Isolating the Problem Essay Example | Topics and Well Written Essays - 500 words

Isolating the Problem - Essay Example These have exposed the racist culture within the organization to the public. The major root problem has been the continuing harassment and discriminations shown towards minority workers and the negligent role played by the management towards the treatment meted out to the minority employees. The management has over the years been a mute spectator, or in other words, has encouraged the discrimination shown towards African-Americans working in the firm. The minority workers were subjected to blatant racist language and behavior by senior officials and lower salaries and even their grievance claims were completely ignored. If the management had spared time to look into this issue seriously, this public suing of the company could have been avoided. The then CEO of Texaco, Peter Bijur, had taken a wise decision of settling the lawsuit and in addition forming a task force to seriously handle the crisis within the organization, despite the difficult financial state of the company. However, what actually triggered such a behavior towards minorities and the main people who spearheaded such an unethical task remains to be resolved. In matters like this, identifying the core reason is crucial if the problem is to be rooted out completely. There is no record of such facts being analyzed both by the organization as well as the independent task force that was set up. The key players include the management and the minorities who were subjected to such humiliation. The management on its part has set up a task force to analyze the situation and provide useful solutions. Likewise the taskforce has also come out with proposals that would bring about a culture change. This includes hiring, promoting and retaining a diverse workforce. New recruiting systems were in place to increase the number of minorities including women. Scholarship and internship programs were set up for the minorities, thus helping them

Shades of Black Essay Example for Free

Shades of Black Essay â€Å"Shades of Black† is an excerpt from Mary Mebane’s first autobiographical volume. In it, Mebane writes about the different types of black and the depictions of them in society. More specifically, how women of color are viewed and treated. Views of black woman have changed since the civil rights movement. From the 1950s to the 1970s, the views of black beauty have changed from one of reverence to one of disgust. Many different problems and obstacles present themselves to woman of color. Mebane writes about the ways in which black black girls and lighter skin African American girls were treated and viewed. Mebane stated, â€Å"by the twentieth century, really black skin on a woman was considered ugly†(Mebane 239). During the early 1900s, black woman were not really desired. At one point, they were though. Around the civil rights movement, black men considered black woman beautiful. As Mebane mentions, there is no definite date for the shift from beautiful to ugly, but it is undeniable that a shift did occur. This shift from desired to no desire could be referred to as the black consciousness movement. Between the 1960s and the 1970s, darker skin woman were not looked at much. Instead, black men chased after lighter skin woman and woman of a different decent. Woman of a darker shade faced a new problem. They were already part of the minority, now they were placed even lower. Because of their color, darker women had difficulty finding partners as well as jobs. In order to be recognized, darker women had to either befriend a light skin â€Å"beauty†, or turn to sex. According to Mebane and others, sexual acts were the only advantage a black woman had in getting ahead. Because they were no longer considered beautiful, black women were only good for sex. In regards to having a career, or even a job, black women actually had to have skill. Since they were not very appealing to the eye, darker skin women had to be appealing on paper. Training was the only way in which a darker shade of African American woman could land a job. She had to be trained better than the lighter skin women in order to be hired. Sometimes, training was hard to receive since they were not very wealthy. If darker skin women were able to receive training, they were not treated fairly because of their color. Therefore, black black women had to fight through in order to get enough training. African American woman faced a lot of problems in society during the twentieth century. Although they were once thought of as beautiful, for most of their lives their color took away from what they could have been capable of. Lighter skin African American women were not as burdened by their color as black black woman. Being educated, finding a partner, and landing a job were amongst some of the problems darker skinned women faced between the civil rights movement and the black consciousness movement. Again, there is no definite point of change, but there is no denying that there was a shift and unfortunately it wasn’t a positive one.

Economic, Cultural and Political Impact of Globalisation

Economic, Cultural and Political Impact of Globalisation In this rapid changing world, globalisation affected people and states around the world largely. A British Labour Party politician, Clare Short, once said: People have accused me of being in favour of globalisation. This is equivalent to accusing me of being in favour of the sun rising in the morning. (Ridgers, 2012) This quote shows quite well that globalisation is the new ages of human history, which is inevitable. Most of the people think that globalisation is the process of interconnection between the people, companies, governments of different nations, in which driven by massively increased trade and cultural exchange (Navar, 2003). However, it may be too simplistic. Globalisation, in fact, has many underlying meanings and brings some unforeseeable consequences. Therefore, this essay will attempt to analyse globalisation and find out its true definition. In order to demonstrate this, this essay will discuss the meaning of globalisation in three dimensions: economy, culture and p olitics along with three waves of globalisation, namely hyperglobalist, sceptics, and transformationalists. Globalisation in economy dimension refers to the worldwide movement of the global economy, resulting in the increased interconnectedness of national economies with free transfer of goods, capital, and services across national borders (Guttal, 2007). Financial markets, such as credit markets, commodity markets and capital markets are the apparent examples. Base on the hyperglobalists perspectives, there are four main factors that lead to the process of globalisation in the economy (Martell, 2007). Firstly, transportation advances. With the improvements in transport, a large number of people and goods are able to move more quickly (Guttal, 2007). As a result, the cost of transporting goods becomes relatively cheaper where there are many larger cargo ships available (Guttal, 2007). Also, it means that the cost per item can be reduced since the cost of transporting is the key reason which influences it (Guttal, 2007). Secondly, the freedom of trade. The typical example of it goes to the Europe Unions (EU) free movement and trade, which includes goods, workers, and services (Nayar, 2003). This promotes people in different European countries to open or do business in each others countries (Nayar, 2003). Thirdly, technology revolution. It offers a more accessible and convenient communication between people around the world with the birth of electronic communication devices, such as smartphones, email, faxes, and social networking websites or apps (Nayar, 2003). Lastly, labour availability and skills (Guttals,2007). It could tackle the problems of jobs and skills shortage in More Economically Developed Countries (MEDs) and reduce the unemployment risk in Less Economically Developed Countries (LEDs) in the meantime (Guttals, 2007). Moreover, it can take advantage of cheaper labour costs (Guttals, 2007). For example, Indian people whose country with the high unemployment rate are employed in Germany with lesser wages to fill the IT vacancies there (Campe, 2008). Since it seems that the process of globalisation is not inevitable due to the reasons above, then it may be appropriate to look at what impact will it make. Hyperglobalists say that capitalism is one of the many manifestations of globalisation (Guttal, 2007). As we know it today, capitalism is an economic system in which a countrys industry and trade are owned privately by people with minimal interference from the government (Campe, 2008). In this case, hyperglobalists claim that the growth of capitalism results from the rising interconnectivity between countries (Martell, 2007). They think that when the world becomes more integrated, the economies are becoming denationalised in which the relevance and authority of nation-state are declining (Martell, 2007). Also, they view the transnational corporation (TNCs); the companies that operate in different countries, becoming the biggest global influence and not nations, for example, Coca-Cola and MacDonald (Campe, 2008). Consequently, the global economy is considered to have integrated, accepted and included different parts of the world (Guttal, 2007). Hyperglobalists claim that global econom y brings some advantages. Firstly, global economy promotes the increasing international trade and the rise of the number of TNCs in which helps countries, especially LEDs by training the local people with new skills and jobs (Manu, 2000). Secondly, improvement in the standard of living that provide a better living condition for people living in countries that are globalising (Manu, 2000). For example, countries who welcome those foreign investments could earn more revenue as globalisation has brought about more opportunities for trade (Manu, 2000). The Singaporean government used this revenue to develop sectors, including welfare, transportation, and education. In contrast, sceptics perspectives consider global capitalism as a myth (Martell, 2007). They believe that the nation-states still have the responsibilities to control the flows of economic benefits even though the number of TNCs is increasing (Martell, 2007). For example, foreign investment flows into the control of several advanced economics (Martell, 2007). This shows that TNCs are still relevant to their original nation-states and gain profits for these states (Martell, 2007). They also look global economy negatively. They state that global economy is essentially not globally inclusive for two reasons; rising protectionism and increasing international inequality (Liedekerke, 2000). In economics, protectionism represents a method to restrain trade in goods and services (Liedekerke, 2000). Sceptics claim that the increased competition among nations is the main reason of causing protectionism (Teichmann, 2002). For example, the lower costs of labour in China and India make many comp anies have located their production facilities there (Teichmann, 2002). Benefiting from the increased revenue, these countries can rapidly develop their infrastructure like road networks and industrial parks, which further improve their attractiveness to foreign investors (Teichmann, 2002). Consequently, this strongly threatens developed economies such as Thailand and Singapore and more so for LEDs with poor political stability and infrastructure like Cambodia and East Timor (Manu, 2000). According to World Health Organisation (WHO), Economists predict that increased competition from low-wage countries will destroy jobs in richer nations and there will be a race to the bottom as countries reduce wages, taxes, welfare and environmental controls so as to be more competitive, at enormous social cost. Pressure to compete will erode the ability of governments to set their own economic policies and the move towards deregulation will reduce their power to protect and promote the interests of their people. (Liedekerke, 2000) When the protectionism leads to the higher international inequality, the income gap between countries is widening (Nayar, 2003). For instance, business owners in developed countries are able to outsource their operations to other countries in lower costs of production due to the improved communications and transportation (Nayar, 2003). As a result, higher retrenchment rates become higher, and income among the average workers reduce, turning into a phenomenon that the rich getting rich and the poor becoming poorer (Nayar, 2003). During 2012, the 29 richest states on earth generated 48 percent of the world output, whereas the 51 poorest nations contribute only 2 percent of the worlds total output (Manu, 2000). While the globalisation makes a huge change to business dealings, it also has cultural implications. Culturally globalisation refers to an interconnection of ideas, customs and values around the world (Guttal, 2007). In hyperglobalist perspectives, globalisation leads to the homogenisation of the world under American popular culture or Western consumerism (Martell, 2007). It states that globally people are enjoying the homogenised global cultures as the culture consumed is no longer exclusively from their own nation (Guttal, 2007). The national culture is declining significantly as people are interconnected with a universal culture (Guttal, 2007). For example, globalised culture shown in different areas, such as music, television, and sport. Firstly, music from certain countries has spread and sold across the world, notably the Beatles in the 1950s (Campe, 2008). People could learn the English language, English love stories, and ultimately culture through their lyrics (Campe, 2008). Secondly, Hollywood shows on television which originally produced for local audiences has been widely known in the world through globalisation. Consequently, the American culture, customs, performance, folk tales which appear in the Hollywood shows dominate global culture (Campe, 2008). Lastly, footballs popularity shows the globalised culture in sport. People with different nationalities would royally support the football teams. Also, it is common that there are many football players in a team are of different nationalities. Moreover, football is included in Olympic Games. In this case, hyperglobalists say that the emergence of the new technologies is the key role in promoting the global culture, particularly Internet and Satellite communication (Campe, 2008). People all over the world could receive the news, messages or information instantly from these corporations. However, sceptics view the global culture differently that it is, in fact, Western Imperialism (Teichmann, 2002). They criticise that globalisation poses a threat to classical nationalism where Western cultures dominate over all others (Teichmann, 2002). They also condemn that globalisation inevitably leads to the clashes of culture as the speed of globalisation has been accelerated significantly by the improvement of technology (Guttal, 2007). The noteworthy example can be found in migration. In the United States, the melting pot, which refers to the assimilation of migrants into one single culture, has been happening (Campe, 2008). Another example can be found in Hollywood films, in which poses a powerful influence in the global film industry (Campe, 2008). It is found that 95 percent of the global movies are produced by the USA whereas, on the African continent, only 42 films are produced each year. On the other hand, transformationalists argue that globalisation refers to the int ermingling of cultures and people (Guttal, 2007). It is said that cultures are hybridised and transformed into new forms (Teichmann, 2002). Politically globalisation means the expansion of the worldwide political system (Koshy, 2001). In the hyperglobalist opinion, political globalisation challenges the nationalism, which leads to the decline of national-state and the loss of national sovereignty (Koshy, 2001). International organisations including the World Trade Organisation (WTO) and the European Union (EU) superseded the nation-states to take the lead in decision-making (Haynes, 2003). Many states sovereignty is weakened when the membership in intergovernmental organisation asks them to hand over (Agnew, 2009). For example, German students in Scotland unexpectedly are allowed to vote in elections to the Scottish Parliament. However, sceptics propose political globalisation in various ways, again. They say that states retain autonomy and sovereignty unevenly (Agnew, 2009). Some states have gained, and some have lost political power, for example, many states become stronger with more social democratic policies. They al so suggest that there is a great power inequality between the states (Liedekerke, 2000). The most powerful nations would use those international political body as a tool to impose their will for their own benefit and to exempt themselves from restrictions when it is disadvantageous to them (Koshy, 2001). Oppositely, some weak nations, perhaps, have no freedom to speak their will in front of these most powerful nations. In contrast to another two views, transformationalists see political globalisation in a relatively positive way (Haynes, 2003). They think there is a shared sovereignty between nation states and international organisations (Haynes, 2003). Nation states still have the power to make important decisions. States and international political body cooperate with each other to solve the global problems, such as demands for human right, environmental pollution, developments in international transport and communication (Haynes, 2003). In conclusion, this essay has attempted to demonstrate the meaning of globalisation in economic, cultural, and political dimensions. In these dimensions, it is not hard to see that technology revolution in recent years has played a vital role in the growth of globalisation. Moreover, with three perspectives on globalisation, it is likely to conclude that there are various meanings of globalisation in different dimensions and it is neither the totally positive nor negative. Globalisation helps as well as harms the world relations. Therefore, it is better to raise public awareness of globalisation, so that people could take it carefully to avoid the worst consequences. Bibliography Agnew, J A. (2009) Globalization and sovereignty.ÂÂ   Lanham: Rowman Littlefield Publishers. Campe, C.V (2008) Atlantic Community. Available at: http://www.atlantic-community.org/app/webroot/files/articlepdf/Globalisation%20and%20Nationalism.pdf (Accessed 12 March 2017) Guttal, S. (2007) Globalisation, Development in Practice, 17(4/5): 523-531. Haynes, J. (2003) Tracing Connections between Comparative Politics and Globalisation, Third World Quarterly, 24(6): 1029-1047. Koshy, N. (2001) Political Dimensions of Globalisation, Economic and Political Weekly, 36(18): 1513-1517. Liedekerke, L. V. (2000) Economic Globalization: The Political Challenge, Ethical Perspectives, 7(1): 37:52. Manu R. Shroff. (2000) Globalisation, Economic and Political Weekly, 35(7): 498-584. Martell, L. (2007) The Third Wave in Globalisation Theory, International Studies Review, 9(2): 173-196. Nayar, B. (2003) Economic Globalisation and Its Advance: From Shallow to Deep Integration, Economic and Political Weekly, 38(45): 4776-4782. Ridgers, B. (2012) The Economist. Available at: http://www.economist.com/blogs/schumpeter/2012/08/z-business-quotations (Accessed 12 March 2017). Teichmann, I. (2002) Globalisation. London: Watts

The Problem of Sustainability Essay -- essays research papers

In this chapter the author David Orr explains the causes of our unfortunate condition from the social confining situation to those that are inevitable part of human condition. As the author looks into the future three crises will be imminent: the food crisis as result of worldwide soil losses and rapidly expands of population, The cheap energy, the race between the fossil fuels and the solar energy, and the climate change. This has to do with the limits of the natural resource. Besides these crises the writer mentions the crisis of the spiritual resources. Human need a new vision of the link them to the planet in a more life-centered. The crisis as a social trap is part of lucid behavior in situation typified by multiple but conflicting rewards. The rewards are short terms but the costs are long term and paid by all. One of the solutions that will deter the human to get into those traps will be if the costs are paid up front as part of the purchase price. Effort to build a sustainable society on assumption human rationality must be regarded as partial solution. Recognition of these social traps and making policies to avoid them will help in building sustainable society. The crisis as consequence of the economic growth has to do with the propensity of all industrial society to grow beyond the limits of the natural systems. Human use 40 percent of the net productivity of the ecosystem on the planet, changing the was the climate, exterminating species, and toxifying ecosys...

Patient Teaching

Patient Teaching: Importance of Repositioning Sean Crayton University of Toledo College of Nursing Patient Teaching: Importance of Repositioning Assessment of Patients Learning Needs M. C. is an elderly male who was admitted and treated for a fall and hip fracture. He had surgery, is bed ridden but is soon to be released. He and his family need proper teaching on the importance of reposition as to avoid obtaining pressure ulcers during his limitations to extensive bed rest and staying off of his feet or performing any unnecessary movements that could cause irritation or reinjuring the recently repaired hip.As requested we are including the family who will be his primary care takers at home and it is necessary that they all learn how to take care of M. C. properly due to his inability to adequately reposition himself successfully in the early stages of his release. Priority Nursing Diagnosis Knowledge deficit. Patient will need proper positioning teaching. The teaching will pertain to the deliberate placement of the patient or body part in order to promote proper physiological and psychological well-being. r/t.Lack proper knowledge related to how position/reposition M. C. to avoid development of pressure ulcers. AEB. M. C. was admitted with a hip fracture and received surgery. He is soon to be release to go home but is ordered to long term bed rest. Desired Patient Outcome(s) At the conclusion of the patient teaching and proper diagnosis care we hope to ensure that M. C. and his family adequately know how to position/reposition the body to reduce the risk of pressure ulcers, at more importantly the critical, but all areas of the body.Time Frame. Being realistic we are giving M. C. and his family the duration of his projected discharge week in order to properly and thoroughly learn the information and techniques required to successfully position/reposition a patient at risk for pressure ulcers. Interventions Managing patients at risk for pressure ulcers relies on a multitude of different interventions implemented by nurses in a hospital or responsible care takers and family members in the home setting.These interventions include but are not limited to: using support surfaces, optimizing nutritional status, moisturizing critical areas and of course, what we are focused on in this particular patient teaching instance, repositioning the patient (Reddy, Gill & Rochon 2006). Regular turning of patients is routinely used ostensibly to decrease the risk of pressure ulcers, and is considered a standard of care (Peterson, Schwab, Van Oostrom, Gravenstein & Caruso 2010). Pressure from lying or sitting on a particular part of the body results in oxygen deprivation to the affected area.This normally results in pain and discomfort which stimulates the individual to move. Failure to reposition will result in ongoing deprivation; poor wound healing and further tissue damage. Patients who cannot reposition themselves require assistance (Moore 2010). To bet ter ensure that this will be handled for M. C. we will be including his family in the teaching. Teaching strategies. In order to teach and relay this process and the importance of patient repositioning to M. C. and his family I will be focusing on the utilization of pictures and demonstration.Teaching will take place throughout the duration of M. C. ’s projected discharge week. During this teaching there will be a chance for them to return the demonstration to me so that they can practice and show they understand before it is necessary for them to do it in the real setting all the while allowing adequate breaks and time for them to process the information and ask questions if any do arise (remember to stay open to conversation with my patient and his family). Rationale. The most important thing that I feel to remember is that all patients or people in general do not learn in the same fashion.You have your different visual (learn best when presented with graphs and other illus trations, maps, written material), auditory (learn best when they can listen to a lecture or a fast paced exchange of information) and kinesthetic (learn best when they can just do it and are hands on) learners. Before trying to teach your patient or possible care takers how to perform or ensure proper intervention application you should first figure out the best way to teach them. I chose to provide pictures, demonstrate and allow a return demonstration or practice session with M.C. and his family because from inference and their replies to my questions pertaining to their learning strategies they all learn best visual and when performing and practicing themselves. I will be including M. C. ’s family because they are who he preferred and indicated to take care of him while he is rendered unable at home. Neither M. C. nor his family have experience dealing with caring for a person at risk for pressure ulcers so it is important that I cover all bases and be specific with infor mation.Knowing that not everyone learns at the same speed or has the same mental capacity is my reason for breaking it up and allowing for conversation and questioning so that everyone is able to comprehend and understand the information and techniques that are being provided during this teaching session. I don’t expect them to learn and understand all this in one day and it is important to break up the session so during the week of M. C. ’s discharge I will be spacing the learning sessions out. Evaluation of LearningDuring the return demonstration and their responses to my questions I evaluated their understanding to rate their processing of the information and techniques. M. C. and his family understood all the information and seemed thoroughly prepared to perform the necessary tasks related to patient repositioning and reducing risk of pressure ulcers at the end of the teaching course. It is important that when documenting I provide the patient teaching including th e information covered and the resources I used to demonstrate and infuse the importance of repositioning to M.C. and his family. Reference Moore, Zena. (2010). Systematic review of Repositioning for the Treatment of Pressure Ulcers. EWMA Journal, 10(1), 5-12. Peterson, M. , Schwab, W. , Van Oostrom, J. , Gravenstein, N. , Caruso, L. (2010). Effects of turning on skin-bed interface pressures in healthy adults. Journal of Advanced Nursing, 66(7), 1556-1564. Reddy, M. , Gill, S. S. , & Rochon, P. A. (2006). Preventing Pressure Ulcers: A Systematic Review. JAMA, 296(8), 974-984.

Employment and Form I

Employment and Form I Employment and Form I- 9 Essay OMB No. 1615-0047; Expires 06/30/09 Form I-9, Employment Eligibility Verification Department of Homeland Security U.S. Citizenship and Immigration Services Instructions Read all instructions carefully before completing this form. Anti-Discrimination Notice. It is illegal to discriminate against any individual (other than an alien not authorized to work in the United States) in hiring, discharging, or recruiting or referring for a fee because of that individual's national origin or citizenship status. It is illegal to discriminate against work-authorized individuals. Employers CANNOT specify which document(s) they will accept from an employee. The refusal to hire an individual because the documents presented have a future expiration date may also constitute illegal discrimination. For more information, call the Office of Special Counsel for Immigration Related Unfair Employment Practices at 1-800-255-8155. What Is the Purpose of This Form? The purpose of this form is to document that each new employee (both citizen and noncitizen) hired after November 6, 1986, is authorized to work in the United States. When Should Form I-9 Be Used? All employees, citizens, and noncitizens hired after November 6, 1986, and working in the United States must complete Form I-9. Filling Out Form I-9 in Section 2 evidence of employment authorization that contains an expiration date (e.g., Employment Authorization Document (Form I-766)). Preparer/Translator Certification The Preparer/Translator Certification must be completed if Section 1 is prepared by a person other than the employee. A preparer/translator may be used only when the employee is unable to complete Section 1 on his or her own. However, the employee must still sign Section 1 personally. Section 2, Employer For the purpose of completing this form, the term "employer" means all employers including those recruiters and referrers for a fee who are agricultural associations, agricultural employers, or farm labor contractors. Employers must complete Section 2 by examining evidence of identity and employment authorization within three business days of the date employment begins. However, if an employer hires an individual for less than three business days, Section 2 must be completed at the time employment begins. Employers cannot specify which document(s) listed on the last page of Form I-9 employees present to establish identity and employment authorization. Employees may present any List A document OR a combination of a List B and a List C document. This part of the form must be completed no later than the time of hire, which is the actual beginning of employment. Providing the Social Security Number is voluntary, except for employees hired by employers participating in the USCIS Electronic Employment Eligibility Verification Program (EVerify). The employer is responsible for ensuring that Section 1 is timely and properly completed. If an employee is unable to present a required document (or documents), the employee must present an acceptable receipt in lieu of a document listed on the last page of this form. Receipts showing that a person has applied for an initial grant of employment authorization, or for renewal of employment authorization, are not acceptable. Employees must present receipts within three business days of the date employment begins and must present valid replacement documents within 90 days or other specified time. Noncitizen Nationals of the United States Employers must record in Section 2: Section 1, Employee Noncitizen nationals of the United States are persons born in American Samoa, certain former citizens of the former Trust Territory of the Pacific Islands, and certain children of noncitizen nationals born abroad. Employers should note the work authorization expiration date (if any) shown in Section 1. For employees who indicate an employment authorization