Business Ethics and Law Essay Example | Topics and Well Written Essays - 2000 words

Business Ethics and Law - Essay Example Basically, the interests of stakeholders are to increase their benefits from the organizations. To achieve this goal, business has to incur cost and this will reduce the earnings of investors. Therefore, in most cases managers compromise the interests of stakeholders in order to increase the income of the shareholders. Question one Business owners invest their resources in businesses and appoint directors to run those businesses on their behalf. This is because in most cases the owners of the capital lack expertise to run those businesses by their own, or they have other things to attend to hence they are left with no time to manage their own businesses (Adam, 2009). Sometimes even where they are present the businesses are may be too enormous for them to run on their own. The directors are given authority to mobilize the resources of the investors in a way that will maximize returns for the investors. Therefore, managers have a duty to ensure that their activities are focused on incr easing the returns for investors. However, they also have to ensure that the company’s stakeholders are considered when making decisions for the company (Cameron, Seher, & Crawley, 2010). These stakeholders include government, the community, consumers, suppliers and even the business rivals. These stakeholders are very crucial in any situation because their individual decisions will influence the position of the business. The argument of Joseph Johnston is that organizations are established to serve the needs of both stakeholders and the shareholders (Wettstein, 2009). According to stakeholder’s theory, in case of any clash of significance between the shareholders and investors, the managers should compromise the investor’s benefit for the sake of stakeholders. The investors concern is to reap the best form their investments. The clients concern in the business is to have a constant supply of superior products at affordable prices (Ananymous, nd). The public wan t to ensure that the organization is not oppressing people. The employees want to get the best pay from the organization. Different stakeholders have different concerns in the organization (Bebchuk & Fried, 2004). In actual sense, I believe stakeholder’s theory does not work because of inconsistency of interests among the parties concerned (Cameron, Seher, & Crawley, 2010). Managers are in control of the organizations and they are responsible for setting strategies and meansto achieve them. Since the interest of the investors is to create more wealth their desire is to invest in ventures which guarantee them greater returns. However, in most cases ventures that have higher returns are prone to perils (Bomann-Larsen & Wiggen, 2005, p. 76). Therefore, managers generally do not like risking and desire to safeguard their jobs. As a result, the managers invest shareholders resources to less risky ventures despite their decreased returns to ensure that their jobs are stable. On the other hand, stakeholders such as clients will desire superior products at affordable prices. Producing superior commodities requires extra resources which results to increase in prices for the commodities. Since managers also want to ensure that their employers have vast returns, most of the time they charge higher prices for inferior products (Cameron, Seher,

Hewlett-Packard, Inc Essay Example for Free

Hewlett-Packard, Inc Essay Hewlett-Packard, Inc. has been one of the leading IT Company competing with DELL. Throughout the company history, Hewlett-Packard’s top management team has always sought to ensure that the company stays ahead of its competitors. Though this has been the case, strategic decisions made by the company’s past and present CEOs, especially, Carleton S. Fiorina and Mark V. Hurd may differ as much as they may be similar in some ways. During Carleton S. Fiorina’s tenure, the main focus was on the future and all strategic decisions and investments were made for future growth and stability. This kind of investment was at the expense of any decisions that would ensure growth at the time. Fiorina was the HP CEO from 1999 to 2005 and during her tenure the main causes of loss of revenue and market share were due to the fact that she not only focuses on the future rather than current growth but she made investments that seemed costly to the company at the time but which she believed could bring greater revenue growth in the future. Great opposition from managers and some board members, coupled with the scandal on leaked company information saw the company image delve into the negative causing financial damage to the company. According to Evans-Correia (2005), â€Å"Broderick said HP still faces numerous problems. It continues to lose market share to Dell Inc. and its corporate-computing unit, which includes storage, software and server computers, has remained weak and unable to fend off competition from IBM and EMC Corp. â€Å"The company has good technologies, but their to-market strategy has not been effective. †Ã¢â‚¬  Though the merger with Compaq brought increased revenue growth in the future, at the moment the merger was given a go ahead and completed, HP encountered its share of losses that were a little higher than it may have predicted initially and announced publicly. The then CEO, Fiorina, was questioned about these losses and the apparent in-disclosure of these information to the public and board of directors. In his article, Intense Grilling Flusters Fiorina, one of the writers, Burt (2002) reported that â€Å"Just as he had done yesterday, Hewlett attorney Stephen Neal repeatedly grilled the chief executive about internal financial reports that predicted larger revenue losses for 2003 than HP projected in publicly issued statements. † Increasing counterfeit products could also be seen as one of the setbacks that cost HP its revenue, image as well as market share. While the merger with Compaq brought H-P an added competitive edge in the computer hardware manufacture, the acquisition of EDS, an HP Company will now see H-P attain a competitive edge in the IT Services sector. This means that both ventures are almost equally important to H-P in maintaining leadership in the IT industry. The Compaq merger/acquisition was aimed at gaining HP footing in the computer hardware industry while the acquisition of EDS was strategically targeted at giving the company the competitive edge in IT services and customer care. While HP was mainly focused on the sale of printers, expansion to the computer hardware would prove strategic at the time the merger with Compaq was initiated. The moment EDS came on board, expansion and enhancement of the HP outsourcing service delivery was realized. During ex-CEO Fiorina’s tenure, the main strategic choices that were made were aimed at cost cutting and investment in the future with new ventures. While Fiorina focused on new ventures and expansion of the business part of the company, Hurd focused on expansion, growth and retention of employees and enhancement of customer service and support. Fiorina was more focused on sales, high profits and numbers at all costs while Hurd focused on the company tradition of focusing on the employees as well as growth and expansion. While Fiorina went to on to cut jobs so as to cut on costs, Hurd took on a new stand by focusing mainly on all that could be done to maintain the best workers and staff retention as well as customer satisfaction. As stated by Hurd and Lesjak in the HP Annual Report (2008), â€Å"The addition of EDS further expands HP’s comprehensive, strategically assembled portfolio that provides unparalleled capabilities for delivering end-to-end solutions. More importantly, EDS adds a world-class, globally scaled services capability to HP’s established leadership in hardware and management software. † Since inception, the company has proven to be a greater competitor and leading in innovation and customer satisfaction.

Designing a Successful Multi-Generational Workplace

Designing a Successful Multi-Generational Workplace Introduction Significant characteristics including values, internal and external motivators, and communication styles vary greatly among employees. This diversity is a result of the variety of genders, ethnicities, economic situations, educations levels and ages represented in the workplace. We chose to review how age, or generational diversity, impacts the workplace today. Specifically, we wanted to look at how similarities or differences regarding the generational personalities of employees may affect the work environment and employee satisfaction. A generation is defined as a group that shares specific birth years and a common set of historical and social events. Each generation is defined by common tastes, attitudes, and experiences; a generational cohort is a product of its times and tastes (Zemke, Raines, Filipczak, 2000, p. 16). Most studies focus on the following groupings: the Matures or Traditionalists those born before 1946, the Baby Boomers born between 1946 and 1964, Generation X born between 1965 and 1980, and the Millennials or Generation Y born after 1980. Today, members of each of these generations are often represented in the workplace, especially as the Matures and Baby Boomers delay retirement due to economic circumstances. The Baby Boomers and Generation X are the most prevalent groups; however, the number of Millennials is continuing to increase. This poses a unique challenge to managers as they attempt to balance the unique perspectives and needs of the four generations, while creating a unified corporate culture. While this generational diversity, much like any other type of diversity, can cause conflict and breed stereotypes, we will outline recommendations for managers to adapt to the differences and leverage the similarities in order to use them as a source of creative strength and a source of opportunity (Zemke, et. al, 2000, p. 17). Historical Social Context Each of the aforementioned generations has a distinctive set of historical and social events that has shaped their development. Globalization of business has increased the breadth of nationalities that may be represented in an organization; however, for our study we will focus on the unique context of employees born in the United States. The Traditionalists or Matures were influenced by World War II and the Great Depression. They felt a strong sense of commitment to their families and country. They endured financial challenges and thus had to learn to work hard and sacrifice (Ballone, 2007, p. 10). These individuals also held onto the notion of a nuclear family with traditional roles. Ultimately, their commitment, foresight and hard work created the United States we know today from the infrastructure, to the space program and scientific advancements, to social programs such as Social Security (Zemke, et. al, 2000, p. 31). The Baby Boomers are the children of the Matures and were raised in the prosperity and expansion of post-World War II America. Their parents had sacrificed throughout the Great Depression and the war and wanted their childrens lives to be better. They were afforded opportunities to pursue their passions often without boundaries, causing them to be more optimistic and idealistic than the generation before. Since they were the largest generation of Americans, these individuals had to learn to work together from school-age on, while also maintaining a competitive attitude. Based on their upbringing and formative events, they often felt that the purpose of world they lived in was to actively serve their needs, wants, and whims (Zemke, et. al, 2000, p. 67). At the same time, societys status quo changed, affected by the Vietnam War and Civil Rights movement, which made individuals wary of authority and feel a need to gain power by challenging it. Generation X grew up in the shadow of the Baby Boomers. They are often characterized by a survivor mentality, as they grew up in the wake of the Vietnam War, the Watergate scandal and massive layoffs by U.S. corporations (Zemke, et. al, 2000, p. 95). Not only that, but the U.S. divorce rate nearly tripled during their birth years, so they became distrustful of the permanence of institutional and personal relationships (Lancaster Stillman, 2002, p. 25). The instability in economic structure, political affairs, and even home life created a strong desire to become self-reliant and learn to thrive in the midst of constant change. The final group in our study, the Millennials or Generation Y, was raised in the era of soccer moms who were extremely involved in the numerous activities of their children. Family life was usually centered on them and they were often involved in the decision making. They are the first generation to have access to technology since birth. Considerable exposure to various cultures, races, and religions through the internet and even their own classrooms, has given this group the opportunity to accept diversity as a norm in daily life, which is unique to that of the views of previous generations. Major events of conflict, including the shootings at Columbine High School in 1999 and the terrorist attacks of September 11, 2001, have also influenced this generations perspective, while their upbringing has caused them to feel empowered to take positive action when things go wrong (Lancaster Stillman, 2002, p. 29). Work Values Attitudes Work values shape employees perceptions of preferences in the workplace, exerting direct influence on employee attitudes and behaviors (Twenge, Campbell, Hoffman, Lance, 2010, p. 1121). The historical and social context in which generations were raised and entered the workforce may have an impact on values, attitudes and behaviors. It is essential for organizations to be aware of both common and differentiating traits between generations and also individual preferences, in order to adapt their management techniques for the combination of employees represented. The Matures tend to be very loyal to their employers and it is not uncommon for them to have a long tenure with one company. They believe in the idea of sweat equity and that hard work earns one leadership positions. This is most often the result of a soldiers mentality created through their experience with the military and its tiered system of rank and authority and is often reflected in the management hierarchy that exists in many corporations today where its best to have the brains at the top, in executive ranks, and the brawn on the bottom, on the front lines (Zemke, et. al, 2000, p. 41). This mentality is also evident in their discipline and unwillingness to buck the system or disagree with authority. Each person does his or her own part to achieve a goal, as determined by an identifiable leadership figure. Ambiguity and change are difficult for them and if forced to adapt, logic and facts are the elements that will make them the most comfortable. Ultimately, they want to leave a meaningful legacy and in the workplace this often means that they enjoy mentoring younger employees and sharing their extensive knowledge (Crumpacker Crumpacker, 2007, p. 353). The sheer size of the Baby Boomer generation created an understanding that competition was tough and that they would ultimately be responsible for their relative success (Hill, 2002, p. 62). Despite this competition, they understand that teamwork is important and often prefer a consensual leadership style (Ballone, 2007, p. 11). At the same time, the historical events which occurred during their formative years also lead them question authority and not always accept the status quo. They are comfortable with change and optimistic about what the future holds. However, since they are accustomed to being successful and pursuing their passions, they can be overly sensitive to criticism and feedback. Generation X-ers are extremely self-reliant and often seek autonomy and self-direction in their jobs. They witnessed their parents be downsized by large businesses and are distrustful of corporations and the validity of the established hierarchies. These individuals are also much more skeptical than the generations before, choosing to put faith in themselves and their abilities rather than putting it in others, being careful with their loyalty and commitments, for fear of getting burned (Zemke, et. al, 2000, p. 101). They are more casual in their approach to authority, appreciate a more informal atmosphere in the workplace, and are impatient with needless bureaucracy and slow decision making. Millennials value autonomy and the opportunity to learn, yet enjoy engaging with leaders and coworkers. These individuals are used to multi-tasking and being involved in numerous activities, so challenge and change is nothing new. They want feedback on performance, but sometimes have difficulty accepting criticism (Welsh Brazina, 2010, p. 3). Since they were heavily involved in decision making in their families from childhood on, the lines of authority are blurry and they prefer flat organizational structures. However, they do respect those in leadership positions and enjoy mentorship relationships. At the same time, they have high expectations and desire to start at the top. Millennials want to be invested in the vision of the company and make substantial contributions to that mission. They want to make suggestions right away and expect to be promoted quicklyà ¢Ã¢â€š ¬Ã‚ ¦and expect fulfillment and meaning in their work (Twenge Campbell, 2008, p. 865). If these expectations are n ot met, they do not shy away from seeking out other opportunities as their loyalty is to their work and coworkers, rather than the organization itself (Welsh Brazina, 2010, p. 3). Twenge, Campbell, Hoffman and Lance emphasize that these generational differences in work values can affect the perceived fit of employees within an organization. The vision and ideals of the companys founders, which today is often the Baby Boomers, can be reflected in todays organizational structure and culture. If new employees from any generation hold values that are different from those of the leaders of the company, they may experience person-organization misfit which could yield more negative attitudes toward work, decreased performance, and greater likelihood of turnover (2010, p. 1137). Work-Life Balance Work Ethic Ones work ethic and requirement for a work-life balance can be influenced by numerous intrinsic and extrinsic factors, yet ones generation has an impact as it relates to the aforementioned work values. The Matures work ethic was molded in an era of economic difficulty, so hard work and sacrifice are the rule rather than the exception. They also learned to not take a job for granted and are often thankful for the position they have earned. In their view, work is noble and ennobling; it is something to be revered (Zemke, et. al, 2000, p. 47). Their attitude is that its essential to get the job done and to do it well. The Baby Boomers have been characterized as workaholics who are accustomed to 80-hour work weeks. They often validate their worth through their careers, feeling strongly that work should be one of the most import parts of a persons life (Smola Sutton, 2002, p. 376). However, as some approach retirement, they are seeking more balance between their personal and professional lives. They have put in the hard work thus far in their careers; consequently they now feel entitled to more time to pursue lifelong ambitions and recreational activities. They may also have family obligations such as caring for their aging parents that make this balance a necessity. Generation X-ers are often described as slackers. This is not because they dont get the work done, but rather because they have a non-traditional view of how it gets done compared to the previous two generations. Flexible work arrangements, such as telecommuting, appeal to them. They desire a work-life balance, as they saw how much time, energy, and self-worth their parents invested in their jobs. These individuals value flexibility in their work and many would refuse a promotion if they feel the quality of their home life will be compromised (Ballone, 2007, p. 11). The Millennials grew up shuffling between numerous extra-curricular activities, so multi-tasking and multiple deadlines are not foreign concepts. They are also used to having information constantly at their fingertips and expect to have the tools necessary to perform their jobs efficiently. These individuals are willing to put in the extra effort, as they are optimistic and resilient in reaching for their goals and aspirations and know that the job is a means to an end (Ballone, 2007, p. 11). They expect to work more than forty hours a week to achieve the lifestyle they want (Zemke, et. al, 2000, p. 144). At the same time, they want the flexibility to work when and where they want so they can pursue their outside interests. The differences in work ethic and work-life balance expectations often cause the most disagreement between generations. Assumptions can be made about ones productivity and loyalty to the company based on these two factors, so managers must develop policies that offer options for the differing needs of employees. They could do so by implementing options such as telecommuting, job sharing, varying starting and ending times, or condensed work weeks. However, managers must recognize that the current culture and norms might not support such a shift, so communication of expectations and training are essential. Crumpacker and Crumpacker suggest training managers on a performance management focus that measures not whether the employee is present at work each day, but whether project deadlines are being met and/or whether work products are being delivered in a timely manner (2007, p. 359). Motivation The uniqueness of each generation may cause individuals to react to different sets of motivators and rewards, while seeking to obtain varying experiences and benefits from their job (McDonald, 2008, p. 62). Thus it is essential for managers to understand those potential motivators in order to design jobs and empower employees for maximum motivation. The Matures, Baby Boomers, Gen X-ers, and Millenials motivators may vary with respect McClellands acquired needs theory. McClelland maintains that the need for achievement, affiliation, and power are acquired as a result of ones life experiences. Those who have a high need for achievement desire to be successful, while the high need for affiliation drives individuals to be liked by others and those who have a high need for power want to influence others (Bauer Erdogan, 2010, p. 103). The Matures tend to be motivated when their experience is recognized and utilized by the organization. This is an example of their need for achievement, as they have worked hard throughout their career to be successful and want their actions and knowledge be connected to the overall good of the organization. Contrary to many stereotypes, these individuals rated recognition as the most important value in their work life an attribute most often associated to Millennial workers (Laff, 2009, p. 20). In addition, their status and the loyalty they have had over the years to the organization may translate into their need for power. As stated previously, they have a very traditional view of management hierarchies and how age and gender fit into them. They may be uncomfortable, which in turn could affect their motivation, when that structure is compromised with the implementation of a flatter, more egalitarian, environment. The Baby Boomers are motivated when organizations value their competencies, reward productivity rather than longevity, and create a sense of community (Kupperschmidt, 2000, p. 70). These motivators reflect these individuals need for achievement, power and affiliation. The Baby Boomers need for power is most evident in their desire to have freedom from supervision and control over their own destiny. These individuals have a high need for achievement, apparent in their workaholic tendencies and the value they place on extrinsic rewards such promotions, titles, corner offices, and reserved parking spaces (Kupperschmidt, 2000, p. 68). At the same time, they have a need for affiliation, as they value team-based environments and building consensus in decision-making. According to a study by Jurkiewicz and Brown, the Matures and Baby Boomers did not differ significantly on any of the fifteen work-related motivational factors measured, including learning, leadership, advancement and salary ( 1998, p. 27). Individuals from Generation X differ more significantly from the previous generations in terms of motivation. They are motivated by the opportunity to learn new things, leadership responsibilities, and making a contribution using their unique skills. These individuals want to be challenged and have a chance to try a variety of tasks, demonstrating their need for achievement. According to a study by Harris Interactive, 52% of Generation X employees want pathways to personal growth, compared with 41% for Boomers and 29% for Mature workers (Huff, 2006, p. 28). Generation Xs need for power is illustrated in their need to control their environment, as they do not want to conform to organizational norms, but would rather have the flexibility to decide how and where to get their work done (Jurkiewicz Brown, 1998, p. 26). Generation X-ers are more extraverted, but place less importance on social approval than Boomers did (Twenge, et. al, 2010, p. 1125), thus their need for affiliation is no t as high as the previous generations. Millennials are confident, assertive, and achievement-oriented (Ballone, 2007, p. 11). They are looking for a flexible work environment where they can learn, while also having fun. However, their need for affiliation is not high, as they do not want to conform or seek social approval (Welsh Brazina, 2010, p. 3). These individuals expect that the organizations should provide for their needs and offer freedom to succeed, and in turn they will produce results. According to Ronald Paul Hill, Millenials are more likely to be motivated by individual development plans and evaluation criteria that allow them to personally measure and judge their successesà ¢Ã¢â€š ¬Ã‚ ¦Motivation has increasingly turned inward, and work is more about personal fulfillment and less about external rewards (2002, p. 63). Millenials are ultimately motivated by seeing a connection between their personal growth and the growth of the organization. Team formation, rewards, and types of feedback are also influenced by the generational differences in motivators. For instance, Matures prefer long-term teams with long-term goals, while Generation X enjoys short term teams with short term goals. Managers should also understand the generations expectations regarding feedback and adapt ones approach accordingly so miscommunication and misunderstanding do not occur. Boomers require little feedback to do their jobs well, whereas Millennials like and expect constant feedbackà ¢Ã¢â€š ¬Ã‚ ¦likely a result of heavy parental direction and involvement in their formative years (Glass, 2007, p. 101). In regards to rewards, there are also varying expectations. Matures seek personal recognition, while Baby Boomers want not just public recognition, but also tangible rewards such as raises and promotions. Generation X appreciates being rewarded with additional flexibility and Millenials want more opportunities to learn. We have seen this in our workplaces, as Baby Boomers often desire individual, public recognition for an accomplishment, while Millennials would rather be rewarded with a more challenging assignment. Understanding these generational differences in motivation is beneficial for managers as they seek to align policies and incentives with individuals values. Companies such as Deloitte, Sodexho, and Cisco have recognized this need and specifically trained their managers on developing and managing a diverse and multi-generational workforce. For example, Deloitte provides a series of internal executive briefings that aim to help leaders understand, and capitalize on, the generational diversity of its U.S. workers. These briefings include an overview of common motivators and rewards for the generations, including learning and development opportunities, role models and work/life balance for Millennials, skill development, real-time performance feedback, immediate, tangible recognition rewards, flexible work arrangements, and positive work environments for Generation X, and retirement planning assistance, flexible retirement options, training, and time off, including sabbaticals for the Ba by Boomers (Deloitte, 2010). Technology Communication channels have changed extensively over the decades and continue to evolve rapidly. As new technologies emerge, workplaces face a challenge in accommodating the comfort level and styles of the various generations. The Matures lived through the Great Depression and the production of the television while the Millennials have lived and breathed the Internet since they were born. Generation X-ers typically fall just short of the Millennials knowledge of technology and Baby Boomers often have a hard time embracing new technologies. In business, it is important to understand the different views that generations have on technology. Moreover, it is important to understand that technology affects everything from how generations communicate to how they learn. Understanding the diversity of technological capabilities and views of different generations can create a positive work environment, can attract the best and brightest of the younger generations and can create a team culture. Edward Cone explains in Bridging the Generational Gap that managers must recognize generational differences to head off potential conflicts and leverage the benefits (2007, p. 5). He further explains that best managers need to think about ways that involve everyone doing their best work, recognizing that one group cant be successful without the other (2007, p. 4). The Matures, now 64 years old or older, had very little exposure to the technologies that are used today. To put this in perspective, the first regularly scheduled television service in the United States began at which time the early part of the Mature generation was born. While most of these individuals are currently or will be retired within the next few years, technology has come a long way during their careers. A common misconception about employees from this generation is that they cant learn technology and refuse to give up the reins (Lancaster Cox, 2004, p. 3). However, many people from this generation are open to new technology, they just may not have the experience that some of the younger generations have. The Baby Boomers grew up in a time when technology was evolving and more advanced than the previous generation. Although these individuals are less likely to accept new technology compared to Millennials, the youngest generation (Waxer, 2009, p. 18), they are typically more tech savvy than the Matures. The Baby Boomer generations biggest downfall relating to technology is its inability to rapidly accept and embrace technology. In Leveraging Generational Work Styles to Meet Business Objectives Neil Simons writes, Boomers tend to have a limited view of technologys role in optimizing workplace efficiency; they tend to look at business systems as discrete integrated solutions designed to meet a specific need. Simons further explains, As technology systems continue to evolve, this generation must be open-minded about exploring the latest technology solutions (2010, p. 32). In such cases, it may be beneficial to team Baby Boomers up with Millennials to try to overcome the technology gap. Generation X tends to use technology more frequently than the Baby Boomers. Generation X-ers grew up during the rise of video games, the inception of the home computer and saw the Internet become used as a tool for social and commercial purposes (Simons, 2010, p. 32). This generation is typically more advanced than the Baby Boomers; however, they may still lag behind the Millenials in proficiency and acceptance of new technology. Generation Y, or the Millennials, is the youngest of generations in the workforce today and is the most savvy and knowledgeable as it relates to technology. During technological advancements during previous generations, images had simply transferred from the TV to the computer screen. A major shift did not occur until the widespread advent of the Internet in the mid to late 90s (Proserpio, 2007, p. 70). The learning style of the generation essentially changed from verbal to virtual. This is an important aspect of the Millennials as their learning styles differ from the previous generations. Managers that understand this trait of Millennials can more effectively teach them by understanding that, for example, the old training videos or manuals may no longer be sufficient. In Blending Technology and Tradition, Amato-McCoy suggests delivering training through MP3 downloads (2008, p. 50). Having grown up in a time with constant exposure to the internet, Generation Y workers also have a hi gh expectation of instant access to information and records. Unlike a time when communication was done via the US Postal Service, Millennials grew up communicating with instantaneous feedback and results. Text messages, social networks and emails all contribute to this expectation of transparency and immediate access to information and may cause these individuals to be impatient with generations who do not keep up. It is important for managers to understand the technological viewpoints and capabilities of different generations in order to share information more effectively and efficiently. An example of overcoming these differences is seen in the Suwannee River Managements record keeping system. Dianne Bell, records coordinator for the Suwannee River Management District, explains that, Engineers like paper, especially the older ones (Boomers). They want something they can hold in their hands when they go out into the field. But once some of the younger ones find out they can access documents from their PCs, they fall in love with our automated record management system and use it every opportunity they can get (Simons, 2010, p. 32). Another example of implementing new practices for younger generations, but allowing older generations to keep their same practices is how Virgin Entertainments employees communicate. Virgins employees communicate via text messages with younger generations, but via em ails and phone calls with the older generations (Amato-McCoy, 2008, p. 50). These types of practices are important because it allows the company to be at ease knowing their employees received important information in a manner that is the most comfortable to them. If, for example, the younger generation is more comfortable receiving text messages, they will check their cell phones more often. On the other hand, if the older generation is more comfortable receiving emails, chances are that they will be checking their email more often. Either way, organizations are getting information out to employees and customers in a timely manner, increasing productivity. One thing is certain; technology is not going away. In order for organizations to attract and retain young talent, they will need to continue to implement new technologies into their businesses. On the other hand, they also need to provide training tools and a culture of learning in order to increase previous generations comfort with technology. For example, Urban Outfitters uses instant messaging instead of emailing (Amato-McCoy, 2008, p. 50). Not only is this form of communication quicker, but it cut down on storage needs, allowing record archives to decrease. Zappos uses Twitter to run new ideas by its fan base as well as alerts to internal issues like outages (Amato-McCoy, 2008, p. 50). Conclusion: Designing a Successful Multi-Generational Workplace It is imperative for organizations to evaluate their current culture and policies in order to ensure they meet the needs and values of their multi-generational employees. If necessary, the generational differences in work values, desire for work-life balance, motivators, and use of technology which we have identified create opportunities for organizations to design various human resources policies and adapt their management styles to increase workplace satisfaction. These polices can encompass numerous areas including communication mechanisms, training and learning opportunities, rewards, and other benefits. To ease the implementation of such workplace modifications, it would be beneficial for organizations to train both managers and employees on the background and work attitudes of their diverse and multi-generational workforce. Betty Kupperschmidt encourages aggressive communication by managers: They must foster open discussions of what different cohorts are looking for in a job, what makes work rewarding, and what organizational factors attract and retain multigeneration employees (2000, p. 71). Since each individual sees their work values and experiences through their own framework, educating the workforce on the generational similarities and differences will aid in the recognition of these characteristics and development of a united corporate culture, rather than promotion of negative attitudes and stereotypes. As indicated previously, each generations use of and comfort with technology varies, so organizations should consider communicating important messages through multiple channels to ensure it reaches all workers. For example, an organization may use blogs, social networks, or instant messages to communicate to Millenials, whereas face-to-face meetings or memos may work better for Baby Boomers or Matures. We have seen this in our own companies with the communication of health insurance information via online tutorials, in-person classes, and distribution of hard copies. An organization should consider adapting training methods for each generation, as their learning styles also differ. Mangers should personally delivering information and education, possibly in lecture format, for the Matures, while Baby Boomers prefer team and consensus-derived information and technology is the best avenue for teaching Generation X and Millennials (Kupperschmidt, 2000, p. 72). Our companies accommodate these differences by providing both in-person and online training, so that individuals have the flexibility to choose. Most Baby Boomers and Matures take advantage of in-person training, while Gen X-ers and Millennials prefer the online training. Employees within each generation also have different preferences for the type and amount of guidance and feedback they receive; therefore managers may need to adjust their leadership and communication styles when interacting with and evaluating the performance of different generations. For instance, performance feedback at an annual review is often sufficient for both the Matures and the Baby Boomers, while more continuous feedback is appreciated by Millennials. In terms of leadership and guidance, the Matures prefer consistent, respectful and direct leadership, while Baby Boomers prefer a more democratic approach. Generation X wants more informal, yet results-oriented leaders, and Millennials seek collaborative, achievement-oriented and coaching type leadership. An example of tailoring ones style to such differences is given in our textbook, where a regional manager at Novo Nordisk Inc. would start each performance feedback e-mail with recognition of team performance, which was late r followed by feedback on individual performance (Bauer Erdogan, 2010, p. 35). A culture of learning could also be fostered by offering job sharing opportunities or possibilities for lateral movement. This would give employees from any generation an opp

A Critical Analysis of Strategies that Promote Inclusive Practice in As

This essay will examine two assessment strategies, firstly that of observation and secondly, The Common Assessment Framework (2007), in order to critically analyse their potential to promote inclusive practice in assessment. It will demonstrate the purpose and objective behind these assessment strategies and the use of assessment for a range of purposes drawing on current issues in practice and discussing measures used by practitioners. It will also demonstrate the importance of collaboration between professionals, learners and parents to ensure respectful and shared assessment practice showing an awareness of the importance of considering validity of content and technique to support the children’s learning and progress and the need for careful evaluation and moderation of assessment findings. According to Gipps (1994), assessment can be defined as the use of a wide range of methods used for evaluating performance, attainment and needs, including formal testing and examinations, practical and oral assessment and classroom based assessment and observation. Assessment strategies can be described as a process that organises actions and ideas, usually in a step-by-step fashion, which help to guide practitioners in carrying out an assessment. Assessment can be categorised into formative, summative, diagnostic and evaluative. Formative assessment, which is the continuous use of assessment to guide the teaching and learning process, enables the positive achievement of students to be recognised, and informs decisions taken about the next appropriate stage of learning. Summative assessment is that which usually takes place at the end of a programme of learning in order to find out what has been learnt and what standard the student has ... ...d practitioner confidence and self belief. Also, more research into the impact of the CAF process and ways of working to lighten the work load, as instigating CAF’s is seen as adding to this, by many professions. To conclude, this essay has examined observation and The Common Assessment Framework as assessment strategies, and has critically analysed their potential to promote inclusive practice in assessment. It has demonstrated the purpose and objectives behind each strategies and the use of assessment for a range of purposes drawing on current issues in practice. It has also discussed the importance of collaboration between professionals and participants to ensure respectful and shared assessment practice, highlighting the importance of considering reliability, validity, presence of bias and inclusive practice, in supporting children’s learning and progress.

Rhetoric Analysis

English 103 Rhetorical Analysis Authors Becky Herz, and Kim Phuc wrote essays that not only touched hearts, but also made people take a different look at life and those around them. â€Å"The Long Road to Forgiveness† and â€Å"My Husband Will Call Me Tomorrow† are two essays that use literary devices such as pathos, imagery, ethos, and repetition to effectively tell their stories. By using different rhetorical and literary devices in their writing they were able to make an impact with their words. Words are very powerful weapons in the battle of making a point and trying to make sure that people actually understand that same point.In Herz’s â€Å"My Husband Will Call Tomorrow† she was able to use repetition as well as visual devices to effectively tell her story. Her use of these devices allows the reader to be able to connect and see things from her level. Phuc’s essay on the other hand, was able to evoke gut-wrenching emotion, just using devices such as imagery and details about to make her story credible. Becky Herz’s essay, â€Å"My Husband Will Call Me Tomorrow† contains credibility in her use of certain details about how her life is laid out now that her husband is not at home.Her use of repetition through the essay, stating that, â€Å"I believe my husband is going to call me tomorrow† is very effective. The author states this through the essay multiple times. This can be interpreted in a way where one can come to believe that she is just stating a fact. Over and over she states that her husband is going to call her; this shows that she has hope, faith, and is determined that her husband will indeed call her tomorrow. Herz gives detail about how she puts the baby to bed, walks the dogs, checks on her employees; this expresses how she does indeed â€Å"have her hands full† and establishes her credibility.By going through her everyday life, this reveals that hope and belief that nothing is out of the ordinary. Through detailing the actions and evoking the emotion behind it, she makes her story more credible and emotional. The reader can actually believe that she does have hope and believe her husband will call her. If she really did not believe that her husband would call, would she keep her usual routine? Or would she just wallow in the idea that she will never see him again? Her use of repetition helped make her essay touching and believable. In Kim Phuc’s essay, â€Å"The Long Road to Forgiveness† she does not tell a story.She states the facts about everything that happened to her when she was younger giving the story an emotional effect. She described in intricate detail about how she saw everything around her in flames. â€Å"I saw fire everywhere around me. Then I saw fire over my body, especially on my left arm. My clothes had been burned off my body† (Phuc 179). Not only did this statement help provoke the emotion in her story, but it also cr eated imagery for the audience. Her word choice allows the audience to visualize the fire everywhere around her, burning off her clothes and everything around her. Also you can read Rhetorical Devices in Night Walker by Brent StaplesHer words further on in the essay help form her credibility in the forgiveness that she is trying to provoke upon the reader. Still, her story is so detailed and thought provoking to feel some time of emotion for what has happened to her is unavoidable. As her essay goes on, never in the beginning or the middle does she state exactly what caused all the damage around her; Phuc saves the fact that she was burned by napalm until the very end of the essay. By just giving details about what happened instead of stating that fact first and then elaborating on it, allowed the essay to have a more emotional impact on the reader.By finalizing what exactly caused all this damage to her physical being, stating how â€Å"Napalm is very powerful, but faith, forgiveness, and love are much more powerful† (Phuc 180), she made her story that much more credible. Especially when she reiterates how is â€Å"If that little girl in the picture can do it (forgive), ask yourself: Can you? † (Phuc 181). Both Becky Herz and Kim Phuc were able to use emotion in their writing and make their essays credible by using details that forced the reader to actually sit back and think about what they were reading.For instance, in Herz’s essay, just how she wrote about how she went through her day waiting for her husband to call her, it was almost as if she was just writing a note to a friend. Her diction created a relaxed tone though she was talking about something that was anything but that. She didn’t write it like she was trying to make the reader feel sorry for her; she was just revealing that she had hope by going through her everyday routine. â€Å"When people say, ‘Looks like you have your hands full,’ I’ll smile and acknowledge that its true, but I make the nest of it because I believe my husband will call me tomorrow† (Herz 110).Phuc organized her essay the same way. She did not ask for any type of pity in her writing in how she wrote it; the facts about what happened were simply stated. From the very first sentence, â€Å"On June 8, 1972, I ran out from Cao Dai temple in my village, Trang Bang, South Vietnam, I saw an airplane getting lower and then four bombs falling down† (Phuc 179), information was given but pity was not requested. She told what happened, and how from it, her life changed drastically; this unknowingly pulls emotion from the reader, and helps establish even more credibility. The Long Road to Forgiveness† and â€Å"My Husband Will Call Me Tomorrow† are two essays that use literary devices such as pathos, imagery, ethos, and repetition to effectively tell their stories and create an essay where the audience can establish understandings and connections. From Phuc’s essay the reader can visualize almost every single detail that she writes about because the words themselves are so vivid. The reader can see the bombs falling out of the sky as they skim over the words. Becky Herz and Kim Phuc’s essays in This I Believe II are two perfect examples of these literary devices fundamentally being put to use.

Behavioral Expectations

School activities which facilitate the learning of the students can either be inside or outside of the classroom. Nonetheless, all these activities implicate behavioral expectations which the students must meet. In-class activities include the use of learning centers and computer stations. This activity facilitates learning through the use of different sources which provide the students a better understanding of the lesson. In addition, learning centers and computer stations give the students some hands-on training, which is very effective because it adds up to the learning experience of the students.Finally, these faculties of learning allow the students to enrich their knowledge and imagination, not only limiting the things to be learned to what the teacher has said. For this kind of activity, the students are expected to use the particular source efficiently so that it may help facilitate and enhance learning. This means that all available sources, such as computers, must be used with relevance to the academics. Moreover, the students are expected to practice courtesy. They should be responsible and not be abusive to the things which the school offers.One should also be courteous to his or her fellow classmates, and most especially to the teacher and other personnel present in the particular learning center. Another in-class activity is the teacher-led activities. This kind of activity makes the teacher the sole facilitator of learning. The teacher is the one who gives the basic rules or general instructions of the activity, and lays-out its objectives. The students, on the other hand, are the participants in the learning process and they are the ones who generate the ideas, key points and values of the activity.Basically, at the end of the activity, the teacher summarizes everything the students have said into few general ideas, and sometimes asks the class to repeat them. For a better focus on the students’ attention and participation, the teacher m ay also ask a volunteer from the class to summarize the general ideas of the activity instead of simply saying the main ideas. Finally, the teacher evaluates if all the objectives have been met, then proceeds to the lesson or next activity. For this kind of activity the students are expected to listen attentively to the teacher.They should be attentive in order for them to understand the instructions, objectives and ideas of the activity. Secondly, the students should practice a sense of responsibility. They should be able to know their priorities, what they need and need not to do whenever there is a teacher-led activity which requires their full attention and active participation. Learning does not only take place inside the classroom. Therefore, schools also conduct out-of-class activities in order to let the students experience and explore. Most common type of out-of-class activities include playground time or recess.This is a few-minute break after two to four subjects to give some time for students. This particular activity is a good embodiment of learning outside the classroom. With regard to behavioral expectations, all students are expected to practice camaraderie. This is the time when they are able to socialize with one another. Therefore, they are expected to behave properly, talk to fellow classmates and create friendship. In addition, they are also expected to learn the value of sharing and unselfishness. Friendship grows in the light of sharing. Students must know how to think of other people.Another interesting out-of-class activity is the field trip. This well-planned activity is an educational trip to different places of great significance, usually held once a year. The trip intends to familiarize the students with the historical and cultural significance and influences of the places to be visited. In this kind of activity, the students are also expected to practice camaraderie. This time, the context of camaraderie is deeper because the stud ents are going out of the school into different places and are spending more time with each other.Moreover, the students must be obedient in the sense that they need to follow all instructions given by the teacher in order to avoid problems. The basic method of determining whether the students did or did not understand the proper behavior expected from them is by way of asking. After the teacher has given the activity and the proper behavior expected from them, he or she must first ask the students what they did not understand to what he or she has said. If there is a question raised by one of the students, he or she must restate what is expected of the students and expound it.He or she must make sure that every behavioral expectation she mentioned was clear to the mind of the students before proceeding to the activity. Another effective way of evaluating the students’ understanding of behavioral expectations is by definition. This is to be done after the activity has been fi nished. The teacher will ask the students to define the behavioral expectations he or she has given the class before the start of the activity. By this method, the teacher will fully know how well the students understood the values expected from them.

The Many Meanings of Bitte in German

The Many Meanings of Bitte in German Bitte is used a lot in German. The many meanings of bitte include: PleaseYoure welcomeHere you go (when handing something over)May I help you?Pardon? The challenge is determining what the speaker or writer means when using the word:  It all depends on the context, tone, and other words expressed along with bitte.   Saying Pardon Me? You can use  bitte  when you are trying to politely express that you did not understand or hear something the speaker has just said, as in Pardon me? The following brief dialog shows how to express that sentiment in a courteous manner. Ich bin heute einkaufen gegangen. I went shopping today.Wie Bitte?   Pardon me?Ich habe gesagt, dass ich heute einkaufen gegangen bin.   I said, I went shopping today. Expressing Here You Go and Please A  host  might  use bitte when handing something, such as a slice of pie, to a guest, as in:  Here you go. Or,  a customer and a waiter might both use  bitte  in the following exchange: Customer: Ein Stà ¼ck Apfelkuchen bitte. A piece of apple cake please.Waiter, serving the cake:  Bitte sehr.   Here you go.Customer: Danke.   Thank you. Note how in this exchange, the customer uses  bitte  to mean please, while the waiter uses the same German word to mean here you go. Saying Please and Yes Please Bitte  can also mean please in other contexts. For example, you can use this handy word to ask for help, as in this example: Kannst du mir bitte helfen?   Can you help me please? You can also use  bitte  to  mean please as a polite imperative, as in this brief exchange. Darf ich Ihnen den Mantel abnehmen?   May I take your coat?Bitte!   Yes, please! Asking May I Help You? You will often hear a waiter say  bitte, bitte sehr, or bitteschà ¶n?  (please and here you go) in a restaurant when delivering a dish. For instance, waiters will often use the word when they approach your table, as in: Bitte sehr! Here you go!Hier, bitteschà ¶n. Here you go. Note that  bitte  by itself still means youre welcome, but in this context, the word is used as a shortened version or  bitteschà ¶n or bitte  sehr.  This makes sense, because if the  waiter is carrying a hot plate and wants to set it down- but you are busy talking or drinking your coffee- he certainly would want to use as few words as possible to get your attention so youll free up some space and he can relieve himself of the scalding plate. Saying  Youre Welcome If someone thanks you for a present, she might say: Vielen Dank fà ¼r Ihren Geschenk!   Thank you very much for your present! You have several ways to say youre welcome, in addition to using the word bitte. You can express it formally, as in: Bitteschà ¶nBitte sehrGern geschehen   It was my pleasure.Mit Vergnà ¼gen   With pleasure. Or you can express yourself informally by saying: BitteGern geschehen   It was my pleasureGern  (shortened form of Gern geschehen) You are welcome.Nichts zu danken.  Ã‚  Dont mention it.

Huxley Brave New World essays

Huxley Brave New World essays A full and meaningful life ultimately rests upon the individual's ability to make choices and to determine the course of their own existence. Even when these choices are wrong, and they make the person miserable, it is the freedom of will that makes life meaningful and worthwhile. In Brave New World, Aldous Huxley's vision of utopia is a world that is free from strife and discomfort, where every need is met, and where anything that is potentially difficult or disturbing is removed. Through the words of John the Savage, we see the danger in such a utopia, where individual freedom and choice is compromised. In this world, life becomes a sterile reflection of the true diversity and passion that comes from individual choice. John argues that the freedom to be unhappy is one of the most fundamental rights and needs that human beings possess. Aldous Huxley's novel, Brave New World, describes a world where personal choice and the ability to be unhappy have been traded for a society where discomfort is unheard of, and everyone is obsessed with being happy. In this view of utopia, violence does not exist, and all human needs are met. Potential unhappiness is treated by a pill, soma, religion does not exist, and meaningful relationships are discouraged. Huxley's view of utopia clearly excludes individuality. In The Brave New World, true individuality is not an option. Notes the Director, "'We predestine and condition. We decant our babies as socialized human beings, as Alphas or Epsilons, as future sewage workers or future . . .' He was going to say 'future World controllers,' but correcting himself, said 'future Directors of Hatcheries,' instead" (13). In Huxley's utopia, happiness is contingent upon accepting a preordained place in the social order. Notes the Director, "that is the secret of happiness and virtue-liking what you've got to do. All condition...

Australian Securities and Investment mission Law

In the case of ASIC v Sydney Investment House Equities Pty Ltd [2008] NSWSC 1224 (21 November 2008) Australian Securities and Investment mission is the plaintiff and Mr. Goulding is the 3 rd out of the 9 defendants. In this case, the plaintiff had made a claim against the defendant that he had mitted various infringements of the provisions of the Corporation Act 2001 (CA) and the Australian Securities and Investment mission Act 2001 with respect to his role as the director of several panies prising the Sydney Investment House Group . The plaintiff seeks from the court against the defendant that he should be he should be disqualified for an appropriate period from managing corporations and prevented from providing any financial services within Australia. However, the plaintiff had not made any claims for the imposition of any kind of penalties and others orders with respect to pensation payment.   The plaintiff had initially brought proceedings against eight panies, which belonged to the SIG group. Mr. Goulding and the Mr. Geagea (fourth defendant) were or acting as the directors of most of the panies which are all in liquidation. Application made by the fourth defendant with respect to Section 29.9(1) (a) and 29.10 one after the other against the claim of the plaintiff were dismissed by the court. The court in this case had to determine the fourth defendant mitted the breach of the provisions related to director’s duty or not. The plaintiff claimed that the court should determine that the following breached were mitted by the defendant with respect to the Corporation Act and the Australian Investment and Securities mission Act. The court in this case held the fourth defendant liable for the breach every allegation made by the ASIC. With respect to this decision, the court considered the following law. The court took into consideration the provisions of Section 180. The Section states that it is the duty of the and other officers of a pany to use their powers and exercise their duties with proper diligence and care which any reasonable person would have used if they were an officer or director of the pany in similar circumstance or held or occupied such a position in the pany similar to that of the directors and officers (Gerner, Paech and Schuster 2013).   The court in this case held that the defendant was liable for the breach of this Section by not observing diligence and care while discharging his duties as the director of the panies. The court also considered the provisions of Section 181 of the Corporation Act 2001 with respect to this decision. The Section states that it is the duty of the directors and the other officers of the pany to discharge their responsibilities towards the pany in good faith and in the best possible interest of the pany (Gelter and Helleringer 2013). In addition, the directors and other officers of the pany must discharge their duties for a proper purpose towards the pany. Duties in this Section refer to the statutory duty, which the direct owns towards the pany with respect to the general law o fiduciary duties. The court in this case also considered the decision provided in the case of Chew v R  (1991) 4 WAR 21, where the court held that good faith means (Knepper et al. 2015) The court in this case reading Section 184 of the CA along with Section 181, the Section can be breached if the director has not acted in the best interest of the pany, even if there is no act of dishonesty mitted by the director (Huebner and Klein 2015). The court also considered the provisions of Section 182 of the CA in deciding this case, according to the provisions of the Section it is the duty of the directors and other officers of the pany not to gain unfair advantaged for someone else or themselves by making unfair use of their position in the corporation. In addition, the directors and other officers of the corporations are not allowed to use their position in the pany to cause detriment to the pany. The court also considered the decision made in the case of ASIC V Adler 458 which held that entering into an agreement by the director which provides him with unfair advantage is the breach of Section 180,181,182 of the CA (Keay 2012). In the case of R v Byrnes  [1995] HCA 1;  (1995) 183 CLR 501 the court held that   if a director of a corporation acts with respect to a transaction in which the part to whom he owns a fiduciary duty gains benefits without making proper disclosure in relation to his interest, then the directo r is deemed to act improperly with respect to Section 182 of the CA (Welch et al. 2015). In addition, this would also lead to the breach of the provision of good faith provided in Section 181 of the act. In the case of Chew v The Queen  [1992] HCA 18, the court held the provisions of Section 180,181,182 of the CA can be reached by mere conduct to a director to attain unfair advantaged or himself or someone else , it is not relevant in this case that whether the advantage was actually breached or not (Stout et al. 2016). With respect to the decision made by the court in this case the court also considered that although the corporation itself owes the duties imposed by Section 181 and 180 of the CA the direct could be held liable for the breach of provisions of these sections (Land and Saunders 2014). This breach can arise from making or not preventing the corporation from breaching the provisions of law, which may indirectly involve failure to exercise skill and care towards the interest of the pany on the part of the directors (Fairfax 2013). After making such findings, the courts focused on the individual breaches, which were made by the defendant.   With respect to the first breach of making loans the question before the court was to determine whether the pleading made by the ASIC   are enough for the orders sought by them against the defendant and whether the objection of ASIC with respect to final formulation of loans were made out. The court in this case held that both the questions before the court were in favor of ASIC nod the defendant sis liable for the breach of Section 181 and 181 of the CA by making such loans (Prashker 2014). In relation to the allegation of rollovers against the defendant the question before the court was whether the orders sought by the plaintiff was in accordance with the pleading and whether roll over transaction finally formulated had been made out or not. After analyzing the submissions made by both ASIC and the fourth defendant the court decided that the defendant had breached directors duty by getting involved in the roll over transaction as alleged by the plaintiff. In addition the court also decided that the order sought with respect to roll over transaction were according to the pleadings made by the plaintiff. The court held that it is clear that the fourth defendant was clearly the sole director of equities and capital and he allowed the pany to go forward with a role over transaction by issuing preference share without any consideration and subsequently breached the provision of Section 180 and 181 of the CA (Donner 2016). The court also held that the defendant breached the provisions of Section 182 by causing detriment to the cpmpany through his actions (Bilchitz and Jonas 2016).    With respect to misappropriation, after considering the submissions made by both the plaintiff and the defendant the court had two factors to analyze firstly whether according to the submission of the defendant the defects in pleading made by the plaintiff is extreme and defies all principles of pleadings. Secondly, to what extent the allegation with respect to misappropriation are true. The court in this case held that the payment made by the pany were made for non business and in proper purpose or to give unfair advantage to the defendant and these payments were made to be caused by the defendant himself breaching the provisions of Section 180-182 of the CA. The court held the same with respect to unregistered managed investment scheme by not registering the investment scheme and therefore a breach of the defendant’s duty of care as provided in Section 180(1) of the CA along with the breach on Section 181 by not acting in best interest of the pany (Bruce 2013). The court had a different view with respect to the breach of reporting failure by capital. The court held the the defendant breach the provisions of Section 180 by not plying with his duty of care towards the pany. However, the court held that the defendant did not breach the provisions of Section 181 in this situation, as his acts cannot be considered not to be in good faith. The findings conducted by the court in this case are broadly discussed the range and limits of the duties of directors and other officers towards the pany. The provisions provided in Section 180-182 of the CA have a very wide but simple meaning to them. Through this case the court made it clear that the it is not necessary that detriment was actually caused to the corporation or unfair advantage was actually gained by the director , it is enough that the directors acted in such a way which would have resulted in such problem. Bilchitz, D. and Jonas, L.A., 2016. Proportionality, Fundamental Rights and the Duties of Directors.  Oxford Journal of Legal Studies, p.gqw002. Bruce, M., 2013.  Rights and duties of directors. Bloomsbury Publishing. Donner, I.H., 2016. Fiduciary Duties of Directors When Managing Intellectual Property.  Nw. J. Tech. & Intell. Prop.,  14, p.203. Fairfax, L.M., 2013. Sue on Pay: Say on Pay's Impact on Directors' Fiduciary Duties.  Ariz. L. Rev.,  55, p.1. Gelter, M. and Helleringer, G., 2013. Constituency Directors and Corporate Fiduciary Duties.  Fort ing: The Philosophical Foundations of Fiduciary Law (Andrew Gold & Paul Miller eds., Oxford University Press, 2014). Gerner-Beuerle, C., Paech, P. and Schuster, E.P., 2013. Study on directors’ duties and liability. Huebner, M.S. and Klein, D.S., 2015. The Fiduciary Duties of Directors of Troubled panies.  American Bankruptcy Institute Journal,  34(2), p.18. Keay, A., 2012. Directors’ duties to creditors and financially distressed panies’. Keay, A., 2016. Wider Representation on pany Boards and Directors’ Duties.  Journal of International Banking and Financial Law,  31(9), pp.530-533. Keay, A.R., 2014.  Directors' duties. Knepper, W.E., Bailey, D.A., Bowman, K.B., Eblin, R.L. and Lane, R.S., 2015.  Duty of Loyalty  (Vol. 1). Liability of Corporate Officers and Directors. Land, A.L. and Saunders, R.S., 2014.  Folk on the Delaware General Corporation Law: Fundamentals. Aspen Publishers Online. Prashker, L., 2014. Corporation Law for Officers and Directors (Book Note). Stout, L.A., Robà ©, J.P., Ireland, P., Deakin, S., Greenfield, K., Johnston, A., Schepel, H., Blair, M.M., Talbot, L.E., Dignam, A.J. and Dine, J., 2016. The Modern Corporation Statement on pany Law. Tewari, S.P., 2015. Directors Fiduciary Duty not to make Secret Gains. Welch, E.P., Saunders, R.S., Land, A.L., Voss, J.C. and Turezyn, A.J., 2015.  Folk on the Delaware General Corporation Law: Fundamentals. Wolters Kluwer Law & Business.

Summarizing of History and acheveiment of Sweatshop Watch Essay

Summarizing of History and acheveiment of Sweatshop Watch - Essay Example The discovery of the infamous El Monte sweatshops in 1995 where 72 Thai immigrant workers were forced to sew clothes behind razor wires and armed guards gave birth to Sweatshop Watch. Together with community organizations, Sweatshop Watch worked to release the workers from INS detention and get them housing, food and medical care and for the recovery of unpaid wages, overtime compensation and damages for civil rights violations. The group's Retailer Accountability Campaign pressured retailers who sold clothes sewn by the El Monte workers through public demonstrations and letter-writing campaigns that were critical in winning $4 million from retailers and manufacturers for back wages and redress. Today, many of the El Monte workers continue to work in the garment industry, although they are now aware of their rights and are actively educating other workers as well as policy makers and the public. Over the following years, from 1996 to 2000, Sweatshop Watch held many campaigns, in alliance with other groups, in the state of California, nationwide as well overseas to further the protection of workers' rights' through legislation, media work and public education. codes of conduct and monitoring. ... purchase of goods made under sweatshop conditions. Began to expand its work nationally and internationally by engaging in debate on codes of conduct and monitoring. It issued a issued a critique of the White House Apparel Industry Partnership (now the Fair Labor Association) and partnered with Working Assets to generate 32,000 letters and calls to the Partnership's Co-Chair Liz Claiborne, demanding that the Partnership include a living wage in its Code of Conduct. 1998: Produced the 1998 Garment Workers Calendar, an inspiring collection of black and white photographs of garment workers at work and on the picket line and with historical dates in the garment industry. Hosted the Living Wage Working Summit which brought together over 50 participants from the U.S., Canada, Mexico, El Salvador, Nicaragua, the Dominican Republic, Hong Kong and the Netherlands. The summit developed a draft formula for a living wage and popularized the demand for a living wage in the anti-sweatshop movement. Co-convened a coalition of students, faculty, staff and community members to strengthen the University of California's Code of Conduct for Trademark Licensees, and began supporting the growing student movement against sweatshops. Participated in the founding of the Workers Rights Consortium. 1999: Won the passage of a sweatshop reform bill for California's 120,000 garment workers, Assembly Bill 633 (Steinberg, Hayden). Filing of three separate lawsuits against top U.S. clothing companies to clean up the rampant sweatshop abuses in Saipan, a U.S. territory in the South Pacific. 2000: Helped won justice for eight Los Angeles garment workers who sewed university gear under sweatshop conditions. Achievements: The recent achievements of Sweatshop Watch

Gangs & gang behavior - week 8 Essay Example | Topics and Well Written Essays - 500 words

Gangs & gang behavior - week 8 - Essay Example The founder of the gang was a member of Hispanic gang, who was properly oriented and influence by gang warfare. They adhere to the essence of brotherhood, for it is something that could provide them the protection they deserve while they are incarcerated. It is undeniably true that the gang has been largely affected or influenced by Hispanic culture, because of the orientation of its founder. The founder was a Hispanic, adhering to the principles and cultural beliefs of the Hispanic culture. However, as time goes by, the gang has become home to individuals or members coming from diverse culture. However, each member has the chance to tolerate the set culture for the group. As stated, the gang was instituted by Hispanic prisoners. The inception of this group was made possible within the four walls of the correction centre that has become home to thousands of inmates of varying criminal records. As time goes by, the gang has been known as the Mexican Mafia, which split into two groups, the other is adhering to the old philosophy of the gang and the other one considers the group as the New Mexican Mafia. The Mexican Mafia, a Hispanic gang, adheres to the value of alliance, due to the existing rivals with other gangs. This is solely for the purpose of protecting the members from other rivals. The gang has important rules to follow. Homosexuality, snitching, cowardly, fighting among members, disrespecting, stealing and interfering are not acceptable to them. There is no formal constitution within the gang, but for as long as the set rules are met, they are all well with their prevailing system. So far, there is no any hint that the gang are blood in and blood out. In fact, as already stated, there were two prevailing groups for the Mexican Mafia. The new existing gang to separate from the original group has given the chance to choose the

A model of Christian charity Essay Example | Topics and Well Written Essays - 750 words

A model of Christian charity - Essay Example Human beings have a tendency to manipulate things in their favor, they take the smallest chance they have and grab the opportunity to live with someone else’s glory for them. John Winthrop made speeches to bring people towards God and reconcile them with God. He came up with strategies make his mission a success, which involved his metaphorical city on hills. The Americans used this concept to magnify themselves become the world’s chosen nation. A model of Christian charity was a sermon delivered by john Winthrop; this was done on board the Arbella in 1630. In the sermon, his aim was to show the true value of puritan faith. The crowd on board was approximately 300 people, all these people were convinced by John Winthrop’s sermon and would soon become the first population of Massachusetts who believed that they were an experiment of freedom and independence in religion. At this time, religious communities were so possessive that people were not given the freedom t o worship in any way they want, they were tie to certain rules within which they were to abide. The sermon convinced all the 300 people that they lacked religious freedom and that they should join the puritan religion, which would give them the freedom they lacked. So those who were aboard the arbella were the first of their kind, they were the first puritan community to reach North America. They had with then the Massachusetts Bay colony charter, which they intended to take to Salem in Massachusetts. The mission was of so much importance to the puritans in Massachusetts. In Britain, however this was seen as an opening to further trading opportunities and chances for expand their colonial posts; the puritans on the other hand were on a mission from God and had no any ill motives. This mission was to test the faith of the puritans; it would really convey their intentions and see if they were genuine or had ill motives, like their counterparts in Britain1. American Exeptionalism, The Jeremiad, And the Frontier: From the Puritans to the Neo-Con Man, is an article written by William Spano, tells how Sacvan Bercovich’s summary helped to understand the concept of the puritan religion. Bercovitch explains that the puritans are like the Jews in the Old Testament who claimed to be God’s chosen people; the puritans were convinced that their movement from Europe was a new revolution to the church. They thought of it as a new inaugural moment for a providential history, this was mainly to rectify the world that had moved away from their creator, and to claim it back. They were on a mission to save humanity and re-establish their relationship with God. They thought they were the tool for reconciliation just like the Jews of the Old Testament united humankind to God. The puritans’ mission in Massachusetts was the ultimate test to see if they were really, God’s chosen people, and a success in the mission would mean that they were indeed the chosen people of God. It is now more than four centuries since the sermon was made and we still see the traces of this experiment, the politicians use it every day, they, however, do not use it to describe America and its role in the global society. The phrase city on a hill is a legend used by American history to refer to the sermon of john Winthrop. The Americans have lived to believe that the sermon in a way insinuated that they were God’s chosen country, in 1961; American president John F Kennedy made a speech in which he referred to Americans as having their eyes on the leadership so that there are no any cases of bad leadership. He referred to it as the city on the hill and everyone looked upon it, meaning that the whole world had their eyes on America. The aim of this speech was to tell Americans that they should be good role models to other countries since they are perceived to be the chosen country, hence should look after the world. This greatly shows the American exeptio nalism. When Winthrop talked about the city on the

Bird Flu Research Paper Example | Topics and Well Written Essays - 1000 words

Bird Flu - Research Paper Example Bird flu in humans is similar to the average influenza, so detecting it and diagnosing it can be, at times, difficult. Symptoms can be a bit more harsh than a typical flu and can sometimes lead to death in those with a weaker immune system. Like the average flu, bird flu can be passed from person to person; unfortunately, while the same medications used in the human influenza can be used to treat bird flu, the virus tends to become immune to the effects of the human influenza vaccine, making it helpless against treating the virus. There are also other varying viruses that come from the bird flu microorganism, so symptoms and the threats on life can differ between which type of virus the person has. Bird flu is a virus that is passed from system to system, whether it is by bird or human. Like all microorganisms, bird flu can be carried by means of hands, therefore being capable of being passed on by merely touching another person that has the disease. Bird flu shares many symptoms and traits to a normal flu, so it is spread in the same way. People need to be careful how they handle food, and make sure that they wash their hands after making contact with something that has had previous contact with other hands. This microorganism is a bacteria, so while it may not be seen, it can most definitely be present in an area. This microorganism is transmitted to humans through indirect and direct contact. While it cannot be caught while eating poultry that has been infected by the disease (Mohamed Saif, 2005), it can still be caught by touching surfaces that the poultry has been on or by making physical contact with a bird that has it. Indirectly, bird flu can be caught in the same way as other diseases that are passed on by humans. The microorganism is found in birds and can be passed down to humans; its original environment is within the

Environmental issues in the united states Essay

Environmental issues in the united states - Essay Example Non-point pollution is the leading cause of contamination in American waterways, tainting an estimated 1.3 million miles of streams and rivers. The Total Maximum Daily Load (TMDL) restoration program, initiated by the enactment of the federal Clean Water Act of 1972 is the principal legal solution for state intervention regarding non-point pollution. TMDL specifications require state supervisory bodies to take into account all sources of pollution across a river’s watershed (drainage basin). â€Å"Watershed is the term used to describe the geographic area of land that drains water to a shared destination† (FISWRG, 1998). In other words, the water in an area of land such as rain or melting snow drains to the lowest point then moves through a system of drainage conduits, both underground and on the surface, eventually congregating into streams and rivers on their ultimate journey to the ocean. The watershed of a small stream may be as small as a few hundred acres or, in the case of the Mississippi River, might include thousands of square miles across several states. Watersheds replenish rivers with the pollutant s from all along the chain of conduits. As one of many examples, watershed pollution can be illustrated by the deteriorating conditions at Lake Tahoe, the largest mountainous lake in North Americas and the world’s eighth-deepest freshwater body. Its waters were clear, enough so that a person could see objects at depths of more than 100 feet a century ago but the irresponsible use of toxic wastes by developments in surrounding areas have contaminated the lake. Visibility has now fallen to 69 feet, declining at about a foot per year. Environmental scientists advise that the lake’s clearness could be ‘irreversibly doomed’ with many of its fish and wildlife eradicated without extraordinary environmental protection

A model of Christian charity Essay Example | Topics and Well Written Essays - 750 words

A model of Christian charity - Essay Example Human beings have a tendency to manipulate things in their favor, they take the smallest chance they have and grab the opportunity to live with someone else’s glory for them. John Winthrop made speeches to bring people towards God and reconcile them with God. He came up with strategies make his mission a success, which involved his metaphorical city on hills. The Americans used this concept to magnify themselves become the world’s chosen nation. A model of Christian charity was a sermon delivered by john Winthrop; this was done on board the Arbella in 1630. In the sermon, his aim was to show the true value of puritan faith. The crowd on board was approximately 300 people, all these people were convinced by John Winthrop’s sermon and would soon become the first population of Massachusetts who believed that they were an experiment of freedom and independence in religion. At this time, religious communities were so possessive that people were not given the freedom t o worship in any way they want, they were tie to certain rules within which they were to abide. The sermon convinced all the 300 people that they lacked religious freedom and that they should join the puritan religion, which would give them the freedom they lacked. So those who were aboard the arbella were the first of their kind, they were the first puritan community to reach North America. They had with then the Massachusetts Bay colony charter, which they intended to take to Salem in Massachusetts. The mission was of so much importance to the puritans in Massachusetts. In Britain, however this was seen as an opening to further trading opportunities and chances for expand their colonial posts; the puritans on the other hand were on a mission from God and had no any ill motives. This mission was to test the faith of the puritans; it would really convey their intentions and see if they were genuine or had ill motives, like their counterparts in Britain1. American Exeptionalism, The Jeremiad, And the Frontier: From the Puritans to the Neo-Con Man, is an article written by William Spano, tells how Sacvan Bercovich’s summary helped to understand the concept of the puritan religion. Bercovitch explains that the puritans are like the Jews in the Old Testament who claimed to be God’s chosen people; the puritans were convinced that their movement from Europe was a new revolution to the church. They thought of it as a new inaugural moment for a providential history, this was mainly to rectify the world that had moved away from their creator, and to claim it back. They were on a mission to save humanity and re-establish their relationship with God. They thought they were the tool for reconciliation just like the Jews of the Old Testament united humankind to God. The puritans’ mission in Massachusetts was the ultimate test to see if they were really, God’s chosen people, and a success in the mission would mean that they were indeed the chosen people of God. It is now more than four centuries since the sermon was made and we still see the traces of this experiment, the politicians use it every day, they, however, do not use it to describe America and its role in the global society. The phrase city on a hill is a legend used by American history to refer to the sermon of john Winthrop. The Americans have lived to believe that the sermon in a way insinuated that they were God’s chosen country, in 1961; American president John F Kennedy made a speech in which he referred to Americans as having their eyes on the leadership so that there are no any cases of bad leadership. He referred to it as the city on the hill and everyone looked upon it, meaning that the whole world had their eyes on America. The aim of this speech was to tell Americans that they should be good role models to other countries since they are perceived to be the chosen country, hence should look after the world. This greatly shows the American exeptio nalism. When Winthrop talked about the city on the

Environmental issues in the united states Essay

Environmental issues in the united states - Essay Example Non-point pollution is the leading cause of contamination in American waterways, tainting an estimated 1.3 million miles of streams and rivers. The Total Maximum Daily Load (TMDL) restoration program, initiated by the enactment of the federal Clean Water Act of 1972 is the principal legal solution for state intervention regarding non-point pollution. TMDL specifications require state supervisory bodies to take into account all sources of pollution across a river’s watershed (drainage basin). â€Å"Watershed is the term used to describe the geographic area of land that drains water to a shared destination† (FISWRG, 1998). In other words, the water in an area of land such as rain or melting snow drains to the lowest point then moves through a system of drainage conduits, both underground and on the surface, eventually congregating into streams and rivers on their ultimate journey to the ocean. The watershed of a small stream may be as small as a few hundred acres or, in the case of the Mississippi River, might include thousands of square miles across several states. Watersheds replenish rivers with the pollutant s from all along the chain of conduits. As one of many examples, watershed pollution can be illustrated by the deteriorating conditions at Lake Tahoe, the largest mountainous lake in North Americas and the world’s eighth-deepest freshwater body. Its waters were clear, enough so that a person could see objects at depths of more than 100 feet a century ago but the irresponsible use of toxic wastes by developments in surrounding areas have contaminated the lake. Visibility has now fallen to 69 feet, declining at about a foot per year. Environmental scientists advise that the lake’s clearness could be ‘irreversibly doomed’ with many of its fish and wildlife eradicated without extraordinary environmental protection

Second Grade Experience Essay Example for Free

Second Grade Experience Essay During my second year in elementary school, due to the fact that I was doing so horribly in my grades, my parents decided to send me back to El Salvador to bring up my grades. In El Salvador, I lived with my grandma, my cousins, my great aunts and uncles, and most of my family. The schools in El Salvador were so much more different than the schools in America. Since El Salvador is a poor country, the schools couldn’t afford to serve lunch and the houses were much smaller. In America, most kids did not really walk or play outside; they were usually kept locked up in their room, sipping on juice and watching tv. But the kids in El Salvador; they knew how to live their life with meaning. Every single day, as I made more and more friends, I would go to the soccer field and play games outside. We would play tag, soccer, baseball, soft ball; pretty much any kind of sport you could imagine. The soccer fields in El Salvador were the place where I, eventually, learned to play softball. Softball is like baseball but is usually referred to as, â€Å"baseball but for girls. † After learning how to play softball, I decided to join a small softball team that was formed in my second grade class of elementary school. Being on that team, allowed me to be at the fields even more and taught me to love the sport. The idea of fresh air, blue skies, grass stains, balls, and bats made me excited and energetic. Every time I hit the ball with my bat, I ran as fast as my legs could take me, striving to reach the home plate and score a point for my team. Running on the fields all day and hanging out with friends, giggling at our innocent, naive quirks and remarks gave my childhood, memories of freedom and promise. I now look at life like a baseball diamond; you just have to hit the ball and keep running until you finally reach home plate and win.

Impact of Adolescent Anxiety Disorders on Education

Impact of Adolescent Anxiety Disorders on Education An exploration of the impacts of adolescent anxiety disorders on secondary educational outcomes. The context and initial broad area / theme for study The board theme of this study is to explore the types of anxiety disorders experienced by adolescents and the impact this has on their education. The study will also look at implications of anxiety on classroom teachers looking at strategies in which they can try and reduce anxiety and improve educational outcomes. The research will then focus more sharply on school refusal. Considering the possible reasons and causes of school refusal and the impacts school refusal can have on educational, social and lifelong outcomes. The research will take a critical approach to literature already written in this area to draw out any common themes in cases of school refusal. The research will also analyse the literature to examine any practical approaches on how to encourage these pupils to attend school and improve their educational and life experiences. Review of key readings that underpin the investigation What is anxiety and what are the types of anxiety disorders? The Department of Education (2016) offers brief definitions of anxiety and the types of anxiety disorders experienced in childhood and adolescents. This is also supported by the World Health Organisation (2016) and the ICD10 diagnostic tool as well as the American Psychiatric Association Diagnostic and statistical manual of mental health (DSM-5). Anxiety is defined as an emotional disorder which has an array of symptoms including; breathlessness, fearful, irritability, panicky, fidgety, sickness, tense or having difficulty sleeping. These references will be used as a first point of call in defining and laying out the symptoms of the types of anxiety disorders experienced by adolescents and children. Criticisms of diagnostic tools mental health is a complex phenomenon in which we have relatively little understanding. The diagnostic tool is a classificatory system and Banzato (2008) states that the diagnostic categories failed to be validated and a large debate around the classifications descends around the separation of the boundaries between different disorders. This suggests that using the diagnostic tools on their own may lead to an over identification of mental health disorders, classifying behaviours that dont necessarily need to be classified will increase the diagnoses of disorders. Further criticisms as well as support of the DSM-5 has been offered by NHS England (2013) who state that there are two main interrelated criticisms, for example, during the revision process of DSM-V to the DSM-5 pharmaceutical industry had a large influence on what was to be included. In addition, the DSM-5 contributes to the medicalisation of behaviour and mood that would not necessarily have or need a diagnosis. Morris and March (2004) offers an in-depth discussion of childhood anxiety disorders including; Generalized Anxiety Disorder, Specific Phobia, School Refusal, Separation Anxiety Disorder, Social Anxiety disorder, OCD, Panic disorder and PSD. The discussions and findings in this book are supported by Beidel and Alfano (2011). These sources will also be used in the defining of mental health disorders in children and young people. These sources also provide useful information on prevalence rates as well as the treatment of childhood anxiety disorders. Prevalence and statistics around anxiety in childhood and adolescents Merikangas, Et al (2010) Anxiety disorders were the most common condition (31.9%) the median age of onset for this disorder was 6 years old. Lifetime prevalence 25.1% of 13-18-year-old. Statistical difference in sex with females at 30.1% and males at 20.3%. United States. Department of Health (2015) 3.3% or about 290,000 children and young people have an anxiety disorder. Exposure to bullying is also associated with elevated rates of anxiety, depression and self-harm in adulthood. Goodman and Scott (2012) anxiety disorders, affect roughly 4-6% of the general population. Roughly 5% of referrals to child and adolescent mental health services present with refusal to attend school associated with anxiety or misery. Around 4-8% of children and adolescents have clinically signià ¯Ã‚ ¬Ã‚ cant anxiety disorders that cause substantial distress or interfere markedly with everyday life. This makes anxiety disorders the second commonest group of psychiatric disorders among children and adolescents. The effects of gender and age on prevalence vary from one anxiety disorder to another. The three most common anxiety disorders are specià ¯Ã‚ ¬Ã‚ c phobias, separation anxiety disorder and generalised anxiety disorder. Social anxiety disorder and panic disorder are less common, as is post-traumatic stress disorder. Criticism of these statistics statistics such as these have played an important role in the development of mental health policies (Banzato, 2008). However, geographical and cultural variations in the use of the diagnostic tools means comparisons across/within countries, regions and cultures is difficult (Banzato, 2008). School Refusal What is it? What causes it? Statistics surrounding it. Thambirajah et al (2008) Most children and young people go through occasional, infrequent and temporary non-attendance in school at some point in their school career. School attendance (children can be educated at home if approved by the LEA education officer) in the UK is compulsory for all young people under the age of 16 (young people under 18 have to be in some sort of Education, Training or Work). The issue of school attendance is currently at the focus of intense activity in schools, LEAs and the press. The most recent media interest surrounds the removal of children and young people from school for family holidays. This, until recently, resulted in fines given to parents/carers of these children. The term school refusal has been used to refer to the group of children who are reluctant to or fail to attend school for emotional reasons (Thambirajah et al, 2008). Thambirajah et al, (2008) clarifies the different terms used to describe different groups of children who fail to att end school, these terms are based around the core characteristics as they are currently understood by authorities and researchers and include; truancy, parentally condoned absence, school phobia, separation anxiety and school refusal. Official figures do not take school refusal into account and therefore there are no official estimates of the extent of the problem. As well as this it is hard for professionals and teachers to be aware of the problem this is due to; lack of awareness of the extent and impact of school refusal, difficulties in distinguishing school refusal from other groups, invisibility of these children, excluding medical conditions, blaming parents. Kahn and Nursten (1968) also provide an in depth analysis of the psychosocial problems that can lead to school refusal. Kearney (2008) states that there are a range of contextual risk factors as well as psychological factors can lead to school refusal and high absent rates include; homelessness and poverty, teenage pregnancy, school violence and victimisation, school climate and connectedness, parental involvement, family and community variables. Lignefeller and Hartung (2015) Discuss various statistics surrounding school refusal in the US and the factors that surround school refusal. These can include; School safety, bullying, pressure of academic achievement. The article then looks into the problems that school refuser face due to the lack of attendance. Implications and treatments for school refusal are also discussed. The findings in this article are supported by Nuttall and Woods (2013). Kearney and Bates (2005) provides a summary of the characteristics of youths with school refusal behavior and explores the common assessment and treatment methods that have been designed to curb this behavior. Kearney (2006) evaluated The School Refusal Assessment Scale-Revised (SRAS-R). This is an instrument designed to evaluate the relative strength of four functional conditions of school refusal behavior in youth. Despite the presence of a small number of items that may detract from the scale, strong support was found overall for the four-factor structures of the SRAS-R-C and SRAS-R-P. These data provide support for the functional model of school refusal behavior in general and the discriminant validity of the SRAS-R in particular. School Refusal Implications Sewell (2008) states that school refusal can have significant short term and long term consequences, for example; poor academic performance, family difficulties, worsening peer relationships, academic underachievement, employment difficulties and increased risk of psychiatric illnesses. Supported by Maynard et al. (2015). School Refusal Interventions/treatments Lauchlan (2003) discusses the effectiveness of interventions and the reasons for successes and failures. There are a range of interventions and treatments for example; relaxation training, cognitive restricting or self-statement training, exposure, medication, social skills training, parent/teacher training etc. This articles provides a summary and critical analysis of the above interventions. Lingenfelter and Hartung (2015) provides a critical analysis of this and states that there is a strong focus on therapy and counselling with trying to treat school refusal behaviors. These can be supplemented with medication. Revised research question From my initial review of the literature there are clear and defined areas of research conducted in this area. However, due to the comprehensive nature of the research in this area, there seems to be a lack of clarity surrounding three particular areas. Therefore, my revised research questions are: What is known to be the main reasons behind school refusal in children and young people? What is known to be the implications for children and young peoples educational outcomes as a result of school refusal? What are the different treatment/intervention strategies for school refusers and how effective are these? Rationale for the research design For this research project I have chosen to do a systematic review of the literature. The main reasons for choosing this type of research design is the sensitive nature of the topic (anxiety disorders) and the barriers that would be placed in doing primary research with students with anxiety issues. In addition, there is already a wide selection of literature on this topic area however, there is a lack of drawing this literature together to critically analyses it from different perspectives. Systematic reviews are attempts to review and synthesis existing research in order to answer specific research/review questions (Andrews, 2005). This area has been the center of ongoing in depth research from early 1930s to the present day. The research looks into the various reasons for school refusal (although this has been acknowledged that each case is individual, there are a variety of common themes that have emerged). The research has also investigated several treatments or interventions of school refusal. However, there is little research that draws these ideas together and critically analyse them. The large amount of research in the area means that creating more primary research would be pointless, instead I believe that there is a need to draw this literature together to compare, co ntrast and analyse it and this would be more beneficial to this area of research. This idea is supported by Klaveren and Inge De Wolf (2013) who states that systematic reviews give structure to the findings of larger amounts of empirical studies and act as an informant to the reader on the results and effectiveness of previous studies. Systematic reviews are often viewed in a skeptical way, especially in the field of educational research. For example, Andrews (2005) questions the idea of reviewing research, he suggests that not all research is worth reviewing and therefore a systematic review can place importance on less significant research. In addition, Bryman (2012) states that there are suggestions of applicability of a systematic review to certain types of literature. This is due to early systematic reviews being concerned with the exploration of certain independent variables and their effects. However, Bryman (2012) also states that there has been a shift in the use of systematic reviews and that they are now considered useful tools in a range of research areas. In addition, Mulrow (1994) states that professionals, researchers and policy makers need systematic reviews to be able to efficiently integrate existing information and provide data for rational decision making. Mulrow (1994) also states that the expl icit methodology used in a systematic review limits bias and, hopefully, will improve the reliability and accuracy of the conclusions drawn. Bryman (2012) states that due to the transparency of the methodology adopted and outlined in the research, it provides a degree of replicability to the study and therefore increasing the validity and reducing the bias of the study. Due to the nature of this research, ethical issues are kept to a minimum. No human participants will be used in this research and participants from the articles analysed are already anonymised and informed consent was obtained. Additionally, there is no need to gain gatekeepers permission for the use of the articles in the study as they are available on the internet. The articles are accessed via institutional log-on but can be purchased by the public. To reduce ethical issues further I will take care to be professional in my writing/reporting for example by criticising the literature politely and in a constructive manner. References Andrews, R. (2005) The place of systematic reviews in education research, British Journal of Educational Studies, Vol. 53, No. 4, PP 399-416 Banzato, C. (2008) Critical evaluation of current diagnostic systems, Indian Journal of Psychiatry, Vol. 50, No. 3, PP 155-157 [accessed 21/12/2016 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2738361/] Beidel, D., Alfano, C. (2011) Child Anxiety Disorders: A Guide to Research and Treatment, Routledge: London Bryman, A. (2012) Social Research Methods, Oxford University Press: New York Department of Education (2016) Mental health and behaviour in schools: Departmental advice for school staff, Department of Education: London Department of Health and NHS England (2015) Future in mind Promoting, protecting and improving our children and young peoples mental health and wellbeing, Department of Health: London Goodman, R., Scott, S. (2012) Child and Adolescent Psychiatry, Wiley Sons: Chichester Kahn, J., Nursten, J. (1968) Unwillingly to School, school phobia or school refusal, a medico-social problem, Pergamon Press: Oxford Kearney, C., Bates, M. (2005) Addressing School Refusal Behaviour: Suggestions for Frontline Professionals, Children and Schools, Vol. 27, No. 4, PP 207-216 Kearney, C. (2006) Confirmatory Factor Analysis of the School Refusal Assessment Scale-Revised: Child and Parent Versions, Journal of Psychopathology and Behavioral Assessment, Vol. 28, No. 3, PP 139-144 Kearney, C. (2008) School absentesim and school refusal behaviour in youth: A contemporary review, Clinical Psychology Review 28, PP 451-471 Klaveren and De Wolf (2013) Systematic Reviews in Education Research: When Do Effect Studies Provide Evidence?, Working Papers 46, Top insitute for evidence based education research. Lauchlan, F. (2003) Responding to chronic non-attendance: a review of intervention approaches, Educational Psychology in Practice, Vol. 19, No. 2, PP 133-146 Lingenfelter, N., Hartung, S. (2015) School Refusal Behaviour, NASN School Nurse, Vol. 30, No. 5, PP 269-273 Maynard, B., Brendel, K., Bulanda, J., Heyne, D., Thompson A., Pigott T. (2015) Psychosocial Interventions for School Refusal with Primary and Secondary School Students: A Systematic Review, Campbell Systematic Reviews, Merikangas, K., He, J., Burstein, M., Swanson, S., Avenevoli, S., Cui, L., Benjet, C., Georgiades, K., Swendsen, J. (2010) Lifetime Prevalance of Mental Disorders in US Adolescents: Results from the National Comorbidity Study-Adolescent Supplement (NCS-A), Journal of the American Academy of Child and Adolescent Psychiatry, Vol. 49, No. 10, PP 980-989 Morris, T., March, J. (2004) Anxiety Disorders in Children and Adolescents, The Guildford Press: London Mulrow, C. (1994) Systematic Reviews: Rationale for systematic reviews, British Medical Journal, Vol. 309, PP 597-599 NHS England (2013) News analysis: Controversial mental health guide DSM-5, [ accessed 07/01/2017 http://www.nhs.uk/news/2013/08August/Pages/controversy-mental-health-diagnosis-and-treatment-dsm5.aspx] Sewell, J. (2008) School Refusal, Australian Family Physician, Vol. 37, No. 4, PP 406-408 Thambirajah, M., Grandison, K., De-Hayes, L. (2008) Understanding school refusal: A handbook for professionals in education, health and social care, Jessica Kingsley Publishers: London World Health Organisation (2016) International Classifications of Diseases ICD10, Neurotc, Stress-related and somatoform disorders (F40-F48) [Accessed 20/12/2016: http://apps.who.int/classifications/icd10/browse/2016/en#/F40-F48]