What can you learn about teenage fashion from source one?

A woman who grew up in the 1950s writes source 1. She is talking in the 1980s therefore it is a secondary source. It tells us about teenage fashion in the 1950s, and the lengths that the teenagers went to, to keep up with the new fashions. Being something that played a huge role in a teenager's life. Although it is only one persons opinion about what happened in the 1950s. It tells us of the female fashion in the 1950s. The girls in the 1950s went to such lengths to buy a sewing machine. ‘When I first started work I bought a sewing machine'. Also the girls purchased new material every week to make new clothes ‘every week I'd buy material to make a dress for the weekend'. We can infer from this that the girls were desperate to stay up to date with the fashions of the time. The fashions were full skirts, and lots of petticoats. The amount of time that they spent on fashion was tremendous. If they made a dress every week, that is a lot of time to spend on fashion. The source stresses the importance of fashion in the minds of young women (teenage girls). It was so important to them that they had to make their own clothes. The idea that they made their clothes themselves lets us infer that the shops did not yet make the clothes that they wanted. It says that the ‘dress-makers were always busy'. But although this source tells us a lot about the fashions for women it neglects the male fashion. What the teenage boys were wearing is not explained in this source. Also the opinion of only one woman is expressed. From this source we cannot be sure that the woman speaking was the only person wearing those specific clothes. This source shows the opinion of one woman in the 1950s. But we have to speculate upon the fact that it may not be a routine followed by all the other teenage girls in England in the 1950s. IN WHAT WAYS DO SOURCES TWO AND THREE AGREE ABOUT LIFE IN THE 1950s The two sources are statistical; they do not say were they are taken from. Source 2 is about the average weekly wages during 1950 and 1960. Source 3 shows an increase in consumer spending in certain areas from 1948 to 1960. They both support each other in some way or another. Source 2 shows an average increase in the average amount of weekly wages from 1950 to 1960. Source 3 shows an increase in consumer spending. To be exact it shows an increase of about 6 times. Therefore as wages went up, they had more disposable income and there was more demand for goods that were previously unavailable to the general public. As wages went up so did the standard of living in the 1950s. We can infer from this that the standard of living increased in the 1950s. There are some limitations to the statistical sources, because as with most statistics they are not exact, they are averages, they are generalised and vague, it was unlikely they could have asked everyone (only a small percent of the British population) and they could have asked people in one particular area which might be different to another area. Both the sources show a major increase in money and spending. As before the war, the 1940s, the average person did not have much of a disposable income compared to the average person in the 1950s. In the 1950s more money was around so people could afford new things that they were previously unable to buy. Also consumer goods were getting cheaper because of mass production and the assembly line. Therefore in the 40s the children could not be teenagers because the teenagers need the money and the goods were expensive and in the 1940s there was not a lot of money around in Britain. In the 1950s there was more money around, so the general public could spend more money on luxuries. Rather than going without. SOURCES ONE, TWO AND THREE ARE ABOUTLIFE IN THE 1950S. HOW USEFUL ARE THEY ABOUT LIFE THEN? Source 1 tells us about the importance of fashion to female teenagers. Source 2 tells us about the average weekly wages in the country during 1950 to 1960. Source 3 tells us about the consumer spending on non-essential items. Although these sources have their strong points they also have their limitations. Source 1 tells us that fashion was very important to the female teenagers. Judging by the amount of time, effort and money that the woman in source 1 put in, fashion must have played a very big part in her life. She says that she spent her first wage on a ‘sewing machine'. She also brought new material every week, ‘every week I'd buy new material' she said. Also we can infer from this that if she bought the material and the sewing machine, the shops did not yet sell or even make for that matter make the clothes that the teenage girls wanted. Source 2 tells us that from 1950 to 1960 the average weekly wages rose from à ¯Ã‚ ¿Ã‚ ½7.28 in 1950 to à ¯Ã‚ ¿Ã‚ ½14.10 in 1960. This tells us that the average person had more money to spend on non-essential items, more disposable income. We can infer from source 2 that people spent their money on recreational goods, and in source 3 this is confirmed. People spent more money on private transport in 1960 than in 1948. Radios, television sets, and electrical goods were spent more on during the same time period. These two sources, (sources 2 & 3), tell us only about the average person but not about the people who were not affected by the economic boom. They also do not give us a comparison with another time period. Source 1 is limited because it tells us a lot about the fashion for women; it neglects the male fashion (teenage boy's fashion). It is only the opinion of one woman expressed and from the source we cannot be sure that the woman speaking was the person wearing these specific clothes. The sources are not very useful about general life in the 50s, as they say nothing about the extremes of poverty or wealth. The information is not very specific, it's too broad. Also during the 50s judging from the sources no politics occurred. But obviously there is some sort of political news happening in Britain during the 50s. None of the three sources even speculate upon the fact of politics. In conclusion the three sources are not very good in telling us about life in the 1950s, as they do not talk about most things, such as politics. The sources are too narrow on what they say. They only talk about one thing that happened. By using the sources we learn that teenage girls made their own clothes, the averages wages in the country went up, and that spending on non-essential goods also went up. Surely there must have been more to the 1950s than this? Life is about loads of things e.g. crime, religion, unemployment, not just about money and fashion. There obviously was but the sources do not tell us this. DOES SOURCE FOUR SUPPORT THE EVIDENCE OF SOURCES 1 2 & 3? EXPLAIN YOUR ANSWER. Source four is from the book, ENGLAND, HALF ENGLISH, written in 1961 by Colin Mcinnes. This source is therefore a secondary source. Sources 1 and 4 are slightly different as in source 1 it says, â€Å"dress-makers were always busy†. This shows that the dressmakers did not have time for teenagers and thought that they were a waste of time and that they were not important. But in source 4 it says that they were ‘studied with respect'. We can infer from this that the adults paid attention to the teenagers. The sources are probably contradicting themselves because of the time span, source one was about the 1950s and source four is about 1961. Source 4 says teenagers have lots of spare money, but source1 says she couldn't afford to buy new clothes and had to make her own. Source 2 supports source 4. This is because source two says that in 1960 the average weekly wages went up to à ¯Ã‚ ¿Ã‚ ½14.10. In source 4 it says teenagers ‘are left with more spending money than most of their elders'. This is because the teenagers do not have the same amount of responsibilities, or as the source puts it, ‘obligations' that the adults have. Adults have families to worry about, adults have to put food on the table, and adults have to pay the bills. Where as teenagers do not have these ‘obligations' to worry about. The source clearly says that they only have to pay ‘a pound or two' to their parents, and this is considerably less than their elders have to pay out of their wages. Source 3 is about what consumers spend their money on. It says that in 1960 à ¯Ã‚ ¿Ã‚ ½600 million was spent on motorcars and cycles, à ¯Ã‚ ¿Ã‚ ½463 million on radios, television sets, and electrical goods and à ¯Ã‚ ¿Ã‚ ½352 million up from à ¯Ã‚ ¿Ã‚ ½169 million in 1948 on recreation. Source four supports this by saying that the entertainment industry studies the teenagers ‘with respect'. This shows that the entertainment industry values the teenagers because they are their number one target audience. Teenagers spend more money on entertainment and if the entertainment industry studies them ‘with respect'; it shows that the entertainment industry knows that teenagers are powerful and wealthy. In conclusion source four is a very strong source as the three sources support it some way or another. Although source one differs from source four slightly they have the same couple of points. But the sources 2 & 3 back up what is said in source four. HOW VALUABLE ARE SOURCES 5 & 6 AS EVIDENCE ABOUT THE IMPACT OF YOUTH CULTURE? Source 5 is very valuable in shoeing the impact of youth culture. Although it talks only about clothes and fashion. Source 6 talks about ‘teddy children', and it is quite valuable. But it is rather brief. Source 5 is from a ‘history of post war Britain', Peter Lane writes it in 1971 and therefore it is a secondary source. This source mostly talks about fashion mostly. This source also talks about the new slang that was first employed by teenagers and the shops in which they purchased their clothes. ‘Fab' and ‘gear' were the particular words used. ‘In the 1940s, Dior†¦had catered for the very rich and the less well to do had imitated these fashions'. We can infer from this that the less rich, the general public, did not have any designers specifically aimed towards them. But when the teenage revolution occurred in the 1950s the designers created clothes that were ‘simple' and also, most importantly ‘relatively cheap'. We can infer from this that the designers had seen the new culture of young people referred to as a ‘classless society'. They were called a ‘classless society' because where the adults were separated by lots of disposable income and not much disposable income. The youths had now received roughly the same amount of money as each other. So if you saw one youth in the street you could not distinguish between one or the other. Whether they had come from a richer or poorer family. The youths in the 1950s went to London's Carnaby Street for clothes. Carnaby Street became their ‘Mecca'. We can infer from the use of the word ‘Mecca' that the youths would go to Carnaby street in the thousands, fairly regularly. They would pilgrimage to Carnaby Street. Before the 1950s the designers, as I have said before, would design for the very rich and the poorer would imitate these styles. Then after 1950 the designers would design for the young girls and the styles would be copied by the older. But the older women would complain that they couldn't find the ‘clothes they needed'. Source 6 is taken from the broadsheet newspaper, THE TIMES, on the 12th May 1956. It is therefore a primary source. This source is quite valuable to find out the impact of youth culture. Where source 5 spoke of clothes and slang it did not talk of the money that the youth had. Source 6 says that the youths, or ‘teddy children', were ‘highly solvent'. We can infer from this that the youths had plenty of ready cash for their disposable. In conclusion as good as these sources may be they have their limitations. Sources 5 & 6 both neglect the music business. This is bad because music plays a vital part in a teenager's life. They both talk mostly about fashion mostly. Judging from these two sources one might say that fashion was the only thing in a teenagers life. This is not true as music and other factors play a vital role in a teenagers' life. Source 5 is useful in telling us about the money and teenage culture. But what they both do not tell us about the effect on society that teenagers had. HOW CAN SOURCES 4 5 6 & 7 BE USED TO HELP EXPLAIN WHY ADULTS SOMETIMES FOUND TEENAGERS DIFFICULT TO UNDERSTAND? Source 4 is from a book ENGLAND, HALF ENGLISH by Colin Mcinnes, it is written in 1961. Source 5 is taken also from a book A HISTORY OF POST WAR BRITAIN by Peter Lane written in 1971, it is a secondary source. Source 6 is from an article in the times newspaper, on the date 12 may 1956. Source 7 is taken from another newspaper, a local newspaper, the Daily Dispatch, from the date 15 October 1954. The children in the 1950s were more privileged than their parents. In that the parents grew up during both the wars and in the 30s and the 40s where the children had no prospects, no job, and no money. During the war there was rationing and hardship. There was and still is a generation gap between the parents and their children. In the 50s the children, (teenagers), now had the money, the prospects, and the jobs. This was because of the economic boom. Whereas before in the 30s and the 40s the youths had no futures, now the youths had futures, money, and prospects. They had money to spend to spend on themselves. The parents had very different upbringings to that of their children. Also there were huge changes in the country that they were brought up in. Source 4 is taken from a book ‘England, Half English' by Colin Mcinnes. It is a secondary source. This source says ‘today, youth has money'. This implies that before the fifties, the children did not have money, or as much money as they have got in the 50s. The youth in the 50s had more money than their elders had. The teenagers have a new culture, which their parents do not understand because, they have never experienced it. Source 5 is taken from a book ‘A History of post war Britain', written by Peter Lane in 1971, this source is therefore a secondary source. It says that the fashions would start at the oldest and richest people and spread downwards to the rest of the general public. But in the 50s the fashion started at the teens and went upwards to the older generations of women. The older women complained that they found it ‘impossible to find the clothes that they needed'. We can infer from this that the middle-aged women did not understand the new fashions that were beginning to appear on Carnaby Street. Source 6 is taken from an article in THE TIMES it is in the edition that was published on 12 May 1956. This article is a primary source. This article expresses views that the children are now ‘highly solvent'. From this we can infer that the children have plenty of ready cash. This source shows that the children have a ‘strong sense of corporate identity'. This suggests that the businesses had respect for teenagers as most of their money came from them. ‘Simple†¦culture', this was when the article was talking about teenagers. It says ‘simple', that is ‘simple' to an adult. We can infer from this quote that adults found the youth culture ‘simple' and probably stupid as well. These adults might have had some fear about the youths because what people do not understand they fear. The adults did not understand the youths; they thought it was ‘simple'. Source seven is taken from a local newspaper, ‘the Daily Dispatch'; the article is taken out of the edition printed on 15 October 1954. This shows very clearly that adults found teenagers difficult to understand because there is a sense of bewilderment about it. ‘A crowd of idol worshippers' was the words that the reporter used to describe the concert. These words would not be used nowadays to describe a pop concert. We can infer from this that the reporter writing the article and many like him/her had ever experienced something like this before in their lives. They were brought up during the times of hardship, the war, and depression. At their times there was no such thing as ‘POP' music it was only in the 1950s where all this came in. it says the voice was one thing they ‘love and fear', this shows the amount of love that they had for this person, Laine the reporter says, ‘the adulation of this man bewilders me'. This shows again that this is a scene completely alien to him/her. We again can infer from this that the reporter and many others like him/her had never seen this type of concert before. In the adults times they went into a concert hall and listened to the music nice and quietly. Whereas in the 50s the audience went crazy at every word that the artist would sing or even for that matter say. If the artist told them to be quiet they would, the source says that the audience were silent at once Laine had told them to be. ‘Laine impressed upon his fans that they should remain silent during such a song'. This would again be something alien to the reporter. In their time they would listen to their parents like that, and these youths were obeying a complete stranger as a parent figure. Basically the adults were bewildered by what was going on. In conclusion adults found teenagers hard to understand because they were brought up completely differently. In the parents time there was no prospects, no jobs, and no money. But in the 50s there were prospects and jobs and most importantly money. There was a generation gap between the parents and their children. TEENAGE CULTURE EMERGED FOR THE FIRST TIME IN THE 1950s. HOW USEFUL ARE THESE SOURCES IN HELPING YOU TO UNDERSTAND WHY THIS HAPPENED? Youth culture emerged for the first time in the 1950s. It was then when people used the term ‘teenager'. Before this time no one knew what the term meant. Before in the 30s and 40s when the teenagers' parents were growing up there was no prospects, jobs or money. They were times of hardship, and rationing. They were times of hard work. The youth during the 40s did not do the kinds of things that teenagers do now or what teenagers did in 1950s. In the 30s/40s when a youth came to the age of 13 or 14 years old they stopped their education and started to find jobs, if they were boys with their fathers or if they were girls with their mothers at home. It was not a very happy time compared to nowadays. Whereas in the 1950s and now youths are a new age group, mutated from just youths or young adults to teenagers. The teenage culture in the 50s was about music, fashion, teddy boys, dancing, and money. The music industry had an effect on the emergence of teenagers because there was more variety of music for people to listen to. Different types of people (e.g. age groups-teenagers) were listening to different types of music. Teenagers could have a type of music that they could call their own. To increase the impact of music to help emerge teenagers was Radio. There were more radio stations, cheaper records (because of mass production) and more people had radios. Radio programmes were also aiming at teenage segments. Like music and Radio, TV had a similar affect. The technology had improved and there were a wide variety of programmes and channels that meant they could aim at different market segments, like youth (teenagers). This could help develop teenagers by giving them something they could feel was for themselves and others who were in the same boat. People were working fewer hours and had more free time along with more pay so that people could afford to buy luxury goods/entertainment (e.g. cinema), so that the teenager could have somewhere to go and be with others in their position and socialise. Source one is not the most helpful source that we are given as it is only one persons opinion of the 1950s. It talks about the fashion for a particular girl in the 1950s. We cannot be sure that the girl is the only person wearing this particular style. This source totally neglects talking about male fashion in the 50s. This source does not tell us anything about why teenage culture emerged in the 1950s. Source 2 is better at telling us why teenage culture emerged. It is a set of statistics telling us about the average weekly wages from 1950 to 1960. It helps us to understand why teenage culture emerged because it says wages increased in the 1950s. We can infer from this that as the wages increased so did the amount of disposable income that the teenagers had. Also this is reinforced by the main part of teenage culture being money. If there were more money in the country, there would obviously be more in the pockets of the young people that worked. Source 3 is also a statistical source. It is also good because it tells us again of the money situation in England in the 50s. This source tells us about consumer spending; it shows that in 1960 more money was spent on recreation, electrical goods and private transport. It says ‘1960 recreation à ¯Ã‚ ¿Ã‚ ½352 million' in contrast to ‘1948 recreation à ¯Ã‚ ¿Ã‚ ½169 million'. We can see from this that as consumer-spending rose so did the wages, which is true. We can also infer from this that teenagers were spending more on recreation facilities as they had more disposable income to spend on it. Source 4 is much more useful. It is taken from a book, England, half English, written by Colin Mcinnes in 1961. It talks directly about the youth. It says that the youth has money and that they have become a ‘power'. We can infer from this that the youth were beginning to be recognised as a group of people rather than just young people, or mini versions of their parents. We can also infer that teenagers had their own point of view things and didn't listen to their parents all the time. It supports source 3 because it says that the ‘youths are studied with respect' by the ‘entertainment industry'. We can infer from this that they are spending more on the entertainment and the industry tries to bring in things that the youths will want. It supports source 2 by saying that youths have money. Source 5 is again useful because it talks about fashion and the language that teenagers use. It is taken from a book called ‘A History of post war Britain', written in 1971. Fashion is a very important thing to a teenager in the 1950s and source 5 talks mostly about fashion mostly. New words like ‘fab' and ‘gear' were used for the first time in the 1950s. Before the 50s there probably was no teenage slang, or much slang for that matter. Nowadays there is ‘bad' & ‘wicked' etc. this source shows the amount of love that teenagers had for fashion. Source 6 is an ok source but not the best because it shows teenagers had a culture but not why it emerged. This source is taken from THE TIMES on 12 May 1956. ‘Highly solvent', again this is another source saying that the youths had more money than ever before. ‘Tremendously vigorous culture', we can infer from this that the teenage culture was very vibrant and a new and fresh thing that the adults had trouble understanding. They had a ‘strong sense of corporate identity'; this shows that teenagers had businesses trying hard to make new products aimed specifically at teenagers. Source 7 is about music and how it affects teenagers in the 50s. It is not very useful in telling us about why teenage culture emerged. Although it does talk a lot about music, it says a ‘crowd of idol worshippers', we can infer from this that the audience was loving everything that the artist, Laine, did, his words, his movements etc. this source shows the amount of bewilderment that adults had for a scene like this. It says ‘the adulation of this man bewilders me'. The reporter is shocked and astounded by what he/she sees. This source tells us not about why teenage culture emerged. Source 8 tells us about the type of music that the teenagers listened to. But again not why teenage culture emerged. This source is taken from a book by CAR Hills, ‘growing up in great Britain in the 1950s', written in 1983. It is therefore a secondary source. This source tells us that there were a lot of pop singers. ‘Legions of young pop singers', we can infer from this that lots of people had decided to make some money out of these youths, who now have money to spend, upon non-essential goods. They had probably realised that music was important to the youths. In conclusion the reason that teenage culture emerged was because of the economic boom that happened in this country in 1950s. Because the youths had some money to spare they decided to spend it on recreational items and products that they wanted to purchase. If they had been under the obligations of their parents, who had to look after more than just themselves the teenage culture would probably not have emerged.

‘Closing the Gap’ for Indigenous Australians Essay

The issue of ‘Closing the Gap’ for Indigenous Australians is addressed through each aspect of the 1986 Ottawa Charter as it provides a framework upon which to base numerous policies and procedures which tackle the implementation of social justice principles in relation to health promotion. Developing personal skills enables individuals to access information and become empowered to claim their rights. Education of this sort can happen informally and formally. Many Indigenous Australians are disengaged at school, as evident by the overall low rates of attendance of the major schools, as well as markedly lower levels of academic achievement. Indigenous students are also less informed about higher education opportunities than non- Indigenous students, which in turn have detrimental effects on their occupational opportunities later in life. In order to improve the responsibility of Indigenous student’s participation in learning, the Literacy and Numeracy NP Agreement aims to improve literacy and numeracy outcomes of students in schools with low levels of achievement. This partnership demonstrated particularly strong improvements. For example, the proportion of Indigenous students at or above the national minimum standard improved by 11. 4% for year 3 reading in Queensland, around 17% for year 7 Reading in Western Australia and approximately 16% for year 3 in the Northern Territory. These statistics portray the vital role education plays in developing personal skills, in order to enable individuals with equitable opportunities to other non-indigenous students across the country. Through access to education, individuals have greater advantages to enhanced occupational opportunities, and therefore becoming more active in their community, engaging health promotion actions and building healthy public policies. Encouraging and supporting an increase in the participation of Indigenous Australians in the health workforce is an important workforce development strategy, as well as an essential goal to pursue for equity reasons. By ensuring that non-indigenous health professions improve their knowledge of Indigenous health issues, the Government is not only creating more diverse informed opinions and experiences in health issues throughout communities, but also advocates greater community action. One way this is achieved is through the National Indigenous Health Workforce Training Plan, which provides mentoring and networking for young indigenous doctors and nurses, a network of indigenous community controlled training organisations for Aboriginal Health Workers, and the establishment of the new Aboriginal Health Worker Association. In addition to this, the Puggy hunter Memorial Scholarship Scheme encourages more indigenous Australians to enter health professions, and proves to be successful as the number of scholarships allocated in an academic year to support Indigenous Australians to study health-related disciplines increased from 215 in 2008 to 275 in 2012. This improvement depicts the importance of Indigenous participation in the health workforce, not only to enhance educational opportunities but also to provide a more comfortable and supportive environment for Indigenous individuals seeking medical advice and creating a stronger relationship between Indigenous and non-Indigenous practitioners. In order to create supportive environments, a level of community action must be attained to raise awareness of people’s rights, promote equity and facilitate participation by community members. One method of strengthening community actions is by implementing Community Justice Groups, working on local issues, in cooperation with police, courts, probation services and juvenile justice, and the prevention of crime through programs and activities. Since the establishment of the Kowanyama and Palm Island justice group in Queensland in 1994, as evident from police statistics, court records and community sources, there has been a significant reduction in juvenile crime. This, in turn creates a much more positive community surrounding, empowering the right to a supportive, and comfortable environment, by participating the community members to strengthen public action. This recognition of participation in community action and the importance of comfortable surroundings for the forward moving health promotion of Indigenous Australians are essential in the strategy of creating supportive environments. Poor housing is a major contributor to inadequate, unsafe living conditions that lead to the spread of infectious diseases, however many indigenous Australians live in insufficient, overcrowded houses, often in remote areas. A lack of access to health services, due to living in rural areas, results in the unavailability of essential health information on everyday living, such as safe and healthy housing. The Fixing Houses for Better Health development policy has implemented a series of projects, aiming to improve the health of the Indigenous Australians’ living in remote areas, by improving the physical environment in which they live and maintaining this overtime. A series of FHBH projects have assessed and fixed health hardware in 2 400 houses across Australia, improving health and reducing infectious diseases such as diarrhoea, skin infections and pneumonia, as well as protecting residents from electrocution, fire, gas leakage and exposure to contaminated waste-water. By employing more than 400 local indigenous people on the on-going work projects, and ensuring they receive ‘on the tools’ training on basic maintenance, this not only provides individuals access to healthy lifestyle information, but also supplies the community with a comfortable and familiar work environment. Another imperative concept that promotes equity and improves access to health services by supporting disadvantaged Indigenous Australians is reorienting health services. The Aboriginal Maternal and Infant Health Strategy targets pregnancy and postnatal programs for Aboriginal women and infants, providing a state-wide training and support program for midwives and Aboriginal health workers. Through the successful implementation of Indigenous care givers, developed partnerships with other organisations and using the multidisciplinary team approach, overall health improvements are clearly evident. For example, in relation to indigenous women, the births to women aged less than 20 years has decreased, the proportion attending their first antenatal care visit before 20 weeks development increased significantly and the proportion reported smoking in the second half of their pregnancy decreased. These measures suggest that with the access and support of healthy information and health professions, individuals are enabled to take the responsibility of using the knowledge provided by health services and develop the skills necessary to practice them. It is therefore clearly evident that with the assistance of the Ottawa Charter and social justice principles, the gap between Indigenous and non-Indigenous Australian’s is narrowing. Greater health promotion and a deeper understanding of different cultures is enabling Australia to build towards a healthier nation.

Managing Workplace Diversity Essay Example | Topics and Well Written Essays - 3000 words - 1

Managing Workplace Diversity - Essay Example However what happens is something that is totally out of the related contexts. People get harassed by a number of issues – gender based, racial, age wise or any other. However, for the sake of discussion regarding this paper, an important aspect of race has been pinpointed and the same has been elaborated upon within the workplace dimensions in the changing business scenarios of present times. The workplace diversity discussions therefore would be the prime objective here as these will be linked in close association with how the element of race is propagated, used, misused and later on philosophically handled for restoring the sanity of the organization. Definition of Workplace Diversity It is first and foremost to define what workplace diversity basically entails within it. ... Within a workplace realm, it is mandatory for the employers to bring about a culture that easily accepts people from different groups, communities and societies so to speak. This is because it will set a good precedent for the company under consideration, and give it the required mileage as and when needed. It will also tell the organization where it has to beef up on its diversity related aspects when there is a dire need to set things right, and bring about an iota of difference within the related ranks. Issues Surrounding Workplace Diversity Workplace diversity does have a number of issues that are brought under its aegis. When the employees are being shabbily treated due to their family or ancestral backgrounds, there is the important discussion of race which is brought to the fore (Cable & Yu, 2011). When there are impending issues due to age aspects of the employees, the age factor is given consideration and when there are gender related biases happening at the workplace, the e lement of gender is given more significance than can be thought of. What is absolutely abysmal is the view that all such problems are brought to the fore in one context or the other, whereby they hamper the smooth communication and interaction mechanisms which take place within an organization and create significant issues within the diversity that has thus been created all this while. In fact, this workplace diversity takes the backseat and the eventual beating at the hands of those employees who have evil or ulterior motives right from the very beginning. The communication domains within the organization are important because if the racial discriminatory aspects come to the fore, these could bring about serious anomalies within the organization. If the

Embarrassment and impression management Research Paper

Embarrassment and impression management - Research Paper Example His view underlined the importance of communication and suggested that identity of a person is no more than a reflection of the image of the self that is communicated to a person through his/her interactions with others. According to Cooley, people see themselves reflected in each others’ eyes and through their communications and interactions with others, gain messages about habits, physical attributes and personal tastes which influences their own judgments and perceptions about self. The control and modulation of the way in which a person chooses to present himself or herself to others is referred to as impression management. Self presentation in the context of impression management has been defined by Jones and Pittman as â€Å"the shaping of† a person’s â€Å"responses to create in specific others an impression that is for one reason or another desired by the actor.† (Jones and Pittman, 1982: 233). Every person therefore controls the kind of impression s/he wants others to gain by controlling what is revealed to others, i.e, the extent of self disclosure. Goffman(1959) supplemented Cooley’s theory about impression management by offering the view that individuals present themselves as a performance, choosing which role to play at any given time. Mets and Grohskopf (2003) have summarized the management of the presentation of the self as â€Å"the process by which individuals, more or less intentionally, construct a public self that is likely to elicit certain types of attributions from others, attributions that would facilitate the achievement of some goal, usually to acquire social rewards or advantages, or to prevent loss of self esteem when future failure seems probable (p 360). As may be noted from the above views, social integration implies a high degree of attunement to others’ perceptions about oneself, when this yields a positive perception there is pride and integration of the individual is promoted, but when the individual seeks a negative reflection/perception of the self as gained from the impressions of others, there is shame and a feeling of alienation, which produced embarrassment. One notable example of embarrassment is politician Sarah Palin, who was the Vice Presidential candidate in the American Pr esidential elections of 2008. During the course of the political canvassing, Palin in a radio interview with Glenn Beck, was asked about how she would handle North Korea and responded that we would have to stand by our North Korean allies. This was yet another in a long history of gaffes, such as for example, unable to demonstrate any understanding of the separation of church and state or name a single Supreme Court case, and her claim that she was qualified to handle foreign policy because she was from Alaska which is close to Russia. In responding to the realization that she had made a serious gaffe, Palin defended herself by going on to Facebook and attacking Obama’s gaffes instead.(Stickings, 2010). It may be noted here that a considerable amount of publicity was devoted

Six Sigma Implementation Essay Example | Topics and Well Written Essays - 2750 words

Six Sigma Implementation - Essay Example A Six Sigma opportunity is then the total quantity of chances for a defect. Process sigma can easily be calculated using a Six Sigma calculator. According to the Six Sigma Academy, Black Belts save companies approximately $230,000 per project and can complete four to 6 projects per year. General Electric, one of the most successful companies implementing Six Sigma, has estimated benefits on the order of $10 billion during the first five years of implementation. GE first began Six Sigma in 1995 after Motorola and Allied Signal blazed the Six Sigma trail. Since then, thousands of companies around the world have discovered the far reaching benefits of Six Sigma. There are two Six Sigma sub-methodologies commonly in use: DMAIC and DMADV. The Six Sigma DMAIC process (define, measure, analyze, improve, control) is an improvement system for existing processes falling below specification and looking for incremental improvement. The Six Sigma DMADV process (define, measure, analyze, design, verify) is an improvement system used to develop new processes or products at Six Sigma quality levels. It can also be employed if a current process requires more than just incremental improvement. ... The Core Team defines and reviews Six Sigma projects progress, and acts as the political leader, removing the barriers for the project teams. The Master Black Belt acts as a technical coach and provides the knowledge of quality tools for the project team. There is typically one Master Black Belt for every 1,000 employees. The Black Belt controls the project. There are typically 10 to 20 Black Belts per 1,000 employees. The Green Belt supports Black Belt. There are typically 3 to 5 Green Belts on the Project Team with the Black Belt. There are typically 300 Green Belts per 1,000 employees. Yellow Belts are the balance of your population. They provide information and support to the Six Sigma project teams, and are a source for future Green Belts. The MAIC discipline sets up a clear protocol to expedite internal communication. The incentive system facilitates Six Sigma projects to generate results. Situation: Need for Implementation of Six Sigma By 2001, the US-based General Electric Company (GE) was easily the largest diversified company in the world, with revenues of $ 125.91 billion and net earnings of $ 13.68 billion. Out of the company's 24 different businesses, some were so large that they could independently feature in the Fortune 500 list of companies. GE had operations in over 100 countries more than 250 manufacturing plants in 26 countries. The company was one of the largest employers in the world with strength of around 275,000 employees. GE remained the only company listed in the Dow Jones Industrial Index that had been included in the original index in 1896. The aim of implementing Six Sigma at GE was to infuse quality in

Writing Business Letters 1 Essay Example | Topics and Well Written Essays - 250 words - 2

Writing Business Letters 1 - Essay Example In this case, two wrongs would not make a right. It is better for the medical team involved to pursue ways and means of saving the life of the stronger twin than allow the death of both the conjoined twins. The religious position held by the parents of the twins would surmount to double tragedy since it would result to the death of both the twins. It is also in order for the medical fraternity to preserve the right of children by trying to save the life of at least one of the twins. This will be in line with their professional ethics. The religious stance in most of such cases advocates for life rather than death. Therefore, the judges’ decision however moral and legal is also religiously sound. This is because their decision they made echoed the religious principle of saving life. In cases of life and death, preserving life would be more moral and pragmatic. Therefore, the court’s decision in this matter to disregard the parent’s religious opinions is

Educating High School Students About The Importance Of Contraceptives Research Paper

Educating High School Students About The Importance Of Contraceptives - Research Paper Example Providing sexual education to high school students on the significant of using contraceptives is crucial because it is one way of maintaining their health. The health of students is essential because it will enable students to study well in schools without any health complications. Earlier pregnancy to students may lead to health risks especially to young mothers. The research study indicates that a woman is supposed to start giving birth at least when she is more than 18 years old, but about 15 million teenagers bear children when they have not yet reached the required child bearing age. This poses a health risks to them, and the risk to younger mothers is higher than the risk to the mother above 25 to 25 years. For example, the maternal mortality rate for teenagers between 13 to 16 years of age is three times higher than females in their earlier or late twenties. Distributing and educating high school students on the significant of contraceptives will reduce the sexually transmitte d diseases such as HIV/ AIDS and other diseases. STDs pose dangerous threats notably to sexually active students. Most of the high school students are sexually active because of physical changes and peer group influences from their friends. Many of them do not understand the significant and the way of protecting themselves from unwanted pregnancies and STDs. Many societies are frown on issues of premarital sex; thus most high school students may feel ashamed or embarrassed in case they make efforts of seeking help about the use of contraceptives. Therefore, increasing awareness through educating students on the significant of health reproductive and HIV/ AIDS prevention is crucial (Hartman, Monasterio, and Hwang (233). For instance, the school my introduce this programs as school curriculum or provide mass education activities at least once in a month to all students. This is vital because it will raise awareness and enable students to engage in safe sexual intercourse. Sex educatio n on the use of contraceptives is one way through which students become aware of the problems associated with unwanted pregnancies and STDs. Distributing contraceptives such as condoms and educating students on having safe sex is vital. This is because it will enable students to make healthy sexual decisions. Many parents ignore to offer guidance and counseling or teach their teenagers on the importance of using contraceptives because of fear and believe that they will encourage sexual behaviors to their children (Bruess and Jerrold 314). However, educating teenagers on the importance of having safe sex is essential because high schools students already know about sex. For instance, the increased technological advancement especially media and Internet have exposed many teenagers to various sexual behaviors. Therefore, they know everything about sex;

LACMA Pacific Standard Time exhibits (Kienholz, Nordman, and Asco) Assignment

LACMA Pacific Standard Time exhibits (Kienholz, Nordman, and Asco) - Assignment Example Nordman seems to have paid delicate attention to grasping the idea about the unique possibility with nature and the immensity it is bound to substantiate the contemplative instinct of its watcher. In the mode of art detailed via the aforementioned pieces, one emerges to recognize the fluidity in the elements of smoke and the projected sight and sound of the surging beach water. Already there comes for a viewer the response to possess the moment of naturally and constantly blending into the scene. If a music were to exude out of the show, then it would be to hear a fusion of jazz and rhythm and blues with alternative melodies playing under the conceptualized mood of dynamism and stillness. A sense of elegance is fashionably rendered in the simplicity of the acts and materials used to evoke the film’s romantic objective. It is entirely up to the audience how thoughtful imaginings ought to depict any mystery in or characterize the prospective lovers. Having felt the intellectual side of the artist in directing the individual attitude of the man and the woman, such creation may be claimed to have attained a distinct level of mature sensibility which is capable of sending the viewers adrift from their typical perspective of romance or affectionate yearning. Enhancing her creative design as Nordman puts it: â€Å"The Pacific ocean and the sun are also actors in the scene.† As a whole, Maria Nordman does live up to her identity with permanent transience in this exhibit that the manner it takes the interpreter appears more of by acquiring familiarity with a passion for something yet unknown. Her style commences a postmodernist approach with filming that has quite the potential of adjusting sentimental or psychological reactions. Being one that is perceived with optimum use of space, the Filmroom presentation might strike the heart with smoky impression of varying meanings yet even further to that, it is certain to find the inevitable poetic reflections dissolve in

European exploration and overseas expansion Essay

European exploration and overseas expansion - Essay Example Firstly, the Europeans had desire for wealth and power. At the onset of exploration, many of these countries were weak economically, due to wars. Those in authority felt there were vast opportunities for wealth generation in the New World (Streich 1). This prompted the leaders to fund exploration in search of gold, spices, and other trade goods to sustain their ailing economy (Streich 1). This led to scramble for colonies, and they sent the wealth back to their countries. Secondly, there was religious interest. European had desire to spread Christianity to people throughout the world to counter the influence of Muslims. They also wanted to wipe the Muslims out of their territories. Thirdly, there was an improvement in the technology. The Europeans developed sailing ships with better navigation equipments (Streich 1). This made them able to move to various parts of the world. There was also development of more accurate maps. (Streich 1). Â  The Europeans expansion and exploration had a profound effect to those involved. The effects were immediate and long term. In the short term, the Portuguese built trading sites in West Africa, and some of them made Africa their home (McCannon 250-256). Secondly, there was a discovery of the new sea routes. In the long term, the Europeans competed to establish colonies. Secondly, there was also the expansion of wealth and power. Thirdly, there was the rise of the Transatlantic Trade that involved Europe, Africa, and America (McCannon 253).