The serial killer

The sequential executioner Albert Fish was conceived as Hamilton Howard Fish in Washington, D.C. on 19 May 1870. The greater part of his relatives had a standing history of mental insecurity; for instance, his uncle experienced strict fixation, a sibling was conceded in a psychological emergency clinic, another sibling had experienced hydrocephalus, which had made him to pass on.Advertising We will compose a custom paper test on The sequential executioner Albert Fish explicitly for you for just $16.05 $11/page Learn More in this way, his sister had a psychological torment, three â€Å"other close family members experienced constant dysfunctional behaviors, and his mom was accepted to endure visit aural or potentially visual hallucinations† (Chamblee, 2004). Fishs mother, compelled to search for another wellspring of business because of her powerlessness to deal with her child following the passing of his dad, took him to Saint Johns halfway house in Washington. While here, Albert along with different yo ung men could be every now and again battered and whipped before each other by their educators. He inevitably came to savor physical agony from the collective beatings and related savage demonstrations of mercilessness. By 1880, his mom showed signs of improvement government work and had the option to deal with him; be that as it may, his conduct began to take a negative turn all the more so because of the sort of connections he set up, for example, he embraced peculiar practices like taking human pee and â€Å"visiting open showers where he could watch different young men undress† (Wilson (1988). By 1890, Fish had shown up in New York City, where he turned into a male whore; and simultaneously started contaminating and killing little fellows, a wrongdoing he continued submitting not really looking for sexual satisfaction, but since he delighted in benefiting from tissue of youngsters (Hopkins, 2003, p. 3). First imprisonment Even in the wake of beginning his expert life as a house painter, Fish’s ‘appetite’ for ambushing little youngsters particularly young men kept on developing; additionally his consideration went to intellectually sick men, with an a valid example being the relationship he had with an intellectually disabled man, who at a given time he endeavored to emasculate. As though this was insufficient, Fish began visiting houses of ill-repute regularly where he could be whipped and flagellated; and in 1903, â€Å"he was captured for misappropriation and was condemned to detainment in Sing Sing† (Kray, 2007). In 1917, Fish’s spouse left him for John Straube, a dismissal that made him begin enjoying self-hurt; for example, he would consistently embed sticks in his crotch and evacuating them, a conduct that endured until he could no longer expel the pins he had embedded (Newton, 2006, p. 78). In addition, his mental issues that included elusions and mind flights developed so much that he started to steal, emasc ulate, and torment little fellows, a training he professed to have been coordinated by otherworldly voices.Advertising Looking for paper on brain research? How about we check whether we can support you! Get your first paper with 15% OFF Learn More Early assaults and endeavored kidnappings Fish happened to submit his first assault on a youngster, Thomas Bedden in the years 1910, and after nine years, he cut an intellectually impeded kid in Georgetown, Washington, D.C. In any case, the most bewildering case was seen in the 1920 when Fish turned man-eater by grabbing, executing and in this way benefiting from substance of a ten-year young lady (Philbin and philbin, 2009, p. 7). Evidently, a large number of his planned casualties would be either intellectually upset or dark Americans. Be that as it may, his endeavors to kill Beatrice Kiel were useless when the latter’s guardians saw his evil aims and kept him off. Second imprisonment, capture and preliminary Fish remarried in 193 0, in New York; in any case, this marriage couldn't too keep going for long as he in the end separated from his significant other inside seven days of marriage. Moreover, Fish was later captured in May 1930 for sending a profane letter to a lady who addressed a notice for a house cleaner (Wilson, 1988). This was after a mental perception Bellevue mental emergency clinic in 1930 and 1931 for perception, following his captures; yet two years before this, Ford had abducted Grace Budd, which drove him to be captured six years after the fact. Fish’s preliminary began in 1935 during which he guarded himself asserting that he was crazy. After much assessment and preliminary, he was seen both as liable and normal by the jury after which he was condemned to death, trailed by an execution a year later (Wilson, 1988). Fundamental reason for the proof for the reason for Albert Fish’s conduct An investigation of Alvin Ford sequential killer’s case is firmly identified with t hat of Albert Fish. In 1986, the â€Å"United States Supreme Court utilized Florida’s technique for deciding mental competency for execution as an experiment for forbidding execution of the intellectually ill;† in fact, under Ford v. Wainwright â€Å"the eighth amendment restricts the state from incurring a punishment of death upon a detainee who is insane† (Miller, and Radelet, 1993). Despite the fact that Florida’s strategy may now be sacred all over, practically speaking, Florida keeps on executing the intellectually sick. In 1974, Florida accused Alvin Ford of homicide, after which he was condemned to death. At the preliminary level, Ford raised no competency issues yet after detainment, he demonstrated manifestations of dream, disarray, and psychosis. A fourteen months assessment by a safeguard therapist uncovered that Ford was experiencing neurotic Schizophrenia with self destruction potential that upset him the possibility to shield his life. Other three representative named specialists analyzed him for just thirty minutes and found that in spite of the fact that he showed mental turmoil, he comprehended his complete circumstance including his capital punishment and the suggestions thereof (Wilson, 1988).Advertising We will compose a custom exposition test on The sequential executioner Albert Fish explicitly for you for just $16.05 $11/page Learn More After the safeguard therapist inspected Ford, he inferred that Ford experienced distrustful schizophrenia; notwithstanding, despite the fact that the assessment of other three senator designated therapists uncovered that Ford experienced mental issue, they reasoned that he comprehended his absolute circumstance, including his punishment and its suggestions. At the point when the case arrived at the Supreme Court, the Court’s majority saw that no states permitted the execution of intellectually hindered people. The Justice in simultaneousness with Ford recommended a system utilized by Florida today that doesn't require full mental stability before execution and an individual’s need to help the insight with all due respect. Despite the fact that the court left the norm and strategies open-finished, it obviously demonstrated that Florida’s method completely abused the eighth Amendment in three different ways. (1) by denying the detainee a component to challenge the discoveries and reprimand the discoveries of the senator designated specialists, (2) by putting the whole competency assurance in the possession of the representative and (3) by forestalling the censured from assuming any important job in the journey for truth (Chamblee, 2004). End In contrast with Albert Fish’s case, Dempsey named Fish as ‘a mental phenomenon’. Specialist Wertham likewise inspected and saw Fish as fixated on religion, human flesh consumption, and fellowship. Fish himself argued madness; notwithstanding, despite the fact that the jury saw hi m rational and as liable, the reports, and assessments from different therapists, rendering him crazy ought to have been placed into precise thought (Wilson and Seaman, 2004, p. 176). Fish’s exercises absolutely uncover that he was intellectually hindered, and on the off chance that this is valid, at that point the jury completely damaged the United States Supreme Court’s eighth amendment. References Chamblee, L. E. (2004). Time for an authoritative change: Florida’s stale standard overseeing competency for execution. Recovered from www.law.fsu.edu/diaries/lawreview/downloads/312/chamblee.pdf. Hopkins, A. (2003). This Cannibal adored Kids Literally. Week by week World News, Vol. 24, No. 19. https://books.google.com/books?id=GPMDAAAAMBAJpg=PA3dq=The+serial+killer-+Albert+Fishhl=enei=66e1TLWYGoKBOpiryZYGsa=Xoi=book_resultct=resultresnum=2ved=0CC0Q6AEwAQ#v=onepageq=The%20serial%20killer-%20Albert%20Fishf=false.Advertising Searching for paper on brain science? How about we check whether we can support you! Get your first paper with 15% OFF Find out More Kray, K. (2007). The world’s most noticeably terrible wrongdoings of 20 executioners and their 1000 casualties. Brooklyn, John Blake. Mill operator, K. S. also, Radelet, M.L. (1993). Executing the intellectually sick: Criminal Justice System and the instance of Alvin Ford. Michigan, Sage Publications. Recovered from https://books.google.com/books?id=S-B-iky44zECpg=PA1dq=Executing+the+mentally+ill:+the+criminal+justice+system+and+the+case+of+Alvin+Fordsource=gbs_toc_rcad=4#v=onepageqf=false. Newton, M. (2006). The reference book of sequential executioners. Edition2. NY, Infobase Publishing. Recovered from https://books.google.com/books?id=DwNVbOcTncwCpg=PA78dq=The+serial+killer-+Albert+Fishhl=enei=66e1TLWYGoKBOpiryZYGsa=Xoi=book_resultct=resultresnum=5ved=0CD4Q6AEwBA#v=onepageq=The%20serial%20killer-%20Albert%20Fishf=false. Philbin, T. furthermore, Philbin, M. (2009). The Killer Book of Serial Killers: Incredible Stories, Facts and Trivia from the World of Serial Killers. Texas , Sourcebooks, Inc. Recovered from https://books.google.com/books?id=SZTPdM97kq0Cpg=PA15dq=The+serial+killer-+Albert+Fishhl=enei=66e1TLWYGoKBOpiryZYGsa=Xoi=book_resultct=resultresnum=1ved=0CCcQ6AEwAA#v=onepageq=The%20serial%20killer-%20Albert%20Fishf=false. Wilson, C. what's more, Seaman, D. (2004). The Serial Killers. London, Virgin Publishing Ltd. Wilson, P. (1988). ‘Stranger’ youngster murder: Issues identifying with causes and controls. Forensic Science Internat

Role of Emotional Intelligence in Organizational free essay sample

To accomplish it, the human capital of the association may even go excessively far by testing and destroying the deep rooted built up premises and making an energetic and useful one in its place. In this way, taking a gander at the idea of mental exercise and clairvoyant vitality utilized while hierarchical individuals learn together, it isn't just the intellectual mind yet additionally the passionate cerebrum that has task to carry out. Further, for authoritative figuring out how to be going all out, there is a lot of focalized just as unique reasoning, which is loaded with desolation and happiness for hierarchical members.Therefore, the way to fruitful administration is the executives of ruinous feelings. Henceforth, the creator accepts that hierarchical learning can be acknowledged effectively when the HR can create required enthusiastic capabilities. When this is done then it is very feasible for them to utilize their psychological vitality to connect with into the reasoning mode which is more framework arranged. We will compose a custom article test on Job of Emotional Intelligence in Organizational or then again any comparable theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page As it were, the build of enthusiastic insight and its capabilities are accepted to assume a generally prevailing job for learning at the individual level to arrive at a hierarchical level.This study is an endeavor to comprehend the job of passionate knowledge of the HR on the procedures of authoritative learning. Hierarchical Learning: A Prerogative in the Present Millennium The current thousand years has properly been seen to be another period in the advancement of authoritative life and structure. Accordingly, associations are compelled to cause huge changes so as to adjust and get by in this new world.Revans (1983) says that in any age of fast change, those associations which can't adjust will before long wind up in a tough situation, and adjustment is accomplished uniquely by learning, specifically, by having the option to do tomorrow that which may have been superfluous today. Also, Zuboff (1988) sees that todays associations may for sure have minimal decision however to turn into a learning organization. Further, she includes that learning is the core of gainful action in each association and learning is the new type of labor.Therefore, it might be said that todays arrangements will be absolutely insufficient for tomorrows challenges when the fundamental focal point of every association is on the client and not on laborers, in an economy which has moved from being national to worldwide. In this unique circumstance, the main serious weapon for associations is learning at a hierarchical level. It requires the association to prepare each asset to encourage learning at an individual level to climb the stepping stool to the gathering and afterward to the authoritative level. Thusly, for an association to endure and develop, it needs to let every one of its individuals from the least crosspiece to the top-generally level to learn as one substance instead of the other path round. Subsequently, organizations that don't become learning associations will before long go the method of the dinosaur since they can't modify rapidly enough to the evolving condition (Schwandt and Marquardt, 2000). Owen (1991) says that it isn't that benefit and item are not, at this point significant for associations, however without constant learning, benefits and items will never again be possible.Therefore, the matter of business is learning and all else will follow. As indicated by Dilworth (1998), change currently will in general surpass our capacity to learn and it is just by improving the learning limit of associations would we be able to manage change elements. †¢What is Organizational Learning? The idea of hierarchical learning has been generally upheld. The general ag reement that if associations somehow happened to change and improve, authoritative learning has must be tended to. Argyris and Schons (1978) conceptualisation of twofold circle and deutero adapting compactly clarifies what hierarchical realizing is about.

5 Strategies to Help You Manage Group Work

5 Strategies to Help You Manage Group Work EP 36: 5 Strategies to Help You Manage Group Work EP 36: 5 Strategies to Help You Manage Group Work Have you ever had challenging experiences with group work? Does the thought of group work frustrate you? This week on Episode 36 we discuss Tuckmans 5 Stages of Group work along with 4 other strategies to help you navigate the challenges of group work. Join the conversation! Looking for study tips, help with essay writing, or advice on how to be a better student? Welcome to The Homework Help Show, a weekly show where we teach, assist, and offer valuable insights for student life. From study hacks to writing tips, discussions about student mental health to step-by-step guides on academic writing and how to write a resume, weve got you covered. Want your questions answered? Write them below or join the conversation on social media using the hashtag #askHHG TRANSCRIPT: Cath Anne: [00:00:00] Hi guys and welcome back to our channel. My name is Cath Anne and this is the Homework Help Show, hosted by Homework Help Global. [00:00:15] This week on episode 36 we are talking about group work. Dun dun dun. [00:00:23] Group projects seem to be a necessary component of any university or college degree. Group projects are probably also one of the most dreaded things that happen in undergraduate or in college. Thats because it can be really difficult to work with people. I think everyone has probably had a negative experience with group work. There are many scenarios where group projects can turn out poorly and maybe youve had the same experience. However this week we wanted to discuss phases of group formation so that you can have a better sense of how to navigate challenges as they arise in a group setting, and we also wanted to give you five strategies that you can use to navigate challenges in group situations. [00:01:11] It is really important to learn how to collaborate and work with people. It is really a skill that you can use in your work life and bring with you when you. Move into your career. Its not something specific to university or college. Usually in group projects professors are looking for how well you can work with your team as opposed to what grade you can get. Although it might seem super frustrating at the time and annoying group projects can allow us to develop these skills and to take them with us long after our university degree. Another benefit of group work is that you get to work with different people you get to know different peoples perspectives. You get to take on the perspective of another person that may have a different culture or worldview than you do especially in bigger cities like Toronto or the US. I really believe that working in a group can allow you to navigate those differences and try to understand where people are coming from. It gives you an opport unity to explore different cultures and different ways of seeing things and really thats the reality we live in now especially if you live in Canada or even in the US, were becoming an increasingly diverse community and its important to learn to work with a variety of different people. If youre looking for more information and a deep dive into group work check out Episode 7, we go a little bit more in-depth into some of the scenarios you might encounter working in a group today. I hope to provide you with five strategies that can help you to manage your work. [00:02:55] The first strategy is be familiar with Tuckmans Five Stages of Development. Bruce Tuckman developed the five stages of development as a way to understand the different patterns that he was seeing in group work. Its helpful to know and to understand this model so you can work in groups more effectively. Lets talk about the five steps or the five stages in group formation. First we have forming. The forming stage happens when the group first meets each other are introduced to each other they share information about their backgrounds and their experiences their interests they learn about the project and they start to gain an understanding of where they will fit within the group and what role they will take on as the group begins to work together they move into what is called the storming stage. Unfortunately this state is unavoidable. Every group, most especially a new group that has never worked together before, will certainly encounter a storming stage. In this stage group members compete with each other for status and they look for acceptance from the others in the group. They have different opinions on what should be done and how it should be done. And these all present challenges in group formation. This stage will come to a closure when the group becomes more accepting of each other and learns how to work together towards a common goal. Third we have the norming stage when the team moves into the norming stage they are beginning to look beyond their individual goals and towards the bigger picture and the larger project. Theyre no longer focused on individual tasks but rather theyre focused on working together. Theyve developed processes and procedures that will help them to work towards larger goal. They respect each others opinions and they value each others differences. Fourth we have the performing stage. In the performing stage groups are highly effective. They focus on reaching the goal as a group. The team members have gotten to know each o ther. They work really cohesively. They trust and they rely on each other. Now I should mention that not every group is going to make it to the performing age they may just rest in the norming stage. And this is completely fine particularly in cases where you are working with people that are in your class and it is just a small group project. Finally we have the adjourning stage. In the adjourning stages the project has been completed and team members are looking to go their separate ways. This stage takes on a new perspective and looks at the team well-being rather than the individual project itself. At this stage you will have completed your project and you may want an opportunity to celebrate what youve done together. Its always important to remember that every team, every group regardless of what youre working on will follow these stages of development. Knowing the stages and understanding them will help you to navigate the different challenges you encounter. Itll help you to un derstand where you are in the group process and why some behaviors might be coming out. It will also help you to understand your own role within the group and the different processes that your group members are participating in. [00:06:24] Lets move on to tip number 2: designate a leader, productive workers and an editor. In every group you will want to have a leader. Youll want to have someone who can designate tasks and assign different roles. Second youll want people who can take on some of the work. Identify several people who are known to produce strong work and that dont mind that theyre not in charge. Finally identify someone who is good at proofreading and editing and tying things together. The main point here is to make sure that every member of the group has a role. Filling each one of these roles will help to streamline your project and make it much more effective. [00:07:11] Tip number 3: set clear deadlines as a group. This does not only mean the deadline that youre working towards for the end of your project. This also means setting many deadlines. Your group members may have schedule conflicts so setting these deadlines hold everyone accountable. Keep your group accountable to these goals and if you do you will be a lot more successful in mitigating last minute stress. [00:07:38] Tip number: 4 recognize when to meet and when to work individually. Because it is a group project you may think that you have to work together all the time. However this isnt true especially since we now have communication tools like Facebook and Skype and Facetime. We can communicate with each other all the time so we have a question we can shoot someone email or a message on Facebook. When youre working individually. Use the time to complete your individual tasks and once youve finished those individual tasks then come back together as a group. This is also true when you are meeting for a group project and the group meeting is just not going well and its not being productive anymore. If youre not finishing your tasks as a group when youre working together take a break and work on your individual goals and then come back together when all the work has been completed. [00:08:36] Finally, be honest. If you do not have your part done or if you didnt have time to complete your section before the deadline. Be honest with your group about it. This does not mean that you have failed to contribute. It means that you are being considerate of your group members time if you are causing distractions or falling behind. Admit it and address it to the group that also goes for. If youre feeling overwhelmed and youre feeling that. Youve taken on the brunt of the work. Make sure you talk to your group members about it. If you encounter these challenges and theyre are not received well by your group members you might also seek out the opportunity to speak to a facilitator like your professor to help you navigate these challenges. [00:09:24] Okay guys, that is it for me for this week. I hope that was of benefit. I hope these tips help you to navigate the challenges of working in a group. If you liked this video and found it helpful, make sure to give it a thumbs up and subscribe to our channel. If youre interested in seeing more of our content. All of our social media platforms are linked in the description box below and as always if you have any questions please feel free to leave them in the comments section below. We would love to hear from you. 5 Strategies to Help You Manage Group Work EP 36: 5 Strategies to Help You Manage Group Work EP 36: 5 Strategies to Help You Manage Group Work Have you ever had challenging experiences with group work? Does the thought of group work frustrate you? This week on Episode 36 we discuss Tuckmans 5 Stages of Group work along with 4 other strategies to help you navigate the challenges of group work. Join the conversation! Looking for study tips, help with essay writing, or advice on how to be a better student? Welcome to The Homework Help Show, a weekly show where we teach, assist, and offer valuable insights for student life. From study hacks to writing tips, discussions about student mental health to step-by-step guides on academic writing and how to write a resume, weve got you covered. Want your questions answered? Write them below or join the conversation on social media using the hashtag #askHHG TRANSCRIPT: Cath Anne: [00:00:00] Hi guys and welcome back to our channel. My name is Cath Anne and this is the Homework Help Show, hosted by Homework Help Global. [00:00:15] This week on episode 36 we are talking about group work. Dun dun dun. [00:00:23] Group projects seem to be a necessary component of any university or college degree. Group projects are probably also one of the most dreaded things that happen in undergraduate or in college. Thats because it can be really difficult to work with people. I think everyone has probably had a negative experience with group work. There are many scenarios where group projects can turn out poorly and maybe youve had the same experience. However this week we wanted to discuss phases of group formation so that you can have a better sense of how to navigate challenges as they arise in a group setting, and we also wanted to give you five strategies that you can use to navigate challenges in group situations. [00:01:11] It is really important to learn how to collaborate and work with people. It is really a skill that you can use in your work life and bring with you when you. Move into your career. Its not something specific to university or college. Usually in group projects professors are looking for how well you can work with your team as opposed to what grade you can get. Although it might seem super frustrating at the time and annoying group projects can allow us to develop these skills and to take them with us long after our university degree. Another benefit of group work is that you get to work with different people you get to know different peoples perspectives. You get to take on the perspective of another person that may have a different culture or worldview than you do especially in bigger cities like Toronto or the US. I really believe that working in a group can allow you to navigate those differences and try to understand where people are coming from. It gives you an opport unity to explore different cultures and different ways of seeing things and really thats the reality we live in now especially if you live in Canada or even in the US, were becoming an increasingly diverse community and its important to learn to work with a variety of different people. If youre looking for more information and a deep dive into group work check out Episode 7, we go a little bit more in-depth into some of the scenarios you might encounter working in a group today. I hope to provide you with five strategies that can help you to manage your work. [00:02:55] The first strategy is be familiar with Tuckmans Five Stages of Development. Bruce Tuckman developed the five stages of development as a way to understand the different patterns that he was seeing in group work. Its helpful to know and to understand this model so you can work in groups more effectively. Lets talk about the five steps or the five stages in group formation. First we have forming. The forming stage happens when the group first meets each other are introduced to each other they share information about their backgrounds and their experiences their interests they learn about the project and they start to gain an understanding of where they will fit within the group and what role they will take on as the group begins to work together they move into what is called the storming stage. Unfortunately this state is unavoidable. Every group, most especially a new group that has never worked together before, will certainly encounter a storming stage. In this stage group members compete with each other for status and they look for acceptance from the others in the group. They have different opinions on what should be done and how it should be done. And these all present challenges in group formation. This stage will come to a closure when the group becomes more accepting of each other and learns how to work together towards a common goal. Third we have the norming stage when the team moves into the norming stage they are beginning to look beyond their individual goals and towards the bigger picture and the larger project. Theyre no longer focused on individual tasks but rather theyre focused on working together. Theyve developed processes and procedures that will help them to work towards larger goal. They respect each others opinions and they value each others differences. Fourth we have the performing stage. In the performing stage groups are highly effective. They focus on reaching the goal as a group. The team members have gotten to know each o ther. They work really cohesively. They trust and they rely on each other. Now I should mention that not every group is going to make it to the performing age they may just rest in the norming stage. And this is completely fine particularly in cases where you are working with people that are in your class and it is just a small group project. Finally we have the adjourning stage. In the adjourning stages the project has been completed and team members are looking to go their separate ways. This stage takes on a new perspective and looks at the team well-being rather than the individual project itself. At this stage you will have completed your project and you may want an opportunity to celebrate what youve done together. Its always important to remember that every team, every group regardless of what youre working on will follow these stages of development. Knowing the stages and understanding them will help you to navigate the different challenges you encounter. Itll help you to un derstand where you are in the group process and why some behaviors might be coming out. It will also help you to understand your own role within the group and the different processes that your group members are participating in. [00:06:24] Lets move on to tip number 2: designate a leader, productive workers and an editor. In every group you will want to have a leader. Youll want to have someone who can designate tasks and assign different roles. Second youll want people who can take on some of the work. Identify several people who are known to produce strong work and that dont mind that theyre not in charge. Finally identify someone who is good at proofreading and editing and tying things together. The main point here is to make sure that every member of the group has a role. Filling each one of these roles will help to streamline your project and make it much more effective. [00:07:11] Tip number 3: set clear deadlines as a group. This does not only mean the deadline that youre working towards for the end of your project. This also means setting many deadlines. Your group members may have schedule conflicts so setting these deadlines hold everyone accountable. Keep your group accountable to these goals and if you do you will be a lot more successful in mitigating last minute stress. [00:07:38] Tip number: 4 recognize when to meet and when to work individually. Because it is a group project you may think that you have to work together all the time. However this isnt true especially since we now have communication tools like Facebook and Skype and Facetime. We can communicate with each other all the time so we have a question we can shoot someone email or a message on Facebook. When youre working individually. Use the time to complete your individual tasks and once youve finished those individual tasks then come back together as a group. This is also true when you are meeting for a group project and the group meeting is just not going well and its not being productive anymore. If youre not finishing your tasks as a group when youre working together take a break and work on your individual goals and then come back together when all the work has been completed. [00:08:36] Finally, be honest. If you do not have your part done or if you didnt have time to complete your section before the deadline. Be honest with your group about it. This does not mean that you have failed to contribute. It means that you are being considerate of your group members time if you are causing distractions or falling behind. Admit it and address it to the group that also goes for. If youre feeling overwhelmed and youre feeling that. Youve taken on the brunt of the work. Make sure you talk to your group members about it. If you encounter these challenges and theyre are not received well by your group members you might also seek out the opportunity to speak to a facilitator like your professor to help you navigate these challenges. [00:09:24] Okay guys, that is it for me for this week. I hope that was of benefit. I hope these tips help you to navigate the challenges of working in a group. If you liked this video and found it helpful, make sure to give it a thumbs up and subscribe to our channel. If youre interested in seeing more of our content. All of our social media platforms are linked in the description box below and as always if you have any questions please feel free to leave them in the comments section below. We would love to hear from you.

Compare And Contrast John Audubon And Annie Dillard

Bird Essay 2.0 In life, there are often many different ways to experience an event depending on a person’s background and field of study. Regarding these two passages, John Audubon, a scientist, and Annie Dillard, an artisan, describe a murmuration of starlings based on their experiences. The use of their craft in the description of this phenomenon is shown through their styles of writing. While both authors use descriptive language, Audubon utilizes an exact and scientific style while Dillard utilizes a reflective and poetic style. Audubon speaks about the phenomenon in seemingly awestruck way, noting their power and magnitude while noting the birds’ formation as a natural wonder. A striking characteristic of his description is his†¦show more content†¦Unlike Audubon’s lengthy, complex syntax, Dillard employs a variety of sentence lengths and structures. She uses simple sentences and complex sentences to show the constant movement and rhythm of the bird s. Dillard also uses a multitude loose sentences to emphasize her descriptions of the murmuration. For example, she writes, â€Å"They seemed to unravel as they flew, lengthening in curves, like a loosened skein,† which allows each additional phrase to deepen her description. Dillard used words such as â€Å"strayed†¦ unraveling†¦ sifting†¦ rushing† to describe the murmuration of starlings. These words all create an image of movement and life. She also mentions many aspects of textiles and weaving, using words such as, â€Å"skein†¦ banner†¦ oriflamme†¦ knitted†¦ rugs†¦Ã¢â‚¬  Her choice of these words indicate that she saw the the flocks of birds as a work of art rather than a scientific observation. Moreover, Dillard uses intense imagery within her writing, including figurative language and sensory details. As an illustration, she writes, â€Å"They gathered deep in the distance, flock sifting into flock, and strayed towards me, transparent and whirling, like smoke.† Her view of the birds is not one of scientific observation but rather an artful description of nature and its beauty. She reflects on these images when she asks, â€Å"Could tiny birds be sifting through me right now, birds

. By Having Information At The Events, It Can Influence

. By having information at the events, it can influence the way students engage in binge drinking. Greek organizations are also a contributing factor to binge drinking (Turrisi, Mastroleo, Larimer, 2006). Students who belong to Greek organizations tend to drink more because of the atmosphere, the parties that they partake in, and the peer pressure from friends to drink more than they should. In order to reduce the rates of binge drinking among the Greek community, SJSU already has an alcohol program that they must attend. In addition, teaching students that they can say no to alcohol and what they should do in that situation, will better help them understand their environment. In addition, being in a college atmosphere can also†¦show more content†¦The table will be located in the recreation room in Campus Village Building (CVB) for all SJSU students. The target for this activity would be to have students in each dorm participant because it will be easy for them to access. 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The Sucess of Spain in the New World Free Essays

The Success of Spain in the New World During the sixteenth century after Christopher Columbus discovery of the new world, many European empires were attracted to the new world. Among all the empires that ruled over the new world; Spain was the most successful one. The reason for their success over the other empire was due to their ability to manipulate the economy, establishment of political system and their relation with the aboriginals and the disease they brought in the new world. We will write a custom essay sample on The Sucess of Spain in the New World or any similar topic only for you Order Now It wasn’t an easy for them to settle compare to other empires but during the time they were in control of parts of the new world. It brought them an enormous amount of wealth. The main motives of the Conquistadors were to extract resources, increase trade, spread Christianity and build a Spanish empire. After the Spanish had well settled in the New World. They immediately started trading with the mother country. The Spanish exploited lots of the goods that they received from the new world. They were extracting goods from the New World and were sending them to Spain where it was traded to other countries. The commons goods that they were trading were Silver, Spices and gold. During that time these goods were rare in Europe and had great value. Trading these goods brought a huge amount of riches to Spain. Spain was successful to make great use of the New World. They have gained a lot of money from the new world which supported them in battle and increasing its army. This will classify Spain as one of the successful leaders because they used the new world to their advantage to support them financially and the aboriginal people did not rebel against the fact that the Spanish are taking away their goods and they are not getting anything. This is because of the rules and oppression that the Spanish introduced. It was a great success as they were able to control the aboriginal people. During that time Spain revolved around Christianity. They were willing to do anything to save Christianity even go to war. After they established in the new world they knew that it would be an opportunity to convert the indigenous people into Christian which would increase the population of Christian throughout the new world. They wanted to take this action because during that time the protestant was just formed and they were threatened by their presence in Europe. They opposed their religion even more than their language over the indigenous tribes. Missionaries, the army and Spanish citizens used to destroy and stop every religious item or ritual that was not part of Catholicism. Later on to it became more all-pervading as they were burning anyone who did not wanted to convert to Christianity alive. After eliminating all of the subjects that were against conversion they were left will all Catholics. 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Afterward they usually turn against the tribe they allied with if they do not accept the conditions of the conquistadors, which were commonly conversion to Christianity. This process made domination of the New World easier for the Spanish because at the end they were only left with a limited number of feeble tribes or village to take over. They also used to establish new laws when they were taking over. They had put in effect a new law that the indigenous people cannot have a metal sword in their procession. By doing so they eliminated some of the threat that they might face. Since the indigenous people were not allowed to have an effectual weapon in procession they would not be able to rebel against the Spanish as they were not in procession of any weapons that can harm the Spanish as most of the weapons that could be protential dangers were taken away from them. They brought in diseases with them that soon spread through the Indian community which resulted in death of millions. 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The disease wasn’t not the only reason why the aboriginal people were oppressed by the Spanish and didn’t do anything. The Spanish had an advance military and they’ve use a smart strategy to keep the Indian in control. They’ve allied with bigger tribe. So smaller tribe couldn’t go against their will as they were being oppressed by both the Spanish and the bigger tribes so they had to do whatever the Spanish wanted them to do. How to cite The Sucess of Spain in the New World, Papers

Twelfth Essays - Theatre, Entertainment, Fiction,

Twelfth Night A fool can be defined in many meanings according to the Oxford English Dictionary On Historical Principles. The word could mean "a silly person", or "one who professionally counterfeits folly for the entertainment of others, a jester, clown" or "one who has little or no reason or intellect" or "one who is made to appear to be a fool" (word originated from North Frisian). In english literature, the two main ways which the fool could enter imaginative literature is that "He could provide a topic, a theme for mediation, or he could turn into a stock character on the stage, a stylized comic figure". In William Shakespeare's comedy, Twelfth Night, Feste the clown is not the only fool who is subject to foolery. He and many other characters combine their silly acts and wits to invade other characters that "evade reality or rather realize a dream", while "our sympathies go out to those". "It is natural that the fool should be a prominent & attractive figure and make an important contribution to the action" in forming the confusion and the humor in an Elizabethan drama. In Twelfth Night, the clown and the fools are the ones who combine humor & wit to make the comedy work. Clowns, jesters, and Buffoons are usually regarded as fools. Their differences could be of how they dress, act or portrayed in society. A clown for example, "was understood to be a country bumpkin or 'cloun'". In Elizabethan usage, the word 'clown' is ambiguous "meaning both countryman and principal comedian". Another meaning given to it in the 1600 is "a fool or jester". As for a buffoon, it is defined as "a man whose profession is to make low jests and antics postures; a clown, jester, fool". The buffoon is a fool because "although he exploits his own weaknesses instead of being exploited by others....he resembles other comic fools". This is similar to the definition of a 'Jester' who is also known as a "buffoon, or a merry andrew. One maintained in a prince's court or nobleman's household". As you can see, the buffoon, jester and the clown are all depicted as fools and are related & tied to each other in some sort of way. They relatively have the same objectives in their roles but in appearance wise (clothes, physical features) they may be different. In Shakespeare's Twelfth Night, Feste's role in this Illyrian comedy is significant because "Illyria is a country permeated with the spirit of the Feast of Fools, where identities are confused, 'uncivil rule' applauded...and no harm is done". "In Illyria therefore the fool is not so much a critic of his environment as a ringleader, a merry-companion, a Lord of Misrule. Being equally welcome above and below stairs.." makes Feste significant as a character. In Twelfth Night, Feste plays the role of a humble clown employed by Olivia's father playing the licensed fool of their household. We learn this in Olivia's statement stating that Feste is "an allowed fool"(I.v.93) meaning he is licensed, privileged critic to speak the truth of the people around him. We also learn in a statement by Curio to the Duke that Feste is employed by Olivia's father. "Feste the jester... a fool that the Lady Olivia's father took much pleasure in"(II.iv.11). Feste is more of the comic truth of the comedy. Although he does not make any profound remarks, he seems to be the wisest person within all the characters in the comedy. Viola remarks this by saying "This fellow's wise enough to play the fool"(III.i.61). Since Feste is a licensed fool, his main role in Twelfth Night is to speak the truth. This is where the humor lies, his truthfulness. In one example he proves Olivia to be a true fool by asking her what she was mourning about. The point Feste tried to make was why was Olivia mourning for a person who's soul is in heaven? "ClOWN Good madonna, why mourn'st thou? OLIVIA Good Fool, for my brother's death. ClOWN I think his soul is in hell, madonna. OLIVIA I know his soul is in heaven, fool. CLOWN The more fool, madonna, to mourn for your brother's soul, being in heaven. Take away the fool, gentlemen. Adding to the humor of the comedy, Feste, dresses up as Sir Topaz, the curate and visits the imprisoned Malvolio with Maria and Sir Toby. There he uses his humor to abuse Malvolio who is still unaware that he is actually talking to the clown than to the real Sir Topas. Feste (disguised as Sir

Free Essays on Weber & Dahrendorf

Max Weber and Ralf Dahrendorf Contemporary and classical theorists Max Weber and Social Science Max Weber thought that statements of fact are one thing, statements of value another, and any confusing of the two is impermissible, Ralf Dahrendorf writes in his essay Max Weber and Modern Social Science as he acknowledges that Weber clarified the difference between pronouncements of fact and of value (Dahrendorf). Although Dahrendorf goes on to note the ambiguities in Weber's writings between factual analysis and value-influenced pronouncements, he stops short of offering an explanation for them other than to say that Weber, being human, could not always live with his own demands for objectivity. Indeed, Dahrendorf leaves unclear exactly what Weber's view of objectivity was. More specifically, Dahrendorf does not venture to lay out a detailed explanation of whether Weber believed that the social scientist could eliminate the influence of values from the analysis of facts. Did Weber believe that, even though facts are one thing and values another, soci al and economic facts could be evaluated without the analysis being influenced by values? And what is the relation of objectivity to values? Could objectivity, for instance, be used to show that one value is superior to another? Or does objectivity apply only to the analysis of facts? Do one's values or perspective stem from human nature, metaphysical views, personal identity, or is it just as likely that they are a mere construct of culture? These questions, and others like them, underlie much that has been considered ambiguous in Max Weber's writings: His methodology. Since his death, sociologists and political scientists have been disputing where Weber stood with regard to questions concerning the relationship of objectivity to facts and values. Most of Weber's commentators, Edward Bryan Portis writes, have assumed his advocacy of the fact-value dichotomy, despite his explicit and ... Free Essays on Weber & Dahrendorf Free Essays on Weber & Dahrendorf Max Weber and Ralf Dahrendorf Contemporary and classical theorists Max Weber and Social Science Max Weber thought that statements of fact are one thing, statements of value another, and any confusing of the two is impermissible, Ralf Dahrendorf writes in his essay Max Weber and Modern Social Science as he acknowledges that Weber clarified the difference between pronouncements of fact and of value (Dahrendorf). Although Dahrendorf goes on to note the ambiguities in Weber's writings between factual analysis and value-influenced pronouncements, he stops short of offering an explanation for them other than to say that Weber, being human, could not always live with his own demands for objectivity. Indeed, Dahrendorf leaves unclear exactly what Weber's view of objectivity was. More specifically, Dahrendorf does not venture to lay out a detailed explanation of whether Weber believed that the social scientist could eliminate the influence of values from the analysis of facts. Did Weber believe that, even though facts are one thing and values another, soci al and economic facts could be evaluated without the analysis being influenced by values? And what is the relation of objectivity to values? Could objectivity, for instance, be used to show that one value is superior to another? Or does objectivity apply only to the analysis of facts? Do one's values or perspective stem from human nature, metaphysical views, personal identity, or is it just as likely that they are a mere construct of culture? These questions, and others like them, underlie much that has been considered ambiguous in Max Weber's writings: His methodology. Since his death, sociologists and political scientists have been disputing where Weber stood with regard to questions concerning the relationship of objectivity to facts and values. Most of Weber's commentators, Edward Bryan Portis writes, have assumed his advocacy of the fact-value dichotomy, despite his explicit and ...

How to Become a Speech Language Pathologist

How to Become a Speech Language Pathologist Speech-language pathologists, also known as speech therapists, play a huge part in diagnosing, treating, and managing communication disorders (which include recovery from strokes, brain injuries, hearing loss, developmental disabilities, and autism). The speech-language pathologist career at a glance:The Day-to-DaySpeech-language pathologists can be found in a variety of medical and educational settings: hospitals, elementary and secondary schools, colleges and universities, health clinics, and private practice offices. They typically work a 9-to-5-type schedule in an office, seeing patients on an appointment basis. Speech-language may specialize in treating communication disorders in particular age groups, from children (including autism spectrum communication issues and developmental delays) to adults (including stroke recovery and degenerative diseases like Parkinson’s). This position also often includes research and study of speech disorders and treatment in addition to wo rking directly with patients.The RequirementsSpeech-language pathologists typically have a master’s degree in the field, plus licensing and clinical training. Licensing requirements vary by state, so be sure to check on your own state’s regulations for speech therapists.The SkillsSpeech-language pathologists require a number of special skills and knowledge bases, including:Healthcare management and administrationHuman communication processesProblem solvingCurrent medical technology and methodsPatient care and communicationHuman behavioral patternsThe PayPer the U.S. Bureau of Labor Statistics (BLS), the median salary of speech-language pathologists is $71,550.The OutlookThis area is a fast-growing area of Allied Health, with the BLS predicting robust 21% growth.Interested?  Apply Here

TOTAL QUALITY & PERFORMANCE MANAGEMENT Essay Example | Topics and Well Written Essays - 2000 words

TOTAL QUALITY & PERFORMANCE MANAGEMENT - Essay Example This requires regular monitoring of organizational success and measuring performance. Internationalization and globalization has increased the importance of rethinking of the performance measurement system. Edgar Schein defines culture as a pattern of shared basic assumptions that the group learned as it solved its problems of external adaptation and internal integration, that has worked well enough to be considered valid and, therefore, to be taught to new members as the correct way you perceive, think, and feel in relation to those problems (cited by Nellen, n.d.). Schein further emphasizes that organizational culture is the key to organizational excellence... and the function of leadership is the creation and management of culture. Culture differentiates one organization from another and provides a sense of identity. Change according to the ancient Greeks was tampering with the basic character of things and was a sure path to disaster. Modern western culture, however, thinks change is a means to bend fate to ones ends (Kanter et al., 1992 cited by Appelbaum et al., 1998). Globalization, internationalization and the challenge to meet international needs have made change a standard business practice to meet long term organizational goals. This paper will discuss the relationship between performance measurement, organizational culture and change management at Marriott Hotels. It will further demonstrate how performance measurement and management ultimately impacts the organizational excellence. Marriott International has always been known as an employee-oriented family atmosphere organization. As service expectation of the existing customers and potential customers have gone up, and as total quality management (TQM) is a management philosophy based on continuous improvement, Marriott felt the need to consider TQM in their company to be able to

Deutsche Telekom Essay Example | Topics and Well Written Essays - 250 words

Deutsche Telekom - Essay Example 2. When the letter from the technician becomes known to the public, what, do you think, various stakeholders might say about Deutsche Telecom? What would customers say? What would analysts say? What would the general public, say? What would employees of the organization say? The various stakeholders will end up disappointed by the CEO of Deutsche Telecom and his entire managerial team and immediately call for his removal from office. Many customers would feel pity for the employees of the company and would remain loyal to the company, whereas analysts will put it clear to the media that, the main reason for the company’s failure is due to the CEO’s incompetence. This will tarnish the corporation’s reputation besides prompting mixed reactions amongst the employees of the company. Some due to the fear of losing their jobs will start criticizing the move adopted by the company’s technician. However, others will be in full support of the move and encourage the technician. The employee’s actions of making the letter public will be below par. Therefore, I would insist on meeting with the CEO first to discuss on the way forward. Then I would also hold a meeting with all the company’s employees to discuss on their grievances and the steps to take. 4. Put yourself in the shoes of middle manager of DT. Imagine that your employees are actively discussing the letter after it became public. Would you be engaged in those discussions? If yes, would you do that informally or in a formal setting? What would you say or ask? Yes, I would engage myself in the discussions but in an informal setting to make them feel at ease, hence share their thoughts. I would ask them of their opinions concerning the letter, whether it was right or wrong. I would also try making them feel appreciated by asking what they think is the way forward for the survival of the

Importance Of Time In As If To Nothing Drama Essay

Importance Of Time In As If To Nothing Drama Essay I find this contemporary dance piece As if to nothing which reflected to The important of time is very interesting in terms of the meaning that all dancers express feeling towards the audience and the question of What have we done so far in our lives? It came up in my mind as I observe the dance piece. It is a very strong idea about a persons life and brings upon a great impact when expressed correctly. Another aspect of the piece that I admire is how the choreographer made use of the dancers and the space on stage. The effects of the video recording with different angles and the use of space with the blocks is a very effective way in communicating the message to the audience. Thus I will be reviewing these two aspects: the theme for this piece and how does the choreographer achieve the effects of the video recording and the use of space. Lastly, I will be explaining the overview of the whole piece whether or not the choreographer has successfully fulfilled the intent of his work. The idea of important of time in this piece is catchy, as it is very relevant to a lot of us. As we know, time can change everything or even destroy many things in our life. We often do not realize a lot of minor details that happens in our life as time pass because it has become a routine for us. I reason I feel that this idea is interesting is because I strongly believe that the idea that a choreographer is trying to portray in a dance piece must always be relevant to the audiences that you are performing to. A lot of dance pieces have failed to Tee 2 connect because the audiences could not relate to the idea that the choreographer wants to communicate. Although it might be a very basic decision, a lot of choreographer missed this and made a piece that only they can relate to. As we can see in the beginning of this piece, the dancers played with different elements for example talking while dancing, repetition and exploring the speed of each and every movement. The first one that I have observed is repetition and talking while dancing at the same time. The female dancer kept repeating the same sentence what am I doing hereà ¢Ã¢â€š ¬Ã‚ ¦? (in Cantonese). Well, it took a while for me to get the meaning of it. I felt that she was trying to express her feeling of regretful about why she was still doing a particular thing at this period of time and yet she could be doing a better one instead. However, the choreographer linked daily routines, such as brushing teeth with repetition to show that it is something that I am doing in my daily lifestyle. As the audience, I was trying to focus on whats going on with different individual on stage. I personally think that it is a little of a distraction to see different dancers doing different actions repeatedly. In my op inion, it would be more effective if all of them are doing the same action. This will keep the audiences focus on the idea of the story. One of the aspects I particularly liked, and was present in the second scene in this performance, was the play of lights. This scene made use of the lights extensively to enhance the effect of the performance and personally, the lighting were vital in the effectiveness of the performance. Shapes of lighting were being used and most of these shapes were squares, rectangles or strips of light across the props. This was unique for me because spotlights were usually in circle but in this performances, all the spotlights towards the props were, not circles, but rectangles or squares. It gave me the feeling that the dancers were being enclosed Tee 3 in a box and confined to the space within those boxes walls. A particular scene of the performance that I remember vividly was the scene where Peggy Lam, the female dancer was being carried by 2 male dancers in and outwards from the particular small box in square shape. I can see that she is very light and even one hand can carry her up passing through the hole of the box. This particular moment gave me the sense that the she was searching her memories, trying to think back what she had done in the past. The frustration that I can felt it from her emotion reminds me the important of time in my life. Movable props also played a big part as the choreographer successfully fulfilled the meaning of As if to nothing in this performance. The dancers kept changing the position of the props in different patterns like L shape, doors with square window and others. It gave me the feeling of nothing is permanent; nothing can remain the same in a particular period of time because time can destroy many things. In my opinion, the choreographer has cleverly expressed that nothing is permanent by just moving the set around the stage. It is definitely simple, but effective in the sense that the props were represented our memories or time. Another interesting choreographic intention was how the choreographer played through the video by showing the dancers movements whereas dancers were dancing the same movements on stage. The question of Why did the choreographer wanted to show the dancers movements through projection? appeared in my mind as I observed the dancers dancing on stage and at the same played with the projections. There was a segment which the dancers were dancing behind the props. The screen where placed at the ceiling facing the dancers. This scene was very powerful to me. Each dancer simply walking through the screen with so much conviction and focus in their eyes through the projection and though I was seated rather high up and far away from the stage, it was as if I could feel the intense focus in Tee 4 their eyes as they walked forward, seemingly with a purpose of getting somewhere. I was captured in the moment so intensely and it was breath-taking, the power of such simplicity. I started to gain a new knowledge where by the projection is my memory and my daily routines are the dancers movements. To explain in detail that can link to the theme of the whole piece, nothing is permanent, time can destroy many things but if I take a picture or record video of any interesting things that I have done in the life, it will still remain. Overall, what inspired me the most is the sense of being a professional dancer on stage. Dancers performance quality must be good so that it give the audience an overall image that can link to the theme of nothing is permanent. T.H.E dancers looked ready to perform, giving their full energy and high spirit to dance for one and the half hours. The dancers also showed good emotions as they immerse themselves into the dance theme As If To Nothing. This value should be with all dancers at all time. If I observe the dancers spatial awareness, I can see that the dancers are very precise when moving the sets around. I can see a lot of discipline involved in carrying out this piece. The dancers movements are also very sharp and strong. In conclusion, in terms of the idea, I think that the piece brings a very meaningful idea to be expressed to the crowd and it definitely has a lot of values such as discipline and professionalism for aspiring dancers like me to learn from. I find myself drawn to works that have the courage to push beyond the norms and give the audience a unique experience. This is the main reason that this performance As if to nothing stood out as a memorable experience for me. (1348 words)

Leading Equality and Diversity Essay

Be able to understand the commitment to equality of opportunity and diversity 1. 1 – Evaluate the organisation’s commitment to equality of opportunity and diversity Equality and diversity means that every service user has their individual needs comprehensively addressed. He or she will be treated equally and without discrimination. This is regardless of the individual’s ethnic background, language, culture, faith, gender, age, sexual orientation or any other aspect that could result in their being discriminated against purely because they have such characteristics. Ashley Care LLP is firmly committed to diversity in all areas of our work. We believe that we have much to learn and profit from diverse cultures, experiences and perspectives, and that diversity will make our organisation more effective in meeting the needs of all our stakeholders. We believe that equality and diversity within our organisation contributes to our objectives and we are especially conscious of the fact that effective partnership relationships require a shared commitment to equality of opportunity and valuing and managing diversity. Our Equality and Diversity Policy helps to ensure that there is no unjustified discrimination in the recruitment, retention, training and development of staff on the basis of gender including transgender, marital status, sexual identity, religion and belief, political opinion, race, work pattern, age, disability or HIV/AIDS status, socio-economic background, spent convictions, on the basis of having or not having dependants, or any other irrelevant grounds. Our Policy is an integral way on which we handle our recruitment procedures to ensure a fair and approachable image of our organisation. Ashley Care LLP have an Equality, Diversity and Inclusivity Policy and its purpose is to ensure that its service is fully committed to these principles and values and to communicate this commitment to all stakeholders. The policy should always be referred to wherever differences of view based on lack of understanding or prejudice about diversity, equality and inclusion are evident. Equality, diversity and inclusion means that every service user has their individual needs comprehensively addressed he or she will be treated equally and without discrimination. This is regardless of the individual’s ethnic background, language, culture, faith, gender, age, sexual orientation or any other aspect that could result in their being discriminated against purely because they have such characteristics. 1. 2Discuss how behaviour, actions and words of all members of the organisation support the commitment to equality of opportunity and diversity At Ashley Care LLP we are committed to working together to build a community founded on equality of opportunity – a social care community which celebrates the rich diversity of our service users and staff populations. Discriminatory behaviour has no place in our community and will not be tolerated. Within a spirit of respecting difference, our equality and diversity policies promise equal treatment and opportunity for all regardless of gender, sexuality, race, colour, disability, religion, age, and ethnicity or nationality. We call on all members of our company to make a personal commitment to these aims. Our Partners of the Company will ensure that its own actions promote equality and diversity. Through their words and behaviours, Partners will aim to provide genuine equality of opportunity regardless of gender, sexuality, race, colour, disability, religion, age, and ethnic or national origin. In considering its own composition and filling vacancies, the Partners will seek to ensure that its membership embraces the widest possible variety of backgrounds and views, consistent with the need to maintain a Partnership with the skills and experience necessary to carry out its responsibilities. Ashley Care LLP expresses its commitment to equality and diversity by: a. especting service users’ ethnic, cultural and religious practices and making practical provision for them to be observed b. reassuring its service uses that their diverse backgrounds enhance the quality of experience of the service c. accepting service users as individuals, not as cases or stereotypes d. involving service users to express their individuality and to follow their preferred lifestyle, also helping them to celebrate events, anniversaries or festivals which are important to them as individuals e. howing positive leadership and having management and human resources practices that actively demonstrate a commitment to equality and diversity principles f. developing an ethos throughout Ashley Care LLP that reflects these values and principles g. expecting all staff to work to equality and diversity principles and policies and to behave at all times in non-discriminatory ways h. providing, training, supervision and support to enable staff to do this i. aving a code of conduct that makes any form of discriminatory behaviour unacceptable; this is applicable to both staff and service users and is rigorously observed and monitored accordingly. Partners will devote time to the development of their own knowledge, understanding and practices to promote and achieve equality and respect for diversity and will see such development as one test of their effectiveness. The achievement of genuine equality of opportunity is at the heart of our mission as a provider of higher education. We aim to build a learning community which exhibits the diverse range of skills and experience which cannot be found within any single group of students or staff. In pursuing this aim, we want our community to value and to be at ease with its own diversity and to reflect the needs of the wider community within which we operate. Although we accept all of our responsibilities under current legislation, we aim to reach beyond the strict confines of the law to provide equality of opportunity for all. We will continue to formulate and implement policies to that end. Every member of our company has a moral and legal responsibility to promote equal treatment within that community and to respect its diversity. Overall responsibility for working with our community in support of these aims lies with the Senior Partner, closely supported by the other Partners. The HR & Workforce Development Manager is responsible for matters relating to equality of opportunity in employment, for developing policies which meet legislation and best practice, for monitoring the impact of these policies on different minority groups, and for providing relevant employment statistics. All staff and service users are responsible for ensuring that their actions are carried out in accordance with this policy. They may be held personally to account should their actions fall sort of the requirements of this policy in any way. We are committed to being an equal opportunities employer. We wish to see people from all groups in our society represented at all levels of employment, to ensure that no available talent is overlooked and to provide role models for our staff members. 1. 3Identify organisational and personal responsibilities and liabilities under equality legislation and codes of practice The Equality Act became law in October 2010. It replaces previous legislation (such as the Race Relations Act 1976 and the Disability Discrimination Act 1995) and ensures consistency in what we needed to do to make our workplace a fair environment and to comply with the law. â€Å"This was, primarily , the Equal Pay Act 1970, the Sex Discrimination Act 1975, the Race Relations Act 1976, the Disability Discrimination Act 1995 and three major statutory instruments protecting discrimination in employment on grounds of religion or belief, sexual orientation and age. † en. wikipedia. rg/wiki/Equality_Act_2010 The public sector Equality Duty (section 149 of the Act) came into force on 5 April 2011. The Equality Duty applies to public bodies and others carrying out public functions. It supports good decision-making by ensuring public bodies consider how different people will be affected by their activities, helping them to deliver policies and services which are efficient and effecti ve; accessible to all; and which meet different people’s needs. The Equality Duty is supported by specific duties, set out in regulations which came into force on 10 September 2011. The specific duties require public bodies to publish relevant, proportionate information demonstrating their compliance with the Equality Duty; and to set themselves specific, measurable equality objectives. The Equality Act covers the same groups that were protected by existing equality legislation – age, disability, gender reassignment, race, religion or belief, sex, sexual orientation, marriage and civil partnership and pregnancy and maternity – it extends some protections to some of the groups not previously covered, and also strengthens particular aspects of equality law. The Equality Act is a mixture of rights and responsibilities that have: * Stayed the same – for example, direct discrimination still occurs when â€Å"someone is treated less favourably than another person because of a protected characteristic† * Changed – for example, employees will now be able to complain of harassment even if it is not directed at them, if they can demonstrate that it creates an offensive environment for them * Been extended – for example, associative discrimination (direct discrimination against someone because they associate with another person who possesses a protected characteristic) will cover age, disability, gender reassignment and sex as well as race, religion and belief and sexual orientation Been introduced for the first time – for example, the concept of discrimination arising from disability, which occurs if a disabled person is treated unfavourably because of something arising in consequence of their disability. As a result, I needed to review and change most of our policies and practices. 2. Be able to understand the application of equality of opportunity and diversity 2. 1 – Describe the organisation’s equality and diversity policies and how these are communicated within the workplace To ensure equality and diversity is no longer viewed as something only affecting minority groups, any issues need to be viewed not as issues, but as something to be explored and celebrated. Staff could be personally affected by stereotyping, prejudice and/or discrimination when attending work, which could lead to non attendance or non achievement. As a manager I need to ensure all my staff value one another and that the basic rights they are entitled to, for example to learn in a comfortable and safe environment are met. The Pre-Employment Induction to Ashley Care LLP include details of all policies and procedures, including equality and diversity, which are brought to the attention of the staff members during their initial interview and during the induction session. Having a policy is not enough, Ashley Care LLP also have a working group to ensure that the policies are promoted, monitored and regularly reviewed. Policies are also communicated to all staff through the following mechanisms: * Staff handbook * Contract of Employment * Application Form * Team meetings * Staff meetings Ashley Care LLP fully supports all principles of equality and diversity, and opposes any unfair or unlawful discrimination on the grounds of ability, age, colour, culture, disability, domestic circumstances, employment status, ethnic origin, gender, learning difficulties, marital status / civil partnership, nationality, political conviction, race, religion or belief, sexual orientation and/or social background. Ashley Care LLP aims to ensure that equality and diversity is promoted among all staff and service users and that unfair or unlawful discrimination, whether direct or indirect, is eliminated to promote a climate of equality and respect. All staff can expect to work in an environment free from harassment and bullying. † Taken from Ashley Care LLP’s policy on Equality and Diversity 2. 2 – Assess the application of the organisation’s commitment to equality of opportunity and dive rsity The evidence that Ashley Care LLP have collected over the years clearly demonstrate our commitment to equality and diversity. The application form states that â€Å"Ashley Care LLP is an equal opportunities employer and we welcome applications from all sections of the community. We are committed to a policy of equal opportunities for all work seekers and shall adhere to our policy at all times. We review all aspects of recruitment to avoid unlawful or undesirable discrimination. † Our policy states that â€Å"Equality and diversity means that every service user has their individual needs comprehensively addressed. He or she will be treated equally and without discrimination. This is regardless of the individual’s ethnic background, language, culture, faith, gender, age, sexual orientation or any other aspect that could result in their being discriminated against purely because they have such characteristics. † Within our policy we also state that â€Å"Ashley Care LLP expresses its commitment to equality and diversity by: a. respecting service users’ ethnic, cultural and religious practices and making practical provision for them to be observed b. reassuring its service uses that their diverse backgrounds enhance the quality of experience of the service c. accepting service users as individuals, not as cases or stereotypes d. nvolving service users to express their individuality and to follow their preferred lifestyle, also helping them to celebrate events, anniversaries or festivals which are important to them as individuals e. showing positive leadership and having management and human resources practices that actively demonstrate a commitment to equality and diversity principles f. developing an ethos throughout Ashley Care LLP that reflects these values and principles g. expecting all staff to work to equality and diversity principles and policies and to behave at all times in non-discriminatory ways h. providing, training, supervision and support to enable staff to do this i. aving a code of conduct that makes any form of discriminatory behaviour unacceptable; this is applicable to both staff and service users and is rigorously observed and monitored accordingly. † 2. 3 – Review the diversity of the workforce against the local and/or national population and identify areas for review. Diversity is about valuing and respecting the differences in the workforce, regardless of ability and/or circumstances or any other individual characteristics they may have. If you have more than one member in your workforce you will experience diversity. I am also different from my workforce in many ways, and they are different from one another, therefore they are entitled to be treated with respect, wi th their differences taken into consideration. Combined together, equality and diversity drive an organisation to comply with anti-discrimination legislation as well as emphasising the positive benefits of diversity such as drawing on a wider pool of talent, positively motivating all employees and meeting the needs of a wider customer base. Differences should be acknowledged, celebrated and embraced, to ensure all employees feel included in the process to be followed, and that the working environment is suitable for all. Examples of these differences are: * ability| * disability – physical or mental| * age| * domestic circumstances| * belief| * educational background| * colour| * employment status| * class| * ethnic origin| clothing worn| * experience| * confidence| * gender| * culture| * intelligence| * language, accent, dialect| * race| * learning difficulties| * religion| * marital status / civil partnership| * sexual orientation| * nationality| * social class or identity| * occupation| * talent| * parental status| * tr adition| * physical characteristics| * transgender| * political conviction| * wealth| Promoting diversity in the workforce is about attracting and retaining the best people, regardless of what group they belong to. â€Å"There is considerable evidence to show that inclusive organisations benefit from diversity through: enhanced competitiveness, attracting and retaining more competent employees, who understand the needs of their workforce and respect differences; * improved performance and outcomes, creating a working environment in which everyone is encouraged to perform to their maximum potential; * improved customer services, being able to reflect and meet the diverse needs of the workforce and; * improved staff relations, which reduced the risk of costly tribunals by complying with anti-discriminatory legislation. † www. lluk. org. uk/3167. htm As a manager working within the Health ;amp; Social Care Sector, I agree with the above statement, particularly creating a working environment in which everyone is encouraged to perform to their maximum potential. An inclusive organisation will ensure that their workforce are not excluded for any reason, either directly or indirectly, from part aking in a chosen programme. All the workforce will bring with them valuable skills, knowledge and experiences, I try to incorporate these within any training sessions and treat everyone as an individual. I am always positive and proactive where equality and diversity are concerned, even if my opinions differ from those of my workforce. I have to challenge my own values and beliefs. However, as a professional, I am first and foremost a manager, and my personal opinions must not interfere with the employment process. I must also be careful not to indulge the minority to the detriment of the majority. 3. Be able to understand the needs of others in relation to equality of opportunity and diversity 3. 1 – Explain the requirement to understand individual’s needs, feeling and motivations and to take an interest in their concerns The fundamental reason for promoting equality is to meet the needs of the workforce. Individuals are at the heart of the company and meeting their needs requires an active approach to equality of opportunity at all stages of their employment. It is about the removal of social and economic barriers to participation. Good equal opportunities ensure that all employees: * are respected and not discriminated against; * become aware of equality and inclusion; * benefit from high quality opportunities * work in an environment that supports their development. The Learning and Skills Council (LSC) look to employers and learning organisations they fund to help promote equality of opportunity, widen participation and improve performance. They recommend the following. â€Å"Explicit references: equality of opportunity should be promoted and discrimination tacked so that all employees achieve their potential, * guidance and support should be sensitive to quality of opportunity, * organisations should have effective measures to eliminate oppressive behaviour, including all forms of harassment, * companies should be socially inclusive, ensuring equality of access and opportunities for workforces, * managers should use materials and methods that promote equality of opportunity, * there should be explicit aims, values and strategies promoting equality for all that are reflected in the organisation’s work. Implicit references: staff should have access to relevant, effective support on personal issues, * staff should understand their rights and responsibilities, * resources and accommodation should allow all staff to participate fully, * organisations should promote good working relationships, * programmes should be responsive to local circumstances, * the organisation’s values should be fully understood by staff, including sub contractors and work placement organisations, * the performance of different groups of staff should be used to guide programme development. As a manager I need to take positive steps to promote a culture of equality and diversity in everything that I do that may affect the employment process. 3. 2 – Evaluate the impact of showing respect to others, recognising their value and upholding their rights An example of showing respect to others, recognising their value and upholding their rights could be: An employee has declared to me during this Common Induction Standards training that he is transgender and wants to know which toilet facilities he can use. He has not asked this information remain confidential. This declaration by the employee means that my whole organisation is deemed to know under the Equality Act 2010, and will need to make reasonable adjustments so that the employee has access to toilet facilities he is comfortable with. I may suggest that the employee can use the disabled toilet which is accessed by both males and females. If I am unable to respond to the employee’s needs, he may feel that under the Gender Reassignment Regulations (1999) his needs have not been given the same consideration as those of male and female gender. Some employees may not want to may not want to complete the section on the application form (pre 2008), which required them to disclose details such as a disability, ethnic origin, date of birth etc. Although it was not compulsory, the information often helped our organisation support the workforce, as well as collect data for purposes such as funding and statistics to inform policies. 3. 3 – Describe the need for integrity, fairness and consistency in dealings with individuals When considering forms of harassment, it is important to bear in mind that different people have different cultural and social perceptions as to what they consider to be hostile or degrading. If possible, deliver sessions with your workforce to try to address these perceptions or assumptions. During the recruitment and selection process, I often ask the interviewers what they understand by equality and diversity and how they ensure it in their interviewing. Very often the response is that they would treat everyone the same. However, diversity, fairness and equality are about treating others as they would wish to be treated, rather than making assumptions on their behalf. The workforce is all different and therefore have different needs and different degrees of need which will lead to equal outcomes at the end of their training. Language has a fundamental role to play in treating people fairly. Words you use should give a clear message to all the workforce that myself and my organisation value diversity and respect individual differences. Carefully examining the language I use and the way I use it will help ensure that I treat my workforce as individuals and not merely as members of staff. Communication is not just about words, however, and I also should ensure that my tone of voice, demeanour and body language convey the same message of inclusiveness. An example may be: Gemma has been asked to plan, design and deliver a four week Job Skills programme as part of a Support and Achieve Programme for Lone Parents. The clients are referred to the programme from JobCentrePlus and the aim of the project is for the one parents to return to work. The very title of this project typecasts these clients into a particular group. They are immediately identified as lone or single parents. Gemma therefore suggests the title be changed. Reports from the media project an image of lone parents as predominately young mothers or fathers with children living on their own and claiming state benefits. There are many diverse people who find themselves as lone parents due to different circumstances, for example, widows, windowers or divorcees. The title of a programme can therefore affect who will apply for it, in this example it is positive discrimination in favour of lone parents. However, the content will be based around returning to work and could easily be adapted to suit others, and the mix of workers will help promote inclusion and equality. 3. 4 – Outline a process for dealing with others whose behaviours, words or actions do not support a commitment to equality of opportunity or diversity When an inspection is planned, the Care Quality Commission (CQC) uses the provider’s annual self-assessment report, along with other information such as data on achievement and development plans. Inspection reports include judgements on self-assessment and the self-assessment report. During the inspection the self-assessment report will continue to provide CQC inspectors with crucial evidence to support judgements about the Essential Standards of Quality and Safety’s main aspects, the contributory grades for equality and diversity, safeguarding and the provider’s capacity to improve. Inspectors will use the report to assess risk, monitor standards and plan for inspection. Where subject areas are to be inspected, the report will help the lead inspector select the areas to inspect. Findings during the inspection will be compared with those in the self-assessment report, and a conclusion reached on the accuracy of those judgements. Judgements on the accuracy and use made of the self-assessment report contribute to the grade awarded for the provider’s capacity to make and sustain improvements. A provider that is judged to be outstanding in this area will have a self-assessment report that is highly accurate. The process of self-assessment will be comprehensive and inclusive. It will be used very effectively to secure sustained improvements in all aspects of the provider’s work. A provider that is judged to be good in this area will have a self-assessment report that is largely accurate. The process will be thorough and used well to secure improvements in most aspects of the provider’s work. A provider that is judged to be satisfactory in this area will use self-assessment well to identify most of the provider’s strengths and weaknesses and bring about improvements. A provider judged to be inadequate in this area may be one where quality improvement and self-assessment do not lead to demonstrable improvements. After inspection you must review and update your plans to take account of the inspection findings. Providers are required to set out clearly what actions are needed and to link this explicitly to the inspection findings within two months of the publication of the inspection report.