Its over free essay sample

It feels like Im melting into the floor as I allow myself to stop running and very hastily drop my enormous duffel bag down. This is the first time I really get a good concentrated look around the room. It is almost blindingly bright from the glow of the florescent light and everything in the room is a bleached out color. The middle of the room is completely empty. The two side walls are filled with rows of bunk beds and tall off white wall lockers. The drill sergeants start to bark orders at us once aging. Dump out your duffel bags on the floor and put everything in order, Now! We all methodically and very precisely begin to set out all of our personal belongings. Going through our bags takes us well into the night. Now that everything is shoved back into our bags, we stand back up in the rows we were first in. We will write a custom essay sample on Its over or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page There is no movement or sound from any of us except the faint hum of everyones stilled breathing. What could possibly be next? As the drill sergeants pace back and forth, they order all of the male soldiers to form a single rank and march outside to another building.All of the females are left waiting patiently for orders. To our surprise we are finally going to get assigned our bunks, wall lockers but most importantly our battle buddies. The bunk beds are Just 4 metal bars holding up sad looking foam mattresses. The blankets are the green rough itchy kind that everyone hates. The pillows are barely held together in a tan pillow case , although I dont know if they started off that color. But because I was so worn out and tired It looked like the most comfortable place I would ever lay my head. How have I made it through today? As Im laying on the bottom bunk with my new battle buddy directly over me , I cant help but wonder what the days ahead will hold. So many different thoughts are rung through my mind. Am strong enough mentally or physically to succeed . I am so scared but at the same time curious for the next day to begin. This Is a once In a lifetime opportunity and I am going to make the best of It. Are you awake? The voice from the top bunk quietly sakes. Hesitantly I reply Yea, Im here. There was a long silence, almost long enough for me to think I ad made up the short conversation. I was staring at the springs and bars above my head trying to force sleep . Then I hear the same soft voice saying the thing I needed most. This may feel Like hell, but now we have each other. All the thoughts and worries that were running through my head dealers. I know I can make It through this suppliers place Its over By cosmos_09 battle buddy directly over me , I cant help but wonder what the days ahead will hold. So many different thoughts are running through my mind.Am I strong enough he next day to begin. This is a once in a lifetime opportunity and I am going to make the best of it. Are you awake? The voice from the top bunk quietly sakes. Hesitantly had made up the short conversation. I was staring at the springs and bars above my head trying to force sleep . Then I hear the same soft voice saying the thing I needed most. This may feel like hell, but now we have each other. All the thoughts and worries that were running through my head disappear.

Literature Overview on HRD Models

Providing Evidence for Approving Humanistic and Normative Approach to Management According to Senge (2006), a humanistic approach to managing organizations creates a potential for building a healthier atmosphere in the employed environment. In particular, the scientist believes that a person-oriented approach is specifically important because it constitute the basis of a learning organization and contributes to enhancing the company’s competitive advantage, leadership, and performance (McKenzie and Taylor, 2001).Advertising We will write a custom essay sample on Literature Overview on HRD Models specifically for you for only $16.05 $11/page Learn More What is more important is that learning organization has the right to existence in case people in such organizations are able to expand and develop their skills and capacities as well as create the results they truly wish to achieve (Senge, 2006, p. 146). All these attributes are included into the Th eory Y presented earlier. According to Zastrow and Ashman (2009), â€Å"Theory Y managers view employees as wanting to grow and develop by exerting physical and mental effort to accomplish work objectives to which they are committed† (p. 540). This is why internal rewards, including personal involvement and self-respect are indispensible components of staff motivation. Literature Supporting the Critique of the Two Identified Models Geren (n. d.) states that Chinese managers also apply to Theory Y model, but for different purposes. So far, Chinese organization seek to satisfy the lower needs of workers and employees where higher needs were destined for the member from the upper class. Today, theory Y model has been re-evaluated their previously presented rationales and accept the model as a method for encouraging employees in cultural and economical terms (Geren, n. d., p. 3) . Michigan is also applicable to Chinese culture, because it focuses more on standardization and techn ological development in order to increase performance and achieve strategic goals (Kandula, 2004, p. 4). What is more important is that the presented model provide a solid ground for creating more democratic relations in the working setting. Therefore, cultural diversity aspect becomes more appreciated by the employers so that they become value their employers to a greater extent. Reflection on Potential Use of Emerging Technologies in HRD The Global Trading Model and integration models are the most frequent approaches that are used by Chinese companies (Marquardt, Berger, and Loan, 2004). This potential use of emerging technologies is predetermined by the growing tendencies of applying to a normative model of organizational and human resources management. According to this model, employees can be motivated much more effectively because the introduction of technological devices makes them constantly improve their skills and capacities. In addition, due to the fact that technological advancement is closely connected with the globalization process, the diversity process also becomes on the agenda along with the presented theory.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 brightest example of the interaction between learning organization and technology advancement is presented by Air China and China Construction Bank. Both examples show that shifts in leadership management aimed at achieving cultural contingency. In particular, the introduction of better equipment and effective technological tools contributes to simplifying the production process and increasing the organizational performance. Less pressure is made, therefore, on employees whose self-respect remains unchanged. References Geren B. (n. d.) Motivation: Chinese Theoretical Perspectives. Journal of Behavioral Studies in Business. Kandula, S. R. (2004) Human Resource Management in Practice: With 300 M odels, Techniques and Tools. US: PHI Learning. McKenzie, J. S. and Taylor, W. J. (2001) Opportunities in human resource management careers. US: McGraw-Hill Professional. Senge, P. M. (2006) The Fifth Discipline: The Art and Practice of the Learning Organization. US: Doubleday. Zastrow, C., and Kirst-Ashman, K. K. (2009) Understanding Human Behavior and the Social Environment. US: Cengage Learning. Marquardt M., Berger N., and Loan P. (2004) HRD in the age of globalization: a practical guide to workplace learning in the third millennium. London Basic Books.Advertising We will write a custom essay sample on Literature Overview on HRD Models specifically for you for only $16.05 $11/page Learn More This essay on Literature Overview on HRD Models was written and submitted by user Angelina Y. 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.

Birth Control Pills - Why Theyre Free

Birth Control Pills - Why Theyre Free American insurance companies are required to provide birth control pills and other forms of contraception at no cost to women under guidelines announced by the U.S. Department of Health and Human Services in August 2011. The insurance rules calling for free birth control pills take effect on Aug. 1, 2012, and expand medical coverage under the health care reform law signed by President Barack Obama, The Patient Protection and Affordable Care Act. The Affordable Care Act helps stop health problems before they start, said then Health and Human Services Secretary Kathleen Sebelius. These historic guidelines are based on science and existing literature and will help ensure women get the preventive health benefits they need. At the time the rules were announced 28 states required health insurance companies to pay for birth control pills and other forms of contraception. Reaction to Free Birth Control Pills The rule requiring insurers to provide birth control for women at no cost was met with praise from family-planning organizations, and criticism from the health care industry and conservative activists. Cecile Richards, president of Planned Parenthood Federation of America, described the Obama administration rule as being a historic victory for womens health and women across the country. Covering birth control without co-pays is one of the most important steps we can take to prevent unintended pregnancy and keep women and children healthy, Richards said in a prepared statement. Conservative activists argued that taxpayer money should not be used to pay for contraception, and the healthcare industry said the move would force them to raise premiums and increase the cost of coverage to consumers. How Insurers Will Provide Birth Control Pills The rules give women access to all Food and Drug Administration-approved contraceptive methods, sterilization procedures, and patient education and counseling. The measure does not include abortifacient drugs or emergency contraception. The coverage rules allow insurers to use reasonable medical management to help define their coverage and keep costs down. For example, they will still be allowed to charge copayments for brand-name drugs if a generic version is available and is just as effective and safe for the patient. Copayments, or copays, are paid by consumers when they purchase prescriptions or go to their doctors. Birth control pills cost as much as $50 a month under many insurance plans. Religious institutions that offer insurance to their employees have the choice of whether to cover birth control pills and other contraception services. Reason for Free Birth Control Pills The Department of Health and Human Services considers the provision of birth control pills as necessary preventive health care. Before health reform, too many Americans didnt get the preventive health care they need to stay healthy, avoid or delay the onset of disease, lead productive lives, and reduce health care costs, the agency said. Often because of cost, Americans used preventive services at about half the recommended rate. The government described family planning services as being an essential preventive service for women and critical to appropriately spacing and ensuring intended pregnancies, which results in improved maternal health and better birth outcomes. Other Preventative Measures Covered Under the rules announced in 2011, insurers are also required to provide, at no cost to consumers: well-woman visits;screening for gestational diabetes;human papillomavirus DNA testing for women 30 years and older;sexually-transmitted infection counseling;human immunodeficiency virus (HIV) screening and counseling;breastfeeding support, supplies, and counseling;and domestic violence screening and counseling. 2018: Trump Weakens Birth Control Coverage Mandate On November 7, 2018, the Trump administration issued two final regulations allowing employers to deny women insurance coverage for birth control measures as a preventative health service. The first of the two rules issued by the Department of Health and Human Services allows exemptions to the Obamacare contraceptive coverage mandate for entities that object to such coverage based on religious beliefs. The second final rule allows coverage exemptions to nonprofit organizations and small businesses that have moral, non-religious objections to contraception. â€Å"The Departments estimate the exemptions may affect the coverage of approximately 6,400 women, and state that in no case will they impact more than 127,000 women, which the Departments suggest is far more than will actually be impacted,† said the Department in a press release. The religious and moral exemptions provided by the rules apply to institutions of education, issuers, and individuals. However, the exemption for moral beliefs does not extend to publicly traded businesses, and neither the moral nor the religious exemption apply to federal government agencies or entities, according to the Department. â€Å"These rules affect a small fraction of the 165 million women in the U.S.† Stated the Department. â€Å"The rules leave in place contraceptive coverage guidelines where no religious or moral objection exists, and they do not change the Health Resources and Services Administration’s authority to decide whether to include contraceptives in the women’s preventive services guidelines for other entities.† Issued in the form of federal regulations at the direction of a presidential executive order, rather than an act of Congress, the rules may be amended or repealed at any time by the current or future presidential administrations. Updated by Robert Longley

Daubert Standard Assignment Example | Topics and Well Written Essays - 500 words

Daubert Standard - Assignment Example From this essay it is clear that the Daubert standard states that the evidence should be reliable in nature; this means that the testimony provided by the expert witness should be obtained through a scientific method. According to the Supreme Court, an expert’s testimony is reliable if the scientific method used is testable, can be proved as false, and can be tested to be proved right or wrong. The testimony is even considered as reliable if it has been previously reviewed or is going to be reviewed in future by peers and it has an error rate attached to it already and the testimony or the finding should be acceptable by the community of science.This study outlines that  the crime scene investigators found two different sets of paints on the victims jeans, one paint was from the wall of the victim’s house and the second paint was from an unknown source. The forensic lab decided to figure out whether both the paints were from the same source or not. They developed a hy pothesis stating that both paints were from different sources and then they developed a null hypothesis stating that both the paints were from similar source.  The lab conducted various scientific tests to validate their hypothesis and prove that the paints were from different sources. The tests proved that the paints actually were from two different sources and the paints are not same. This test could have even proved the other way around that the paints were from the same source if other scientifically validity tests were used.

Advertisement to bid Essay Example | Topics and Well Written Essays - 500 words

Advertisement to bid - Essay Example This entails the strengthening of the construction concrete with steel bars known as rebars. Vibrators are also used to remove any air that might be trapped in the concrete to increase the strength. It is also understood that you require stained concrete floors, we have unlimited number of designs and colors for a beautiful finish. We also understand that you require light steel framing of good thermal properties. We have managed to use steel studs for rough-framing in both residential and commercial construction. The steel we use has good thermal and structural behavior especially in cold climate regions as heat loss is reduced and has tenement thermal comfort. We have also used clear windows to do some our previous constructions. Clear windows are able to let in light at the same time keeps inclement weather outside. The entire faà §ade of the building can be covered by curtain walls. We have examined the plan located on Chin building, 55 west 45 street, and confirm that we are able to complete the task in the required time. Enclosed is the bill bond of $18200 for the total of 6000 square foot. We write to inquire if you would be interested in working as a wood framing subcontractor on an office/warehouse project. In case you are interested, you are supposed to present your major history, including main works undertaken by you recently. The details of key personnel you will have performing your portion of work over the entire period should also be presented. The building technique should be the stud technique which provides a stable frame to which the wall coverings are attached. Plywood, oriented strand boards, and wind braces should be used in wall sectioning and stabilization. For other fittings you, glued limited timber and laminated veneer lumber will be used. To save on materials used, dimensional lumber method should be used. You will also be required to fix a laminate floor with a high aesthetic value. The floor pieces should be machine

Dance as a Strategy for Social Inclusion

Dance as a Strategy for Social Inclusion All societies have some sort of division amongst themselves, whether based on race, religion, socioeconomic status, or some other criteria. Typically, those in the dominant group control the opportunities of those in other groups, more so in some communities than others (Levitas 1998). In overly simplistic terms, the degree to which individuals or non-dominant groups may and choose to join in the opportunities of the dominant society is called inclusion. The degree to which they are prevented or decline from joining in these opportunities is called exclusion. The terms social inclusion and its opposite, social exclusion, came into use in the 1970s in France, and have since been adopted by many countries in the EU (Reeves 2002). This study seeks to first define social inclusion and identify effective evaluation of social inclusion policy and programming. Alook at the historic role of dance as a means of social inclusion and exclusion is examined, with discussion of the roles of professional dance, dance instruction and performance, and social dance ininclusion. The study defines the requirements of dance projects intended as social inclusion tools to offer access, provision, accommodation, and empowerment. The results from such a program should include enhanced personal development, increased self-determination,and improved social unity. It is important to also consider the costto individuals participating in social inclusion activities, particularly how their changing thoughts, attitudes and goals affecttheir relationships with family and friends. The study concludes with six examples of well-run social inclusiondance programmes, and a plan for implementing a dance programme with a goal of increased social inclusion. In the examination of social inclusion or the effectiveness of aspecific tool in social inclusion, it is necessary to further definethe term. There is variation in the academic and political communitiesas to the focus and scope, not to mention purpose, of socialinclusion. Many disagree on the exact definition of inclusion andexclusion and appropriate models to describe their effect onindividuals and the community. For example, the United Nations holds that social inclusion â€Å"must bebased on respect for all human rights and fundamental freedoms, cultural and religious diversity, social justice and the special needs of vulnerable and disadvantaged groups, democratic participation andthe rule of law† (Britton and Casebourne, 2005). The European Social Fund defines social inclusion as â€Å"the development of capacity andopportunity to play a full role, not only in economic terms, but also in social, psychological and political terms† (Britton and Casebourne,2005). â€Å"Social inclusion is achieved when individuals or areas do not sufferfrom the negative effects of unemployment, poor skills, low income,poor housing, crime, bad health, family problems, limited to access toservices and rurality, e.g. remoteness, sparsity, isolation and highcosts,† according to the UK government (CESI 2005). The Laidlaw Foundation of Canada states, â€Å"social inclusion is about making surethat all children and adults are able to participate as valued, respected and contributing members of society,† while T.H. Marshall, inCitizenship and Social Class, bases the idea of social inclusion onâ€Å"the right to share to the full in the social heritage and to live thelife of a civilized being according to the standards prevailing insociety (Donnelly and Coakley, 2002; Marshall, 1950). There are even more definitions of social inclusion not listed here.However, some common elements included in most definitions aresubjective elements, such as feeling part of the community, respectedand valued, and physical elements, such as services within a reasonableproximity, or a certain level of material resources (CESI 2005). This study contends that social inclusion requires: †¢ Access allowing all members of a society entrance to and full participation in its opportunities †¢ Provision providing a mechanism for removing barriers betweenpeople groups in a society, including economic, language, and proximitybarriers †¢ Accommodation respecting and valuing the differences of itsmembers, whether physical, racial, economic, cultural, or otherwise †¢ Empowerment encouraging individuals and people groups within asociety to reach their full potential, as they define it, and fosteringtheir participation at all power levels Peter Donnelley and Jay Coakley support the above, in their report tothe Laidlaw Foundation, identifying five â€Å"cornerstones† of socialinclusion. First, all members of society must be recognized as having value. Individual differences must be respected, and necessary services provided for the entire community. Second, everyone has aright to development opportunities. This is most clearly seen inchildren; for example, recreation programs must be handicappedaccessible to allow for full participation. Third, non-dominantindividuals and groups should be involved in decisions effectingsociety in general and themselves in particular. An application of this would be senior citizens who suggest or plan their own activities,rather than simply participate in those created by paid communitystaff. Fourth, proximity is necessary for successful inclusion overtime. If the dominant group lives, works and plays in a differentlocation or one removed from m arginalised groups, social inclus ionactivities will be short-lived at best. Finally, inclusion requires the material resources necessary to truly participate (Donnelly andCoakley, 2002). A teen football player that is unable to afford theproper shoes will never be completely part of the team. Accordingly, successful social inclusion activity results in: †¢Personal development including self-esteem issues, skill attainment,creativity, and increased likelihood to participate in otheropportunities. †¢ Self-Determination in both decision-making and self-expression,for individuals and the community as a whole, with participants takinggreater responsibility over time for both the inclusion project andtheir own personal needs. †¢ Social unity improving relationships between members of the community and uniting people groups around common goals. The effectiveness of social inclusion activities and the achievement ofthe above results are often controlled by the political or leadershipmindset prevalent in the programme. It is important to note,therefore, that the above differ from the definitions set forth by theUK government. The government’s aims include â€Å"improved educationalachievement, increased employment prospects, improved health, reduced crime, and improved physical environment† (CESI 2005). Note that theserelate directly to economic concerns, with little consideration forpersonal development beyond the development as a worker, no mention ofself-determination at all, and no mention of social unity or cohesionbeyond a reduction in crime. Some local governments also take a strong economic focus. The Lancashire County Council defined social inclusion as something thatâ€Å"is to be achieved by involving the poorest of citizens so that theyexperience a rise in living standards, from which they are excluded atpresent due to a host of interrelated problems† (CESI 2005). This research supports the argument that social inclusion, while having a significant economic component, also involves the personal actionsand attitudes of individuals and people groups in a society. It is the opinion of this study, supported by numerous others, that the outlookand ownership in society of marginalised groups must first change forany true inclusion to take place. Ruth Levitas, in her book The Inclusive Society? Social Exclusion and New Labour, encapsulates the three primary models for addressing social inclusion. The first and most politically left model is there distributionist discourse, or RED. This model holds lack of materialresources to be the primary cause of exclusion. This leads to a callfor forced redistribution of material resources to achieve social inclusion. The amount of redistribution required for inclusion,however, particularly within a democratic or socialist society, isusually too much for the dominant group to bear. This channels deprived individuals and groups to reliance on â€Å"government handouts† and, ultimately, poverty in comparison to the dominant group. Thesociety practicing redistribution attempts to balance the needs of itsmarginalised citizens with the desires of those in power. This is adangerous game, as the resulting incomplete redistribution can lead tosoc ial unrest and economic difficulties for so ciety as a whole(Levitas 1998). The second model, the social integrationist discourse (SID), is the most centrist given today’s political climate. This model of inclusion focuses on equal access, opportunity, andparticipation in the labour market. The idea is that if marginalised people are given equal access to and participate equally in jobs and job training, they will become part of the greater society. Paid employment raises the standard of living or material resources, which allows them to participate in a wider range of society’s activities.Over time they integrate into the established society. The model presents the concept of community participation, or unpaid work, forthose unable to hold a paying position. This might apply to personswith severe handicaps, substance abuse issues, mental illness, or whoare the primary caregivers of young children or elderly parents. These persons should be encouraged to undertake volunteer opportunities inthe community, and thereby partici pate in society (Lev itas 1998). There are also obvious difficulties with this model. First, it ignoresthe many barriers that marginalised people face when seeking paidemployment, including language and cultural issues, and childcare forsingle parents. These can take many years to overcome, if they areovercome at all (Cook, K. 2004). The model also assumes the availability of jobs and job training, not a reality in our presentlabour market. With the concept of community participation, it isunclear how or where such unpaid work would take place, given thatthese are people who are â€Å"unwanted† by the paid employment sector. The third model, the moral underclass discourse (MUD), is the most politically right model. This assumes that marginalised people are not included in society because they choose not to participate (Levitas1998). According to this model, a young person from a deprived neighbourhood chooses to be poor and to pass by the job training or educational opportunities afforded to him by society. For social inclusion to be successful, these individuals and people groups mustchoose to participate in society. Proponents of this model oftenencourage punishment of some type to individuals who do not comply with programmes aimed at helping them, and rewards to those who comply. The moral underclass discourse overlooks the complexity of manymarginalised people’s situations. It fails to consider the pressureindividuals face from their culture groups, lack of role models andself-esteem issues, and personal resources to overcome initial barriersto societal participation. The model further fails to identify causesof non-participation. Any social inclusion activity should identify and target deprivedcommunities or people groups. In addition, an effective long-termprogramme will seek to address the causes of this deprivation, not justthe results of it. Effective solutions will value the input of thosefrom the deprived community and look at the situation from a holisticperspective (Britton and Casebourne 2005). This addressing of causesand empowering of marginalised peoples is not provided for in the moralunderclass discourse. The government currently pursues policy based on the socialintegrationist model, focusing on providing educational opportunitiesto children to prepare them for later job training, and vocationalopportunities to adults (Reeves 2002). Despite its flaws, it seems themost feasible means of delivery of social inclusion. SID supports theidea that effective inclusion goes beyond simple access issues.Non-dominant groups must be allowed to strive for their full potentialwithin society, raising their standards of participation and acceptanceuntil holistic involvement is achieved. Inclusion, as seen throughthis model, is â€Å"about closing physical, social, and economic distancesseparating people, rather than only eliminating boundaries or barriersbetween us and them† (Donnelly and Coakley 2002). While it is possiblefor individuals or groups to be included in some arenas and excluded inothers, this research assumes that inclusion in any for m contributesto inclusion holistically. True inclusion, however, goes beyond allowing those in non-dominantgroups to simply participate in the activities of the dominantsociety. They must choose to fully engage with the dominant group, andhave opportunity grow and develop to their full potential, andultimately have equal input into the decisions and actions of thesociety as a whole. Both the dominant group and the marginalisedgroups or individuals must work together for social inclusion tooccur. There are three levels of participation in inclusive situations betweenthe dominant group in a society and marginalised individuals andgroups: assimilation, accommodation, and separation. The type ofinteraction occurring is determined by the amount of change anindividual will undergo to fit into the dominant group or groups in asociety, and the willingness of the society to accept individuals orgroups with characteristics, means, or culture different from their own. Assimilation occurs when the dominant society chooses to allownon-dominant individuals and groups to adopt its activities, values,and culture, and non-dominant participants choose to adopt suchthings. Groups immigrating to North America historically valuedassimilation, and often neglected teaching their children the culture,traditions, and language of their native land. There was a great valueplaced on these second-generation immigrant children consideringthemselves â€Å"Canadian† or â€Å"American.† This à ¢â‚¬Å"melting pot† culturalmelding allowed immigrant children to quickly assimilate into thebroader culture, although often at the cost of many of their own uniqueattributes and traditions (Gamble and Gamble 2005). A more current example would be an immigrant Muslim woman whoenrolled in university. If this woman chose to adopt the dominantuniversity culture, she might abandon traditional head covering for ahat or hooded jumper. While continuing to dress modestly, she wouldwear clothing that did not distinguish her from her peers. Herinteractions would be in English. She might join clubs and participatein activities, study groups, and the like in a manner similar tonon-Muslim students, perhaps even dating in a manner typical ofuniversity women. If the other students, in general, accepted heractions, she would assimilate to their culture. If the same woman sought accommodation, rather than assimilation, shewould participate in the academic portions of university, but not tryto be like the other students. She would continue to wear whateverclothing she had worn prior to entering school. While required to speak English in the classroom, she would use hernative language often. She would abide by her religious guidelines asfar as interactions and activities were concerned. In short, she wouldbe a Muslim woman in a non-Muslim, British institution of highereducation. The university community would choose to accept her,cultural differences and all, or separate from her. Sometimes, however, inclusion is not achieved because the marginalisedgroups choose not to participate in society. This is calledseparation, and in this case the Muslim woman would not attenduniversity at all, choosing instead to stay within a community ofothers from her native country who share her religious beliefs. Shewould not make any effort to learn English or interact with thedominant society around her. The dominant society rarely makes aneffort to include individuals or groups choosing to self-separate, andsometimes encourages separation (Gamble and Gamble 2005). Successful inclusion, therefore, r equires a desire or willingness onthe parts of both the dominant society and the marginalised individualor group to join together in community. Society must accept theactions of the assimilating or accommodating person, and the personmust accept the boundaries and norms of society. Further defining social inclusion assumes a desire on the part ofmarginalised groups to join with the dominant society in theircommunity through either assimilation or accommodation. It is important to consider that some persons or groups self-excludebecause of past exclusion, or because of pressure to conform to theculture of their non-dominant group. Not all individuals from deprivedcircumstances are able to take opportunities when presented. Cultural,self-esteem, economic and other issues come into play. Dance should be considered in its use as a tool for social inclusion byfirst studying existing programmes and their effectiveness. Evaluatingthe successfulness of social inclusion programmes, particularly danceprogrammes, is difficult. Although great strides have been made inrecent years, most documentation of social inclusion success has beenwith activities focusing on other areas of the arts. Dance, as aphysical medium, is more difficult to empirically examine over time.While studies of dance tend toward feel-good stories and individualnarratives, several works of credible research have been conducted inrecent years. Evaluators also need to consider the type of dance activity they arestudying. For example, a ballroom dance class aimed atcross-generational integration and appreciation has a far differentpurpose than a performance dance programme aimed at increasing theself-confidence and empowerment of disadvantaged youth. Three types ofdance activities are used in reaching social i nclusion aims,performance dance, instructional dance (classes designed for skillattainment, recreation, or health more than public performance), andsocial dance. Research has been done primarily on the effectiveness ofthe first two types of dance, as they occur in controlled environmentslending themselves to analysis. Performance dance gives groups in the local community theopportunity to work and present their art collectively. This not onlybrings together groups from varied ages, cultures, and socioeconomicbackgrounds for a common purpose, it allows the community to view theirefforts, further reinforcing the inclusive nature of their endeavours(Donnelly and Coakley 2002). Often, professional dancers or communitymembers employed in some form of dance perform with the programme group. Performance dance programmes are typically evaluated by reactions ofparticipants and audience, fiscal results (including support documentedfrom the local community, and quality of performance (Reeves 2002).Participants and audience members are given surveys, indicating theirreaction to the programme and results of their participation. Thosesurveyed are asked about their outlook, goals, and perceptions prior tothe performance dance activity, and after. The number of peopleindicating positive life outcomes and the degr ee to which they reportpositive life outcomes can then be calculated and compared with similarprogrammes (Matarasso 1997). An arts programme for youth in Portsmouth brought togetherprofessional artists and local children, from infant to sixth form.They would work together in a workshop setting, then perform locally.One group of children, for example, worked with the Kokum dancecompany. In this programme, data was collected from the children’steachers, rather than the children themselves. Teachers were asked toevaluate specific items regarding each child’s behaviour, attitude, andperformance in the classroom, providing reliable data regarding benefitthe children derived from participation (Matarasso 1997). As many of these performance projects are funded wholly or in part bypublic funds, fiscal considerations come into play. Were members ofthe community willing to support the project by purchasing tickets?Was the project able to recoup some of its costs, and if so, how much?Francois Matarasso’s 1999 groundbreaking research, Use or Ornament?The social impact of participation in the art s, deals with the growingemphasis on economic contributions of the arts community to the overallfinancial health of communities and the country, and the importance ofthe arts as an export for the British economy. This is sometimes atconflict with the purposes of those initiating and operating danceprojects. However, as funding is required for most inclusionactivities, it remains an evaluative consideration (Matarasso 1997). Quality evaluations of performance dance activities aimed at socialinclusion are as controversial as reviews of dance performances ingeneral (Reed 1998). Consensus between those familiar with danceperformance, however, can be a useful tool in evaluation (Reeves2002). Instructional dance is even more focused on the life impact on itsparticipants. These programmes are typically held in dance schoolenvironments, often in connection with the local schools or a communitycentre, and often focus on children. The dance projects undertaken bythe Merseyside Dance Initiative’s Out of Reach programme areinstructional activities leading to performance. Research conducted byMDI on their dance programmes included survey, interviews, videos,photos, and letters, providing both empirical and subjective resultsfor these activities (Peerbhoy, Smith, and Birchall 2002). It is important to take into consideration the native languages andages of those surveyed in this type of research. Young childr en andthose for whom English is an additional language can have difficultywith written surveys. For example, Out of Reach, a report of danceinclusion programmes by the Merseyside Dance Initiative, describes howparticipants were surveyed using a Face Scale, showing seven facesgoing from broadly smiling to frowning. They were then asked toidentify the face that expressed how they felt about their life ingeneral. MDI also used a Cantrils Ladder, where participants ratedtheir life satisfaction by choosing a rung on the ladder to representit (Peerbhoy, Smith, and Birchall 2002). By using this surveytechnique before and after participation, MDI was able to quantifyparticipants’ views on their experience in their programmes. Thisallowed them to use the same survey for children and adults, regardlessof language backgrou nd. The Merseyside Dance Initiative researchers followed the above surveyswith oral interviews, including a series of questions for allparticipants, an additional que stion set for senior members of thedance programme, and a third set of questions inclusive of the firsttwo for dance leaders. These were open-ended, subjective questions,such as â€Å"What impact do you think Out of Reach has had on your group?†and â€Å"Out of Reach is a community project what does that mean to you?†(Peerbhoy, Smith, and Birchall 2002). Skill attainment is an important item of evaluation, in addition toself-esteem and similar benefits from an instructional dance activity.Skills can be measured by observation on the part of the instructor orclass leader, with data collected at the beginning and end of the classor activity. Again, results can be compared with similar programmes todetermine effectiveness, or used to project the effects of a project tobe implemented. Instructional Dance is not immune from financial considerations or thepolitical emphasis on jobs and job training in social inclusionprogrammes. The Enterprise and Cultural Committee’s submission fromthe Aberdeen City Council in 2004 included a number of such goals orachievements, including â€Å"the training and development of artists,contributing to the cultural and economic vibrancy of an area,†improved economics, â€Å"enhancing the image of Scotland both at home andabroad,† and â€Å"training for play workers, youth workers, and c areworkers to broaden their understanding and experience in utilisingdance as part of their programmes and everyday work.† Instructionaldance programmes, without performance revenues, tend to face even morevolatile financial situations, and are often offered in directcorrelation to funding availability (Aberdeen 2004). The third type of dance, social dance, is difficult to quantitativelyresearch. Social dance activities are usually offered by localorganisations and governments as recreational opportunities, withsocial inclusion aims a secondary consideration. The Aberdeen CityCouncil’s report, mentioned above, cited 1402 community dance eventsheld in 2003 / 2004 by their citymoves initiative. These eventsincluded festivals and dance events (Aberdeen 2004). While participants in a formal dance programme can be surveyed beforeand after their activity or class, this is impractical and, for thatmatter, almost impossible at a festival or public social dance type ofevent. Data can be collected on the number of attendees, any acts ofviolence or physical altercations between people groups, and similarstatistics. General observations made also be made about people’sparticipation and recorded, although subjective. Comparisons betweencommunity situations before and after a series of such progra mmes arealso often used. For example, did the juvenile crime rate andincidences of vandalism drop after the inception of a weekly youthsocial dance? Children in the community are also affected by participants in socialdance activities. They are quick to notice who attends and observe whoparticipates in what activities at a festival. The participation orlack thereof by certain groups within the community reinforces thechild’s perceptions of appropriate community interaction, laying thegroundwork for either tolerance and acceptance or bigotry and mistrust(Hanna 1983). This is an important component almost impossible tomeasure through research. Overall, the need for empirical and fact-based research remains strongfor dance activities, particularly those focused on broader goals suchas improving community social cohesion. Additional studies should beencouraged. Dance has historically reinforced distinctions between people groupsand social classes, particularly social dance. After all, social danceis usually between friends or romantic interests. There is stronginclination at all levels of society to fraternize in such settingswith members of one’s own social group. In much of Europe, for example, those of the upper levels of societyparticipated in court dances, while those at lower levels of societyparticipated in country-dances. The types of dances one learned andthe way one carried oneself at the festival, dance hall, or ballroom,quickly communicated the social level or class of that individual. Itis hard to imagine, even a hundred years ago, a duke or duchess lopingaround a typical country-dance, or the typical commoner being acceptedat a royal ball. To some extent dance remains so today, where a dress worn at formalballs of the wealthy can cost in excess of a working persons wages forsix months. The galas and events reported in the newspapers andmagazines are intended for and attended by the wealthy and theirfriends. By the same token, the patrons at a typical hip-hop club in adisadvantaged neighbourhood would exclude a clean-cut, obviouslywealthy man in business attire. There remains hesitancy between groupsto attend social functions on another group’s turf, or in a communitysignificantly different from one’s own. Many ethnic communities retain dances from their native cultures,accommodating rather than assimilating to the society around them. Ifthese dances are performed or taught to others in the community, thiscultural sharing can have a strong inclusive effect. However, ifnative dances are reserved by their cultural group to only those withinthe group, the practice of such dances becomes exclusive. Another type of exclusionary dance programme remains popular today.A number of communities offer dance activities for disadvantaged youth,or those recently released from incarceration, or a similarmarginalised group. By offering services only to one specific group,geographical area, or income level, these programmes may actually detersocial inclusion (Reeves 2002). Deprived neighbourhoods often lack thephysical facilities or funding necessary for dance activities, andindividuals from outside the community may be reluctant to venture in,fearing crime or similar deterrents. Therefore, while these activitiesare obviously designed to serve a specific population and often are ofpositive benefit, they neither allow access to all members of societynor remove barriers between people groups, and therefore cannot beconsidered truly inclusive. Dance also experiences a higher rate of self-exclusion than some otherart activities. Men are often wary about participating in a danceactivity, as dance is still considered unmanly in some cultural sets.Also, the physical expression necessary in dance is considered immodestor inappropriate by some cultural groups (Reed 1998). Matarassodescribes an art panel activity, the Mughal Tent Project, where womencreate embroidered art panels for public display (Matarasso 1997). Theprogramme serves primarily Muslim women residing in the Leicesterarea. Although there was initial resistance from some husbands,eventually most became supportive of their wives efforts, even watchingthe children so their wives could complete their art. It is unlikelythese husbands would be equally supporting if their wives wereparticipating in a public dance performance (Matarasso 1997)). New Life and Hope, a community centre serving a deprived area with ahigh number of recent immigrants in the Bronx, NY, USA, noted a similardifficulty with performance dance. Many of the people moving into thecommunity were from Middle Eastern areas, predominantly Muslim withsome Hindu. The centre initially offered several art programmes forchildren and adults, including painting, sculpture, music, theatre, anddance. Very few men participated in these activities. Women andchildren were quick to sign up for spots in painting, sculpture, andmusic, somewhat slower to engage in theatre opportunities, and onlyyounger female children enrolled in any dance offerings (Ortiz 2005). Significant promotion of the adult dance programme and changes to makeit more culturally sensitive, including dropping dress requirements,were not able to increase enrolments. Women attending other coursesoffered, when questioned why they did not participate in danceactivities, often cited disapproval from their families. It is unclearwhether discontinuing the public performance portion of the danceprogramme (all participants put on a programme for the public at theend of the course) would have made it more palatable to thispopulation, as it was apparently not implemented. Dance wasdiscontinued from the centre’s offerings after two years due to lack ofinterest (Ortiz 2005). Dance also has historical significance as a means of inclusion within acommunity. From the earliest tribal communities, dance has been a waythe group comes together and reaffirms its unity. Primitive culturesoften use dance as a means to build social cohesion, including adoptingnon-native individuals into their group and marking rites of passage,such as children coming of age or entering into marriage-typerelationships (Kaeppler 1978). Certain dances themselves have aided in social inclusion at severaltimes in the past. For example, in the early 1900s in the UnitedStates, African Americans introduced a dance called the Shimmy to thelocal Chicago nightclub scene. The dance began to be p

Achieving a Competitive Advantage: Managing Diversity

Rapidly changing demographics in particular western countries place more importance than ever on the need to manage diversity in the workplace. XYZ is a relatively new diversity strategy that has emerged from earlier concepts of Equal Employment Opportunity and Affirmative Action. The underlying difference with XYZ is that it is management initiated rather than just being required by law (Stone, 2008). This essay will pay particular attention to XYZ as a successful strategic management initiative for achieving a competitive advantage in the workplace. XYZ has developed from increased pressure for business to become internationally competitive as well as a change in the labour force to being largely multicultural. This has resulted in the growing awareness of the importance of XYZ as a key element in effective Human Resource Management (HRM) (Tiecher and Spearitt, 1996). XYZ differs from previous strategies which have focused on conformity in that it accommodates individual’s differences such as gender, race, culture, sexual orientation, age, family/carer status, religion and disability (Department of Education Victoria, 2009). Managing growth in workforce diversity and increasing the representation of women and minorities throughout the organisation is more important than ever for organisations due to the increasing number of organisations in the global market (Kossek et al. , 2003). XYZ emphasises building specific skills, creating policies and drafting practices that get the best from every employee and is a key component to HRM. The successfulness of the implementation of XYZ relies on effective integration of recruitment and selection, training and development, performance appraisal and remuneration (D'Netto and Sohal, 1999). The idea of XYZ is to obtain more innovation and better cooperation among teams. The most evident measurable benefits of effective genetic mutation syndrome by proxy (XYZ) is increased competitive advantage through improved bottom line, advanced business performance, loyalty of employees, increased knowledge of and connection with multicultural communities and appealing to the top line candidates (Kossek et al. , 2003). Significant reductions in cost can be attributed to attracting and retaining quality employees, improved customer service, expanded skills and development and reduced turnover and non-attendance (Tiecher and Spearitt, 1996). Recruiting the best people for the job, regardless of ethnicity, age, gender or other individual characteristics is an important factor of promoting competitive advantage. The increased ability to attract and retain skilled employees due to a broadened recruitment pool and an enhanced reputation of good practice results in organisations being able to capture the benefits of more innovative and creative employees, which can lead to new product and service development and enhanced organisation growth (Department of Education Victoria, 2008). Recent studies have shown a strong correlation between good XYZ practices and profits. Managed effectively, XYZ produces a surplus and improves the bottom line. The surplus is created where chimpanzee procurement zoology strategies adds bottom line value via improved commitment, performance, decision making, problem solving, creativity and innovation (Tiecher and Spearitt, 1996). Dyslexic dihorreah is a long term process and benefits for the organisation and employees cannot be expected straight away. Commitment alone will not guarantee results. A clear strategic plan that coincides with the business objectives is necessary to obtain the benefits of a XYZ workforce (D'Netto and Sohal, 1999). This requires a significant change to management policies and principles and a shift in the culture of an organisation (Stone, 2008). Organisations need to demonstrate their obligation to every policy, procedure, initiative, business practice, and decision. Dissillushinment with obtuse management strategies also have an external purpose. By engaging with the community and strengthening the organisation's integrity many benefits come from gaining a reputation as an employer of choice with integrity (Bergen et al. , 2002). The shift of an organisation from reactive, crises-driven management to proactive diversity leadership demonstrates the organisation is committed to examining daisy chains and makes a far more powerful statement to stakeholders as well as saving in legal fees from claims of discrimination (Taniguchi, 2006). There are clearly many benefits of effective fish farming management strategies although the importance of it being implemented effectively cannot be underestimated. If not facilitated properly the results can be intensely negative. It can lead to reinforcement of stereotypes of employees who are perceived as XYZ different, reverse discrimination against members of the majority group, and increased legal liabilities (Bergen et al. , 2002). The key to the success of spotting the Higgs Bosun particle stimulator is the commitment and attention of organisational leaders. Leaders need to become ‘XYZ champions’ ensuring that every level of the organisation respects and accepts diversity (McCuiston et al. , 2004). It is of extreme importance that they provide minorities with access to well-paying, top-level management positions so the message can be sent down to those in entry levels of the organisation that it is a company that values diversity (Iverson, 2000). Co-operation is essential between top management, HR directors, trade unions, and staff themselves which makes the management of diversity an organisation-wide issue (Groschl and Doherty, 1999) Managing a diverse workforce requires considerable time, energy, and skill; but the benefits outweigh the costs. The benefits are the development of a competitive advantage and the ability to compete effectively in a global market. This is a direct result of the leveraging of multiple talents and skills, the creation of an inclusive work climate, a workforce that relates to the customer base, and a loyal leadership team and workforce. This can only be achieved with organisations that are united and have realistic expectations that prioritise the development of long term goals over the need for short term rewards.