Researching Politics and International Relations Essay

Investigating Politics and International Relations - Essay Example 11) The thought is that governmental issues is conceptual in its character, with its belief systems and values, and couldn't be seen by the faculties. The positivist school distinguished this as the most significant standard all together for a field to be viewed as authentic and, thus, estimated, inspected and broke down experimentally. Furthermore, alongside the theoretical ideas, for example, style, political hypothesis was consigned to the simple affirmations of clashing inclinations and suppositions. This point of view, in any case, changed with the rise of behaviorism. Here, political theory under the more extensive inclusion of sociology became logical in view of the orderly presentation of quantitative techniques for examination as the incomparable strategies for request just as removal of the regulating structures of political scholars by the advancement of the exact hypothesis. (Held, p. 13) One of the most significant contentions behind this school is the Aristotelian idea that man is a social being and human action is carried on in a social and political setting. Political theory, thus, examines, â€Å"inter alia, the central venue wherein great men must showcase their lives; and in deciding the structure of the theater it will of need look into, and sets limit upon, the kind of dramatization which might be played out there.† (Aristotle et al. p. xvii) in such manner, Held additionally refered to the contentions of figures like Thomas Kuhn, Imre Lakatos and Mary Hesse who focused on that science, as a type of human movement itself, is inevitably an interpretative undertaking, including issues of importance, correspondence and interpretations †factors that political theory likewise covers. (p. 13) At last, one goes to Lyotard’s (1984) models with the goal for governmental issues to be considered as logical. For him, science is a subset of learning and that it is made out of denotative articulations and forces two strengthening conditions on their

Consequences Of Noncompliance With The AEDA Lessons To Be Learned Essay

Results Of Noncompliance With The AEDA Lessons To Be Learned - Essay Example That is the reason Congress previously went in 1967 what has come to be known as The Age Discrimination in Employment Act of 1967, with ensuing corrections and administering which would follow as the years passed. As indicated by the online page for The U.S. Equivalent Employment Opportunity Commission, it has this to state about the congressional demonstration, The Age Discrimination in Employment Act of 1967 (ADEA) ensures people who are 40 years old or more established from work segregation dependent on age. The ADEA's insurances apply to the two workers and occupation candidates. Under the ADEA, it is unlawful to oppress an individual in view of his/her age as for any term, condition, or benefit of work, including recruiting, terminating, advancement, cutback, pay, benefits, work assignments, and preparing, (Equal Employment #1). In understanding this law, it is significant to comprehend the realities behind it. As indicated by this gathering, this demonstration covers businesses who have at least 20 workers, and furthermore happens to cover both state and neighborhood governments. The gathering proceeds to state that the assurances for such people under the demonstration are all things considered: It is commonly unlawful for apprenticeship programs, including joint work the executives apprenticeship programs, to separate based on a person's age. Age restrictions in apprenticeship programs are legitimate just on the off chance that they fall inside certain particular special cases under the ADEA or if the EEOC awards a particular exception. Occupation Notices and Advertisements The ADEA by and large makes it unlawful to incorporate age inclinations, constraints, or particulars in work notification or commercials. An occupation notice or commercial may indicate an age limit just in the uncommon conditions where age is demonstrated to be a true blue word related capability (BFOQ) sensibly important to the ordinary activity of the business. Pre-Employment Inquiries The ADEA doesn't explicitly preclude a business from soliciting a candidate's age or date from birth. Nonetheless, on the grounds that such requests may deflect more seasoned laborers from applying for business or may some way or another demonstrate conceivable goal to segregate dependent on age, demands for age data will be firmly examined to ensure

HIV Positive Authors to Read for World AIDS Day

HIV Positive Authors to Read for World AIDS Day World AIDS Day is held annually on December 1st. It’s a day for all to unite in the fight against HIV/AIDS, support those living with it, and remember all who have died. This year is thirty years since the first World AIDS Day and the struggle for access to effective treatment continues. The books listed here are all by people who have publicly spoken of their HIV positive status. Whilst not all these books are about HIV/AIDS their authors are a testament to the wide diversity of the HIV/AIDS positive experience. Men, women, and nonbinary people. From many ethnicities and nationalities. LGBTQ+ and cis-het. Some died in their thirties, some are living into old age. There is deep sadness, burning fury, and bold hope.   Nonfiction, Essays and Memoirs about HIV/AIDS The Naked Truth: Young, Beautiful, and (HIV) Positive by Marvelyn Brown (born 1984) The surprisingly hopeful memoir of a very ordinary teenager who contracts HIV. Suddenly finding herself fighting for her life and alienated from her community this is a story of refusing to give up on yourself, even as everyone else does. Queer and Loathing: Rants and Raves of a Raging HIV Clone by David B. Feinberg (1956-1994) Here Feinberg harrowingly documents his experiences of being an activist, living with, and dying of HIV/AIDS. Honest, angry, and important.   Sleep with the Angels by Mary Fisher (born 1948) The founder of Family AIDS Network stunned the world when she came out as HIV positive in a speech at the 1992 Republican National Convention. That speech is one of many included in this collection.   And the Band Played On: Politics, People, and the AIDS Epidemic by Randy Shilts  (1951-1994) This history of HIV in America tells the stories of those who worked to save lives. This all in the face of a wider political, media, and medical atmosphere that was more concerned with image and budget.   Poetry Ceremonies: Prose and Poetry by Essex Hemphill (1957-1995) A collection of provocative commentary on topics including photographs of African-American men, men and feminism, and HIV/AIDS in the Black community. Hemphill is also the editor of Brother to Brother: New Writing by Gay Black Men.   HIV, Mon Amour by Tory Dent (1958-2005) These daring poems by HIV positive poet dare the reader with their profound refusal to look away. Dent’s work has been considered some of the most important literature to come out of the AIDS crisis.   Nobody Ever Said AIDS: Poems and Stories from Southern Africa edited by Nobantu Rasebotsa Forty-two writers come together to show that HIV/AIDS is about more than statistics. Here are the people living, dying, and dealing daily with the disease. Together they tell intimate and honest stories of love, sexuality, stigma, and loss. Don’t Call Us Dead by Danez Smith (19??-present) These poems by nonbinary poet Smith come from a place of too many funerals and not enough miracles. Touching on topics from police brutality towards African Americans to the realities of an HIV diagnosis this is a heartrending collection.   General Nonfiction Same-Sex Unions in Premodern Europe by John Boswell (1947-1994) Theologian and historian Boswell lays out dramatic evidence than in past centuries the Roman Catholic and Eastern Orthodox churches sanctioned and blessed same-sex unions. Brilliant, if controversial, this is one of the best books I’ve personally read on queerness and Christianity.   General Fiction House of Hunger by Dambudzo Marechera (1952-1987) Short stories describe the brutalisation of life in Zimbabwean Townships. These stories reveal the ways madness, violence, and despair become normal in Black urban areas. Cobra and Maitreya by Severo Sarduy (1937-1993) A compilation of two of Sarduy’s finest novels. Telling of drag queens and gender transition, Tibetan Buddhism and motorcycle gangs, invasion and revolution. These are works of literal and figurative transvestism transcend gender and genre.   The Stone Virgins by Yvonne Vera (1964-2005) This is a novel set deep in the horrors of Zimbabwean civil war. From the perspective of two sisters portraits are painted of life before and after liberation. Portraits of searching for dignity in the face of unimaginable violence.

Kants Theory of Knowledge and Solipsism Essay - 3198 Words

Kants Theory of Knowledge and Solipsism In his Critique of Pure Reason Kant set out to establish a theory of human understanding. His approach was to synthesise the opposing views of empiricism and rationalism. He took the empirical principle that all our knowledge begins with experience [p.1] as a foundation of his philosophy, following Locke and Hume. In contrast to them, however, he also included the rationalist view that posits the existence of an apparatus of human understanding that is prior to experience, and is essential in order that we have experience at all. Thus, for Kant, the human mind does not begin simply as a tabula rasa, as supposed by Locke, but must necessarily have an innate structure in order that we may†¦show more content†¦Finally, I will outline some revisions that have been proposed that may save Kants system from solipsism. Empirical Reality Kant makes it clear that all knowledge begins with experience. Specifically, it begins with the phenomena that are presented in our immediate consciousness through our faculty of sensibility. Kant uses the word intuition to indicate our reception of an undetermined object in consciousness, in general (intuition being the accepted English translation of the German word anschauung which literally means looking at or view [2, p.681]). But having intuitions is not sufficient if we are to experience our world, for raw phenomena do not give us an understanding of what object is given in the phenomena. In order to understand, we need to have a faculty of mind that can organise and synthesise the raw data given in the phenomena, and thus determine the object given in the phenomena as a whole. The result of this determination is a conception of an object or event. Thus, for Kant, knowledge is only possible when we have an intuition accompanied by a conception. Neither have any meaning on thei r own. As Kant states, It is as necessary for the mind to make its conceptions sensuous (that is, to join to them the object of intuition), as to make its intuition intelligible (that is, to bring them under conceptions) . . . In no other way than from the united operation of both, can knowledge arise [p. 45]. Thus, when IShow MoreRelated An Analysis of Solipsism in Kant’s Critique of Pure Reason Essay2201 Words   |  9 PagesAnalysis of Solipsism in Kant’s Critique of Pure Reason My goal is to examine solipsism and discover how Immanuel Kants Transcendental Idealism could be subject to a charge of being solipsistic. Following this, I will briefly review the destructive impact this charge would have on certain of Kant’s positions. After the case for solipsism is made, I intend to describe a possible line of rebuttal from Kant’s perspective that could be made to the charge. The issue of solipsism is intriguingRead MoreBranches of Philosophy8343 Words   |  34 Pagesphilosophy The following branches are the main areas of study: †¢ Metaphysics investigates the nature of being and the world. Traditional branches are cosmology and ontology. †¢ Epistemology is concerned with the nature and scope of knowledge, and whether knowledge is possible. Among its central concerns has been the challenge posed by skepticism and the relationships between truth, belief, and justification. †¢ Ethics, or moral philosophy, is concerned with questions of how persons ought to

Facts About Microraptor, the Four-Winged Dinosaur

Indo Anglian Literature Free Essays

string(34) " a fast in order to make it rain\." Indo Anglian Literature Indo Anglian Literature refers to the body of work by writers in India who write in the English language and whose native or co-native language could be one of the numerous languages of India. It is also associated with the works of members of the Indian diaspora, such as V. S. We will write a custom essay sample on Indo Anglian Literature or any similar topic only for you Order Now Naipaul, Kiran Desai, Jhumpa Lahiri who are of Indian descent. It is frequently referred to as Indo-Anglian literature. (Indo-Anglian is a specific term in the sole context of writing that should not be confused with the term Anglo-Indian). As a category, this production comes under the broader realm of postcolonial literature- the production from previously colonised countries such as India. History IEL has a relatively recent history, it is only one and a half centuries old. The first book written by an Indian in English was by Sake Dean Mahomet, titled Travels of Dean Mahomet; Mahomet’s travel narrative was published in 1793 in England. In its early stages it was influenced by the Western art form of the novel. Early Indian writers used English unadulterated by Indian words to convey an experience which was essentially Indian. Raja Rao’s Kanthapura is Indian in terms of its storytelling qualities. Rabindranath Tagore wrote in Bengali and English and was responsible for the translations of his own work into English. Dhan Gopal Mukerji was the first Indian author to win a literary award in the United States. Nirad C. Chaudhuri, a writer of non-fiction, is best known for his The Autobiography of an Unknown Indian where he relates his life experiences and influences. P. Lal, a poet, translator, publisher and essayist, founded a press in the 1950s for Indian English writing, Writers Workshop. R. K. Narayan is a writer who contributed over many decades and who continued to write till his death recently. He was discovered by Graham Greene in the sense that the latter helped him find a publisher in England. Graham Greene and Narayan remained close friends till the end. Similar to Thomas Hardy’s Wessex, Narayan created the fictitious town of Malgudi where he set his novels. Some criticise Narayan for the parochial, detached and closed world that he created in the face of the changing conditions in India at the times in which the stories are set. Others, such as Graham Greene, however, feel that through Malgudi they could vividly understand the Indian experience. Narayan’s evocation of small town life and its experiences through the eyes of the endearing child protagonist Swaminathan in Swami and Friends is a good sample of his writing style. Simultaneous with Narayan’s pastoral idylls, a very different writer, Mulk Raj Anand, was similarly gaining recognition for his writing set in rural India; but his stories were harsher, and engaged, sometimes brutally, with divisions of caste, class and religion. Later history Among the later writers,Vikram Seth, author of A Suitable Boy (1994) is a writer who uses a purer English and more realistic themes. Being a self-confessed fan of Jane Austen, his attention is on the story, its details and its twists and turns. Vikram Seth is notable both as an accomplished novelist and poet. Vikram Seth’s outstanding achievement as a versatile and prolific poet remains largely and unfairly neglected. Shashi Tharoor, in his The Great Indian Novel (1989), follows a story-telling (though in a satirical) mode as in the Mahabharata drawing his ideas by going back and forth in time. His work as UN official living outside India has given him a vantage point that helps construct an objective Indianness. As for the history of the gradual development of Indian drama in English, one may consult Pinaki Roy’s essay â€Å"Dramatic Chronicle: A Very Brief Review of the Growth of Indian English Plays†, included in Indian Drama in English: Some Perspectives (ISBN 978-81-269-1772-3) (pp. 272-87), edited by Abha Shukla Kaushik, and published by the New Delhi-based Atlantic Publishers and Distributors Pvt. Ltd. in 2013. Sarojini Naidu and her art of poetry; Such a gem of a work by the author, Dr. Deobrata Prasad . he has carefully assimilated all the aspects and life span of Sarojini Naidu before divulging anything. such a systematic work is rare to single out in today’s era. Dr. Prasad has really taken care of every minute details prior to bringing forth such a marvel in the field of Indian English literature. This has been acclaimed as rare literary work in the literary fraternity in switzerland. Dr. prasad was even nominated as literary man of the year several times. The Guide The Guide is a 1958 novel written in English by the Indian author R. K. Narayan. Like most of his works the novel is based in Malgudi, the fictional town in South India. The novel describes the transformation of the protagonist, Raju, from a tour guide to a spiritual guide and then one of the greatest holy men of India. The novel brought its author the 1960 Sahitya Akademi Award for English, by the Sahitya Akademi, India’s National Academy of Letters. Railway Raju (nicknamed) is a disarmingly corrupt guide who falls in love with a beautiful dancer, Rosie, the neglected wife of archaeologist Marco . Marco doesn’t approve of Rosie’s passion for dancing. Rosie, encouraged by Raju, decides to follow her dreams and start a dancing career. They start living together and Raju’s mother, as she does not approve of their relationship, leaves them. Raju becomes Rosie’s stage manager and soon with the help of Raju’s marketing tactics, Rosie becomes a successful dancer. Raju, however, develops an inflated sense of self-importance and tries to control her. Raju gets involved in a case of forgery and gets a two-year sentence. After completing the sentence, Raju passes through a village where he is mistaken for a sadhu (a spiritual guide). Reluctantly, as he does not want to return in disgrace to Malgudi, he stays in an abandoned temple. There is a famine in the village and Raju is expected to keep a fast in order to make it rain. You read "Indo Anglian Literature" in category "Papers" With media publicizing his fast, a huge crowd gathers (much to Raju’s resentment) to watch him fast. After fasting for several days, he goes to the riverside one morning as part of his daily ritual, where his legs sag down as he feels that the rain is falling in the hills. The ending of the novel leaves unanswered the question of whether he did, or whether the drought has really ended. The last line of the novel is ‘Raju said â€Å"Velan, its raining up the hills, I can feel it under my feet. † And with this he saged down’. The last line implies that by now Raju after undergoing so many ups and downs in his life has become a sage and as the drought ends Raju’s life also ends. Narayan has beautifully written the last line which means Raju did not die but saged down, meaning Raju within himself had become a sage. The Shadow Lines The Shadow Lines (1988) is a Sahitya Akademi Award-winning novel[1] by Indian-Bengali writer Amitav Ghosh. It is a book that captures perspective of time and events, of lines that bring people together and hold them apart, lines that are clearly visible from one perspective and nonexistent from another. Lines that exist in the memory of one, and therefore in another’s imagination. A narrative built out of an intricate, constantly crisscrossing web of memories of many people, it never pretends to tell a story. Rather it invites the reader to invent one, out of the memories of those involved, memories that hold mirrors of differing shades to the same experience. The novel is set against the backdrop of historical events like Swadeshi movement, Second World War, Partition of India and Communal riots of 1963-64 in Dhaka and Calcutta. The novel brought its author the 1989 Sahitya Akademi Award for English, by the Sahitya Akademi, India’s National Academy of Letters. [2] Plot summary The novel follows the life of a young boy growing up in Calcutta and later on in Delhi and London. His family – the Datta Chaudharis – and the Prices in London are linked by the friendship between their respective patriarchs – Justice Dattachaudhari and Lionel Tresawsen. The narrator adores Tridib because of his tremendous knowledge and his perspective of the incidents and places. Tha’mma thinks that Tridib is type of person who seems ‘determined to waste his life in idle self-indulgence’, one who refuses to use his family connections to establish a career. Unlike his grandmother, the narrator loves listening to Tridib. For the narrator, Tridib’s lore is very different from the collection of facts and figures. The narrator is sexually attracted to Ila but his feelings are passive. He never expresses his feelings to her afraid to lose the relationship that exists between them. However one day he involuntarily shows his feelings when she was changing clothes in front of him being unaware of his feelings. She feels sorry for him. Tha’mma does not like Ila. ‘Why do you always speak for that whore’ – She doesn’t like her grandson to support her. Tha’mma has a dreadful past and wants to reunite her family and goes to Dhaka to bring back her uncle. Tridib is in love with May and sacrificed his life to rescue her from mobs in the communal riots of 1963-64 in Dhaka. Clear Light of Day Clear Light of Day is a novel published in 1980 by Indian novelist and three time Booker Prize finalist, Anita Desai. Set in Old Delhi, this book describes the tensions in a post-partition Indian family during and after childhood, starting with the characters as adults and moving back into their lives through the course of the book. While the primary theme is the importance of family, other predominant themes include the importance of forgiveness, the power of childhood, and forgiving those you are close to. Plot summary The book is split into four sections covering the Das family from the children’s perspective in this order: adulthood, adolescence, childhood, and the time perspective returns to adulthood. The book centers on the Das family, who have grown apart with adulthood. It starts with Tara, the wife of Bakul, India’s ambassador to America, greeting her sister Bimla (Bim), who is a history teacher living in Old Delhi as well as their autistic brother Baba’s caretaker. Their conversation eventually comes to Raja, their brother who lives in Hyderabad. Bim doesn’t want to go to the wedding of Raja’s daughter, showing Tara an old letter from when Raja became her landlord, unintentionally insulting her after the death of his father in law. In part two the setting switches to partition era India, when the characters are adolescents in what is now Bim’s house. Raja is severely ill with tuberculosis and is left to Bim’s ministrations. Aunt Mira (Mira masi), their supposed caretaker after the death of the children’s often absent parents, becomes alcoholic and dies of alcoholism. Earlier Raja’s fascination with Urdu attracts the attention of the family’s Muslim landlord, Hyder Ali, whom Raja Idolizes. When he heals, Raja follows Hyder Ali to Hyderabad. Tara escapes from the situation through marriage to Bakul. Bim is then left to provide for Baba alone, in the midst of the partition and the death of Gandhi. In part three Bim, Raja and Tara are depicted in pre-partition India awaiting the birth of their brother Baba. Aunt Mira, widowed by her husband and mistreated by her in-laws, is brought in to help with Baba, who is autistic, and to raise the children. Raja is fascinated with poetry. He shares a close bond with Bim, the head girl at school, although they often exclude Tara. Tara wants to be a mother although this fact brings ridicule from Raja and Bim, who want to be a hero and a heroine, respectively. The final section returns to modern India and showcases Tara confronting Bim over the Raja’s daughter’s wedding and Bim’s broken relationship with Raja. This climaxes when Bim explodes at Baba. After her anger fades she comes to the conclusion that the love of family is irreplaceable and can cover all wrongs. After Tara leaves she decides to go to her neighbors the Misras for a concert and she then decides that she will go to the wedding. The God of Small Things The God of Small Things (1997) is the debut novel of Indian writer Arundhati Roy. It is a story about the childhood experiences of fraternal twins whose lives are destroyed by the â€Å"Love Laws† that lay down â€Å"who should be loved, and how. And how much. † The book is a description of how the small things in life affect people’s behaviour and their lives. The book won the Booker Prize in 1997. The God of Small Things is Roy’s first book and, as of 2013, is her only novel. Completed in 1996, the book took four years to write. The potential of the story was first recognized by Pankaj Mishra, an editor with HarperCollins, who sent it to three British publishers. Roy received half-a-million pounds in advances, and rights to the book were sold in 21 countries. While generally praised, the book did receive some criticism for its verbosity and controversial subject matter. [1] The story, told here in chronological order, although the novel shifts around in time, primarily takes place in a town named Ayemenem or Aymanam now part of Kottayam in Kerala state of India. The temporal setting shifts back and forth from 1969, when fraternal twins Rahel and Estha are seven years old, to 1993, when the twins are reunited at age 31. Much of the story is written in a viewpoint relevant to the seven-year-old children. Malayalam words are liberally used in conjunction with English. Some facets of Kerala life which the novel captures are communism, the caste system, and the Keralite Syrian Christian way of life. Without sufficient dowry for a marriage proposal, Ammu Ipe becomes desperate to escape her ill-tempered father, Pappachi, and her bitter, long-suffering mother, Mammachi. She finally convinces her parents to let her spend a summer with a distant aunt in Calcutta. To avoid returning to Ayemenem, she marries a man who assists managing a tea estate whom she later discovers to be a heavy alcoholic who physically abuses her and attempts to prostitute her to his boss so that he can keep his job. She gives birth to two children, fraternal twins, Estha and Rahel, yet ultimately leaves her husband and returns to live with her mother and brother, Chacko, in Ayemenem. Also living at their home in Ayemenem is Pappachi’s sister, Baby Kochamma, whose actual name is Navomi Ipe, but is called Baby due to her young age at becoming a grand-aunt, and Kochamma being an honorific title for females. As a young girl, Baby Kochamma had fallen in love with Father Mulligan, a young Irish priest who had come to Ayemenem to study Hindu scriptures. In order to get closer to him, Baby Kochamma had become a Roman Catholic and joined a convent, against her father’s wishes. After a few lonely months in the convent, Baby Kochamma had realized that her vows brought her no closer to the man she loved, with her father eventually rescuing her from the convent, sending her to America for an education, where she obtained a diploma in ornamental gardening. Due to her unrequited love with Father Mulligan, Baby Kochamma remained unmarried for the rest of her life, gradually becoming more and more bitter over the years. Throughout the book, Baby Kochamma delights in the misfortune of others and manipulates events to bring down calamity upon Ammu and the twins. While studying at Oxford, Chacko fell in love and married an English woman named Margaret, Shortly after the birth of their daughter Sophie, Margaret reveals that she had been having an affair with another man, Joe. They divorce and Chacko, unable to find a job, returns to India. After the death of Pappachi, Chacko returns to Ayemenem and takes over his mother’s business, called Paradise Pickles and Preserves. When Margaret’s second husband is killed in a car accident, Chacko invites her and Sophie to spend Christmas in Ayemenem. The day before Margarget and Sophie arrive, the family visits a theater to see The Sound of Music, where Estha is molested by the â€Å"Orangedrink Lemondrink Man†, a vendor working the snack counter of the theater. His fear stemming from this encounter factors into the circumstances that lead to the tragic events at the heart of the narrative. On the way to the airport to pick them up, the family (Chacko, Ammu, Estha, Rahel, and Baby Kochamma) encounters a group of communist protesters. The protesters surround the car and force Baby Kochamma to wave a red flag and chant a communist slogan, humiliating her. Rahel thinks she sees Velutha, an untouchable servant that works in the pickle factory, in the crowd. Velutha’s alleged presence with the communist mob makes Baby Kochamma associate him with her humiliation at their hands, and she begins to harbor a deep hatred towards him. Velutha is an untouchable (the lowest caste in India), a dalit, and his family has served the Ipes for generations. Velutha is an extremely gifted carpenter and mechanic. His skills with repairing the machinery make him indispensable at the pickle factory, but result in resentment and hostility from the other, touchable factory workers. Rahel and Estha form an unlikely bond with Velutha and come to love him, despite his untouchable status. It is her children’s love for Velutha that causes Ammu to realize her attraction to him and eventually, she comes to â€Å"love by night the man her children love by day†. They begin a short-lived affair that culminates in tragedy for the family. When her relationship with Velutha is discovered, Ammu is locked in her room and Velutha is banished. In her rage, Ammu blames the twins for her misfortune and calls them the â€Å"millstones around her neck†. Distraught, Rahel and Estha decide to run away. Their cousin Sophie Mol convinces them to take her with them. During the night, while trying to reach the abandoned house across the river, their boat capsizes and Sophie drowns. Once Margaret Kochamma and Chacko return from Cochin, where they have been picking up airline tickets, Margaret sees Sophie’s body lay out on the sofa. She vomits and hysterically berates the twins as they had survived, and hits Estha. Baby Kochamma goes to the police and accuses Velutha of being responsible for Sophie’s death. She claims that Velutha attempted to rape Ammu, threatened the family, and kidnapped the children. A group of policemen hunt Velutha down and savagely beat him for crossing caste lines, the twins witnessing the horrific scene and are deeply disturbed. When the twins reveal the truth of Sophie’s death to the Chief of Police, he is alarmed. He knows that Velutha is a communist, and is afraid that the wrongful arrest and beating of Velutha will cause unrest amongst the local communists. He threatens to hold Baby Kochamma responsible for falsely accusing Velutha. To save herself, Baby Kochamma tricks Rahel and Estha into accusing Velutha of Sophie’s death. Velutha dies of his injuries. Hearing of his arrest, Ammu goes to the police to tell the truth about their relationship. The police threaten her to make her leave the matter alone. Afraid of being exposed, Baby Kochamma convinces Chacko that Ammu and the twins are responsible for his daughter’s death. Chacko kicks Ammu out of the house. Unable to find a job, Ammu is forced to send Estha to live with his father. Estha never sees Ammu again, and she dies alone and impoverished a few years later at the age of thirty-one. After a turbulent childhood and adolescence in India, Rahel goes to America to study. While there, she gets married, divorced and finally returns to Ayemenem after several years of working dead-end jobs. Rahel and Estha, both 31-years-old, are reunited for the first time since they were children. In the intervening years, Estha and Rahel have been haunted by their guilt and grief-ridden pasts. Estha is perpetually silent and Rahel has a haunted look in her eyes. It becomes apparent that neither twin ever found another person who understood them in the way they understand each other. The twins’ renewed intimacy ultimately culminates in them sleeping together. In the last chapter of the book, ‘The Cost of Living’, the narrative is once again set in the 1969 time frame and describes Ammu and Velutha’s first sexual encounter. It describes that â€Å"Instinctively they stuck to the Small Things. The Big Things ever lurked inside. They knew there was nowhere for them to go. They had no future. So they stuck to the Small Things†. After each encounter, Ammu and Velutha make one promise to one another: â€Å"Tomorrow? Tomorrow. † The novel ends on the optimistic note, â€Å"She kissed his closed eyes and stood up. Velutha with his back against the mangosteen tree watched her walk away. She had a dry rose in her hair. She turned to say it once again: ‘Naaley. ‘ Tomorrow. † References †¢ Haq, Kaiser (ed. ). Contemporary Indian Poetry. Columbus: Ohio State University Press, 1990. †¢ Haq, Rubana (ed. ). The Golden Treasury of Writers Workshop Poetry. Kolkata: Writers Workshop, 2008. †¢ Hoskote, Ranjit (ed. ). Reasons for Belonging: Fourteen Contemporary Indian Poets. Viking/Penguin Books India, New Delhi, 2002. †¢ King, Bruce Alvin. Modern Indian Poetry in English: Revised Edition. New Delhi: Oxford University Press, 1987, rev. 2001. (â€Å"the standard work on the subject and unlikely to be surpassed† — Mehrotra, 2003). †¢ Desai, Anita. Clear Light of Day. 1st Mariner books ed ed. New York: Mariner Books, 2000. Print. How to cite Indo Anglian Literature, Papers

Organization Behavior Multicultural Diverse Countries

Question: Describe about the Organization Behavior for Multicultural Diverse Countries. Answer: Introduction Australia is one of the multicultural diverse countries in the world. This diversity manifests itself in many spheres of Australian life such a sports, politics and in the workplace. Australia has done a lot to overcome racial discrimination and be a racially inclusive society. For instance, the National Anti-racism Strategy tries to empower Australians to voice their opinions against racial discrimination (Australian Human Rights Commission, 2015). According to the Australian Bureau of Statistics (2012), 20% of the population is foreign-born, approximately 20% of the population speaks a second language other than English at home and that 20% of their children have parents who were born outside Australia. Despite these positive racial milestones, blacks and aborigines still face high levels of discrimination (Price, 2016). One of the ways in which Australia has encouraged cultural diversity is to provide for equal employment opportunities in the workplace. This is because various research studies have shown that cultural diverse workplace is more likely to be more productive than one which lacks diversity. Furthermore, research has also shown that organizations, where managers are of different cultures, are more likely to grow and become more successful. However, cultural diversity has its challenges ranging from communication, leadership and managerial styles and ethical issues. The purpose of this assignment is to be able to analyze communication challenges, leadership and managerial styles challenges and ethical issues regarding cultural diversity in Australia. Communication challenges Interpersonal communication is a very important aspect in a workplace. Interpersonal communication not only builds cohesiveness in the organization but fosters work-related relationships which can encourage creativity and increase productivity. However, when there is a lack of interpersonal communication in the workplace, conflicts are likely to emerge. These conflicts can interfere with productivity, create a hostile working environment and impact negatively on the organizational culture in the workplace. This lack of interpersonal communication is more profound in culturally diverse workplaces. One of the major communication challenges facing culturally diverse Australian organizations is the communication styles. Many organizations in Australia use informal communication in the workplace. This is because Australian organizations lack the bureaucracy that exists in organizations that are domiciled in other countries such as the US, Japan and the UK (Hooker, 2008). Australians also has a more direct approach to communication. Informal communication is used to ease the tension associated with a formal communication. This tension is usually high in organizations where employees are from different cultural backgrounds. Cultural diversity in the workplace in Australia has been influenced by the increase in migrant population which makes up 24.6% of the total population (The commonwealth of Australia, 2008). Cultural diversity does not just include people of many races but also equal gender and people with disabilities. Fortunately, women in Australia are no longer discriminated in the workplace although many of them attain high- level executive positions because of their gender. Moreover, managers in many Australian organizations use a collaborative communication approach when dealing with employees. This can be very difficult for a leader who is used to an authoritative communication approach where information strictly flows from the top management down to employees. However, what stands in communication styles in most of the Australian organization is the use of sarcasm as a form of humor which may be offensive to foreigners (Australian Multicultural Foundation, 2010). Luckily, the language barrier in not a communication challenge in culturally diverse workplaces in Australia. This is because English is the official language of communication and a considerably large size of the population whether foreign or local is fluent in both written and oral English language. The most common communication challenge is the conflicts in the workplace. Conflicts in the workplace are one of the major causes of low productivity. Furthermore, conflicts create a bad working environment which may demoralize employees and influence negative work outcomes in the workplace. Cultural differences are one of the most common sources of conflicts, especially in a multicultural work environment. These conflicts created by cultural differences are further perpetuated by available stereotypes regarding individuals from certain countries. For instance, Australians are considered selfish, Americans are show offs, Japanese never say what they really think and that Germans are uptight (Cornes,1998).Therefore, being able to manage and contain the available stereotypes as one way of managing conflicts in a culturally diverse workplace(Australian Multicultural Foundation,2010). Cultural differences in the workplace mean that employees have different personalities which may create conflicts in the workplace. Cultural differences in the workplace should be managed effectively because they influence organizational culture (Mazur, 2010). Personality differences are likely to cause disagreements in the workplace. Australians are extroverts hence likely to come across as loud spoken and openly express their opinions. For instance, this may not go well with Asians who are mostly reserved and less likely to express their opinions and therefore consider most Australians obnoxious and rude. The best way to deal with conflicts arising due to personality difference is to conduct cultural diversity training in the workplace and encourage tolerance with each other. Personality differences can affect major decision-making process, especially if the top management is made up of people from different cultural backgrounds. One of the ways managers can solve conflicts in multicultural work environments is to use a collaborative and compromise approach. This will enable various agreements to be solved in ways that allow the disagreeing parties to arrive at a win-win situation. Australians favor their ability to communicate directly and be able to convey a lot of information in messages (Hackman Johnson, 2004). This in contrast with individuals of East Asian origin such as Koreans, Chinese and Japanese who prefer messages which are not direct and rely more on non-verbal cues of communication such as body language and gestures ((Kowske Anthony, 2007). Therefore encouraging interpersonal communication, creating clear communication channels, advocating for peaceful conflict resolution mechanisms can help an organization solve its communication challenges. The management can conduct workshops and training seminars to educate all its employees on the importance of cultural diversity and the need to appreciate and tolerate each others differences. In Australia, employees from different cultural backgrounds are to be given opportunities and forums where they are able to interact together and be able to talk about their various cultures and how it affects their work. Basically, organizations should work on improving interpersonal communication between employees of different cultures. The majority of organizations usually organizes cultural week where employees are able to participate in various cultural events that foster communication and improve relationships. In culturally diverse backgrounds, it is important for strict communications rules and policies to be put in place. The policies are mainly focused on the avoidance of culturally offensive language. This is because the probability of using racial slurs and insults in the workplace in an organization made up of employees from different backgrounds is high. Research shows that blacks, in general, are likely to receive racial slurs in the workplace than other racial minorities. Ethical issues related to cultural diversity Cultural diversity issues in the workplace are good for the success and the reputation of an organization. This is because it becomes diversity becomes part of the organizational culture at the workplace. However, cultural diversity at the workplace may face the ethical challenges of incorporating diversity. Employees in a culturally diversified workplace are likely to make ethical decisions based on their cultural backgrounds. This is especially true to Australia which faces multiple issues in relations to ethics due to its multicultural population (Omeri et al, 2009). To be able to overcome this challenge of ethical issues, organizations should come up with the ethical code of conduct that bears in mind the diverse cultures of its employees. Employees should be able to do what is morally right according to the rule of law as stipulated by the various legislations existing in a country, Moreover, employees are obligated to do what is morally right although, that may not necessarily conform to stipulated laws. For instance, in most cultures, it is morally wrong to kill someone yet the law allows a person to be able to commit murder if that persons life is threatened or put in danger. Therefore, employees should balance what they are ethically required to do according to organizations code of conduct and what they feel they are obligated to do. Organization should employ the theories of ethics to be able to deal with the ethical issues emerging in the organization. These theories include utilitarian ethics theory, virtue ethics, and divine command theories. These are majorly part of teleological and deontological ethical theories. Employees should know that every ethical decision they make has consequences either to themsel ves or the organization at large. Total disregard of ethics in many corporations has been blamed for the increasing rise in corporate scandals (Dellaportas, 2006). This is where the ethical code of conduct allows some employees though not officially to engage in ethical malpractices that are ethically wrong based on the rule of law. For example, an accountant working in a prestigious organization being told by his supervisor to engage in manipulation of financial statements whereas the accountant knows that it is unethical both professionally and by law to engage in such malpractices. However, this is less likely to occur in an organization where employees are from different cultures. Ethical issues involve what is right or wrong. Every culture has its own definitions what it considers right or wrong. These cultural perceptions of right and wrong may come into conflict with what an organization considers to be right or wrong. It should be noted that what an employee in an organization considers to be morally right is in most cases reflected in his/her religious views. Culture is the values, norms and attitudes of a particular group of people and may influence the actions of an individual in a business environment (Goodenough Harris, 2006). Ethical issues related to cultural diversity include dress code and communication. For instance, a high-end restaurant in Australia wants its female employees to wear skimpy short skirts to attract customers may face resistance from female employees from the Islamic culture. Some cultures also dont allow their women to maintain eye contact with men during a conversation. An organization should be able to balance between the ethical theory of universalism and the moral principles perpetuated by cultural norms (Gowans,2012).This is especially very important because many ethical theories have a significant impact on cross-cultural management and business ethics (Mele,2013). An organization which is culturally diverse may have a good ethical code of conduct but have a problem with its employees complying with it. This is because the various groups from different cultural backgrounds in the organization may discover that their cultural views and attitudes on morality have not been captured it. They may, therefore, find it hard to comply with such a code of ethical conduct. The ability of employees from different cultural dimensions to make the correct ethical decisions may affect their ability to deliver services to customers who are from different cultural backgrounds themselves. However, many organizations have found a way of being able to deal with this problem. For instance, employees from different cultures are given opportunities to give their views on a new ethical code of conduct or give reviews about the existing ones by making recommendations. If individuals from such cultures attend an interview and avoid eye contact, they may lose an opportunity for employment because their lack of eye contact will be interpreted as untrustworthy. This shows that a persons moral values of what is right or wrong will always surpass what an organization considers morally right. Religious views also strongly influence the way individuals make ethical decisions. The religious composition of Australia is 26 % Catholic; 19% Anglican; 19% other Christian denominations; non-Christian religions comprise 6% and include Buddhism 2.1 %, Hinduism 0.8 %, Islam 1.7 %and Judaism 0.5 %(Australian Bureau of Statistics, 2012). It is therefore, appropriate for organizations to make ethical considerations based on the religious affiliations of its employees. A managers cultural background will also influence his/her ethical decisions related to business. Different cultural dimensions may also influence a managers attitude towards business ethics (Christie et al, 2003). This will be even more difficult for such a manager leading a culturally diverse workforce in Australia. This is because the managers decisions will be based on his/her attitude toward ethical issues which may also conflict with the attitudes of employees. Leadership styles for managing cultural diversity Research has shown that there is direct relation between culture and leadership style (Ardichvili and Kuchinke, 2002; Smith and Peterson, 1988; Javidan and Carl, 2005; Ayman and Korabik, 2010; Cheung and Chan, 2008; Hanges et al., 2006; Jepson, 2009; Russette et al., 2008) Leadership and management styles in a diverse workplace greatly vary from the leadership style for a conventional workplace. Managing a culturally diverse workplace can be very difficult for a manager who in the first place may not advocate for diversity. Being able to effectively manage a culturally diverse workforce is very demanding and therefore, a challenge to many leaders in the world (Livermore, 2015).This challenge has greatly been attributed to the fact that culturally diverse workforce experiences many conflicts. This is because employees who are followers need to be positively influenced so as to be able to achieve the objectives of the organization (Lussier Achua, 2010). The leadership style for a culturally diverse workplace should be flexible enough and be able to conform to an organizational cultural diversity framework. Therefore managers should be culturally competent to manage diverse workplaces and achieve positive outcomes. For a manager to effectively manage a diverse workplace like the multicultural Australian environment, he/she must be dynamic, visionary, and very competitive and be a risk-taker. Due to cultural diversity, Australian CEOs and managers are very different from their counterparts ( Peterbery consulting, 2011). Honesty is a great value among workers in Australia and therefore, the leadership style should be one which embodies honesty as part of the organizational culture (House et al, 2004). A nations cultural values influence its leadership and management styles. Therefore, British and American styles of leadership may not work effectively in Australia (Rymer, 2008). This is because cultural diversity is part of Australias national values and therefore reflected in its leadership style to accommodate individuals from different cultures. The interaction between a leader, situation/circumstances and followers are able to create leadership styles (De Vries, 2001). Globalization and development of technology are affecting leadership in diverse workplaces (Punnet, 2004). This is because most organizations are trying to portray a global image in the provision of its products and services by having culturally diverse employees. Therefore leaders of such organizations must have a global consciousness in appreciating diversity in the workplace. Various cultural groups have different expectations regarding leadership which may in turn influence the relationship between the manage ment and the workers (Nguyen Umemoto, 2009). Cultural diversity brings a whole new set of challenges to an organization which requires effective leadership and management styles to overcome those challenges (Chuang, 2013). Good leadership style must be able to recognize and acknowledge the core values of the organization. Cultural diversity is one of the core values in many Australian organizations. The influence of cultural diversity in the leadership styles cannot be underrated (Gutierrez, Spencer Zhu, 2012). There are various leadership styles available which may or may not be applicable to cultural diversity in the workplace in Australia. They include autocratic leadership style, charismatic leadership style, lassies leadership style and democratic leadership style. It should be noted that every leadership style has its advantages, disadvantages, and impacts on the organization in terms of employee relations and motivation. Autocratic style of leadership is where leaders give directions to their followers and the followers are expected to comply without question. This type of leadership style is not appropriate because workers are not given opportunities to give their input before crucial decisions are made. Lassies fair kind of leadership style is the worst leadership style. This leadership style gives employees autonomy and allows them to do as they wish. Lassies fair leadership style does not encourage productivity due to lack of supervisory role by the management. Charismatic leadership style is the most common style of leadership applicable in the majority of organizations all over the world. This leadership style is based on the charm or personality of the leader. Charming leaders are able to draw people to themselves and people are likely to comply with their decisions because they like them. Because of their charm, charismatic leaders are able to inspire trust and loyalty among their followers. Democratic leadership style is whereby followers take participation in decision making. This style has the disadvantage that it is time-consuming and may not come in handy when there is a need to make a swift and decisive action. It also does not give the managers opportunity to be authoritative in enforcing key policies of the organization. In Australia, the role of managers is more of coordination role and therefore leadership style is based on equal leader-subordinate relationships (Uma, 2009). This just shows the extent to which the multiculturalism in Australia has influenced its leadership styles. Conclusion Australia is a culturally diverse nation and this diversity is reflected its workforce. There are too many Chinese, Koreans, Japanese, Vietnamese, Indians, Pakistanis, Africans and aborigines in its employment opportunities Many Australians are more likely to work for a culturally diverse organization than many nationalists in the world due to the fact that cultural diversity is part of the Australians identity. Cultural diversity is an emerging organization trend in the new millennium. Cultural diversity has many advantages to the organization. Cultural diversity has an impact on the organization behavior in the workplace. Many of these advantages can help an organization establish a competitive advantage and grow into successful business organizations. Cultural diversity is an important aspect of organization culture in many corporations. However, managing cultural diversity in the workplace has its challenges which can be overcome by effective management styles. Traditional leadership styles are not applicable in Australian multicultural context, The Australian model of leadership style is a mixture of many European and American leadership styles. However, the Australian multicultural context offers many valuable lessons for managers who want to manage diversity in their organizations. References Australian Human Rights Commission (2016). Cultural Diversity in the Workplace. Australian Multicultural Foundation (2010). Managing Cultural Diversity. Byrd, M. (2007). Educating and developing leaders of racially diverse organizations. Human Resource Development Quarterly, 18(2), 275-279. doi: 10.1002/hrdq.1203 Christie, P., Kwon, I., Stoeberl, P., Baumhart, R. (2003). Across-cultural comparison of ethical attitudes of business managers: India, Korea and the United States. Journal of Business Ethics, 46, 263-288. Deepti .M,Dave.H.(2016).The Best Leadership Style for a Culturally Diverse Organization. International Research Journal of Management Social Sciences Volume (1) Issue Frost, J., Walker, M. (2007).Leadership culture - cross cultural leadership: Engineering Management, 17(3), 27-29. Gowans, C. (2012). Moral relativism. In E. N. Zalta (Eds.)The Stanford encyclopedia of philosophy Goodenough., W. H., Harris, A. (2006). Description and comparison in cultural anthropology. Chicago, IL: Aldine Transaction Hooker.J (2008). Cultural Differences in Business Communication. Elsevier: Sydney. Hackman, M. Z., Johnson, C. E. (2004). Leadership: A communication perspective (4th ed.). Long Grove, IL: Waveland Press. Kum-Lung, C., Teck-Chai, L. (2010). Attitudes towards business ethics: Examining the influence of religiosity, gender and education levels. International Journal of Marketing Studies, 2(1), 225-232 Kowske, B. J., Anthony, K. (2007). Towards defining leadership competence around the world: What mid-level managers need to know in twelve countries. Human Resource Development International, 10(1), 21-41. doi: 10.1080/13678860601170260 Lee, Boram and Lee, Sukyung(2014) "Ethical Conflicts and Cultural Differences among Employees in the Hospitality Industry". Baltmore: Johns Hopkins Up. Lussier, R.N.,Achua, C.F. (2010). Leadership: Theory, application, skill development. Mason, OH: South-Western Mele, D. (2013).Cultural diversity and Universal Ethics in a Global World.Journal of Business Ethics,Volume 116,p.681-687 Mazur, B.(2010).Cultural Diversity in Organization Theory and Practice. Journal of Intercultural Management Vol. 2, No. 2, November 2010, pp. 515 Moran, R. T., Harris, P. R., Moran, S V. (2011). Managing cultural differences: global leadership strategies for cross-cultural business success, eighth edition. New York: Nerd Press. Nguyen, N. T. B., Umemoto, K. (2009). Understanding leadership for crosscultural knowledge management.Journal of Leadership Studies, 2(4), 23-35. doi: 10.1002/jls.20078 Okoro, E. (2012). Cross-cultural etiquette and communication in global business: Toward a strategic framework for managing corporate expansion. International Journal of Business and Management, 7(16), 130-138. doi:10.5539/ijbm.v7n16p130 Omeri, A., Raymond, L. (2009). Diversity in the context of multicultural Australia: Implications for nursing practice Punnett, B. J. (2004). International perspectives on organizational behavior and human resource management. New York, NY: M.E. Sharpe. Price, J. (2016). The reality of Racism in Australia.Sydney Morning Herald. Retrieved on October 4th 2016 from https:// https://www.smh.com.au/lifestyle/news-and-views/social/the-reality-of-racism-in-australia-20160629-gpun8t.html Rymer, CS 2008, 'Leadership in Australia - how different are we?', DBA thesis, Southern Cross University, Lismore, NSW Szu-Fang Chuang (2013). Esential Skills for leadership Effectiveness in Diverse Workplace Development. Journal for Workforce Education and Development. London: Oxford Up. Teague, P. and Roche, W. (2012). Line managers and the management of workplace conflict: evidence from Ireland Human Resource Management Journal, 22:3, 235251. Uma. (2009). Culturally-linked leadership styles. Oxford: Oxford Printing Press. Williams, M. (2011). Workplace conflict management: awareness and use of Acas code of practice and workplace meditation A poll of business, Acas Research Paper, 08/11

Collaborative Practice Essay Example

Collaborative Practice Essay Professional Understanding Collaborative practice (Sadler 2004) is at the forefront of health and social care training. For me, like many nursing students, the first steps in collaborative practice were the IPL (interprofessional learning) modules at university. This has been described as two or more professions being taught together as away of cultivating collaborative practice (Caipe. 2010). These modules consisted of student nurses studying different fields, OT’s, radiographers and midwifes. This was the first opportunity I had to meet other professions, who as in any project are the ones who collaborate not the institutions (UKCR 2007). Since then all the IPL modules I have completed have been with adult nursing and midwifery students, unfortunately these groups tend to keep together in there sub groups rather than as a multi-professional group. A lack of understanding of other professional pathways can lead to missed opportunities. Day(2007) states, by having a clear understanding of each others responsibilities and roles we become more effective, with members providing different but complimentary skills. When I compared this to what I saw in practice I noticed similarities. Within our IPL groups, I started to recognise the other pathway roles and responsibilities. Now as a second year student I realise I could have made more of this. Maybe this was because it was the first year or maybe because the students didn’t know there own roles and therefore couldn’t explain them to the other members of each group. On reflection I found at such an early stage it was difficult to understand what my role was and as the aim of the group work was to finish exercises, mine and the groups focus was task related. We will write a custom essay sample on Collaborative Practice specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Collaborative Practice specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Collaborative Practice specifically for you FOR ONLY $16.38 $13.9/page Hire Writer A vital part of a nurses pre-registration education is good quality practice learning (NMC 2008) and by working alongside other professions exposes students to experiences greatly valued by patients(Johnson et al 2009). The IPL modules emphasised developing an understanding of the dynamics of working within groups of different professionals. Areas we were encouraged to explore were awareness of other people’s perspectives, whether team members (Tuckman 1965) or patients. As healthcare is constantly evolving, boundaries can get blurred and roles and responsibilities change. To help me as a nurse I need to understand my role within the larger healthcare environment and not forget that the service user is at the centre of all we do. Reflecting on my first modules and placements I can see how far I have come, but also realise how much better I could do the same things now. Having experienced shared experiences with other professionals and service users, has helped to make me a better student nurse now. A benefit of the team approach is the support that can be offered and the joint decision making (Bond 2008). I have witnessed nurses in practice contacting other professions for patient advice and notifying different agencies of change. While role and responsibilities need to be defined, challenges and tasks can be shared (Davis 2009). Hall and Weaver (2001) showed that the introduction of collaboration, communication and congruence improved the quality of care provided. Whatever the goals of the team or group they must be defined so everyone is aiming for the same target ( Edwards 2008). Within the tasks completed in the IPL modules, the strong emphasis on communication appeared to be the single most important factor. As Benner (et al. 1996) theorised, for the development of expert clinical reasoning thought and skill acquisition are essential. So working alongside other professions could be seen as advantageous for the pooling of resources and expertise, aiding in the decision making process. An example of this is when an elderly lady who was clearly upset after undergoing a multitude of investigations. My mentor explained the reasons behind them in a factual empathetic way, alleviating some of her worry. If she hadn’t known other professions roles and aims she could not have provided this understandable view. As Shaw (2005) suggests clear direction from staff can help support patients and their families. Too develop my understanding of how other professionals work, I will focus on IPL group work and listen to others perspectives. During future clinical placements I will try and spend time with other professions and see how they operate as a service provider. From this I will be able to gain a greater understanding of patient care. This collaboration between disciplines and the resulting improvement for the patient was identified by Hill (2006). Since I have started working within the NHS over the last year, I have had more opportunities to work with members of different professions both in the NHS and voluntary sector. This experience has helped me develop a better understanding of how patient care is made up of a multitude of smaller parts. Word count 779 Second Patch. Team Working By using the artwork of the fantastic four (John Haward 2001) Appendix 1, I will explore how a team is different from a group. For this I will describe an award given to me as part of a team while working in a nurse led minor injury unit (MIU). By comparing the differences I shall highlight what makes a team effective rather than a collection of people. A group as Blanchard (2005) states, does not necessarily constitute a team and by working at an MIU I can understand how this can be true. The MIU was run by two senior nurse practitioners skilled in assessing patients and experienced in calling in particular specialists, if required. The unit had back up on site, supported by phone and video link. For staff dedication, increase in patient numbers and satisfaction the team was nominated for a ‘STARS’ award within the trust. Bond (2008) describes a co-operative group who acknowledge each others contributions as a team. Like the fantastic four there was four main staff in the MIU. It wasn’t till we were nominated for an achievement reward I understood how we were a team. Being a care support worker I initially felt that I was not part of the award, and only agreed to go to the award ceremony as support for my clinical lead. It was him who made me realise that I was an important part of the team and it made me feel good that I had worked hard and enabled the nurse practitioners to concentrate on their roles. I had always enjoyed working within the team and now I felt really proud. Maybe the team functioned well because we knew each others roles and responsibilities. Reis and Gable (2003) promotes the need to sustain positive relationships in organisations. I felt we came across as trustworthy and approachable, for a service user this is something a healthcare professional should always be. Like the fantastic four we worked well together. Davis (2009) suggests a team is group of people linked by a common purpose. The fantastic four, like a multidisciplinary team bring there own unique skills to the mix. Even though there skills are very different they have common goals which motivate them as a team (Adler et al 2003). Like the MIU team there strength is most potent when they work together . The members of the MIU have acquired their skills from education, training, working and following policy and guidelines. While the fantastic four received their skills by going through a cloud of electrically charged space dust. By working as a team there understanding of each other develops. In healthcare when we lack the understanding of another team members role we can sometimes duplicate a task or even miss it which is detrimental to the service user. Like the fantastic four conflicts can arise when values and priorities differ, in the MIU, this could undermine cohesion (Hann et al 2007) and become a barrier in maintaining team spirit. Lyubomirsky (et al 2005) agrees when explaining the need for negotiation and conflict resolution, less conflict more cooperation. Unlike the fantastic four who thrive on unknown situations, the MIU memebers who are informed, familiar with guidelines and equiptment try to minimise the unknown for the patient (Saxon et al 2000). Small teams as Holmstrom (1982) suggests are better at observing colleagues nd sharing information. Members of a team need to create an environment were members can realise their own potential (Wheelan 2010). Common values and goals are not only the values that healthcare professionals have in there delivery of care but also the glue for holding them together. The fantastic four have an unofficial leader, like the clinical lead that coordinate the care. With reflection I can n ow see that the relationship, friendship and social bonding that we formed at work spilled over into our external life. These relationships had a positive effect on performance in the unit. Job satisfaction is associated with better performance in organizations (Patterson et al 2004). Unlike the fantastic four who rush into stressful situations, team work within the unit was based around communication and the reduction of stress and the pressure of the working environment (Atwal Caldwell, 2005). The fantastic four are forever adapting in there never ending struggle with evil. Too adapt they need to communicate well (Hargie Dickson 2004). Communication within the MIU was vital, especially when dealing with other professional bodies. In future I will try to remember the lessons I have learnt, not only in my communication within the team but with the service user. The teams goal was to deliver effective care safely, Edwards (2008) states every team member has a role in the promotion of safe practice. Unlike the fantastic four who seem to thrive on dangerous situations, Staines (2009) suggests that team members are responsible for identifying issues involving patient safety. While Cromwell ( 2000) detailed the value of co-operation and smooth running within healthcare teams. Word count 806 Third patch. The collaborative approach to care incorporates sharing not only the workload, the decision making but the collective responsibilities(Xyrichis and Ream 2008). In the previous patches, reflection was used to discuss professional roles and responsibilites and the benefits of effective team work. The following review will incorporate these and analyse how relationships and communication within collaborative practice can also help the service user. Care does not evolve around just the medical issues, to be holistic other issues have to be factored in and one profession on there own may not provide this. Complex is one way of describing relationships within collaborative practice (DAmour Oandasan, 2005). Group relationships rarely remain static, members therefore need skills to develop, change and evolve over time (Lindeke Sieckert, 2005). Interprofessional education is seen as key in the building of the skills (Maton, Perkins, Saegert, 2006). Students of two or more professionals associated with health or social care, engaged in learning with, from and about each other is one definition of interprofessional education (Barr et al 2005). The development of professional ttitudes during health and social education, has been identified as positive foundation for later collaborative practice (Nnidun 1995). Improved attitudes about how other disciplines work and the respect of each others roles are fundametal in collaborative education (Karim Ross 2008). Claims made of interprofessional education must be analysed and evaluted criticaly to understand there relevance to practice (Young e t al 2007). Students are encouraged to reflect on group activities and the obstacles that can help or hinder effective practice. By using a shared decicision making approach perspectives from all professions can be considered in care planning (Vazirani, Hays, Shapiro, Cowan, 2005). The problem focused approach and shared decision making process are seen as ways of understanding the challenges of induvidualising care for the service user (DAmour, Ferrada-Videla, 2005). Because of this decision sharing process in theory, collaborative practice is nonhierarchical (Yeager, 2005). Within this sharing process the servcice user is central to all decisions and interventions undertaken. Support is essential in collaborative work and all participants need to feel supported (Atwal Caldwell, 2005), this can come as administrive and organisational. This has been described as of primary importance and essential for success (DAmour et al, 2005). The Laming report (2009) highlighted the need for greater understanding of not only the roles and responsibilities of health care providers, but the need of understanding of what the service user’s needs are from each agency. Effectively working together requires communication and cooperation, important attributes in collaborative practice (Baggs, Norton, Schmitt, Sellers, 2004). Other qualities required for interprofessional relaitionships to suceed include trust and mutual respect, espescialy in relation to valuing different opions and shared decisions (Wachs, 2005). Cooper Spencer-Dawe (2006) point out that role awareness especialy towards skill, perspective and knowledge of other disciplines was also an important factor. Wachs (2005) noted that literature on collaborative practice recognises these areas as being essential for positive development. Policies outlined in the NSF for older people (DOH 2001) and Way to go home (Audit commission 2000) have highlighted multiprofessional working as beneficial to the service user. Kenny (2002) suggests the achievement of improved patient outcomes are beyond control of any one member of the different discipline members. The language, culture and traditions of each discipline that compose the team may look at the service from there own perspective (Mandy et al 2004). In this complementary process, contribution from each discipline can be important and unique (Lindeke Sieckert, 2005). This could be seen as making the assumption that the achieving of the desired outcomes would not be possible if an independent approach was used (Oliver, Wittenberg-Lyles, Day, 2006). Wadsworth Fallcreek (1997) also highlight the integration of expertise and the understanding of other disciplines roles in the functioning of collaborative teams. Mann et al (2006) discuss the evidence relating to error reduction when enhanced communication is effective in interprofessional teamwork. Each member of the team must be able to understand there own role and esponsibilities, as well as recognising, understanding and valuing the others roles (Bronstein, 2003). Understanding other professions, shared values and team building are now educational techniques to enhance interprofessional working (Jones 1986). Professional enhancment and job satisfaction (Lindeke Sieckert, 2005) along with reduced burnout, personel retention and improved moral are positives mentioned in collaborative research (Ye ager, 2005). Training, resources, educational development and the use of reward incentives are areas highlighted as organisational support (Baggs et al,2004). Desire, commitment and the individuals belief that effective, quality care strategies can be produced by the collaboration process are also important (Bronstein 2003). Many barriers to interprofessional working have been documented, areas that have been highlighted include terminology(Crouch Johnson 2003). If we are not speaking the same language, then we are not communicating at the best of our capacity. For effective communication Cooper Spencer-Dawe (2006) suggest verbal and non-verbal information needs to be conveyed between individuals. DAmour et al (2005) describe this as ‘open communication’. Managing conflict, negotiating techniques and respecting other viewpoints are essential skills for effective communication ( Hall 2005). For succesful collaboration, ‘deliberate action’ is term used to desribe the practice, maintaining and effort required (Cooper Spencer-Dawe, 2006). This could suggest that all aspects of care could be covered, producing a more holistic approach for the service user. But there maybe a flaw in this idea if one or more disciplines dominate the decision process, or other members feel there ideas are not heard (Kenny 2002 a). Enhanced patient care and quality of the care provided are areas that have been positively identified by service users(Lindeke Sieckert, 2005). This cordination of services has positively enhanced healthcare, benefiting patients in continuing preventing fragmentation of care and holistic care promotion (Atwal Caldwell, 2005). Statistics have shown reductions in length of stay, readmissions and decreased mortality rates as possible consequences of collaborative practice, allthough observatiional support for this is limited (Zwarenstein Bryant, 2000). For the service user, care provision can be enhanced by a team approach. The focus on a team problem solving process is designed to meet the challenges and goals of individualised care. Communication and understanding have been recognised as important factors in effective team functioning. This shared communication process also enables the service user to know what options are available to them at every step of the care process. Word count 1071 Total Word count 2598 References Adler, Ronald B Rodman George (2003) Understanding Human Communication. Fort Worth, Harcourt College Publishers Atwal, A. , Caldwell, K. (2005). Do all health and social care professionals interact equally: A study of interactions in multidisciplinary teams in the United Kingdom. Scandinavian Journal of Caring Sciences, 19(3), 268-273. Baggs, J. G. , Norton, S. A. , Schmitt, M. H. , Sellers, C. R. (2004). The dying patient in the ICU: Role of the interdisciplinary team. Critical Care Clinics, 20(3), 525-540. Barr H, Koppel I, Reeves S, Hammick M, Freeth D. (2005) Effective Interprofessional Education: Development, Delivery and Evaluation. Oxford: Blackwell Publishing Benner P, Tanner C, Chesla C. Expertise in nursing practice, caring, clinical judgment and ethics. New York: Springer; 1996. Blanchard, K (2005). Go Team! Take your team to the Next Level. Beret-Koestler publishing Inc. San-Francisco, CA. Bond P (2008) Teamwork in health care: Time for review Journal of Preoperative Practice 18 (4) 19-24 Bower P, Campbell S, Bojke C, Sibbald B. ( 2003)Team structure, team climate and the quality of care in primary care: an observational study Qual Saf Health Care Bronstein, L. R. (2003). A model for interdisciplinary collaboration. Social Work,. http://www. caipe. org. uk/resources/ (Last accessed: May 2010). ttp://www. comicbitsonline. com/2008/10/14/the-sensational-jon-haward-interviewed/ (accessed September 14th, 2010) Cooper, H. , Spencer-Dawe, E. (2006). Involving service users in interprofessional education narrowing the gap between theory and practice. Journal of Interprofessional Care, 20(6), 306-317. Cromwell D 2000 Building spirited multidisciplinary teams Journal of PeriAnesthesia Nursing 15 108-14 Crouch, P. and Johnson, G. (2003) Bringing together socialcare and healthcare: lessons from ERDIP projects British Journal of Healthcare Computing and Information management. DAmour, D. , Ferrada-Videla, M. Rodriguez, L. , Beaulieu, M. (2005). The conceptual basis for interprofessional collaboration: Core concepts and theoretical frameworks. Journal of Interprofessional Care, 5(Suppl. 1), 116-131. DAmour, D. , Oandasan, I. (2005 a). Interprofessionality as the field of interprofessional practice and interprofessional education: An emerging concept. Journal of Interprofessional Care, 29(Suppl. 1), 8-20. Day J (2006) Interprofessional Working. An Essential Guide forHealth- and Social-CareProfessionals. Nelson Thornes,Cheltenham. Davis,B(2209). 97 Things Every Project Manager Should Know: Collective Wisdom from the Experts. Beijing: OReilly Eccles M, Grimshaw J, Walker A, Johnston M, Pitts N. (2005) Changing the behavior of healthcare professionals: the use of theory in promoting the uptake of research findings Journal of Clinical Epidemiology Edwards P (2008). Ensuring correct site surgery Journal of Preoperative Practice 18 (4) 168-171 Hargie O Dickson D (2004) Skilled Interpersonal Communication :Research, Theory and Practice. London, Routledge Hall, P. (2005). Interprofessional teamwork: Professional cultures as barriers. Journal of Interprofessional Care, 79(Suppl. 1), 188-196. Hall P, Weaver L (2001) Interdisciplinary education and teamwork: a long and winding road. Med Educ 2001, 35:867-875 Hann M, Bower P, Campbell S, Marshall M, Reeves D. (2007)The association between culture, climate and quality of care in primary health care teams. Fam Pract Hill K (2006) Collaboration is a competency! The Journal of Nursing Administration 36, 9, 390-392 Holmstrom, B(1982) â€Å"Moral hazard in teams†, Bell Journal of Economics, 13 Johnson M, Goodacre S, Tod A, Read S (2009) Patients’ opinions of acute chest pain care: a qualitative evaluation of Chest Pain Units. Journal of Advanced Nursing. 65, 1, 120-129. Jones R. (1986) Working together-learning together. Journal of the Royal College of General Practitioners Occasional Paper. Karim R, Ross C. (2008) Interprofessional education and chiropractic. J. Can Chiropr Assoc. 52(2):766-78. Kenny, G. (2002) Interprofessional Working: Opportunities and Challenges. Nursing Standard (17), 6, p. 33-35. Kenny, G. (2002a) The Importance of Nursing Values in Interprofessional Collaboration. British Journal of Nursing (11), 1, p. 65-69. Lindeke, L. L. , Sieckert, A. M. (2005). Nurse-physician workplace collaboration. Online Journal of Issues in Nursing, 10(1), Manuscript 4. from http: //www. ursingworld. org / MainMenuCategories / ANAMarketplace / ANAPeriodicals/OJIN/TableofContents/Volumel02005/ No1Jan05 /tpc26_41601 1 . aspx Accessed 4-11-2010 Lord  Laming (2009) The  Protection of Children in England: A Progress Report on 12March2009. http://publications. education. gov. uk/eOrderingDownload/HC-330. pdf Lyubomirsky, S. , King, L. , Diener, E. (2005). The benefits of frequent positive affect: Does happiness lead to success? Psychological Bulletin, 131, 803-855. Mandy, A. Milton, C. Mandy, P. (2004) Professional Stereotyping and Interprofessional Education. Learning in Health and Social Care. 3), 3, p. 154-170. Mann, S. , Marcus, R. , Sachs, B. (2006). Lessons from the cockpit: How team training can reduce errors on LD. Contemporary Ob/Gyn, 51, 8. Retrieved October 29, 2010, from http://www. rmfstrategies. com/tpp/assets/Team%20 Performance%20Plus. COG. pdf Maton, K. L, Perkins, D. D. , Saegert, S. (2006). Community psychology at the crossroads: Prospects for interdisciplinary research, see comment. American Journal of Community Psychology, 38(1-2),9-21. Nnidun J,Osuji C. (1995)Comparison ofmedical and nonmedical student attitudes to social issues in medicine. Medical Education. 28:273-277. Nursing and Midwifery Council (2008) Standards to Support Learning and Assessment in Practice. NMC, London. Oliver, D. P. , Wittenberg-Lyles, E. M. , Day, M. (2006). Variances in perceptions of interdisciplinary collaboration by hospice staff. Journal of Palliative Care, 22(4), 275-280. Patterson, M. , Warr, P. B. W. , West, M. A. (2004) JOOP Foster, Hebl, West Dawson Proudfoot J,Jayasinghe UW, Holton C, Grimm J, Bubner T, Amoroso C, Beilby J, Harris MF, PracCap Research T. (2007) Team climate for innovation: what difference does it make in general practice? Qual Health Care Sadler C (2004) At the cutting edge. Nursing Standard. 8, 39, 16-17. Saxton B, Thomas E, Helmreich R 2000 Error, stress, and teamwork in medicine and aviation: cross sectional surveys British Medical Journal 320 745-9 Shaw P et al (2007) A clinical review of the investigation and management of unknown primary in a single cancer network. Clinical Oncology 19, 87-95. Staines R 2009 Safety through equality Nursin g Times 105 (6) 8-10 Tuckman, B. 1965. Developmental sequence in small groups. Psychological bulletin UK Clinical Research Collaboration (2007) UK Clinical Research Collaboration. www. ukcrc. org/default. aspx? page=0. (Last accessed: May 2010). Vazirani, S. , Hays, R. D. , Shapiro, M. R, Cowan, M. (2005). Effect of multidisciplinary intervention on communication and collaboration among physicians and nurses. American Journal of Critical Care, 14(1), 71-77. Wachs, J. E. (2005). Building the occupational health team: Keys to successful interdisciplinary collaboration. AAOHN Journal, 53(4), 166-171. Wadsworth, N. S. , Fallcreek, S. J. (1997). Culturally competent care teams. In M. L. Wykle A. B. Ford (Eds. ), Serving minority elders in the 21st century (pp. 248-266). New York: Springer Publishing Company. Wheelan, S. (2010). Creating Effective Teams: a Guide for Members and Leaders. Los Angles: SAGE. Print. World Health Organization (1978). Alma-Ata 1978: Primary Health Care. Report of the International Conference on Primary Health Care. 6 – 12 September 1978. Alma-Ata, USSR. Geneva: World Health Organization. http://www. who. int/hrh/professionals/announcement. pdf Accessed 2/11/2010 http://www. dh. gov. uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_4003066 Accessed 14/11/2010 http://www. auditcommission. gov. uk/nationalstudies/housing/Pages/thewaytogohome _copy. aspx Accessed 14/11/2010 Xyrichis A, Ream E (2008) Teamwork: a concept analysis. Journal of Advanced Nursing. 1, 2, 232-250. Yeager, S. (2005). interdisciplinary collaboration: The heart and soul of health care. Critical Care Nursing Clinics of North Arnerica, 17(2), 143-148. Young L, Baker P, Waller S, Hodgson L, Moor M. (2007) Knowing your allies: Medical education and interprofessional exposure. Journal of Interprofessional Care. March 21(2):155-163. Zwarenste in, M. , Bryant, W. (2000). Interventions to promote collaboration between nurses and doctors. The Cochrane Collaboration, 3. from http://www. mrw. interscience. wiley. com /cochrane/clsysrev/articles/rel0001/ CD000072/frame. html. Accessed 4-11-2010 Appendix 1 [pic]

Battle of Cold Harbor - Civil War

Battle of Cold Harbor - Civil War Battle of Cold Harbor - Conflict Dates: The Battle of Cold Harbor was fought May 31-June 12, 1864, and was part of the American Civil War (1861-1865). Armies Commanders: Union Lieutenant General Ulysses S. GrantMajor General George G. Meade108,000 men Confederate General Robert E. Lee62,000 men Battle of Cold Harbor - Background: Pressing on with his Overland Campaign after confrontations at the Wilderness, Spotsylvania Court House, and North Anna, Lieutenant General Ulysses S. Grant again moved around Confederate General Robert E. Lees right in an effort to capture Richmond. Crossing the Pamunkey River, Grants men fought skirmishes at Haws Shop, Totopotomoy Creek, and Old Church. Pushing his cavalry forward towards the crossroads at Old Cold Harbor, Grant also ordered Major General William Baldy Smiths XVIII Corps to move from Bermuda Hundred to join the main army. Recently reinforced, Lee anticipated Grants designs on Old Cold Harbor and dispatched cavalry under Brigadier Generals Matthew Butler and Fitzhugh Lee to the scene. Arriving they encountered elements of Major General Philip H. Sheridans cavalry corps. As the two forces skirmished on May 31, Lee sent Major General Robert Hokes division as well as Major General Richard Andersons First Corps to Old Cold Harbor. Around 4:00 PM, Union cavalry under Brigadier General Alfred Torbert and David Gregg succeeded in driving the Confederates from the crossroads. Battle of Cold Harbor - Early Fighting: As the Confederate infantry began arrive late in the day, Sheridan, concerned about his advanced position, withdrew back towards Old Church. Wishing to exploit the advantage gained at Old Cold Harbor, Grant ordered Major General Horatio Wrights VI Corps to the area from Totopotomoy Creek and ordered Sheridan to hold the crossroads at all costs. Moving back to Old Cold Harbor around 1:00 AM on June 1, Sheridans horsemen were able to reoccupy their old position as the Confederates had failed to notice their early withdrawal. In an effort to re-take the crossroads, Lee ordered Anderson and Hoke to attack the Union lines early on June 1. Anderson failed to relay this order to Hoke and the resulting attack consisted only of First Corps troops. Moving forward, troops from Kershaws Brigade led the assault and were met with savage fire from Brigadier General Wesley Merritts entrenched cavalry. Using seven-shot Spencer carbines, Merritts men quickly beat back the Confederates. Around 9:00 AM, the lead elements of Wrights corps began arriving on the field and moved into the cavalrys lines. Battle of Cold Harbor - Union Movements: Though Grant had wished IV Corps to attack immediately, it was exhausted from marching most of the night and Wright elected to delay until Smiths men arrived. Reaching Old Cold Harbor in early afternoon, XVIII Corps began entrenching on Wrights right as the cavalry retired east. Around 6:30 PM, with minimal scouting of the Confederate lines, both corps moved to the attack. Storming forward over unfamiliar ground they were met by heavy fire from Anderson and Hokes men. Though a gap in the Confederate line was found, it was quickly closed by Anderson and the Union troops were forced to retire to their lines. While the assault had failed, Grants chief subordinate, Major General George G. Meade, commander of the Army of the Potomac, believed an attack the next day could be successful if enough force was brought against the Confederate line. To achieve this, Major General Winfield S. Hancocks II Corps was shifted from Totopotomoy and placed on Wrights left. Once Hancock was in position, Meade intended to move forward with three corps before Lee could prepare substancial defenses. Arriving early on June 2, II Corp was tired from their march and Grant agreed to delay the attack until 5:00 PM to allow them to rest. Battle of Cold Harobr - Regrettable Assaults: The assault was again delayed that afternoon until 4:30 AM on June 3. In planning for the attack, both Grant and Meade failed to issue specific instructions for the assaults target and trusted their corps commanders to reconnoiter the ground on their own. Though unhappy at the lack of direction from above, the Union corps commanders failed to take the initiative by scouting their lines of advance. For those in the ranks who had survived frontal assaults at Fredericksburg and Spotsylvania, a degree of fatalism took hold and many pinned paper containing their name to their uniforms to aid in identifying their body. While Union forces delayed on June 2, Lees engineers and troops were busy constructing an elaborate system of fortifications containing pre-ranged artillery, converging fields of fire, and various obstacles. To support the assault, Major General Ambrose Burnsides IX Corps and Major General Gouverneur K. Warrens V Corps were formed at the north end of the field with orders to attack Lieutenant General Jubal Earlys corps on Lees left. Moving forward through the early morning fog, XVIII, VI, and II Corps quickly encountered heavy fire from the Confederate lines. Attacking, Smiths men were channeled into two ravines where they were cut down in large numbers halting their advance. In the center, Wrights men, still bloodied from June 1, were quickly pinned down and made little effort to renew the attack. The only success came on Hancocks front where troops from Major General Francis Barlows division succeeded in breaking through the Confederate lines. Recognizing the danger, the breach was quickly sealed by the Confederates who then proceeded to throw back the Union attackers. In the north, Burnside launched a sizable attack on Early, but halted to regroup after mistakenly thinking he had shattered the enemy lines. As the assault was failing, Grant and Meade pressed their commanders to push forward with little success. By 12:30 PM, Grant conceded that the assault had failed and Union troops began digging in until they could withdraw under the cover of darkness. Battle of Cold Harbor - Aftermath: In the fighting, Grants army had sustained 1,844 killed, 9,077 wounded, and 1,816 captured/missing. For Lee, the losses were a relatively light 83 killed, 3,380 wounded, and 1,132 captured/missing. Lees final major victory, Cold Harbor led to an increase in anti-war sentiment in the North and criticisms of Grants leadership. With the failure of the assault, Grant remained in place at Cold Harbor until June 12 when he moved the army away and succeeded in crossing the James River. Of the battle, Grant stated in his memoirs: I have always regretted that the last assault at Cold Harbor was ever made. I might say the same thing of the assault of the 22d of May, 1863, at Vicksburg. At Cold Harbor no advantage whatever was gained to compensate for the heavy loss we sustained.

Contemporary Latin America Politics Research Proposal

Contemporary Latin America Politics - Research Proposal Example While Venezuela is not presently engaged in any attritional conflict with its neighbors, its relationship with the United States has declined steadily over the recent past. The escalating tension between the United States and Venezuela is attributable to both ideological and material reasons. On the side of ideology, Venezuela is presently led by Hugo Chavez, a highly popular Socialist Party member. His party and its policies derive from Marxist doctrines, which are anathema to the capitalist economic organization seen here in the United States. Moreover, Mr. Chavez is not hesitant to openly condemn American leadership and its alleged hegemonic impulses. A diplomatic flashpoint occurred during the United Nations General Assembly of 2006 when Hugo Chavez cited American leftist intellectual Noam Chomsky’s book ‘Hegemony or Survival’ to support his criticism of high handed foreign policy measures of the United States government. The speech is unprecedented in terms of its audacity and confrontational tone, which almost no diplomatic goodwill was left between the two nations ever since (Tinker-Salas, p.52). Adding to the Venezuelan problem is the open and tacit support that it receives from Latin and Central American nations. For example, Venezuela’s attempt to garner a UN Security Council seat was supported by several countries with influence in the General Assembly, including China, Russia, Malaysia and India. American trading partners in the region such as Argentina, Brazil, Paraguay, Uruguay and Chile are also likely to back Venezuela. If Venezuela’s bid should succeed in the future, then it will give a new thrust to the Non-Aligned Movement, by shifting its headquarters out of New York and into a city in the hemispheric South such as Brasilia, Havana or Caracas (Tinker-Salas, p.53). If this does become a reality in the near future, it will be a huge

Women and Sexism at Workplace Assignment Example | Topics and Well Written Essays - 1000 words

Women and Sexism at Workplace - Assignment Example Over the years, there have been a number of different roles that have been followed by men and women and have been considered to be the prehistoric roles of the people. However, when such assumptions are made and the roles for people are limited to a few tasks, then the result often leads to sexism. This paper aims at discussing the effects of sexism on women in two main areas, i.e. entering into a workplace and progress within the workplace. The main aim of the research is to get a better idea of how women are affected due to the existence of sexism in the workplace. The society has set down a various number of rules and roles that are expected to be for women. Women are faced with issues in getting jobs at the workplaces as there are a number of restrictions and reservations on the end of the employers. Employers prefer not to spend on the female employees for training and other purposes as there are very high chances of the women to leave the job so they can take care of their families (About Equal Opportunities, 2010). As seen in the survey, the youth and younger generation today, unlike the previous generations do not consider men’s work to be more important than that of women and there is a constant need for more equality and better understanding among the people.  These issues and difficulties include the possible offensive male chauvinist comments that can be faced by women as well as other questions where the employers demean the women by judging them to be less effective than men.  

Womens Suffrage In England

Womens Suffrage In England The investigation assesses whether violent militant tactics by the Womens Social and Political Union founded by Emmeline Pankhurst from 1903 to 1914 were necessary in order to gain womens suffrage in England. I will be using several primary sources. One of them is written by Emmeline Pankhurst herself in 1914 called My Own Story. The other is written by her daughter Sylvia E. Pankhurst called The Life of Emmeline Pankhurst. I will also use snippets from local newspapers like The Morning Post. Other works will be analyzed like The Fighting Pankhursts by David Mitchell and You Wouldnt Want to Be a Suffragist! by Fiona Macdonald. To evaluate whether or not the tactics used by Pankhursts group was crucial in the fight for the right to vote, this investigation will use these sources to look into public opinions. The reactions and outlooks on the WSPU from the press, government, and the general public will all be considered. Also, I will examine the three stages of the WSPU; before violent militant tactics were used, during, and after. Part B: Summary of Evidence Their slogan was: Deeds, not words! The groups militancy first took non-violent forms from giving speeches, petitions, rallies, newsletters, etc. The actions turned extreme; chaining themselves to park railings, breaking shop windows, setting mailboxes on fire, digging up golf courses, burning down railway stations and churches.  [1]   Each time they took part in a violent protest, arrests occurred. The British government hoped that this would stop them from protesting again.  [2]   On May 12, 1905, a bill for womens suffrage was denied and the Union began a rowdy protest outside the Parliament building, which police tried to force away. Pankhurst considered this event to be a successful demonstration of how militancy can capture attention.  [3]  Pankhurst said, We are at last recognized as a political party  [4]   The WSPU had a bad relationship with the Liberal party. They protested against candidates that were a part of the ruling government because they refused to pass it, which forced them into a conflict with the Liberal Party.  [5]  WSPU was often blamed for spoiling elections for the candidates. Pankhurst was once attacked by Liberal supporters who blamed her for ruining their chances against the Conservatives. They beat members and threw rocks and rotten eggs.  [6]   In 1909, the members vowed to go on hunger strikes whenever they were imprisoned.  [7]  However, the Government counteracted this with force feeding.  [8]  The National Union of Womens Suffrage Societies led by Millicent Fawcett were disappointed that these publicity stunts were the chief obstacles in the way of success of the suffrage movement in the House of Commons.  [9]   Snippets from an article in the Morning Post: The Suffragette newspaper must be put a stop to. Proceedings would be taken immediately against any person who made a speech in encouragement of the unions course of conduct. They called the WSPU a danger to the civilized community and a vast amount of public inconvenience to the public. They disapproved of The Suffragette newspaper because it was a danger to society since it contained articles approving and praising those who fortunately had been detected by the police in the act of committing crimes.  [10]   The Independent Labour Party organized a committee for women suffrage and formed a Conciliation Bill so the WSPU suspended their actions, but this truce was ended when it was obvious the bill would not pass when the Prime Minister, Lloyd George wrote to The Times demanding the rejection of the Conciliation Bill, to demonstrate the folly of militant tactics,  [11]  The Bill was lost by fourteen votes and the WSPU accused Lloyd George of having organized the defeat. The Judge insisted upon a verdict of guilty saying If I had observed any contrition or disavowal of the acts you have committed, or any hope that you would avoid repetition of them in future, I should have been very much prevailed upon.  [12]   In 1912, WSPU came up with arson as another militant tactic and used it for the next two years. Pankhursts approval of property damage led many to leave the Union.  [13]   In the Daily Mail, they referred to the WSPU in a derogatory term suffragette, which they used to their advantage by coining their own unique name. When World War I came around, the women realized it was no time for protests and focused on supporting the British against the German. They joined in the war effort working as nurses, building up mother and infant clinics, restaurants, workrooms for unemployed, urged women to aid industrial production, etc.  [14]  In 1918, the British Parliament gave the vote to British women age 30 or over.  [15]   Word Count: 597 Part C: Evaluation of Sources I thought it would be fitting to use parts of Emmeline Pankhursts autobiography from the internet called My Own Story. It was published in 1914 in the midst of all the controversy the WSPU was being put under the spotlight for. Her purpose for the autobiography was so that the public would hear about the women suffrage cause through her own words and not the newspapers, who often criticized the suffragettes. Since this source is written from the leader of the WSPU herself, the value in it is that it is the best form of primary source available. First-hand accounts of situations and events are available through this autobiography. My Own Story also provides Pankhursts take on the militant tactics her group used in order to get their message across. This however, can as well be a limitation. This source only provides Pankhursts opinions and not the opinions of the Government and politicians, which I need in order to assess whether or not the Unions tactics were crucial in achieving wom en suffrage. Obviously Pankhurst will be in favor of anything the WSPU does, so I mainly just need this source to clarify what really happened in the years of 1903 to 1914. The Life of Emmeline Pankhurst is another primary source written from another perspective. The author is Emmelines daughter, Sylvia E. Pankhurst, who was involved with the WSPU until 1914. Her purpose was to inform the public of her mothers life from the perspective of someone who personally knew her. There is value in the fact that Sylvia is Emmelines daughter and that she was actually a part of the suffragettes. She was there in the actual events, so we know that her statements are accurate or close to what really happened. However, this book is limited because of Sylvias bias towards her mother. The book is written to praise her mothers actions. Word Count: 314 Part D: Analysis Does violence ever resolve anything? The Womens Social and Political Union sure believed so. Their slogan Deeds, not words!  [16]  highlights their actions over the years of 1903 to 1914. As their tactics turned extreme, WSPU headlines became frequent in the British news.  [17]  The members of the WSPU felt that violence was the only way they could obtain suffrage and some historians believe that it is what successfully won them the vote, but I believe that it actually slowed down the process. It is important to understand that it is not because of the violent militant tactics her suffragettes, which was a derogatory term coined by the Daily Mail  [18]  , used that won women the vote, but rather what they did after they chose to end the violence. The violence was only successful in one way, in that it brought about much publicity. Newspapers provided the public with reports of events and the suffragettes were pleased that their cause was becoming open to the public. Their first highly publicized event was on May 12, 1905, when a bill for womens suffrage was denied and the WSPU decided to protest outside the Parliament building, ending in a battle with the police. Pankhurst felt that this was a successful demonstration on how militancy can capture attention  [19]  and even expressed in her autobiography My Own Story that this helped them to become recognized as a political party.  [20]  They however received a lot of backlash for their actions. An article in the Morning Post talked about how a politician felt that the WSPUs newspaper, the Suffragette, must end because it is a danger to society since it contained articles approving and praising those who fortunately had been detected by the police in the act of committi ng crimes.  [21]  The fact that a politician would publically express his harsh thoughts on the WSPU shows that his feelings were general throughout the Parliament. As the WSPU became increasingly militant, they formed unfriendly relationships with the Government. I think that instead of opening up the politicians eyes on supporting their cause, it just made them more annoyed and intransigent. One example was their relationship with the Liberal Party. Since the WSPU only focused on suffrage for women, they quickly opposed parties that did not make it their priority including the ruling government.  [22]  Pankhurst recalls in her autobiography being blamed for spoiling elections for the Liberal candidates against the Conservatives and being beaten and thrown rocks at.  [23]  Another example of how much the Government detested Pankhursts Union was the situation with the Conciliation Bill. Emmeline Pankhursts daughter, Sylvia E. Pankhurst, recalls what happened in her novel; the Independent Labour Party wanted to call truce with the WSPU by forming a committee for women suffrage if the suffragettes suspended their actions.  [24]  Howeve r, the Prime Minister Lloyd George issued a statement to The Times demanding the rejection of the Conciliation by voting with the Members of Parliament.  [25]  When the Bill was lost by fourteen points, it went to Court with Lloyd George accused of having organized the defeat by persuading Members to vote against it.  [26]  The Judge dismissed the case probably because the Government had more power than the women had and because the Judge knew that the members of the WSPU were lawbreakers who were looked upon as undeserving in the politics world. Suffragettes were continually arrested at their violent protests as the Government hope that they would stop protesting.  [27]  They decided to create a stir with hunger strikes in an attempt to force the Government to give into their demands, rather than see them starve to death.  [28]  The Government stayed persistent and force fed the women with straps and tubes. By this point, the public was growing irritated with the group as even Millicent Fawcett, leader of the National Union of Womens Suffrage Societies and once a supporter of the WSPU, became disappointed with these publicity stunts that she claimed were hindrances to the suffrage movement.  [29]  Even their own members became fed up with the Union when in 1912, they came up with arson as another militant tactic setting fire to political buildings and theaters.  [30]  Several did not approve of this and left the Union. The more they tried to cause a stir, seems like the more the public grew weary of their cau se. The arrests in the press were repetitive and for years nothing really progressed, showing that even though the country knew about their cause, less people began to care. The male politicians persisted in not allowing women suffrage probably because they felt that if women behaved like criminals, then they should not be given the same rights as voters. The more extreme they got, the more they alienated people to support their cause. Even though their actions attracted lots of publicity, violence left towns unsafe and ended up giving them the opposite of what they intended, which was the public disapproving of the women suffrage cause. Opponents of womens suffrage in Parliament referred to the violent tactics in debates on why women suffrage should not be granted.  [31]  The Parliament and WSPU had reached a stalemate; the more violence the suffragettes used, the more unwilling Parliament was, and the more Parliament was obstinate, the more violent the suffragettes became. When World War I started, the suffragettes decided to suspend their activities since the violence of the war would render the womens militancy as weak and they realized they should exert their energy onto supporting their country so they joined in the war effort by working as nurses and building clinics and workrooms for unemployed.  [32]  Their hard work gained them a new reputation with the public. It wasnt until 1918 at the end of the war that the Parliament granted the vote to women 30 years of age or older.  [33]   Word Count: 748 Part E: Conclusion The fact that women did not get the right to vote until 4 years after the war started and the suffragettes suspended their militant actions shows that it was their war efforts that aided them and not their violence. I believe that violent militant tactics were not necessary in order to gain womens suffrage. The tactics helped them positively in their early years, but once arson and bombing started to take place, antagonism against them aroused. There is no doubt that it gained them great publicity and allowed their cause to be heard around England, but their actions worked against them as they became more violent through the years. I think, even quite possibly, the Womens Social and Political Union was unnecessary because there were several other peaceful groups out there. The 1918 Act was passed as recompense to the women for their war efforts, not because the Parliament finally listened to the angry cries of the suffragettes. Word Count: 158 Part F: Sources Macdonald, Fiona, You wouldnt want to be a Suffragist! UK: The Salariya Book Company Ltd, 2008. Mitchell, David, The Fighting Pankhursts. New York: The Macmillan Company, 1967. Pankhurst, Emmeline, My Own Story. New York: Hearst International Library, 1914, pp. 4-9, 270-283. Pankhurst, Sylvia E., The Life of Emmeline Pankhurst. New York: Karus Reprint Co., 1969. Bomb at St. Pauls, unsuccessful attempt to wreck chancel, supposed suffragist outrage, Morning Post, 8 May 1913.