Job Descriptions Essay

1. How important is job analysis to the development of job descriptions and job specifications? Discuss. Job analysis is important to the development of job descriptions and specifications because it needs to be formed before the job description and specifications. 2. What recommendations are given for improving committee effectiveness? They are having competent members, having committee properly charged, selecting or electing a competent chairperson, and recognizing/rewarding committee accomplishments. 3. Name the steps in the personnel management process. How does each step relate to the other steps? They are staffing, human resource planning, and auditing human resources. Each step is responsible for the success or failure of the next step. 4. Distinguish between job description and job specification. Job description is a written statement of all the duties and responsibilities to be performed on a particular job and job specification is a written statement of the personal qualities an individual should possess to perform a particular job. 5. List the steps in human resource planning (HRP). They are determine strategic operations, establish the time standard for reaching objectives, review internal and external environmental factors that affect staffing needs, project human talents/skills needed for achieving strategic objectives, audit human resources in the organization, determine human resource needs in the short-run and long-run to meet projected needs, and plan a program of recruitment and selection to fulfill human resource needs. 6. Discuss the meaning of motivation and the 3 conditions which must exist for employees to become highly motivated. Motivation is the psychological process that gives behavior purposes and directions. The conditions are the employee must have the ability to do the work and the work environment must be satisfactory. 7. Define morale and discuss the relationship to employee performance and motivation. Morale is the state of mind of an individual or group in regard to confidence, cheerfulness, and discipline. It is believed that high productivity results from high morale and motivation. 8. Distinguish between morale and job satisfaction. What are some of the methods used to increase employee job satisfaction in the workplace? Job satisfaction refers to the state of mind an individual has about his or her work environment but morale is in regards to the confidence and discipline. 9. Motivation theories tend to be classified as either content theories, process theories, or reinforcement theories. Distinguish between the three classifications. Content theories are motivational theories that focus on the needs within individuals that cause them to act in a certain way. Process theories are motivational theories that concentrate on rewards that individuals will possibly receive if they behave or perform in a certain way and reinforcement theories are those that base motivation on consequences of past actions to influence future actions. 10. Define leadership. Leadership is the activity of influencing people to strive willingly for group objectives. 11. Distinguish between leaders and managers. Leaders are a part of management. They have followers whereas managers are effective leaders because they get things done through others. 12. Describe the following leadership styles: (a) autocratic; (b) democratic; (c) Laissez-Faire. An autocratic leader makes all the decisions for the group. A democratic leader encourages and allows the group members to participate in the decision-making process. A laissez-Faire leader allows followers in the group to make the decisions themselves. 13. What is the importance of communication to the management function of planning? To organizing? To implementing? To controlling? All managers plan for the purpose of attaining the objectives in the proper time period and in the most efficient and effective way. Sound organization requires placing qualified employees in the right jobs and balancing the output of work between human resources and physical ones. Control programs are essential if employees and departments affected understand the importance of control. 14. Name the steps in the communication process. Where do most of the communication problems occur in the process. Why? The communication process consists of idea origination, the message, channel selecting and encoding, transmission, receiving, decoding, and feedback. Most of the communication problems occur during transmission because it is very possible for messages to get lost. 15. Of the communication principles that are mentioned in this chapter, which do you think is of the greatest importance to a practicing manager? Justify why. 16. What are the 3 types of organizational change and when does change need to occur? They are technological, environmental, and internal. Change needs to occur when problems arise. 17. Name the most common reasons employees resist change. The most common reasons employees resist change are job security and income, uncertainty, personal inconvenience, loss of status and power, and change in personal relationships. 18. Define conflict and name 4 major types of conflict. Â  Conflict is a clash of opposing ideas and interests which lead to disagreement. The four types of conflict are interpersonal, intergroup, interdepartmental, and organizational. 19. What are the essential steps in the control process? Explain each. The steps in the control process include setting standards, appraising conformance to the standards, and taking appropriate corrective or remedial action if the standards are not met or are exceeded. Standards are based on the goals and objectives of the organization. Appraising conformance happens in two steps which are measuring performance and comparing performance to the standards. 20. List and briefly discuss the characteristics of effective control. The details of each control program should be tailored to fit the needs of individual organizations because every organization’s products and services are different from each other’s. The establishment of controls must have the complete support of top management because without it, it would be difficult to convince either managers or employees that controls are essential. Control programs must be cost-effective. Control activities should possess enough flexibility to adapt to change because when new standards are needed, it is better to modify the existing control program than to create an entirely new system. Control programs should provide information in a timely way. Objective information is the essence of sound control. 21. Define performance appraisal. Performance appraisal is a process that involves determining and communicating to employees how they are performing their jobs and establishing a plan for improvement. 22. List and clarify the traditional steps in the appraisal process. They are determine objectives of performance appraisal, establish job expectations, select appraisal method, decide who will rate the employee, appraise performance, discuss results with employee, and review appraisal with superior manager. 23. Identify 4 common rating errors which can occur in appraising employee performance. They are halo effect which is rating an employee excellent in one quality which influences the rater to give higher than deserved scores on other qualities, horn effect which is rating an employee unsatisfactory in one quality and lowering the rating on other qualities as a result, central tendency which is tending to grade employees average on all qualities, and strict rating which is rating lower than the normal or average. 24. Distinguish between intrinsic and extrinsic rewards. Intrinsic rewards are internal to the individual and stem from the work itself and extrinsic rewards are distributed by higher management and are not under the control of the employee. 25. Discuss the meaning of information overload. Information overload suggests that a manager has more information than they can digest. 26. Explain 4 things that make information useful. They are accurate information is valid and correct, timely information means that managers have facts, data, figures, and such available for review before they must make decisions so that it can be used to the organization’s advantage, complete information provides the manager all of the facts and information that relate to the decision-making situation, and relevant information refers to a manager’s having the kind of information he or she needs for the particular decision-making situation.

Mr Groegaard

Environment of Organization of the Environment Networks in and Around Organizations Learning points the rational perspective Discuss central elements in the rational system perspective of organizations. Discuss the concept of differentiations and its consequences How may we argue that Taylor did not considered elements of the social structure of the organization and how may we argue that he did? Discuss how the technological developments the last 20 years have revalidated or devastative the relevance of the rational perspective?How does goal setting work in organizations When does it work and when does it not? Discuss the importance of the talent of management in the rational perspective Agenda Introduction Rational System Taylor Payola Lecture on Organizations as rational systems Weber – Weber Simon Wrap-up Case workshop Lecture on goals in organizations A Rational System Definition Organizations are collectives oriented and coordinated to the pursuit of relative specific goa ls Organizations are collectivities that exhibit a relatively high degree of formalizationConscious Deliberate Organizations vary with respect to specificity of goals Degree of formalization Consciousness Deliberation Organizations vary with respect to degree of rationality†¦ Specificity of goals Both with regard to strategies & implementation Why? How?Coot's definition: Organizations are collectivities oriented to the pursuit of relatively specific goals and exhibiting relatively highly formalized social structure Organizations as Rational Systems The extent to which a series of actions is organized in such a way as to lead to predetermined goals with maximum efficiency Scott, 2003 Tailor's Scientific Management Task analysis – Motion studies clear tasks and goals the rule of reason improved quality lower costs higher wages higher output 1856- 1915 Modern Times modern_times copy. Ova Labor-management cooperation, experimentation, Feedback Training Mutual help and suppor t Stress reduction Careful selection and development of people Irony 1: Taylor was fired from one of his Jobs Too successful Labor Unions complained about the firing of 40% of the workers.

Irish

Irish BY nckyb23 Irish Influencing America Ways The Irish traditions influence many things in American that we Americans really barely even realize The annual celebration of Saint Patrick's Day is a generally known as a sign of the Irish existence in America. One of the largest celebrations of the Irish holiday takes place in New York, where the annual St. Patrick's Day Parade draws anywhere to two million people. The second-largest celebration is held in Boston at the South Boston Parade. It's one the nation's oldest dating back to 1737. On day like St.Patrick's Day Irish music is played everywhere the same Irish song that date back o the 1700s Irish traditional music in the United States has its own history, both in recording culture and by live performances. Emigrants from Ireland brought their instruments and traditions to the United States since the earliest days of European colonization of the New World. The learning and playing of Irish music by first and second generation Iri sh-Americans helped the spread of Irish music. And then yet another is the widespread interest in the music.In the 1890s, Irish music entered a â€Å"golden age† centered on the lively scene in New York City. Though the golden age nded by the Great Depression, the 1950s saw a highpoint of Irish music, added by the foundation of the City Center Ballroom in New York where Irish gatherings are held. In the Depression and World War, Irish traditional music in New York was belittled by showband culture. Performers like Jack Coen, Paddy O'Brien, Larry Redican, and Paddy Reynolds kept the tradition alive in the United States, and were teachers of the music to Irish Americans.Many of the great Irish American performers like Andy McGann, Brian Conway, Joannie Madden, Jerry O'Sullivan, Liz Carroll and Billy McComiskey would achieve many accomplishments in the traditional usic usually associated with native Irish. Later Irish emigration to New York and beyond by James Keane, Mick Molone y, Paddy Keenan, and others through the 1960s, 1970s and 80s, ensured the music performed in America stayed The Irish music was such a big influence that it had people making collections like Francis O'Neill.He was a Chicago police chief who collected the single largest collection of Irish traditional music ever published. He was a flautist and piper who was part of a vibrant Irish community in Chicago at the time, one that included some forty thousand people, ncluding musicians from â€Å"all thirty-two counties of Ireland†, according to Nicholas Carolan, who referred to O'Neill as â€Å"the greatest individual influence on the evolution of Irish traditional dance music in the twentieth century† connected to Ireland.The Irish population didn't only Just influence Americans to like there music they also had their influence in other positions in society. The Boston Celtics is a prime example of this. Many Irish immigrants came to Boston, New York, and Philadelphia ports on ships from Ireland. By the time the Boston Celtics basketball team started, Boston had a large Irish ethnic population. Celtic is another name for Irish, and these names are used often. Today Boston has the largest Irish population of any American city.The person who chose the name had an Irish friend named McHugh and decided to name the team Celtics. The Irish are known for green, and the Celtics uniforms are green. You can't say Irish in American without pub behind it A pub is very important to the Irish people. It's where they could sit back, relax, enjoy a few good stories, and share a goodtime with others. American-Irish people have made Pubs very popular simply for the aspect of the alcohol and traditional sing alongs. The two aspects have attracted more than Just Irish people.Folks of all ethnicities go to Irish pubs for a drink and have a good time. As you can see Irish Americans have been in America changing culture for many years and for those many year contributed to U. S. culture in a wide variety of fields: I only explained a few that really interest myself the most but they have influenced many other Aspects of Untied States culture like the fine and performing arts, film, literature, politics, and religion. Irish people have done a great deal of influencing American culture.

Is Command and Control an Effective Management Style Essay - 4

Is Command and Control an Effective Management Style - Essay Example It is inappropriate for managers and  hence  managers should  consider  other management styles. There are other management styles, which are distinctively different from the command and control  style. They have proven effects on the positive change and  performance  of a company. These are not the days of considering  people  as working machines. People need to be managed and accorded respect  as being valuable to the company. Jackson K & Rowley C (2010, 136),  assert  that management styles such as the  modern  consultative and laissez-faire, are  extremely  productive. These and other methods  welcome  the ideas of the subjects in problem-solving. They are  advantageous  in that they  wholly  solve the problems that affect every  member, unlike the command and control. The command and  control  favor one side. The command and control are short of participation. Managers should be  analytical  in their ruling. This means that t hey should know the  root  of the problem, ask the why and how to solve them satisfactorily.The mind of a human  being  is highly  productive  when in a relaxed state. It is what controls the  body. When disturbed, then the outcome of the work done will not be  effective. It can be clearly seen from the video by Job Stains (public conversation website, n.d.), on the public conversation project that, threatening the  mind  leads to a state of relaxation leading to the production of hormones. These hormones  make  the  person  fight back or  decide  not to  react  to the threat. In the process, there are no results obtained as well as conflicts solved. The use of narrative as indicated by the narrative therapist (Morgan, 2000) can be a better way of managing people. Talking of the positive things is healthier than dwelling on the negatives. People interested in the things they consider  valuable  and not what discourages them.

Neurofibtomatosis NF1 and NF2 Essay Example | Topics and Well Written Essays - 2000 words

Neurofibtomatosis NF1 and NF2 - Essay Example Thereafter, this affliction is also known as von Recklinghausen’s disease. (Von Recklinghausen, 1882). Crowe, Schull and Neel estimated that the prevalence of NF1 in the general population was 1 in 5000. Moreover, though all persons having the NF1 genes will show features of the disease, there is a large amount of variation shown in the presentation of this disease even in the same family. (Crowe, Schull and Neel, 1956). Moreover, sporadic cases are known to occur (without any family history of the disease), believed to result from germ cell mutations. (Mulvihill etal, 1990). Neurofibromatosis 2 Kantner, Eldridge, Fabricant, Allen, and Koerber found that amongst patients thought to suffer from neurofibromatosis, a certain subset of patients had propensity to develop central nervous system tumors, especially, tumors of the auditory nerves (acoustic neuromas). These patients were genetically and clinically distinct from the other neurofibromatosis patients and were subsequently identified as NF2. (Kantner, Eldridge, Fabricant, Allen, and Koerber, 1980) The prevalence of NF2 is less, estimated to be in the range of 1 in 210 000 population. (Husom, 1989.) Body Systems Affected NF1 mainly affects the skin, peripheral nerves, optic nerve, iris and long bones (e.g. those of the extremities) of the body. NF2, on the other hand, affects the central nervous system and causes the premature formation of cataract in the eyes. Characteristics of the Disease Gutman etal have summarized the features of the diseases. (Gutman, 1997). Neurofibromatosis 1 is characterized by the presence of cafe-au-lait spots, brownish colored patches on the skin. They may also display freckling in the axilla or groin. They develop tumors of the peripheral nerves called neurofibromas, which can arise in the nerve endings in the skin (cutaneous neurofibromas), peripheral nerves (nodular neurofibromas) or optic nerves (optic gliomas). Extensive tumor formation in the peripheral nerves is the most easily identifiable feature of NF1, leading to grotesque disfiguration of the face and limbs, a condition known as plexiform neurofibromatosis. The so-called Elephant Man, Mr. John Merrick is believed to be a victim of this condition. In addition, patients with NF1 may suffer from thinning of the long bones of the body. Some patients develop typical tumors in the iris of the eye called Lisch nodules. Patients with NF1 also have an increased tendency to develop other tumors like those of the adrenal gland (phaeochromcytoma), thyroid and parathyroid glands (as part of a syndrome called Multiple Endocrinal Neoplasia), small intestinal tumors and chronic myeloid leukemia. These patients often have a larger than average sized skull (macrocephaly) and are shorter in stature. Abnormalities in the functioning of the pituitary gland may lead to precocious puberty and growth hormone deficiency. They may also have learning disabilities. Other problems associated more frequently with this condition are epilepsy, headaches and deafness. The characteristic feature of NF2 is bilateral vestibular schwannomas or acoustic neuromas (tumors of the 8th cranial nerve – the auditory nerve). As a result, these patients present with gradual, progressive hearing loss. Other central nervous s

Thomas Hope's influence on interiors and furnishings in the early Term Paper

Thomas Hope's influence on interiors and furnishings in the early 19th-century - Term Paper Example The freedom and capability to discover and pursue one’s interest is of great factor to any aspiring artists, like Thomas Hope, a young man who was blessed with a family banking fortune at his disposal that aided in his travels around the early civilisations of the world. At a tender age of 18, Hope, through a letter in 1804 addressed to Frances Annesly, already expressed his interest on the arts. â€Å"Egyptian architecture I went to investigate on the banks of the Nile, Grecian on the shores of Ionia, Sicily and the Peloponnesus. Four different times I visited Italy to render familiar to me all the shades of the infinitely varied styles of building peculiar to that interesting country†¦Ã¢â‚¬  (Nolan, 2011, P 2) Thomas wrote, which showed his immense interest on the field of his personal choice. Discussion Despite the fortune brought about by the banking industry on the Hope family that originated from Scotland and settlers of Holland, Thomas did not show interest in his inherited trade but instead focused on his â€Å"favourite hobby† (Nolan, 2011, P 2) travelling as a student of cultures. Prior to establishing himself in Portland Place, London, Hope stayed in Istanbul to explore the Istanbul/Constantinople lifestyle embodied on their arts and cultures, and produced about 350 drawings of observations of the rich and powerful in that area (Nolan, 2011). In the purchase of the Adam House in Portland, he established himself in London as a scholarly art collector, interior designer, and patron of artists and craftsmen, of which he had been called â€Å"the Furniture† man although some of those who used the term meant to ridicule him. Despite the criticism, he continued to sketch designs for furniture with accompanied texts to advance historically-based knowledge of design as embodied in his several books: Household Furniture and Interior Decoration (1807); Costumes of the Ancients (1809); Designs of Modern Costumes (1812); and the posthumous An Historical Essay on Architecture (1835) (Nolan, 2011). He also wrote a fictitious romance Anastacius. His travels were also coupled with careful scrutiny of the images in those localities he set foot on, as well as studying of the arts and culture of his host place. Prior to Napoleon’s expedition in 1798, Hope already went as far as Near and Middle East, and Europe. His knowledge o f the collections in the Vatican and the Capitoline Museums also contributed to his vivid designs. He also studied architecture and design whilst collecting antiquities that were housed in Duchess. He also sketched many detailed artefacts seen in his travels including landscapes, mosques, palaces, interiors, friezes, reliefs, and other details that stole his fancy (Kelly, nd). His interest in Egyptian art and architecture cannot be undermined. Egyptian forms and decoration was seen as contributed in part by the neo-classicism of his period as well as early European interest in the region (Kelly, nd). It has been suggested that in Hope’s interest of the arts, he came across the work of Dominique Vivant Denon, book Voyag dans la Basee et la Haute Egypte (1802) that detailed his experiences in Egypt as an aide of Napoleon Bonaparte. This book has been seen of great influence to Thomas Hope’s design of furniture (Honour, ___ ) of which it was suggested that â€Å"Hope sei zed on Denon’s Voyage, which very conveniently appeared during the Peace of Amiens, and scanned its plates for illustrations of Egyptian furniture. He sought to reproduce the chairs, couches and beds to be descried in the hieroglyphic paintings and carvings,† (Honour, 1817, p 19). It was observed, however, by Kelly (n.d.) that Hope actually acknowledged Denon as one of his four inspirations in the decorative motifs in his furniture

THE STORY OF THE GRAIL Essay Example | Topics and Well Written Essays - 1000 words

THE STORY OF THE GRAIL - Essay Example He leaves his mother who has raised him in ignorance of the chivalry of the world around him; this young Welshman travels to find the court of King Arthur. His desire is to be knighted. In a journey that is filled with a lot of adventure, Perceval meets with an older knight who trains him on how to use his newly acquired weapons. He is called Gornemant of Gohort. He tells Perceval to tame his tongue in future. In his travels he also meets his cousin who informs him of his mother’s death from a broken heart. He also encounters his Hermit Uncle in a forest who demystifies the golden grail. He has seen this grail earlier in the manor of a Fisher King he has met in his travels. There are several themes that are advanced in this myth, and this essay aims at examining aspects of this myth to give answers to some questions. Topic 1 From the story of Perceval and the grail, the characteristics of the medieval society may be deduced. One of the aspects revealed of this society is that it was largely religious. It is also clear that the medieval society highly regarded family values. Virtue was also esteemed in the medieval society, as the myth illustrates. These are traits that are brought out by different characters, and events in the tale. The religious nature of this society comes up in several instances. When Perceval encounters Gornemant, one of the things Gornemant advices him to do is to go to church. Gornemant is the gentleman who teaches him the appropriate conduct of a knight. This indicates that the knight is not only concerned with fighting, but also has a spiritual life. Spirituality of the medieval society also comes out when Perceval lodges at the house of the Fisher King. The father of his host is sustained by eating a single mass of wafers each day (Troyes and Cline). Perceval also has an uncle who is a hermit and lives in the forest where he communes with God. It is here that Perceval says the only prayer he knows, one that his mother taught him . He learnt this prayer as a boy, showing that religion takes a vital position in this society. Children are taught the basics of religion from a tender age. The importance of family is revealed severally in this myth. When Perceval meets his cousin weeping under an oak tree, he is concerned about her. His cousin is weeping holding a knight with a chopped head. The one responsible is another knight. He offers to pursue the knight who killed his cousin’s lover, meaning that family is vital to him. Perceval’s mother is also buried before the altar of the hermit, since she was a relation to him by virtue of being married to his brother. Virtue is also an essential part of the society, and people were guided by honour. The maiden who Perceval forces a kiss from is suspected of infidelity by her lover. He then forces her to walk naked as a way of shaming her. This reveals that infidelity was intolerable to the people of that age. When Perceval encounters Blancheflor by coin cidence, she relates her encounters. Blancheflor is Gormenant’s niece, and her followers are weak due to famine and hunger (Troyes and Cline). Many of her men have also been attacked and taken away by the evil knight of Clamadeu. Since she is a leader, she has vowed that she would kill herself before letting Clamadeu take her. This is the character of a leader; fighting to the very end. Topic 2 Diana L. Paxon is of the view that the story of the grail is about the search of deeper meaning in life, or its significance. This notion she has on life is true of the scenario as it is in real life. While at the house of the Fisher King, Perceval notices a procession that serves the lord of that castle. He is a man with greying hair, and unable to stand. The items that are brought in by the people walking in

Demand & Supply Analysis and Choice of Economic System Essay

Demand & Supply Analysis and Choice of Economic System - Essay Example This essay discusses that a free market economy is a market system where transactions between buyers and sellers are determined only by mutual consent. This excludes that one party gets the deal by duress or deception; it also excludes the intervention of a third party – like government – to force or prevent the market. A free market limits government intervention in the application property rights, contract enforcement and verification of consent. The market economy means an economic system where decisions of production, exchange and allocation of goods and services is mainly determined using information derived from the free interaction of supply and demand established by market forces. There are several limitations of market economic system to be implemented in economy. A free market can occasionally result in formation of monopoly, duopoly, oligopoly or a cartel. Such structures create dominance of suppliers in the particular market to the disadvantage of buyers. Fo r this reason, free market economy can potentially impinge on the rights of a certain segment in the economy. A fair exchange implies a relationship of equality between the persons concerned, which is absent in these scenarios. Sometimes, in a market economy the employer and the employee are not in a relationship of equality. The employer can attempt to dictate terms to the employees, therefore, a safeguarding body is required to ensure payment of minimum wages and to enforce health & safety measures. Provision of Public Goods A free market economy cannot provide provision of pubic goods whose benefits are distributed over a very large population and cannot be directly traced. For instance, roads and national defense cannot be provided by a private enterprise. Therefore, some intervention is needed in the market economic system for these provisions (Grossman, 2005). Provisions for Safety Net A free market economy cannot provide social security to the citizens of the country. A marke t economic system cannot find mechanism to transfer funds from have’s to havenot’s and to help citizens in the lower income groups to rise from the vicious cycle of lower economic strata. State invention is essential for redistribution of wealth and income for functioning of a healthy society. Mixed Economic System A  mixed economy  is an  economic system  in which many private companies and a strong public sector coexist. In other words it is a mixture of ideas of  the market economy and planned economy. The reason some form of a mixed economic system in in place in almost all countries of the world is that mixed economic system fulfills the above mentioned shortcomings of a free market economy. A  government  can promote  free enterprise  while reserving certain areas of the economy through nationalization  , or then it privatize all enterprises while creating a legal framework which limits actions which impinges on the rights of certain segment o f the economy. Most countries today have a mixed economic system to a certain level. Question 2 – Demand & Supply Changes in Metal and Automobile Markets 2.1 - Impact on the Prices of Palladium Metal following Usage of Replacement Metals it is found that the alternative metals will replace palladium in the process of production of an automobile. This implies a leftward shift in the aggregate demand curve for palladium metal because less palladium will be demanded at each price level. This shift is depicted in the graph below by the movement of demand curve from D1 to D2. Since, the supply of palladium is dependent on the rate at which the metal is extracted from the ores, there is not change in the aggregate supply of the metal (Grossman, 2005). The aggregate supply

Have not been given a title, have to make one up. have to choose one Essay

Have not been given a title, have to make one up. have to choose one aspect of culture or global media and compare how it influences all aspects of communication - Essay Example ate and focus on the gender stereotypes that are portrayed through commercials, movies and television programs, all of which have successfully shaped the minds of people into forming stereotypes about the male and the female sex, often misrepresenting both genders. Television is mostly blamed for transmitting stereotypical messages and beliefs to children and adolescents, who may carry these beliefs into adulthood. Furthermore, messages about gender are not only stereotypical, they are also harmful. Children learn from what they see on television since a large part of their education does not only come from school. Therefore, it is through television where their expectations about men and women, and they build their own stereotypical view of both sexes and the world around them through this form of media. It is also through television where other forms of media get their content from. The Internet for instance, gets a large portion of their content from television, as well as magazine and newspaper content. Billboards and the models that they put on them are also all from television, and the gossip talk shows to be heard on radio programmes are also influenced by this form of media. In addition to this, media, particularly television, has been regarded as the outlet where children and adolescents gain their knowledge about controversial issues such as sex. These days too, the message of sex is a whole lot less conservative than it was decades ago, when it was still quite a taboo topic to be broadcasted widely. The danger of television stems from the fact that young people spend more time watching television than they normally do with their peers, their school and even with their parents. Reports from teenagers claim that they extract most of their knowledge regarding sexual and romantic guidelines from media, especially television. On a further note, television appeals to this young age group because of the lack of embarrassment that is involved. With television,

Sandvik Saws and Tools Industry Essay Example | Topics and Well Written Essays - 2000 words

Sandvik Saws and Tools Industry - Essay Example The essay is about the case of Sandvik saws and tools industry. Sandvik saws and tools I is a saws and other hand tools industry with a global presence. With its Headquarters in Stockholm, Sweden, the organization is known for its technical competence and maintenance of quality. The organization sells its products in more than 60 countries globally and has a strong presence in Europe. With its own centralized supply and distribution mechanism the organization is able to manage the supply of its products. However the management decided to upgrade the quality of the products by using a particular strategy called as ERGO strategy. The organization has spent a considerable amount of money for supply of technically advanced tools into the market. With this ERGO strategy the management hoped to gain a substantial share in the U.S market, which is not to be. The essay probes deeper into the problems or hindrances for the organization which are acting as limitations and suggests strategies for improvement of the same. The essay is about the case of Sandvik saws and tools industry. Sandvik saws and tools I is a saws and other hand tools industry with a global presence. ... 10. Brand value 11. Supply chain mechanism. 12. References Introduction to the case: The essay is about the case of Sandvik saws and tools industry. Sandvik saws and tools I is a saws and other hand tools industry with a global presence. With its Headquarters in Stockholm, Sweden, the organization is known for its technical competence and maintenance of quality. The organization sells its products in more than 60 countries globally and has a strong presence in Europe. With its own centralized supply and distribution mechanism the organization is able to manage the supply of its products. The industry into which Sandvik can be termed as a fragmented industry in which there is plenty of scope for new entrants to come in because of low entry barriers such as technology, or laws regulating its entry. Sandvik Saws and Tools chose ERGO or improvising ergonomics of the tools as a strategy for better positioning of its products in Europe and U.S. The task of implementing the strategy was given another Swedish based organization called as EDG, Ergonomi Design Gruppen, specialists in hand made tools design. According to Sandvik management the ERGO strategy should place the product streets ahead in the competition. However it is not to be. Despite very strong in technology and quality of products Sandvik was unable to maintain a substantial gain in market share in U.S. The essay tries to portray the various reasons for this lack luster performance of the organization and suggests suitable strategies to be applied in the subject area. Parameters chosen for analysis of the case: The various parameters I have chosen for analysis of the case are those which are relevant to any fragmented industry and also a maturing industry. They are such as 1.

Supply and demand and price elasticity Essay Example | Topics and Well Written Essays - 3750 words

Supply and demand and price elasticity - Essay Example The key words in this definition are 'ability' and 'willingness'. By ability we mean that the consumer must have enough income or resources to meet the prices, and by willingness, it simple means that the buyer should want to buy the products. Only, if these two conditions are being satisfied, then a satisfied demand is registered in the market. To be more meaningful, the quantities demanded at each price must related to a specific period- a day, a week, a month. Saying that a consumer wants to buy 10 packets of chocolate at $10/each is useless unless a specific time period is states. The above diagram and table reveals a fundamental characteristic of a demand. This characteristics states that as the prices falls, the quantity demanded rises and as price rises, the quantity demanded falls. In short, there is a negative or inverse relationship between the price and quantity demanded. In mathematical terms, there exists a negative or inverse relationship between the price and quantity demand, known as the law of demand. The basis behind this law of demand is com... In other words, price is an obstacle hat deters consumers from buying. Similarly, in any specific time period people will buy at a low price because it maximizes their diminishing marginal utility. There are two other reasons behind the law of demand. These are income effect and substitution effect. Income effect states that people enjoy high purchasing power as prices decrease and hence buy more. The substitution effect, on the other hand, states that at a lower price, buyers will substitute what is now a less expensive product for similar products that are more expensive. The relationship between price and quantity demanded for any product can be expressed as a simple graph, shown above. So, far our discussion of demand is for individual and not for a market demand. Market demand is also similar to the concept of individual demand. It involves add the quantities demanded by all consumers at each of the various possible and this will enable us to move from individual demand to market demand. PRICE FIRST BUYER 2ND BUYER 3RD BUYER TOTAL MARKET DEMAND 0 4 3 3 10 5 2 2 1 5 10 1 2 0 3 1ST BUYER 2ND BUYER 3RD BUYER MARKET p P P P + + =Q Q Q Q This was only the one side of market and tells us partly about the market condition. The other side of the market consists of people who want to sell the goods to the buyers in order to earn profits. Like demand, supply is a schedule or curve showing the amounts of a

What Is Teaching Essay Example for Free

What Is Teaching Essay Teaching is to provide instructions and knowledge to someone. The term teaching is commonly used to name the set of activities which someone intentionally undertakes to guide someone to learn something. The overall purpose of teaching is getting someone to truly understand what it is that is being taught. An example of teaching is my mother teaching me how to properly cook curry chicken her goal was to teach me how to cook the curry without burning it; she used to say â€Å"burnt curry ruins the pot†. Learning is the acquiring of knowledge, skills, values and behaviors by study, experience of instructions. The imparting of knowledge is known as teaching, but when the teaching is introduced in a formal setting it becomes education. Therefore, they all go hand-in-hand. Teaching should be about listening, questioning, being responsive and remembering that everyone learns differently. It is about presenting concepts to be clearly understood by all, not just facts. A good teacher should help his/her students see the connections between the facts. It should peak the interest of the learner. Often times students are asked to memorize a lot of information in order to pass a test, sounds crazy right; but it is true. Students today are more focused on only what they need to know to pass the class. The question is have they really learned anything? If the test is passed does that ensure the student has learned the material or merely just memorized it? J. S. Atherton (2011) wrote that â€Å"students are also learning from other sources including colleagues and the sheer experience of being in the educational system†. In my own personal experience it was how the subject was presented that determined the extent of my learning. I remember one day in science class my teacher was telling the class about clouds and tornadoes and to be honest I really wasn’t paying attention until he said today we are going to make OUR own tornadoes. It was from that time on that I learned that I learn best by hands on experiences and examples. My teacher was effective in his teaching but he reached more of his class because he knew that some of us would do better by being shown the lesson. According to Bloom’s Taxonomy (1956), there are three domains in the learning process: cognitive, affective and psychomotor. The cognitive domain involves the knowledge and development of intellectual skills. The affective domain is concerned with growth in feeling or emotional area. The psychomotor domain involved manual or physical skills. An educated person must show mastery in each of these categories. Therefore, to me teaching is the passing of knowledge to students (cognitive) to help them better themselves thru motivation and learning (affective) so that they may improve the future. J. S Atherton (2011) also wrote that â€Å"learning is about change in behavior. † Does this mean that when we know better we automatically do better? Does this change come from learning or teaching? In summation teaching should encourage questions on what is being taught, it should encourage students to think outside the box and it should peak the interest of those who are learning. A good teacher is basically the key that can unlock a mind of hidden treasures.

Engelse taal in Nederland

Engelse taal in Nederland INHOUDSOPGAVE VOORWOORD Voor u ligt het profielwerkstuk waar wij dit schooljaar aan hebben gewerkt. Wij willen en . Bedanken voor hun hulp bij het maken van dit document We hopen duidelijkheid te geven in.. en Wij moeten in havo 5 een profielwerkstuk maken over een vak die je in je profiel heb. Wij hebben allebei het profiel Economie Maatschappij met vele vakken daarin. Waarom hebben wij het vak Engels gekozen? Je hebt vele keuzes in vakken binnen je profiel. Beide zijn wij redelijk goed in de Engelse taal en hebben dan ook geen moeite om te spreken of te verstaan. In tegenstelling tot onze ouders spreken wij de Engelse taal stukken beter en wij vroegen ons af hoe dat nou kan. De Engelse taal heeft wereldwijd een grote invloed op iedereen. In het dagelijks leven komen steeds meer Engelse leenwoorden voor. Dit is zo normaal geworden dat je het bijna niet meer opmerkt maar het komt zeer vaak voor. Waarom hebben wij als begeleidster Mevrouw Slesarenko gekozen? Bij het vak Engels waren een aantal leraren/leraressen beschikbaar. We hebben Mevrouw Slesarenko gekozen omdat ze naar onze mening eerlijke en duidelijk beoordeeld. Ze kan makkelijk uitleggen waar dingen verandert moet worden en waar eventueel nog meer informatie bij kan. We zijn blij met deze keuze omdat Mevrouw Slesarenko ons goed heeft begeleid tijdens het profielwerkstuk. INLEIDING Aanleiding Inleiding: Wij hebben dit onderwerp gekozen omdat wij Engels zien als de taal van de toekomst, wat een belangrijke factor van onze keuze is dat wij allebei zonder al te veel problemen deze taal spreken. Engels komt elke dag voor in het dagelijks leven veel reclame en media gebruikt Engels omdat het veel mensen aanspreekt. De vraag is waarom? Waarom spreekt Engels zoveel mensen aan en waarom kunnen de meeste mensen Engels spreken, maar Duits, Frans of Spaans wordt over het algemeen door niet heel veel mensen beheerst. Het is ons doel om goed uit te leggen wat de Engelse taal eigenlijk is en waarom het zo veel word gebruikt door landen die niet als moedertaal Engels spreken. Hieronder staan de onderwerpen waarin wij proberen uit te leggen waarom het Engels zo een belangrijke taal is in onze samenleving. Hoofdstukindeling Geschiedenis van de Engelse taal. In deze paragraaf gaan we de opkomst van het Engels bespreken. Hoe komt het dat Engels zo een belangrijke taal is geworden door de eeuwen heen? Hoe is de Engelse taal in Nederland ontstaan? We gaan vertellen hoe het komt dat de Engelse taal zo belangrijk is geworden in Nederland en waarom we niet meer zonder kunnen. Wat houd het Europees referentiekader in? Het referentiekader is vrij nieuw in Europa. Het Gemeenschappelijk Europees referentiekader voor talen: Leren, onderwijzen, evaluatie is een richtlijn om de vorderingen van leerlingen te beschrijven in Europa. Omdat het ook binnenkort in Nederland ingevoerd zal worden, willen wij dit graag goed uitleggen. Engels als wereldtaal. We gaan bespreken hoe het komt dat de Engelse taal onmisbaar is in de wereld en waarom het zo een grote invloed heeft op de wereld. Engels tegenover andere wereldtalen in Europa. We willen hier bespreken waarom Engels zo een belangrijke taal is vergeleken met andere wereldtalen zoals Spaans, Frans of Duits. Hoe komt het dat Nederlanders zo goed Engels spreken? We willen vertellen hoe het komt dat Nederlanders de Engelse taal zo goed beheersen in vergelijking met andere landen. GESCHIEDENIS ENGELSE TAAL Ontstaan Engelse taal Geschiedenis Oorspronkelijk is het Engels ontstaan uit vele dialecten, die naar Engeland werden overgebracht door kolonisten, aan het begin van de 5e eeuw. De taal werd sterk benvloed door de Oud-Noorse taal van de Vikingen. Door invloed van de Normandiers na de veroverring van Engeland in 1066, veranderde het Oudenengels in het Middenengels. De veranderingen komen grotendeels door het grote gebruik van leenwoorden uit de Normandische woordenschat en het toepassen van de Normandische spellingsregels. Het Engels dat we nu kennen, ontwikkelde zich daarvandaan en ging door met het opnemen van buitenlandse woorden, met name uit het Latijn en Grieks. Het Engels vindt zijn oorsprong in de Germaanse talen die in Groot-Brittannià « gesproken werden..Het is sterk benvloed door het Oudnoords (dankzij de vele Vikingen die er zich vestigden tussen 800-1000), en ook het Frans (na de verovering door de Normandià «rs in 1066) heeft een grote invloed gehad. De grammaticale structuur van het Engels is dus nog steeds overwegend Germaans met nog enkele zinconstructies na die ontleent zijn aan de Romaanse taal. Echter is wel 60% van de totale woordenschat uit van het Engels, ontleent uit het Frans en Latijn. Men noemt het Engels daarom soms ook wel een brugtaal tussen de wereld van de Germaanse en die van de Romaanse talen. Hier nog even de ontwikkelingen binnen het Engels op een rijtje door de eeuwen heen: Oudengels, 7e en 8e eeuw (ook bekend als Angelsaksisch) Middelengels, 12e-15e eeuw, invloed vanuit het Normandisch (een Frans dialect) Nieuw-Engels, 16e eeuw tot heden Opkomst Engels nogwat conclusie of zo ONTSTAAN ENGELSE TAAL IN NEDERLAND Nederlandse taal vroeger. Vroeger sprak iedereen Nederlands. Alleen de rijkere laag van de bevolking sprak Engels doordat ze vaak handels contacten hadden met het buitenland. Nederland is altijd al een handelsland geweest. Mensen gingen naar andere landen omdat daar handel te drijven. Ze namen dan vaak stukjes taal mee terug naar het eigen land. Waarom is Engels een wereldtaal en Nederlands niet? De grammatica van Engels komt uit het Germaans, veel woorden in het Engels komen uit het Romaans. Engels wordt daarom ook wel een brugtaal genoemd tussen de Romaanse en Germaanse talen. De Engelse taal is vanaf de 20e eeuw de grootste en invloedrijkste taal ter wereld. Dit komt door dat Groot-Brittannià « vroeger de baas was in veel gebiedenover de helewereld.Hierdoor ishet Engels in veel voormalige kolonià «n nog steeds de voornaamste gesproken taal. Groot-Brittannià « heeft in die tijd veel kleine eilandjes en landen ingenomen. Maar Engels is ook de belangrijkste taal door de Verenigende Staten, wat vroeger ook een kolonie was, waar heel veel mensen wonen die allemaal Engels spreken. Engels is dus een van de meest gesproken talen ter wereld. Veel minder mensenspreken Nederlands. Nederland had vroeger ook wel Kolonià «n zoals Suriname en Indonesià «. In Suriname wordt nog wel voor een groot deel Nederlands gesproken maar in de andere voormalige kolonià «n helaas niet meer. Groot-Brittannià « had vroeger ook veel kolonià «n over de hele wereld dan Nederland. Vandaar dat Engels een wereldtaal is en Nederlands niet. opkomst Engels in Nederland Nederland is na de Tweede Wereldoorlog bevrijd door voornamelijk Engels sprekende soldaten denk maar aan de Amerikanen, Britten en Canadezen. Dit had een erg positieve invloed op het aanleren van de Engelse taal in Nederland. Veel ontwikkelingen uit het Engelse taalgebied komen ook naar het Nederlandse taalgebied, ontwikkelingen zoals de computer spelen een grote rol. Hierdoor worden veel Engelse begrippen waarvoor (nog) geen Nederlands woord bestaat in de taal opgenomen. Veel Engelse woorden blijven dan ook onvertaald en blijvend gebruikt in de Nederlandse taal. Factoren Belangrijke factoren die er voor hebben gezorgd dat Engels erg belang werd in Nederland zijn: Computers, daarbij moet je vooral denken aan het internet en vele Amerikaanse computerspellen. Immigranten Engelstalige films en boeken Reizen over de wereld werd gemakkelijker. Engels is een vrij makkelijke taal om aan te leren voor veel mensen. De VS en zijn belangrijke invloed over de hele wereld. De invloed van het Engels in Nederland is dan ook erg groot, in Nederland spreken veel mensen Engels als tweede taal. Engelstalig onderwijs in Nederland In het voortgezet onderwijs is Engels een verplicht vak. Voor veel mensen in Nederland is het ook hun tweede taal. Het aantal Engelstaligen in Amsterdam ligt tussen de 50.000 en 100.000 personen en dit aantal groeit sterk. Er leven in de Benelux veel expats die (op hun werk) Engels spreken en vaak hun kinderen ook naar Engelstalig onderwijs sturen. Het Engelstalig onderwijs in Nederland maakt een stormachtige groei door. Op een aantal basisscholen, niet op alle, wordt Engelse les gegeven, voornamelijk aan de hoogste klassen (groep 7 en 8). Het is een vast onderdeel van veel vormen van voortgezet onderwijs. Op sommige scholen wordt Versterkt Engels gegeven. Op een kleine 100 scholen in Nederland wordt tweetalig onderwijs in het Engels en het Nederlands gegeven. Er zijn internationale scholen waar volledig in het Engels les wordt gegeven. Op universiteiten zijn er veel masteropleidingen die Engelstalig zijn. Ook komen er steeds meer Engelstalige bachelor opleidingen. Bij veel opleidingen wordt gebruik gemaakt van Engelstalig lesmateriaal en Engelse namen. Engelstalige televisie in Nederland Door de revolutie in de communicatie is het aantal televisiezenders toegenomen tot meer dan 100 in Nederland. Een groot gedeelte daarvan is ook in het Engels. Bekende Engelstalige televisiezenders in Nederland zijn de British Broadcasting Corporation (BBC) en CNN. Daarnaast wordt er ook veel Engelstalig materiaal uitgezonden met Nederlandse ondertiteling. Anglofobie In Nederland ontstaat er bij sommigen een sterk gevoel van anglofobie (ook wel anti-anglicisme genoemd).[bron?] Dit komt vooral doordat mensen de indruk krijgen dat Engelstaligen zichzelf goed vinden, dat ze een dominante plek innemen of dat ze denken dat ze overal terecht kunnen met hun taal en zelf geen vreemde talen hoeven te leren. Naar de mening van anglofoben wordt er vaak onzorgvuldig omgegaan met het Nederlands. De media bijvoorbeeld gebruiken in hun ogen veel Engelse woorden of vaktermen die lang niet altijd nodig zijn. Dat leidt vaak tot irritaties. Zeker remigranten of immigranten die in Nederland aankomen, ergeren zich vaak aan het taalbeleid van Schiphol, waar borden als trefpunt vervangen zijn door meeting point of reclames in het Engels. Wat vaak ook irritaties oplevert, is dat Engelse beschrijvingen vaak bovenaan vermeld worden terwijl Nederlands de officià «le voertaal is. EUROPEES REFERENTIEKADER betekenis Wat betekent het Gemeenschappelijk Europees referentiekader nou precies? Het Gemeenschappelijk Europees referentiekader voor talen: Leren, onderwijzen en evaluatie is een richtlijn om de vorderingen van leerlingen te beschrijven in Europa. Het is door de Raad van Europa samengesteld als deel van het project Language Learning for European Citizenship tussen 1989 en 1996. Hieronder zullen wij dit nog verder uitleggen. Het Gemeenschappelijk Europees Referentiekader zorgt voor een basis die internationaal gebruikt kan worden voor de uitwerking van lesprogrammas, examens, leerboeken en dergelijke in heel Europa. Het beschrijft wat studenten moeten leren om een taal te kunnen gebruiken voor communicatie en welke kennis en vaardigheden zij moeten hebben om duidelijk te kunnen handelen in een vreemde taal. Verder bevat het referentiekader ook vaardigheidniveaus waarmee de voortgang van studenten levenslang kan worden gemeten. Het Gemeenschappelijk Europees Referentiekader is bedoeld om misverstanden te voorkomen uit de verschillen tussen de onderwijsstelsels in Europa. Door een gemeenschappelijke basis te bieden voor de beschrijving van doelstellingen, inhoud en lesmethoden, vergroot het referentiekader de internationale samenwerking op het gebied van de taal die we vandaag spreken. Het Referentiekader beschrijft ook deelkwalificaties. Deze kunnen worden gebruikt wanneer een beperktere taalkennis is vereist (bijvoorbeeld meer luister- dan spreekvaardigheid) of wanneer er weinig tijd beschikbaar is voor het leren van een derde of vierde taal en wellicht betere resultaten haalbaar zijn door bijvoorbeeld meer te mikken op herkenning dan op onthouden. Algemene maatregelen voor het goed verlopen van het Europees Referentiekader. Voor zover mogelijk zekerstellen dat alle groepen binnen de bevolking toegang hebben tot de middelen om kennis te verkrijgen van de talen uit andere landen en vaardigheden in het gebruik van die talen aan te leren waarmee zij in hun communicatiebehoefte kunnen voorzien. Het niveau van docenten, leerkrachten en studenten op alle niveaus bevorderen, aanmoedigen en ondersteunen om in hun eigen situatie goed en duidelijk de vreemde taal te spreken en te kunnen verstaan. Onderzoeks- en ontwikkelingsprogrammas maken die ertoe leiden dat op alle onderwijsniveaus methoden en materialen worden ingevoerd die geschikt zijn om alle niveaus van onderwijs in staat te stellen voldoende vaardigheden aan te leren zodat ze de vreemde taal goed kunnen beoefenen. Hier zijn een aantal belangrijke factoren die de maatregelen ondersteunen. Je moet: kunnen omgaan met alledaagse zaken in een ander land, en buitenlanders die in hun land verblijven kunnen helpen dat ook te doen; informatie en ideeà «n kunnen uitwisselen met jonge mensen en volwassenen die een andere taal spreken en hun gedachten en gevoelens aan hen kunnen overbrengen; een breder en dieper inzicht kunnen krijgen in de leefwijze en gedachtewereld van andere volken en het begrijpen van de bijhorende cultuur. Het beste is een vreemde taal aan te leren is door: het onderwijzen en leren van taal te baseren op de behoeften, motivaties, kenmerken en bronnen van studenten; zinvolle en realistische doelen zo goed mogelijk tot realiteit te brengen. gepaste methoden en materialen te ontwikkelen; Bij de opleiding Engels maak je beter kennis met het grote aanbod van dialecten in talen, culturen, en literaturen, zoals die nu is en zoals die in de loop van de geschiedenis is gegroeid. Ook leer je om je in correct Engels uit te drukken, zowel schriftelijk als mondeling, en een groot aantal dialecten te verstaan. Hieronder staan de 6 niveaus van het Referentiekader. A Basisgebruiker A1 Doorbraak A2 Tussenstap B Onafhankelijke gebruiker B1 Drempel B2 Uitzicht C Vaardige gebruiker C1 Effectieve operationele vaardigheid C2 Beheersing Voor elk niveau zijn er deze 3 onderwerpen. Begrijpen Luisteren Lezen Spreken Gesproken interactie Gesproken reproductie Schrijven Referentiekader in Nederland Dit Gemeenschappelijk Europees Referentiekader wordt ook gebruikt in de nieuwe Wet Inburgering die in Nederland sinds 1 januari 2007 geldt. Inburgeringsplichtigen moeten sindsdien zorgen dat ze Nederlands leren spreken, lezen, schrijven en verstaan op A2-niveau. Waarom bestaat dit? K Invoeren in NL De rede hiervan is.. WERELDTAAL Engels als wereldtaal Engels vs. Nederlands Conclusie De belangrijkste rede is dus dat Engels wel een wereldtaal is, omdat .. en Nederland is/heeft dat niet. Wereldtaal Engels is al zon twee eeuwen lang de grootste wereldtaal. Er zijn dan ook een groot aantal verschillende varianten aan literatuur in het Engels verschenen. Niet alleen in Engeland zelf, maar ook in de andere onderdelen van het Verenigd Koninkrijk, in Ierland, en in voormalige kolonià «n zoals de Verenigde Staten, Canada, Australià «, Nieuw Zeeland, India, Zuid-Afrika, en het Caribisch gebied. Ook wordt er in al deze gebieden weer een andere variant van het Engels gesproken. Een wereldtaal is een verspreide taal met een aanzienlijk aantal sprekers die internationaal veel wordt gebruikt. Er zijn verschillende definities van een wereldtaal. Ook zijn er verschillende meningen over welke talen er nu eigenlijk bij horen. Algemeen gesproken gaat het om Arabisch, Engels, Frans en Spaans. Het Mandarijn (Chinees) is de meest gesproken taal, maar is eigenlijk alleen bekend in China. Talen als Italiaans, Russisch en Duits zijn twijfelgevallen. Het Nederlands wordt soms de kleinste wereldtaal genoemd, wellicht niet zozeer vanwege het aantal sprekers maar omdat het Nederlands in historisch opzicht bepaalde rollen van een wereldtaal heeft vervuld. Internationaal Engels (ook wel Wereldwijd Engels of Standaard Engels) is het idee dat Engels de wereldtaal voor communicatie is of zal worden, in plaats van de vele verschillende talen die de wereld kent. Eà ©n wereldtaal zou communicatie vereenvoudigen omdat er geen tolken meer nodig zouden zijn. Engels als wereldtaal kan ook de wetenschap ten goede komen, als iedereen Engels spreekt kan er gemakkelijker onderzoek gedaan worden. De inheemse bevolking van oerwouden zou wetenschappers bijvoorbeeld duidelijker uitleg kunnen geven over de natuur. De reden waarom Engels als een wereldtaal wordt beschouwd is simpel. Het is een taal die makkelijk te leren is en die werelwijd door honderden miljoenen mensen als eerste of tweede taal wordt gesproken. Engels is een taal waar men vaak mee te maken krijgt en die overal voorkomt, zoals in games en op televisie (voornamelijk in Nederland). De keuze voor Engels lijkt dus voor de hand liggend, maar er moet wel de bereidheid bestaan om vreemde tale n te leren en deze is vaak niet aanwezig. Alles bij elkaar blijft het Engels toch een taal die op internationaal vlak heel belangrijk is en die in de komende jaren nog belangrijker kan worden. In plaats van Engels zouden ook Spaans en Mandarijn de enkele wereldtaal kunnen worden, alhoewel deze minder kans maken dan Engels omdat ze moeilijker zijn (Mandarijn) of minder verspreid (Spaans). Betekenis Modern Engels, soms beschreven als de eerste wereldwijde lingua franca, is de belangrijkste internationale taal voor communicatie, wetenschap, luchtvaart, entertainment, toerisme , radio, diplomatie en in de zakenwereld. De uitbreiding van de taal vanaf de Britse eilanden over de hele wereld begon tegelijk met de groei van het Britse Rijk, en aan het eind van de negentiende eeuw was de taal werkelijk wereldwijd verspreid. De taal is dominant in de Verenigde Staten en door zijn groeiende economische en culturele invloed en status als wereldmacht sinds de Tweede Wereldoorlog is de positie van de taal wereldwijd versterkt. Een goede kennis van het Engels is een vereiste in een aantal werkgebieden en beroepen zoals geneeskunde en informatica; ten gevolge daarvan spreken ten minste à ©Ãƒ ©n miljard mensen de beginselen van het Engels. Het is ook een van de zes officià «le talen van de Verenigde Naties. Taalkundigen als David Crystal herkennen dat een van de gevolgen van de groei van het Engels (net als andere wereldwijd gesproken talen) is dat de taalkundige diversiteit op veel plekken ter wereld verloren gaat, met name in Australazià « en Noord-Amerika Internationaal Engels Uit Wikipedia, de vrije encyclopedie Ga naar: navigatie, zoeken Internationaal Engels (ook wel Wereldwijd Engels of Standaard Engels) is het idee dat Engels de wereldtaal voor communicatie is of zal worden, in plaats van de vele verschillende talen die de wereld kent. Eà ©n wereldtaal zou communicatie vereenvoudigen omdat er geen tolken meer nodig zouden zijn. Engels als wereldtaal kan ook de wetenschap ten goede komen, als iedereen Engels spreekt kan er gemakkelijker onderzoek gedaan worden. De inheemse bevolking van oerwouden zou wetenschappers bijvoorbeeld duidelijker uitleg kunnen geven over de natuur. De reden waarom Engels als een wereldtaal wordt beschouwd is simpel. Het is een taal die makkelijk te leren is en die wereldwijd door honderden miljoenen mensen als eerste of tweede taal wordt gesproken. Engels is een taal waar men vaak mee te maken krijgt en die overal voorkomt, zoals in games en op televisie (voornamelijk in Nederland). De keuze voor Engels lijkt dus voor de hand liggend, maar er moet wel de bereidheid bestaan om vreemde tal en te leren en deze is vaak niet aanwezig. Alles bij elkaar blijft het Engels toch een taal die op internationaal vlak heel belangrijk is en die in de komende jaren nog belangrijker kan worden. In plaats van Engels zouden ook Spaans en Mandarijn de enkele wereldtaal kunnen worden, alhoewel deze minder kans maken dan Engels omdat ze moeilijker zijn (Mandarijn) of minder verspreid (Spaans). Engels is tegenwoordig de meest gebruikte taal in internationale betrekkingen. Het is ook van alle talen de meest aangeleerde als tweede taal. Maar is dit zo vanzelfsprekend? Engels de wereldtaal Momenteel kunnen we er niet naast kijken. Engels is dà © wereldtaal. Elk kind van 10 jaar kan naast zijn moedertaal een mondjevol Engels meepraten en passief aardig wat Engels begrijpen. Hoe is deze situatie ontstaan? Het gevolg niet voor de oorzaak nemen Natuurlijk kunnen we zeggen dat het engels ons langs alle kanten overvalt, via liedjes, film, computerspelletjes, computerterminologie, luchthaventaal, enz. Dit is echter niet de reden waarom Engels de wereldtaal geworden is, maar het gevolg. Wat is dan de reden. Eigenlijk kunnen we beter spreken van oorzaak dan van reden. Oorzaak zegt hoe iets er gekomen is, terwijl reden zegt waarom men iets gedaan heeft. Keuze of toeval De eerste vraag die bij ons zal opkomen, is of het Engels de wereldtaal geworden is door keuze of door toeval. We gaan even de mogelijkheden afgaan. Redenen om Engels als wereldtaal te kiezen Gemakkelijk te leren? Uitgebreide woordenschat? Fonetiek? Gemakkelijk te leren? Een zeer rudimentaire kennis van het Engels is gemakkelijk te leren. De spraakkunst is immers zeer eenvoudig. De problemen beginnen pas als je er echt mee bezig bent. De Engelse spraakkunst is inderdaad eenvoudig, maar er is meer uitzondering dan regel. Het Engels is namelijk een heel idiomatische taal. Dat wil zeggen: een taal die niet veel logica hanteert, doch eerder gewoonterecht. Voor iemand die in die taal is geboren, kan dat niet veel problemen opleveren. Wij merken ook niet veel van de onlogische trekjes in het Nederlands. Alleen zijn die in het Nederlands niet zo talrijk als in het Engels. Kortom Engels is gemakkelijk te leren als eerste taal, maar erg moeilijk als tweede of derde taal, tenzij je het natuurlijk niet zo nauw neemt met de exactheid van wat je zegt. Uitgebreide woordenschat? Het Engels heeft een van de grootste verzamelingen woorden van alle talen. Op zich zou dat een voordeel kunnen zijn, omdat dit ruimte geeft voor nuance. Jammer genoeg is de uitgebreide Engelse woordenschat weinig etymologisch onderbouwd. Alvast veel minder dan in het Nederlands, Frans, Duits, Spaans, enz. Dit geeft dus hetzelfde probleem als hierboven: wie het Engels als moedertaal heeft of er de hele dag mee omgaat, zal na verloop van tijd een hele brok van die woordenschat onder de knie krijgen. Wie deze taal echter als tweede of derde taal moet leren en ze niet dagelijks gebruikt, kan zich maar beperkt uitdrukken en wat veel erger is niet alles begrijpen wat de ander zegt of wat hij leest. Fonetiek? Met fonetiek bedoel ik in deze context de relatie tussen wat je schrijft en wat je uitspreekt. De fonetiek is een van de zwakste punten van het Engels. Buiten het Tibetaans, (dit is niet als grap bedoeld) zullen er niet veel talen zijn die zo inconsequent worden geschreven als het Engels. Zelfs voor de native speakers een probleem Als we een Duitse, Nederlandse, Spaanse of Franse tekst op band opnemen, zal iedereen die die taal spreekt hetzelfde horen wanneer de band afgespeeld wordt. Er zijn in dit verband experimenten gedaan met het Engels, die onthutsende resultaten opleveren! Een tekst werd in het Engels op een band opgenomen en dan in stukken geknipt. Fragmenten werden dan afgespeeld voor native speakers en tot de grote ontsteltenis van de onderzoekers hoorden alle luisteraars iets verschillend. Minder dan de helft van de poefpersonen kon exact opschrijven wat de spreker had gezegd. En dit waren dus allemaal mensen die het Engels als moedertaal hadden. Wat zou het resultaat dan geweest zijn, bij mensen die het Engels slechts als tweede taal hadden? De 90/10 verhouding Studies hebben uitgemaakt dat 90% van de Engelse woorden consequent worden gespeld en 10% inconsequent. Het probleem is dat van de frequent gebruikte woorden net omgekeerd 10% consequent wordt gespeld en 90% inconsequent. Dit heeft natuurlijk zijn oorzaak. In vele talen is het zo dat de meest gebruikte woorden een eigen leven gaan leiden en zich vaak onregelmatig gaan gedragen, terwijl de zuinig gebruikte woorden heel gedisciplineerd blijven. Toevalsfactoren bij de opmars van het Engels Factoren die een grote rol hebben gespeeld bij de verheffing van het Engels tot de wereldtaal zijn onder meer: De uitgestrektheid van het voormalig Brits imperium De economische suprematie van de Verenigde Staten van Amerika in de twintigste eeuw Hoe Engeland aan zijn taal komt, weten we wel, maar hoe zit dat met Amerika? De Verenigde Staten zijn uiteindelijk gegroeid uit kolonisten van een aantal landen: De Nederlanden (waaronder ik dus ook het huidige Belgià « reken) Spanje Engeland Ierland Duitsland Scandinavià «, enz. De inheemse volkeren De Afrikaans-Amerikanen Toen het Amerikaanse Congres de officià «le taal voor het nieuwe land ging kiezen, werd er gestemd. De meerderheid stemde voor het Engels. Wat veel mensen niet weten, is dat het maar 1 stem verschil uitmaakte, of het was Duits geweest. Er wordt in sommige publicaties zelfs beweerd, dat dit verschil van 1 stem te maken had met een zieke die zijn stem niet had kunnen uitbrengen. Nu nog is het zo dat als alle Amerikanen hun stamboom maken tot aan hun Europese voorouders, de van afkomst Duitsers de grootste groep uitmaken. Conclusie Samenvattend kunnen we zeggen dat het Engels de wereldtaal is geworden, niet door een beslissing van de wereldbevolking, doch door een samenloop van omstandigheden. De twee belangrijkste factoren hierin zijn de vroegere overheersing van de Britten in alle werelddelen en het feit dat het land dat een groot deel van de twintigste eeuw de sterkste economie van de wereld zou worden, met een voorsprong van 1 stem toevallig het Engels als officià «le taal had gekozen. Even verder denken Als alles anders was gelopen en bijvoorbeeld de Verenigde Naties een onderzoekscommissie zouden inrichten om de wereldtaal te bepalen, zouden andere talen wellicht een belangrijkere rol gespeeld hebben. Gehanteerde criteria zouden wellicht geweest zijn De duidelijkheid van de taal De moeilijkheidsgraad om aan te leren, enz. Welke taal zou het dan geworden zijn? http://kunst-en-cultuur.infonu.nl/taal/15498-engels-de-wereldtaal.html ENGELS TEGENOVER ANDERE WERELDTALEN Andere wereldtalen Ff wat informatie erover.. in welke landen spreken ze vooral spaans bijv. Waarom is Engels dan zo belangrijk en machtig? NEDERLANDS EN ENGELS Taalbeheersing Waarom spreken Nederlanders zo goed Engels.. En in vergelijking met andere landen? Zijn ze beter gemiddeld of slecht? Drukt het Engels het Nederlands weg? Waarom zouden we nog moeite doen om correct Nederlands te gebruiken? Het Engels rukt op en eist overal zijn plaats op. Tickets zijn in presale, pc-games zijn cool en spammen is not done. Bovendien kan je, door Engels te spreken, vaak beter bijblijven in je vakgebied. Spreken we straks nog alleen nog Nederlands in de kroeg? Taalschrift legt deskundigen acht withete stellingen voor. Het Engels sluipt soms heel zichtbaar het Nederlands binnen. Stelling 1: We moeten stoppen met zeuren over de achteruitgang van het Nederlands. Het is niet de eerste keer dat het Nederlands bedreigd wordt, zegt prof. dr. Piet van de Craen. Hij is psychosociolingust aan de Vrije Universiteit Brussel (VUB). In 1788 klaagde Jacobus Verlooy over het feit dat mensen geen goed Nederlands praatten en dat daardoor de hele taal bedreigd werd. Tussen de twee wereldoorlogen ziet men in ons taalgebied het Duits als een bedreiging. En nu maakt men zich zorgen dat het Nederlands dreigt te worden weggedrukt door het Engels Onzin! Het Nederlands is een levende taal. Ze socialiseert kinderen, ze gebruiken die als moedertaal. Het Nederlands fungeert als onderwijstaal. En er wordt in onze taal literatuur geproduceerd. Verder is Nederlands in twee Europese landen een bestuurstaal en een officià «le taal. Bovendien is het Nederlandse de grootste van de kleine talen in Europa en staat ze veertigste op de wereldranglijst van 6 000 talen. Met die bedreiging valt het dus best mee. Stelling 2: Inwonersvan het Nederlandse taalgebied moeten zo vroeg mogelijk eerst Engels leren. Scholen moeten ten minste tweetalig of meertalig onderwijs aanbieden. Piet van de Craen: Ik vind het ontzettend belangrijk om eerst de taal van je buren te leren. Als Nederlandstalige in Brussel is de officià «le taal van de buren het Frans. Het getuigt van culturele ethiek om de taal van je buur te kennen. Wij streven er wel naar meertalig te worden en zelfs zo vroeg mogelijk vreemde talen te leren. Toch kopen wij in Brussel nog geen brood in het Engels. Piet van de Craen: Vlamingen en Nederlanders gaan heel sloppy om met hun moedertaal. In het Sint-Lodewijkscollege van Brugge is Engels de instructietaal voor de vakken chemie, biologie en fysica in de derde graad van het algemeen secundair/voortgezet onderwijs. We hebben daar twee bedoelingen mee, zegt projectcoà ¶rdinator Ingrid Depuyt. Leerlingen de kans geven om vaardiger te worden in het Engels en ze voorbereiden op hoger onderwijs. Vooral voor wetenschap, fysica en informatica groeit het belang van Engels. De tijdschriftartikelen en het vakjargon zijn vaak in die taal opgesteld. Universiteiten en ook hogescholen gebruiken geregeld een Engelstalige cursus. Studenten moeten er dus het Engels machtig zijn. Andere studenten willen tijdens een Erasmusjaar naar het buitenland. Engels is er meestal de instructietaal. Stelling 3: Meer nog dan het oprukkende Engels is het regiol

Main Reason Behind Trade Union Decline Commerce Essay

Main Reason Behind Trade Union Decline Commerce Essay Trade Union decline is today common across the world. However, in the first half of the last century unions were at the zenith of their power, and were almost synonymous with employment relations in most of the industrialised nations. They were perhaps the only vehicle for employee voice through collective bargaining and industrial action in those times (Freeman and Medoff, 1984). Since the early 1950s, the union movement started seeing a downfall in the United States (Blanchflower and Bryson,2008). While the effect was more pronounced and early in the USA, the trend soon caught up in the UK and European nations. By the 1980s, the effects started to show dramatically on union membership and density figures in UK. Countries like Australia (Waddoups, 2001), Japan, India, and China (Kuruvilla et al.,2002) have also seen a southward trend in membership since the 1990s. Even in a country like Germany where the union membership has not declined sizeably, a variety of factors suggest that u nion power has been declining (Katz, 2005). In the UK, as per the WERS2004 data, aggregate membership density fell from over 50% in the late 1970s to around 30% by 2000. The number of workplaces with union members present fell from 73% in 1984 to 54% by 1998. The proportion of workplaces where unions are recognised by employers fell from 53% in 1990 to 45% in 1998. The number of employees whose pay is determined by collective bargaining fell from around 70% in the late 1970s to 27% in 2004 (Bryson and Forth, 2010). But why is membership so important? Unions derive power by controlling the supply of labour through union organisation and thus union membership is an indicator (or rather a prerequisite) of trade union power (Blyton Turnbull, 2004 p138). The other headspring of union influence is their voice within the political arena and the ability to clog businesses through industrial action. All of these have taken a hit since the 1980s owing to multiple influences arguably leading to membership decline. The scope of this essay is to examine the critical reasons for this decline through the workers lens largely in the UK, with support from similar trends in other parts of the world. It is now beyond dispute that union membership and density have fallen beyond imagination causing much agony to unionists, but, what needs to be explored is whether the perception of unions in the eyes of the worker has indeed diminished. Hence Diminishing Worth, Increasing Woes might have been an apt title for this essay. The CBIs Director of Employment Affairs had once quoted: collective bargaining no longer presents itself as the only or even the most obvious method of handling relations at work; fewer employees and employers feel the need for union mediation in their dealings (Gilbert 1993: 252 as cited by Claydon in Beardwell,1996 p144); Millward et al, (2000) have also concluded that union membership decline was the result of a withering of enthusiasm on the part of workers ( cited in Charlwood, 2003); So, one might be tempted to agree that workers no longer see value in membership; but there is not one single reason which can be attributed to this precipitous fall in union membership. A myriad of factors like the political landscape of the times along with the legal reforms, some macro and micro-economic issues, and the socio-demographic changes have to be considered. In fact, some researchers have looked internal to hint that unions are the architects of their own fall (Dunn, 2009). In order to understand the reasons for decrease in union membership, it might be prudent to ask , Why do workers join a union? Why or Why Not Unions?: The main motive for employees to join a union comes from a pluralist view where they feel they have different interests from managers (Bacon in Redman Wilkinson, 2006). Waddington and Whitstone(1997), provide the top two reasons as to why employees continue to join unions; first, to get support if there was any trouble and second, to improve their pay and conditions. Guest Dewe, advocate a relationship between job dissatisfaction and willingness to unionise (1988); Ratified to some degree by Charlwood,(2002). The rational choice theory explains that workers are inclined to join a union if the benefits they receive exceed the cost of joining (Guest and Dewe,1988). The sociological point of view provided is that, an individuals social context, parental occupation and pattern of social interaction are likely to influence the desire to be a union member (Guest and Dewe,1988; Visser, 2000). Therefore, people do come with a pre-conceived belief whether to join or not join a union which might get subsequently modified based on their experience and political inclination(Charlwood, 2002). Hyman was quoted on BBC News, (2004), being a union member has ceased to be the social norm, and a new generation has grown up who not only are not trade unionists, but whose parents have never been in unions either. John Monks (2001), former General Secretary of the TUC, also confessed, there is a general assumption among non-union workers that unions are for blue collar workers with problems, not white collar workers with opportunities (Blyton and Turnbull,2004 p141). These socio-psychological contexts are to be borne in mind before we look at the other reasons which might have influenced workers attitudes and thereby union membership. Thatcherism: 10 Downing Street is considered to be the place where it all began; where the future of employment relations in the UK was rewritten by the conservative government under Mrs Thatcher in 1979. The impact of the iron ladys legislative reforms on trade unions and membership is an all time favourite with most writers. The exclusion of unions from any role in national policy making, encouraging management to assume greater control within the workplace (Waddington, as cited in Edwards 2003 p216) were direct hits on the source of the Unions power. At the peak of union membership and density in 1979, almost 40 per cent of all trade unionists (23% of all workers) were covered by a closed shop (Dunn and Gennard, 1984). So in 1980, when closed shop agreements were almost made illegal, coverage fell to 8% and in 1990 to 2 %.(Millward et al., 2000 as in Blyton and Turnbull 2004). The 1982 Employment Act, also delivered a severe blow to the Unions which had its desired repercussions ( Taylor, 2000). In fact, the WERS98 data indicates that only a minority of members (46%) believe that unions can make a difference to what it is like to work here'( Cully et all,1999, p213) Blyton and Turnbull suggest the reason behind this cynical view might be the impact of the legislation that weakened both individual and collective employment rights (2004). Hence government legislation combining with employer policies can be seen as a synergistic project to create a potent gradualist route to union exclusion (Smith and Morton 1993: 100 as cited in Beardwell 1996 p156). But this might not hold true in hindsight today, since the Conservatives have lost power for over 15 years and yet the trend has not reversed or even rectified even after some of the future governments have taken a liberal view of the unions with the statutory support for unions reinstated in 1999. In his book charting the growth and leadership of the TUC, Robert Taylor (2000) indicates that the union leadership wa s well aware of the changing times much before the Thatcher government came into power and that the termites of ineffective leadership had already hollowed the unions from within; so when the winds blew hard after the winter of discontent the structure just fell apart as a natural process. Union De-recognition: Managements attitudes towards unions and their growing indifference to union recognition has also been considered to be an additive to union decline (Disney et al., 1995). Ackers and Payne are of the view that, businesses are increasingly turning hostile to unions (1998). Edwards, mentions a unitary view where unions are looked upon as external pathological elements causing disturbance [to management] (2003). Encouraged by the changing legislations, management in the private sector did not miss the opportunity to sideline unions. While they did not really work towards de-recognition, they carefully eliminated collective bargaining rights affecting pay conditions from unions in newer and private sectors (Beaumont and Harris, 1995). This has been a key determinant in membership decline as mentioned by Bryson and Forth, (2010). Thus, Charlwood, (2003) agrees any withering of enthusiasm for unions on the part of the workforce was a response to the assertion of manag erial prerogatives. Undoubtedly, the presence of a union is the least required for an employee to join a union. Green (1990), for example, found that ( using data from the general household survey) 30% of female part-time workers were Union members, but where a union was available to join, the membership rose to almost 60%. The 1998 British Social Attitudes survey shows 40% of non union employees expressed a willingness to join a union if they had one. If all these people join a union then membership will increase by 3.2 million, this is consistent with similar studies in North America (cited in Charlwood, 2003). Rise of HRM: When the news of alternative practices in non unionised companies like IBM and HP travelled the Atlantic in the early 80s, it affected management practices here in the UK and Europe as well. It has been suggested by Lucio and Weston(1992, as cited in Blyton Turnbull,1992) that unions were unable to focus on the emerging issues concerning employment such as health and safety, equal opportunities, worker participation and others and continued to reflect on the narrow areas of pay and conditions; and as they neglected to tie the new issues back into collective bargaining , the legislative framework surrounding these issues left management the task of unifying these rights within Employment relations as HRM. In a study of an IBM plant in the UK by Dickson et al(1988), employees identified with the individualistic ethos of the company and deemed no requirement for a Union, since the company provided them with good pay and conditions, fair performance management systems and i ncentives, opportunities for growth and development, job security and grievance mechanisms, and a positive ER climate which might have been the functions of a union (cited in Redman and Wilkinson,2006). The rise of newer practices of voice representation and direct employee participation have added to the agony of traditional IR practitioners. These HRM strategies are perceived by trade unionists as an encroachment into their territory (Blyton and Turnbull, 1992) However, empirical evidence does not support this view in totality. The first general finding from WERS98 is that HRM practices are strongly associated with a recognised union presence (Cully et all 1999). Guest (2001), mentions in the 1998 IPD survey among union members 26% employees felt they were more fairly treated because they were union members; only about 3 percent felt that they were treated less fairly. This means about 69% were indifferent about unions; a similar trend showed in non union members where almost 70% thought union membership made no difference. It also showed that workers are more likely to put credence to a union at work where they felt management did not have great HRM practices (Storey, 2001). Workforce Composition: In the 1950s union membership was largely concentrated among the 3M workers male, manual and manufacturing (Visser, 2000). Between 1999 and 2009, the pedigree of union members became more feminized, older, educated, dominated by workers in non-manual jobs and those working in the public sector (Bryson and Forth, 2010). Many researchers (Brown et al., 1997; Millward et al., 1992, Bryson and Gomez, 2005, Towers, 1989) have argued that the changing composition of the workforce, like the shift in employment from manufacturing to services and the growing labor market participation of women and part- time workers have been important contributory factors to lesser propensity to unionisation . However, this is just a symptom, not a diagnosis of the problem. As Kelly(1990) pointed out there is no reason why a decline in manufacturing or growth of female employment should automatically signal a decline in union membership'( as cited in Blyton and Turnbull, 2004 p142). A point worth considering is that with the rise in real wages, workers had no stipulation to join unions, while the rampant unemployment of the times provided employers with wider choices and hence an opportunity to resist unionisation. The increase in free-riding and never- membership have also posed a setback to unions as mentioned by Bryson and Forth(2010). There are currently almost three million free-riders among the eight million covered employees in Britain. This increasing trend is causing more problems for trade unions since they are representing such workers in collective bargaining without receiving anything in return in terms of membership dues. By 2006-8, half of all employees were never- members (Bryson and Forth,2010). This might be attributed to a rise in individualism among workers as opposed to a collective approach in the past or it might be an indication of failure to organise on part of the Unions. Failure to Organise: Undoubtedly, the perception of union power has diminished over the years leading to the waning of appetite to join unions. One of the primary causes might be that Unions could not organise themselves well in the changing years to retain their agenda or increase their agenda. Whether pressurised by legislation or de-recognition by management, unions have accepted concessions in collective bargaining in recent years, which has led to further erosion of their perceived powers. Trade unions were initially slow to meet the neo-liberal challenge posed by the Conservative government, with the consequence that its impact was amplified. Until 1987, the majority of unions openly opposed the legislation and hoped for the election of a Labour Government that would repeal the legislations (Taylor, 2000; Edward 2003). Millward et al, (2000) and Machin (2000) believe the key reason for union decline is their failure to organise workers and gain recognition for collective bargai ning in new firms and workplaces. The poor organisation of the union leaders and stewards has also led to a loss of faith in members and left no choice for workers but to renounce their collective rights and give in to the devils bargain in lieu for a more individualistic employment contract. Geary, (2006) found that only 24 percent of non union employees in unionised companies were ever asked to join the union and the remaining 76% were never even approached. In difficult times as these, this lackadaisical approach has cost unions a lot more than what they could anticipate. Union Response and Future Trends: Unions of late have embarked on a series of reforms to policy, structure and activity to pull up their act (Williams, 1997; Wright ACAS, 2011). In spite of the decline in membership, Unions still have many areas of opportunity. As Hyman (1997) has indicated, workers have a broad range of potential and competing interests, à ¢Ã¢â€š ¬Ã‚ ¦ (as cited by Heery, 2003) and Unions as representatives have the choice both in terms of picking the interests and the methods. Some studies suggest that HRM initiatives introduced over the past 20 years have had little impact on workers perceptions of them and us ( Kelly and Kelly 1991;Dart and Turner 1999) So unions will benefit if they were to take a more proactive approach rather than reactive to HRM practices. Guest (in Storey, 2001) mentions that WERS98 offered a list of nine conventional items like pay, payment systems, grievances handling, health and safety and training. There was no negotiation with union re presentatives over any of these nine issues in half the workplaces where unions were recognised. On a average unions negotiated on only 1.1 of the nine issues while non-union reps negotiated over 0.9 issues. Hence, the picture that emerges is one of limited industrial action. There are almost half of all organisations and a majority in the private sectors where there is neither a union presence nor great HR practices this could be an opportunity for unions. the other ray of hope for unions is that, the percentage of employees in British Social Attitudes Survey (BSA) who say the workplace union is doing its job well has been rising since 1997 both among union and non-members (as seen in Fig 1. Bryson and Forth, 2010). There is thus some support for the notion that unions have re-oriented themselves in recent years. Fig. 1 Percent age agreeing union doing its job well, 1983-2008 (Note: Employees working 10+ hours in unionised workplaces.) Source: British Social Attitudes Survey. In conclusion, it cannot be denied that the perceived power of unions has been severely affected and this could have led to workers not seeing value in their membership. The reason why workers might have been indifferent to unions are manifold but the key reason that emerges is the inability of the unions to organise and sell their benefits to their customers. The legislation, alternative management practices, undoubtedly aided the workers feelings and so the statement given cannot be the main reason for trade union decline. But if we take the BSA in fig 1. above, this notion is slowly giving way to some expectations from unions. While the image and brand of trade unions has been severely affected and the damage is considered beyond repair by many, as Purcell (1993) said, this is the end of institution IR, but there are areas where unions can make a difference only if they organise themselves well and there are pockets of opportunity if they are willing to look beyond traditional IR practices. But can they reverse the trend? Do they have the will or skill to do it ? Only time can tell.

Ford Motor Company Essay -- essays research papers

It was once said, â€Å"Those who do not study the past are deemed to repeat it.† On the brink of the new 21st century it is important for us at the Ford Motor Company to take a look at our past to see what has worked and what has not in order to set the standards for the automotive industry. It is also imperative to take a close look at what our competitors have done because we can also learn from their mistakes as well as improve on some of their ideas that have worked for them. It is important to realize that the world is ever changing and therefore what people want, and the market for automobiles is changing as well. Therefore we must first take a look into our competitors, and our pasts before we can then begin to look toward the future of the Ford Motor Company in the 21st century. It was a little over one hundred year ago that Henry Ford first came up with his dream to create an automobile that would change the world. Although it was Henry’s dreams and drive for success that lead him to his achievements it was not without the three giants-steel, oil, and transportation, that were the building blocks for the Ford Motor Company. From the beginning he knew that in order to sell his product and make his company a success he would have to be able to appeal to the masses. At this time Ford was not the only man to be in the small but growing automobile industry. There were others such as David Buick, Ransom Olds, and Billy Durant, who were also trying their luck in this new market. At this time owning an automobile was almost impossible unless one was quite wealthy. Although Buick, Olds, and Durant were all producing autos they were all having trouble selling their products because their production costs were too high. These costs were reflected onto their sel ling price, which was very hard to afford for most of the working class. This is what caused their financial troubles and helped Ford move into the market. He understood that in order to make his company a success he would have to make his automobile one that could be afforded by the masses. While the other producers of autos were more concerned with who had the bigger, better, and faster car, Ford had a different focus. His philosophy was: â€Å"I will build a motor car for the great multitude†¦it will be so low in price that no man†¦will be unable to own one.† It was for the next five years, a young Henry Ford d... ... by the Chrysler Corp. The minivan market is still growing because of the capacity that it offers, its affordability, and efficiency. Although at this time the SUV is the fastest growing market, it is risky to put more effort into it due to the fact that the bigger, faster, gas guzzler craze is probably nothing but a craze, especially as we move into a more environmentally safe future. This has been seen before in the early eighties when this same craze took place right before gas prices jumped and the move to a more efficient automobile took place. American car companies were not ready for this and foreign markets became much more popular. In order not to repeat this history, more emphasis should be placed on the development of a new and efficient minivan that will surpass GM and Chrysler. In conclusion, as we move through the beginning of a new century we must first look to our past to learn what has worked and what has not. After doing so, we can then begin to devise our plans that will move us ahead with the changing times. This can, and will be, accomplished as the Ford Motor Company moves back on top of the automotive industry where it started almost 100 years ago.

Toni Morrisons Sula - Breaking the Rules :: Sula Essays

Breaking the Rules in Sula A community separates themselves from other individuals in a given society. Certain communities carry their own separate rules or laws. It combines a number of people into one group, one way of thinking. Many communities come together because they share the same common goal or interests. On may occasions, a group or community forms when someone is different from the majority. A good example of that would be when a child is being teased in school because he has glasses or braces. Toni morrison's Sula is a story about a woman whose individuality brought a little town in Ohio together to side with each other against her. The novel Sula raises the question in how people or communities come together. In Sula's case, her abandonment of the town has sent her in a position of being an outcast. Sula's community views her carefree and wild ways obscene and inappropriate. A good example would be her need for many sexual partners. Sula beds with many of the men in her town, whether they were married or not. " It was the only place where she could find what she was looking for: misery and an ability to feel deep sorrow .Lovemaking seemd to her, at first, the creation of a special kind of joy." (122) Her community believes a good woman her age should be a mother, wife and server to her household. A woman should remain at home and be dutiful and respectful. Sula is was not any of those things. From the start, she has always have been different, she preferred to do whatever it is that she likes to do. She went away to college , something that most people from her town seldom did. Sula went away to pursue a caree r and to fulfill her need for knowledge. She wanted to do everything to see everything and experiences as much experience as she could possibly gain while she was still young. It was peculiar to see the town coming together when Sula arrived back from college. Suddenly people in the town started siding with each other against Sula. They started viewing Sula as an oddball, a devil, as one lady described her, comparing Sula to the town outcast named Shadrack. The town started to look out for each other as well as they try to look out for themselves. Toni Morrison's Sula - Breaking the Rules :: Sula Essays Breaking the Rules in Sula A community separates themselves from other individuals in a given society. Certain communities carry their own separate rules or laws. It combines a number of people into one group, one way of thinking. Many communities come together because they share the same common goal or interests. On may occasions, a group or community forms when someone is different from the majority. A good example of that would be when a child is being teased in school because he has glasses or braces. Toni morrison's Sula is a story about a woman whose individuality brought a little town in Ohio together to side with each other against her. The novel Sula raises the question in how people or communities come together. In Sula's case, her abandonment of the town has sent her in a position of being an outcast. Sula's community views her carefree and wild ways obscene and inappropriate. A good example would be her need for many sexual partners. Sula beds with many of the men in her town, whether they were married or not. " It was the only place where she could find what she was looking for: misery and an ability to feel deep sorrow .Lovemaking seemd to her, at first, the creation of a special kind of joy." (122) Her community believes a good woman her age should be a mother, wife and server to her household. A woman should remain at home and be dutiful and respectful. Sula is was not any of those things. From the start, she has always have been different, she preferred to do whatever it is that she likes to do. She went away to college , something that most people from her town seldom did. Sula went away to pursue a caree r and to fulfill her need for knowledge. She wanted to do everything to see everything and experiences as much experience as she could possibly gain while she was still young. It was peculiar to see the town coming together when Sula arrived back from college. Suddenly people in the town started siding with each other against Sula. They started viewing Sula as an oddball, a devil, as one lady described her, comparing Sula to the town outcast named Shadrack. The town started to look out for each other as well as they try to look out for themselves.

The Sixties Scoop in Canada

Critical Social Work School of Social Work University of Windsor 401 Sunset Avenue Windsor, Ont. Canada N9B 3P4 Email: [email  protected] ca Website: http://www. uwindsor. ca/criticalsocialwork/ Publication details, including instructions for authors and subscription information can be found at: http://uwindsor. ca/criticalsocialwork The online version of this article can be found at at: http://uwindsor. ca/criticalsocialwork/the http://uwindsor. ca/criticalsocialwork/the-sixties-scoop-implications-for-social-workers workers-andsocial-work-educationCritical Social Work, 2010 Vol. 11 o. 1 11, Online publication date: May 2010 53 Alston-O’Connor The Sixties Scoop: Implications for Social Workers and Social Work Education Critical Social Work 11(1) Emily Alston-O’Connor, BSW Abstract This paper examines issues concerning First Nations peoples and the child welfare system, and their implications for social work today. It explores the Sixties Scoop to illustrate the devast ating impact such policies and practices had on Aboriginal children, families and communities. Cultural genocide is part of this legacy.To deliver more culturally appropriate services, awareness about and acknowledgement of these mistakes can assist social workers to incorporate a social justice perspective into their practice with Aboriginal clients. As well, implications for social work education regarding professional training, curriculum content and course delivery by Aboriginal faculty members are highlighted The Sixties Scoop: Implications for Social Workers and Social Work Education Religious leaders and the government of Canada have apologized to First Nations peoples for the abusive experiences they endured in the residential school ystem. However, the closure of the residential schools did not end the attempt to assimilate Aboriginal children into mainstream Anglo-Canadian society through separation from their families. A sudden acceleration in child welfare workers removi ng Native children from their Aboriginal communities coincided with the dismantling of the church run education system. As the next painful chapter in the history of the colonization of Canada’s Aboriginal peoples, the Sixties Scoop quickly evolved into an aggressive tool for assimilation and cultural genocide.Its legacy has implications for social work practice today. Origins of the Sixties Scoop Governments in the mid 20th century viewed Aboriginal people as â€Å"child-like creatures in constant need of the paternal care of the government. With guidance, they would gradually abandon their superstitious beliefs and barbaric behaviour and adopt civilization† (Titley, 1992, p. 36). Segregated day and residential schools had failed to meet the goals of assimilation: most former students did not embrace the Euro-Canadian identity.The Parliamentary committee examining the Indian Act between 1946 and 1948 rejected the existing policy and proposed Critical Social Work, 2010 Vol. 11, No. 1 54 Alston-O’Connor instead the integration of young Indians into public schools (Titley, 1992). Concurrently, the Department of Indian Affairs created agreements with the provinces to take primary responsibility for children’s general welfare within their own provincial agencies (Armitage, 1995). As residential schools became discredited, the child welfare system became the new agent of assimilation and colonization (Johnson, 1983).Returning to their reserves and bands, many residential school students felt alienated and overwhelmed. Growing up in the residential school system, Aboriginal children were not given role models to look up to. They were not shown affection nor taught how to love or care for others. They had few traditional child-rearing skills from their own parents and relatives to rely on (Armitage, 1995). This had detrimental effects on the families of survivors of the residential schools for the generations of children who followed (Four nier and Crey, 1997).During the era of the Sixties Scoop, Kulusic (2005) suggests that â€Å"power, privilege and poverty are complexly related to the disproportionate number of Aboriginal children who were removed from their own communities† (p. 26). Unfamiliar with extended family child-rearing practices and communal values, government social service workers attempted to ‘rescue’ children from their Aboriginal families and communities, devastating children’s lives and furthering the destitution of many families.Culture and ethnicity were not taken into consideration as it was assumed that the child, being pliable, would take on the heritage and culture of the foster/adoptive parents (Armitage, 1995). The forced removal of children and youth from their Native communities has been linked with social problems such as â€Å"high suicide rate, sexual exploitation, substance use and abuse, poverty, low educational achievement and chronic unemployment† ( Lavell-Harvard and Lavell, 2006, p. 144).Newly designated funds from the federal to the provincial governments were â€Å"the primary catalysts for state involvement in the well-being of Aboriginal children†¦as Ottawa guaranteed payment for each child apprehended† (Lavell-Harvard and Lavell, 2006, p. 145). Exporting Aboriginal children to the United States was common practice. Private American adoption agencies paid Canadian child welfare services $5,000 to $10,000 per child (LavellHarvard and Lavell, 2006). These agencies rarely went beyond confirming the applicant’s ability to pay, resulting in minimal screening and monitoring of foster or adoptive parents (Fournier and Crey, 1997).In 1959, only one percent of all children in care were of Native ancestry. By the late 1960s, â€Å"30 to 40 percent of all legal wards of the state in Canada were Aboriginal children, even though they formed less than 4 percent of the national population† (Fournier and Crey, 1 997, p. 83). At the height of the Scoop, one in four status Indian children were separated from his or her parents for all or part of their childhood; for non-status and Metis children, one in three spent part of their childhood as a legal ward of the state (Fournier and Crey, 1997).Social welfare policies allowed government agencies to â€Å"continue to remove Aboriginal children from their homes and communities and damage Aboriginal culture and traditions all the while claiming to act in the best interest of the child† (Johnson, 1983, p. 24). The permanent removal of thousands of Aboriginal children during the Sixties Scoop laid the foundation for more complex, destructive effects on First Nations communities and culture with repercussions extending beyond their lifetimes. Critical Social Work, 2010 Vol. 1, No. 1 55 Alston-O’Connor Cultural Genocide and Loss of Identity The loss of their children caused irrevocable mental, emotional and spiritual harm to individuals, families and communities. â€Å"Indian children were taken away like souvenirs by professionals who were supposed to be helping the whole family† (Fournier and Crey, 1997, p. 91). The actions of child welfare workers destabilized traditional First Nations culture, quickly stereotyping Aboriginal women as unfit mothers and living off the land as uncivilized.Welfare agencies played a very important role in â€Å"defining, transmitting and shaping what were seen as legitimate or normal cultural expectations and practices† (Ward, 1984, p. 22). The acceptable home criteria reflected a nuclear, middle class lifestyle. Once an Aboriginal child was placed, social agencies did not offer support to the newly formed families even though research has shown that transracial adoption is more problematic because children lose their cultural heritage and their true identity (Kulusic, 2005).Permanent estrangement from one’s roots was inherent in the Sixties Scoop adoption struc ture. Aboriginal names, like postal codes, signify which First Nations their family belongs to (Cuthand, 2007). With legal adoptions, children’s birth family names disappeared as the adoptive surname was issued on all records. Sealing their case files erased any past family history and made repatriation nearly impossible for the adopted child and their grieving families. Some reserves lost almost an entire generation of their children to the welfare system (Johnson, 1983).Many children were placed in distant communities, exported to other provinces or across the US border to the homes of middle class white families (Kulusic, 2005). Scattering children across the continent undermined identification with the close-knit traditional Aboriginal culture and destroyed its kinship network. The legal rights of Aboriginal children were forgotten. With the erasure of their ancestry, the knowledge of being a treaty Indian child was suppressed. Special privileges available as a result of their Native status were lost through the apprehension and adoption process (Kimmelman, 1985).In accordance with treaty rights, one might expect that child welfare agencies would place the child in a culturally appropriate environment, focused on healthy development as an Aboriginal child. Such considerations were routinely ignored (Kimmelman, 1985). This large-scale removal of Aboriginal children to non-native families throughout the 1960s and 1970s damaged the cultural legacy of all First Nations peoples. The long-term implementation and destructive intergenerational impacts of Canadian government policies during the Sixties Scoop are consistent with the United Nations definition for cultural genocide.Article 2 of the 1948 United Nations Convention on the Prevention and Punishment of the Crime of Genocide defines genocide as, â€Å"any of the following acts committed with intent to destroy, in whole or in part, a national, ethnical, racial or religious group, as such: killing mem bers of the group; causing serious bodily or mental harm to members of the group; deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or in part; imposing measures intended to prevent births within the group; [and] forcibly transferring children of the group to another group† (Office of the High Commissioner). Critical Social Work, 2010 Vol. 11, No. 1 56 Alston-O’Connor Under the misguided goal of assimilation, Aboriginal children were forcibly relocated to non-Aboriginal communities. Placements with families who could not offer socialization within an Aboriginal framework of traditional knowledge and pride of heritage destroyed one of the most important intergenerational processes for cultural knowledge and continuity. Individual Suffering and the Plight of the Family Many of the legal adoptions throughout the 1960s and 1970s were unsuccessful.Alienated children became runaways, turned to street life for s upport and experienced an overwhelming sense of lost identity, â€Å"a sense of social isolation greater than that which they had experienced in the church-run schools† (York, 1990, p. 205). Anxiety and culture shock were common after moving from remote, rural areas into suburban settings to live with strangers. Many children had difficulties developing attachments to their new parents, had an inability to connect and were distrustful (York, 1990). Some adults, adopted as children, reported physical, sexual and emotional abuses. Others were even treated as domestic servants (Fournier and Crey, 1997). Children are so highly valued in Aboriginal culture that those without children are considered disadvantaged (Johnson, 1983).Research confirms that Native families who â€Å"approached child care agencies in search of help for funds to supply food and shelter ended up losing their children †¦ Often times they were only offered one option: to relinquish custody of the childà ¢â‚¬  (Kimmelman, 1985, p. 196). Problems of alcoholism, emotional stress and low selfesteem were compounded with the increased formal scrutiny and likelihood that other children would be removed from the family (Johnson, 1983). The actions of the social welfare agencies â€Å"weakened the traditional family structure, and in doing so, weakened Aboriginal society as a whole† (Johnson, 1983, p. 61). Implications for Social Work Practice Today Client Contexts The impact of the Sixties Scoop is multi-layered.Understanding the specific nature of this colonial oppression of Aboriginal peoples requires current social workers to incorporate a social justice perspective when addressing specific issues with Aboriginal clients. It provides insight into how the colonizing process has pressured people to â€Å"detach from who they are but left them with no means to alleviate the pressure† (Hart, 2007, p. 27). In our role as counselors, this framework gives us the ability to rejec t assessment tools that merely label, personalize and pathologize individual expression and relate these problems to the larger socio-political reality (Hart, 2007). We are better prepared to identify how media stereotypes and social prejudices translate into everyday life for thousands of First Nations people.As Fournier and Crey (1997) note, the current generation is suffering the effects of hundreds of years of colonialist public policies. By situating the client’s presenting problem in a societal context, we set the stage to identify strategies to offset the impoverishing effects of these social justice issues. As social workers, it is our ethical duty to look beyond individual risk factors and to change society’s foundational inequalities and constraints (CASW, 2005). One of the ways to address the power imbalance between Aboriginal and non-Aboriginal culture is to incorporate Critical Social Work, 2010 Vol. 11, No. 1 57 Alston-O’Connor Indigenous knowledge .Battiste (2002) argues it can only be fully learned and understood when learned in context, taught through Indigenous teaching methods, including sharing circles, experiential learning, meditation, prayer, ceremonies and story-telling. Thus social workers must become familiar with and support traditional healing processes. Hart (2007) believes â€Å"†¦ if the helping professions respected Aboriginal perspectives, they would incorporate methodologies which directly address the effects of genocide, colonization and oppression. † (p. 31). Native Elders have been speaking about relationships between individuals, families, communities and the world around them for generations. They can serve as role models for positive growth and well being (Hart, 2007).Their wisdom and knowledge can contribute support, direction and spiritual resources to aid both individual and collective problem solving and healing. Social workers must take an active role in encouraging direct participati on in rituals and ceremonies with First Nations clients. The blessing of an event, attending a sweat lodge or going to a sharing circle establish oneness within the group and have symbolic importance. Spirituality and connecting with one’s roots play a powerful role in building a strong sense of Aboriginal identity and hope. These practices are not part of a theoretical approach designed by academics to help Indigenous Peoples.They are meaningful expressions of Aboriginal culture and need to be recognized as valid approaches within the helping process. Effective social work practice must support the self-determination of clients to choose traditional approaches and must not be limited by textbook theory or policy driven programs to resolve issues (Hart, 2007). Culturally Appropriate Practice Analysing the impacts of the Sixties Scoop is essential to changing the social realities for Aboriginal peoples today. Practicing from an anti-oppressive philosophy, our mandate includes identifying stereotyping and over generalizing. Misperceiving traditional practices can have a negative effect on the Aboriginal and non-Aboriginal working relationship.To counteract the colonial mentality of our Anglo-Canadian society, social workers must become knowledgeable about Aboriginal perspectives and how they are reflected in traditional and urban Aboriginal culture. Past personal and generational experiences are important as well as present events that will affect future generations (Hart, 2007). Social workers who work with Aboriginal clients must respect and appreciate their worldview. Openness and sensitivity to nuances related to culture, education, and ways of communicating are essential skills. Individuals must be self aware and alert to the possibility that the social workers’ own life experiences will affect the way they view this population (Levin and Herbert, 2004).Positive cultural attributes such as intergenerational strength of spirit and collective re silience are qualities to celebrate and build upon when social workers partner in the journey toward Aboriginal healing and community renewal. The cultural view of the collective is a core Aboriginal belief that affects social work practice. First Nations culture and communities place an honourable emphasis on kin and its strengths and meaning. Immediate family often includes extended family members and distant relatives. The community is seen as another extension of the family and needs to be included in any healing process. It is crucial to be aware of this collective belief and its manifestations within the community as it affects the language, the terminology and the focus used by the social Critical Social Work, 2010 Vol. 11, No. 1 58 Alston-O’Connor orker with the client and their relatives when discussing issues and communicating about programs and options. Trust issues may be a concern when working with First Nations peoples. Research findings by Levin and Herbert (20 04) identified fear and a lack of trust in health care settings due to discrimination and stigmatizing actions. They also reported that Aboriginal women, in particular, lacked trust in health care workers, be it doctors or social workers, due to the inexperience of workers, lack of communication with patients, cultural insensitivity, and absence of knowledge or understanding of Native healing practices (Levin and Herbert, 2004).Often service providers have inadequate information about the experiences of living in poverty or the needs, perspectives, cultures and traditions of First Nations clients. Mistrust has grown out of lived experiences such as the Sixties Scoop. Lack of understanding of this influencing factor creates substantial barriers to the establishment of a trust-based relationship between service providers and clients. This lack of trust has implications when trying to develop or implement community based initiatives as trust is vital to its success (Levin and Herbert, 2004). Legacy Lessons The destructive effects of the Sixties Scoop have important lessons for social workers today.Past mistakes in terms of the cultural context of First Nations children in care must not be repeated. Social workers uphold the fundamental child welfare principle that children should not be removed from their families solely on the basis of poverty. However, this core principle has not been equitably applied in provincial child welfare practices towards First Nations parents and children. The overrepresentation of First Nations children in care continues to be placed in nonAboriginal families (MacDonald and MacDonald, 2007). Caucasian families without cultural supports for Aboriginal children in their care may be unaware of how to address issues such as racism, prejudice and loss.As noted by Sinclair (2007) â€Å"†¦several studies found that a positive parental attitude towards the child’s ethnic group, as well as some form of social involvement with tha t ethnic group in the family’s life is significantly correlated with a child’s positive adjustment and positive sense of identity† (p. 70). While pride in the child’s Aboriginal heritage can be encouraged when specific cultural involvement plans are in place, many agencies and communities do not have the personnel to share these traditions and values. In some regions, cultural identity considerations have led to the development of policies that prioritize placement with extended family members or with foster care providers within the same community when children are removed from their parental home (McKenzie and Morrissette, 2003).The ongoing development of culturally appropriate child welfare services needs to include provisions for personal involvement with Aboriginal heritage languages, cultural traditions and values if apprehended children are to avoid the alienation and identity loss experienced by Aboriginal children from the Sixties Scoop. Professio nal Training It is clear that the social work profession and the Schools of Social Work have not been ‘neutral’ in the education and training that produced past social workers (MacDonald and MacDonald, 2007). Social workers’ Euro-centric assumptions sanctioned the destructive role of child welfare agencies in relationship to Aboriginal culture. The government’s assimilation goals Critical Social Work, 2010 Vol. 11, No. 1 59 Alston-O’Connor for First Nations peoples were congruent with the professional criteria for â€Å"the best interests of the child† during the Sixties Scoop.MacDonald and MacDonald (2007) note that social work education programs today play a key role within the colonizing mentality of child welfare agencies. â€Å"Through a social justice lens, the Schools of Social Work need to examine their role in the colonial processes that continue to impact on First Nations people in this country† (MacDonald and MacDonald, 2007 , p 43). Social workers can be pro-active in calling for changes in their professional faculties. It is important to consider the method in which social work students are receiving their education. Tensions and stereotypes must be discussed openly. While the Sixties Scoop may be a potential factor in many of our clients’ lives, it is also one in many of our social work students’ lives. There is a need for supports to reflect on the needs of all Aboriginal students including those who know their culture, and those who are new to their culture, as well as those who practice tradition and those who were raised within the church† (Clark, Drolet, Arnouse, Walton, Rene’ Tamburro, & Mathews, 2009, p. 305). Culturally relevant education, training and curriculum development are critical to help inform empowering approaches. The inclusion of Elders in the field education programs, incorporation of spirituality and ceremony into all classrooms and an emphasis on Abor iginal leaders facilitating these practices can provide deeper insight into the Aboriginal culture and its rich history. In addition to First Nations child welfare agencies and National First Nations organizations, the schools of Social Work need to play an active role in the development of culturally appropriate social work education (MacDonald and MacDonald, 2007).They need to ensure that Aboriginal faculty teach decolonizing practices to all social work students. Recommendations on how to make the curriculum and the Schools of Social Work more reflective of and relevant to First Nations students’ needs must be implemented. As well, social worker associations need to advocate for future social work graduates to be equipped to partner with the Aboriginal community in their work toward social justice. During the Sixties Scoop, the basic principles of intrinsic human value and the right to self-determination were erased by a government intent on cultural genocide. By forcibly reassigning First Nations children to non-Aboriginal families, kinship affiliations were obliterated.Its multi-generational legacy of grief and loss in relation to family, identity, culture, heritage and community profoundly is still being felt today. As agents of child apprehension, social workers must examine their role in this tragedy and in the colonization of Aboriginal peoples. A commitment to implementing culturally relevant social work practice with First Nations clients is essential for the profession. We have the opportunity to critically evaluate current issues and to partner with members of the Aboriginal community in identifying best practices to challenge the myriad of social, political and personal issues that resulted from the Sixties Scoop.As progressive agents for social justice, it is one of our responsibilities to create changes to ensure that Aboriginal peoples and their communities have the appropriate resources to flourish and grow. Critical Social Work, 2010 Vol. 11, No. 1 60 Alston-O’Connor References Armitage, A. (1995). Comparing the Policy of Aboriginal Assimilation: Australia, Canada and ew Zealand. Vancouver: UBC Press. Battiste, M. (2002). Indigenous knowledge and pedagogy in First ations education: A literature review with recommendations. Prepared for the National working group on education and the Minister of Indian Affairs, Indian and Northern Affairs Canada (INAC). Ottawa, ON. Retrieved March 9, 2010, from: http://www. ainc-inac. gc. ca/pr/pub/krw/ikp_e. html. CASW (2005). Social work code of ethics. Ottawa: Canadian Association of Social Workers.Clark, N. , Drolet, J. , Arnouse, M. , Rene’ Tamburro, P. , Walton, P. , & Mathews, N. (2009). â€Å"â€Å"Melq’ilwiye† Coming Together in An Intersectional Research Team – Using Narratives and Cultural Safety to Transform Aboriginal Social Work and Human Service Field Education. † Pimatisiwin: A Journal of Aboriginal and Indigenous Communit y Health 7. 2, 291-315. Retrieved March 10, 2010 from: http://www. pimatisiwin. com/online/wp-content/ uploads/2010/jan/08ClarkeDroletArnouseMathews. pdf. Cuthand, D. (2007). Askiwina: A Cree World. Regina: Couteau Books. Fournier, S. & Crey, E. (1997). Stolen From Our Embrace. Vancouver: Douglas & McIntrye. Hart, M. (2007).Seeking Mino-Pimatisiwin: An Aboriginal Approach to Helping. Halifax: Fernwood Publishing. Johnson, P. (1983). ative Children and the Child Welfare System. Toronto: Lorimer. Kimmelman, E. (1985). o Quiet Place: Final Report to the Honourable Muriel Smith, Minister of Community Services/Review Committee on Indian and Metis Adoptions/Placements. Winnipeg: Manitoba Community Services. Kulusic, T. (2005). â€Å"The Ultimate Betrayal: Claiming and Reclaiming Cultural Identity†. Atlantis, 29. 2, 23-28. Lavell-Harvard, D. M. & Lavell, J. C. (Eds. ). (2006). Until Our Hearts Are On The Ground: Aboriginal Mothering, Oppression, Resistance and Rebirth. Toronto: Deme ter Press. Levin, R. & Herbert, M. (2004). The Experience of Urban Aboriginals with Healt Care Services in Canada: Implications for Social Work Practice†. Social Work in Health Care, 39. 1, 165-179. MacDonald, N. & MacDonald, J. (2007) â€Å"Reflections of a Mi’kmaq social worker on a quarter of a century work in First Nations Child Welfare†. First Peoples Child & Family Review, 3. 1, 34-45. Critical Social Work, 2010 Vol. 11, No. 1 61 Alston-O’Connor McKenzie, B. & Morrissette, V. (2003). Social Work Practice with Canadians of Aboriginal Background: Guidelines for Respectful Social Work. Envision: The Manitoba Journal of Child Welfare, 2, 13-39. Office of the High Commissioner for Human Rights.Convention on the Prevention and Punishment of the Crime of Genocide. Retrieved May 13, 2009. http://www. unhchr. ch/html/menu3/b/p_genoci. htm Sinclair, R. (2007). â€Å"Identity Lost and Found: Lessons from the Sixties Scoop†. First Peoples Child & Family R eview. 3. 1, 65-82. Titley, E. B. (1992). A arrow Vision: Duncan Campbell Scott and the Administration of Indian Affairs in Canada. Vancouver: University of British Columbia Press. Ward, M. (1984). The Adoption of ative Canadian Children. Cobalt: Highway Book Shop. York, G. (1990). The Dispossessed: Life and Death in ative Canada. Toronto: Little Brown. Critical Social Work, 2010 Vol. 11, No. 1