Globalization Problem Essay

Introduction Globalization has practically changed societies all over the world. It has paved the way for the so called â€Å"borderless economy†. With the advent of the Internet, the role of information has dramatically changed the way people live and do business. As Naval points out in her paper, an immense reduction of time and space barriers among great nations is made possible through interconnectivity. She illustrated that such interconnections result to global transactions being done in the comfort zones of one’s home. This characteristic of the Information Age provides for accessibility to vast reservoirs of knowledge, which is power. 1 It is for this reason that all nations all over the world are adopting ICT-based solutions to address their information needs in this modern era of knowledge explosion. In the Philippines, the government anticipated the importance of Information Technology (IT) as early as the Ramos administration. Ramos in his speech at the First Information Technology and Telecommunications Education Congress outlined the National Information Technology Plan (NITP) of the government. He stressed that IT must be applied to the education sector as a means for national strengthening.2 In 1997, the Commission on Higher Education (CHED) reported that the General Appropriations Act of the previous year provided some funds for the CHED-SUCs computerization program. Chairman Angel C. Alcala stated that majority of the fund was used to upgrade the computer capabilities of state-funded institutions. The biggest threat pointed out in the CHED computerization program was the readiness of the people in the educational institutions in the form of computer literacy to cope with the said technological changes. 3 Similarly, the Department of Education, Culture and Sports (DECS) engaged in its own computerization program. Undersecretary Alejandro W.D. Clemente described the computerization project as two main thrusts, which are (1) improvement of learning/teaching environment and (2) management of education. While improvement of learning/teaching environment mainly involves direct use of IT tools in the classroom such as multimedia, computer-based training, etc., Clemente stressed that management of education through IT centers on three groups. These groups consist of support staff using application programs such as wordprocessors, spreadsheets and the like for processing. The second group is for the number crunching processing such as accounting, budgeting and others. Finally, the third group affected by IT in educational management is in the area of databanking. Storing of voluminous records such as student scholastic records may be kept and retrieved using computer technology. 4 In addition to government efforts, Malacaà ±ang has issued on July 12, 2000, under the Estrada administration, Executive Order No. 265, â€Å"An act approving and adopting the government information systems plan (GISP) as framework and guide for all computerization efforts in the government.† The order aims to provide a wide-ranging set of reforms to enhance government efficiency and effectiveness in its operations and delivery of basic services to the public. Furthermore, the executive order requires all government units to align their respective computerization projects to the thrusts of E.O. 265, also known as the Philippine Government Online. 5 In the light of these ICT undertakings at the national level, most specially in the education sector, former PUP President, Dr. Ofelia M. Carague was inspired to embark on a university-wide computerization project to address the information needs of the university, as embodied in the PUP Information Systems Strategic Plan (ISSP). The ISSP, in general, aims to address the mission-critical areas of the five sectors of the university, namely: Administration, Finance, Student Services, Academic Affairs and Research and Development. Different systems were lined-up for the different sectors of the university, such as, Admission System (AS), Enrolment System (ES), Student Grades Monitoring Systems (SGMS), etc. under the Student Services sector.6 Despite the massive computerization program of PUP during the early part of the Carague administration, the PUP Laboratory High School department was not included in the initial list of offices to be computerized, mainly due to the limited student population. This view was somehow overturned by a fire incident which threatened to destroy the archived student records in the possession of the high school registrar. This was cited by PUP LHS in its appeal to be included in the computerization project. The Polytechnic University of the Philippines Laboratory High School has been in existence for more than half a century since its inception in 1954. Throughout its existence it has adopted several information systems, both manual and automated, to facilitate in its day-to-day operations. Recently, the high school department engaged in an upgrading of its Student Information Systems (SIS). The semi-automated operations were replaced with a fully automated system known as Laboratory High School Student Information System (LabHiSIS). LabHiSIS is composed to two subsystems, namely: (1) Enrolment System (ES) and (2) Student Grades Monitoring System (SGMS). This transition from a semi-automated to a fully automated system entails a lot of adjustments on the part of LHS students, faculty members and non-teaching personnel. Thus, the researcher aims to assess the implementation of the said subsystems of LabHiSIS in order to understand the efficacy of the said system implementation, using as basis common good qualities of information, which an efficient or effective information system must provide. The study shall likewise identify the pr oblems encountered during the system implementations. Background of the Study The Polytechnic University of the Philippines Laboratory High School (PUPLHS) located in the main campus at Sta. Mesa, Manila is the only surviving high school unit of PUP. Previously, there were high school department in other PUP branches like PUP Bataan and Lopez branches. There were some motions in the past to close the department, but it was vigorously opposed to by certain sectors of the university citing that PUP LHS is an integral department of the College of Office Administration and Business Teacher Education (COABTE). The latter was founded in 1904 formerly starting as the College of Business Teacher Education while the former was established in 1954 to pioneer a unique commercial curriculum. The curriculum’s defining attributes are the subjects on distributive arts, which consist of Stenography, Bookkeeping and Salesmanship, viewed as a tool to make the students more equipped for early employment. The students are required to take one of these as a major in junior and senior year. The curriculum has remained very much intact for the past fifty years with very minimal modifications, like the inclusion of computer subjects. Though COABTE acts as the mother unit of the high school department, certain autonomy in the management of PUP LHS is given to its administrators. For instance, the LHS Registrar is not bound to adhere to procedures implemented by the university registrar to the colleges. In addition, since it is under the university system, the high school department also enjoys a similar type of independence from DepEd control. The PUPLHS enrolment process employs a typical manual enrolment process. Despite of this nature, the LHS administration is able to manage the enrolment due to the small student population. The enrolment starts with the filling up of registration forms at designated enrolment centers. Prior to this initial step, old students must be cleared of any accountability during the previous school year. Next, the student pays Student Council fees along with other organizational fees. The third step is the assessment of fees which is manually computed by the teachers themselves. After which, the students must pay the amount at the Cashier’s Office located at the main building. Finally, the student has to proceed to the LHS Registrar’s Office for the validation of registration certificate.7 This concludes the manual high school enrolment process, which is less complicated as compared to the college enrolment. Common problems under this situation arise from long queues of students waiting to be processed up to incorrect assessment of matriculation and other fees. The grades of the students like most secondary level institutions are likewise computed manually. The process starts with the posting of grades in the summary sheet which is done on a quarterly basis by the teachers. Each section has one summary sheet to which all subject teachers input the grades of students bel onging to the section. The posting of non-academic marks like attendance, conduct and homeroom are also posted on the summary sheet by the section advisers every quarter. Another type of quarterly report being prepared by the teachers is the report cards of the students. On the fourth quarter of the school calendar, the teachers must compute the subject averages and post it on the summary sheet to determine those who passed and failed from among the students. This is very crucial in the deliberation process of PUP LHS faculty members so that they are guided as to whom are the candidates for kick out or transfer. In addition, the advisers are responsible for the computation of the general weighted average and the posting of academic and non-academic marks on the report card of all the students under his advisory. Next, the teacher encodes the grades of the students to the Student Permanent Record form of the LHS Registrar’s office, which serves as the official scholastic record of the student. Finally, the teachers must prepare their grade sheets to be submitted to the LHS principal. The registrar, on one hand, is responsible of producing the Transcript of Records (TOR) of both graduates and students for college application purposes. At this stage, the student grades are encoded to the computer for the very first time. This summarizes the complex and tedious manual process of grades processing in PUP LHS.8 The manual systems in PUP LHS suffer from a lot redundancies. In their manual processing of student grades the only instance where the grades of the students are made in digital form is when the Registrar encodes the grades for the Transcript of Records (TOR) preparation. The rest of the processing stages consist of manual posting of grades unto different reports. When the appeal of PUP LHS to be included in the computerization project was approved by the Office of the Vice President for Finance, the PUP Information Linkage Systems (PUPILS) was tasked to assist the high school department in its request. The initial agreement was to customize the Integrated Student Information System (iSIS) of the college for the high school unit, but due to some differences in business logic the developers decided to create a system from scratch instead. Development started in April 2002 and the developers employed a Rapid Application Development (RAD) strategy in developing its first component – the Enrolment System (LabHiSIS-ES). The LabHiSIS package is composed of the following subsystems, namely: âž ¢ Enrolment System (LabHiSIS-ES) – a system which handles the registration needs of the students during enrolment periods. âž ¢ Student Grades Monitoring System (LabHiSIS-GMS) – a system which monitors the accumulating grades of student s. In a short period of barely two months, the PUPILS LabHiSIS development team prepared a fully functional stand-alone enrolment system. It was implemented in May 27-30, 2002 to all year levels of PUP LHS. LabHiSIS used a pre-printed implementation strategy. In this strategy, the registration certificates of the high school students were printed in advance. This facilitated the simple distribution of registration certificates to the enrollees during the enrolment proper, which were done by the enrolling advisers. After two years of implementing the Enrolment System in the department, the development team started with the development of the second subsystem. The first implementation of the Student Grades Monitoring System was implemented in SY 2003-2004. Throughout the entire development phase of the LabHiSIS systems, the system developers were guided by the following system objectives which they envision to be accomplished by the systems once operational. The LabHiSIS-Enrolment System’s objective is to automate the enrolment processing by generating a pre-assessed and a filled-up registration certificate. It shall also assist with some pre and post admission processing like the generation of unique student number. With the system, the faculty members of PUP LHS would no longer have to manually assess the matriculation and fees of the students. Though it is still not connected online to the university’s Cashiering system, the developers believe that this automation would provide a significant improvement to the LHS enrolment processes and, at the same time, introduce computerization to the PUP LHS community thereby preparing them for the second LabHiSIS module – Student Grades Monitoring System. The development of the more complicated Student Grades Monitoring System followed a multifaceted set of objectives. The objectives are as follows: 1. The Student Grades Monitoring System must automate the entire grades processing of PUP LHS from the time of its initial posting up to the generation of student Transcript of Records (TOR) for the department’s graduates. 2. SGMS shall produce highly accurate reports, namely: Temporary Quarterly Report Cards, Final Report Cards, Quarterly Summary Sheets, Student Permanent Records, Grade Sheets and Transcript of Records. 3. The system shall uphold confidentiality of student grades, thus, preventing unauthorized access to certain subject matters. The teachers will be limited to the subject assigned to them. 4. The system shall promote a high standard of grade integrity and eliminate the repetitive manual posting/inputting of grades into different kinds of reports. It shall centralize the printing of reports which is the sole responsibility of the system administrators. The administrators, though with access rights to view the grades, have no access rights to modify any of the grade entries. The faculty members are, thus, assured that the grades they have entered are the same grades to appear regardless of the report type. With this scheme, discrepancies will be avoided and the faculty would only have to input the grades once. Theoretical Framework In this study, the theory of Prof. Karl Weick, from the University of Michigan, known as Information Systems Theory was used as one of the basis for the study. The theory primarily states that â€Å"An organization should connect with information processing. Information is the key item that all organizations must possess.† 9 According to Sweeney, the theory of Karl Weick can be tested for practical utility. This means that, â€Å"The more effective communication is, the more effective the organization will be, and as a result it [organization] will be more successful.†10 The theory when properly applied to an organization can increase business control which is one of the fundamental functions of management. Efforts, however, to improve organizational performance do not instantaneously arrive as a result of having computer-based information systems. Prof. N. Kano, in his Theory on Customer Satisfaction, identified several categories of quality attributes which influence customer satisfaction. He discussed the importance of Basic, Excitement and Performance Factors as the three attributes directly involved with client satisfaction. He stated that basic factors present the minimum requirements in any product which will cause dissatisfaction if not fulfilled but do not cause customer satisfaction when fulfilled. Excitement factors tend to cause customer satisfaction whenever fulfilled but do not promote dissatisfaction if absent. Performance factors causes satisfaction if the performance is high†¦they cause dissatisfaction if the performance is low. 11 Though this theory mentions of characteristics applicable to a product, it must be noted that software is considered a product. 12 In order to guarantee customer satisfaction the product must be carefully evaluated thoroughly. The Evaluation Theory according to Prof. Mel Mark, from the Pennyslvania State University, as one of its many application provides the important key whether or not to implement a new program. In his article Evaluation Theory and What are Evaluation Methods For?, he mentioned that evaluation theory acts as a performance measurement system that can identify problem areas and provide a feedback mechanism regarding the apparent consequences of a certain decision. 13 Conceptual Framework The conceptual framework employs the Systems Approach technique. It begins with the Input Box, which represents factors that must exist before the study can take place or a phenomenon can be investigated. In this study, the inputs are the respondents of the study and the LabHiSIS-Enrolment System and LabHiSIS-Student Grades Monitoring System. The second box is the Process box. It contains all the procedures taken in the study. In the study, the process begins with data gathering through a survey questionnaire. Other information was also derived from informal interview. After data tabulation the next step was the application of a correct statistical tool. Finally, analysis and interpretation was made on the basis of the statistical results. The third box is the Output box. It shows the findings of the study regarding the efficacy of the systems. Likewise, it also aims to identify the problems encountered in the systems implementation. A return or feedback arrow signifies the repetitive and continuous nature of the process. After the findings have been concluded a new set of problems may arise which requires another inquiry or investigation. Statement of the Problem The study assessed the effectiveness of the Laboratory High School Student Information Systems, particularly its two subsystems; Enrolment System and Student Grades Monitoring System. Similarly, it aims to answer the following specific questions: To what extent do the respondents rate the effectiveness of the LabHiSIS-Enrolment System in terms of the following software quality attributes: 1. Accuracy; 2. Completeness; 3. Timeliness; 4. Reliability; 5. Security 6. User-Friendliness? To what extent do the respondents’ rate the effectiveness of the LabHiSIS-Student Grade Monitoring System in terms of the given software quality attributes: 1. What are the problems encountered in the implementation of LabHiSIS, specifically its two subsystems – Enrolment System and Student Grades Monitoring System? Significance of the Study Change is not an easy thing to embrace. It is the very nature of man to resist change. This resistance is commonly due to the fear of the unknown. Information Technology, as a catalyst of change, is a major fear factor for many institutions and individuals. Thus, this study aims to assess the LabHiSIS implementations made to PUPLHS. The main goal of the study is to identify the efficacy rating of the LabHiSIS system implementations. Findings of the study are expected to contribute to the further refinement of the system and its future implementations. The study, upon its completion, will benefit the following stakeholders of the university, namely: The University Officials/Administrators. Implementation problems identified in this study can help top management arrive at sound decisions regarding budget allocations, policy formulation, etc. The Academic and Administrative Employees of PUP LHS. Through this research the employees would be able to express their comments regarding the system so that positive changes can be taken into consideration by the developers as a result of the system assessment. The Systems Developers. The developers of the system would greatly benefit from this research mainly because the users response to the questionnaire would serve as a gauge in measuring the system performance. The weak points identified in the study can become the focus of their corrective maintenance of the system. The Future Researchers. This research can serve as a model for other studies on system implementations that other researchers might want to investigate. It is important to note that through research the precious feedback coming from the beneficiaries or system users could be obtained. In this case, the beneficiaries of the LabHiSIS systems are the students while the users are the academic and the non-teaching personnel. The Students. The last beneficiary of the system study is the students of PUP LHS. They would benefit from the improved service brought about by refinements in the system which is in turn a result of the problem identification and performance appraisal found in this study. Scope and Limitation of the Study This study is concerned with the system implementation of the LabHiSIS computerized Enrolment System and Student Grades Monitoring System to PUP Laboratory High School in school year 2004-2005. It includes all the following enrolment and grades processing activities: (1) Academic Subject Enrolment and Assessment of Matriculation and Fees; (2) Posting of Academic Grades and Non-Academic Marks and (3) Generation of Periodic and Demand Reports. In addition, the study includes the system stakeholders, namely, faculty members, non-teaching personnel and students of PUP LHS. The study is however limited to 2nd year up to 4th year students only as the first year students, in June 2005, still have no knowledge and complete experience with the two LabHiSIS subsystems. Definition of Terms The following terminologies were used as operationally defined in this study: Accuracy of information simply means that the information system is error free. Administrator is in-charge of the system security for both subsystems. As such he has access to all utilities menu commands. Completeness of the information means that all needed details are incorporated in a report or output produced by an information system. Effectiveness refers to the satisfactory performance or rating of the system based on software quality factors such as Accuracy, Completeness, Timeliness, Reliability, Security and User-Friendliness. End-users are members of the faculty and non-teaching staff of the PUP Laboratory High School who directly interact or use the computer-based information system. LabHiSIS refers to the Laboratory High School Student Information System, a computer-based information system designed to automate the enrolment and grades preparation process of PUP Laboratory High School. The system is composed of two subsystems, namely the Enrolment System and the Student Grades Monitoring System. Reliability is an information characteristic which means that the output or report produced by an information system can be depended upon by its users despite changes in the environment which may affect the system. Security refers to the ability of the system to limit accessibility of the users thus safeguarding confidential or restricted records from any form of unlawful access. Source documents, as used in this paper, pertain to the Summary Sheets from which all academic and non-academic marks of the students are initially posted by the subject teachers from their respective class records. The summary sheet is used for reference by the faculty members during the encoding of grades to SGMS. Timeliness of information is about the prompt release or issuance of a needed detail or report whenever it is needed. User Friendliness pertains to the characteristic of the information system to be easily understood by the users. Figure 1 – Paradigm of the Study FEEDBACK OUTPUT PROCESS INPUT Assessed Laboratory High School Student Information Systems (LabHiSIS): – Enrolment System (ES) – Student Grades Monitoring System (SGMS) Solutions to the Problems Encountered in the implementation of the systems. Assessment of the Laboratory High School Student Information System (LabHiSIS) Subsystems: – Enrolment System (ES), and – Student Grades Monitoring System (SGMS). Identification of the problems encountered during the systems implementation 1Naval, Victoria C., â€Å"Rethinking Prospects and Challenges of Globalization in Education†, The Mabini Review, Vol. 1. 2001 11Kano, N., â€Å"Customer Satisfaction Model†, http://www.12manage.com/methods_ kano_customer_satisfaction_model.html, 1984. 12Sommerville, Ian A., Software Engineering, 4th Edition, Addison – Wesley Longman Inc., 1995) pp. 5. 13Mark, Mel, â€Å"Evaluation Theory or What are Evaluation Methods For?†, http://www.gse.harvard.edu/hfrp/eval/issue30/theory.html 9Dudas, Marion, â€Å"Applying the Information Systems Theory to a True Situation†, http://oak.cats.ohiou.edu/~md413097/is.htm, 2000. 10Sweeney, Matt C., â€Å"Information Systems Critique† http://oak.cats.ohiou.edu/ ~ms101996/is.htm 8Gonzales, Jaime Y., interview held during system development start-up, Registrar’s Office, April 2002 7Gonzales, Jaime Y., PUP Laboratory High School Enrolment Procedures, 2004 6Escober, Rosicar E., PUP Information Systems Strategic Plan, College of Computer Studies, Graduate School, Dela Salle University, Manila, 1999. 2. 4Clemente, Alejandro W.D., â€Å"Use of Multi-media in DECS†, IT Education in the Philippines: Preparing for the 21st Century, pp.29-34, February 1997. 5Estrada, Joseph Ejercito, Executive Order 256, Malacaà ±ang Palace, Manila, http://www.neda.gov.ph/ads/gisp/default.htm, 2000. Laboratory High School Student Information Systems (LabHiSIS): Enrolment System (ES), and Student Grades Monitoring System (SGMS). Problems encountered in the systems implementation 2Ramos, Fidel V., â€Å"Taking the Future in our Hands†, speech delivered in the First Information Technology and Telecommunications Education Congress, Dusit Hotel Nikko Manila, February 1997. 3Alcala, Angel C., â€Å"The CHED Computerization Program: Goals, Policies and Projects†, IT Education in the Philippines: Preparing for the 21st Century, pp.25-28, February 1997.

What are the key similarities and differences between Freud and Jung’s theories of dreams?

Introduction Historically, dreams have often been given cultural significance all over the world, and various speculations abound on the origin and function of this intriguing phenomenon. However, it was the pioneering work of Freud in the late 19th Century which truly revolutionised the way dreams are discussed in much contemporary discourse. Although as a theory it is unfalsifiable and does not easily lend itself to empirical investigation, it subsequently remains somewhat outside of the conventional scientific approach to the study of psychological phenomena, as do the ideas of Jung. Psychodynamic theories have nonetheless been influential particularly with regard to dreams since their exact purpose and the genesis of their content is not demonstrably explicable in terms of mechanistic perspectives on sleep and mind. Clearly then these theories appeal to people, and they have resulted in psychotherapeutic methods of analysis that have been helpful to some people (Freud, 1940). With this in min d, this essay will seek to establish the individual contributions of Freud and Jung, where they concur and where their theories come into conflict. In order to do this each theory must first be outlined. Freud ascribed a crucial central position of dreams in his overall model of the psyche (Jones, 1913). He saw dreams as indicative of pathologies and emotions affecting conscious life, either directly or through the action of his proposed concept of the unconscious. Freud believed that in fact the majority of the mental processes governing an individual’s thoughts, feelings and therefore behaviour, take place in the unconscious mind, and that an intrinsic censor keeps these processes and underlying drives from conscious awareness (Freud, 1922). This unconscious-conscious distinction is necessary, Freud argues, because the feelings evoked by conscious knowledge of true motivational drives and internal struggles would be unacceptable, and therefore these must be hidden in the un conscious. These unacceptable notions only become available to consciousness in transformed appearance; becoming something analogous but more acceptable to the individual. One of the primary ways Freud supposed that the unconscious communicated its contents to the conscious mind was via dreams. The actual experienced content of dreams Freud names the manifest content, whereas the true meaning of the dream as it is stored in the unconscious was dubbed the latent content (Freud, 1900). Through the method of psychoanalysis, utilising such techniques as free association and projective methods using external stimuli, such as the Rorschach inkblot test, Freud believed the latent content of dreams could be uncovered, and that the revelation of this information In the light of consciousness could alleviate many neurotic symptoms (Fenichel, 2006). As far as Freud was concerned, dreams communicate their message through symbolic means. Images encountered in dreams represent some aspect of the dreamer’s psyche and their interpretation can result in profound insights into the inner life of an individual. For Freud, the meaning of certain dream symbols could be ubiquitous between individuals; if one person was dreaming of the Eiffel tower then this could be interpreted in much the same way as if another person were also dreaming of the Eiffel tower. The only way the interpretation would differ would be in regard to the dream context; that is, the place the object of the Eiffel tower occupied in relation to other dream objects, the motifs and themes involved in the dream as well as more ambient feelings surrounding dream objects. Therefore, two dreams involving the Eiffel tower could be interpreted quite differently, but the symbolic Eiffel tower could be said to have similar if not synonymous meaning between persons, according to Freud (1954). A key aspect of Freud’s theory of the unconscious is that the ego (the symbolic self) develops defence mechanisms to p rotect itself from thoughts and feelings that it finds unacceptable, typically these are feelings of inadequacy, social comparisons or unbearable desires of some kind. This arsenal of defence mechanisms includes repression, denial, sublimation and projection. This list is not comprehensive but these are the primary mechanisms by which feelings that are deemed harmful to the ego are exiled to the unconscious (Freud, 2011). In Freud’s theory, these unconscious desires and feelings then manifest themselves symbolically in dreams through almost universally recognisable and interpretable symbols. Another aspect of this theory is that dream objects may form categories. In other words, different but perhaps similar objects may mean the same thing in terms of latent content. One classic example of a semantic category of this kind is phallic symbols; essentially anything cylindrical is often interpreted to denote a phallus, or more abstract ‘power’ (Orrells, 2013). The dr eam analysis would then proceed with the latent content supplanted in the place of the manifest content, and the true meaning of the dream could be interpolated depending on the dream context. Freud was essentially working towards an encyclopaedic knowledge of the meaning behind each dream symbol (Freud, 1900) and although there was some acknowledgement that these symbols could be represented differently between diverse people, much of his theory lacks generalizability. This point becomes especially relevant when it is remembered that his theory was developed using only qualitative data obtained from neurotics (Freud, 1922). As a contemporary of Freud’s, Jung developed his theories largely without his input. When the two met they found that most of their ideas regarding the unconscious and its expression in dreams were compatible if not identical. However, there were some key areas of divergence; chiefly there are new concepts introduced by Jung, and disagreements over the ex act nature of the unconscious. Despite specific differences, there is no denying the striking similarity of the theories with regard to the genesis of dreams, the structure of the individual psyche and to a large extent the interpretation of dream content. Freud and Jung agreed that dreams harbour feelings, thoughts and desires which are unacceptable or painful to conscious awareness. Jung took this notion a step further and coined the term ‘complex’. A complex centres on a certain theme which pervades a person’s life again and again in many different ways. It must be a recurring theme which profoundly influences the psychology of the individual. Unlike the more general terms used by Freud, the idea of a complex provides a more structured way of understanding an individual’s unconscious expressions through the methods used in psychoanalysis, and the term was adopted by Freud into his psychology (Schultz and Schultz, 2009). Jung also introduced the concept of the collective unconscious, as he felt that Freud’s formulation of the unconscious was apt when applied to the individual, but incomplete as it could not account for the consistency of certain dream themes and even specific symbols between individuals (Jung, 1981). Jung believed that the consistency of dreams between individuals was best explained by introducing a new level to the unconscious; a communal level where universally relevant archetypal symbols filter in disguised form into the conscious awareness of individuals through dreams. These archetypes are fundamental aspects of life which apply to all people, and as such are ingrained in some way in all cultures, but are expressed differently between cultures in their respective myths, legends and deities. For Jung, archetypal images include that of the mother, to give an idea of the sort of motifs supposedly inherent in the collective unconscious. Although Freud would later acknowledge the idea of a collective unconsc ious (Jung, 1936), he still did not attribute particular importance to it like Jung did, seeing it as more of an ‘appendix’ to the personal unconscious. The collective unconscious was of paramount importance in Jung’s theory of dreams; he supposed that many dream images and themes could be interpreted as representing archetypes present in the collective unconscious (Jung, 1981). It is necessary here to delve a little further into Jung’s theory of the general human psyche to fully appreciate his perspective on dreams. Jung believed the ultimate goal of life was ‘individuation’ (Jung, 1923), which refers to the unification of personality, and an acknowledgment of all unconscious impulses. This integration of the unconscious with consciousness can only occur with the two still operating in relative autonomy but with the conscious mind achieving a degree of acceptance of the unconscious; both the collective and personal unconscious that is. Until individuation can be achieved, the individual must continue to attempt to differentiate themselves from the collective consciousness through the establishment of an individual persona. The persona is shaped through the processes of socialisation and individual experience and therefore the persona an individual choses to project may not truly reflect how they are feeling or thinking. Jung argued this persona is also shaped by the collective unconsciousness, and this struggle for individuation against the archetypes, and the strain felt by wearing the persona like a ‘mask’ is expressed in dreams (Jung, 1923). The idea of integrating opposites features heavily in Jung’s theories, and he believed that dreams could be expressions of this internal struggle, which is a perspective shared by Freud. However, it is clear that there is disagreement on the origins of the internal struggles; for Freud they arise only from the pressure of individual desires which are deemed as unacceptable by the conscious mind, whereas Jung saw in dreams the process of socialisation via exposure to the collective unconscious and the archetypes, while at the same time the ego struggles against such influence for the possibility of individuation. It can be gleamed from this description of the theories of Jung compared to those of Freud that Jung’s had more of a spiritual aspect to them. The idea of a collective unconscious inhabited by concepts that are familiar to all people does have an air of transcendence compared to the personal unconscious, which is concerned only with the unbearable thoughts of the one individual concerned. The objectivist worldview of Freud can be clearly contrasted here with that of Jung who did not discount spiritual perspectives, but saw in them analogies, representations and affirmations of his own concepts, albeit expressed with some artistic licence and cultural influence. The goal of individuation, Jung thought, was at the mystical h eart of all religions, whereas the collective unconscious gave rise to all manner of representations in religious texts. This brings us to another way in which the theories differ. Freud conceptualised the unconscious as being overwhelmingly focused on negative emotions and thoughts concerning the ego. The complex for Freud was always a malevolent phenomenon. Jung did not believe this necessarily had to be the case, and stipulated that the unconscious could contain desires, thoughts and feelings of any emotional valence. Jung believed that the contents of the personal unconscious could have been repressed from consciousness for any number of reasons, which differs drastically from the opinion of Freud who believed that this was only possible through the activation of the defence mechanisms he conceived of. Indeed, Jung saw many of the archetypes as benign abstractions (Jung, 1981) shared by all cultures which are universally effective in shaping the socialisation of all members of a society. Jung’s theory then has greater scope, in encapsulating the macro-level influences which affect all people as well as individual tendencies expressed in dreams; Freud focused to heavily perhaps on the individual and their immediate relations. Both Freud and Jung believed that unconscious underlying emotions for certain concepts drive external behaviour, the primary disagreement is over the placement of these emotional drives. Jung proposed that images filter up from the collective unconscious and are given individualised guises appropriate to each individual (but they nonetheless represent the same archetype). Feelings regarding this archetype arise from personal experience and inherent inclinations. These feelings are then expressed in the personal unconscious through dreams and take on personal significance in the conscious mind. In Freud’s theory, the process of unconscious expression takes place solely in the personal unconscious and is concerned with emot ions, thoughts and desires surrounding personal relationships and experience (Williams, 1963). Both of these psychodynamic theorists saw dreams as a key diagnostic tool in psychotherapy. However, there was some divergence in interpretative technique; primarily that Jung did not believe that the meaning of one dream symbol could be transferred effectively between people. To reuse the earlier example, to dream of the Eiffel tower could be interpreted completely differently depending on who dreamed it, their personal circumstances and the dream context. The dream image of the Eiffel tower for Jung does not inherently mean anything in and of itself. Although both methods of interpretation have resulted in the lessening of neurotic symptoms for some patients (Freud, 1954; Jung, 1936) the fact that these theories are essentially speculative cannot be overlooked lightly. Both Freud and Jung attached paramount significance to dreams in the functioning of the human mind, reading great meanin g into sometimes seemingly arbitrary dream images, but the fact that these theories cannot be empirically tested and rely on mainly neurotic patients for the acquisition of evidence is a serious criticism of both theories. The purpose of dreams is another area in which these theories put forward different views. Both theorists agree that the unconscious is expressed in dreams, but Jung adds that socialisation occurs through exposure to the collective unconscious, and individuation is sought through the establishment of an appropriate place for the ego in relation to the archetypes (Jung, 1936). Therefore, dreaming is a process of growth for Jung, whereas Freud saw dreams as expressive and in need of interpretation for them to really be of use to the dreamer. A common theme in both theories though when it comes to the purpose of dreams is compensation. In psychoanalytic theory, it is assumed that dreams can arise to compensate for a conscious attitude thus balancing the position of t he ego, this perspective is shared by both Jung and Freud. In a compensatory dream, the dreamer may be expressing a contrary attitude to one consciously held, although this would occur in disguised form as the manifest content in the dream. This assumption would factor into the psychoanalytic strategy employed by both theorists, where they would most notably differ would be in their interpretation of the meaning of certain symbols; whether they represent archetypes (as in Jung’s theory) or are analogous to personal relationships with people or objects in conscious life (as in Freud’s theory). To conclude, there initially appears to be many more similarities than differences between the theories of Freud and Jung regarding dreams. Both postulate the existence of an unconscious which expresses itself with symbolic images through dreams for the purpose of compensation; both see the interpretation of the unconscious expression as potentially beneficial, and the pathology o f neuroses is seen to have a causal influence in the unconscious desire. Despite these fundamental similarities there is also much divergence. Most of the theoretical difference is created by the proposition of the collective unconscious by Jung. This introduces a spiritual element, and an additional purpose of dreaming, which involves communing with archetypal forms to establish personal identity, and maintain a properly socialised persona. This is mostly incompatible with Freudian theory, which takes a more objective view and focuses on patterns of unconscious expression within the personal unconscious between individuals, seeking to establish a universal method of dream interpretation, something Jungian theory would deem impossible. References Fenichel, O. (2006). The psychoanalytic theory of neurosis. London: Routledge. Freud, A. (2011). The ego and the mechanisms of defence. Exeter: Karnac Books. Freud, S. (1900). Distortion in dreams. The interpretation of dreams, 142-143. Freud, S. (1922). The unconscious. The Journal of Nervous and Mental Disease, 56(3), 291-294. Freud, S. (1940). An Outline of Psycho-Analysis. International Journal of Psycho-Analysis, 21, 27-84. Freud, S. (1954). The origins of psycho-analysis (p. 216). M. Bonaparte, & W. Flie? (Eds.). New York: Basic Books. Jones, E. (1913). Freud’s theory of dreams. London, England: Bailliere, Tindall & Cox Jung, C. G. (1923). Psychological types: or the psychology of individuation. Oxford, England: Harcourt, Brace Jung, C. G. (1936). The concept of the collective unconscious. Collected works, 9(1), 42. Jung, C. G. (1981). The archetypes and the collective unconscious (Vol. 9). Princeton: Princeton University Press. Orrells, D. (2013). Freud’s Phallic Symbol. Classical Myth and Psychoanalysis: Ancient and Modern Stories of the Self, 39. Shultz, D. and Shultz, S. (2009). Theories of Personality (9th Ed.). Belmont, CA: Wadsworth, Cengage Learning. Williams, M. (1963). The indivisibility of the personal and collective unconscious. Journal of Analytical Psychology, 8(1), 45-50.

Theories, Practices, and Ethics of Leadership Assignment - 1

Theories, Practices, and Ethics of Leadership - Assignment Example 2. Some of the behavioural patterns, characteristics and shadows which fuel evil include our own individual insecurities. These insecurities are normally caused by the ignorance of our cultures and the cultures of other people. These insecurities may also be due to lifestyles, whereby people engage in evil activities in order to live in a certain way. The human need for respect and recognition may also push some people to be insecure and thus engage in evil activities to satisfy these needs. Insecurities may also be caused by low esteem. Some people normally do evil things in order to feel satisfied and boost their self-esteem. The need for power and strength also fuels evil. This may come in the form of oppression and suppression on the basis of race, religion, financial power, political affiliation, gender and job opportunities. For example, one might result in the oppression of a minority race in order to strengthen himself politically or financially. Acts of deceit and defensiveness may also fuel evil. The evil that may stem from deceit or defensiveness includes refusal to listen to feedback or other people’s views, anger, pessimism and blaming others for things they are not responsible for (Baumeister, 2001). 3. a) Dreadful pleasure: this is when someone knowingly and enjoyably inflicts pain or suffering on another person in order to hide one’s fear. For example, one might have a fear of being vulnerable, so he does things to make other people live in fear. b) Deception: this is when one becomes absorbed with himself and makes himself look like he is without any faults. These self-righteous people are very conscious of their personal appearances and will attack anyone who discovers their dark side. For example, one might pretend to be God-fearing and holy, but deep inside he is not as righteous as he wants to look. He may pretend to do good things when in the company of other people but turn to evil deeds when no one is watching.  

Growing trend in online education Research Paper

Growing trend in online education - Research Paper Example e and usage of computers started to decline and more focus was given to those devices which were more capable of ensuring communication between more than two individuals. For example, it was also intent that, in the clinical advancement, there should be electronic mechanism between patient, doctor, nurse and other medical staff who was directly or indirectly connected with the health of the patient. As a result of such expectations, the recent advancement in the shape of online education has not only facilitated the electronic communication between nursing students and health teaching hospitals facilities but also increased an opportunity for studying and learning through using the medium of the Internet. Overall, this transformation has considerably increased opportunities for online nursing learning and also enabled to adjust their routine study schedule as they want to. In the following parts of this paper, first description about online education has been provided. Moreover, this part also elaborates on the general significance of online education. Subsequently, Significance of online education for nursing students has also been provided. After that part, merits of online education has been included in which accessibility and affordability features have been mainly emphasized and elaborated as well. It is followed by demerits of online education part in which education quality and lack of concentration have been detailed. Before the conclusion part, the significance of magnet status for hospitals and the nursing students has been included. Online education is growing across the world (Shelton and Saltsman, 2005.p.146). Online education is defined as an education mechanism in which information communication technology is used for the purpose of studying different subjects. Fundamentally, there are three different activities used in the online education system: online education provider, medium and online education receivers (students). In addition, online

Reaction Paper Essay Example | Topics and Well Written Essays - 250 words - 1

Reaction Paper - Essay Example is logical to consider finding a resolution to determine a single common level with which to learn functionality in the genres of speech, heterogeneity in itself is still an indispensable characteristic. At one aspect, it feels essential to address the complexity of utterances in the light of stabilizing the sphere of communication with particulars that are intended to eliminate the growing abstract heterogeneous property in speech genres. However, looking through the occurrences that shape language on a regular basis according to diverse human experiences, we must realize being in a general situation of nature in which the typical impact of human activities that come in variety proceeds to bear consequences of heterogeneity upon language. Thus, how one form of utterance evolves a new one cannot be held back from its irreversible course since interactions with the use of language have gradually adapted to new unique factors that naturally designate heterogeneous influence and a sense of ambiguity in speech. Instead of being confined with utterances of specific types, I suppose that we may perceive overall speech genres just as we do for the field of literary genres where similarities and differences among literary works build the key to analyzing themes and concepts. If we insist on seeking to be justified in resolving speech genres by attempting to set principles that serve relief from homogeneity and merely acknowledge speech genres under a well specified body of knowledge, we are likely to defy flexible learning and keep ourselves from the alternative possibilities of growth in speech

Four Seasons Hotels And Resorts Essay Example | Topics and Well Written Essays - 2000 words

Four Seasons Hotels And Resorts - Essay Example Four Seasons Hotels, Inc. is a Canadian-based international luxury hotel chain consisting of hotels and resorts aimed at the higher end of the accommodation market. It is considered among the best luxury hotel chains worldwide.Four Seasons is a publicly traded corporation headquartered in Toronto, Canada.It has grown from single hotel to a prestigious company with 74 luxury hotels and resort properties several of which include a residential component. These properties operate under the Four Seasons brand name in principal cities and resort destinations in 31 countries in North America, The Caribbean, Europe, Australia, Asia, The Middle East and South America.The business-oriented hotels (as opposed to the resort properties) are typically mediumsize, located in major business and commercial centers, either in downtown areas or in suburbs with significant business infrastructures. Founded in 1960 by Chairman and Chief Executive Officer, Isadore Sharp, Four Seasons traces it roots to an idea that proved to be revolutionary: what the global business traveler wanted most was personalised service, available round-the-clock. Frequent international travel, now so commonplace, was an emerging trend in the 1960's and '70s. It set the stage for a new kind of luxury hotel experience.Sharp had the opportunity to capitalize on this trend when the company opened its third hotel, and its first in Europe, the Inn on the Park, now known as Four Seasons Hotel London.... Four Seasons was also the first to provide European-style concierge services and room service 24/7, offer innovative choices in cuisine, taking the hotel dining experience to a new level ,and to make all of these services available at every hotel it operated. Mission To provide Exceptional service in unparalleled settings Goal The main goal is to be an undisputed global leader in luxury lodging. Objectives Provide economic returns that would help sustain the portfolio. Enhance the value of Four Seasons reputation and brand name globally. Generate premium shareholder returns over the long term. Values: Consistently superior quality, exclusivity, a measure of enhanced social status, and a measure of the ability of a brand to make a customer "feel special". The Four Seasons' firmly believes in the golden rule, "treat others, how you would like to be treated". Portfolio The 1990's brought a new avenue of growth, the opening of the company's first destination resort, Four Seasons Resort Maui at Wailea, extending the company's unique approach to the leisure experience. An early pioneer of spa as an integral part of the luxury hotel experience, Four Seasons first introduced a full-service spa in 1986, at Four Seasons Resort and Club Dallas at Las Colinas. By 2001, every Four Seasons resort included a distinctive spa experience and every property worldwide offered on-site spa services.Four Seasons launched a new extension of its brand in 1997. Today, Four Seasons Residential Properties to provide full or fractional ownership of city and vacation homes in some of the most desirable locations around the world. Four Seasons Private Residences in San Francisco, Nevis - soon in Miami and Punta Mita - offer fully deeded hotel ownership of condominiums

The Effectiveness Of Different Training Methods Commonly Used To Lab Report - 1

The Effectiveness Of Different Training Methods Commonly Used To Increase An Athletes Speed - Lab Report Example In The following pÐ °per I will be discussing different trÐ °ining methods thÐ °t Ð °ssist Ð °thletes in increÐ °sing their speed of running Ð °nd discover their nÐ °turÐ °l potentiÐ °l. Besides discussing the trÐ °ining methods, I will emphÐ °size the importÐ °nce Ð °nd subtle elements of Ð °thletes speed. The term ‘Ð °thletes speed’ describes the speed required for Ð ° pÐ °rticulÐ °r Ð °ctivity. For exÐ °mple, the type of speed required for tennis differs from thÐ °t needed for Ð ° 200 metres trÐ °ck sprint (BÐ °echle, 1994). Most teÐ °m Ð °nd individuÐ °l Ð °thletes require good Ð °ccelerÐ °tion. However, if we ignore trÐ °ck sprinters for the time being, the greÐ °t mÐ °jority of teenÐ °gers will only ever sprint over distÐ °nces less thÐ °n 30 metres during competition. This meÐ °ns thÐ °t mÐ °ximÐ °l speed will rÐ °rely be reÐ °ched, Ð °nd thÐ °t Ð °ccelerÐ °tion plÐ °ys the most importÐ °nt pÐ °rt in speed Ð °nd must therefore receive speciÐ °l Ð °ttention in speed trÐ °ining. Two Ð °spects significÐ °ntly contribute to Ð °ccelerÐ °tion: first-step quickness Ð °nd correct body position. First-step quickness is the Ð °bility to move in Ð ° certÐ °in direction Ð °s quickly Ð °s possible. Often, significÐ °nt speed improvements over ten metres cÐ °n be mÐ °de by eliminÐ °ting Ð ° fÐ °lse step. This is commonly seen when Ð °n Ð °thlete, wishing to run to his or her right, either rocks bÐ °ck on to his or her left leg, or, even worse, tÐ °kes Ð ° step bÐ °ck with his or her left leg, before then beginning to run to the right. By teÐ °ching the Ð °thlete to run immediÐ °tely in the intended direction, with Ð ° low, fÐ °st first step, time-wÐ °sting movements Ð °re Ð °voided. Ð s different open field sports require vÐ °rying stÐ °rt positions, it is essentiÐ °l thÐ °t most Ð °thletes cÐ °n stÐ °rt sprinting from either foot. (BlÐ °zevich, 2005) Body position for Ð °ccelerÐ °tion is different from the body position necessÐ °ry for mÐ °intÐ °ining mÐ °ximÐ °l speed running. While mÐ °ximÐ °l speed running

Whistleblowers Assignment Example | Topics and Well Written Essays - 500 words

Whistleblowers - Assignment Example The cap of $1.6 million in terms of compensation for whistle blowing is not sufficient enough to encourage individuals to come forward and give evidence for wrongdoing within organizations. By increasing the rewards for blowing to at least 30% of the recovered sums therefore, congress will make it more possible for the Department of Justice to collect quality evidence that will enable completion of cases involving complex financial crimes. This is because as a whistleblower, one job, life and family future is at stake hence with sufficient compensation, the benefits of reporting will exceed those of keeping quite. In the end more people witnessing corporate crimes in organizations will be able to come out and speak or provide the details of the crimes hence reduce misconduct in organizations. An environment of mistrust is inevitable with whistle blowing and this may affect the flow of work. This is because one has to really check whether to share information with other members of staff and due to the fear and immense suspicion brought about corporation may be affected. Generally whistle blowing requires a lot of courage and self confidence and as such many people coming from low income backgrounds are deterred from reporting for some reason. Sometimes also individuals who blow the whistle on significant unlawful activities are some extend subjected to some of harassment and mistreatment and this significantly affects the practice considering that the individuals’ is at stake. As such therefore encouraging whistle blowing may breed distrust among employees with significant impact on the flow of work. But this will be necessary for the overall benefits of the economy and therefore the practice must be encouraged. In fact increasing the incentives will make it possib le for more people to confidently report crime as their own and their families’ welfare will be guaranteed of protection. Furthermore, it will enable sharing

Control Systems and Quality Management in Relation to Motivation Essay

Control Systems and Quality Management in Relation to Motivation - Essay Example Control systems and quality management incorporates techniques which motivate the behavior of employees in evaluating their performance. Quality control and quality management systems in the healthcare company ensure quality of products and services. They involve a planned and organized approach to monitoring, analyzing and enhancing organizational performance which is a source of motivation. Most healthcare organizations have established continuous quality control and improvement systems for an excellent and constant quality management program as suggested by Shortell and Kaluzny (1997). Healthcare companies should consider that institutions with constant quality control systems desire to adopt positive changes in all aspects of the organization’s activities. Quality management in healthcare companies offers a framework for service delivery and helps hospitals organize their operation to provide quality services. Management control systems aim at bringing commonness of goals and coordination of processes in health care organizations for dysfunctional control systems. The control systems are expected to monitor and regulate the behavior of workers in the organization. For instance, the top management depends on information provided at different management levels to make decisions and to evaluate processes. Management control systems in healthcare organizations are concerned with resource allocation, coordination and motivation of the employees. The control system in management of healthcare organizations applies techniques such as total quality management. Total quality management is an aspect of management which constantly aims at enhancing quality services and management. Every healthcare organization’s management should develop a control system customized to its goals and resources. These control systems relate to motivation of employees in healthcare organizations through different principles as outlined below: Focus in critical points: for in stance, controls are used where failure is a threat and the costs do not exceed a specific amount. This critical point involves all healthcare operations that affect the motivation of workers. Established processes integration which implies that controls in healthcare organizations must work in coordination within various processes in order to motivate the employees for improved performance. Control systems are important in providing information on the organization’s resources including human, financial and physical resources. This is because they are manipulated to improve the use of these resources mostly during strategy implementation Information availability is another important principle that goes toward the motivation of employees through quality management. This can be achieved by ensuring that there are set targets in various processes including deadlines for project completion, priority aspects in services, and cost effectiveness. Comprehensibility is another princip le which implies that motivational controls must be easy and simple for employees to understand Accuracy demands that an effective and motivational control system should offer real information which is useful, consistent, valid and reliable to workers. Economic feasibility is an important control systems motivational aspect as it ensures that control benefits are above the costs. Functional and Dysfunctional Control Systems Functional and dysfunctional control systems are applied in management to combine data collection. The data collected is normally used to determine employee motivation and evaluate their performances. These types of control systems a

A History of the Popes Essay Example | Topics and Well Written Essays - 250 words

A History of the Popes - Essay Example The church that was established at the site of the burial place of Peter seems to be insinuated in the film, â€Å"A History of the Popes, Saints and Sinners: Upon This Rock† as the fulfillment of the words of Jesus saying upon Peter, he will build his church. This seemed to have even been strengthened during the time of Pope Leo who very articulately explained the humaneness and divinity of Jesus, making people declare that Peter has spoken to him. The next episode of the film entitled â€Å"Between Two Empires† reflects the fight for power between the political and religious empires in Rome. The religious empire ruled by a pope, decides on what is to be rightfully implemented by the political empire headed by an emperor. However, absolute power has been quite coveted by emperors. On the contrary, popes did not like to give full authority to emperors. Therefore, a long history of contentions between the two empires has been documented. In addition, personal interests played a great role in the historical facts created by emperors and popes. Interestingly, it was not only the emperors who did not play fair for power. Instead, the popes also showed some vicious acts such as murder like the death of John VIII, Leo V and John

Culture as a Determinant of Motivation Essay Example for Free

Culture as a Determinant of Motivation Essay Why is the study of Different Theories of Motivation important to managers? The World has changed at a very fast pace and will continue to do so. The view point that many prominent researchers had on motivation has also evolved with changing times. There has been a phenomenal change in the way organizations and individuals function in the twenty first century if we made a comparison with how organizations functioned back in the day. There is a significantly greater focus today on employee satisfaction, work life balance, cross cultural values, virtual teams and formal performance management processes to name a few. Globalization is one the key factors which has brought a prominent change in many organizational practices in the twenty first century. Hershey and Blanchard (1977) mentioned that â€Å"motives can be defined as needs, wants, drives or impulses within the individual which are directed towards goals which may be conscious or sub conscious†. Motivation has been defined by Robbins, Decenzo and Coulter (2011) as â€Å"motivation is the process by which a person’s efforts are energized, directed, and sustained towards attaining a goal â€Å" In this paper we will define motivation as the force which helps an individual focus on his immediate and long term goals and helps him run the extra mile. Also in this essay we will be focusing on the impact of culture on organizational behavior and the reasons why managers need to be aware of various motivational theories so that they are well equipped to handle this impact of culture change. Motivation is a very important tool that is not effectively utilized by managers. Motivation if used effectively can significantly improve the performance of teams and employees. It was thought earlier that motivation could be directed only by external factors, but it is now understood that every employee has his own set of motivators which if addressed correctly can significantly improve a manager and his team’s performance. It is the manager’s responsibility to correctly identify these motivating factors and take all steps possible to address them. But this is easier said than done. As observed in today’s environment there are many issues which create a hindrance for managers to motivate their respective teams. In most organizations because of the growing impetus of globalization and the fact that individuals from different cultures, ethnic backgrounds come on the same platform and work together, it is becoming increasingly difficult for managers to be on top o f these growing trends and continue to motivate their respective teams. It is very important for managers to understand how important the concept of culture plays in the way an employee thinks and behaves. Only when a manager is aware of the subtle changes in an individual’s behavior because of their cultural background, can he actually make a concentrated effort to analyze and evaluate methods to motivate that particular individual. Geert Hofstede’s (1980) theory of cultural dimensions describes how a particular society’s culture influences the behavior and values of individuals using a structure derived from factor analysis. This theory proposed four concepts on the basis of which cultural values could be evaluated; Individualism- collectivism, power distance, uncertainty avoidance, power distance and masculinity- feminity. As per Sledge, Miles and Coppage (2008) power distance is â€Å"the degree to which control and influence are distributed unequally in society†. In countries with high power distance it would not be recommended to give employees a lot of freedom with respect to their work. The employees would be more comfortable when they are abiding by a strict protocol and set guidelines and procedures whereas in countries with low power distance decentralization of power would be recommended where employees can be empowered and inspired to come up with creative ideas in their work. Countries like Venezuela and Malaysia are examples of nations which show High Power distance whereas Denmark and Great Britain are nations which show very low power distance. Sledge, Miles and Coppage (2008) defined the concept of individualism versus collectivism as â€Å"I and Me versus We and Us’†. Cultures where the beliefs are that one is responsible for his own decisions and the general tendency is to take care of only oneself and his own family are individualistic cultures. Collective cultures are those where people rely more heavily on groups and the general tendency is to take care of each other. Individualism is common in USA, Canada and mostly in the West whereas collectivism is more common in Pakistan, India and Brazil. In collective cultures promotions and appraisals are generally done on the basis of seniority, age and loyalty whereas in individualistic cultures appraisals are done only on the basis of merit. In countries where the culture is individualistic strong individual recognition and rewards would be very strong motivators. Sledge, Miles and Coppage (2008) expounded that uncertainty avoidance was â€Å"the degree of risk aversion†. Individuals from Countries with high uncertainty avoidance are generally very wary of ambiguous situations and they create beliefs and situations to increase their sense of security. They have very strong belief in experts and they generally arrive at decisions only with consensus of their entire group. Denmark and Great Britain are examples of low uncertainty avoidance cultures whereas Germany, Japan and Spain are examples of High Uncertainty avoidance countries. Sledge, Miles, and Coppage (2008) elucidated on masculinity versus femininity as â€Å"the desire for material possessions and recognition versus the desire for relationships and family† In masculine societies monetary rewards would make very good motivators whereas in predominantly feminine societies Flexible working hours or more time away from work for family would be very strong motivators. A feminine society is more concerned with family and personal relationships as against masculine societies where jobs are more or less gender based. Examples of such masculine cultures are China, Japan, Philippines, India, Bangladesh whereas examples of more feminine cultures are Thailand, Korea, Vietnam and Indonesia. Some researchers like William Ouchi (Theory Z) and Peters Waterman(Excellence theory) developed theories on the difference between management practices between Japanese and American business corporations . They firmly believed that most American and Japanese corporations functioned similar to the McGregor’s Theory X Theory Y where the American companies firmly believed that workers are generally unwilling to work and can be motivated only with economic benefits whereas the Japanese corporations were of the belief that the workers can be motivated by a sense of duty and loyalty. The major difference in the functioning of these organizations was also the fact the managers from the west which are predominantly individualistic cultures could not generally think about the bigger picture and this probably showed in the treatment of their employees. Hence the intrinsic factors of most employees were not catered to. Companies from the East like Japan which is a collective culture showed that managers used to generally behave with their workers like they were a part of a collective unit and this made the employees think about the companies as an extension to their individual self. This made them believe that money and economic benefits were not primary motivators. Such employees were motivated with other factors like by knowledge sharing, improving their self esteem, self respect, achievement, recognition and opportunities for more challenging work. Organizations need to pay utmost attention to the cultural and ethnic sentiments of their employees. Let’s say for instance Multinational Companies who have their setup in India also have to take many factors into consideration like the fact that every state in India has some festivals which have a very strong regional and cultural flavor. Organizations have to keep in mind that even within Cultures there are many sub cultures and the sentiments of the employees within these sub cultures also need to be taken care of. Like for instance in India in the state of Maharashtra the festival of Ganesh Chaturthi is of very high cultural and emotional significance whereas in the state of Punjab Baisakhi as a festival is of very high importance. Organizations need to take these aspects also into consideration and keep a correct balance when they are deciding holidays for the employees in a particular culture or sub culture. If the management does not pay attention to the sentiments of their employees, this will send the wrong signals to their employees and they will be unable to identify themselves with the ideals of the company. In such situations motivating employees would become very difficult. Having seen the impact of culture on the behavior of employees and individuals it would be very advantageous for managers to understand the underlying and basic crux of motivation theories. These theories when used in the right context with employees will help motivate them and improve their performance. Herzberg’s Two Factor Theory of Motivation (1968) emphasizes on core job factors and distinguishes them into two categories Hygiene Factors and Motivational Factors. Herzberg further added that the Hygiene Factors like Pay, Company Policies, Fringe Benefits, Physical working conditions, Status, Interpersonal Relations, and Job Security were only factors that were extrinsic to the work environment and on ly prevented dissatisfaction. These factors never motivated individuals but only prevented the individuals from getting dissatisfied which might further lead to de-motivation. He further added that the motivational factors were intrinsic to an individual and were inherent in work. The motivational factors like recognition, Growth Opportunities, Responsibility, Leadership Quotient, and Meaningfulness of work were what were instrumental in creating satisfaction in an employee and motivating him. What is interesting to know is that in different cultures the motivators and hygiene factors are slightly different. In collective cultures sense of fulfillment and working towards company goal is considered far more important that individual pay and remuneration like in western cultures. Managers need to strike the right balance with employees to properly inspire them to perform better. In order to be able to do this they need to have sufficient background knowledge of the culture quotient of an employee along with certain theories of motivation which might be applicable to those employees. In recent times of financial crisis it has become even more important for managers to understand the key factors which can motivate their employees. Organizations in recent times have become hard pressed to offer economic benefits and rewards to their employees. In such situations it would a great advantage to managers if they have sufficient knowledge of motivation theories like the Equity theory of Motivation which states that every individual has an ingrained instinct to continuously evaluate what is it that he is gaining from the company with respect to what he investing in the company. Individuals also continuously compare themselves with their peers and colleagues. Such theories will help manages keep a right balance and ensure that certain factors which can give impetus to an employee’s dissatisfaction are sufficiently curtailed. They will then start focusing on improving an employee’s soft skills like interpersonal communication, instilling a sense of duty and loyalty towards the organization, making the employees strive for self improvement. Recognition and praise for good work will also be used more effectively used to motivate employees. The uses of motivation theories have become even more important as in most organizations virtual teams have become the order of the day. Employees work with their associates and colleagues whom they have never even met. It has become even more instrumental for managers to instill a sense of collectivism in their teams so that individuals working in a group can transform into a team in an actual sense. As per the survey done by Mckinsey(2010) it was found that most employees in organizations feel de motivated when they are unable to idolize themselves with the leadership of the company. It was also found that the many employees in the organization would feel even more motivated if they were offered a few words of praise from their boss. Like for instance if a manager appreciates the efforts of an employee who is a part of his virtual team whose first language is not English, this will really do wonders for that specific employee. All the small bits when put together make a collage. The study of motivation theories has now become of paramount importance to managers as they really need to understand that small bit which will motivate their team and their associates to do better than they actually can. This is what will separate a manager from a leader and will elevate the performance of a group of people to a team. Bibliography References * Hofstede, G. (1980). Motivation, Leadership, and Organization: Do American Theories Apply Abroad? Organizational Dynamics, 9(1), 42-63\ * Hersey P, Kenneth Blanchard (1977). Management of Organisational Behaviour. Englewood Cliffs: Prentice Hall * Sledge, S., Miles, A. K., Coppage, S. (2008). What role does culture play? A look at motivation and job satisfaction among hotel workers in Brazil. International Journal Of Human Resource Management, 19(9), 1667-1682. doi:10.1080/09585190802295157 * Blackwell RJ, Miniard PW, Enrgel JF (2007). Consumer Behaviour, 9thed., Thomson Press, London. * Decenzo DA (2001). Fundamentals of Management: Essentials Concepts and Application. Prentice Hall, New Jersey. * Deresky H (2007). International Management: Managing Across Borders and Cultures (6th Edition). New Jersey; Prentice Hall * Koenigs, R. (1982). An Interview with Dr. William Ouchi. Training Development Journal, 36(3), 38 * Herzberg F (1968). ‘One more time: how do you motivate em ployee?’ Havard Business Review, Jan-Feb, 53-64 * Hofstede G (1991) Cultures and Organizations: Software of the mind.McGraw Hill. * Hofstede G (1980). Cultures Consequences: International Differences in Work-Relate Values. Newbury Park CA: Sage. * Dewhurst, M., Guthridge, M., Mohr, E. (2010). Motivating people: Getting beyond money. Mckinsey Quarterly, (1), 12-15

Powdered zinc and copper sulphate Essay Example for Free

Powdered zinc and copper sulphate Essay Temperature after 1minute (i C) Change in Temperature (i C) 1g 17 19 2 As I had decided I was going to use 40cmiof copper sulphate solution in my experiments I was able to calculate the amount of mols of copper sulphate I was going to use, knowing that the concentration of the CuSO4 was 0. 5m/dmi. Amount of CuSO4 (mols) = concentration x volume = 0. 5 x 0. 04 (40cmi = 0. 04dmi ) = 0. 02mols Know that I knew the amount of CuSO4 used I was able to work out the amount of powdered zinc needed to give the highest change in temperature using the calculation shown below: Amount of substance needed = mass / molar mass (Mr of Zn = 65) therefore mass = amount x Mr = 0. 02 x 65 = 1. 3g Thus 1. 3g of zinc should give me the highest change in temperature. As I am not using exactly 1. 3g of zinc I predict that either 1. 25g or 1. 5g of zinc will show the highest change in temperature. Practical Obtaining my evidence Apparatus: powdered zinc, copper sulphate solution, beaker, measuring cylinder, pipette, balance, 5 evaporating dishes, thermometer, polystyrene cup and lid, stop clock. Method: I measured out amounts of   of the powdered zinc separately, using the balance to ensure accuracy. I put the amounts into the evaporating dishes. Using the measuring cylinder and a pipette, I then put 40cmi of copper sulphate solution into the polystyrene cup, which I placed into a beaker for stability. I then added an amount of zinc, placed the lid and thermometer onto the cup and took the temperature of the solution. After a minute I took the temperature again. I repeated this process for each amount of zinc powder. I completed my experiment three times to each amount of zinc powder. I did it three times to establish an average change in temperature for the different amounts of zinc used. Results: Experiment 1: Amount of Zinc (grams)3 Conclusion: As I predicted 1. 5g of powdered zinc gave me the highest change in temperature. After this amount the change in temperature slowly began to decrease. Between 0. 5g and 1. 5g the temperature change increased rapidly. Specific Heat Capacity of Zinc The specific heat capacity (s. h. c. ) of a material is the amount of heat needed to change the temperature of 1kg of the material by 1i C or 1K. Different substances take different quantities of heat energy to heat them up. Specific heat capacity = energy released / (mass x temperature rise) As I know this equation I can rearrange it to find the energy released during a reaction. If I also know the amount of a substance used in the reaction I can calculate the specific heat capacity of it. Energy released = temperature rise x specific heat capacity x mass of solution . 76 KJ/mol (exothermic reactions are always negative) From my results I have calculated that the specific heat capacity of zinc is -32. 76. This is inaccurate as from my data book I was able to find that the correct ? H of zinc is -219KJ/mol. This inaccuracy shows that although my results followed the expected trend, they were not accurate. Analysis In my plan I predicted that either 1. 25g or 1. 5g of zinc would show the highest change in temperature. After this mass I predicted that the change in temperature would either decrease or level off. This is what happened. In my average results 1. 5g of zinc gave me the highest change in temperature and after this the increase in temperature decreased because a layer of copper formed on the zinc, thus making it less reactive. If I were to continue with my experiments I would investigate higher amounts of zinc to prove this theory completely. In all of my experiments the copper sulphate lost its blue colouring and the zinc became red in colour. The copper compounds in copper sulphate cause the solution to be blue in colour. As the zinc displaced the copper, the solution lost its colour. As the copper layer formed on the zinc it became red, as copper is a red metal. My graphs show the general trend that I predicted and concluded on yet there were a few anomalies. I believe that these will have been caused by factors such as contamination and heat loss to the surroundings. The thermometer may also have been inaccurate. An exothermic reaction is one which gives out energy to the surroundings, usually in the form of heat and usually shown by a rise in temperature. I have successfully proved that the reaction between powdered zinc and copper sulphate is exothermic as I recognised a rise in temperature in all my experiments. I have also shown that the reaction between zinc and copper sulphate is a redox reaction (see my plan). Evaluation The anomalies in my results prove that there were points during my investigations where my accuracy left a little to be desired. An inaccuracy occurred in my time keeping, as there was often a small difference in when I began timing e. g. when I added the zinc or when I secured the lid on top of the polystyrene cup. Overall even though my experiment was open to some inaccuracies I believe it was accurate enough to support my predictions. To improve my results I would increase the period of timing from 1minute to 5minutes so that the temperature could be allowed to rise more. I would extend my investigations into the reaction between zinc and copper sulphate by using a finer powder of zinc, which would give it a larger surface area, to see if this would cause the temperature to rise more rapidly. I would also like to complete the experiments using better equipment to prevent heat loss to the surroundings, to see if it has an effect on my results and thus, my conclusion. I would have liked to use better equipment in my practical but they were not available. If I had more time I could use different metals and different solutions to further test the displacement rule e. g. the reaction between magnesium and zinc sulphate. Sources: G. C. S. E Chemistry Revision Guide Richard Parsons Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Patterns of Behaviour section.

Modern Society Mass Media Is Everywhere Media Essay

Modern Society Mass Media Is Everywhere Media Essay Mass media has three major effects on our society. First, it teaches us the signifiers of the culture; secondly, it puts issues into the agenda; thirdly, it offers solutions to binary oppositions and teaches us what behaviors [behaviours] are preferred or at least accepted within the dominant ideology. Thus values and behaviour of youths are strongly influenced by the mass media like newspapers, television, radio, video, and the Internet. Mass media is categorised into three groups, the print media (newspaper, journals, etc.), electronic media (television, radio) and the new-age media (the Internet, mobile phones, and computers). (Uttara, 2000) [5] In this essay, I will focus particularly on free-to-air television programme and the web, how they are not the main causes of moral decay in youths today. First, exposure to violence images through television programme does not cause violence in youths but decrease the probability of being aggressive. However, we often see public pushing blames towards the television programmes. Exposure to aggressive stimuli will increase physiological and emotional arousal, which will increase the probability of violence. (Dr. Mark, n.d.) [3] Thus it is often said that television is a good candidate for the cause of the increase in violence in the society. But, on the other hand, an online document, disagrees that exposure to violence images cause violence in youths and pointed out two theories; Reinforcement theory and Aggressive Cues theory. The Reinforcement theory explains that whether youths turn towards aggressive will depend on the background of the youth. If a youth is brought up in a nasty environment, then the youth is going to read violence images as real violence. The Aggressive Cues theory further point out that whether the youths get ne gatively influenced, all depends on how the media presents these images; if the violence is presented in a justifiable way, then youths can be lead to combative behaviour and vice versa. (Mass Media and Society, n.d.)Â  [7] However, the television programmes shown on television portray violence in an appropriate way. Take Point of Entry as an example; it portrays violence as a negative form for problem solving. William Triplett (2007). [9] agreed that exposure to violence does not cause moral decay in youths, [All babies are born with violent tendencies, which most kids learn to control as they grow older.] Thus exposure to violence scenes is not responsible for the moral decay in youths but depends on the way the youth is being brought up, where parents and guardians come into place. Secondly, with respect to how both television and the net not cause moral decay in youths. Easy accessibility to sexual images does not necessarily cause youths to be sexually arouse. However, through the internet, we often see sources stating society is degenerating because of the ready accessibility in pornography. (Dr. Mark, n.d.) [3] It is said that early exposure to pornography through the web causes youth early maturity, thus an increase in number of sexual activities at an earlier age. Why both the web and television does not cause decay in youths moral is because firstly, the reinforcement theory, a theory that implicates that whether a youth gets negatively or positively influenced depends on the youths background. Children who are sexually abused are going to read sexual signifiers differently than children whose parents demonstrate a loving, caring relationship and explain sexual behaviors [behaviours] to their children. (Dr. Mark, n.d.) [3] Thus the message that had been brought over to youths depends entirely on how the youth interpret it. Besides, having early exposure to sexual images not only prepare the youths with the basic knowledge of sex but also avoid impropriate action done on youths without them knowing that it is wrong. Therefore I conclude that both the web and television does not cause moral decay in youths but actually educates them and prepare them for the future. Thirdly, how television programme and web not cause moral decay in youths, like materialism. Materialism in youths is not caused by the advertisements from both the free-to-air programmes and the net. Through the web, often see people pointing fingers towards the television programmes and the Internet example, Richins Dawson (1992). [6] pointed out that [P]eople view material possessions as a symbol of success and the source of happiness in life. [1] Thus it is said that advertisements motivate consumers to spend unnecessarily; causing youths to be materialistic. However, it is neither the television nor the Internet that causes materialism in youths. It is due to both peer pressure and self-esteem. Many youths feel insecure with their look and status because they feel that they are not fashionable or look good enough as compared to their friends and thus need to depend on accessories to get acknowledged by peers and to feel secure. Deborah Roedder John, and co-author Lan Nguyen Cha plin, (Materialism in Kids and Adolescents linked to Self Esteem, n.d.) [8] have done two experiments with children and found out that the level of materialism is directly proportional to their self-esteem and this proper pride comes from among the peers. In the first experiment, they found that materialism rate increases from the age of 12 onwards but after which declines by the age of 16 to18 years old and this mirrors a patterns in the youths sense of pride. They continued with their second experiment to support materialism is not caused by the television and web. In the second experiment, positive feedbacks were given to the targeted youths from their peers; positive remarks about them, and after which, result shows that the level of materialism decreases simultaneously. Thus it is the peers around who are responsible for the increase in level of materialism and not the television programme or the net. Fourth, with respect to the misunderstanding, that both television and the Internet cause moral decay in youths. Parents and guardians are responsible for the moral decay in youths. A research had been done from the United States: 43 % of teens in the US have used drugs and alcohol at least once. Around 1 million teens have left their homes and half of them live as delinquent (naughty) boys and girls and the other half are drug users. About 2,000 teens from the age of 10 to 19 years old commit to suicide each year. Most of them come from wealthy families that are not harmonious. (Maxi, 2007) [4] From this result, it shows that family without parents or guardians love, care and concern will cause them to become ignorant. Without parents or guardians watch over, teens will be able to access any type of media content, and cause youths to get negatively influenced by the restricted sites or aggressive programmes. Thus parents should be responsible as they have the right and should watch over the programmes selected by the youths; prevent them from watching inappropriate videos and visiting restricted sites. Besides watching over the programmes selected, parents should also communicate more with their child and understands their need and enlighten them to avoid misinterpretation over the content from the programmes viewed. Thus, I conclude that parents and guardians are responsible for the cause moral decay in youths. With the appropriate guidance from young, youths will not misapprehend the message brought over to them from the images watched. Lastly why television and the Internet not cause moral decay is because both online resource and the television programmes provide youths with educational knowledge. In the past, most teachers conduct their lessons using either verbal communication or at most with additional notes. Although teachers are still using this method to teach in the class today, students are learning facts and values from the mass media especially through the net and television programs. (Bukhari, 2006, p.111) [1] In school, the time slot given to moral education is limited, foremost two hours each week, thus youths cannot learn much morals in school. In fact, with more time given for moral lessons do no help improve the morals in youths. According to Cheung (n.d.). [2] [[T]eachers find it difficult to teach values and attitudes while pupils find moral lessons boring.] and state that [TV [Television] has become childs third parent and a first teacher] [Exposed to media messages, pupils may be imperceptibly but strongly influenced by the values behind such media message.] (p.62) Between moral education in class and through virtual images, the web resources enhance youths interest in learning more. [This technological escalation has bestowed upon education proliferation of equipment and materials which can assist in the reorganization and redefinition of educational experiences.] (Bukhari, 2006, p.111) [1] Therefore I conclude that both the television programme and the Internet does not cause moral decay in youths but on the other hand teach them morals. In conclusion, both the Internet and free-to-air programmes plays an important role in shaping youths culture but not the main cause of moral decay in youths. The mass media is an amoral system; the existence of inappropriate media content is because of the supporting subscribers that sustains its survival. The medias responsibility is to bring happiness and satisfaction to the receivers. With the precise preference, youths will not get negatively affected by both the net and television. Moreover, if youths got in contact with these inappropriate shows, parents should explain the correct message behind the scene to avoid misapprehend of content. Both the Internet and television programmes provide educational visuals. Therefore I conclude that both the Internet and television are not the main cause of moral decay in youths.

Knowles Separate Peace Essays: Character Traits :: Separate Peace Essays

Character Traits in A Separate Peace In the book A Separate Peace by John Knowles, one of the main themes is the effects of realism, idealism, and isolationism on Brinker, Phineas, and Gene. Though not everyone can be described using one of these approaches to life, the approaches completely conform to these characters to create one realist, one idealist, and one isolationist; thereby providing the foundation of the novel. The realist is Brinker. Brinker's realism takes on a very morbid quality after Gene decides not to enlist with him, do to Phineas's return to Devon. Brinker still sees everything the way it is, but begins to think that the way it is, is bad. On page 122, he is quoted as saying, "Frankly, I just don't see anything to celebrate, winter or spring or anything else." Brinker will scrutinize any incident until he finds a dark side to it, because, in his mind, at least one side of everything is a dark side. Already we have the footing for our climax. Phineas (Finny) is the idealist. Like Brinker, Finny's approach experiences a grim metamorphoses. Before his accident, Finny sees the world as a glorious playing field and life as a never ending game. After his accident; however, Finny begins to view the world through the eyes of a paranoid old man who is always seeing something covert in everything. On page 106, Finny even goes as far as to ask Gene, "Do you really think that the United States of America is in a state of war with Nazi Germany and Imperial Japan?" This outlook is a mental facade that only succeeds in setting Finny up for a harder fall. Finally there is the isolationist, Gene. Gene's approach is austere from the beginning. It is Gene who generates the dark change in the others. Gene looks for danger in everything he is emotionally close to. When he finds danger, he ostracizes himself from whatever it is that is posing a threat to him. If he can not find danger, as with Finny, he creates it. On page 45 he strives so hard to create danger in Finny that he falsely concludes that, "Finny had deliberately set out to wreck my studies." This creates the story's

Technology?s Downside Essay -- essays research papers

There is no doubt that technology has played a major roll in many people’s lives today. It has affected the way we perform our daily routine, communicate with people, and just about anything else that is done in a day and night. But most of the technology we have is thought of as a good thing. Actually it is not a positive for our world, its is bad for us.   Ã‚  Ã‚  Ã‚  Ã‚  In the early days many people would have to get together to communicate and interact among each other. Today all we do is log onto our computers and interact in a cyber chat. The computer technology has cut down on actual human contact interaction. All the communication is performed through the Internet chat rooms and e-mails. Also, computers have hurt us in another way. Computers run everything in our world and if they break down nobody knows how to do the job the computer was doing manually. We have become dependent on the computers to make all things run like clock- work and keep us going. Nothing is done manually anymore which only complicates the process. The people have become ignorant on how actions are performed.   Ã‚  Ã‚  Ã‚  Ã‚  Another technology downside was the A-bomb. Its invention wound up killing large quantities of people. To go along with that, other weapons such as the automatic machine gun or laser guided missiles have been invented only to cause human death and mass destruction. Our war-like technology has only increased human casualties and lowered the fair fi...

Business Ethics Essay -- Philosophy Morality Papers

Business Ethics Business ethics is a multifaceted field that cannot be defined with a single definition. This area addresses numerous issues, problems, and dilemmas within the management of businesses. It does this through numerous perspectives and methods. Of course, in order to present the complexities of business ethics, we must explore the types of issues that business professionals are confronted with all the time. Business ethics not only portray to humans, but also to how businesses treat the environment. My father stated to me that the enterprise in which he is engaged in, and the products or services that they market, should serve an inherently ethical purpose and that a companies primary ethical responsibilities are defined by the nature of their objectives and also of the relations when formulating their company's ethical standards. This usually requires statements of corporate responsibilities. Most of the codes describe the company's commitment toward certain groups rather than prescribing ethical conduct for specific situations. His responsibility is not only to our stockholders, but also to our clients, the other employees and their families, our local community residents, and all of society at large. Our profit comes about through our effort to promote the prosperity of the community as a whole. Does your company take advantage of clients, due to the fact that they have money? In some ways they do for the fact that we will quote a price to have the complete seal designed and manufactured to a client. The actual cost and materials it takes to make the seals is a lot less than they are charging. I mean that one rubber mold can make two seals and yet we charge them for one seal and then use the excess to make ... ...y's Americans have a belief that they have set for themselves and for the rest of the world a high example of individual freedom. Americans became a nation with the understanding that government action should not restrict the freedom of individuals to follow their own consciences. Employees are the first to know if something within an organization is not legally or ethically right. Unfortunately they are also the last to speak out about such problems. Know body wants to be a whistle blower on the very company that they are working for. Each corporation should provide an employee bill of rights as well as a system of appeals to guarantee these rights and as a condition of employment, workers at every level should be allowed to voice their concerns about the company's activities or policies. They should also be afforded a fair hearing in order to voice these concerns.