Why Women Should Not Have Political Rights - 1065 Words

During the late 19th and 20th century, many political and social events like the persons case, suffrage, and both world wars aided in transforming Canada s meaning and purpose for a woman. Many political figures like Emily Murphy and Alberta s Famous Five played large roles in characterizing the rights and freedoms of a woman. Secondly, the roaring twenties was a time for females to challenge their traditional roles and prove that they have much broader capabilities than to stay at home. Finally, women began to fill the gap of men in the workforce and assisted overseas during the world wars. Both world wars served to shift gender roles in Canada since women in Canada participated in non-traditional roles and gained political rights. One of Canada s most influential figures of the 1920 s that shifted gender roles and the way women are portrayed was Alberta s Famous Five. The famous five which included the likes of Nellie McClung, Emily Murphy, Louise McKinney, Irene Parlby, and Menrietta Edwards, changed the notion that women should not have political rights. For one achievement, a member of the famous five by the name of Nellie McClung made great changes in granting women rights. Nellie McClung started a movement to gain women’s suffrage and strongly supported prohibition. Nellie was successful with women’s suffrage, but later lost her legal seat as a punishment for supporting prohibition. â€Å"Women had first to convince the world that they had souls, and then that theyShow MoreRelatedWomen s Rights Of Women1265 Words   |  6 Pagesstands in the way of women being equal to men? Journalist Carlin Flora suggests the following, â€Å"While not all claims to humanity are universal and no one cont ext, culture or continent can truly represent all peoples, the following three examples from very different contexts, cultures and continents show that some violations of women’s human rights are universal. In particular, it is still the case the world over that a woman’s reproductive rights, which impact on her right to life, are still seenRead MoreWomens Legal and Political Rights Essay1275 Words   |  6 PagesWomens Legal and Political Rights Until the end of 18th century there was a large opposition to womens legal and political rights, though some improvements were made, the issue of giving women the vote was still highly opposed. Feminism is linked to the womens movement and is commonly connected with two basic beliefs, that women are disadvantaged because of their sex, and that this disadvantage should be overthrown. Since the nineteenth century womens movementRead MoreWomen in Government1287 Words   |  6 Pagesit was joked that a woman should be seen and not heard. This happened more often when I acted out and voiced my opinion as to why I should have a cell phone while attending high school. But as I looked around and became more involved in school and community, it wasn’t a joke anymore. Women in the United States are not involved enough in politics and government. Women are underrepresented in political offices at the national and local levels. Currently, only 17 women serve in the United StatesRead MoreWomen s Political And Islam1265 Words   |  6 PagesWomen’s political rights in Islam has been a controversial topic in the modern age. With the growth of ideologies like feminism and liberalism, Islam has been carefully examined underneath a microscope for some time. Some argue that Islam subjugates women because they are not given the exact rights or roles men have been given. Allah (swt) has given men and women different biological, physiological, and psychological attributes. In the Quran Allah (swt) says in chapter 4; verse 32 â€Å"And do not wishRead MoreWomen in the French Revolution1101 Words   |  5 Pages9:45-11:10 Women in the French Revolution: The Ultimate Failure of Women’s Acquisition of Equal Rights The French Revolution has often been touted as the revolution that liberated individuals and gave triumph to traditionally oppressed groups. The Declaration of the Rights of Man and Citizen, which was France’s declaration of rights drafted during the revolution, garnered basic human rights to all man, leaving all women as a subservient afterthought. Due to this oversight, many women as wellRead MoreLiberal Feminism vs. Radical Feminism Essay1490 Words   |  6 PagesFeminism and Radical Feminism The goal of feminism as both a social movement and political movement is to make women and men equal not only culturally, but socially and legally. Even though there are various types of feminism that focus on different goals and issues, the ultimate end to feminism is abolishing gender inequality that has negative effects on women in our society. The issues and goals that a feminist may have are dependent on the social organization or the type of economic structure thatRead MorePolitical Roles During The French Revolution Essay1593 Words   |  7 Pagesfertile ground for the promulgation of civil rights which ceased to exist prior to the revolution, more importantly the rights of the less privileged, women. The French’s patriarchal society was held prejudice against women, thus when women’s clubs and political associations formed during this period was notable for its capabilities to promulgate political enfranchisement for women. In this essay, I would discuss in-de pth the banning of women’s clubs and political associations during the French RevolutionRead MoreWomens Right to Vote Essay974 Words   |  4 PagesWomen’s right to voting Right from the Preamble of the Universal Declaration on Human Rights (1948), the â€Å"equal rights of women and men† are mentioned, together with the fundamental human rights, to be reaffirmed by the UN’s member states to form the background for the demonstration of the Declaration (Universal Declaration on Human Rights, 1948). The history of women’s rights can be traced back to the Babylonian law-code (the Code of Hammurabi, ca. 1780 BC) , and then one of the first legally documentedRead MoreThe Debate On Abortion And Gun Control1604 Words   |  7 PagesSince politics has existed, many controversies have come to surface and are still relevant. These public disputes have no limit, ranging in cases from domestic to international. Opinions are always expressed towards the activities associated with the governance of a country or other area. This especially applies to the debate or conflict among individuals or parties in hope of achieving power. Dealing with po litics there is always a side that agrees and disagrees, thus developing the debate. TwoRead MoreThe Declaration Of The Rights Of Woman And The Female Citizen858 Words   |  4 PagesThe Declaration of the Rights of Woman and the Female Citizen was written in the late 1700’s. This document is important because it shows how women are just as equal as men are. It states that, â€Å"Woman is born free and lives equal to man in her rights. Social distinctions can be based only on the common utility†(Traditions and Encounters 640). Women have always played a significant role during crises. Almost all the times they were devaluated and history did not dedicate them many pages to point out

Food And Social Justice By Martha C. Nussbaum Essay

Food Not Bomb In the Sex and Social Justice by Martha C. Nussbaum, She believes that without certain traits, a life will fall short of being a good life. She calls these traits, â€Å"Central Human Functional Capabilities†, and there are ten in total. She argues that the role of public policy should focus on those capabilities in order to ensure and promote a good quality of life for a society or country. If public policy focused on the Human Capabilities she discusses, than that is a way of creating an environment where everyone has an equal opportunity at a good life. So, she is also promoting a chance of survival, equality, and a good life. Before goodness can be defined, two things must exist: the ability to survive and an equal chance to do so for everyone. When good can be simplified to mean healthy, an environment for all must be created to be good or healthy. There is a typical group that does not meet one of the Human Functional Capabilities, bodily health and integri ty which is â€Å"being able to have good health, including reproductive health; being adequately nourished; being able to have adequate shelter† (Nussbaum). Nourishing or providing shelter to homeless people is an example of a good act because it provides people an opportunity to have a central human functional capability that they are lacking of, and promoting a healthy environment. The good act of helping the homeless is a way of providing a group of people a chance to survive and also, to regain the centralShow MoreRelatedDefining Poverty Essay2155 Words   |  9 Pageseconomic resources while the term inability refers to the failure of competence to take part in a community (Bellu Liberati, 2005). It is now widely believed that any definition can be application provided taking into consideration the historical, social and cultural contexts in which it is stated. This consensus allowed many new definitions of poverty and all definitions are bound to their respective certain context. Generally, definition of poverty can vary on the basis of their breadth; whether

Humanism in ESL language testing Essay Example For Students

Humanism in ESL language testing Essay Although there turn to be some studies converge in whether all students could benefit from the soft background music while performing the task (SmithMorris,1976,1977), but just as Zeidner(1998) observed in his experiment and research, most researchers agree that, the background music is necessary while students are preparing for their task: The students in the rooms where music was played as a background seemed more relaxed, less tense and nervous, than did those in the rooms characterized by silence. Therefore, to create a user-friendly testing environment, we might as well use the soft and soothing music to make the anxiety-evoking test more humanistic. 2. 2. 3 in the stages of pretest and post-test 1) Offering supportive assurance Current research evidence (Lina Fanling,2000; Pouwers,1986) suggest that being exposed to a supportive test environment should decrease evaluative stress and examinee anxiety. Thus, an examinees anxiety should significantly decrease when the examiner conveys a warm and supportive attitude and shows respect and high regard for those being tested. Furthermore, Sarason (1972) found that prior to the test and after the test, when students are provided with a supportive and assuring support from examiners, they will more readily observe and model useful cognitive strategies displayed by the examiner. Thus, in some high-anxiety-evoking test situations like oral test or listing test, the examiners should try to offer some support to the examinees to make the test more humanistic. For example, an encourageous smile or warm greetings or some implicit words like I believe you could make it, prior to the test, would work well in alleviating the testees negative feelings towards tests. 2) Happy-memory provoking Research evidence supports the claim that the students hold a negative attitude toward the test because they suffer from the memory of the past failures in the tests. Some test-anxious students are unable to retrieve the negative memory that before the test or in the test they will now and then remind themselves of the frustrated feeling they experienced when they attended that failing test. And unconsciously or consciously they would confirm themselves that they wont do better than what they did in the present test. Therefore, when the students are faced with an important test or when they just finish with an unsuccessful test, the teachers could try some ways to provoke their happy or successful memories, so as to help students avoid the potential danger of the next test. Various forms of happy memory provoking could be tried including asking the students hold a discussion about their most proud experiences or asking them to write something about their experience alike. Some researchers find that the students would feel easier to build up their confidence when they deal with the items that are similar to the ones they had succeeded in the prior tests. Therefore, it is presumable suggested that the teachers could give the students some previously used items for a warming up quiz before the formal test as so to help the testees rebuild their confidence. 3. Summary This paper explores about the humanistic adaptation in test construction, operation and administration. The modification of the learning condition and teaching instruction could enhance the learners learning and acquisition; the modification of the assessment condition and stages in the humanistic way could reduce the debilitating emotions, increase the esthetic enjoyment and enhance the test performance. Since testing is an unavoidable teaching instrument, the education practitioners should contribute in a reasonable range to reject what makes people feel bad, or what destroys or forbids esthetic enjoyment and to make our testing a humanistic process for the users. .u99a2f87c6d2ead02586cc83ee58fd8aa , .u99a2f87c6d2ead02586cc83ee58fd8aa .postImageUrl , .u99a2f87c6d2ead02586cc83ee58fd8aa .centered-text-area { min-height: 80px; position: relative; } .u99a2f87c6d2ead02586cc83ee58fd8aa , .u99a2f87c6d2ead02586cc83ee58fd8aa:hover , .u99a2f87c6d2ead02586cc83ee58fd8aa:visited , .u99a2f87c6d2ead02586cc83ee58fd8aa:active { border:0!important; } .u99a2f87c6d2ead02586cc83ee58fd8aa .clearfix:after { content: ""; display: table; clear: both; } .u99a2f87c6d2ead02586cc83ee58fd8aa { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u99a2f87c6d2ead02586cc83ee58fd8aa:active , .u99a2f87c6d2ead02586cc83ee58fd8aa:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u99a2f87c6d2ead02586cc83ee58fd8aa .centered-text-area { width: 100%; position: relative ; } .u99a2f87c6d2ead02586cc83ee58fd8aa .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u99a2f87c6d2ead02586cc83ee58fd8aa .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u99a2f87c6d2ead02586cc83ee58fd8aa .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u99a2f87c6d2ead02586cc83ee58fd8aa:hover .ctaButton { background-color: #34495E!important; } .u99a2f87c6d2ead02586cc83ee58fd8aa .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u99a2f87c6d2ead02586cc83ee58fd8aa .u99a2f87c6d2ead02586cc83ee58fd8aa-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u99a2f87c6d2ead02586cc83ee58fd8aa:after { content: ""; display: block; clear: both; } READ: Jamaica EssayHowever, the so-called humanized techniques in language testing may be optimal for a certain group while not so optimal for another group. As there are some students whose success may partly depend on the presence of some threatening emotions such as anxiety or distress, the teachers have to keep in mind about what type of students consists of the class under his control. Secondly, as formal test and test procedures are likely for us for some time to come, students need to learn how to cope effectively with the conventional aspects of test and test formats, including the time pressure etc. Reference Moskowitz, G. 1978. Caring and Sharing in the Foreign Language Class: A Sourcebook on Humanistic Techniques. Rowley, Mass. : Newbury House. Stemick (1990) Humanism in language teaching: a critical perspective: Oxford University Press 1990 Medgyes, P. 1986. Queries from a communicative teacher. English Language Teaching Journal 40/2. Richards, J. and T. Rodgers. (eds. ) 1986. Approaches and Methods in Language Teaching: A Description and Analysis. Cambridge: Cambridge University Press. Terrell, T. 1982. The Natural Approach to language teaching: an update. Modern Language Journal 66/2. Li Na, 2001, postgraduate thesis paper Lina Fanling,2000; unpublished paper Pouwers,(1986) Test anxiety and the GRE general test. Report No. 86-45. Princeton, NJ:Eductional Testing Service. Pennebaker, J. W. (1995). Emotion, disclosure, and health. Washington, DC: APA. Zeidner, (1998) Test Anxiety: The state of the art, Plenum Press at New York and London Sarason , I. G. (1972) Experimental approaches to test anxiety: Attention and the uses of information. In C. D. Spielberger (Ed), Anxiety: Current trends in theory and research (Vol,2). New York: Academic Press HillWigfield, (1984) Test anxiety:A major educational problem and what can be done about it. Elementary School Journal,85. SmithMorris, (1976) Effects of stimulative and sedative music on cognitive and emotional components of anxiety. Psychological Reports,38. SmithMorris, (1977) Differential effects of stimulative and sedative music on anxiety, concentration, and performance. Psychological Reports, 19. 1 Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our University Degree Teaching section.

Multigenerational Workforce in Modern Business Environment

This essay explores the impact of multigenerational labour force and the ageing workforce on human resource management in the current business environment. The paper also seeks solutions to the human resource management issues that emanate from the multigenerational and ageing workforce.Advertising We will write a custom essay sample on Multigenerational Workforce in Modern Business Environment specifically for you for only $16.05 $11/page Learn More In this paper, it is argued that the contemporary work environment is faced with significant pressure and complexity due to the existing generational gap. This paper begins with the explanation of what constitutes a multigenerational workforce and ageing workforce. The paper also looks into the impacts of these two types of workforce on human resource management in business environment. This is followed by an exploration of the mechanisms that are being deployed to iron out the complexities of a multigenerat ional workforce. In the discussion, the paper brings out the issue of best practices in the application of job design strategies and motivational theories in managing a multigenerational workforce. According to Dwyer (2009), the generational differences in the contemporary work environment have challenged the management of the workforce. The modern work environment faces the challenge of attaining compatibility of employees. This is caused by the fact that there are variations in the age and character of the employees (Tulgan 2004). This increases the difficulty of uniting employees on work practices in organizations (Hatfield 2002). It is, therefore, important to understand the issues that surround a multigenerational and ageing workforce in organizations to solve the complexities. It is critical to understand the real meaning of a multigenerational workforce and an ageing workforce. According to Kunreuther (2003), a multigenerational workforce implies that people of diverse charac teristics prevail in the same work environment. This denotes the differences in the nature of the generations that are prevailing in the contemporary economic environment. The most notable way in which the generational gap is defined is by basing on age difference. The age differences bring out a number of developmental features of the employees. For instance, the people in the workforce who were born in the later years of the 20th century are often associated with information technology advancement (Pitt-Catsouphes Matz-Costa 2009).Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More On the other hand, an ageing workforce is termed as a profound part of the problem of the generation gap in the global workforce. An understanding of the ageing or greying workforce is explained through the grouping of the prevailing workforce into two generations: generation X and generation Y (Dwyer 2009). The ageing workforce, which is often referred to as baby boomers, is placed in the generation X. This is a group of employees who have been in the workforce for a significant number of years and have either attained or are nearing retirement age. The issue of an ageing workforce is quite common in the developed economies. This emanates from the fact that the developed economies, like the United States, imposed controls on their population in the mid years of the 20th century (Hatfield 2002). Having acknowledged the prevalence of a multigenerational workforce, a substantial number of researchers in HRM have noted that there are numerous problems of workforce management that come with such a workforce. There are four main generations that are represented in the contemporary business and corporate environment. These are the veterans, baby boomers, generation X and the millennial. The millennial are also called the generation Y. However, the three main generations that are represented in th e modern workplace are the baby boomers, generation X and generation Y. These three generations grew at the time when the world was undergoing rapid transformation. The shift in life events heavily impacts on the character and the behaviour of these generations (Glass 2007). Therefore, harmonizing the diverse behaviour of these generations in the workplace requires a higher deployment of the psycho-social techniques (Wong, Gardiner, Lang and Coulon 2008). These techniques are deeply founded on the theories of organizational behaviour. Zemke, Raines and Filipczak (2000) ascertained that a multigenerational workforce poses a number of challenges in the management of the workforce in the seemingly complex economic environment. The main source of most of the problems that are associated with a multigenerational workforce is the possession of diverse characteristics.Advertising We will write a custom essay sample on Multigenerational Workforce in Modern Business Environment specific ally for you for only $16.05 $11/page Learn More By their nature, the diverse characteristics of the different generations in the modern workforce imply several things. These include variations in culture, the difference in the level and amount of skills and experience, the difference in the demands and needs and the divergence of the social characters of the employees in each generation. It is difficult to totally comprehend and respond to the attributes and values of each generation of employees in the business environment (Smola and Sutton 2002). These issues are proving to be a hindrance to the attainment of cohesiveness in organizational work. Cultural variation is one of the main issues that confront human resource managers in organizations. The culture of an organization is attributed to the ability of the organization to unite individuals under a single culture. However, the presence of diverse generations of employees in the contemporary labour indu stry denotes the widening of cultural variations between the sets of employees in the industry (â€Å"Managing a Multigenerational Workforce† 2005). The ageing population and the young population that is being absorbed into the workforce have different forms of lifestyles and experiences. Age is a critical factor in determining the behaviour of employees in organizations. Younger employees and the old employees have their strong points and weak points, which rarely integrate. Smola and Sutton (2002) observed that a multigenerational workforce in the modern labour industry implies the presence of a lot of diversity, which emanates from the diverse generational groups. The contemporary work environment is quite dynamic in terms of the demand for skills and experience of the workforce. The main challenge of managing in the contemporary environment is that the demand for skills does not match the available skills and expertise in the labour industry. What is meant here is that no ne of the multiple generations that are prevalent in the modern labour industry can meet the scope of skill and expertise as demanded by organizations.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The available and perhaps the most rational practice that is done to address this issue is the absorption of workforce from different generations. However, this has profound consequences on employee management. It welcomes a generational tension due to the presence of diverse locus of views in organizations (Stanley 2010). A number of researchers base on attributes like experience to justify the relevance of the greying workforce in the contemporary business environment. This does not seem to augur well with the new stream of employees who are being bred into the labour industry. The new streams of employees who are classified as generation Y, on the other hand, boast of having the skills that are demanded in the modern job market (Stanley 2010). Integrating these two groups of employees is vital. However, it takes a high level initiative from the human resource managers to strike a balance between the two (Weil 2008). The assessment of most organizations points to the need for the two sets of employees. This is because of the observation that they represent diverse, but equally important features that are needed in organizations. Leveraging the generational variation for the purpose of increasing productivity is one of the main concerns of the managers. It is no doubt that the existence of a multigenerational and ageing workforce is a problem with the orientation of human resource management. Stanley (2010) observed that a multigenerational workforce denotes a change in the landscape of work in organizations. Researchers in the field of human resource management have been focused on seeking for the means through which the problem can be solved. One critical thing concerning the existence of a multigenerational workforce in organizations is the generational groups that prevail in the organization. This is a critical step for managers, given the fact that organizations cannot desist from hiring employees from the multigenerational workforce. The identification and understanding of the specific generational groups and their features can help human resource managers create room for the adaptability of different generations of employees in an organization (Deal 2007). Therefore, the identification of the nature of generational groups of employees and their actual features is vital to the deployment of other managerial techniques of managing a multigenerational workforce. Several other managerial techniques, most of which seek to accommodate different generations of employees in organizations, are being deployed. According to Patota, Schwartz and Schwartz (2007), there are no prescriptive mechanisms of leveraging the generational gap in organizations. However, several fragmented mechanisms are used by managers to ensure that the distinct features of the workforce are used for the benefit of organizations. Under the fragmented models of leveraging the generational gap, it is vital to identify the strengths and the weakness of each generation o f workers Research in the field of strategic human resource management denotes that the coexistence of different age groups in organizations and the variation in character between them easily results in conflicts. The generations of the contemporary workforce vary in three main areas. These are the management of change, work ethic and varied perceptions about organizational hierarchy. The conflicts centre on the demands of the different age groups and the communication modalities that are embraced by each age group. Therefore, motivational and job design strategies can be used to bridge the generational gap in organizations (Twenge and Campbell 2008). According to Glass (2007), organizations can focus on four main areas in order to bridge the generational gap differences in the workplace. These include the implementation of effective communication channels in organizations, the implementation of collaborative patterns of decision making, the development and deployment of programs th at centre on the differences, and a change in corporate philosophies. A look at the suggested solutions denotes a complex process, which is quite involving. However, it is critical for organizational managers to pay attentions to these managerial attributes in order to embrace a conflict-free organization. One critical thing in the management of the employees in organizations that have a diverse generation of employees is the understanding and application of psychological models. Psychological models can be deployed in the design of jobs. The character and the diversities of the age groups can be used to offer certain tasks to people of diverse ages. For instance, jobs can be structured in such a way that the complex tasks are offered to the young and energetic employees, with time gaps being given to allow for entertainment. On the other hand, the less complex and lengthy tasks can be assigned to the generation X workers (Lower, 2006). Zhao, Wayne, Glibkowski and Bravo (2007) obser ved that human resource managers need to understand the psychological contract of the employees in each generation. Each generation has a preference in employment and life balance. Fostering communication with the employees ensures that organizations strike a balance between the work and life pattern of the employees. This is vital to fostering the relationship between the turnover and the commitment of all the employees (Cullinane and Dundon, 2006). Motivation has been found to be a critical factor in shaping the behaviour of employees in organizations. Motivational theories are highly deployed in performance management. Managing a multigenerational workforce can be equated to the management of diversity. The satisfaction of the primary and secondary needs of the employees, as opined by the Maslow’s theory, can be used as a means of motivating employees. This can be used to minimize the impact of the secondary variations that are brought about by the multigenerational issue (DuBrin, 2009). Conclusion The contemporary business environment is facing the reality of a widening gap between the prevailing generations of employees. From the discussion, it can be concluded that the presence of a multigenerational workforce brings about problems of organizing human resource practices. There is a big gap between the behaviour and demands of different generations of employees. Human resource managers need to understand the differences that prevail between the generations so that they can deploy the desired techniques and avoid generational conflicts. In the paper, it has been observed that motivational techniques can be effective in bridging the generational differences in organizations. The structure of work can also be used as a mechanism of reducing the work gap differences between employees in organizations. Reference List Cullinane, N Dundon, T 2006, ‘The psychological contract: a critical review’, International Journal of Management Reviews, v ol. 8 no. 2, pp.113-129. Deal, J 2007, Retiring the generation gap: How employees young and old can find common ground, John J. Wiley Sons Inc., San Francisco, CA. DuBrin, AJ 2009, Essentials of management, Thomson Business Economics, Mason, OH. Dwyer, RJ 2009, ‘Prepare for the impact of the multi-generational workforce!’, Transforming Government: People, Process and Policy, vol. 3, no. 2, pp. 101-110 Glass, A 2007, ‘Understanding generational differences for competitive success’, Industrial and Commercial Training, vol. 39 no. 2, pp. 98-103. Hatfield, SL 2002, ‘Understanding the four generations to enhance workplace management’, AFP Exchange, vol. 22 no. 4, pp. 72-74. Kunreuther, F 2003, ‘The changing of the guard: What generational differences tell us about social-change organizations’, Nonprofit and Voluntary Sector Quarterly, vol. 32 no. 3, pp. 450-457. Lower, J 2006, A practical guide to managing the multigenerational workfo rce: Skills for nurse managers, HCPro, Marblehead, MA Managing a Multigenerational Workforce, 2005, Executive’s Tax Management Report, vol. 68, no. 9, p. 3. Patota, N, Schwartz, D, Schwartz, T 2007, ‘Leveraging generational differences for productivity gains’, Journal of American Academy of Business, Cambridge, vol. 11 no. 2, pp. 1-10. Pitt-Catsouphes, M Matz-Costa, C 2009, Engaging the 21st century multi-generational workforce, Findings from the Age Generations Study. Web. Smola, KW Sutton, CD 2002, ‘Generational differences: revisiting generational work values for the new millennium’, Journal of Organizational Behavior, vol. 23, pp. 363-382. Stanley, D 2010, ‘Multigenerational workforce issues and their implications for leadership in nursing’, Journal of Nursing Management, vol. 18, pp. 846–852. Tulgan, B 2004, ‘Trends point to a dramatic generational shift in the future workforce’, Employment Relations Today, vol. 30 no. 4, pp. 23-31. Twenge, JM Campbell, SM 2008, ‘Generational differences in psychological traits and their impact on the workplace’, Journal of Managerial Psychology, vol. 23 no. 8, pp. 862-877. Weil, N 2008, ‘Welcome to the generation wars‘, CIO, vol. 21 no. 8. Web. Wong, M, Gardiner, E, Lang, W Coulon, L 2008, ‘Generational differences in personality and motivation: do they exist and what are the implications for the workplace?’, Journal of Managerial Psychology, vol. 23 no. 8, pp. 878-90. Zemke, R, Raines, C Filipczak, B 2000, Generations at work: Managing the clash of veterans, boomers, xers, and nexters in your workplace, AMACOM, Toronto. Zhao, H, Wayne, S, Glibkowski, B Bravo, J 2007, ‘The impact of psychological contract breach on work-related outcomes: a meta-analysis’, Personnel Psychology, vol. 60 no. 3, pp. 647-680. This essay on Multigenerational Workforce in Modern Business Environment was written and submitted by user Paula E. 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.

Visual Related Text Essay

Visual Related Text Essay Visual Related Text Essay Belonging Related Text Analysis Text Type: Visual text Title of text: Freedom Writers Composer: Richard LaGravenese In the film â€Å"Freedom Writers† we are introduced to the notion of not belonging, discrimination/segregation and their feeling of being rejected. Through the opening scene we reminisce on Eva’s past were she witnessed a numerous amount of shootings in her neighbourhood from such a young age. We see discrimination when Eva’s voice over was played over â€Å"In long beach it all comes down to what you look like, if you’re Latino or Asian or Black...You can get blasted any time you walk out your door†. In the class room at school we see how they alienate themselves from certain people â€Å"our classrooms are devided into separate tribes† as quoted from Eva’s voiceover. We see the students turning their desk away from others and the close up shots on their gloomy faces. This shows their barriers, also the tension in the room, this shows how no one feels a sense of belonging. No one in the class room shows respect to the teacher but she clearly states to them that to â€Å"get respect you’ve got to give it†. If they all respected one another they could come to mutual respect which would lead to integration, an important value in society. Showing the viewers how dangerous their â€Å"hood† is the teacher asks everyone â€Å"Raise your hand if anyone has been shot at† the camera then slowly scans across the classroom showing most students raising their hand with silence emphasizing the unhappiness of these students lives and how distraught they must feel waking up everyday. Eva’s voice over while at lunch time really show how eccentric their lifestyles are for such young students â€Å"we kill each other over race, pride and respect. The game the teacher plays with her class and the questions she asks helps the students come to a better understanding of each other showing them that they are all the

Battle of Cryslers Farm in the War of 1812

Battle of Crysler's Farm in the War of 1812 Â  The Battle of Cryslers Farm was fought November 11, 1813, during the War of 1812 (1812-1815) and saw an American campaign along the St. Lawrence River halted. In 1813, Secretary of War John Armstrong directed American forces to begin a two-pronged advance against Montreal. While one thrust was to advance down the St. Lawrence from Lake Ontario, the other was to move north from Lake Champlain. Commanding the western attack was Major General James Wilkinson. Known as a scoundrel before the war, he had served as an agent of the Spanish government as well as was involved in the conspiracy that saw former Vice President Aaron Burr charged with treason. Preparations As a result of Wilkinsons reputation, the commander on Lake Champlain, Major General Wade Hampton, refused to take orders from him. This led to Armstrong constructing an unwieldy command structure that would see all orders for coordinating the two forces pass through the War Department. Though he possessed around 8,000 men at Sackets Harbor, NY, Wilkinsons force was poorly trained and ill-supplied. Additionally, it lacked experienced officers and was suffering from an outbreak of disease. To the east, Hamptons command consisted of around 4,000 men. Together, the combined force was twice the size of the mobile forces available to the British in Montreal. American Plans Early planning for the campaign called for Wilkinson to capture the key British naval base at Kingston prior to moving on Montreal. Though this would have deprived Commodore Sir Jame Yeos squadron of its primary base, the senior American naval commander on Lake Ontario, Commodore Isaac Chauncey, did not wish to risk his ships in an attack on the town. As a result, Wilkinson intended to make a feint toward Kingston before slipping down the St. Lawrence. Delayed in departing Sackets Harbor due to bad weather, the army final moved out on October 17 using around 300 small craft and bateaux. the American army entered the St. Lawrence on November 1 and reached French Creek three days later. British Response It was at French Creek that the first shots of the campaign were fired when brigs and gunboats led by Commander William Mulcaster attacked the American anchorage before being driven off by artillery fire. Returning to Kingston, Mulcaster informed Major General Francis de Rottenburg of the American advance. Though focused on defending Kingston, Rottenburg dispatched Lieutenant Colonel Joseph Morrison with a Corps of Observation to harry the American rear. Initially consisting of 650 men drawn from the 49th and 89th Regiments, Morrison increased his strength to around 900 by absorbing local garrisons as he advanced. His corps was supported on the river by two schooners and seven gunboats. A Change of Plans On November 6, Wilkinson learned that Hampton had been beaten at Chateauguay on October 26. Though the Americans successfully bypassed a British fort at Prescott the following night, Wilkinson was unsure of how to proceed after receiving the news regarding Hamptons defeat. On November 9, he convened a council of war and met with his officers. The result was an agreement to continue on with the campaign and Brigadier General Jacob Brown was sent ahead with an advance force. Before the main body of the army embarked, Wilkinson was informed that a British force was in pursuit. Halting, he prepared to deal with Morrisons approaching force and established his headquarters at Cooks Tavern on November 10. Pressing hard, Morrisons troops spent that night encamped near Cryslers Farm approximately two miles from the American position. Armies Commanders Americans Major General James WilkinsonBrigadier General John Parker Boyd8,000 men British Lieutenant Colonel James MorrisonCommander William Mulcasterapprox. 900 men Dispositions On the morning of November 11, a series of confused reports led each side to believe that the other was preparing to attack. At Cryslers Farm, Morrison formed the 89th and 49th Regiments in a line with detachments under Lieutenant Colonel Thomas Pearson and Captain G.W. Barnes in advance and to the right. These occupied buildings near the river and gully extending north from the shore. A skirmish line of Canadian Voltigeurs and Native American allies occupied a ravine in advance of Pearson as well as a large wood to the north of the British position. Around 10:30 AM, Wilkinson received a report from Brown stating that he had defeated a militia force at Hooples Creek the previous evening and the line of advance was open. As the American boats would shortly need to run Long Sault Rapids, Wilkinson decided to clear his rear before moving forward. Fighting an illness, Wilkinson was not in a condition to lead the attack and his second-in-command, Major General Morgan Lewis, was unavailable. As a result, command of the assault fell to Brigadier General John Parker Boyd. For the assault, he had the brigades of Brigadier Generals Leonard Covington and Robert Swartwout. The Americans Turned Back Forming for battle, Boyd placed Covingtons regiments on the left extending north from the river, while Swartwouts brigade was on the right extending north into the woods. Advancing that afternoon, Colonel Eleazer W. Ripleys 21st US Infantry from Swartwouts brigade drove back the British skirmishers. On the left, Covingtons brigade struggled to deploy due to a ravine on their front. Finally attacking across the field, Covingtons men came under heavy fire from the Pearsons troops. In the course of the fighting, Covington was mortally wounded as was his second-in-command. This led to a breakdown in organization on this part of the field. To the north, Boyd attempted to push troops across the field and around the British left. These efforts failed as they were met by heavy fire from the 49th and 89th. All across the field, the American attack lost momentum and Boyds men began falling back. Having struggled to bring up his artillery, it was not in place until his infantry was retreating. Opening fire, they inflicted losses on the enemy. Seeking to drive off the Americans and capture the guns, Morrisons men began a counterattack across the field. As the 49th neared the American artillery, the 2nd US Dragoons, led by Colonel John Walbach, arrived and in a series of charges bought sufficient time for all but one of Boyds guns to be withdrawn. Aftermath A stunning victory for a much smaller British force, Cryslers Farm saw Morrisons command inflict losses of 102 killed, 237 wounded, and 120 captured on the Americans. His force lost 31 killed, 148 wounded, 13 missing. Though disheartened by the defeat, Wilkinson pressed on and moved through the Long Sault rapids. On November 12, Wilkinson united with Browns advance detachment and a short time later received Colonel Henry Atkinson from Hamptons staff. Atkinson brought word that his superior had retired to Plattsburgh, NY, citing a lack of supplies, rather than move west around Chateauguay and to join Wilkinsons army on the river as originally ordered. Again meeting with his officers, Wilkinson decided to end the campaign and the army went into winter quarters at French Mills, NY. Following a defeat at Lacolle Mills in March 1814, Wilkinson was removed from command by Armstrong.

Children with Traumatic Brain Injury Research Paper

Children with Traumatic Brain Injury - Research Paper Example Traumatic injuries are responsible for huge economic burden to the family and society. In addition, it causes devastating effects to the families and friends of the children who are injured because of cognitive, emotional, behavioral and social effects. Traumatic brain injuries economic burden has been estimated to the level of sixty billion dollars. While the treatment related to traumatic brain injuries are limited. Significant advancement has been achieved in recognition, acute care and rehabilitative strategies of care. The improvement in handling of traumatic brain injuries cases has led to a great improvement and increase in the rate of surviving. The improvement in the rate of survival has led to the more survivors having significant lifetime motor, social and cognitive impairments. Currently, there is no treatment therapy of brain injuries due to trauma to help in salvaging, supporting, repairing or even replacing the tissues that are damaged because of the impact of trauma. The main cause of disability as well as death in children in the United States is injuries to the brain due to trauma. Children from age zero (0) to four years forms a group with the greatest risk of getting traumatic injuries to the brain according to the center for disease control and prevention. On average, approximately sixty-two thousand children sustain injuries to their brain that requires hospitalization because of many causes that ranges from crashes from motor vehicle, falls and physical abuse among other causes. Approximately two thousand six hundred and eighty-five deaths, thirty-seven thousand hospitalizations and four hundred and thirty five thousand emergency department visits are seen among children aged from zero (0) to seven (7) years suffering from traumatic brain injuries (Rosenfeld et al., 2012). According to the CDC congressional report of 2004, on traumatic brain injury among children aged 0 to 7 years in the United States, approximately one