in the notion of ‘gender’ as an empirical category and analytical tool through which global inequality and unequal power distribution could be understood (True, 2013). Thus, Feminism, alongside Constructivism could be considered as a major breakthrough as both of them questioned the more traditional discourse of power relations and moved beyond the singular focus on inter-state relations that characterised more traditional theories in the field of International Relations (ibid.). Feminist thought has attracted attention to the specific dimensions of globa l inequality, resulting from the transformation of economic world markets. In fact, it has been suggested that the process of globalisation has increased the inequality between men and women worldwide, ultimately resulting in a ‘feminisation of poverty’ (Chant, 2007; Chant, 2008). The increased emphasis on export and outsourcing reflecting the priorities of the global financial markets, have disproportionately affected women (Marchand and Runyan 2010). This rise in inequality and insecurity is also linked to the development of violent conflicts in states where inequality between genders is high (Goldstein, 2003). On the other hand, gender equality in states is said to reduce the likelihood of the use of violence in intra-state disputes (Caprioli, 2005; Caprioli and Boyer, 2001). Therefore, it could be argued that the use of more critical perspectives in theorising about international politics could significantly contribute to our understanding of global politics and cou ld potentially results in less violent conflicts in the future if emphasis is placed on the reduction of global inequality and its gendered dimension. Conclusion As this essay has demonstrated, the critical theories of Marxism, Constructivism and Feminism could further our understanding of the nature of global inequalities by placing emphasis in not only on the relationship between the structure and agency, but also question their very nature and scrutinised the normative codes which guide human agency. Despite some of the limitations which these theories have, their complementary use can be used successfully in order to gain a more critical perspective on the nature of world governance. Bibliography Caprioli, M. (2005). Primed for violence: The role of gender inequality in predicting internal conflict. International Studies Quarterly, 49(2), 161-178. Caprioli, M., & Boyer, M. A. (2001). Gender, violence, and international crisis. Journal of Conflict Resolution, 45(4), 503-518. Chant, S. H. (2007). Gender, generation and poverty: exploring the feminisation of poverty in Africa, Asia and Latin America. Edward Elgar Publishing. Chant, S. (2008). The ‘feminisation of poverty’and the ‘feminisation’of anti-poverty programmes: Room for revision?. The Journal of Development Studies, 44(2), 165-197. Gamble, A. (1999). Marxism after communism: beyond realism and historicism. Review of International Studies, 25(5), 127-144. Giddens, A. (1985). The nation-state and violence. Cambridge: Cambridge University Press. Goldstein, J. S. (2003). War and gender: How gender shapes the war system and vice versa. Cambridge University Press. Halliday, F. (1994). Rethinking inte rnational relations. Palgrave Macmillan. Linklater, A. (2013) ‘Marxism’, ’ in Burchill, S., Linklater, A., Devetak, R., Donnelly, J., Paterson, M. Reus-Smit, C. and True, J., Theories of international relations (Fifth edition.). Houndmills, Basingstoke: Palgrave Macmillan. Marchand, M. H., & Runyan, A. S. (Eds.). (2010). Gender and Global Restructuring: sightings, sites and resistances. Routledge. Price, R., & Reus-Smit, C. (1998). Dangerous liaisonsCritical international theory and constructivism. European Journal of International Relations, 4(3), 259-294. Reus-Smit, C. (2008). Reading history through constructivist eyes. Millennium-Journal of International Studies, 37(2), 395-414. Reus-Smit, C. (2013).’ Constructivism’(pp. 217-240), ’ in Burchill, S., Linklater, A., Devetak, R., Donnelly, J., Paterson, M. Reus-Smit, C. and True, J., Theories of international relations (Fifth edition.). Houndmills, Basingstoke: Palgrave Macmillan. Rosenberg, J. (1994). The empire of civil society (p. 141). London: Verso. Teschke, B. (2003). The myth of 1648: class, geopolitics, and the making of modern international relations. Verso. Thomas, C. (1999). Where is the Third World now?. Review of International Studies, 25(5), 225-244. True, J. (2003). Mainstreaming gender in global public policy. International Feminist Journal of Politics, 5(3), 368-396. True, J. (2013). ‘Feminism’, in Burchill, S., Linklater, A., Devetak, R., Donnelly, J., Paterson, M. Reus Smit, C. and True, J., Theories of international relations (Fifth edition.). Houndmills, Basingstoke: Palgrave Macmillan. Wallerstein, I. (Ed.). (1979). The capitalist world-economy. Cambridge: Cambridge University Press.

Responding to Discrimination During a Job Interview

Responding to Discrimination During a Job Interview Its not always easy to determine if youve been the victim of discrimination during a job interview. However, many people can relate to being ecstatic about an upcoming interview, only to show up and get a hostile vibe from the prospective employer.  In fact, in some cases, a company official may actually dissuade a person from applying for the position in question. What went wrong? Was race a factor? With these tips, learn to identify when your civil rights have been violated during a job interview. Know Which Interview Questions Are Illegal to Ask A major complaint ethnic minorities have about racism in contemporary America is that it’s more likely to be covert than overt. That means a prospective employer isn’t likely to say outright that your ethnic group needn’t apply for a job at that company. However, an employer might ask interview questions about your race, color, sex, religion, national origin, birthplace, age, disability or marital/family status. Asking about any of these matters is illegal, and you’re under no obligation to answer such questions. Mind you, every interviewer who poses such questions may not do so with the intention of discriminating. The interviewer may simply be ignorant of the law. In any case, you can take the confrontational route and inform the interviewer that you’re not obliged to answer these questions or take the non-confrontational route and avoid answering the questions by changing the subject. Some interviewers who do intend to discriminate may be aware of the law and savvy about not directly asking you any illegal interview questions. For example, instead of asking where you were born, an interviewer might ask where you grew up and comment on how well you speak English. The goal is to prompt you to disclose your birthplace, national origin or race. Once again, feel no obligation to respond to such questions or comments. Interview the Interviewer Unfortunately, not all companies that practice discrimination will make proving it easy for you. The interviewer might not ask you questions about your ethnic background or make insinuations about it. Instead, the interviewer might treat you hostilely from the outset of the interview for no apparent reason or tell you from the start that you wouldn’t be a good fit for the position. Should this happen, turn the tables and begin to interview the interviewer. If told you wouldn’t be a good fit, for example, ask why you were called in for the interview then. Point out that your resume hasn’t changed between the time you were called in for the interview and showed up to apply. Ask which qualities the company seeks in a job candidate and explain how you line up with that description. It’s also worth noting that Title VII of the Civil Rights Act of 1964 mandates that â€Å"job requirements†¦ be uniformly and consistently applied to persons of all races and colors.† To boot, job requirements that are applied consistently but not important for business needs may be unlawful if they disproportionately exclude individuals from certain racial groups. The same is true if an employer requires workers to have educational backgrounds that don’t directly relate to job performance. Take note if your interviewer lists any job requirement or educational certificate that seems non-essential to business needs. When the interview ends, be sure that you have the full name of the interviewer, the department the interviewer works in, and, if possible, the name of the interviewer’s supervisor. Once the interview wraps up, note any off-color remarks or questions the interviewer made. Doing so could help you notice a pattern in the interviewer’s line of questioning that makes it clear that discrimination was at hand. Why You? If discrimination factored into your job interview, identify why you were targeted. Was it just because you are African American, or was it because you are young, African American and male? If you say that you were discriminated against because you are black and the company in question has a number of black employees, your case won’t look very credible. Find out what separates you from the pack. The questions or comments the interviewer made should help you pinpoint why. Equal Pay for Equal Work Suppose that salary comes up during the interview. Clarify with the interviewer if the salary you are being quoted is the same anyone with your job experience and education would receive. Remind the interviewer how long you’ve been in the workforce, the highest level of education you’ve attained and any awards and accolades you’ve received. You might be dealing with an employer who isn’t averse to hiring racial minorities but compensates them less than their white counterparts. This, too, is illegal. Testing During the Interview Were you tested during the interview? This could constitute discrimination if you were tested for â€Å"knowledge, skills or abilities that are not important for job performance or business needs,† according to Title VII of the Civil Rights Act of 1964. Such a test would also constitute discrimination if it eliminated a disproportionate number of people from a minority group as job candidates. In fact, employment testing was at the root of the controversial Supreme Court case Ricci v. DeStefano, in which the City of New Haven, Conn., threw out a promotional exam for firefighters because racial minorities overwhelmingly did poorly on the test. What Next? If you were discriminated against during a job interview, contact the supervisor of the person who interviewed you. Tell the supervisor why you were a target of discrimination and any questions or comments the interviewer made that violated your civil rights. If the supervisor fails to follow up or take your complaint seriously, contact the U.S. Equal Employment Opportunity Commission and file a charge of discrimination against the company with them.

Cognitive Behavioral Family Therapy Essay Example | Topics and Well Written Essays - 750 words

Cognitive Behavioral Family Therapy - Essay Example Among the concepts or theories are social exchange theory, operant conditioning, behavioral exchange theory and social learning theory. However, the central goal of Cognitive Behavioral Family Therapy is to extinguish undesired behaviors while encourage positive behaviors that sustain healthy families. Cognitive Behavioral Family Therapy has made significant contributions to the field of Family Therapy. One of the contributions relates to the concept of operant condition, where consequences govern and regulate behaviors. Families are systems made of structures and subsystems regulated by interrelationships. Different members have different behaviors and characters. Some of characters are bad and unwanted, and needs to be subject to control. Elaborate consequences for each negative behavior established by the highest authority in the family system are the main decelerators of the dysfunctional behaviors (Nichols, 2013). From that view, Cognitive Behavioral Family Therapy provides therapist with idea that they should analyze effectiveness of consequences against particular negative behaviors. Another important contribution of Cognitive Behavioral Family Therapy to the field of Family Therapy relates to introduction of Social Exchange Theory. According to Social Exchange Theory, human beings struggle to maximize rewards and reduce costs in relationships. Healthy families are those that mutually maximize rewards (Nichols, 2013). Unhealthy families on the other hand are those that members protect themselves from hurt to consider ways to please each other. This concept can help in efficient analysis and study of family systems and structure, and eventual identification of underlying problem to ease and shorten therapy process and time. Consideration of Behavioral Exchange Theory is another contribution of Cognitive Behavioral Therapy to

Defining and Discovering Values Essay Example | Topics and Well Written Essays - 500 words

Defining and Discovering Values - Essay Example Since future is almost unpredictable, other factors may come in that force us to alter some of these plans. Flexibility is certainly the value that allows me to make a move away from a â€Å"rule of thumb† that may not necessary guide me to my goal. Safety is the other value that I treasure most in my ethical leadership. It describes that quality in me that keeps me mindful of the well-being of my followers. As a leader, I would not assign a risky task to my follower that I would personally shy away from being part of it. Lastly, comfort informs me of the need to live a worthwhile life despite the life demands. Life is not a rehearsal and, therefore, getting the most of it while it still lasts is my priority. As such, I always seek to ensure that my followers and I lead comfortable and enjoyable lives. While the above values are critical in my leadership journey, the most challenging bit has been to integrate them in my leadership style. Fortunately, an understanding of the fact that everything I desire to achieve begins with a deliberate move towards it, the only sure way to integrate the values is by living them each day. For instance, every morning as I wake up, I choose to of the above value that I reflect on and try to practice as I interact with others. When faced with ethical dilemmas, for instance, I can support my core values by considering the long terms gains rather than the selfish and short terms desires. Undoubtedly, practicing ethical leadership is an ideal situation that everybody should endeavor to achieve. Its benefits are to the wellbeing of humanity rather than selfish individualistic gains. Therefore, whereas sticking to my ethical values may cost me a lot, the feeling that I am practicing what is right reinforces my ethical professional life. My strengths include organization, discipline, empathy, cohesiveness, and being a model. I