School Reforms Speech on Island of Wight :: Education

School Reforms Ladies and gentlemen of the council, As a parent of an island child, I think that we are missing out on a higher level of education. The mainland children get a good education and we are getting a second class education, which we do not deserve. We should fight to improve the quality of our schools, 89% of parents agree that we should go ahead with option three, but with one adjustment, we should let medina high school keep its sixth form, and international baccalaureate. The ages of children moving schools is going to alter from 9 and 13, to just 11, this will decrease the amount of stress that school children go under changing schools. Option three will also mean that pupils who are 14 and over will be able to study a wider range of subjects, both academic and vocational in line with changing national requirements. Also if children only have to cope with one change instead of two they will be able to concentrate on school work rather than trying to make new friends, and trying to learn what you can and can’t do in their new school. The school changes were at ages 9 and 13, this would disrupt the learning of students because of the reasons I have just stated, and as they are in the middle of a critical test time i.e. the year nine SAT’s at 14 years old. Also at 9 years old the brain is geared up for learning and grasping new things not sudden changes and disruptions like moving schools. Mainland students change schools at 11 which is just before students start key stage three, this is the build up time for the year nine SAT’s and the only prime time to change schools. We are disrupting the students twice in their school life they are achieving lower results, and there for going to get worse jobs than those mainland students, who have more GCSE’s. Do you want your children to grow up and get one maybe two GCSE’s? My guess is no. I certainly don’t want my children growing up and having fewer opportunities than that of a mainland child. I want my child to have a great job that the y enjoy, not one they have to be satisfied with because they do not have enough qualifications. I ask you ladies and gentlemen of the council do you want your child to grow up like that?

Toy Critique

Assignment 1 Play activity This assignment had been done with a group of 4 children with ages between 3 and 4?. Planning: In order to do the play activity I had to observe the children for two days. I wanted to know what are they more interested in and what they would like more. After the observation stage, I wanted to make sure that the play activity I had in mind, suited their age and stage of development. I also made sure that the activity is safe and that it included the PILES development and that it s based on future learning. I made a sketch plan for myself without telling the children about it and I see what I need for all that.I consulted with the manager to see if the materials I needed could be provided by her. I explain to my manager that I would like to make an activity based on the children’s imagination. I had been observing that the group was interested in cars and animals, so that made me think of building one car close the real size, with the help of the child ren. They would then have to make an imaginary trip to the zoo, inside the car. I needed a large carton box, sellotape, paint and scissors. The manager agreed with the plan, but she suggests that on our way to the zoo, we should make some stops in different places like shops or public parking areas.I checked to see if I had enough time to accomplish the activity, including the preparation and tidying up at the end. I talked with the children about what we were going to do the next week, and they seemed to like the idea very much. I put the plan together over the weekend and ensured that I have the proper and safe materials by the beginning of the next week. I then realised that I would need more than one day for the play activity. I decided to split the play activity into 4 daily sessions, of 25 minutes each. Implementation: Day 1: MondayWe started by moving some chairs and a table closer to a wall in the room, so we would have enough space for the activity. I put a carton box on th e floor. The children asked: Ch: â€Å"What are we going to do with this box, teacher? † Me: â€Å"We are going to build a big car and all of you would have to paint it. † After I drew the car, trimmed its shape on the carton board, I gave the children different colours of paint so they would paint the car. Me: â€Å"Now I want you to close your eyes and to imagine this car in whatever colour you would like it to be. I didn’t have time to finish my sentence because they all started to tell me at the same time what was their favourite colour for the car. Me: â€Å"Stop, stop, stop. No, not all together. C1, tell us what colour would you like the car to be? † C1: â€Å"I want my car to be pink. † Me: â€Å"Very good! You can paint the front of the car. C2, what colour does your car have? † C2: â€Å"Orange, it’s my favourite colour. † Me: â€Å"OK C2, you will do this side of the car† and I showed him the right side of th e car. â€Å"Now, C3, tell me! † C3: â€Å"I like my car to be blue. † Me: â€Å"Perfect. You have the back of the car. C4? † C4: â€Å"I want my car red.It’s my favourite colour. † Me: â€Å"Very good, C4, you will paint this side of the car† and I showed him the left side of the car. â€Å"Excellent, but there is missing something. Who can tell me what is missing? † Ch: â€Å"The wheels! † Me: â€Å"What colour are they? † Ch: â€Å"Black. † Me: â€Å"Very good! Each of you will have to paint one wheel. † I put their aprons to each of them and they each took a paintbrush. They started painting and to talk about the car. The children gave the car a name: â€Å"Tina†. After they finished painting the car the children asked e what to do next. I told them that we were going to wait until the next day.Day 2: Tuesday First thing in the morning, after arriving at the creche, the children asked me what we were going to do with the car that day. C1: â€Å"Are we going to play with the car, today? † Me: â€Å"Yes, we will play with the car, but not like yesterday. † I then told them to concentrate and imagine that they are going to get into the car with mommy, daddy, or his/her best friends and they would be going to the zoo. On the way to the zoo they would stop twice, in two different places. I wanted them to tell me what were the two places they were thinking about, what they wanted to do there and what were they see at each stop.Knowing that they were having more than 2 places in mind, I asked them to speak in turn about their choices: – C1 told me that he would stop to buy ice cream and visit a fun fair – C2 wanted to play some football and to make a stop at McDonald’s – C3 wanted to visit a fun fair and eat at McDonald’s – C4 wanted to ride in an electric car at the fun fair and eat an ice cream I wanted to include each acti vity in the imaginary car travel so I thought the best way to do that was to plan the itinerary like this: – First stop at the fun fair and electrical cars – Second stop at McDonald’s for ice creamI was not sure that we would have enough time for the fun fair on that day. Me: â€Å"OK. Everybody, let’s go into the car. C3, you will drive today. † C3 was very happy about that. â€Å"Go in front of the car and tell everybody to hurry up and close the doors. † I told them to pretend that they are going in the car and drive to the fun fair. They pushed the car (â€Å"driving†) towards the table (the â€Å"fun fair†). The table was in the middle of the room, so they pushed the car and circled the table twice and then stopped. C3: â€Å"Here we are at the funfair. † The other 3 children started cheering â€Å"Hooray!We are here. † I was very happy and proud of them. They were really enjoying the game. I placed 7 small c ars (â€Å"the electric cars†) on the tables. The cars had different shapes and colours. I asked each of the children to pick a car from the table and then tell me why they picked that car. I wanted to test their intellectual skills. C1 picked a blue sports car. He told me that blue is his favourite colour and that he likes sports cars. I asked how he knows that he was holding a sports car and he replied that the sport cars are very low to the ground. C2 picked a bigger, orange car.He said that orange is his favourite colour and that he likes big cars because his father has a big car. C3 picked a small, red car justifying that small cars are for girls (she is a girl) and she liked red. C4 picked a minivan. He said that he wants a family car so that he could take his parents and sister with him everywhere they want. I was very surprised to find out that the children had good reasons for choosing a car and that the choice was not random. I then asked them if they know how an el ectric car works or what you have to do with in order to start up an electric car. They told me that one should et inside the car and drive it. C3 told me that the car runs on electricity. I let them play with their cars for about 2 minutes. I then asked them to leave the â€Å"electric cars in the funfair and return to their car and park it† close to one of the walls in the room. We planned to continue our trip, the next day. Day 3: Wednesday We started a little bit earlier than the previous days to include the snack time from the creche schedule into the game. I named C1 and C4 to drive the car that day. C1 was the driver from the parking lot to McDonald’s and c4 was the driver from McDonald’s to the zoo.The children got into the car and â€Å"drove† circling the table 3 times and then stopping close to the table. They got out of the car and took a seat at the table. I told them that they were to be the clients and I would be the waitress. I explained t o them what a waitress is and told them how to order. They asked me to bring their snacks from their lunch boxes. After finishing their snacks, I gave them a scoop of ice cream each. After the stop at McDonald’s, C4 stood up and said â€Å"Let’s go now. It’s a long way to the zoo and it’s getting dark. † I was very surprised to hear that from him.I was thinking that was developing an early stage of responsibility. C3 asked me where the zoo was. I replied that it wasn’t very far, pointing in the direction of another table in the corner of the room. They circled the first table twice and went to the second table in the corner. In the meantime I took 8 animals from a box of toys and I lined them up on the table in the corner as if they were in cages at the zoo. When the children got to the table in the corner, something happened and we had to interrupt the game. One of the children (C2) had to go home and I didn’t want to continue the ga me without him.The others wanted to continue but I explained to them that we can’t continue without C2 and we would have to wait until the next day so we could be all together. I postponed the visit at the zoo for the next day. Day 4: Thursday C2 thought that we had finished the trip without him. He was happy to hear that we hadn’t continued the trip and that we had been waiting for him. I also told him that he would be driving from the zoo to the Montessori. After they had their snack in the snack break, I asked them if they could remember where we had stopped the day before. They all told me that we were going to see the animals at the zoo.C1: â€Å"We have to pay first, teacher. † Me: â€Å"Very well, C1. Yes, we do have to pay. † They pretended to take money out of their pockets and give it to me. They gathered around the table so I told them to stay in line so we could walk around the table to see and talk about the animals. We had a dialogue about w hat type of animals they are, what their colour is, where they live and what they eat. I even asked them if the animals are happy in the zoo. The children were very curious to find out thing that they didn’t know about the animals. We talked about them for about 15 minutes. They all knew the names of the animals and their colours.The habitat (where they live) and eating habits were new to the children. The answers were different, some of them were right and some of them were wrong. I was more than happy to tell them the right answer to any question. After the visit at the zoo, C2 said that is was his turn to drive and he was right. They got into the car again and â€Å"drove† around the table four times. They said that it was a long distance back to Montessori. C2 parked the car and we went in the back garden of the creche, for some fresh air. We sat down in circle so we could talk about the visit. I asked them if they enjoyed their visit at the zoo.The children told m e that they would like to go another time but to a different place. I also asked them if they had learned something from this trip. C3 said that she had never been to a restaurant and tell the waiter what she wants by herself, before. I told the children that we would do other trips in the future. Evaluation: Evaluating objectives for children In my opinion, the play activity had a very good impact on the children. It was, in fact, much better than what I expected. Their imagination is very well developed and the trip was a good opportunity to improve their learning outcomes.They did what they wanted to do and how they wanted to do. I just provided them the foundation of the game and they took control of the actions. The following abilities were exercised by the children: – Mathematical learning, by using the shapes of the cars, size of the cars, relationship between objects when comparing cars and animals – Creative learning, by being free to express opinions, ideas a nd feelings, exploring and experimenting art when they painted the car, movement when driving the car and dramatic play when ordering at McDonald’s – Physical experiences when â€Å"driving the car† Linguistic learning when talking about the habitat of the animals and eating habits – Personal and social learning, by developing their self-esteem and autonomy while â€Å"driving†, team working, talking to each others about their ideas, sharing experiences and when C3 admitted that it was the first time she ordered by herself at a restaurant. The play activity can be used in the future to plan other discovery trips in other places like â€Å"visiting a museum†, â€Å"going to the gym†, â€Å"going to the swimming pool†, or if the children have other ideas for trips.Evaluating the adult role My initial goals for this play activity were the developing of the child’s creativity, curiosity and imagination. I achieved the goals by putting the children in an out of the ordinary situation and then constructing different sets of events, upon the main idea, with or without the help of the children. During the planning of the activity I found out that children can actively participate in elaborating ideas, not only carrying out an idea. They were using their imagination and sometimes I felt that they were using it more than I did.As adults we sometimes know how things should be, look like or feel, but a child doesn’t know that. A child is curious to learn about things he does not know, and is eager to experiment, not only asking others what is best in a situation, and to copy the behaviour he sees in adults. Maybe that is why I was amazed to find out the different reasons of the children when picking the cars, and how they related with their families (the human beings with which a child spends much of his time and tends to imitate).The total cost of the project was minimal because I used recycled materia l along with things which were already at hand from the creche. In the future I would like to include either more learning and developmental outcomes, or doing a specialized play activity with one or two learning outcomes. I would like to see which one is more effective on child education. To do that, first I am planning to do a play activity extending the time length from 4 days to 7 days. After assessing that activity, I will then decide whether I would specialize the play on one or two learning or development outcomes, or introducing as many outcomes as possible.

Essay on Supply and Demand, Markets, Prices and Price Setting

Supply and Demand, Markets, Prices and Price Setting Cirilo Lee E. Montano Trident University Microeconomics ECO201 Allison Kaminaga, Ph.D. December 10, 2012 Explain what happens to price and quantity of coffee when the following events occur: 1. An advertising campaign highlights scientific studies that find drinking coffee can help reduce weight gain. a. What do you think would happen? People will buy more coffee, drink more coffee, and research what coffee will help them lose more weight. Case in point, does espresso assist in more weight loss then normal coffee? Espresso contains more caffeine, so the thought process might be, that you can lose more weight by drinking espresso than you would drinking your everyday run†¦show more content†¦So, if that is the general consensus among the British then tea is about to be stock piled in tea drinking countries because there is going to be a huge sale. I know there will not be enough tea drinkers in these countries to keep the cost of tea at its current price. There are obese people all over the world who want to lose weight and even skinny people want to stay skinny. â€Å"As we have seen, when either the demand or the supply curve shifts, the results are unambiguous; that is, we know what will happen to both equilibrium price and equilibrium quantity, so long as we know whether demand or supply increased or d ecrease. However, in practice, several events may occur at around the same time that cause both the demand and supply curves to shift in the same direction or opposite directions† (CITE). d. In order to protect growers that have better working conditions for workers (referred to as Fair Trade), a price floor on coffee is implemented. The explanation for fair trade,† refers to the movement to improve the lives of growers and other producers through trade.† http://www.ssireview.org/articles/entry/the_problem_with_fair_trade_coffee This system is not the most popular system amongst some growers. Growers say that fair trade is not living up to the promise of reducing poverty. I would say if you put a fair price on anything, you are going to make a decent amount of money, especially on coffee if it really madeShow MoreRelatedEconomics : The Supply And Demand Curve Essay1441 Words   |  6 Pageswould discuss Uber’s pricing in term of facing the fundamental concept of economics: the supply and demand curve. Uber is one of the pioneers of ride-sharing and its’ brand name has dominated headlines over the past year alongside mentions of the â€Å"sharing economy†. 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In Persepolis Marjane Satrapi introduce her Own Life Experiences - Free Essay Example

Sample details Pages: 4 Words: 1311 Downloads: 8 Date added: 2019/07/03 Category Literature Essay Level High school Tags: Persepolis Essay Did you like this example? Journal one She talks about her experiences in the first person and explains everyone in her life at the time. She introduces us to Mehri, her babysitter. Mehri left her home when she was eight, so she could work for Marjis family. Don’t waste time! Our writers will create an original "In Persepolis Marjane Satrapi introduce her Own Life Experiences" essay for you Create order Marjis parents are protesting on the streets and Marji wants to protest but her parents wont allow her to do it because she is too young and they dont want her to protest because it is very violent for her and her nanny, Mehri, went against Mrs.Satrapis instructions and took Marji to the crowd and start protesting for hours. As time went on, Marji talked about what was happening with her parents and getting involved in their arguments and conversations. Marji is very curious. I can relate the text to an article by BBC news. The article talks about the revolution going on in the middle east, and the conflict between the Arabs and Muslims. One self-connection is that I am Persian, and my family has been affected by the Iranian revolution. One text-world connection is that the French revolution and the Iranian revolution are similar because they were both successful revolutions in terms of getting help with their government and gaining help from the American government. Both of the coun tries solved their problems because of their individualistic systems. The passage explains what has been going on in Iran and how people have been affected by the revolution and all of the violence. Revolutions that are violent always end up on the news, but why dont some revolutions that are just protests and non-violent show up on the news? The Iranian revolution was pretty much all over the news because it was very violent, but in the beginning, there was a peaceful protest until the people that didnt agree with the people that were protesting started all of the violence. Journal two In the novel Persepolis, the main character Marji Satrapi continues to try protesting without her parents catching her. She wants to talk about the whole situation with her friends, but her friends arent as interested in the revolution as she is. She just talks about it with her parents and her parents get suspicious because she knows a lot about the conflict. Marji isnt aware of her actions but as time goes by, she tries to throw her parents off a little bit. I can relate the text to an article by BBC news called, How revolutions happen: Patterns from Iran to Egypt. The article talks about how long each revolution in the middle east lasted, how many people were killed and tortured, and why the revolution was occurring. According to the website, Iran had the highest mortality rate and the revolution lasted 448 days. This specific revolution was caused because the citizens wanted to dethrone the Shah and at the end, Islamists took over and the goal had been achieved. The only problem that is occurring now is that the citizens are very upset with their leader at the moment, so they realized that the Shah wasnt a terrible leader. I can relate to the text because I have accidentally told on myself a couple of times but somehow been able to recover from it and explain what had happened. The passage helps me understand what has been going on in Iran and how some children have been reacting to it. Many children arent aware of what is happening. They just know that there is violence everywhere and that they should stay away from it. The author is showing us her life experiences and she shows herself trying to convince her parents that she wasnt actually protesting, and she was staying away from the danger. Why didnt some parents tell their children what was happening rather than them getting emotionally hurt later on when they hear that one of their relatives had been murdered or tortured? Marji informed many of her classmates when they talked about their relatives. Fo r example, one girl talked about how her mom told her that her dad had gone on a trip for a while, even though he was in jail or murdered. Journal three In the novel, Persepolis Marji, grows older and moves on to high school. Every day her teacher would check to see if anyone was wearing any jewelry, she would force the girls to take it off and the teacher would keep it. One day, Marji went to school with a bracelet that her mother gave to her as a gift. The teacher tried to take it off of Marjis wrist but Marji hit the teacher and she ended up getting expelled for hurting her teacher and also proving the teacher wrong in class. Her parents received a call from the school. They couldnt find a new school for Marji, so her parents sent her off to Australia to learn and to be safer. Marji was very upset that she had to move by herself. I can relate the text to the Syrian Refugee Crisis. Many families were barely surviving so some left to find safer places to live while all the chaos was occurring. I can relate to the text because my great-grandparents had to move to a different part of Iran in order to be safe and to not get killed dur ing the revolution. Why didnt Marji go to Australia with her family? A lot of people were living in poverty at the time, so they couldnt go anywhere. This whole revolution is really upsetting, so are the effects because they are things that are still happening every day in our world. Journal 4 In the novel Persepolis, Marji continues to protest for what she believes is right and she ends up getting expelled again but this time, from her school in Austria. The novel continues with Marji in college and her trying to figure out her sexuality. She moves in with one of her friends. Her friend, Julie, is very reckless and she likes to party a lot and she isnt anything like Marji. Marji tries to fit in but in order to do that, she has to do drugs and drink alcohol. She went to Julies party and everybody was doing stuff Marji wasnt comfortable doing so she had difficulty getting accepted by Julies friends. I can relate to the text because I had difficulty finding the right friend group for me throughout middle school because I was friends with almost everyone in the grade and this year, I finally found the group of friends that I can relate to and that I feel comfortable being around. I am in a group that is drama-free, and everyone just fits in. Nobody ever feels left out and tha t is what I love about my friends. They are also my closest friends. I can also relate the text to another text. The book is called, Love, Simon. In the book, the main character has trouble finding his group of friends and his sexuality. As time goes on, he finds his group of caring friends and realizes that he is gay. In this point of the novel, Marji doesnt know what she wants to do with her life. She doesnt want to tell people that she is Iranian because it was a heavy burden to bear. She told almost everyone that she was French, but people started getting suspicious because Marji had a strong accent and it didnt sound French. Later on, Marjis mom called her and told her that she was on her way to visit her daughter. Why do people get punished for standing up for what they believe in? When people protest, they expect to get their points across and not get hurt for what they believe in. All revolutions start off as small protests but then end up with people killing each other.

The Increase Of Globalisation Over The Years Has Made Our...

Literature review-NEED TITLE The increase of globalisation over the years has made our world increasingly interlinked. The way in which we communicate, live our lives.....everything has become more and more interrelated. Consequently, we have adapted to this way of life by creating groups, starting as early as our families, to working collaboratively at school with our friends, which continue to develop within our communities and onto the work place. Within these groups exist collective life which we have been training for particular at a young age. (ref?) and we will most likely CONTINUE working collaboratively (excluding the odd hermit!). HENCE, cooperative work is a crucial element in all aspects of our lives. For these reasons,†¦show more content†¦In other words, children can acquire a higher level of knowledge when in participation in collaborative learning with others who are more competent. (TALK ABOUT BRUNER AND OTHER THEORISTS HOW THEY AGREE). This scaffolding and modelling awakens children s development and learning process but only when they are within a social matrix rather than in isolation (Miller 1993). Vygotsky EMPAHSISED AGRUED that â€Å"every child occurs first on a social level and then on an individual level† (Corsaro and Rizzo 1988) (THESIS P12). Thorpe and Gallimore (1998) strongly agreed with Vygotsky and insisted on redifying the act of teaching as â€Å"assisted performance† (1988) and emphasised the need for cooperative role between teacher and students. (RE-WORD!?) Critical analysis-translation and reliability EVENTHOUGH LOOKS GOOD ON PAPER...There is an inadequate detail and data to qualify the assessment of the credibility and RELIABLILITY of the conclusions PROPOSED by VYGOTSKY. Vygotsky died at tan early age of 37 (REF?!!)Hence Vygotsky did not impart the same intensity of investigation and analysis as LETS SAY Piaget did on †¦.(maybe use theoriest related to coop). As a result being Vygotsky or speaking behalf of him has become a frequent

Acting Fairly In A Diverse Workplace †Myassignmenthelp.Com

Question: Discuss About The Acting Fairly In A Diverse Workplace? Answer: Introduction The increasing rate of globalization has turned most of the global work places into a diverse one. No longer employees stay and work in the insular environment; rather now they are a part of a work environment where they have to compete within the international framework. Therefore the non-profit and profit organizations now required becoming more diversified in order to remain in the competition. Moreover the capitalizing and maximizing the diversity within the work place has become a major issue for the managements. Along with that acting fairly has also been a major challenge for the managers (Scott et al. 2014). Within this global environment, treating all the employees with adequate respect and dealing with them in an open and fairly manner have been two most basic requirements for the managers. This essay will trigger the issue of acting fairly and acting uniformly within the work place. Diverse workplace Diversity within the work place can be defined as understanding, accepting, understanding and valuing the distinct differences amongst the employees in respect to their race, age, ethnicity, class, disabilities, gender etc. Within the era of globalization, the organizations are required to embrace the diversity within the workplace and find the methods of becoming the organizational environments that are inclusive of such characteristics (Bhave and Glomb 2016). The diverse work places have more potential for yielding greater productivity in work and the competitive advantages. According to Sue, Rasheed and Rasheed (2015) the demographic changes has become more prevalent these days, therefore the organizations are required reviewing their management practices and developing more creative and new approaches for managing the employees. Outsourcing and downsizing has affected the environment of the work places, especially the human resource management, to a great extent. The work places practices have changed as well. On one hand, the diversity has been beneficial for both the managements and the employees, whereas on the other hand there are several challenges within the diverse work places. In the era, where creativity and flexibility are the two key components of facing competitiveness, diversity can be very much critical to the success of the organization (Kirton and Greene 2015). However, the consequences of having a diverse work place cannot also be overlooked. Managing diversity can be crucial for the work places as in include identifying the value of the distinctions, combating the discrimination and at the same time promoting the inclusiveness. In such situations, the managers required to act in a fair way for all the employees as well because negative behaviors and attitudes can act as huge barriers for the organizations and this may damage the work place morale, working relationships and the productivity as well. Acting uniformly and Acting fairly Within the workplace, the managers are required to act in a transparent and fair way. However, there are several organizations in the global framework which emphasizes on being uniform in the work place, rather than being fair within the work place. There are several managers who do not know the primary difference between acting fairly and acting uniformly within the work place. However, this distinction is very significant, especially within the diverse work place. In such work places, there are different kinds of employees, as there have been huge changes within the working arrangements. As stated by Spence Laschinger and Nosko (2015.), there has been a recent rise in the numbers of employees within the diverse work places who are working in an organization for atypical contract or part time basis. In most of the countries the availability of the part time or temporary workers has contributed to a huge extent to the flexibility of the labor market. Therefore, these workers have als o helped in keeping the unemployment rate a lot down within the global market. Therefore, more and more employers are getting attracted towards this flexible employment contracts. A recent research also indicates that mostly the women employees who are aged around 30 years are more interested in such employment (Dastmalchian, Blyton and Adamson 2014). However, for these employees, the management requires to act in a distinct way than they act for the permanent employees. In these situations, it is more important for them to act in a fair and transparent way that in a uniform way for all the employees. Moreover the employers and the managers also require becoming aware of the potential ethical risks in such treatments as the managers require utilizing the workers in a way which becomes mutually beneficial. In such situations, if the managers are seen to prefer the permanent workers than the part time or the atypical ones, it should not be considered as an unfair business. According to Schilpzand, De Pater and Erez (2016) there are few rules in being transparent and fair within the work place, such as, treating the employees in a transparent way and having no such favorite employees at all. However the managers should also remember that they are supposed to treat the people in a way that they are to be treated. There should not be any unfair advantages; however, there should not any kinds of uniform treatment for the employees who are not working the same hours for the organization. The managers are supposed to model the behaviors and the rules differently for two different kinds of workers within the global environment. As stated by Repa (2014) the rules can be changed in such situations as well. There can be two different kinds of rules for the permanent and temporary work force, yet the managers should ensure that both the workers are treated in a fair and transparent way that can be beneficial for both the employers and employee. Conclusion The diverse work force is mostly the reflection of the fast changing market place; therefore the teams working in such situations can also bring higher value to the organizations. Furthermore, the organization management and the managers should also ensure that the individuals are respected and their diversities are admired in distinct ways. The organizations should also learn adapting the diversities in a way that it treats all the employers fairly, if not uniformly Reference list Bhave, D.P. and Glomb, T.M., 2016. The role of occupational emotional labor requirements on the surface actingjob satisfaction relationship.Journal of Management,42(3), pp.722-741. Dastmalchian, A., Blyton, P. and Adamson, R., 2014.The Climate of Workplace Relations (Routledge Revivals). Routledge. Kirton, G. and Greene, A.M., 2015.The dynamics of managing diversity: A critical approach. Routledge. Repa, B.K., 2014.Your rights in the workplace. Nolo. Schilpzand, P., De Pater, I.E. and Erez, A., 2016. Workplace incivility: A review of the literature and agenda for future research.Journal of Organizational Behavior,37(S1). Scott, B.A., Garza, A.S., Conlon, D.E. and Kim, Y.J., 2014. Why do managers act fairly in the first place? A daily investigation of hot and cold motives and discretion.Academy of Management Journal,57(6), pp.1571-1591. Spence Laschinger, H.K. and Nosko, A., 2015. Exposure to workplace bullying and post?traumatic stress disorder symptomology: the role of protective psychological resources.Journal of nursing management,23(2), pp.252-262. Sue, D.W., Rasheed, M.N. and Rasheed, J.M., 2015.Multicultural social work practice: A competency-based approach to diversity and social justice. John Wiley Sons.

American Culture

American Culture-Teenage Pregnancy Essay In recent years, teenage pregnancy has been labeled a major issue amongst teens that it can be known as an Epidemic. Is teenage pregnancy directly responsible for a host of societys ills? Increasing teenage pregnancy rate translates directly into increasing rates of school failure, early behavioral problems, drug abuse, child abuse, depression, and crimes. Many social problems can be directly attributed to the poor choices of teenage girls. The talk shows today are flooded by episodes dealing with teen pregnancies. The teenage rate in the United States declined in 1993 and 1994. Unfortunately, the number of birth decreased only to older teens, ages 18 and 19. Babies born to teens younger than 17 actually increased, reflecting a growing population of younger girls who are what we now euphemistically call sexually active. The number of girls aged 14-17 will increase by more than a million between 1996 and 2005. Increasing numbers of children born to children are likely to repeat the devastating cycles of almost everything bad-teenage pregnancy, school failures, early behavioral problems, drug abuse, child abuse, depression and crime. Has anyone ever heard of a child who is happy because he does not know his father? Being a child of a single mother is a handicap, regardless of the wealth, maturity, or social status of that mother. Growing up as the child of a single parent is linked with lower levels of academic achievement (have to repeat grades in school or receiving lower marks and class standings); increased levels of depression; stress and aggression; a decrease in some indicated for physical health; higher incidences of needing services of mental health professionals; and other emotional and behavioral problems. All these effects are linked with lifetime in poverty, poor achievement, and susceptibility to suicide, likelihood of committing crimes and being arrested, and other issues. When children grow, some tend to live through the society their parents grew, obtaining their social setting, culture, a way of thinking. If troubled kids had babies in their teens, then their child will grow up in the same troubled path their parents were in, its like a cycle. The parents still only teach them what they know, and if they were taught to steal, fight or whatever their lifestyle seems to be, their child will grow up to have the same standard of living and the same mentality as their folks. Teen-age sex is dangerous not only for a young persons health but the health of our society because trouble is reproducing trouble. Teenage hormones seek gratification, this may become addicting; they sort of become sexual predators. Many cultural influences remind these young people of teenage sexuality. Proscribing sexual activity for teens has gone to the personal liberation and media-saturated sex desire. Billboards, commercials, magazines, everywhere you look, sexuality is expressed. Watching a beer commercial has become one of the targets for sexuality because almost all these commercials has a half naked woman trying to seduce a man into drinking their label of beer. Another concern regarding teenage pregnancy is coercion. In California, more than 70,000 babies were born to teenage mothers in 1993, are now charging men in their 20s who get underage girls pregnant with either statutory rape or lewd sexual activity with a minor. The Urban Institutes states that three-quarters of the girls under the age of 14 who are sexually active say they were forced by their first partner to have sex relations. Media attention focuses a lot on teenage pregnancy casting the unmarried teenage mothers as the source of many societys ills. Illegitimacy is an important social problem, I believe more than crime, drugs, poverty, illiteracy, welfare, or homelessness. The reason why is because unwed parents are the main drive for all of these other social problems that are due to the illegitimate parenthood. The unstable parenthood of a child affects these young ones because society tells us we need both a mother and a father and their children living in a happy home. When illegitimate children see other children have this parental bond in other kids, they know, that is whats missing in their lives. .u925f013b10a87f1ea6d9d54629c74068 , .u925f013b10a87f1ea6d9d54629c74068 .postImageUrl , .u925f013b10a87f1ea6d9d54629c74068 .centered-text-area { min-height: 80px; position: relative; } .u925f013b10a87f1ea6d9d54629c74068 , .u925f013b10a87f1ea6d9d54629c74068:hover , .u925f013b10a87f1ea6d9d54629c74068:visited , .u925f013b10a87f1ea6d9d54629c74068:active { border:0!important; } .u925f013b10a87f1ea6d9d54629c74068 .clearfix:after { content: ""; display: table; clear: both; } .u925f013b10a87f1ea6d9d54629c74068 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u925f013b10a87f1ea6d9d54629c74068:active , .u925f013b10a87f1ea6d9d54629c74068:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u925f013b10a87f1ea6d9d54629c74068 .centered-text-area { width: 100%; position: relative ; } .u925f013b10a87f1ea6d9d54629c74068 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u925f013b10a87f1ea6d9d54629c74068 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u925f013b10a87f1ea6d9d54629c74068 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u925f013b10a87f1ea6d9d54629c74068:hover .ctaButton { background-color: #34495E!important; } .u925f013b10a87f1ea6d9d54629c74068 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u925f013b10a87f1ea6d9d54629c74068 .u925f013b10a87f1ea6d9d54629c74068-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u925f013b10a87f1ea6d9d54629c74068:after { content: ""; display: block; clear: both; } READ: Federalism In Political Culture Essay The child may think to itself as abnormal. This will take a strain on them and may subconsciously become problematic to themselves .