Only the Good Die Young

Portia Francis Comp and Literature Feb 11, 2013 â€Å"Only the Good Die Young† versus â€Å"Make Much of Time† The tone in â€Å"Only the Good Die Young† and â€Å"Make Much of Time â€Å"are totally different. Both the tune and the sonnet talk about men enticing ladies to lose their virginity and â€Å"carpe diem† make every second count, â€Å"Make Much of time† has an a lot milder tone, versus , â€Å"Only the Good Die Young† has a considerably more forceful one. In â€Å"Make Much of Time† the author, albeit a â€Å"carpe diem† sonnet adopts an a lot gentler strategy to the ladies he is encouraging.Herrick alludes to us, â€Å"Gather ye roses while she may† to show that in the 1500’-1600s ladies wedded a lot prior and time was of the embodiment. He utilizes phrases ,as â€Å" this equivalent blossom that sprouts today will before long be kicking the bucket, †and â€Å"when youth and blood are warmerâ €  to help his thought that ladies ought not hold up until they are more established and decide to wed and at last surrender their virginity. He talks â€Å"having once lost your prime† to help his tone to ladies.. Herrick, as I would see it, is urging young ladies to wed before they are excessively old, which is moderately youthful however not passing up the most significant thing in their life..He utilizes words like â€Å" Rosebuds† and â€Å"smiles today† and having â€Å"lost yet once your prime† to make a progressively delicate tone. Then again Billy Joel composes a â€Å"more in your face â€Å" carpe diem sonnet. He locales â€Å"Don’t let me pause, Catholic young ladies start far and away too late†. He is by all accounts putting on the weight with the young ladies and directing the finger toward the reasons why. He is by all accounts progressively worried about his own satisfaction† in the wake of discussing her, â€Å"B rand new soul† and â€Å"Cross of gold† after her affirmation, â€Å"But did she ever state appeal to God for me? To me, this shows he realized his considerations were salacious and in a roundâ€bout way, he recognized his sentiments and needed goals. The tunes title loans to his forcefulness â€Å" Only the Good Die Young†, in light of the fact that no lady is going to kick the bucket on the off chance that she doesn’t surrender her virginity. In conclusion, the in the tune â€Å" And they state there’s a paradise for the individuals who pause. Some state its better yet I state it ain’t. † Seals the arrangement that he fundamental concern is his own fulfillment and again endeavors to incur the blame on the young lady who might not promptly please him.

McDonalds Employment Analysis

McDonalds Employment Analysis McDonalds has numerous representatives who are chipping away at various posts and are buckling down as indicated by their own ability. McDonalds directed occupation examination so as to enlist new representatives at consistently that occasionally on quarterly premise. This likewise empowers the board to have a superior comprehension of the employments and obligations being performed at each level and furthermore encourages them in preparing the individuals who are newly selected. Employment ANALYSIS METHOD IN MCDONALDS In work examination McDonalds centers around Work Activities and Human Behaviors of a worker for a vocation. Occupations IN MCDONALDS McDonalds has two kinds of employment opportunities with their sub openings as recorded under: Café Jobs Office Jobs Café JOBS In the café employments, there is an obviously characterized profession way, from Crew Member to Crew Leader to Floor Manager to Assistant Manager to Restaurant Manager. What's more, from that point onwards the open doors for development and improvement are boundless Area Supervisors, Operations Consultant and past are only a couple to make reference to from. Learner MANAGER This is a section level administrative situation at McDonalds café, giving chance to begin and exceed expectations the vocation with the center business capacities. Learner chiefs handle different territories of expert greatness where deals, individuals, item wellbeing and security are the base zones to be referenced. Client CARE REPRESENTATIVE This is an energizing vocation open door for the females, capable to autonomously arrange birthday occasions different exercises at neighborhood store level so the difficult fun exercises of the activity will outfit the responsibility of workers for giving the top of the line client administrations Team MEMBER Group Members are the center colleagues consistently prepared to serve the clients on the floor with a sparkling grin one of a kind with the administrations. This activity is offered either as a Delivery Rider or a Crew Member. So the pleasant eagerness prospect separated from broad learning will make representatives a key individual from the group serving our clients. There are three fundamental regions of duty of a team part: Client assistance Food planning Tidiness and cleanliness OFFICE JOBS Administrative occupations are ordered as Office Jobs in McDonalds. At McDonalds office occupations are a great match, gave a representative can display the correct range of abilities up to exceed expectations in the territories of his/her Human Resource Management Project mastery. Contingent on the information, experience and right fitness, there are 3 key passage focuses in the workplace occupations Starting ENTRY LEVEL This section level is explicitly for apprentices to begin the vocation in an expert work culture, these positions will give the chance to build up the aptitudes as an effective business visionary. Center ENTRY LEVEL As a center passage level occupant the approaching representative will proceed as a contact with colleagues to convey the group targets while guaranteeing the execution of appointed errands according to characterized gauges and techniques HIGHER ENTRY LEVEL The higher passage level employment officeholders are responsible for the execution of relegated strategies and vital arrangement. The arrangement of initiative way to deal with work will upgrade their feeling of proprietorship and part of the triumphant colleague Employment ANALYSIS METHOD IN MCDONALDS applies the fundamental strategies for Job examination by which HRM can decide work components and the basic information, aptitudes and capacities for effective execution techniques. MCDONALDS utilizes the accompanying activity examination techniques as indicated by their occupations: Perception Method Meeting Method. Survey Method The CREW MEMBERS resemble fundamental laborers of the McDonalds in light of the fact that they are the person who handle the stage work. McDonalds utilize direct Perception and Interviewing together Firstly, they watch crafted by the group part note the data as much as possible and afterward for additional help get some information about the detail of their work. For CUSTOMER CARE REPRESENTATIVES McDonalds follow the comparable meeting procedure where they ask the employã ©es that what they feel when they work in this pleasant condition, how they deal with all the function and fulfill the children and their folks. For the MANAGERIAL JOBS, McDonalds utilize the Questionnaire and Interview Method. They set up an organized Questionnaire in which they get some information about their occupations, reason, instruction required for the activity, experience or other key variables. Though, in Interviewing they further gather the data identified with work straightforwardly from representatives. Expected set of responsibilities The activity investigation is utilized to create an expected set of responsibilities, which characterizes the obligations of each errand, and different duties of the position. The depiction covers the different errand prerequisites, for example, mental or physical exercises; working conditions and occupation risks. Set of working responsibilities AS PER JOBS McDonalds speak to its Job Description as Category Profile and Individual Competencies OFFICE JOBS For office occupations Job Description is named as Category ProfileI. Beginning ENTRY LEVEL: Solid concentration towards learning and adjusting to the professional workplace A genuine enthusiasm for how individuals drive business Positive work demeanor with the capacity to lead testing jobs obligations uncovering great certainty level for conveying obligations at extraordinary level Creative methodology for starting change at various levels Solid relational abilities to go about as a contact among partners and group pioneers Center ENTRY LEVEL: Solid relational and authority aptitudes. Viable exchange critical thinking abilities The capacity to see the 10,000 foot view while conveying hierarchical objectives Eatery JOBS For eatery occupations the Job depiction is composed as Individual Competencies1. Learner MANAGER: Viable relational abilities ready to work in a group situation Proactive to display genuine administrative capacity Vocation situated with center around consistent learning Adaptability to adjust to a differentiated work culture Employment SPECIFICATION The activity particular depicts the individual expected to fill an occupation. It subtleties the information (both instructive and experiential), characteristics, aptitudes and capacities expected to play out the activity agreeably. The activity particular gives a standard against what to quantify; how well a candidate coordinates an employment opportunity and it ought to be utilized as the reason for selecting. Occupation SPECIFICATIONS AS PER JOB In McDonalds the Job detail is composed under heading known as Profile and Competency Level. OFFICE JOBS In office occupations it is known as COMPETENCY LEVEL Introductory ENTRY LEVEL: Training: Graduate or Post Graduate qualification holders Experience: No related knowledge is required for this passage position Age: 22 28 years greatest Sexual orientation: Male or Female Center ENTRY LEVEL: Training: Post Graduate qualification holders with pertinent territory of specialization Experience: 3-5 years of involvement with the significant field Age: 25 32 years greatest Sexual orientation: Male or Female HIGHER ENTRY LEVEL Training: Specialized degree in the significant field with proficient confirmation Experience: 5 years or past Age: 30 35 years most extreme Sex: Male or Female RESTURANT JOBS: Job Specification is spoken to by Profile in McDonalds. Learner MANGER Capability: Post Graduate Degree in any order Experience: Fresh up-and-comers with no related knowledge Age: 28 years most extreme Sexual orientation: Male or Female Client CARE REPRESENTATIVE Capability: Graduate Degree in any control Experience: Fresh up-and-comers with no related knowledge Age: 24 years most extreme Sexual orientation: Females as it were Team MEMBER Age: 18-25 years Sexual orientation: Male or Female

Growing opposition to slavery free essay sample

During the late 1700s to mid 1800s, a developing restriction to subjugation was occurring in the United States. This developing restriction was obvious in the manners individuals were starting to take a stand in opposition to subjugation through abolitionist developments, alongside certain parts of the Wilmot Proviso. People groups still, small voices were additionally mixed by the novel, Uncle Toms Cabin. Numerous individuals during this time range were gradually starting to go to the understanding that bondage was ethically off-base. Abolitionists, for example, Frederick Douglass, a previous slave himself, and William Lloyd Garrison were starting to take a stand in opposition to bondage during this timespan. The abolitionists of this timespan, white and dark, were gradually yet consistently picking up help, for the most part in the Northern district. In his Declaration of Sentiments of the American Anti-Slavery Society, Garrison expressed that, We will arrange Anti-Slavery Societies, if conceivable, in each city, town, and town of our territory. We will compose a custom paper test on Developing resistance to subjection or on the other hand any comparable subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Different abolitionists picked up consideration regarding their motivation by distributing papers and holding abolitionist bondage shows. One more abolitionist, Theodore Parker, distributed a banner one year after the Fugitive Slave Act was built up, a demonstration that proclaimed every out of control slave were, upon catch, to be come back to their lord, that cautioned runaway captives of the perils of guards and police searching for them. These little demonstrations done by the abolitionists of that timespan gradually started to impact other white people groups sees on subjection. In 1846, David Wilmot, a Democratic delegate from Pennsylvania, recommended that Congress forbid subjection from all terrains obtained in the war with Mexico. This proposition came to be known as the Wilmot Proviso. The Wilmot Proviso, otherwise called the White Mans Proviso, picked up help by the individuals who were abolitionist servitude alongside different Northerners who needed to save the West with the expectation of complimentary work. In any case, the help from the Southern slave states vanquished the Wilmot stipulation, leaving the choice with respect to whether the West ought to be slave an area or let loose land for conversation. In the end the convention of famous power was built up, which concluded that the individuals of the given region should resolve the issue of servitude in he domain themselves by well known vote. These arrangement of occasions shows not just the developing compassion of the North towards subjection yet in addition the uncertainty of Congress whether to annul servitude or balance out a free area due to the developing acknowledgment that bondage wasn't right. The tale, Uncle Toms Cabin, or Life among the Lowly, likewise carried a lot of thoughtfulness regarding the abolitionist bondage development. The epic, composed by Harriet Beecher Stowe, a Northerner who had never gone to a manor, told session the preliminaries and fear in the life of a slave on a Southern ranch. The tale started a lot of help in the abolitionist development and was acknowledged as truth among the Northerners. As per a notice from 1859 for Uncle Toms Cabin, it was as yet considered the best book of the age seven years after its distribution in 1852. This tragic novel made numerous individuals go to the acknowledgment that bondage was ethically off-base. On account of the distributions, shows, and talks done by the abolitionists of he time, more consideration was brought to the abolitionist subjugation development, intluencing numerous people groups sees. The contention over the region picked up from the American-Mexican war additionally indicated a developing acknowledgment that bondage wasn't right. The epic, Uncle Toms Cabin, additionally demonstrated resistance to bondage since it was acknowledged as truth among the North. In spite of the fact that subjugation was as yet acknowledged and periodically invited during the late 1700s to mid 1800s, more individuals were starting to see the unethical behavior behind the coldblooded treatment of slaves.

Value and Ethics

List of chapters Introduction Professional Values and Ethics Conclusion References Introduction Companies and associations are typically administered by qualities and morals. Qualities for the most part allude to the things or characteristics that are essential to somebody â€Å"In an association, values allude to what an association rely on and what ought to be the reason for the conduct of its members† (Gerllerman, 2001). This implies the activities and behaviors of laborers ought to be in accordance with an organization’s values. Qualities characterize what is viewed as right or wrong in an association. Then again, morals is what is viewed as right or wrong.Advertising We will compose a custom paper test on Value and Ethics explicitly for you for just $16.05 $11/page Learn More somewhat, associations ordinarily state what they consider to be correct or wrong contingent upon their specified guidelines and strategies. â€Å"Ethics will in general be classified into a conventional framework, or a lot of rules which are unequivocally received by a gathering of individuals† (Reamer, 2005). For instance, we have clinical morals. Morals is in this manner inside expressed and received. For an individual to concoct moral choices, he ought to have the accompanying. To start with, he ought to perceive moral issues. Second, he ought to have the option to consider alternate points of view while deciding the correct thing in given circumstance. This is equivalent to having the ability to reframe. â€Å"And the third is the capacity to manage equivocalness and vulnerability; settling on a choice on the best data available† (Reamer, 2005). Proficient Values and Ethics â€Å"The three wellsprings of expert qualities and morals are: proficient trustworthiness, scholarly honesty, and individual values† (Fairholm, 2004). In a business setting, proficient honesty depicts the manner in which an individual demonstrations and the person ought to b e answerable for the activities. For this situation, an individual is relied upon to stay fair-minded and the person ought to likewise make autonomous decisions that are liberated from different people’s impacts. A person that has trustworthiness regularly plays out his activities sincerely. Scholarly honesty alludes to the moral arrangement that exists in scholastic condition. â€Å"For model, a college may have qualities, for example, evasion of cheating or written falsification; upkeep of scholarly gauges; trustworthiness and thoroughness in research and scholastic publishing† (Gerllerman, 2001). Individual qualities are the characteristics which an individual feels are important to him, and they do shift starting with one individual then onto the next. Significance of Professional Values and Ethics Values and morals give rules that empower an association to accomplish its set targets and goals. For instance, they are significant components in accomplishing the visi on of an association. Thus, a company’s vision must be in accordance with its basic beliefs. When people working in a given association share regular qualities, they can accomplish the ideal destinations effectively.Advertising Looking for exposition on business financial aspects? How about we check whether we can support you! Get your first paper with 15% OFF Learn More â€Å"In this case, values go about as significant devices for making decisions, evaluating plausible results of mulled over activities, and picking among alternatives† (Reamer, 2005). Regardless, if individuals from a specific foundation neglect to share their qualities, they can't achieve their objectives viably. End Based on this conversation, it is in this way significant for individuals from an association to hold fast to the set qualities and morals with the goal that they can accomplish their targets. I seek to turn into a supervisor of a bike save parts producing organization called Metro Tire Ltd. As a chief, I will set up appropriate qualities and moral rules that will empower me to understand the objectives of the organization. Other than this, I will guarantee that all representatives share normal qualities and interests in the organization. This will support union among the laborers. References Fairholm, G. (2004). Understanding Leadership Perspectives: Theoretical and Practical Approaches. London: Springer. Gerllerman, W. (2001). Qualities and Ethics in Organization and Human Systems Development: Responding to Dilemmas in Professional Life. New York: Jossey-Bass. Reamer, F. (2005). Social Work Values and Ethics. New York: Wiley. This article on Value and Ethics was composed and put together by client Van Contreras to help you with your own investigations. You are allowed to utilize it for research and reference purposes so as to compose your own paper; notwithstanding, you should refer to it as needs be. You can give your paper here.

Stiff Pen Shell (Atrina rigida)

Hardened Pen Shell (Atrina rigida) The hardened pen shell, or unbending pen shell, is one of the few types of pen shells. These mollusks have a long, triangular, or wedge-molded shell and join to rocks or shells in sandy, shallow sea bottoms. Portrayal Hardened pen shells can be up to 12 long and 6.5 wide. They are an earthy colored or purplish-earthy colored shading and have at least 15 emanating ribs that fan out over the shell. They may likewise have erect, cylindrical spines. Pen shells may deliver dark pearls. Grouping Realm: AnimaliaPhylum: MolluscaClass: BivalviaOrder: PterioidaFamily: PinnidaeGenus: AtrinaSpecies: rigida Natural surroundings and Distribution Firm pen shells live in hotter water from North Carolina to Florida, and furthermore in the Bahamas and West Indies. They are found on sandy bottoms in shallow water. They join with their byssal strings, pointed end down. Taking care of Pen shells are channel feeders and eat little particles going through the water. Preservation and Human Uses Pen shells have a scallop-like adductor muscle (the muscle that opens and shuts the shells) and are eatable. They additionally produce dark pearls which might be utilized in gems. Pen shells in the (Mediterranean pen shells) were collected for their byssal strings, which were woven into a costly material. Sources Gofas, S. 2011. Pinnidae. World Register of Marine Species (Online) Accessed on May 24, 2011Meinkoth, N.A. 1981. National Audubon Society Field Guide to North American Seashore Creatures. Alfred A. Knopf, New YorkScott, S. 2011. Pen Shells Provided Ancients Byssal Threads for Fine Sea Silk (Online) Accessed May 24, 2011

Featured Test Prep Student Eli Minkoff

Eli Minkoff,whose pronouns are they/them/theirs,took a good thing and made it better. Many students would be content with an ACT score of 29, but Eli wasn’t satisfied. They wanted to soar to new heights, and got there when they earned a 34! A+ spoke with Eli about this impressive accomplishment. A+: Congratulations on your score! Tell us a little about how you achieved it. Eli: I learned as much as I could about the test itself. I can’t stress enough how valuable it is to learn testing strategies and techniques. Especially process of elimination! It’s important for students to realize that the more wrong answers they eliminate, the better their odds are of scoring the point. Learning to recognize tricks in the wording of the answers helps a lot. For example, an answer choice might repeat a word or phrase from the passage but still be wrong. Avoid attractors! A+: You obviously know your strategies well. Eli: I tried! My biggest challenge was math, specifically time management. I told my tutor, â€Å"I’m good at math but not good at doing math quickly.† I was getting good scores on the other sections, but math was a stumbling block. One of the things that helped was getting a time accommodation that I could tailor to my needs. The accommodation allowed me to determine where to use my minutes. Being able to budget time made a huge difference. I elected to use all of my extra time on math. A+: What was going on at the same time you were studying for your test? Eli: Well, AP Calculus, for one thing. I was studying a lot for that test. I was getting tons of work in both my English and Math courses. Towards the end of the year, the homework just increased dramatically. I knew I could benefit from some ACT test prep. The counselor at my school (Eli attends The Crefeld School) recommended A+. A+: What else was on your plate beside schoolwork? Eli: I volunteer at a food pantry several times a month. My hobby is playing computer games, and computers really relate to the career I’m interested in. My goal is to get my Bachelor’s in Cybersecurity. It’s a rapidly growing field. The demand for good cybersecurity is much greater than can be met. A+: Have you started looking for schools that will help you pursue your career goal? Eli: So far, I really like Champlain College in Vermont! I love the area, and there is a great sense of community there. (Editor’s note: In 2018, U.S. News and World Report ranked Champlain College #2 in the Most Innovative Schools category. The college also ranks in the top 100 in Regional Universities North and Best Value Schools.) A+: That’s great! Do you have any final advice for students who are just beginning the test prep process? Eli: Practice! Being able to take practice tests was a huge help. Familiarize yourself with the patterns of the test. You don’t need to be 100% confident to get an answer right. 90% is okay! If you can eliminate one or two answer choices, go for it. Make sure you are focused and clear-headed on test day. Above all, remember what my tutor always told me: Don’t panic!

Faux Pas The French Theatre Academy’s Probable Rejection of Hamlet - Literature Essay Samples

Aristotle, in his 335 BCE work of dramatic theory, Poetics, wrote several observations on the nature of ancient Greek theatre and poetry, and also gave his opinions about the qualities he thought theatre and poetry ought to have. Poetics was largely thought to be commentary on theatre and poetry until it received a surge of popularity in France as part of the neo-classical movement. The views and opinions Aristotle expressed in Poetics became wildly popular, especially among the members of the French academy, a panel established to maintain the purity of French arts and literature. Soon after the rediscovery of Poetics, the academy established a rule that no play could be produced unless it lived up to the Aristotelian standard. The Aristotelian standard the French academy set was that all plays had to adhere to the three unities Aristotle wrote about, and also have verisimilitude. In other words, all plays had to have unity of time, unity of place, unity of action, and also had to b e believable. While these rules generated some great works, most notably from Corneille and Moliere, ironically enough, some English plays that were written and produced at the same time and probably would have been rejected by the Academy are considered some of the best plays ever written. For instance, even though William Shakespeare’s Hamlet is often considered one of the best plays of the English language, it is likely it would have been rejected by the French academy for not living up to what they perceived to be Aristotle’s standard of theatre. The first unity Aristotle writes about in Poetics is the unity of time. Aristotle wrote that â€Å"tragedy endeavors, as far as possible, to confine itself to a single revolution of the sun, or but slightly to exceed this limit† (Aristotle V). While it is worth mentioning that the sun does not revolve around the Earth, the French academy interpreted the quote to mean that no play’s plot should cover more than twenty four hours. As far as Hamlet is concerned, Shakespeare does not often make mention of the amount of time that has elapsed throughout the text. However, at one point Horatio reads a letter from Hamlet, who has been exiled to England, and the first few lines read â€Å"Horatio, when thou shalt have overlooked / this, give these fellows some means to the king: / they have letters for him. Ere we were two days old / at sea, a pirate of very warlike appointment / gave us chase† indicating that Hamlet spent at least two days at sea, and that story could not have taken place in a span of only twenty hours (4.6.12-16). Aristotle would have been wholly unaccustomed to this form of storytelling, as Greek tragedies often had a very late point of attack, and what’s more, it is likely the French academy would have censored Hamlet on the grounds that the play spans more than one day in the life of the Prince of Denmark. Hamlet may have also been censored for not having unity of place. In Poetics, Aristotle wrote that â€Å"nor, again, can one of vast size be beautiful; for as the eye cannot take it all in at once, the unity and sense of the whole is lost for the spectator; as for instance if there were one a thousand miles long† (Aristotle VII). The French academy interpreted these lines to mean that plays should not have a large setting, and rather, should be limited to one definitive location. Hamlet may have been close to passing inspection in terms of having unity of place because almost the entire play takes place within King Claudius’ castle. However, the stage directions for act four, scene four read â€Å"A Plain in Denmark,† indicating that for that scene the characters are outside of the castle and therefore, in a different location than the rest of the play (4.4.0). Aristotle’s firm belief that theatre should imitate real life as closely as possible would have made it difficult for him to accept the change in location, as obviously the stage’s location has not moved, and therefore, the setting should not change either, in order to establish a sense of realism and consistency. The French academy would certainly not have accepted the change in location as it means Hamlet does not have unity of place, and the academy would have had yet another reason to censor the play. Furthermore, Hamlet would have likely been censored by the French academy for not adhering to Aristotle’s idea of unity of action. Aristotle wrote that in a play, â€Å"the plot manifestly ought†¦to be constructed on dramatic principles. It should have for its subject a single action, whole and complete, with a beginning, a middle, and an end. It will thus resemble a living organism in all its unity, and produce the pleasure proper to it,† (Aristotle XXIII). Hamlet is presented in a linear fashion, which aligns with Aristotle’s idea of unity of time; however, Hamlet does not have a single action as its subject. While the play remains fairly focused on Hamlet’s breakdown, and his plot to expose the king as a murderer, there are digressions within the text. A notable digression is the inclusion of the characters Rosencrantz and Guildenstern. In the first scene they appear in, King Claudius says to them â€Å"I entreat you both, / That, being of so youn g days brought up with him, / And sith so / neighbourd to his youth and havior, / That you vouchsafe your rest here in our court / Some little time: so by your companies / To draw him on to pleasures,† which not only serves as being his instructions to them, but also communicates to the audience that these characters are to be the comedic relief (or at least, as close to comedic relief as the play will come) (2.2.10-15). Later on in the scene, Guildenstern confirms his role as a clown of sorts when he says â€Å"Heavens make our presence and our practices / Pleasant and helpful to him!† (2.2.37-38). The inclusion of Rosencrantz and Guildenstern would distract from the single action Aristotle talks about, and therefore, it would likely be another reason for the French academy to censor Hamlet. Aristotle’s final guideline for plays is that they be believable, or have verisimilitude. On the subject of verisimilitude, Aristotle wrote â€Å"since Tragedy is an imitation†¦the example of good portrait-painters should be followed. They, while reproducing the distinctive form of the original, make a likeness which is true to life† which reifies the concept of mimesis, and conveys Aristotle’s belief that the closer to reality a play can come, the better it will be (Aristotle XV). It is difficult to determine whether or not something is believable or not, as few events are completely outside of the realm of possibility. Judging a play based on how likely the events described in it are to occur may expose a bit of a flaw in Aristotle’s thinking, and certainly the thinking of the French academy, as even among groups as broad as optimists and pessimists, believability is subjective. That being said, the end of Hamlet has been criticized for being a bit far-fetched as four characters (the Queen, Claudius, Laertes, and Hamlet) all die within 50 lines of one another (5.2.295-345). Given how often such rapid slaughters occur in reality, it’s likely that Aristotle would have rejected this ending, and that the French academy would have rejected not only the ending, but the play itself. When looked at solely through the lens of Aristotelian rules such as the three unities and verisimilitude, Hamlet would not be considered a masterpiece, the French academy would have prevented the show from being produced, and the English language’s best play would have never seen the light of day. But even though society’s views on art have shifted such that the work we believe to be the best would be rejected thousands or even hundreds of years ago, society should not be too quick in rejecting the theories in Aristotle’s Poetics, as it is still a valuable piece of literature. There are few other extant works that describe the theatre of the ancient Greeks in such detail, and it offers valuable insight into cohesion and the value of grounding work into reality. Art has ostensibly grown out of Poetics, as well as the French academy. Even so, it is important to continue to read works like Poetics, because by knowing our artistic and literary heritage, we allow art and literature the room to continue grow in the future.

Converting Text to Numbers Using VBA in Excel

The Gravity of Our Decisions Expressed in The Road not...

In this four stanza poem, Robert Frost is presented with a choice between traveling the metaphoric travelled road and the similar but lesser travelled road. Frost explains how and why he came to the conclusion to take lesser travelled road, and he addresses his anticipated consequences of his choice. â€Å"The road not taken† is a poem about decision making process in our daily life and the impact these decisions make in our lives. As we go through life, we often come to a point where we have no choice but to make a choice. Frost came to such a point when the road he was travelling on branched into two â€Å"Two roads diverged in yellow wood†. Though he would have liked to use both roads, he had to realize that as a human being with limitations, he could not travel both roads simultaneously, â€Å"And sorry I could not travel both†. At this moment in time, if he wanted to continue his journey, he had to choose which path to take. In order to make an informed decision, we have to analyze the choices presented to us to the best of our abilities. In the poem, Frost took time to consider the paths in front of him, â€Å"And I looked down one as far as I could†. In this line, Frost is emphasizing that he didn’t automatically embark on his chosen path, but that he took a deliberate decision after a careful exploration of the other path too. After a careful exploration of our situation, it is easy to articulate the reasons why we made the choice we made. The second stanza gives us the two reasonsShow MoreRelatedPOETRY 2 11389 Words   |  46 PagesEdition: 2014 Price: Rs. 40.00 Beeta Publications (A Unit of MSB Publishers Pvt. Ltd.) 4626/18, Ansari Road, Daryaganj New Delhi - 110002 Website: www.studentsmorningstar.com E-mail: info@studentsmorningstar.com A Collection of ICSE Poems and Short Stories Volume I — Poems  1. Where the Mind is Without Fear 5 — 7 Rabindranath Tagore 2. The Inchcape Rock 7 — 11 Robert Southey 3. In the Bazaars of Hyderabad 11 — 14 Sarojini Naidu 4. Small Pain in My ChestRead MoreStrategic Marketing Management337596 Words   |  1351 PagesStrategic Marketing Management Dedication This book is dedicated to the authors’ wives – Gillian and Rosie – and to Ben Gilligan for their support while it was being written. Acknowledgements Our thanks go to Janice Nunn for all the effort that she put in to the preparation of the manuscript. Strategic Marketing Management Planning, implementation and control Third edition Richard M.S. Wilson Emeritus Professor of Business Administration The Business School Loughborough University Read MoreProject Managment Case Studies214937 Words   |  860 Pagesor other damages. For general information on our other products and services or for technical support, please contact our Customer Care Department within the United States at (800) 762-2974, outside the United States at (317) 572-3993 or fax (317) 572-4002. Wiley also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books. For more information about Wiley products, visit our Web site at www.wiley.com. Library of CongressRead MoreLogical Reasoning189930 Words   |  760 Pagesunderplay, how much of our daily reasoning is concerned not with arguments leading to truth-valued conclusions but with making choices, assessing reasons, seeking advice, etc. Dowden gets the balance and the emphasis right. Norman Swartz, Simon Fraser University v Acknowledgments For the 1993 edition: The following friends and colleagues deserve thanks for their help and encouragement with this project: Clifford Anderson, Hellan Roth Dowden, Louise Dowden, Robert Foreman, Richard GouldRead MoreStephen P. Robbins Timothy A. 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The Effects Of Violence And Violence On Children - 1148 Words

The past few weeks of our gender studies class we have been discussing institutionalized violence. Our class has took an in depth look at how violence is subsequently lived privately and publicly ignored. Meaning these victims live a paralleled life, one private and another public. My family has a history of violence on my mothers side. She grew up with an abusive mother, this abuse still affects her to this day. Having his misconduct so close to me, I have seen the detrimental side effects it can lead to. There are many different types of abuse from verbal, physical, neglect, cultural and many others. Much of the violence we have discussed in class has been related to institutions. Such as the Chesney- Lind and Irwin and the school to prison pipeline readings. These readings and videos showed us how violence and crime is correlated inside of certain institutions. The children at NH experience much of the discrimination and violence already and there is the possibility it will only g et worse at they grow with age. In this paper I will go over two of the reading we were assigned the past few weeks of class. The first is the Badness to Meanness reading which discussed the rise of female violence and bullying. The next article I will be going over is the prison to pipeline reading. Both of these tie directly into institutionalized violence and how much of it is privately live and publicly ignored. The Neighborhood house is a very special place. It is somewhere thatShow MoreRelatedThe Effects Of Violence And Violence On Children1425 Words   |  6 Pagesdesire of violence, if it might have prevented him from acting out his violence and aggressive behavior toward his victims. Whether the behavior is being acted out at home or in a public place, to a family member or a stranger, this issue must be address to help protect our children from hurting others and themselves as time progress. With no help, as time develop things gets worst; this goes for anything. Children are too young and emotionally unstable to handle or hold back any kind of violence and aggressiveRead MoreThe Effects Of Violence On Children s Violence938 Words   |  4 PagesThe amount of violence a child is exposed to while they are young has also been studied to see if it may play a role in their violence towards animals as a child and towards humans later in their lives. A study conducted in the mid 2000’s looked at 47 mothers who had children exposed to family violence and 45 mothers with two children who were not exposed to any family violence. The study showed that there was a significant difference in the likelihood that children exposed to violence would also displayRead MoreThe Effects of Domestic Violence on Children1529 Words   |  7 PagesProject: The Effects of Domestic Violence on Children Trudy Root Kaplan University CM107-11 Children are negatively impacted by the surrounding of domestic violence in multiple ways, in which need to be identified. The audience that needs to be aware of domestic abuse’s effects on children is adults that care for children; such as pediatricians, teachers, counselors, and parents. 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If control is to be gained, one obvious place to begin is television, for television violence can promote violence in those who see it. This is especially true for our children and the programming provided for them. Many people claim that no cause and effect link can be established between violence seen on television and behaviors in children. They insistRead MoreThe Effects Of Domestic Violence On Children And Children1541 Words   |  7 Pagesaffect women and children. Lots of women are more at risk in their own home. Spouse abuses happen when one person in the marriage chooses to control the other party by using fair intimidation physical, emotional abuse. Domestic violence displaced many families because they are trying to get away from their abuser. Abuse can range from physical, mentally, emotional or psychological. One of every 5 woman are said to have experience an abuse from their partner. The effect of Domestic violence is not justRead MoreThe Effects Of Media Violence On Children873 Words   |  4 Pagesage, they have witnessed around 200,000 acts of violence and 16,000 murders (jacksonkatz.com). Our society loves entertainment and a grand portion of this entertainment contains violence. Children constantly consume violent visuals, due to their prevalence. Majority of our society is uninterested in the effects of media violence since its effects do not show immediately. Misinformation is our greatest enemy in the battle against media violence. Children under the age of eight do not easily differentiateRead MoreThe Effects Of Domestic Violence On Children Essay1383 Words   |  6 PagesIn a similar study by Ybarra, Wilkens, Lieberman (2007) the goal was to determine if domestic violence leads to functioning shortfalls, and what its effects it has on a child’s behavioral and cognitive functioning. In homes where domestic violence happens, young children are more likely to witness violence than older children. It was hypothesized that children who witnessed violence at home had lower verbal capabilities, and would display greater internalizing and externalizing behaviors. ParticipantsRead MoreDomestic Violence And Its Effects On Children1445 Words   |  6 PagesWhat is domestic Violence? Domestic Violence is described as violent or aggressive behavior within the home, typically involving the violent abuse of a spouse or partner. Many children end up being the victims to seeing domestic violence in the home which is very unhealthy to their development. Some children may development resentment toward both parents- one for not leaving and the other for causing the abuse. Depression, aggressive behavior, emotional distress and suicide depending on the severityRead MoreEffect of Domestic Violence on Children692 Words   |  3 PagesASSIGNMENT 1 DOMESTIC VIOLENCE ID: S99003183; URIAM ROBATI ABSTRACT Domestic Violence has a great effect on children. Domestic violence also known as domestic abuse, spousal abuse or child abuse is recognized as a pattern of abusive behavior by one or both partners especially those in marriage. This coercive behavior is used against another person to obtain power and control over the other party in a relationship. Domestic violence takes many forms such as physical violence which includes kicking

Human Trafficking through History - 545 Words

A. Main elements of the problem and history of the issue. 1. â€Å"Global human trafficking is the second most fastest growing organized crime in the world.† (4) Some may not realize, but the main contributors to human trafficking are in China, Russia, Mexico, most African countries, and Brazil. In Russia, there is a estimation of 50,000 children involved in involuntary prostitution. (2) China also traffics mail-order-brides and prostitutes. Human trafficking is caused mostly by immigrants wanting to be transported to another country, and pay with modern day slavery. The â€Å"modern day† slavery includes prostitution, selling drugs, forced labor, and other forms of servitude. (1) The origin of the problem originates from thousands of years. Evidence of human trafficking in ancient Greek and Rome can be found all the way to medieval times, in both forms of physical and sexual slavery. (3) B. Actions Previously Taken The United Nations has launched several resolutions, such as a Plan of Action to Combat Trafficking in Persons. This plan calls for UN programs to boost development and strengthen security. It calls for the UN to voluntary set up a trust fund for victims of trafficking. (5) The plan of actions focuses on preventing trafficking in the first place. It also focuses on prosecuting offenders and protecting the victims of this modern day slavery. (5) Another past resolution was proposed in 2005 by Belarus, and the Philippines. â€Å"They proposed to set up aShow MoreRelatedEssay on Human Trafficking vs. Prostitution: Is There a Difference?1627 Words   |  7 Pagesrelations, especially for money. Trafficking can be defined in terms of dealing or trading in something illegal (Merriam-Webster). In many cultures, prostitution is indeed illegal. So, is there a difference? Are there variances that set prostitution and human trafficking apart, or are they ju st different forms of the same industry? In order to answer this question, it is important to first understand the histories of both prostitution and human trafficking. Often dubbed â€Å"the world’s oldestRead MoreHuman Trafficking : Good Vs Bad1199 Words   |  5 PagesJamison Harper Govt. 2305 Project April 6, 2016 Spring 2016 Human Trafficking: Good vs Bad Introduce The topic I chose to broaden my research on for my project is Human Trafficking. Human trafficking, in my opinion, is a controversial topic to have a discussion on. As a whole, human trafficking is controversial because there are some individuals that do not view trafficking as illegal (different word choice). Some individuals view trafficking as legal. Later on in the paper I will explain in moreRead MoreHuman Trafficking: Modern Day Slavery Essay1020 Words   |  5 PagesHuman Trafficking is a horrendous crime that takes advantage of people through the illegal trading of human beings for purposes of forced labor, and commercial sexual/child exploitation. Traffickers tend to prey on the vulnerable, those who want a better life, have little or no employment opportunities, very unstable, and have a history of sexual abuse. With this being popular in society, anyone can easily become a victim. By being an undocumented immigrant, runaway and homeless youth, and a victimRead MoreSe nator Huff Proposed An Act Of The Penal Code, Senate Bill 420 Essay1750 Words   |  7 Pagessellers of human trafficking and prostitution (â€Å"Human trafficking bill,† 2015). Currently there is no separation from the consumer requesting services than from the seller. Both, the consumer and individual providing services are just as guilty of the crime. The new bill proposal would direct more attention to the buyers, to collect verifiable data in turn to shape public policy and best practice and ultimately provide accurate information to existing law enforcement agencies (â€Å"Human Trafficking BillRead MoreSenate Bill 420 : Defining Prostitution And Separating The Buyers From The Sellers Essay1171 Words   |  5 Pagesbill on February 25, 2015 where it was first presented to a committee on RLS, waiting for the approval to print. Freshly off the printer on February 26, 2015, the bill was accepted and began its journey through the Senate. On March 5, 2015 the bill was r eferred to the committee on PUB. S (â€Å"Bill History-SB 420,† 2015). On April 6, 2015 the committee read the bill for a second time and amended what Huff had previously drafted. This new draft was re-referred to the committee on PUB. S. 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Human trafficking victims can easily get STD’s, HIV/AIDS, untreatable diseases, cultural shock, and many more severe health problems.† Slavery also has dealt with these similar statistics and healthRead MoreSenate Bill 420 : The Issue Of Prostitution And Separating The Buyers From The Sellers1171 Words   |  5 Pagesbill on February 25, 2015 where it was first presented to a committee on RLS, waiting for the approval to print. Freshly off the printer on February 26, 2015, the bill was accepted and began its journey through the Senate. On March 5, 2015 the bill was referred to the committee on PUB. S (â€Å"Bill History-SB 420,† 2015). On April 6, 2015 the committee read the bill for a second time and amended what Huff had previously drafted. This new draft was re-referred to the committee on PUB. S. 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Romanticism in poetry, William Blake Essay Example For Students

Romanticism in poetry, William Blake Essay Basic concerns of the Romantics in this period were; Simple language Incidents and situations from common life Coloring of the imagination Ordinary things presented to the mind in an unusual aspect Making these incidents and situations interesting by tracing them Associating ideas in a state of excitement Humble and rustic life Because of the spiritual possibilities which the Romantics believed human feelings offered, sentiment had an almost religious significance. They loved all extreme natural phenomena; high mountains, violent storms, torrential rivers, anything that had terrible beauty. There were two generation of romanticism the first generation are William Blake, William Wordsmith, P. Coleridge, Robert Burns. And the second generation is Shelley, Keats, and Byron. Wordsmith is the most famous of the romantic poets and his most productive years took only ten years although he had lived 80 years. He was a great supporter of Roman Words rd the French Revolution. The main differences between Coleridge and Word Coleridge believes in education and was fond of reading whereas Woo believes in the education of nature and did not believe in books. We will write a custom essay on Romanticism in poetry, William Blake specifically for you for only $16.38 $13.9/page Order now Tog Lyrical Ballads most of the ballads are anonymous, they were songs a rally. Events usually take place through sectional dialogue. Lyrical Bal collection of poems written by Wordsmith and Coleridge. The aim of new way of poetry. They write about supernatural but form a realistic Wordsmith undertook to write about simple rustic people but as to colorful. Most favorite one is Ancient Mariner. Preface of Lyrical Ball because its Just like a manifesto of Romantic Movement. Robert Burns is also another Romantic poet of the first generation buy can say that he did not belong to any other group. He was Scottish an full of Joy. He was also a revolutionary character both in religion and s reflected in his poems. Unlike the others he used dialogues in his p humor can be observed in his poems, which are full of Joy. One of the second-generation Romantic poets is Shelley who was a r He lived in extremes and had radical ideas, which were reflected, in h Because of his radical ideas he was kicked out from Oxford University publishing Necessity of Atheism. He was strongly against didactic p his works are Prometheus Unbound and Queen Mob. Another poet of the same generation is Keats who died at the age of was interested in the Greek language and culture and was inspired b beautiful, Just like other Romantic poets. His works include Ode to G Domino. The most famous but arguably not the best poet of the period was By the most individual and created a character called Byronic Hero hi colorful character. Some critics say that the hero shows Byron is limit When we compare the two generations we can see that the main dif them is that the second generation spent the majority of their time in countries or by traveling, whereas the first spent most of their time in countries. As a result of this the second generations poetry touches of topics whereas the first one is more limited to the observations of t smaller boundaries. The first generation poets had less experience; t reflected less in their poetry. Another difference was in the religious generation was pan-atheist while the second were atheist. Atheism c in Shelley and Keats poetry. Whether the first or the second generation I think it is great to read t Romantics. It is an escape from the industrial world into nature where rest and forget about the daily problems. French Revolution. The main differences between Coleridge and Wordsmith is that Coleridge believes in education and was fond of reading whereas Wordsmith believes in the education of nature and did not believe in books. Together they wrote Lyrical Ballads most of the ballads are anonymous, they were songs and transmitted orally. Events usually take place through sectional dialogue. Lyrical Ballads is a collection of poems written by Wordsmith and Coleridge. The aim of this is to form a new way of poetry. .ue5467f513263676844d408ba872d7e2c , .ue5467f513263676844d408ba872d7e2c .postImageUrl , .ue5467f513263676844d408ba872d7e2c .centered-text-area { min-height: 80px; position: relative; } .ue5467f513263676844d408ba872d7e2c , .ue5467f513263676844d408ba872d7e2c:hover , .ue5467f513263676844d408ba872d7e2c:visited , .ue5467f513263676844d408ba872d7e2c:active { border:0!important; } .ue5467f513263676844d408ba872d7e2c .clearfix:after { content: ""; display: table; clear: both; } .ue5467f513263676844d408ba872d7e2c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue5467f513263676844d408ba872d7e2c:active , .ue5467f513263676844d408ba872d7e2c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue5467f513263676844d408ba872d7e2c .centered-text-area { width: 100%; position: relative ; } .ue5467f513263676844d408ba872d7e2c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue5467f513263676844d408ba872d7e2c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue5467f513263676844d408ba872d7e2c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue5467f513263676844d408ba872d7e2c:hover .ctaButton { background-color: #34495E!important; } .ue5467f513263676844d408ba872d7e2c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue5467f513263676844d408ba872d7e2c .ue5467f513263676844d408ba872d7e2c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue5467f513263676844d408ba872d7e2c:after { content: ""; display: block; clear: both; } READ: Thou Art Indeed Hopkins EssayThey write about supernatural but form a realistic effect. Wordsmith undertook to write about simple rustic people but as to make them quite colorful. Most favorite one is Ancient Mariner. Preface of Lyrical Ballads is important Robert Burns is also another Romantic poet of the first generation but actually we can say that he did not belong to any other group. He was Scottish and his poems are full of Joy. He was also a revolutionary character both in religion and politics and this is reflected in his poems. Unlike the others he used dialogues in his poems and his One of the second-generation Romantic poets is Shelley who was a rich familys son. He lived in extremes and had radical ideas, which were reflected, in his poems. Because of his radical ideas he was kicked out from Oxford University after publishing Necessity of Atheism. He was strongly against didactic poetry. Some of Another poet of the same generation is Keats who died at the age of twenty-five. He as interested in the Greek language and culture and was inspired by anything beautiful, Just like other Romantic poets. His works include Ode to Grecian and The most famous but arguably not the best poet of the period was Byron. He was also the most individual and created a character called Byronic Hero which was a very colorful character. Some critics say that the hero shows Byron is limited. When we compare the two generations we can see that the main difference between them is that the second generation spent the majority of their time in foreign countries or by traveling, whereas the first spent most of their time in their home Mounties.

Behaviors Of Transformational Leaders †MyAssignmenthelp.com

Question: Discuss about the Behaviors Of Transformational Leaders. Answer: After graduating from school the first job in which I have landed was in OPTUS SINGTEL as a Customer Service Representative which has been established as one of the biggest telecommunications company in Australia. The main reason behind this step was that n previous experience was required by the company regarding the selected designation. Being inexperienced I was of the opinion that effective communication s required by every organization in order to fit into any role perfectly. On the first day of my job, I reported directly to the line manager who was at the authority to manage a team consisting of 20 staff members. However, my primary role in the organization was to receive phone calls from residential customers and answer their inquiries regarding internet and telephonic connections. Gradually in-depth understanding and communicative skills were developed by me that encouraged me to interact with people of different cultures during the phase of my life. In this regard, the company dynamic proved to be fast changing and at the same time crowded as over 300 people were always engaged in telephonic conversation. In such environment, I learnt to be a good listener in order to communicate with the associates and at the same time acquiring sufficient knowledge in order to execute my work. My current designation is Senior Desktop Administrator at the Universal Music Australia where I have been working for three years. Universal Music is a start-up company in which no formal dress code was followed. The I.T department comprises of six people which is my area of working along with the junior desktop support person, system administrator and the I.T General Manager. We provide services to a limited number of contractors/consultants however; the core stakeholders include our staff. In this regard, it is noteworthy to mention here that change in cultural pattern is something which requires time for a person to get themselves adjusted. However, in my new working environment I interacted with the associates and the managers freely as there were no formal way to interact with the superior authorities. The office environment has been designed in a way in order to promote a relationship of trust. Therefore, during my days at the Universal, a healthy relationship with the staff an d the executive team was established by me. Playing a senior role in my team I have acquainted myself with leadership qualities which were recognized by the General Manager. In this regard, I have undergone a complete personality test in order to determine self awareness. According to the test five personality traits appeared emphasized and in relation to which the national and organizational cultures to relation can be explained. According to the evaluation I do not look for new experiences however I am very well organized and people can rely upon me. From the very beginning I enjoy the company of other people as I am relatively social. I do not get irritated over nominal issues however; I do not forgive easily. I do not get nervous at tense situations however; I do not remain calm during emergencies. The day to day management issues are now shared with my manager and my colleagues in order to assist them in monitoring the desktop administrator. In this regard, I can rightfully explain the relevance of the leadership style assessment that has been recognized with the concept of national and organizational cultures to leadership. It is noteworthy to mention in this regard that since time immemorial, the concept of national culture is related to the values governing the relationship between good and bad, rational and irrational (Aktas, Gelfand and Hanges 2016). National cultures to leadership are generally learnt at an early stage of the career which undergoes major changes from time to time (Allison and Goethals 2014). On the other hand organizational cultures are those which are deep rooted within the organizational framework (Breevaart et al. 2016). There have been major cultural differences between the concepts of national and organizational cultures to relationship. It is worth noting that various ideas including active support are required by the leaders around the world in order to overcome the challenges of leadership (Dabke 2016). For effective leadership practice, it is necessary to develop competitive strategies and ideas (Day et al. 2014). In this regard, it is worth mentioning that an efficient leadership strategy belonging to a national culture can prove to be counter-productive in an organizational culture (Dinh et al. 2014). However, it is important on the part of the leaders to identify the impact of national and organizational cultures to leadership for efficient management of day to day activities (Donate and de Pablo 2015). The leadership experience which I had recently was regarding the implementation of a new video conferencing system in order to enhance video calling between our staff and the clients. It included the process of finding the appropriate vendor in order to provide right to access the devices and thereby appointing the vendor for successful installation of the devices. After providing the cost list, the proposal was presented by me to the executive team in which the budget and the timeline of executing were set. After the final installation process, I directly communicated with the associates of the other offices for the purpose of conducting tests and finalizing installation. My recent experience was regarding the communication to three different people that included- the vendors by using formal approach, the executives in a formal approach and the associated with a casual approach. However, the majority of the project has been surrogated to the vendors by me as they actively assisted in providing me with the balance sheets and inauguration of the units. However, my associates completed the rest of the task and I guided them as a leader. In order to exercise my leadership skills I provided them with a fair vision of my project so that the execution of such vision turns into reality. Since time immemorial, I had a clear vision regarding the project and the fact that should be the extreme result and how to reach the destination by comprising the right people. From the beginning, I was of the view that no issues shall arise during the tenure of the project; however I could still improve my leadership styles by providing distinct price estimates from distinct ive vendors in order to ensure that there shall be a resolution if the budget fluctuates. The greatest challenge which was involved in my leadership practices is conquering the barriers to the powers of making efficient decision. In modern world, a person is considered as a leader when he possesses qualities of a delegator and a commander. Sometimes situation may arise where various ideas needs to be implemented. In this regard, an individuals own belief and the fear of defeat can be questioned. In my opinion efficient leaders are generally considered as idealist and according to them failure is not only an alternative it is an individuals mindset. It is important to have a separate plan or Plan B for every situation. It is important on the part of a good leader to foresee the upcoming consequences and plan accordingly (Drescher et al. 2014). The leaders should make themselves ready to overcome their fears and failures (Zhang Wang and Pearce 2014). In this regard, it is noteworthy to mention here that in order to involve in the process of effective construction of decisio n for the purpose of having susceptible discussion promotion of collaborative and relational skills are required (McCleskey 2014). In order to shape brilliant ideas and decisions, one needs to incorporate good plans (Savolainen 2014). These factors in the long run have increased my confidence and my potentiality as a leader (Fernandez et al. 2015). It is noteworthy to mention here that efficient planning has proved to be beneficial in shaping career as a leader (Shatzer et al. 2014). However, my leadership style is the transformational leadership style which is associated with motivation, effective communication and productivity in order to achieve organizational goals. In some situation, my associates asked me that what should be done when the instructions were not precise. Therefore, in such cases I shall present my view point my asking back to my associates and co-employees that what you people would have done in such situation? Do you have better ideas to deal with such situation? I prefer the transactional leadership approach which involves the opportunity of interacting with my associates by providing them with initiative ideas in order to deal with such situations. However, I do not like to order people regarding what to do rather in order to establish myself as an efficient leader I must be a good listener at first and discuss various ideas with my co-workers. During the early years, this leadership technique was preferred by my manager and he executed it professionally. I was grateful to my manager for those experiences as my hard work counted in order to contribute to a substantial impression. I must develop effective leadership skills in order to be good leadership skills however; these skills needs to coordinate according the changing trends and values of the cultural framework of my organization. In this regard, the dimensions of shared values, norms and practices of an organization help to categorize one institution from another. I have been working for Universal for a long time and as a result of this I have adjusted myself to the cultural and traditional framework of the organization. This has been possible because my associates are of the same age as mine and are energetic having charismatic personalities. However, the culture of the executive department is corporate in nature which comprises of traditional formalities and dress codes. Communication in the executive department is quite different and not flexible like our team. In this regard, it is worth mentioning that in order to perceive the culture of the organization there must be effective interaction between small groups and different cultures in order to reach the corporate ladder (Vaculik, Prochazka and Smutny 2014). It is important that while introducing a proposal to the executive board I should sound more active and confident and much more precise as I am making a presentation to a crowd of more experienced people which is much bigger than my meager group of associates. The environment would be much more professional and the casual approach cannot be enhanced. In order to enhance effective leadership practices, I should embrace the cultural and traditional activities of my organization in order to adapt myself to the changing trends. In order to address business issues it is important to change oneself according to the organizational values. Finally, I would like to improve myself as leader by focusing on my principles and individuality. In my perspective, a leader should have the ability to interact directly to its associates from time to time. A leader should be selfless and must be at the authority to take care of certain responsibilities. Therefore, it is important that I must share my ideas with my co-employees in order to set an example for those people who do not work for the organization. Since time immemorial, character helped individuals to gain leadership abilities. In my view, character is an essential element. When a task is delegated to a supplementary, the person delegating the task is at the responsibility to make sure that the task is well performed by the subordinate (Allison and Goethals 2014). The burden upon the leader is much more as he is liable for the acts of the associates working under him (Drescher er al. 2014). In this regard, my project partner Julio Tovar expressed that communication is also essential in a team. He was also enchanted by the idea when he came to know that there is no formal dress code in my organization. However, a question regarding social and corporate culture can be raised by the society which in practical is not the interest of the organization. To conclude the areas which I want to improve in future is to be an active listener, manage time, proper communication and develop technical knowledge. However, the efficiency to delegate tasks in a team and accepting responsibility with honor needs to be improved. References: Aktas, M., Gelfand, M.J. and Hanges, P.J., 2016. Cultural tightnesslooseness and perceptions of effective leadership.Journal of Cross-Cultural Psychology,47(2), pp.294-309. Allison, S.T. and Goethals, G.R., 2014. Now he belongs to the ages: The heroic leadership dynamic and deep narratives of greatness. InConceptions of Leadership(pp. 167-183). Palgrave Macmillan, New York. Bottomley, K., Burgess, S. and Fox III, M., 2014. Are the behaviors of transformational leaders impacting organizations? A study of transformational leadership.International Management Review,10(1), p.5. Breevaart, K., Bakker, A.B., Demerouti, E. and Derks, D., 2016. Who takes the lead? A multi?source diary study on leadership, work engagement, and job performance.Journal of Organizational Behavior,37(3), pp.309-325. Dabke, D., 2016. Impact of leaders emotional intelligence and transformational behavior on perceived leadership effectiveness: A multiple source view.Business Perspectives and Research,4(1), pp.27-40. Day, D.V., Fleenor, J.W., Atwater, L.E., Sturm, R.E. and McKee, R.A., 2014. Advances in leader and leadership development: A review of 25 years of research and theory.The Leadership Quarterly,25(1), pp.63-82. Dinh, J.E., Lord, R.G., Gardner, W.L., Meuser, J.D., Liden, R.C. and Hu, J., 2014. Leadership theory and research in the new millennium: Current theoretical trends and changing perspectives.The Leadership Quarterly,25(1), pp.36-62. Donate, M.J. and de Pablo, J.D.S., 2015. The role of knowledge-oriented leadership in knowledge management practices and innovation.Journal of Business Research,68(2), pp.360-370. Drescher, M.A., Korsgaard, M.A., Welpe, I.M., Picot, A. and Wigand, R.T., 2014. The dynamics of shared leadership: Building trust and enhancing performance.Journal of Applied Psychology,99(5), p.771. Drescher,, K.T., Chen, Y.H., Wang, C.W. and Chen, M., 2014. E-leadership effectiveness in virtual teams: Motivating language perspective.Industrial Management Data Systems,114(3), pp.421-437. Fernandez, C.S., Noble, C.C., Jensen, E. and Steffen, D., 2015. Moving the needle: A retrospective pre-and post-analysis of improving perceived abilities across 20 leadership skills.Maternal and Child Health Journal,19(2), pp.343-352. McCleskey, J.A., 2014. Situational, transformational, and transactional leadership and leadership development.Journal of Business Studies Quarterly,5(4), p.117. Savolainen, T., 2014. Trust-building in e-leadership: A case study of leaders' challenges and skills in technology-mediated interaction.Journal of Global Business Issues,8(2), p.45. Shatzer, R.H., Caldarella, P., Hallam, P.R. and Brown, B.L., 2014. Comparing the effects of instructional and transformational leadership on student achievement: Implications for practice.Educational Management Administration Leadership,42(4), pp.445-459. Vaculik, M., Prochazka, J. and Smutny, P., 2014, November. Competencies and leadership effectiveness: Which skills predict effective leadership?. InEuropean Conference on Management, Leadership Governance(p. 337). Academic Conferences International Limited. Zhang, W., Wang, H. and Pearce, C.L., 2014. Consideration for future consequences as an antecedent of transformational leadership behavior: The moderating effects of perceived dynamic work environment.The Leadership Quarterly,25(2), pp.329-343.

Women in Technology Fields

Introduction As society evolves to become more dependent on science and technology for growth and development, the occupational segregation of women in the sciences relative to men, not only in terms of absolute numbers but also in terms of visibility in the upper echelons of the professions, represents a misuse of scarce human capital and continues to alarm academics, policy makers and mainstream commentators (Hatchell Aveling, 2008).Advertising We will write a custom dissertation sample on Women in Technology Fields specifically for you for only $16.05 $11/page Learn More That’s good writing. As observed by a number of scholars (e.g., Huffman et al, 2010; Benson Yukongdi, 2005), it is indeed true that the gendered segregation of jobs and occupations in these critical sectors of the economy is a persistent characteristic in many labour markets globally, and is the proximate foundation of many forms of gender inequality. An extensive and well es tablished literature documents the destructive outcomes of gendered occupational segregation in science and technology fields (Deem, 2007), which include lower wages, expansive income disparities, fewer promotions, and less significant wage increases (Schweitzer et al, 2011). The worrying trend being replicated in nearly all economies worldwide is that although more women are being absorbed in the fields of science and technology than ever before, they persist to be considerably outnumbered by their male counterparts (Jones, 2010; Bhatia Amati, 2010). It is the purpose of the present study to perform a critical analysis of why women continue to be underrepresented in the telecommunication industry in Europe and Middle East. Very good start! Towards the realization of this broad objective, this section sets out to review and analyze extant literature on women’s occupational segregation in technology fields, with specific focus on the telecommunication sector in Europe and Mid dle East. The section will, among other things, analyze existing literature on women in engineering and technology fields, the dynamics of occupational segregation of women in these sectors, barriers to gendered occupation equality, and issues that need to be addressed to encourage and retain women in technology fields.Advertising Looking for dissertation on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is imperative to note that due to paucity of literature on women occupational segregation in the telecommunication sector, the analysis of critical literature will assume a broader scope to encompass segregation of women in technology fields based on the rationale that the telecommunication sector is technology-oriented. Women in Technology Fields Hersh (2000) cited in Kusk et al (2007) observed that although there have been marked increases in the number of women taking up technology-oriented occupations over the last two decades, women still remain a minority in these fields in nearly all countries across the world. Indeed, according to Gillard et al (2008), as many Western technology-oriented organizations endeavour â€Å"†¦to recognize and validate difference through diversity policies, they in fact leave the power mechanisms of conformity unchallenged and intact, individualize the inequities, bypass tensions of coexistence, and actually reinforce and homogenize difference† (p. 266). In particular, these authors note that although the telecommunication and information communication technology (ICT) workforce forms fairly new professional sectors, women persistently occupy a minority of positions and gender segregation that has been well documented in many other occupations is being simulated in the telecommunication/ICT industries. Available literature demonstrate that women in telecommunication/ICT industries tend to be concentrated in particular occupational spheres, which are norma lly the lower skilled information technology (IT) jobs related to data entry, implying that women in these critical sectors of the economy comprise a marginal percentage of managerial, design, and software development personnel (Gillard et al, 2008). Yet, according to Bystydzienski (2004), as increasing numbers of women get absorbed into the telecommunication/ICT professions, not only are they faced with a slump in salaries, status, and working conditions but they also have to contend with the domain of masculinity that is well entrenched in these sectors. In other words, men still dictate access to, and advancement in, paid employment in telecommunication/ICT fields (Benson Yukongdi, 2005; Hafkin Huyer, 2007).Advertising We will write a custom dissertation sample on Women in Technology Fields specifically for you for only $16.05 $11/page Learn More Trends in various countries and regions Trends in the United States According to a report released by t he U.S. Department of Labour (2005) cited in Oswald (2008), women currently make up approximately 50% of the total workforce, but they continue to be segregated in many occupations, particularly in engineering and technology-oriented occupations. This gendered occupational segregation, it seems, has its roots in the educational achievements of women. A report completed in 2007 by the National Science Foundation also cited in Oswald (2008) revealed that â€Å"†¦women earned only 29% of the bachelor’s degrees in math and computer science, 21% of the degrees in engineering, and 42% of the bachelor’s degrees in physical science† (p. 196). These disciplines form the foundation for a career trajectory in the telecommunication field. Available literature demonstrates that leading women engineers and ICT experts in the United Sates are regularly burdened with concerns about not being taken seriously, perceived non-performance, exclusionary social dynamics, reliance on hostile workmates or seniors, and excessive pressure to imitate the male paradigm of doing science (Etzkowitz et al, 2010). Such experiences, according to these authors, not only obstruct interpersonal relationships but frustrate the women’s capacity to reach their full potential, no matter how able or talented they are. A survey conducted by the U.S. Bureau of Labour cited in Coder et al (2009) indicates that while women made up an estimated 43% of the information technology (IT) workforce in 1983, the percentage dropped to a paltry 26 % in 2008 in spite of the fact that the total IT workforce had more than doubled for the indicated period. Trends in United Kingdom Sappleton Takrui-Rick (2008) posit that â€Å"†¦despite 30 years of equality legislation, women in science, engineering and technology in the U.K. remain severely underrepresented† (p. 284). Indeed, the U.K. has one of the highest levels of gendered occupation segregation in the European Union, pa rticularly in science, engineering and technology domains. Available statistics contained in a report by the Engineering Council UK (2004) cited in Sappleton Takrui-Rick (2008) â€Å"†¦suggest that only 8% of those employed in engineering work and 15% of those employed in information, communication, and technology (ICT) work in the U.K. are female† (p. 285).Advertising Looking for dissertation on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Current trends, however, demonstrate that organizations are increasingly realizing the intrinsic benefit of encouraging and retaining women in these fields though tangible results are yet to be achieved (Bhatia Amati, 2010). The limited success of intervention strategies aimed at achieving equal gender representation in these fields, according to Sappleton Takrui-Rick (2008), can be partially accredited to the fact that, after â€Å"getting in,† certain influences obstruct women in the U.K. from â€Å"staying on† and â€Å"getting on† in the sectors in parity with their male counterparts. In a recently concluded case study on network engineer training programs in Britain running the Cisco Certified Network Associate (CCNA) module, it was demonstrated that career openings commensurate with their skills were substantially restricted for women employees in general, but particularly so for women single parents (Gillard et al, 2008). A study conductad by Franzway(2 009), found that a large number of men are attracted to technical training programmes and courses. A study conducted by Hafkin Taggart (2001) cited in Gillard et al (2007) found that employers in the UK were reluctant to recruit women CCNA programmers and instructors ostensibly because women are poorly qualified and lack fundamental work experience. Indeed, according to Gillard et al (2008), the â€Å"†¦employers frequently maintained that not only were the supposed physical and computational demands of the job too exacting but that it was too risky to permit inexperienced personnel to tinker with the vital network infrastructure† (p. 272). Preferring to recruit men, this unconcealed stereotyped discrimination in expertise recognition has also been experienced by female telecommunication engineers and network administrators in other parts of the world, with job advertisements for telecommunication/ICT professionals frequently specifying male job applicants (Gillard et a l, 2008; Hafkin Huyer, 2007). Extant literature (e.g., Bystydzienski, 2004; Benson Yukongdi, 2005; Bhatia Amati, 2010) demonstrate that once in formal employment in these technology-oriented sectors, however, women perform as well as, if not better than, their male counterparts. Trends in Middle East Although gendered occupation segregation is far more entrenched in the Middle East and other Arab-dominated regions than in other areas, this is mainly because, the Islamic religion is the main religion in the Middle East region. The Islamic religion, believes that women should concentrate more on their household responsibilities than technical careers. Bhatia Amati (2010) note that it becomes hard to dissect the problem due to paucity of statistical data, particularly sex-segregated data on gender inequality in the Middle East. However, various rationales as to why the problem is so deeply entrenched in the Middle East have surfaced. Benson Yukongdi (2005) posit that owing to reli gious and socio-cultural barriers, many countries in the Middle East abide by a social convention in which women are widely expected to play a supporting role relative to men. According to Hafkin Huyer (2007) cultural prohibitions in many countries in the Middle East restrict women from undertaking any gainful employment outside the home. According to Benson Yukongdi (2005), men in the Middle East are traditionally placed in core occupations and departments, and this becomes the basis for gender divergences in recruitment, promotion, training, rewards and decision-making authority. Dynamics of Occupational Segregation in Technology Fields Available literature demonstrates that in spite of their talent, ability, and opportunity, women continue to be underrepresented in engineering and technology-oriented sectors of the economy (Schweitzer et al, 2011; Bhatia Amati, 2010). This notwithstanding, it is indeed true that unlike other historically male-dominated jobs that have registere d considerable gains in attaining gendered equality, many engineering and technology-oriented fields have remained noticeably unbalanced in terms of gender (Deem, 2007). Still, other studies (e.g., Kusk et al, 2007; Coder et al, 2009; Kotsilieri Marshall, 2004) have demonstrated that underrepresentation of women in engineering and technology-oriented sectors continue to widen as women engineers and technicians find themselves swimming against the tide of prejudice intrinsically reinforced by the social, cultural, psychological and economic realities of life. A study by Hatchel Aveling (2008) found that women telecommunication engineers are eight times more likely to be working part-time, while women working in ICT are six times more likely to be working part-time. This section aims to explore critical literature on the dynamics of occupational segregation in technology-oriented fields, with particular focus on telecommunication and ICT sectors. Consequently, literature on the pipe line theory, the social constructionist perspectives, meritocracy and its implications, and organizational policies and culture, will be evaluated with a view to understand why the problem of gendered occupational segregation in technology-oriented fields continue to persist despite the spirited attempts by governments and organizations across the world to curtail the inequality progression. The unsuccessful Pipeline Theory According to Schweitzer et al (2011), â€Å"†¦the pipeline theory suggests that increasing the number of women in male dominated fields should lead to more equality in the labour market†¦This presumes that women and men in the pipeline expect comparable career outcomes† (p. 422). Given institutional, organizational and countrywide efforts to get girls into engineering and technology-oriented disciplines in institutions of higher learning, it was expected that, with a large proportion of women entering the engineering and technology fields, they w ould obviously filter into the traditionally male-dominated upper levels of these critical sectors in large numbers (Hatchel Aveling, 2008; Franzway et al, 2009). Indeed, according to these authors, the metaphor of the â€Å"pipeline effect† was based on the assertion that gender imbalances noted in engineering and technology-oriented occupations would be successfully dealt with once women overcame their reluctance to enter these sectors and acquire the requisite qualifications. However, as has been demonstrated in a number of research articles concerned with assessing the reasons behind gender-based underrepresentation in the labour market, the movement of more women into the pipeline failed to correspond with the attainment of enviable trends for women careers, particularly when it comes to engineering and technology-oriented sectors of the economy (Schweitzer et al, 2011; Coder et al, 2009). Hatchel Aveling (2008) are of the opinion that the pipeline theory promised â₠¬Å"†¦false hope as the pipeline turned out to be very leaky indeed† (p. 357). This view is reinforced by a host of other scholars (e.g. Coder et al, 2009; Bhatia Amati, 2010), who suggest that women are yet to achieve comparable outcomes relative to men in these sectors even after sustained efforts from various quarters, including organizations and governments, to â€Å"feed† the women into the pipeline. Various scholars have attempted to dissect why the â€Å"pipeline effect† failed to deliver the intended outcomes, particularly in the attainment of comparable career outcomes for women in engineering and technology-oriented occupations. Hatchel Aveling (2008) maintain that the pipeline theory has several limitations that make it impossible for women to achieve comparable career outcomes. According to these authors, the theory â€Å"†¦posits a straightforward linear career progression that is quite restrictive and does not easily accommodate the more complex life-patterns of females† (p. 358). Women employees have unique needs and demands, which in most occasions act as barriers to successful gendered occupation equality not only in the science fields but also in other areas (Gillard et al, 2008). These barriers will be discussed at length in the succeeding sections of this review. Other scholars have observed that the pipeline theory fails to take into consideration the multiple layers of culture in its attempt to guarantee comparable career outcomes for women relative to men. To understand the dynamics of occupational segregation and institute a framework which will enable women to achieve comparable career outcomes, therefore, â€Å"†¦gender must always be seen in terms of its cultural context, in which the intersection of gender and culture is closely linked to the issue of power† (Hatchel Aveling, 2008 p. 358). Lastly, the pipeline theory fails to account for why women are leaving science, engineering an d technology-oriented organizations in large numbers relative to their male counterparts (Screuders et al, 2009), even after successful efforts made by various agencies to encourage more girls into science and technology at the school and even the undergraduate level (Hatchel Aveling, 2008). The Social Constructionist Viewpoints Various scholars have attempted to explain the occupation segregation of women in engineering and technology-oriented occupations using the social constructionist perspectives. Kotsilieri Marshall (2004) are of the opinion that the experiences and characteristics accredited to women, portrayed in academia and industry as contributing to their current occupational segregation in engineering and technology-oriented fields, are not timeless and universal but are socially, historically, psychologically, and politically located. To deduce that all women judge, think, or relate in distinctive and universal ways when making career choices, particularly in fields traditionally considered as male-dominated, inarguably denies the contextualise that frames behaviour (Benson Yukongdi, 2005). To better understand the social constructionist perspectives in general and, by extension, the contextuality that denies behaviour, it is important to explain the difference between sex and gender. Gillard et al (2008) explain that â€Å"†¦while sex reflects biological difference, gender – although often based on biological sex – is a social construction† (p. 264). This therefore implies that individuals are born and straight away categorized as female or male, but with time obtain a gendered identity, that is, what it implies to be feminine or masculine. These authors further posit that â€Å"†¦both gendered concepts are relational, that is, they are construed in relation to each other by defining what the female is not in relation to the Western masculine norm; this varies from one environment to another and shifts over tim e† (p. 264). According to Bhatia Amati (2010), one of the most elaborated features of the social constructionist perspective is the recognition that women and men are located divergently in society and that not all women or all men share similar experiences or challenges. In pursuing the social constructionist line of thought, Gillard et al (2008) observe that the gendering of work, technology and indeed many other facets of occupational life and orientation â€Å"†¦constitute individuals as different types of value-added labourers can be made visible by documenting cultural values, beliefs, and activities, which contribute toward identity formulations, roles and responsibilities, and personal aspirations and opportunities† (p. 265). Consequently, these authors underline a value preposition suggesting that the micro dimensions of our everyday existence, reinforced by community, organizational and institutional hegemonic philosophies and processes that maintains th e normalized status quo, provides the basis for gendered occupational segregation not only in technology-oriented fields but also in other areas. Meritocracy its Implications The concept of meritocracy came into the limelight in the late 1950s to denote a social system that prescribes to merit, talent and capabilities as the foundation for recruiting employees into positions and dispensing rewards (Castilla Bernard, 2010). To date, opinion still remains divided on whether meritocracy promotes gendered occupation equality or occupational segregation. As observed by these authors, â€Å"†¦advocates of meritocracy stress that in true meritocratic systems everyone has an equal chance to advance and obtain rewards based on their individual merits and efforts, regardless of their gender, race, class, or other non-merit factors† (p. 543). This implies that men and women in engineering and technology-oriented occupations have equal opportunities for advancement despite the exi stence of gendered imbalances and barriers that may act to hinder one group, particularly women, to advance in their careers. Indeed, meritocracy has been culturally accepted as a reasonable and justifiable distributive standard in many developed capitalist countries and organizations (Castilla Bernard, 2010). In her research, Deem (2007) noted that meritocracy is a universal value that is absolutely compatible with gendered occupation equality, ensuring that recruitment and promotion in the workplace is through open competition rather than through concession or networks of associates. Critics of meritocracy, however, argue that the concept has failed to deliver equal gender representation in a number of occupations, particularly in the sciences. In their research, Castilla Bernard (2010) came up with what they called the ‘paradox of meritocracy’ to refer to a situation where organizations that prescribe to meritocratic principles were found to demonstrate greater bia s in favour of men over equally competitive and performing women. Many modern technology organizations, though based on meritocracy in recruitment and promotions, are heavily bureaucratized. Gillard et al (2008) note that â€Å"†¦the bureaucratization of gender guidelines all too often tends to reinforce institutional influence and silences those whose voices rarely get aired in the development forums where decisions are made† (p. 266). Recent empirical studies as quoted in Castilla Bernard (2010) found that occupational segregation continues even with the adoption of merit-based recruitment and reward systems, affirmative action and other diversity-oriented policies and strategies. Indeed, according to these researchers, some organizational practices and procedures instituted to entrench the meritocratic paradigm in the organization have been found to negatively affect employees’ opportunities and professions, particularly those practices developed to diminish i nequalities for women and ethnic minorities. This assertion leads Bhatia Amati (2010) to conclude that some organizational policies and practices supposedly adopted to enhance meritocracy are only factored in for symbolic reasons and do not in any way achieve their stated objectives. For example, research has revealed that some organizational recruitment programs and reward practices intended to reflect the meritocratic paradigm act to increase gender and racial inequalities by virtue of the fact that they introduce bias into employee recruitment and compensation decisions (Baron Cobb-Clark, 2010). Deem (2007) noted at least two challenges with the conception of meritocracy in relation to gendered occupation inequality. First, the researcher argued that meritocracy hindered women’s recruitment and progress in key sectors of the economy due to the â€Å"†¦individualistic focus of meritocratic judgments that reward the successful and stigmatize the unsuccessful† ( p. 617). Meritocracy, it was argued, has the supremacy to transfer the responsibility for unequal recruitment and promotional results back onto the individual and consequently to stigmatize the unsuccessful applicants as unskilled or incapable. A second challenge with meritocracy, according to this particular researcher, is the insinuation that it applies culturally and value-neutral standards to the recruitment and promotion of workers. However, it is unfeasible to develop totally neutral standards or evaluations by virtue of the fact that cultural and social ideals do enter into the recruitment and promotion processes. Organizational Policies Culture Organizational policies and cultures, of different societies, act as facilitators of gender segregation. A number of studies (e.g., Gillard et al, 2008; Bhatia Amati, 2010) have attempted to offer a gender construction in which critical reflection is applied to how occupational segregation of women in science and technology fields, of which the telecommunication sector is an integral component, is woven in organizational, national and international policies, business practices and concerns, and public and private employment configurations. Many organizational policies and strategies orient themselves to the unfounded paradigm that women posses less levels of human capital relative to men (Benson Yukongdi, 2005). Some organizational perceptions practiced in many countries, particularly in the Middle East, makes it permissible for occupations to be allocated along gender lines, implying that women are left with little prospect to develop the necessary work experience that is fundamentally needed in many technology-oriented organizations. On the other hand, there was something in the news last week about men being not allowed to serve customers in women’s clothing shops. For example, men in the Middle East are traditionally placed in core occupations and departments, and this becomes the basis for gender divergences in recruitment, promotion, training, rewards and decision-making authority. In a similar fashion a broad range of organizational policies and practices serve to prevent women from entering technology-oriented occupations. Benson Yukongdi (2005) point out the challenge of statistical discrimination, where organizations not only in telecommunication/ICT sectors but also in other fields make decisions on recruitment, promotion and training â€Å"†¦based on generalized data rather than on the actual experiences of individuals† (p. 287). For instance, absenteeism data for all women in the firm would be utilized to evaluate the commitment of particular women applying for promotion while not taking into consideration other dynamics that are unique to women, such as maternity leave and family responsibilities. Such an orientation only serves to enhance gendered occupational segregation. In line with this, it is indeed true that many organizations either do not have a statistical database on women occupational segregation or fail to collect such data in a consistent and regular manner, making it almost impossible to address the challenge (Franzway et al, 2009). As underscored by Hafkin Huyer (2007), the paucity of statistical data on gendered occupational segregation in the telecommunication/ICT sectors makes it difficult, if not unfeasible, to develop a case for the inclusion of gender issues in telecommunication/ICT policies, plans, and strategies to employers and policymakers. Extant literature demonstrate that although there is a substantial increase in the number of women joining engineering and technology-oriented firms (Morganson et al, 2010), the gains are being watered down by misplaced organizational policies and governance issues, which ensure that women do not stay longer in these critical sectors of the economy (Huffman et al, 2010). As noted by Hatchel Aveling (2008), â€Å"†¦the issue is no longer one of attracting women into the sciences but rather one of keeping them there† (p. 359). Morganson et al (2010) observes that when women complete undergraduate training in technical disciplines, they persist to be underrepresented in these fields and are more likely to leave the labour force than are men. A number of researchers (e.g., Bhatia Amati, 2010; Bystydzienski, 2004; Franzway et al, 2009) have blamed the gendered dimensions of organizational culture for the high turnover of women in engineering and technology-oriented organizations, while others (e.g., Gillard et al, 2008; Hafkin Huyer, 2007) argue that structural, cultural, interactional, and identity arrangements, even though irreversibly associated, are important classifications in understanding why women’s occupational segregation in engineering and technology-oriented fields can be fundamentally attributed to the gender subtext of organizations. Barriers to Gendered Occupation Equality in Technology Fields Many studies have be en conducted over time to understand the reasons behind the current gendered occupational segregation of women in engineering and technology fields. Kusk et al (2007) is of the opinion that women’s success in engineering and technology-related fields is often contingent upon them adopting an overtly male career pattern, implying that male domination in these sectors is barrier to entry of more women. This view is consistent with Morganson et al (2010) observation that the technology environment is often typified as a chilly environment, â€Å"†¦which tends to be male-dominated, highly impersonal and individualistic† (p. 169). According to these authors, the lack of support in the traditional engineering and technology working environments may be particularly destructive to women given that a number of researchers and theorists have continuously emphasized the fundamental importance of personalized relationships and interpersonal associations to women’s psyc hological development and well-being. The education system continues to be blamed for the swelling underrepresentation of women in technology-oriented fields, such as the telecommunication sector. According to Bhatia Amati (2010), girls in institutions of higher learning observe that there are few women in science and technology fields and, consequently, make a conclusion that a career trajectory in these fields is more suitable for men than for women. Indeed. Faced with the knowledge of both the bleak and subtle obstacles that face women in the male-dominated science and technology fields, girls in colleges and universities opt out of the disciplines and orient themselves for other fields that guarantee better opportunities of educational and career success. This view has been reinforced by Benson Yukongdi (2005), who observe that â€Å"†¦education, and particularly higher levels of education, has been denied to many women as families and society place more emphasis on wome n’s role as mother and homemaker† (p. 287). As a direct consequence, few women ever make it to technology-oriented occupations because these fields traditionally require higher levels of education. Historically, the image of technology fields have been perceived under the lens of complexity, time-intensive, challenging tasks, and involving machinery, and, consequently, both women and men continue to perceive engineering and technology fields as masculine both in nature and association (Kusk et al, 2007). Gillard et al (2008) describe how employees in telecommunication/ICT fields, interacting across time and space, are constantly obliged to work long hours to accommodate divergent time zones and regularly operate in crisis mode with strict project deadlines while having to continually update the job skills in response to rapid shifts in technology. In addition to these occupational demands, â€Å"†¦the mobile nature of these types of occupations often works to wome n’s disadvantage as they experience difficulties when faced with long hours, expectations of overseas travel, and participation in informal social networks† (Gillard et al, 2008 p. 271). Benson Yukongdi (2005) observe that even in instances where women have similar levels of education to their male colleagues, childbirth and family responsibilities implies that, for many women, gaining the pertinent and equivalent work expertise needed in technology-oriented occupations is impossible. Academics and industry view the gender pay gap as a strong contributing factor toward continued gender segregation of labour in science, engineering and technology sectors. As observed by Blau Khan (2007), women telecommunication engineers continue to earn substantially less than men even when they are tasked with the same responsibilities. Many research articles (e.g., Blau Khan, 2007; Franzway et al, 2009) have digested a positive correlation between gendered pay gap on the one hand a nd prejudice and discrimination on the other. Baron Cobb-Clark (2010) suggest that the notion of prejudice and its negative ramifications are readily transferrable to women versus men, while Etzkowitz et al (2010) conceptualized discriminatory preferences of women in engineering and technology fields as arising from an active desire by engineering-oriented organizations to maintain social distance from women due to their perceived family responsibilities, which negatively affect their performance and productivity. To reinforce this view of normalized discrimination in the workplace, Hatchel Aveling (2008) observe that many technology-oriented organizations are more likely to hire males than women, not mentioning that males working for these organizations are more likely than females to be given credit for ideas, concepts or work completed. According to Etzkowitz et al (2010), women are expected to work twice as hard to prove that they are capable of becoming productive telecommuni cation engineers, systems analysts and ICT experts. There is compelling evidence that women continue to be discriminated against in science and technology-oriented occupations due to their low levels of experience relative to men (Franzway et al, 2009). As rightly pointed out by Blau Khan (2007), â€Å"†¦the qualification that has proven to be quite important is work experience because traditionally women moved in and out of the labour market based on family considerations† (p. 9). Experience and the accumulation of skills that are fundamental in science and technology fields go hand in hand. Consequently, available studies (e.g., Blau Khan, 2007; Franzway et al, 2009; Deem, 2007) have demonstrated that women may particularly avoid career trajectories obliging large investments in skills that are distinctive to a particular endeavour mainly because of the fact that the returns to such investments are reaped only as long as the employee remains with that employer. Indee d, many employers may exhibit reinforced reluctance to hire women for such occupations because the organization bears some of the costs of such sector-specific training, not mentioning that their fear is further compounded by the fact that they may not get a full return on that investment due to higher turnover of women telecommunication engineers (Jones, 2010; Bhatia Amati, 2010). The lack of benefits perceived to be unique to women has worked to the disadvantage of women in technology-oriented fields. Indeed, Gillard et al (2008) posit that the majority of newly created technology and telecommunication occupations in developed as well as developing countries are predominantly found in the private sector, but the absence â€Å"†¦of benefits available means that women are unlikely to pursue these types of employment, instead having to opt for public sector work that is more likely to offer childcare provision, flexible hours, and maternity leave† (p. 272). As some gover nments formulate policies aimed at passing legislation for these benefits, which are perceived to encourage more women into technology and telecommunication occupations, the full responsibility for availing them often falls into the hands of private sector employers who are then inclined to discriminate against offering job positions to women in a bid to circumvent the financial cost of affording these services and benefits (Gillard et al, 2008; Baron Cobb-Clark, 2010; Franzway et al, 2009; Deem, 2007). Benson Yukongdi (2005) note that some organizations avail little in the way of family friendly policies or child care that would assist women professionals to deal with the role conflict arising from engagement with family related responsibilities as they perform organizational roles. According to Kusk et al (2007), â€Å"†¦explicit admittance of a belief in gender differences serve as a mechanism to sustain the status quo of the gender order by affirming current inequalities and prejudices as a natural difference† (p. 111). Women traditionally are perceived to be more oriented toward undertaking family responsibilities than engaging in paid labour. Where women engage in paid work, they nevertheless undertake major domestic responsibilities in addition to their organizational responsibilities. In many instances, as noted by Benson Yukongdi (2005), the gender-based division of family responsibilities and domestic work leaves women with few choices but to downsize their professional ambitions to fit with their family demands. In addition, some growth mind-sets have been found to influence girls into believing that they are not as good as boys in science and technology-oriented fields, and that men are more appropriate to venture into scientific careers than are women (Jones, 2010). Consequently, when girls and women take a stand that they only have a fixed amount of knowledge that is undesirable in scientific careers, they are more likely to believ e in the stereotype, lose confidence and self-belief, and eventually disengage from science, engineering and technology-oriented disciplines. This implies that women career trajectories in the mentioned disciplines become misplaced early in life due to the stereotype (Gillard et al, 2008; Schreuders et al, 2009). Inflexible and unfavourable organizational environment, reinforced by strategies and policies that are unfavourable to the progression of women in engineering and technology fields, have been blamed by leading scholars and practitioners as one of the foremost barriers to gendered occupational equality in these fields (Franzway et al, 2009). Indeed, Kusk et al (2007) observe that some of the best women telecommunication engineers are opting to retire early and set up their own businesses because they can create the type of environment that is free of unfavourable organizational policies and working environment. Encouraging Retaining Women in Technology Fields While it is cl ear that some of the issues and challenges contributing to gendered occupational segregation in technology-oriented firms represent the unique situation in a particular country, various studies have concluded that, in most cases, the problems and challenges are more universal in nature and scope (Benson Yukongdi, 2005). This implies that the solutions to the gender inequalities can also assume universal dimensions. Upon undertaking a comprehensive review of extant literature on continued occupational segregation of women in engineering and technology fields, Kusk et al (2007) noted that â€Å"†¦encouragement from family, friends, teachers and advisors is pivotal both in choosing and succeeding in engineering education† (p. 111). Blattel-Mink (2002) cited in Kusk et al (2007) posited that â€Å"†¦true gender equality requires both that those individual women in scientific subjects should have strong career orientation and that structural, institutional and cultural environs should become more welcoming towards women† (p. 111). Benson Yukongdi (2005) posit that increased access to educational opportunities for women, particularly in tertiary-level course, could deal a major blow to gendered occupational segregation in technology-oriented fields. Organizations and countries need to pass legislation that will minimize gendered occupational segregation in technology-oriented field as â€Å"†¦legislative reform constitutes an important component of any strategy to achieve equality in employment† (p. 289). According to these authors, legislation can be instrumental in setting up a community standard, not mentioning that it can serve to demonstrate acceptable behaviour. However, legislation cannot avail a swift remedy to the embedded gender equality segregation in technology-oriented fields, and can lead to manifold informal strategies to outwit the intent of such legislation. Countries also need to pass legislation that would all ow the girl child to have access to technology in elementary schools with a view to downgrade or diminish the gendered stereotype that a career in technology is only meant for men. According to Hafkin Huyer (2007), â€Å"†¦ICTs impact men and women differentially, and in almost all cases, women have many disadvantages that result in their having less access to technology and therefore less use of it† (p. 26). Etzkowitz et al (2010) observe that the access to technology in many countries across the world has allowed women to enhance their economic conditions, progress politically and widen participation in science and technology-oriented occupations for future generations. Benson Yukongdi (2005) are of the opinion that increased marketization of childcare and domestic work could assist women to achieve equal employment opportunities in technology-related sectors by neutralizing the division of domestic labour and the role expectations placed on women. Increasing the ran ge of governmental and organizational support mechanisms through marketization of these services will go a long way to assist women institute a more focused and equitable balance between work roles and family responsibilities. This notwithstanding, the role conflict experienced by women as they attempt to balance their domestic responsibilities and organizational roles will only be assuaged when more substantial social, cultural and attitudinal change transpires within society (Benson Yukongdi, 2005; Deem, 2007; Schreuders et al, 2009). Coping skills and strategies should be taught in institutions of higher learning to make girls understand the barriers and limitations that women in engineering and technology-oriented curricula face and the coping strategies known to be effective in these environments (Morganson et al 2010). These researchers posit that â€Å"†¦coping is a transportable skill that can continue to assist girls and women in overcoming barriers as they move forw ard in their careers† (p. 170). It is important to note that men and women cope in different ways; while men tend to cope by attempting to either alter the stressor (problem-focused coping) or ignore it totally (avoidant coping), women, in contrast, engage in social support coping. Consequently, women must rely on others in the work environment not only for emotional support but as a way to deal with work or family related challenges and seek assistance from others to overcome the stressors (Morganson et al, 2010; Schreuders et al, 2009). Lack of adequate social support coping mechanisms in technology-oriented organizations, therefore, may translate into recruitment of fewer women and higher turnover of women. Conclusion From the analysis it is clear that despite spirited attempts by governments and organizations to achieve equal gender representation in engineering and technology-oriented fields, the problem is far from over. In countries which have achieved tangible outcomes in narrowing down the gap, â€Å"†¦the steady increase in participation of women in science is marred by the tendency of fields to lower in status as women achieve equality of representation, and by continued resistance to women reaching positions of authority† (Etzkowitz et al, 2010 p. 83). Consequently, these negative progressions must be reversed if women are to enjoy the economic and social gains that are attached to the highly prestigious fields of science, engineering and technology. Collecting and analyzing data on why women fail to, make a tangible impact in these fields is a necessary prerequisite to achieving more gendered occupation equality in the industry. As noted in a report by the United Nations Development Programme cited in Hafkin Huyer (2007), â€Å"†¦without data, there is no visibility; without visibility, there is no priority† (p. 26). It is this understanding that provides the impetus for the next section, which aims to collect data t o analyze why there are few women employees in the telecommunications sector in Europe and Middle East. Summary of Conceptual Frame Work From the analysis and statistics, carried out in various regions globally, it is evident that careers which comprise of; technology, engineering, computer science, mathematics, physics, telecommunication and ICT, have little or no women in them. This is because of the gender disparity that is exorbitant in diverse societies globally (Baron 2010, p.203). Whereby, the believes in these societies, define different careers in terms of being feminine or masculine. This has affected women in making career choices, where most of the women find it odd to choose careers that are more masculine in the society than they are feminine. Moreover, even when women take technical occupations, the job market prejudices them because it prefers men to do masculine occupations. Organisational policies that do not encourage women on technical careers have watered down e fforts to eliminate gender segregation in occupations (Schreuders 2009, p103). Meritocracy, which is a strategy developed to eliminate occupational gender segregation, has also failed due to this same prejudice in the job market. The pipeline theory, established to maximize and increase the number of women in masculine occupation, also failed since women who acted in reaction to this theory, did not take masculine and technological occupations (schreuders 2009, p110) On the other hand, unusually many societies globally have painted technical courses masculine. However, despite this, most men have shown a lot of unfading interest in these courses. This has raised a real, crucial question why it is so. Various sociological researchers have answered this critical intriguing question. First, the greatest fear of a man is to become a failure, and for man to overcome this fear he has to find something that is sufficient so as to overcome this fear. Hence or otherwise, most men go for tech nical courses because they are more prestigious in the society and moreover because the job market is remarkably open and diverse for technical course (Franzway 2009, p96). In addition to that, there’s an enormous guarantee that technical courses offer jobs to men. All in all, men have majorly many family responsibilities in life, and so it is necessary for a man to take a course that will guarantee the security of his family sufficiently. However, this is not enough reason for occupational gender segregation in technical courses. Lastly, occupational gender segregation can be eliminated with time if the systems of various organisations and associations globally can be changed to be more feminine friendly in relation to technical careers (Franzway 2009, p103) References Baron, J.D., Cobb-Clark, D.A (2010). Occupational Segregation and the Gender Wage Gap in Private- and Public-Sector Employment: A Distributional Analysis. Economic Record, 86 (273), pp. 227-246. Benson, J., Yukongdi, V (2005). Asian Women Managers: Participation, Barriers and Future Prospects. Asian Pacific Business Review, 11 (2), pp. 283-291. 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The Gender Subtext of Science, Engineering, and Technology (SET) Organizations: A Review and Critique. Women’s Studies, 37 (3), 284-316. Schreuders, P. D., Mannon, S.E., Rutherford, B (2009). Pipeline or Personal Preference: Women in Engineering. European Journal of Engineering Education, 34 (1), pp. 97-112. Schweitzer, L., Ng, E., Lyons, S., Kuron, L (2011). Exploring the Career Pipeline: Gender Differences in Pre-Career Expectations. Industrial Relations, 66 (3), pp. 422-444. This dissertation on Women in Technology Fields was written and submitted by user Diamond Bishop to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.