Tuesday, November 26, 2019

Free Essays on Womens History

For centuries, women were considered to be weaker than men. They were thought of as squeamish, and unable to perform tasks requiring muscle or intellect. Therefore, men acquired the â€Å"tougher,† more muscle-related jobs. Because of these views, for many centuries women were left in the home, left with no options but to cook, clean and take care her family. However, over the turn of the 19th century, women began to fight back, rioting and picketing, proclaiming their rights. How Women Were Discriminated Against Being thought of as the weaker sex kept a great majority of from accomplishing many things. Women were not allowed to vote, because men thought of the female to be intellectually inferior to him. In the first several decades of the United States, women were not allowed to own property, make a contract, to sue, or to be sued. In certain work areas a female was not permitted to work more than eight hours or to earn the same wage as a man doing the same job. Women were also unable to hold many professional vocations. A pregnant woman was often denied the option of abortion, unless her life was at stake. Often, when a woman was claimed harassment, people viewed her as crazy, or that she brought it upon herself. In early America young girls and women were also unable to pursue their dreams of an education. Of course, with no education, a lady was ineligible to hold any type of political office. Before women’s suffrage, a woman was practically incapable of doing anything other tha n cooking, cleaning, and taking care of her family. Women’s fight to stop sexual discrimination By 18th century, women had begun to speak up and organize. In 1848, the first women’s rights meeting was held in New York. The main issue was women’s suffrage, or the right for them to vote. For many years, thousands of women fought for the right to vote, among them was Susan B. Anthony, Alice Paul, and Lucretia Mott. â€Å"Some battle for woman s... Free Essays on Womens History Free Essays on Womens History For centuries, women were considered to be weaker than men. They were thought of as squeamish, and unable to perform tasks requiring muscle or intellect. Therefore, men acquired the â€Å"tougher,† more muscle-related jobs. Because of these views, for many centuries women were left in the home, left with no options but to cook, clean and take care her family. However, over the turn of the 19th century, women began to fight back, rioting and picketing, proclaiming their rights. How Women Were Discriminated Against Being thought of as the weaker sex kept a great majority of from accomplishing many things. Women were not allowed to vote, because men thought of the female to be intellectually inferior to him. In the first several decades of the United States, women were not allowed to own property, make a contract, to sue, or to be sued. In certain work areas a female was not permitted to work more than eight hours or to earn the same wage as a man doing the same job. Women were also unable to hold many professional vocations. A pregnant woman was often denied the option of abortion, unless her life was at stake. Often, when a woman was claimed harassment, people viewed her as crazy, or that she brought it upon herself. In early America young girls and women were also unable to pursue their dreams of an education. Of course, with no education, a lady was ineligible to hold any type of political office. Before women’s suffrage, a woman was practically incapable of doing anything other tha n cooking, cleaning, and taking care of her family. Women’s fight to stop sexual discrimination By 18th century, women had begun to speak up and organize. In 1848, the first women’s rights meeting was held in New York. The main issue was women’s suffrage, or the right for them to vote. For many years, thousands of women fought for the right to vote, among them was Susan B. Anthony, Alice Paul, and Lucretia Mott. â€Å"Some battle for woman s...

Friday, November 22, 2019

The Homestead Steel Strike of 1892

The Homestead Steel Strike of 1892 The Homestead Strike, a work stoppage  at Carnegie Steels plant at Homestead, Pennsylvania, turned into one of the most violent episodes in the American labor struggles of the late 1800s. A planned occupation of the plant turned into a bloody battle when hundreds of men from the Pinkerton Detective Agency exchanged gunfire with workers and townspeople along the banks of the Monongahela River. In a surprising twist, strikers captured a number of Pinkertons when the strikebreakers were forced to surrender. The battle on July 6, 1892 ended with a truce, and the release of prisoners. But the state militia arrived a week later to settle things in favor of the company. And two weeks later an anarchist outraged by the behavior of Henry Clay Frick, the vehemently anti-labor manager of Carnegie Steel, tried to assassinate Frick in his office. Though shot twice, Frick survived. Other labor organizations had rallied to the defense of the union at Homestead, the Amalgamated Association of Iron and Steel Workers. And for a time public opinion seemed to side with the workers. But the attempted assassination of Frick, and the involvement of a known anarchist, was used to discredit the labor movement. In the end, the management of Carnegie Steel won. Background of the Homestead Plant Labor Problems In 1883 Andrew Carnegie  bought the Homestead Works, a steel plant in Homestead, Pennsylvania, east of Pittsburgh on the Monongahela River. The plant, which had been focused on producing steel rails for railroads, was changed and modernized under Carnegies ownership to produce steel plate, which could be used for production of armored ships. Carnegie,  known for uncanny business foresight, had become one of the richest men in America, surpassing the wealth of earlier millionaires such as John Jacob Astor and Cornelius Vanderbilt. Under Carnegies direction, the Homestead plant kept expanding, and the town of Homestead, which had about 2,000 residents in 1880, when the plant first opened, grew to a population of about 12,000 in 1892. About 4,000 workers were employed at the steel plant. The union representing workers at the Homestead plant, the Amalgamated Association of Iron and Steel Workers, had signed a contract with Carnegies company in 1889. The contract was set to expire on July 1, 1892. Carnegie, and especially his business partner Henry Clay Frick, wanted to break the union. There has always been considerable  dispute about how much Carnegie knew of the ruthless tactics Frick planned to employ. At the time of the 1892 strike, Carnegie was at a luxurious estate he owned in Scotland. But it seems, based on letters the men exchanged, that Carnegie was fully aware of Fricks tactics. The Beginning of the Homestead Strike In 1891 Carnegie began to think about reducing wages at the Homestead plant, and when his company held meetings with the Amalgamated union in the spring of 1892 the company informed the union that it would be cutting wages at the plant. Carnegie also wrote a letter, before he left for Scotland in April 1892, which indicated that he intended to make Homestead a non-union plant. In late May, Henry Clay Frick instructed the company negotiators to inform the union that wages were being reduced. The union would not accept the proposal, which the company said was non-negotiable. In late June 1892, Frick had public notices posted in  the town of Homestead informing union members that since the union had rejected the companys offer, the company would have nothing to do with the union. And to further provoke the union, Frick began construction of what was being called Fort Frick. Tall fences were constructed around the plant, topped with barbed wire. The intent of the barricades and barbed wire was obvious: Frick intended to lock out the union and bring in scabs, non-union workers. The Pinkertons Attempted to Invade Homestead On the night of July 5, 1892, approximately 300 Pinkerton agents arrived in western Pennsylvania by train and boarded two barges which had been stocked with hundreds of pistols and rifles as well as uniforms. The barges were towed on  the Monongahela River to Homestead, where Frick assumed the Pinkertons  could land undetected in the middle of the night. Lookouts saw the barges coming and alerted the workers in Homestead, who raced to the riverbank. When the Pinkertons tried to land at dawn, hundreds of townspeople, some of them armed with weapons dating back to the Civil War, were waiting. It was never determined who fired the first shot, but a gun battle broke out. Men were killed and wounded on both sides, and the Pinkertons were pinned down on the barges, with no escape possible. Throughout the day of July 6, 1892, townspeople of Homestead tried to attack the barges, even pumping oil into the river in an attempt to set fires atop the water. Finally, late in the afternoon, some of the union leaders convinced the townspeople to let the Pinkertons surrender. As the Pinkertons left the barges to walk to a local opera house, where they would be held until the local sheriff could come and arrest them, townspeople threw bricks at them. Some Pinkertons were beaten. The sheriff arrived that night and removed the Pinkertons, though none of them were arrested or indicted for murder, as the townspeople had demanded. Newspapers had been covering the crisis for weeks, but the news of the violence created a sensation when it moved quickly across the telegraph wires. Newspaper editions were rushed out with startling accounts of the confrontation. The New York Evening World published a special extra edition with the headline: AT WAR: Pinkertons and Workers Fight at Homestead. Six steelworkers had been killed in the fighting, and would be buried in the following days. As the people in Homestead held funerals, Henry Clay Frick, in a newspaper interview, announced that he would have no dealings with the union. Henry Clay Frick Was Shot A month later, Henry Clay Frick was in his office in Pittsburgh and a young man came to see him, claiming to represent an agency that could supply replacement workers. The visitor to Frick was actually a Russian anarchist, Alexander Berkman, who had been living in New York City and who had no connection to the union. Berkman forced his way into Fricks office and shot him twice, nearly killing him. Frick survived the assassination attempt, but the incident was used to discredit the union and the American labor movement in general. The incident became a milestone in U.S. labor history, along with the Haymarket Riot and the 1894 Pullman Strike. Carnegie Succeeded in Keeping the Union Out of His Plants The Pennsylvania militia (similar to todays National Guard) took over the Homestead Plant and non-union strikebreakers were brought in to work. Eventually, with the union broken, many of the original workers returned to the plant. Leaders of the union were prosecuted, but juries in western Pennsylvania failed to convict them. While the violence had been happening in western Pennsylvania, Andrew Carnegie had been off in Scotland, avoiding the press at his estate. Carnegie would later claim that he had little to do with the violence at Homestead, but his claims were met with skepticism, and his reputation as a fair employer and philanthropist was greatly tarnished. And Carnegie did succeed in keeping unions out of his plants.

Thursday, November 21, 2019

Economic recession and human behavior Essay Example | Topics and Well Written Essays - 4250 words

Economic recession and human behavior - Essay Example Issues of survival will develop into reactions that are outside of social responsibility. As the economy turns downward and the financial life of members of society become increasingly more difficult to navigate, decision making becomes a confusing and difficult process. The desperation that develops when the bills are piling up and the creditors are calling can make changes in the way in which people attend to their values and personal ethics. As the job market dwindles and unemployment rises, the effects on the family become profound when housing and food become increasingly difficult to maintain. As well, increases are noticeable in domestic violence and in crime as desperation heightens emotion and lowers inhibitions. As an economic recession increases its effects on the population, taking jobs, homes, and personal identity when associated with a lifestyle, the ensuing desperation changes the way in which a culture functions and creates an unbearable tension in the dynamic of society. The term Recession refers to an economy that is not seeing growth. When two terms or more have failed to see growth, then the economy is considered in a recession. As well, when a rise in unemployment at 1.5% (Eslake) is felt and a diminished gross domestic product is experienced, these are the signs of recession. Depression is developed when a â€Å"significant and sustained downturn†(Eslake) is experienced. This is seen when a decline in the GDP is at 10% or more or when â€Å"a contradiction in real GDP lasts more than three or four years†(Eslake). An example of recession was seen in the 1980’s when the economy declined and widespread unemployment emerged. Depression occurred in the 1930’s and was marked by debilitating poverty spread throughout the United States. Unemployment and inflation contribute to the economic issues that arise during a recession. Unemployment is the percentage of people who are not employed but are looking for a

Tuesday, November 19, 2019

Writing to show Cause and Effect Essay Example | Topics and Well Written Essays - 750 words

Writing to show Cause and Effect - Essay Example cally unfit individuals in the population; thus, increasing the probability of this population suffering lifestyle diseases such as heart conditions (Herbert). Good eating regimes and frequent exercise are not only touted to be effective in increasing wellness, but also in managing stress. The following paper will focus on exercise, eating well, and increasing fitness as strategies of managing stress and increasing wellness. World health organization has identified stress as a major problem in the current world that is affecting both mental and physical health (Varvogli & Christina 76). Exercise is known to trigger a relaxation reflex on the brain that enables relief stress. Therefore, it is clear that exercise is a better way of reducing stress other than using pills and alcohol that people resort to when trying to hide from stress. The best exercise known to reduce stress is geared towards improving focused breathing, blood flow to the brain and muscle, and mindfulness meditation, all which are geared towards relaxation of mind. Good eating regimes are key to stress relieve and wellness of the body. Good eating habits and strategic exercising helps pregnant mothers and terminally ill people to regain their health easily and maintain normal body function optimally (Parker & Samson 10). Nutritional balance can be achieved by checking what people eat in the morning, lunch, and supper. Nutrition is a key component of the livelihoods on individuals, and if not observed well, then people are destined to fall sick. Currently, there are many obese children in the society signaling the relaxed nature of the upbringing system that no longer recognizes the need to keep fit. The stigma usually geared towards these obese kids usually stresses them unnecessarily. The terminally ill people in the society including cancer and HIV/AIDs patients have been shown to be the people under the highest degree of stress. A breakfast rich in cereal meals is known to counteract stress in

Sunday, November 17, 2019

Montana 1948 Dream Analysis Essay Example for Free

Montana 1948 Dream Analysis Essay David, after reviewing your dream, I have concluded that you care deeply for the Sioux that live in your area. I know this because you didn’t imagine them as the stereotypical Native American, such as the ones depicted in the movies. You imagined them as normal people in normal clothes. They are dressed in jeans, cowboy boots, cotton print dresses, and flannel shirts. As they congregated on top of Circle Hill, they talked low and mourned the death of Marie. They weren’t in battle formation, seeking for revenge on whoever was responsible for Marie’s death, they were paying their respects. You know that Native Americans are no different than any other person in Bentrock and don’t deserve to be treated any differently. I believe that you are dreaming this because you want Native Americans to be considered equal amongst other people in Bentrock and throughout the country. After over hearing your parents talking about the horrific acts that Frank committed against Marie, I’m sure your care for the Native American people greatly increased. If you expressed your feelings of Native Americans, they would be extremely grateful to you. In conclusion, your dream shows that you know the truth about the Native Americans in the Bentrock area. They are normal people that live normal lives. They are no different than the white majority. They wear jeans, cowboy boots, cotton print dresses, and flannel shirts just like normal people. The fact that you view them as normal people and not the stereotypical Native American shows that you respect the culture and people of the Sioux tribe in Bentrock while other people in the area, such as Frank, don’t respect them as much.

Thursday, November 14, 2019

The Divine Comedy Essays -- essays research papers

During the Middle Ages, the church was a powerful institution. It had its own government, courts, system of taxation, and laws. To live a good Christian life guaranteed access to heaven in the afterlife, and a life of sin was to be sentenced to hell. Dante Alighieri was an Italian poet, who had an admirable depth of spiritual vision and was known for his intelligence (Encarta, 1). Between the years of 1308 and 1321, Dante wrote the epic poem, 'The Divine Comedy,'; which described a journey through the afterlife. It takes place during the three days of Good Friday, when Jesus died, and on Easter Sunday when he rose body and soul to heaven. It is a moral comedy, and was written to make readers evaluate their own morals. The journey was to show readers what could happen if they live a sinful life, or if they live a godlike life. 'In the middle of the journey of our life I came to my senses in a dark forest, for I had lost the straight path. Ah! How hard a thing it is to tell what this wild and rough and difficult wood was, which in thought renews my fear! (Alighieri, 1)'; This passage tells us that Dante is lost in the middle of the woods, and he is in the middle of his life. The reason he gives for being lost is that he had become inattentive and was not paying attention to where he was going. This symbolizes how he has lost his quest for salvation. His laziness, a sin, caused him to stray from the road of salvation. He can't go back the way he came because that is the way o...

Tuesday, November 12, 2019

Human Nature and War Essay

The twenty first century is known to have begun just the same way that the previous century ended-within a perpetual war set- the actual words of Pinker, Hobbes and Wilson appear to hit true indeed. Therefore, the Homo Sapiens’ nature, irrespective of the perspectives of idealists like Dennis Kucinich and John Lennon, is such that the Iraq, Palestine and other few forsaken lands may not attest to the peace failure, but stands for the unavoidability of human violence. With the primarily general acceptance, in case sometimes believed reluctantly, of every individual with regard to the truth, the left antiwar has dwindled into political ambition and prowess, while Islamic, Christian together with secular Dominionists amongst individuals rush along the perspectives of the â€Å"eventual days†. However, do all these actions and perceptions perfectly describe the truth that surrounds the human condition? Could it be possible that humans are trapped, genetically and or otherwise, by the circumstances within this downward spiral into oblivion? Could individuals like Wilson, Pinker, Lorenz, Ghiglieri and Stoessinger have picked a wrong perception of humanity? It might be prudent to note that humanism is often related to the fact that individual human beings ought to understand that habits are often picked, hence they are cognitive. Just like children’s brains have been said to develop with regard to the environment within which they are raised, so is the issue regarding human violence. Every individual possesses unique capabilities, whether acquired, developed or inborn, but issues regarding wars and violence are extremely cognitive and these capabilities within individuals only perform the role of catalyzing the war-like acts. The mainstream to the international relations’ contemporary discipline still depends on key principles that were first enunciated by the Second World War era’s scholars. The comprehensive arguments of the classical realists has attained a few defining concepts within the IR and still effectively shape the general scholarly study’s orientation within the field. Wilson effectively alleged that he saw a failure in idealism to take to consideration the entire underlying natural laws, which made mankind to tend towards aggression and violence. The issue regarding human aggression and violence has been a hotly debated issue amongst international relations theorists who have been known to concentrate on the analysis based on individual levels. The human nature theorists have been said to keenly focus on how individual attributes and characteristics might interact with the distinct social environment into producing particular violent situations e. g.wars. However, besides focusing on the physical, external environment, the cognitive theorists have been forefront in providing an explanation regarding the fact that the war-like situations or individual propensities to violence are often tied to their mental processes. These cognitive theorists are often convinced that personality, intelligence, as well as learning are often the key relations to aggressive behavior. Although there might never exist scholarly agreements that pin down the key motivator to war, there certainly is one factor that might seem too weighty with regard to the same. On the other hand, motivations might present themselves within different perspectives for the individuals initiating violence than for the individuals undertaking the violence acts. For instance, within the 3rd Punic War, the leaders of Rome might have wished to create war using Carthage in order to attain an effective means of eliminating an extremely resurgent rival, although the individual soldiers might have received the motivation from a desire to obtain money. Since several individuals are involved, violence activities might acquire a life of their own, from distinct motivations’ confluence. Within the text, Why Nations Go to War, written by Stoessinger John G. , this author effectively points out the fact that every side often claims that their fight is often justified by morality. He also argues that any rationale for starting a war often relies upon the overly optimistic outcome assessment of hostilities (costs and causalities), as well as the foe’s intentions’ misperceptions. Most cognitive theorists believe in the fact that previous war environments often lead individuals into planning, as well as assessing various other ways of executing activities that result to war. Since the tactical and strategic warfare aspects are dynamic, doctrines and theories associated with warfare are always created after, during or even before each major war. Grossman, another cognitive theorist claimed that each age had its own war type, its own limiting factors, as well as its own peculiar or unique preconceptions. However, the constant factor is the employment of an extremely organized level of violence by the war activities together with the life and property destructions, which necessarily follow. This depicts the fact that these activities are often linked to a sequence of activities that might have happened previously; thus adopted. The society, therefore, adopts previous aggressiveness and creates more activities that are geared towards war. With regard to aggression, most human nature theorists, including Lorenz have a belief that the attribute is often involuntary and often originates from within. However, although Fry agrees with the fact that aggression might have been a part of the nature of human beings, perhaps even neurologically or genetically, but the way in which aggression is often played out bases itself on culture rather than just nature. Nomadic hunters and gatherers (currently or in the past), are considered egalitarian societies that are not entirely absent of all limited violence or aggression, but all its members might not practice extreme or wide scale violence within warfare. Instead, they possess several methods of managing conflicts and reconciliation techniques that minimize aggression or violence. Therefore, in this case, it should be prudent to note that there might be several examples within human nature of cooperation and peace within the human history’s bulk than of war and violence. On the contrary, social democrats together with socialists happen to maintain the Marxist ideology that every human being is infinitely good and malleable, although this notion might not effectively work either. With regard to human behavior, it is obvious that nature takes up a considerable role regulating it. Pinker might be extremely right when he argues that individuals never get into this world in the form of ‘bank slates’. Moreover, the words ‘bad’ or ‘good are so superficial and vague that they cannot do individuals any real service. On the other hand, Left-Libertarians, anarchists together with other progressives joined hands with cognitive theorists in effectively agreeing that human beings are neither bad nor good, and that they are a combination of nurture and nature, and that under particular conditions, certain human adaptations (or traits) might effectively emerge penultimate. This, therefore, signifies the fact that every violence related activity is often fueled by both the nature of human beings together with the environmental influences that surround him (Alcock, 2001). Yet the classical realist conception’s legacy of an extreme aggressive and egoistic humanity may still be reflected within the several distinct ways within contemporary international relations. An individualistic and competitive view regarding human nature still appears to underlie a variety of arguments regarding international politics, informing the ultimate, key security dilemma concept. Because humans are often viewed as lustful towards power, as well as individual desires and gains, no group or individual may be secure from others’ threat. These others might be distinct, foreign, and alien and could thus be considered as opposed. Within the state system and the contemporary international politics, business as usual depends on the difference demonization and the expulsion and rejection of the other so as to reify borders and foster national identity. Although several human nature theorists strive to bring their ideology to table regarding the inner being that exhibits activities that relate to violence, none of them compares to Pinker, a master phrase-turner, as well as a handy individual with regard to concepts (Dawkins, 1981). He makes use of the gear concept to explain the fact that a gene, which disrupts a mental capability does not need to be defective; in a similar way, genes can effectively impact on the number of complex traits within humans. He, therefore, concludes that genes have the ability to result to a variety of social disruptions. According to him, these genes might be hereditary or acquired through transfusions (1981). Pinker effectively concentrates on three distinct ideological myths or dogma, which inform all academic theories regarding the human nature. First the notion of the blank slate that addresses the fact that the environment is the key impact to human nature (e. g. violence activities); often, lip service is accorded to innate structure, although after that, anything could be extremely possible to the unlimited ability of human brain to learn as long as the right environment is accorded. Second is the ghost within the machine that explains that the mind, soul and psyche are distinct from brain, body and matter (Dawkins, 1981). Often, this always attains a reference of dualism; it effectively sets up an extreme distinction between psychology-neurology, mind-brain, man-animal etc. This could be said to be among the considerable disasters of the western thought, and often gets into the way of human happiness. The third notion addresses the idea of romantics or savage, which claims that natural things are often good and unblemished as long as they are not tainted by the society. With this regard, Pinker explains that every individual human is responsible for his activities without any particular influence from the environment (Carl, 1991). It could then be argued after reading Fry’s piece that there could be extremely something distinct within nomadic hunters and gatherers than within states or chiefdoms that might lead individuals to ever increasing warfare and violence. Cognitive theories maintain that all human attributes and behavior including violent attributes are often learned via interaction with the entire social environment. The theorists assert that individuals are never born with any violent dispositions. Rather, they often acquire information and learn to act and think violently from their daily experiences. Proponents to the behaviorist tradition insist that these experiences might incorporate the observations made to friends and families being rewarded for their absolute violent tendencies, or even making observations regarding the media glorification of violence. For instance studies about family life exhibit the fact that aggressive children always reflect the behaviors or attributes of their parents. Several studies have also revealed that individuals who live within violent prone communities often learn to reflect the aggressive nature of their neighbors. Cognitive theorists have effectively argued that the following factors aid in yielding violent behaviors and wars: 1. A stressful stimulus or event- like a challenge, assault or threat. 2. Aggressive techniques or skills acquired through continuously observing others’ behavioral tendencies. 3. The belief that violence or aggression may be socially rewarded (for example by earning other individuals’ praise, providing material goods, enhancing self esteem or reducing frustration). 4. An extreme value system, which condones violent and aggressive acts in particular social contexts. Earlier, empirical tests to these four principles were perceived as promising (Bartol, 2002). Due to this, behavioral theory contributed directly to the effective development and integration of social learning, deviance theories, among the most influential and significant of all known criminological theories may be subject to detailed discussions within the report titled: Social Learning and Violence. Although social Darwinism might have declined within popular favor as a result of the World Wars’ experience, the 20th century might not have seen the eventual attempts to elaborate human behavior with regard to evolved genetic predispositions. The sociobiology founder, Edward Wilson, defined this as a systematic biological basis’ study of every social behavior. This evolutionary theory branch inspired a variety of scholars of the IR to revisit arguments that are classical and realists with regard to human nature, despite Waltz’s individual concerns together with investigating their confidence within evolutionary science. These scholars have been seeking to combine the rational choice theory’s elements with revolutionary arguments in a bid to provide proof of the claims that might have been previously considered insignificant and unknowable. This entire sentiment is effectively addressed within perhaps the boldest way by Thayer Bradley in an article International Security published in 2000.

Saturday, November 9, 2019

Learning style Essay

There is no credible evidence that learning styles exist. While we will elaborate on this assertion, it is important to counteract the real harm that may be done by equivocating on the matter. In what follows, we will begin by defining â€Å"learning styles†; then we will address the claims made by those who believe that they exist, in the process acknowledging what we consider the valid claims of learning-styles theorists. But in separating the wheat from the pseudoscientific chaff in learning-styles theory, we will make clear that the wheat is contained in other educational approaches as well. A belief in learning styles is not necessary to incorporating useful knowledge about learning into one’s teaching. We will then discuss the reasons why learning styles beliefs are so prevalent. Finally, we will offer suggestions about collegiate pedagogy, given that we have no evidence learning styles do not exist. What is a Learning Style? The claim at the center of learning-styles theory is this: Different students have different modes of learning, and their learning could be improved by matching one’s teaching with that preferred learning mode. The way theorists have defined â€Å"modes of learning† has changed over the more than 50 years that this concept has been in vogue. Proposed modes have included dichotomies such as linear vs. holistic, impulsive vs. reflective, reasoning vs. insight, and visual vs. verbal. The most popular current conception of learning styles equates style with the preferred bodily sense through which one receives information, whether it be visual, auditory, or kinesthetic (for some reason, no one claims that there are tactile or olfactory learners). We use this sensory definition of learning styles in the examples below, but our conclusions apply equally to other definitions. As you will see, the claim that the mode of presentation should match the preferred mode of learning subsumes several other claims, and it is worth unpacking the learning-styles concept in order to consider its constituent subclaims separately. Which Claims of Learning-Styles Theorists are Correct? We believe that some general assertions of learning-styles proponents have nearly universal consensus, based on a wealth of evidence. We begin by acknowledging the truth of these claims in order to differentiate them from other ones without support. The first claim is this: Learners are different from each other, these differences affect their performance, and teachers should take these differences into account. This is true and recognized by educators and cognitive scientists alike. While many of those scientists seek to discover general principles of learning, we all acknowledge that there are differences among students. Understanding these differences and applying that understanding in the classroom can improve everyone’s education. We can find further agreement on some of the differences that matter for learning. First, whether we call it talent, ability, or intelligence, people vary in their capacity to learn different areas of content. One of the authors (Riener) has fraternal twin sons, and despite having most of the same experiences, one has learned to read earlier and the other is a better basketball player. This is clearly due to genetic differences in talent rather than a bizarre experiment in which the parents decided that one would be a basketball player and the other a professor. With educators under 6 feet tall for both parents and grandparents, they are both probably doomed to proceed to graduate school rather than to the NBA. Second, and often intertwined with ability, students differ in their interests. If a student loves the piano, or basketball, or chess, or the biology of frogs, that student will no doubt learn material related to that subject faster than another one who does not share that fascination. We all agree that interest and attention are preconditions of learning and vary from student to student, depending on the subject. Third, students differ in their background knowledge, and that difference influences their learning. This is obviously true in the sense that a large vocabulary allows one to read a wider variety of books. And it is further true in fields such as history: One can’t hope to learn much about the causes and consequences of the American Civil War without knowing facts about the growth and separation of the colonies, the history of economic differences between the North and the South, political facts about our three branches of government, etc. But background knowledge is also quite important in things we think of as skills. For example, learning basic math facts is critical to the acquisition of later math skills. Finally, some students have specific learning disabilities, and these affect their learning in specific ways. For example, there is considerable research on dyslexia and the strategies for addressing it. These strategies of course differ from those appropriate for those students on the autistic spectrum or those with hearing difficulties. In each of these cases, a specific difference in the student calls for individual diagnosis and attention. So in claiming that learning styles do not exist, we are not saying that all learners are the same. Rather, we assert that a certain number of dimensions (ability, background knowledge, interest) vary from person to person and are known to affect learning. The emphasis on learning styles, we think, often comes at the cost of attention to these other important dimensions. What Do Learning-Styles Theorists Get Wrong? The next claim is that learners have preferences about how to learn that are independent of both ability and content and have meaningful implications for their learning. These preferences are not â€Å"better† or â€Å"faster,† according to learning-styles proponents, but merely â€Å"styles. † In other words, just as our social selves have personalities, so do our memories. Students do have preferences about how they learn. Many students will report preferring to study visually and others through an auditory channel. However, when these tendencies are put to the test under controlled conditions, they make no difference—learning is equivalent whether students learn in the preferred mode or not. A favorite mode of presentation (e. g. , visual, auditory, or kinesthetic) often reveals itself to be instead a preference for tasks for which one has high ability and at which one feels successful. But even if we did identify preferences that were independent of ability, finding ones that are independent of content is a much trickier proposition. If I were to tell you â€Å"I want to teach you something. Would you rather learn it by seeing a slideshow, reading it as text, hearing it as a podcast, or enacting it in a series of movements,† do you think you could answer without first asking what you were to learn—a dance, a piece of music, or an equation? While it may seem like a silly example, the claim of the learning styles approach is that one could make such a choice and improve one’s learning through that choice, independent of content. We all agree that some kids show more interest in math, some start their education more interested in poetry, and others are more interested in dodgeball. The proof that the learning-styles theorist must find is that for some sort of content—whether it be math, poetry, or dodgeball—changing the mode of presentation to match the learning styles helps people learn. That evidence has simply not been found. Finally, we arrive at the critical and specific claim of learning-styles proponents: Learning could be improved by matching the mode of instruction to the preferred learning style of the student. Learning-styles believers do not make the claim that students sort neatly into sensory categories: One need not be purely visual, auditory or kinesthetic. But according to the theory, an educator should be able to improve the performance of those who have a strong preference for one of these sensory styles by matching instruction to their preference. Failure to find any experimental support for matching the mode of instruction to a preferred learning style would simply leave us where we were at the end of the section above: Students have different interests, backgrounds, and abilities. And indeed, a recent review article in the journal Psychological Science in the Public Interest by a group of distinguished memory researchers sought to find evidence for this claim in particular. If you are visual, you should learn better with a visual presentation of information than with an auditory one. If you are auditory, you should learn better with auditory materials than with visual ones. Each of this pair of results is necessary to support this element of learning-styles theory. But experiments that tested this prediction with a variety of content material have not found support for it. While such evidence of learning styles would serve as a proof that they exist, the lack of evidence does not prove definitively that they do not exist. However, in order to persuade us to devote the time and energy to adopt a certain kind of differentiated teaching, the burden of proof is on those who argue for the existence of that description of students’ cognitive strategies. In other words, a good rule of thumb is that we should only bring ideas from the laboratory into our teaching if (1) we are sure that the laboratory phenomena exist under at least some conditions and (2) we understand how to usefully apply these laboratory phenomena to instruction. The first of these two conditions is not met for learning styles, and the first is obviously a precondition for the second. Why Does the Belief in Learning Styles Persevere? What are the reasons for this myth’s perseverance? First, we think that a belief in learning styles persists because the more general claims (the ones we addressed above) are true. Learners do differ from one another. But many who believe in the myth do not consider the critical differences between styles and abilities. Teachers should take into account the differences in learners’ abilities. And adjusting a lesson not just to be appropriately pitched at the students’ level of ability but to take into account their background knowledge and interests is surely an important first step in fostering learning. Second, a belief in learning styles fits into an egalitarian view of education: Everyone has value, according to the theory, and everyone has strengths. The corollary for some learning-styles theorists is that if you think that the theory is wrong, you must think that all students are identical—which is obviously untrue. Again, we agree that students differ and all students have value, but we do not need learning-styles theory to convince us of that. Third, learning-styles theory has succeeded in becoming â€Å"common knowledge. † Its widespread acceptance serves as an unfortunately compelling reason to believe it. This is accompanied by a well-known cognitive phenomenon called the confirmation bias. When evaluating our own beliefs, we tend to seek out information that confirms our beliefs and ignore contrary information, even when we encounter it repeatedly. When we see someone who professes to be a visual learner excel at geography and an auditory learner excel at music, we do not seek out the information which would disprove our interpretation of these events (can the auditory learner learn geography through hearing it? Can the visual learner become better at music by seeing it? ) Why Should College Educators Care? We have addressed the direct costs of the learning-styles myth above, but there are considerable opportunity costs as well. The same research in cognitive science and education that has failed to find evidence for learning styles has offered many insights into how memory does work. Mindset (2006) by Stanford psychologist Carol Dweck is an excellent summary of the interesting ways that incentives—both carrots and sticks—as well as internal drives influence learning. And Henry L. Roediger and his associates at Washington University in St. Louis have demonstrated the value of testing for learning. Even the act of taking a test when one does not know the answers can support learning the correct answers faster and more effectively. Of course learning is an enormously complex activity, and this is not the place to outline all of the basic research on learning. We seek only to emphasize that attention to learning styles, for which evidence has not been found, may lead educators to neglect research on learning for which there is solid scientific support. Even though the belief in learning styles has influenced pedagogy in the schools far more than it has in higher education, we believe that there are several other reasons faculty might pay attention to the fact that researchers have failed to find evidence of learning styles, reasons that have important implications for the college classroom. First, when we poll our undergraduate classes on the belief in a number of myths of popular psychology, the one that â€Å"people have their own learning styles† is typically endorsed by more than 90 percent of our students. This belief has the potential to shape and constrain the experience that students have in the college classroom. For example, if a student believes she is a visual learner and therefore disengages and daydreams when a lecturer turns off the PowerPoint and tells a story, this will prevent her from learning the concept through a compelling narrative. And while these beliefs may not have as direct an impact on performance reviews as they do in K-12 settings, a belief in learning styles occasionally shows up in student evaluations of teaching: â€Å"I am a visual learner, so the visual examples were good,† or â€Å"I am an auditory learner, so more auditory content would have helped. † Second, learning-styles theory is sometimes offered as a reason to include digital media in the classroom. While including multimedia may be a good idea in general (variety in modes of presentation can hold students’ attention and interest, for example), it is not necessary to tailor your media to different learning styles. We shouldn’t congratulate ourselves for showing a video to engage the visual learners or offering podcasts to the auditory learners. Rather, we should realize that the value of the video or audio will be determined by how it suits the content that we are asking students to learn and the background knowledge, interests, and abilities that they bring to it. Instead of asking whether we engaged the right sense (or learning mode), we should be asking, what did students think about while they were in class? Finally, when one has the opportunity in a smaller class to collect information about students and more specifically to tailor a lesson to that particular group of students, it is a waste of time to assess learning styles rather than, for instance, background knowledge. The latter can obviously be extremely useful. We often use prerequisites to ensure common background knowledge of students in a given class, but assessment at the beginning of a class can be an excellent reminder of how little of the prerequisite course content is easily recalled. Assessment of student interest can also be a useful tool for deciding how to approach the material in a given class. Some indication can be gained by what majors are represented in the class, but more specific interests assessed through a brief questionnaire or class discussion can also be useful in certain situations, such as small or homogeneous classes. So here is the punch line: Students differ in their abilities, interests, and background knowledge, but not in their learning styles. Students may have preferences about how to learn, but no evidence suggests that catering to those preferences will lead to better learning. As college educators, we should apply this to the classroom by continuing to present information in the most appropriate manner for our content and for the level of prior knowledge, ability, and interests of that particular set of students. Resources 1. Dweck, C. (2006) Mindset: The new psychology of success, Random House, New York, NY. 2. Paschler, H. , McDaniel, M. , Rohrer, D. and Bjork, R. (2010) Learning styles: Concepts and evidence. Psychological Science in the Public Interest 9, pp. 105-119. 3. Roediger, H. L. and Karpicke, J. D. (2006) The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science 1, pp. 181-210. Cedar Riener is an assistant professor of psychology at Randolph-Macon College. Daniel Willingham is a professor of psychology at the University of Virginia. He blogs at the Washington Post and is the author of Why Don’t Students Like School? (Jossey-Bass, 2009). Related Notes Change Magazine – September-October 2010The Myth of Learning Styles by Cedar Riener and Daniel Willingham There is no credible evidence that learning styles exist. While we will elaborate on this assertion, it is important to counteract the†¦ Learning with ‘e’s: A convenient untruthThursday, 24 November 2011 A convenient untruth What do you think is the teacher’s worst enemy? Some would say lack of time. Others would say unsupportive leadership, or the dreaded government inspect†¦

Thursday, November 7, 2019

Post Sigmoid Coletomy Care Essays

Post Sigmoid Coletomy Care Essays Post Sigmoid Coletomy Care Essay Post Sigmoid Coletomy Care Essay This paper will critically examine the care needs and management of Mr Braun. An appropriate framework will be used, namely the ABCDE. Alternative treatment will be analysed using the 5 WHs critical decision making too (Jasper, 2006)l. His care will be based upon the nursing process ensuring that patient outcomes are agreed, implemented and evaluated. The assessment framework to be used is this assessment is the ABCDE assessment framework. The ABCDE framework looks at Airway, Breathing, Circulation, Disability, and Exposure/Elimination. The reason for choosing this framework is that it uses a systematic method of assessing, it aids with elimination of post op complications. In addition, it is a commonly accepted framework which is widely used and can be used in critical care situations, pre post-operative care and emergency situations. Furthermore, it allows the nurse to use her skills in accessing the patient’s needs. The disadvantages of the framework are that it is a medical model in the sense that it looks specifically at the biological aspects of care and lumps emotional/psychological/cultural/social care under the exposure/elimination catergory. Therefore it does not promote exploring these issues in great detail (Younker, 2008 Hargan 2012) Cancer Physiology Bowel cancer normally starts in the rectum or sigmoid colon. It starts as adematous polyps and then progresses to adematous carcinomas. It spreads by direct extension via the bowel circumference, submucousa and outer bowel wall layers. It can also spread to other areas by direct extension, for example, to the liver, pancreas and spleen. Metastasis is normally by way of the surround lymphnodes. Primary cancerous cells can also travel into the lymphatic and circulatory system causing secondary cancer in other organs such as liver and pancreas (LeMone Burke, 2003). Mr Braun is undergoing an operation for his sigmoid colon cancer. One route to take would be the traditional method. This consists of open bowel surgery. This entails making a large opening. A bowel prep is given prior to surgery, there is a longer starvation process, which can cause dehydration and electrolyte imbalance. Furthermore, it causes stress on the body, insulin resistance in the body is longer and the recovery period is longer. In addition it causes longer paralytic ileus (Siddiqui et al. , 2012). The alternative treatment to the traditional method would be the laparoscopic method. Mr Braun would have a smaller incision, therefore making a quicker recovery. He would be in less pain and would be able to mobilise quicker. He would have a quicker return of GI function and a lesser period of paralytic ileus. He would be able to deep breath better as he would not be experiencing a lot of pain, therefore he would be at less risk of contracting a chest infection. This would all work towards him having an earlier discharge, for example, 3-5 days post op compared to anywhere between 8-12 days on the traditional method. Research has also shown that community rehabilitation is much quicker, 2-3 weeks rather than 6-8 weeks on the traditional method (Jenson 2011). Further research shows that patients undergoing laparoscopic surgery have fewer complications post discharge (Hargan 2012). It appears then the laparoscopic route has better outcomes for the patient and in addition, the NHS. Being able to discharge a patient between 3-5 days who experience fewer complications post operatively not only frees up beds but costs less to treat the patient. Therefore, after weighing up the pros and the cons of both the traditional and the laparscopic it would seem that Mr Braun would be better off having the laparoscopic route. It appears from research that the lapascopic route is the route which is used in almost 90% of colorectal surgery. However, the route that is taken ultimately depends on the surgeon’s choice. Prior to collecting the patient from the recovery room Before collecting Mr Braun from the recovery room I will need to check the bed area. This includes checking that the oxygen is working. I will need to ensure that there is a nasal tube and a venturi mask. I will also need to check the suction is working and ensure that a new tube is present by the bedside. I will also need to make there is a yonker. I will put a dynamap beside the bed which will allow me to take Mr Braun’s clinical observations on return to the ward. I will also ensure that a drip stand is next to the bed as he may be on fluids or have a PCA on his return to the ward (Nicol et al. 2012). Collecting the patient from the recovery room On collecting the patient from recovery, I will take with me a kidney bowel in case the patient needs to be sick on his return journey, a pair of gloves, a oropharyngeal (geudel) airway in case his airway becomes compromised in anyway and a pocket mask for mouth to mouth. My first priority is to ensure that Mr Braun is safe to return to the ward. I will check his level of consciousness using the AVPU tool. This tool looks at whether he is Alert, whether he responds to Voice or whether he only responds to Pain and whether he is Unconscious. I will then take a handover from the recovery nurse. This should include informing me of the procedure Mr Braun has had, how well he has responded to the surgery and his current responsiveness/consciousness level. I would need to check with the recovery nurse whether his vital signs are within the normal range. This is for patient safety which is paramount and is at the centre of nursing care. This would need to be checked against the Early Warning Score (EWS) system which includes level of consciousness, the physiological parameters, for example, temperature, blood pressure, Oxygen saturation (SATS), respiratory rate, pulse and urine output. The EWS gives an overall score which informs me whether or not it is safe to take Mr Braun back to the ward. The recovery nurse would also inform me which medications he has had, information regarding IV fluids, how long they should run for and whether more are needed when it finishes and check they are written up on the drug chart. In addition, I would need to see the wound bed. This would help with later assessment on the ward where I would be able to compare whether there has been any further bleeding or leakage. I would need to see the stoma site. The recovery nurse would inform me whether Mr Braun had a urinary catheter and whether there had been any urine output. After handover I would say hello to the patient and manually take his pulse so that I can get an indication of his heart rate (Nicol et al. 2012). On the ward On returning to the ward I will orientate the patient. I will inform him of every procedure that I do so that I can gain informed consent (NMC 2012). I will immediately carry out a set of clinical observations. This is so I can make a comparison with his perioperative baseline. Although doing the clinical observations with the dynamap, I will manually take his pulse as it is vital that I know whether it is regular/irregular, strong or weak. ABCDE Assessment Airway The best way to check the airway is to speak to ask the patient and get him to respond to you. If he is able to talk in normally, this will be indicative of his airway being patent. I would need to listen to whether there are any sounds, like barking or gurgling as this could indicate that there is partial obstruction. I would also need to check whether Mr Braun is experiencing any nausea or vomiting. If Mr Braun is experiencing this I would need to immediately administer an anti-emetic as per drug chart instruction. This would help prevent the risk of pulmonary aspiration. I would also need to check whether Mr Braun has any allergies. I would ensure that he is wearing two red wrist bands with the allergies clearly written on them so that other staff members are aware. His allergies would be documented in his nursing notes and on his drug chart with information on what sort of reaction he experiences. Assessing whether Mr Braun has any allergies is extremely important as allergic reactions can cause swelling of the tongue and in the throat which would compromise his airway and leave him with difficulties breathing (Resuscitation Council UK, 2012). Breathing I would now assess breathing by checking Mr Braun’s respiratory rate (RR). The normal range is between 12-20 breaths per minute. In PAC, his RR was slightly raised. This could have been due to anxiety but was more than likely due to his anaemia (this will be looked at further under circulation). I will be able to gain a comparison and start looking for a trend. It is important that the RR is counted for a full minute. His breathing may be irregular and therefore not counting the full minute would give an inaccurate measurement. I would also check Mr Braun’s SATS. The normal range should be 95%. Checking his SATS will inform me whether he is getting enough oxygen and whether his tissues are being perfused adequately. Lack of oxygen can cause hypoxia which if not managed will lead to multiple organ dysfunction and ultimately death. I will also therefor check for cyanosis as this will also inform me whether he is lacking oxygen. It is important to look at how Mr Braun is breathing. For example, is he struggling to breath, is he breathing deeply or is it shallow. Does he have to use his accessory muscles to help him breath. I would check whether his chest is rising equally on both sides. I would also speak as him a question to ascertain whether he is able to speak in full sentences because someone who is struggling to breathe is unable to speak in full sentences. I would look at whether he is breathing fast or slow. Furthermore, I would look at how he is sitting, for example, is he leaning to one side. Also when you are assessing breathing it is important to listen for any wheeze or stridor. RR is one of the first things to alter when a patient is deteriorating. It is vital that if Mr Braun is experiencing any of the above, the nurse responds quickly. The first thing would be to check whether he is written up for any more oxygen and if so to increase it. The nurse would then have to check in RR and SATS again after 15 minutes to ascertain whether there was any improvement or further deterioration even. If the patient was deteriorating further the nurse would need to involve the doctor who would be able to review Mr Braun immediately and give further instructions on his care (Queen Mary University City University, 2006). Circulation An assessment of Mr Braun’s pulse needs to be undertaken. This will allow the nurse to ascertain his heart rate. In addition, it would allow me to feel whether his pulse is strong or weak and whether it is regular or irregular. The normal resting pulse should be between 60-80 beats per minute (bpm). In the PAC, Mr Braun was slightly tachycardic, which could be due to anxiety of his diagnosis, hearing about the treatment he would receive or his prognosis. By taking his pulse it will allow for a baseline, pre-operative and peri-operative comparison. His blood pressure (BP) would also be assessed. The normal ranges are 90/60-140/90. Mr Braun’s BP in PAC was 135/80. Although this is still within the normal range, it is slightly high. However, this would be an appropriate BP given his age. It is vital that clinical observations are carried out every 15 minutes for the first two hours post-op as there is a higher risk of complications occurring and clinical signs are the physiological parameters which tell you whether a patient is deteriorating or improving. For example, if a patient is tachycardic and hypotensive this could be indicative of hypovolaemic shock which would need to be managed immediately as this can lead to potential death. It is vital when taking clinical observations that the nurse is aware that she should not only rely on the measurements. This is because a patient can be in hypovolaemic shock and still have a normal BP. This is because in hypovolaemic shock, the compensatory mechanisms take over and the body will do everything it can to keep the BP at normal level. Therefore, it is vital that the nurse also observes what the patient looks like, for example, does he look palor, he is sweaty or clammy. These are all important factors when carry out clinical observations. When a patient undergoes surgery he has enforced reduced mobility. Mr Braun will be in bed for a while and due to these factors is therefore at risk of Deep Vein Thrombosis (DVT), which is one of the highest cause of PE leading to hospital deaths. The nurse should check whether he still has his TED stockings on and check that they are not rolled down or creased as this may prevent them from achieving good prophylaxis. Furthermore it could compromise his skin integrity. Mr Braun will probably also be prescribed oral or subcutaneous anticoagulants as a further prevention of DVT. Mr Braun’s Hb levels should be checked to ensure that his anaemia is improving. If Mr Braun was assessed in PAC as having met the criteria, which is expected to make a good recovery, for the ERP, his anaemia would have been dealt with prior to him being admitted. He would have been assessed for any co-morbidities and his GP would have been involved to treat his anaemia. If his anaemia had not been treated, prior to his admission, it is likely that Mr Braun would have undergone a blood transfusion during surgery. This would mean that he would have a cannula in situ which would need to be assessed to check for phlebitis. This would need to be documented on the VIP chart (Hargan 2012). The cannula needs to be checked to ascertain whether it is patent. The date of insertion should also be noted on the VIP chart as it is not allowed to stay in for longer than 72 hours. Mr Braun will also have a catheter in situ. Therefore it is important to check for urine output. Mr Braun should have a urine output of 0. 5ml/kg/hr, in other words half his body weight per hour. Therefore if Mr Braun weighs 80kg, he should have a urine output of 40mls per hour. If going through the traditional method, Mr Braun would have to have a low residue diet approx. 2 days prior to the operation. He would only be allowed clear fluids approximately 12-18 hours before surgery and would then be starved from the midnight before the day of surgery to prevent aspiration. Research has shown that prolonged starvation causes dehydration and electrolyte imbalance. It causes the body to experience insulin resistance for longer and cause the body more stress (Burch Slater 2012). In contrast, he would have been given carbohydrate loading prior to surgery in the form of iso-osmolarity which 90% passes through the stomach within 90 minutes therefore he would have been able to have it one and a half hours prior to surgery. This would cause less insulin resistance and put his body through less stress. He would be able to come off any IV fluids as he would be encourage to eat and drink at will post operatively.

Tuesday, November 5, 2019

Western Carolina University GPA, SAT ACT Requirements

Western Carolina University GPA, SAT ACT Requirements Western Carolina University GPA, SAT and ACT Graph Western Carolina University GPA, SAT Scores and ACT Scores for Admission. Data courtesy of Cappex. How Do You Measure Up at Western Carolina University? Calculate Your Chances of Getting In  with this free tool from Cappex. Discussion of WCUs  Admissions Standards Western Carolina University has moderately selective admissions. The admission bar is not overly high, but the acceptance rate was just 40% in 2015.   Successful applicants will need solid grades and standardized test scores as you can see in the graph above. The blue and green dots represent students who were admitted. Most had SAT scores of 950 or higher, an ACT composite of 18 or higher, and a high school average in the B range or better. Note that there are a few red dots (rejected students) and yellow dots (waitlisted students) mixed in with the green and blue in the middle of the graph. Some students with grades and test scores that were on target for Western Carolina University did not get get in. Note also that a few students were accepted with test scores and grades a bit below the norm. This is because Western Carolina University has an admissions process that is at least partly holistic for many students, the university will look at more than grades and test scores. The rigor of your high school courses matters, and success in honors, AP, and IB classes is factored into the admissions decision. Also, although not required, WCU will consider  a personal essay and letters of recommendation. Finally, realize that some programs at WCU have additional admission requirements such as a portfolio, audition, or minimum GPA. To learn more about Western Carolina University, high school GPAs, SAT scores and ACT scores, these articles can help: Western Carolina University Admissions ProfileWhats a Good SAT Score?Whats a Good ACT Score?Whats Considered a Good Academic Record?What is a Weighted GPA? Articles Featuring Western Carolina University Southern ConferenceSouthern Conference SAT Score ComparisonSouthern Conference ACT Score Comparison If You Like Western Carolina University, You May Also Like These Schools Appalachian State University:  Profile  |  GPA-SAT-ACT GraphWingate University:  Profile  North Carolina State University:  Profile  |  GPA-SAT-ACT GraphGardner-Webb University:  Profile  Campbell University:  Profile  |  GPA-SAT-ACT GraphElon University:  Profile  |  GPA-SAT-ACT GraphUNC - Wilmington:  Profile  |  GPA-SAT-ACT GraphCoastal Carolina University:  Profile  |  GPA-SAT-ACT GraphMars Hill University:  Profile  Clemson University:  Profile  |  GPA-SAT-ACT GraphWake Forest University:  Profile  |  GPA-SAT-ACT Graph

Sunday, November 3, 2019

How do power relations and organizational politics affect Essay

How do power relations and organizational politics affect organizational change and development What is the role of political b - Essay Example It is due to these disparities in attitude that some forms of conflict begin to surface between managers and employees or even between colleagues at the same levels of authority in the organisation. It is not, however, solely due to attitude, the intangibles of psychological programming, that leads to conflict in the organisation. Especially relevant in highly bureaucratic organisations with thick layers of management, political gaming surfaces when individuals who believe they hold power resources or seek to fulfil a self-serving agenda create a unique type of conflict that is much more difficult to thrive within. This is referred to as organisational politics, â€Å"the management of influence to obtain ends not sanctioned by the organisation† (Mayes and Allen 1977, p.673). Because recognised political behaviour is not condoned by the systems and policies established by the organisation, it becomes more difficult for those being persuaded by political positioning to recognis e what drives power struggles and therefore serve to counteract it when it occurs. This paper describes the role of organisational politics and power relationships in the organisation and how these factors influence or impede organisational change. 2. ... When this type of power manifests itself, employees must conform, however it can lead to long-term resentment or intention to exist the organisation for being forced to operate under oppressive management systems. The second type of power is utilitarian power, a system reliant on rewards and punishments to gain compliance. Pay raises, promotions or even direct threats of potential job loss are tactics utilised under utilitarian power conceptions. This is a common power dynamic in the organisation that incentivises more effective job performance. The third type of power is normative power, in which the organisation, itself, believes that it has the fundamental right to control and govern employee behaviour. Under this power conception, leaders in the organisation establish a unified corporate culture and then demand that employees conform to these socially-driven values even if the individual does not necessarily share the same conceptions. It is highly dependent on the individual emo tional and personality-based behaviours within the organisational context as to how power and political behaviour will manifest themselves. This is why organisational politics is considered by many to be a game, consisting of moves and counter-moves between different organisational actors in order to gain persuasive or coercive influence to ensure that the party in conflict complies with the needs and demands of the organisational politician. This game must â€Å"be played with due diligence and a full comprehension of the players, rules and organisational landscape† (Bolander 2011, p.2). It would seem that in order to understand how to counteract unethical or unproductive