Historiography Essay on Slavery - 1672 Words

Historiography Essay on Slavery Frederick Douglass was born a slave on Maryland’s Eastern Shore. As a boy, Douglass learned to read and write while working as a house servant in Baltimore. In 1838, he made his way to freedom and went to New York City, where he soon married a free black woman named Anna Murray. After escaping from slavery, Frederick Douglass became a leader of the abolitionist movement, garnering praise for his incredible skills as an orator. His great speaking skills led him to write several autobiographies, his first one being Narrative of the Life of Frederick Douglass. After returning from a successful speaking tour in Europe, Douglass worked on his antislavery newspaper, The North Star. During the Civil War,†¦show more content†¦Happy slaves did not have much of a reason to rebel for independence, so Phillips argued that most slave resistances were not so much a cry for freedom, but a form of labor negotiation between the slave and the sla ve owner. According to Phillips, â€Å"acquiescence was easier than correction,† (Phillips, 306). If slaves complained that their tasks were â€Å"too heavy,† then the easiest solution was to â€Å"reduce the schedule† (Phillips, 306). Phillips’s implication suggest slaves to be naturally docile and willing to work under most conditions, where in actuality most slaves lived unhappily and slave owners did not care about the slave’s working conditions. Douglass’s fight against Mr. Covey supports Stampp’s argument in â€Å"A Troublesome Property,† that slaves were treated harshly and any act of opposition from slaves was a sign of rebellion and the desire for freedom. Stampp’s depiction of the tension between a slave and a slave owner matches Douglass’s description of Mr. Covey and himself. Stampp agrees with a white man who says that the desire for freedom â€Å"exists in the bosom of every slave† (Stam pp, 260). Stampp says that rebellion, no matter how subtle, is not lesser than the daring â€Å"thrusts of liberty† (Stampp, 261). Constant resistance to their master’s authority makes them â€Å"troublesome property† (Stampp, 261) in the eyes of their owners. According to Stampp, attempts to overwork or punish a slave by aShow MoreRelatedSouthern Secession and the Causes for the Civil War1025 Words   |  4 Pagesthe â€Å"South† really were. The different sections of the South had varying degrees of investment into the institution of slavery and by extension varying degrees of interest in secession. Even within the Deep South States, there were those who wanted to avoid secession and maintain the Union. Road to Disunion shows the actions and events surrounding a handful of influential pro-slavery and pro-secession people who helped shape the events leading to the Civil War. Secessionists Triumphant 1854-1861 isRead MoreRobert E. Lee s Life1237 Words   |  5 Pagesnearly saint-like, nearly clairvoyant with his defensive actions. Modern historiographies of Lee vary from the earlier works written as they seem to look more into the man, rather than the legend. Earlier biographies of Lee interpret him to have been born in near perfection, a noble and honorable man, as well as a brilliant soldier. His childhood is either not mentioned or described as carefree and happy; his opposition to slavery is described as whole-hearted and intense; and his marriage to Mary CustisRead MoreMirrored Worlds1566 Words   |  7 Pagesmother as she is unable to make enough money to take care of herself, her lover, and her child. Frado is then left at the house of the Bellmonts who are a white northern family. Also worth mentioning is that this story takes place during a time when slavery was not practiced in the North. The most prominent similarity is that both of these works can be read as captivity narratives. Mary Rowlandson’s narrative is recognized as one of the earliest and most famous captivity narratives and it is easyRead MoreThe Battle Of The Civil War1627 Words   |  7 PagesThere is a long-standing debate over the causes of the Civil War in which one popular view is that it was a war waged to end slavery, while the other view, usually more sympathetic to the South, is that the contention was over states rights (in the interest of self-determination instead of subservience to the federal government). This is an interesting disagreement, because it implies a disagreement regarding which of the two sides was actually fighting for freedom. Despite the implicit oppositionRead More The Importance of History Essay992 Words   |  4 Pagescenturies between the writers, readers, and the makers of history. It is a vital topic which should be relevant in our lives because it?s impor tant to acknowledge past events that have occurred in our world that deeply influences the present. This essay will discuss what history is, and why we study it. History is the study of past events leading up to the present day. It is a research, a narrative, or an account of past events and developments that are commonly related to a person, an institutionRead MoreAnalysis Of William Du Bois s The Soul Of The Black Folk Essay1960 Words   |  8 PagesHistoriography has changed immensely since the beginning of the historian profession. Times of conflict can result in the approaches of historiography changing in a short period. By the end of the nineteenth century, he writing of American history had changed from consensus to progressivism. This opened up a new form of writing and opportunities to include different approaches or fields, such as science, economics, political science, and sociology, to help the understanding of the topic. In 1903Read MoreCivil Rights Activist. B. Du Bois1789 Words   |  8 PagesCivil War which is known as Reconstruction. The era itself is well known for its lack of objectivity in the ways it has been viewed b y white historians prior to the publication of this book in 1935. Du Bois book, Black Reconstruction in America: An Essay Toward a History of the Part Which Black Folk Played in the Attempt to Reconstruct Democracy in America, 1860–1880 attempts to revise the writings of pervious historians, who were devoted to their own sectional causes, partisan viewpoints and racistRead MoreRobert E. Lee s Life3560 Words   |  15 Pagesnearly saint-like, nearly clairvoyant with his defensive actions. Modern historiographies of Lee vary from the earlier works written as they seem to look more into the man, rather than the legend. Earlier biographies of Lee interpret him to have been born in near perfection, a noble and honorable man, as well as a brilliant soldier. His childhood is either not mentioned or described as carefree and happy; his opposition to slavery is described as whole-hearted and intense; and his marriage to Mary CustisRead More`` Blue Moon Of Kentucky ``1792 Words   |   8 Pageshistorians and new ideas produce intensely researched studies frequently published. â€Å"A Forgotten Shade of Blue: Measuring Whig Tradition, Republican Support, and Constitutional Unionism in Southeast Kentucky, 1840-1876† will add to that large historiography with the examination of a long ignored and unusual regional loyalty within a border state. Appalachian residents, and how they responded to the Civil War, is a topic of growing historical interest among academic historians. Studies that examineRead More Outside the Teaching Machine by Gayatri Spivak2753 Words   |  11 Pagesthe discipline now† (56). [Spivak 1993, p. 56). ----- 1993, Outside the Teaching Machine, Routledge, New York]. In her much quoted and much maligned essay â€Å"Can Subaltern Speak?† Spivak also questioned the very possibility of speaking from the margin without the mediation of metropolitan elitist discourse. Although Spivak’s assertion in the essay has generated productive debate in the context of the work of Indian subaltern studies in particular and postcolonial studies in general, she also raises

Gang Violence The Story Of Jumoke Johnson - 2010 Words

Gang Violence: The Story of Jumoke Johnson, Jr. The lives of children are greatly influenced by the environment they grow up in, and the people they come in contact with. For years, psychologists, researchers, and social workers have studied children, and why they do what they do. All have developed many different perspectives on how to view social problems and the development of individuals. The Social Problem For three generations the Johnson family has been involved in drug dealings, shootouts, and gangs (Burger, 2012). Jumoke Johnson was slated to break the streak as he reached his senior year of high school. The Chattanooga Times Free Press writer, Beth Burger (2012) followed the teen to document his life in high school. The†¦show more content†¦The police thought his influential personality is what raised him in the ranks of the Rollin’ 60 Crips gang of Chattanooga. When he graduated in 2012 a private investor paid for him to be sent to Miles College in Fairfield, Alabama (Wiseman, 2015). He was kicked out after one semester and came right back to Chattanooga where he got involved in a cocaine conspiracy that landed him in federal prison (Wiseman, 2015). Wiseman (2015) writes he was sentenced to sixty-five months with four years supervised release, and ordered to complete 500 hours of alcohol and drug treatment. In 2017, Jumoke Johnson escaped from a federal hal fway house on McCallie Avenue and disabled his GPS monitor (Bradbury). Less than a week later, he was shot and killed in a gang related incident on January 20, 2017. Systems Perspective In society, there are groups that interact with each other. They may be families, churches, government agencies, or anything in between. Those groups can be defined as systems, and in the systems perspective that is what they are referred to (Hutchison, 2017). In the 1960s, Ludwig von Bertalanffy developed the general systems theory in relation to biology, but it was widely publicized and used for various subjects (Hutchison, 2017). Hutchison (2017) summarized Bertalanffy’s theory by saying, â€Å"any element is best understood by considering its interactions with its constituent parts as well as its interactions with larger systems of which it is a part.† (p.

Are Earthquakes Becoming More Frequent GCSE Case study Free Essays

During this case study, I will be investigating a question: are earthquakes are becoming more frequent? Throughout this investigation, I will be explaining how earthquakes are detected, how they are caused, presenting an argument for and against this debate etc. At the end of my case study, I will formulate an opinion based on the evidence that I have gathered. I will also be questioning the reliability of my sources of information. We will write a custom essay sample on Are Earthquakes Becoming More Frequent: GCSE Case study or any similar topic only for you Order Now If you want to analyse the sources yourself, the links to the websites will be available on the bibliography page. I will also acquire statistics to further support the argument being made by both sides. Diagrams will give visual aid to help understand this controversial issue. (Picture of earthquake damaged buildings) What are earthquakes? Firstly, Earthquakes are usually caused when rock underground suddenly breaks along a fault. This sudden release of energy causes the seismic waves that make the ground shake. When two blocks of rock or two plates are rubbing against each other, they stick a little. They don’t just slide smoothly; the rocks catch on each other. The rocks are still pushing against each other, but not moving. After a while, the rocks break because of all the pressure that’s built up. When the rocks break, the earthquake occurs. During the earthquake and afterward, the plates or blocks of rock start moving, and they continue to move until they get stuck again. The spot underground where the rock breaks is called the focus of the earthquake. The place right above the focus (on top of the ground) is called the epicenter of the earthquake. (picture showing epicentre of earthquake) Earthquakes can cause a lot of damage. Earthquakes have the power to uproot trees and send them crashing into buildings. They can trigger landslides and avalanches, and cause flooding and tsunamis. Human structures are also at risk. It is interesting to note that tall buildings will sustain the least damage if they are located directly at the epicenter. This is because they can withstand the up-and-down motion of P-waves. S-waves, on the other hand, occur far away from the epicenter, and cause the greatest stress by shaking buildings from side to side. These buildings are often knocked off their foundations. (Diagram of P and s-waves) How to cite Are Earthquakes Becoming More Frequent: GCSE Case study, Free Case study samples

Makeovers R Us Risk Management Samples †MyAssignmenthelp.com

Question: Discuss about the Makeovers R Us Risk Management. Answer: Risk Management Planning Outline The risk management process will comprise of five major steps which are listed and described below. Risk Identification: The risks will be identified by determining the project factors involved and on the basis of the information collected through processes, such as interviews, brainstorming, observation, and documentation. The risks are will be listed on the basis of their risk category and type. Risk Analysis: The risk analysis step will be carried out on the basis of the identified risks. The risks will be listed and the likelihood, impact, and score will be assigned to every risk in the list. Risk Evaluation Prioritization: The risks will be evaluated on the basis of the risk score and will also be classified as acceptable and non-acceptable. The priority will be assigned to every risk. Risk Treatment Response: The risks that will be classified as non-acceptable will be assigned with a treatment and response strategy and the same will be applied to treat the risk. Risk Monitoring Control: The application of the treatment strategy will be monitored using the automated tools and review processes. The application of managerial control will also be involved in this step. Brief Description The project is being carried out by Makeovers R Us, an organization that has expertise in managing renovations of houses and gardens. The project client is Cecile, an accountant who wishes to get her kitchen renovated. The kitchen has to be renovated completely and there are specifications that have been listed out by Cecile. The decision on the selection of the contractor of the project by Cecile is based on the project schedule as five weeks, best storage solution, and reasonable temporary kitchen space. Tools, Techniques, and Processes The risk management process will have five phases involved as risk identification, risk analysis, risk evaluation and prioritization, risk treatment response, and risk monitoring control. The tools and techniques that will be involved in the process will include information investigation techniques as interviews, brainstorming, observation, and documentation. Root Cause Analysis is a technique that will be applied on the risks identified to find out further risks along with the checklist analysis. Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis will be applied to under the project factors and to determine the risks. Data analytics tools will be used in the risk analysis process. Probability and impact analysis will be carried out to understand the risks that may require an immediate response. Positive Risks The primary criteria for Cecile are to ensure that the renovation of her kitchen is done in the specified project schedule and allocated budget. These two constraints may be used as an opportunity to fulfil the project objectives and turn the risks in the positive areas by accomplishing the project activities before the estimated schedule and under the estimated budget. There will be specific duration assigned to each of the project activities and the application of the efforts in the accurate direction will ensure that the project activities are completed within or before the schedule estimated. The same approach may be used in terms of the budget along with the negotiations with the suppliers and vendors. Consequence Likelihood Risk Consequence Rating Description of Possible Consequences Schedule Risks (Positive) High Positive feedback by Cecile and enhancement of organizational reputation Budget Risks (Positive) High Positive feedback by Cecile and enhancement of organizational reputation Technical Risks Moderate Disruption in the execution of project activities causing delays Environmental Risks Critical Inability to carry out renovation tasks due to poor weather conditions or other environmental changes Operational Risks Moderate Execution of the operational task that may not be rolled back Risk Likelihood Rating Description of Possible Likelihood Schedule Risks (Positive) Low Application of the effort in correct direction with resources outperforming their usual efficiency and productivity levels Budget Risks (Positive) Low Drop in the prices of tools and equipment, completion of project activities before estimated schedule, negotiations with the suppliers Technical Risks Moderate Breakdown or fault in the technical tool or equipment Environmental Risks Moderate Natural hazards, breakdown of electrical/power supply Operational Risks High Operational error by a resource Quantitative Risk Analysis Technique Decision tree analysis will be used to understand the possible risks, the alternative and the conditions that may impact the likelihood and consequences of the risks. A tree-like structure will be represented comprising of all the risks and the specific alternatives involved. Expected Monetary Value (EMV) analysis will be used as a risk analysis technique to calculate the outcomes of the risk situations identified. The monetary impact of the risk situations will be assessed through this technique. Risk Response Template The following template shall be used to provide risk response. Risk Register Risk Consequence Rating Critical 5 High 4 Moderate 3 Low 2 Insignificant - 1 Likelihood Rating Critical 5 High 4 Moderate 3 Low 2 Insignificant - 1 Risk Score (Consequences x Rating) Risk Response Strategy Schedule Risks (Positive) High Low 8 Risk Acceptance Budget Risks (Positive) High Low 8 Risk Acceptance Technical Risks Moderate Moderate 9 Risk Transfer Environmental Risks Critical Moderate 15 Risk Mitigation Operational Risks Moderate High 12 Risk Avoidance Risk Monitoring Control The risk register, results of gap analysis, and the list of approved change requests will be required for the purpose of risk monitoring and control. There will be techniques required for risk monitoring and control. The risk reassessment shall be done to understand the changes that may have happened in rating during the project lifecycle. Risk audits shall also be done to understand the effectiveness of the review process. Variance analysis must be done to find out the schedule and budget variance. The process shall also involve status meetings and reporting activities so that the risk status and the pending effort to be applied may be monitored and evaluated. Outline of the Report Element Identify Project Risks If specific volume or frequency is not stated , the evidence must be provided at least once Context Date of Observation/ Comments Satisfactory (Please Tick) Determine the risk objectives and standards for the project Risk Identification Step 28-02-2018 P Establish risk context and identify project risks Risk Identification Step 28-02-2018 P Classify project risks according to risk categories Risk Identification Step 28-02-2018 P Element Analyse Project Risks If specific volume or frequency is not stated , the evidence must be provided at least once Context Date of Observation/ Comments Satisfactory (Please Tick) Determine risk analysis classification criteria and apply to a risk ranking system for a project Risk Analysis Step 07-03-2018 P Follow risk analysis processes to analyse and qualify risks , threats, and opportunities that apply to a project Risk Analysis Step 07-03-2018 P Determine risk priorities and document the outcomes of risk analysis in a risk register Risk Analysis Step 07-03-2018 P Contribute to the development of a risk management plan Risk Analysis Step 07-03-2018 P Element Establish risk treatment and controls If specific volume or frequency is not stated , the evidence must be provided at least once Context Date of Observation/ Comments Satisfactory (Please Tick) Identify and document existing controls used for project risk management Risk Treatment Control Step 14-03-2018 P Consider and determine risk treatment options using agreed consultative methods and record outcome Risk Treatment Control Step 14-03-2018 P Update risk plans, allocating responsibility to appropriate team members Risk Treatment Control Step 14-03-2018 P Element Monitor and control project risks If specific volume or frequency is not stated , the evidence must be provided at least once Context Date of Observation/ Comments Satisfactory (Please Tick) Develop a process to review risk processes on a regular basis Risk Monitor Control Step 14-03-2018 P Develop strategies to monitor risk environment to identify changes circumstances impacting project risks Risk Monitor Control Step 14-03-2018 P Determine risk response to an identified change to circumstances Risk Monitor Control Step 14-03-2018 P Implement a risk response plan and modify plans to maintain currency of risk treatments and controls Risk Monitor Control Step 14-03-2018 P Element Assess risk management outcomes If specific volume or frequency is not stated , the evidence must be provided at least once Context Date of Observation/ Comments Satisfactory (Please Tick) Review project outcomes to determine effectiveness of risk management processes and procedures Assessment of Risk Management Outcomes 21-03-2018 P Identify and document risk management issues and recommended improvements for application to future projects Assessment of Risk Management Outcomes 21-03-2018 P Evaluation Criteria The risk management plan and its associated processes, policies, procedures, tools, techniques, and activities developed for Makeover R Us project are required to be evaluated. The evaluation process is carried in the monitoring and control phase of the project to come up with the positive and negative aspects along with the areas of improvement. The following evaluation criteria are used to understand the risk management plan and its associated mechanisms. Effectiveness: The risks associated with the project along with their status and completion will be assessed. Achieving project goals and objectives: The ability of the project to achieve its goals and objectives will be determined on the basis of the risks generated in the project and the treatment strategy. Impact: The impact of the risk management process and procedure on the project will be evaluated. Cost Variance: The actual and estimated values of the project costs will be analysed. The increased gaps will indicate the failure of the risk management plan and process and vice versa. Schedule Variance: The actual and estimated values of the project schedule will be analysed. The increased gaps will indicate the failure of the risk management plan and process and vice versa. Evaluation of Risk Management Processes The risk management process that has been used in the project has been illustrated below. The risks identified in the project are schedule risks, budget risks, technical risks, environmental risks, and operational risks. The risks management process has been evaluated as per the criteria above. Risk Name Effectiveness Project Goals Objectives Impact Cost Variance Schedule Variance Schedule Risks The risk has been treated using the risk avoidance and acceptance strategy by regular reviews and inspections. The negative impacts could be controlled as a result. The positive impacts were incorporated. The risk status is now closed. The risk did not have any negative effect on the project goals and objectives. The impacts were positive as the project activities could be completed before the estimated schedule. Less than 10% - within the tolerable limits Less than 10% - within the tolerable limits Budget Risks The risk has been treated using the risk avoidance and acceptance strategy by regular reviews and inspections. The negative impacts could be controlled as a result. The positive impacts were incorporated. The risk status is now closed. The risk did not have any negative effect on the project goals and objectives. The impacts were positive as the project activities could be completed within the estimated budget. Less than 10% - within the tolerable limits Less than 10% - within the tolerable limits Technical Risks The risk has been treated using risk transfer as the response strategy. The risk status is now closed. The risk did not have any negative effect on the project goals and objectives. The negative impacts were controlled due to implementation of risk management processes. Less than 10% - within the tolerable limits Less than 10% - within the tolerable limits Environmental Risks The risk has been treated using risk mitigation as the response strategy. The risk status is now closed. The risk did not have any negative effect on the project goals and objectives. The negative impacts were controlled due to implementation of risk management processes. Less than 10% - within the tolerable limits Less than 10% - within the tolerable limits Operational Risks The risk has been treated using risk avoidance as the response strategy. The risk status is now closed. The risk did not have any negative effect on the project goals and objectives. The negative impacts were controlled due to implementation of risk management processes. Less than 10% - within the tolerable limits Less than 10% - within the tolerable limits Evaluation of Policies Procedures The objectives of the risk management plan and mechanisms were to make sure that the project goals and objectives could be achieved as per the estimated budget and schedule. The risk management policies and procedures could be achieved as none of the risks are in the open state and there are no negative impacts of any of the risks identified. There were changes that had to be implemented to avoid, mitigate, and control the risks. The cost and schedule variance calculated in each case is less than 10%. As a result, the risk management policies and procedures are found to be effective, impactful, and adequate. Evaluation of Tools Techniques There were various techniques that were used in the process of data gathering and collection for identification and assessment of the risks. These techniques included surveys, interviews, observations, domain analysis, and brainstorming sessions. These techniques allowed the members of the project team members to have the data and information sets to prepare the list of the risks and to treat the same. Theproject management methodology asProject Management Body of Knowledge (PMBoK) was applied in the project and risk management knowledge areas was used to treat the risks. The analysis techniques, such as SWOT (Strengths, Weaknesses, Opportunities, and Threats), Pareto chart, and Cause Effect diagrams were used to assess and evaluate the risks. Areas of Improvements The evaluation process also highlighted some of the areas that could be improved in the process of risk management. The first area is the use data analytics tools in the process. These are the automated tools that may be applied on the data and information sets to identify the associated patterns and trends that may be involved. These tools should have been used in the process of risk identification and risk assessment. The use of these tools would have provided the patterns that would have led to better prevention and treatment of the risks for root cause analysis. The second areas that are suggested for improvement in the risk management plan and process is the use of other automated tools for risk monitoring, control, and reporting. There are risks reporting tools that have been developed and should have been integrated so that risk reports were prepared and circulated to keep a track of the process.

Beginning Psychology Essay

Beginning Psychology Essay Beginning Psychology Essay 1. Define "psychology." - The scientific study of mind and behavior. 2. Explain why using intuition about everyday behavior is insufficient for completely understanding the causes of behavior. - There are a variety of biases that often influence our perceptions and lead us to make the wrong conclusions. 3. What are empirical methods? What is the scientific method? How do the two relate? Empirical method is a way to collect and organize data and draw conclusions, like trial and error. Scientific method is one form of empirical. Scientific method is set rules and procedures that scientists use to conduct empirical methods. 4. Name the three levels of explanation (perspectives) in psychology, and the process underlying each one. Give an example of each related to success in college. Lower – biological / A person born to very intelligent parents would be more likely to be successful in college. Middle – interpersonal / A parent can teach their child how important it is to study and encourage good grades. Higher – cultural / Other countries are more aggressive with teaching and how much time children spend at school and have higher expectations from their students. 5. List and define the four challenges of studying psychology. Individual differences – Each person is unique. One person could go into a deep depression after losing a loved one while another grieves and moves on displaying only slight symptoms of depression. Multiply determined – There is rarely just one reason for certain human behavior (violence, child abuse). Linked causes – The causes of certain behaviors are often linked so that is it difficult or impossible to decipher which reason has the most effect. Unconscious processes - Reasons we are unaware of, one example is repressed memories. 6. List and define the five most important questions that psychologists address. Nature vs. nurture – The difference between what is inherited (genes) and our environment. Free will vs. determinism – The difference between having control over one’s own actions or more influenced by factors out of one’s control. Accuracy vs. inaccuracy – The determination that people have the ability to make good decision when those decisions could actually be effected by personal preferences and biases. Conscious vs. unconscious processing – to be aware of what is causing our actions as opposed to being unaware of why we sometimes act the way we do. Differences vs. similarities – Are there differences between men and women? Differences because of culture or ethnicity? Or are we all basically the same? 7. What is structuralism, developed by Wundt? What method did structuralists use to study the mind? What were the limitations of that method? What are the two â€Å"firsts† accredited to structuralists? Structuralism is the study of the conscious psychological elements. Structuralists used introspection, participants explained their experiences while completing tasks. The limitations were that instances where participants could not explain how they came up with answers for a simple math problem, the unconscious process. The realization of the unconscious process was one â€Å"first†. Another â€Å"first† was that Wundt discovered it took a person longer to report a stimulus rather than just respond to it. 8. What is functionalism, developed by James? What field of psychology developed out of functionalism? What is the major imitation of that field? Functionalism was to figure out why animals and humans develop particular psychological aspects. The field of evolutionary psychology developed from functionalism. Its major limitation is that we cannot predict which psychological characteristics our ancestors possessed. 9. What is the field of psychology that Freud developed? What is the general influence of this approach? What central ideas from that field are still important to psychology today? The field Freud developed was psychodynamic

Vandalistic Behavior,Bullying and Violence on Campus Essay Example

Vandalistic Behavior,Bullying and Violence on Campus Essay Example Vandalistic Behavior,Bullying and Violence on Campus Essay Vandalistic Behavior,Bullying and Violence on Campus Essay Abstract American Campus was and is usually idealized to be a sanctum for academic study. However, beneath the semblance of peaceful ivory tower, American campus nowadays is on and off plagued by an alloy of miscellaneous violence which has increasingly become a serous social problem. On the one hand, violence is taking place on American campus on a more frequent basis, and on the other hand, the way the violence is committed tends to be crueler, more violent and traumatically hurtful. In view of the increasingly worsening situation, it would be of enormous significance o look into the nature and scope of current violence on American campus and reveal the root causes for campus violence. This thesis presents the vandalistic behavior, bullying, sexual violence, hate violence, and mass murder as the typical violence typology on campus. According to the social learning theory, violence is interpreted as an outcome of students appropriating from their environments and popular culture aggressive behavior. Drawing upon the social learning theory, this thesis looks into a complex set of social factors that give rise to campus violence in the U. S. including the violence cult, gun ownership, and social tension factors such as racism, sexism and religious conflicts. Despite decades- long efforts taken by American society to combat violence, the adverse trend has not yet been reversed, or is likely to be in the foreseeable future. The underlying reason in that respect lies in some cultural, political and social forces deep-rooted in the American culture, which make the campus violence disease determinedly intractable, or even ineradicable. In this sense, to understand campus violence is in fact to understand American culture and society. Key words: Campus Violence, Social Learning Theory, American Society, Causes and Typology Behaviors. Shooting. ? Campus Violence.. . 16 2. 2. 2 Violence on Mass Media. Campus. Tension.. ? RootsContents American Campus Violence: an Overview. 5 1 1 1 Chapter One . 5 1. 2 Campus Violence .. 7 1. 2. 1 Vandalistic .. 8 1. 2. 2 .. 8 1. 2. sexual .. 9 1. 2. 4 Hate .. 10 1. 2. 5 Mass Murder/ .. 11 1. 3 Summary .. 12 Chapter Two Causes of 14 2. 1 The Theories on .. 14 2. 2 Violence . 16 2. 2. 1 Violence Cult in American .. 18 2. 2. 3 Violence cult on .. 20 2. 3 social .. 22 2. 3. 1 .. 252. 3. 3 .. 27 2. 4 Easy Access to . . 29 Chapter Three The Intractable Nature Gun.. of Campus Violence.. 33 3. 1 Cultural Legacy: Radical Individualism. 33 3. 2 Political Clout: Pro-Gun Interest Group. 6 3. 3 Social Institution: Escalated Social Conclusion. Bibliography. ? .. 421 Introduction For many years, c ollege campuses have been viewed as an ivory tower that is insulated from violence. In actual fact, however, the notion of the campus as a crime- free oasis is a myth, as in the case of the United States. Not only does violence or crime at large affect schools and colleges themselves in America, but in some respects its campuses have become fertile ground for violent or criminal behaviors that permeate beyond campus. The sharp escalation of youth violence from the mid-1980s to the early 1990s led to the descriptions of it as unprecedented (Federal Bureau of Investigation, 1992), as epidemic (Tolmas, 1998: 483-492; U. S. Department of Health and Human Services, 2001), and ubiquitous (Tolan, 2001), respectively. In 2005, the FBI declared 2,712 known violent crimes in the universities and colleges across all states. According to the estimates by the Department of Justice, the number of Juveniles arrested for violent crimes will double by the year 2010(Snyder Sickmund, 2006: 1 11). With the escalation of campus violence, many scholars have made great efforts to study the problem from different perspectives. Deanna C. Linville, for example, examines how extracurricular activities, such as participation in non-school clubs, religious activities, exercise frequency and number of sports team memberships relate to rural youth violence (2005: 483-492). Ann Bellotti attributes the etiology of violence in the college and university setting to beliefs, attitudes, and behaviors which may predispose, enable, and reinforce violence (1995: 105-123). Thomas W. Farmer and Elizabeth M. Z. Farmer suggest that aggression and school violence involve the contributions of both school social dynamics and the evelopmental histories of youth who are at risk for involvement in antisocial behavior (2004: 377-396). In these earlier studies on campus violence, there is a tendency to define the scope of the problem of campus violence narrowly, and this is likely to impede the understanding of the phenomenon and its dimensions, and compromises efforts to respond to it. In reaction to such limitation in previous studies, this thesis puts forward an integrated definition of campus violence by encompassing2 not only the violence resulting in physical harm but also the psychological or emotional trauma caused by it. Apart from putting forth an expanded definition to guide a comprehensive recognition of the problem of campus violence, this thesis draws upon the social learning theory to examine and analyze campus violence in the United States from the social, historical and cultural perspectives. In Chapter One, the author points out the conventional definition of campus violence which focuses on the visible physical harm produced by violence but neglects the psychological harm. Moreover, the usual definition ignores the thesis puts forth a more integrated definition of campus violence, and based on the efinition, presents hate and sexual violence that are driven by racism and sexism in society. Apart from that, campus bullying and mass shooting are two types of campus violence that have come to the forefront of the publics attention. Chapter Two proceeds to probe into the social factors that give rise to campus violence. Drawing upon the social learning theory, the thesis emphasizes that the social and cultural environment where a person is exposed to plays an influencing part in a persons behavior. Campus is a microcosm of society at large and the violence cult of America constitutes the fundamental cause of American campus violence. In At Zero Tolerance, Ronnie Casella concluded the cause of violence as follows: The United States has yet to view violence as an outcome of a national history that has been violent, of an economic system that creates the social isolation and hopelessness that causes some violence, and a culture that has come to accept and even prosper from everyday forms of aggression against the less powerful in the world. Unfortunately, this context of violence is not even recognized until it is the white and middle-class kids who become embroiled in the mayhem (2001:37). 3 However, the origins of violence lie in a complex set of influence. No single factor can provide the definitive answer to the question of why students commit violence so often and so casually. In addition to the violence cult, other social factors contributing campus violence need to be taken into account. A sample of 222 African American, Mexican American, or European American undergraduate students completed questionnaires as sessing lifetime exposure to interpersonal violence and current levels of psychological distress. The frequency of interpersonal violence was high: 39. 2% of the students reported direct exposure to at least one violent, nonsexual life event and 43. % reported at least one violent sexual experience. 14% of the participants had lifetime diagnoses of post-traumatic stress disorder, with the highest reported rate occurring for the African Americans, who also reported more violent sexual and nonsexual experiences and higher levels of psychological distress. Women reported more direct sexual experiences whereas men reported more nonsexual violent events (Satcher, 2001 : 7). Given that the respondents who had been victimized all came from minority groups, and that the female respondents were the easy targets of sexual violence, this sample indicates that racism and sexism are still irectly or indirectly causing campus violence. Moreover, the campus simply reflects the greater problem in society, where firearms are used in 60% of homicides, 41 % of robberies, 23 % of aggravated assaults, and 10 % of rapes (Espelage Swearer, 2003: 365-383). The easy access to gun is another factor that facilitates the prevalence of campus violence. Chapter Three looks into the forces deep-rooted in American society that makes the eradication of violence on campus difficult or even impossible. This is approached from three aspects: cultural, political and social. First, the thesis argues that ndividualism, as a highly lauded cultural legacy of the nation, bestows excessive freedom to the individuals. Secondly, with the gun interest group pursuing lucrative profits and backing up the gun ownership, gun acquisition wont be restricted within a short time soon. Finally, as the social tension resulting from the racial, sexual as to remain unchanged in a foreseeable future. As campus violence worsens off, it is worth attention and serious research work by related scholars and campus authority. This paper is a tentative attempt in this direction, intended to shed some light on the study of American campus violence. Chapter One American Campus Violence: an Overview 1. 1 Definition Campus violence has been present on American campus ever since the existence of campus and it has become one of the trickiest and the most serious issues in American society. Each year the boundaries of violence extend. Many scholars have studied the subject and formulated their own versions of definition for campus violence. The concept of violence literally means physical force used to inflict injury or damage. It connotes an intense manifestation of strength, usually involving some severe physical effects. As Gerald Priestland says, he essence of violence is that physical power is deliberately employed, with the ultimate sanction of physical pain, and little choice but surrender or physical resistance(1974: 19). And the archetypal act of violencethe image that we are likely to have of it-is something like punching someone on the nose, or stabbing them, or beating them. Accordingly, campus violence is conventionally defined as the use of force, often extreme physical force, by a student toward other people or himself/herself that results in harm. Berg defined violence in the campus setting as the use or threat of physical force with the ntent of causing physical injury, damage or intimidation of another person (2000:18). However, this kind of definition omits two critical elements of harm. First, it excludes the emotional and psychological pain that results from dominance of some over others. Violence on todays campus is more insidious, invisible, and psychologically harmful and can be done in a more explicitly civilized manner. Without sustaining actual physical force, one can still fall easy prey to violence, such as the tacit violence, discriminatory trauma and psychological abuse; second, the said definition ignores the violence of social process that produces ystematic social injury, such as that perpetuated through institutionalized racism and sexism. According to the theory of social learning initiated by Albert Bandura, individuals imitate as well as interpret and6 interact with the message of society. [P]eople are not simply reactors to external influences; they select, organize, and transform the stimuli that impinge upon them(1977: 89). In the case of campus violence, people living in an environment that prescribes certain violence standards or practice as normative will be nurtured to accept and come to terms with these acquiesced practices of violence. It should be noted that both racial and sexual violence are not rare across American campus. The implicitly rampant racism, sexism and religious discrimination in society result in hate violence with regard to race, sexuality and religion. The hate violence tends to exert on individuals or groups adverse psychological or mental impact, which might be more harmful than physical harms. For example, gender discrimination has been shown to create harmful effects on female students learning experience. When a teacher favors male students over females, because of the formers seemingly extroverted classroom participation, they eelings of inadequacy, anger, and long-term depression. As a result, the conventional definition of campus violence neglects harmful institutionalized social and educational processes, including acts and processes of institutionalized racism or sexism, other discrimination, labeling and tracking, sexual harassment, and predation (Henry, 1999: 18). Based on this analysis, when enumerating the concrete violent acts on campus, it is not adequate to assume that physical violence such as shoving, pinching, hitting, fghting, or aggravated assault cover the whole spectrum of ampus violence to the neglect of such hidden violence as verbal and psychological abuse, racially, sexually and religiously driven hate crimes that produce psychological harms other than physical injuries. Moreover, it should be noted that the exercise of the power to harm, as mentioned earlier, can also be accomplished by such factors as sexism, ageism and racism. The overlook of these broader dimensions of campus violence causes the missing of much of the content and many causes of violence on campus. In order to have a7 more accurate concept of campus violence, a more integrated definition of campus iolence is necessary. A more accurate and integrated definition should first of all replace the term force with power and by suggesting that violence is the use of power to harm another, whatever form that takes. So, the key point here is the use of power and the harm it causes when applied in a wrong way. Power is easy to understand. When broadly defined, it means the capacity to bring about change. It takes many forms, comes from many places and is measured in many ways. What is more difficult is how to define harm. What is harm? Harm, when narrowly conceived, is physical pain and suffering. But an expansive view says harm can also occur along many dimensions, beyond the physical, to include psychological or emotional; material or economic; social or identity; moral or ethical. For example, physical harms produce bodily pain or loss; material harms remove some of the persons economic standing; psychological harms have destructive effects on the human mind and weaken a persons emotional or mental functioning; social and symbolic harms lower a persons social status; moral or ethical harms corrupt standards of concern for the well-being of others (as in hate, pressure to cheat, and the like). With the inclusion of ocial practices as factors contributing to violence and the expansion on the resultant harm from violence, this thesis defines campus violence as the intentional use of power, threatened or actual, by some individual, or social process, against oneself, another person, or against a group or community that either results in or has a high likelihood of resulting in injury, death, psychological harm, mal-development, or deprivation. Based on this definition, the next section will put forward the representative typology of campus violence that merit attention by campus authority and U. S. government. 8 1. 2 Campus Violence Typology Based on the more integrated definition of campus violence as stated above, we can distinguish five modes in which violence may be inflicted: Vandalistic Behavior; Bullying; Hate Crime; Sexual Violence; Mass Murder/Shooting. 1. 2. 1 Vandalistic Behaviors Vandalistic behavior refers to the willful or malicious damage to school grounds and produce either explicit or implicit physical violence, bloody scene or violent confrontation between the youth, it is likely to cause psychological trauma on the targets. Specific examples for school vandalism include glass breakage, graffiti, and general property destruction. In the U. S. , these behaviors might be the external embodiment of anti-Semitism, one of the main motivations for the vandalistic behavior on campus. Nazi-related graffiti, such as the swastika, are more often than not found painted on the campus property to remind the Jews of the painful past. There has also been defacement done to numerous campus areas, such as the bobcat face, newly paved sidewalks and commuters cars. In other case of vandalism, it is found that students smear petroleum Jelly on the schools windows, throw birdseed and flour against the windows, dump paper in a courtyard and shot the uilding with paintballs. Arson also qualifies as vandalistic behavior due to its intention. According to the U. S. Department of Education (n. d. ), there were 1,098 cases of campus arson reported in 2002 Ooetta L. Carr, 2005: 9). Over the past two decades, concerns about school violence, weapons, drugs, and gangs have eclipsed apprehension and discussion about school vandalism, its causes, and possible responses. However, the alarming fact is that vandalistic behavior continues to occur regularly and to affect a significant proportion of U. S. campus. 1. 2. 2 sullytngg Bullying refers to unprovoked physical or psychological abuse of an individual by one or a group of students over time to create an ongoing pattern of harassment and abuse (Batsche Knoff, 1994:165-174; Hoover, Oliver, Thomson, 1993; Olweus, 1991:143-150). It is among the largely neglected aspect of low-level American campus violence. Not only does bullying produce physical harm, it also results in psychological detriments. Bullying usually takes place when there is an imbalance of power between aggressor and victim, and moreover, the aggressive acts are deliberate and repeated (Farrington 1993; Olweus, 1993; Smith Sharp, 1994). Although bullying is largely neglected, its occurrence frequency and coverage are both higher than other high-level campus violence. Bullying victimization is estimated to affect 15% to 20% of the U. S. tudent population, with verbal teasing and intimidation being the most common form and boys are reported to be victims at a higher rate than girls (Furlong, Chung, Bates, Morrison, 1995:289-298). Students grow up and leave school-including those mean kids of long ago, but in a certain sense the bully never actually grows up; he or she still bullies, harasses, and intimidates others. Little has changed over the years in this regard, with the possible exception that things may have gotten i mmeasurably worse-especially within the context of schooling. The gang is a cause that leads to campus bullying. Like any group of people who engage in socially disruptive or criminal behavior, gangs on campus create an atmosphere of fear and intimidation. To a certain extent, the campus has become a breeding ground for gang, and the Juvenile and young adults associate together to victimize, bully and intimidate school members, carry out antisocial activities, such as omb-making, satanic websites visiting. The presence of the gang on campus undermines the campus climate to a great extent and accordingly, exerts negative 1. 2. Sexual Violence10 The United Nations Declaration on the Elimination of Violence Against Women defines violence against women as any act of gender-based violence that results in, or is likely to result in, physical, sexual or mental harm or suffering to women, including threats of such acts, coercion or arbitrary deprivation of liberty, whether occurring in public or in private life. Kilmartin observes, [R]ape and other par tner iolence are the worst symptom of a larger problem: a continuum of disrespect toward women. This continuum includes mens display of negative attitudes through misogynist Jokes, demeaning pornography nd runs to the most extreme form of violence: gender motivated murder. Such an analysis also emphasizes power imbalances between the sexes and the social forces that create and maintain these imbalances. (2007: 23) In a country like the United States which finds sexism so prevailing in peoples mentality, sexual violence is not rare on American campus. It mainly includes sexual assault, stalking and dating violence. College campuses host large concentrations of young women who are at greater risk for rape and other forms of sexual assault than women in the general population or in a comparable age group. Stalking is particularly prevalent on college campuses; in fact, more than half of all stalking victims are between 18-29 years old, and 13% of college women have been stalked. In 1981 , Makepeace published the first report on dating violence, revealing that one in five college couples are involved in violent relationships. Recent studies show that as many as one in three college couples will be involved in at least one incident of iolence during the course of their dating relationship (Centers for Disease Control and Prevention, 2000; Lewis Fremouw, 2001:8(:)-84). 1. 2. Hate Violence Hate violence and its resultant victimization are becoming more prominent on Americas college campuses. Also known as bias-motivated violence, hate violence occurs when a perpetrator targets a victim because of his or her membership in al 1 certain social group, usually defined by racial group, religion, sexual orientation, disability, ethnicity, nationality, age, gender, or political affiliation and a s a result, it is evealed that sexism, racism, anti-Semitism, anti-lslamism and homosexuality have all induced and would continue to trigger off the occurrence of hate crime, which can take many forms. Incidents may involve physical assault, damage to property, bullying, harassment, verbal abuse or insults, or offensive graffiti or letters. They occur at virtually every type of college and university and in every part of the nation. Perpetrators of these incidents include current and former students and non- students. According to criminologist Dr. Jack McDevitt, hate crime is different from ther crimes in that the offender is sending a message to members of a certain group that they are unwelcome in a particular neighborhood, community, school, or workplace. By far the largest determinant of hate crimes is racial bias, with the group of African Americans at greatest risk. Apart from the hate crime against the Black Americans, there are ones committed against Hispanics, because of their immigration status. 1. 2. 5 Mass Murder/Shooting The April 2007 massacre of 32 victims on the otherwise bucolic campus of Virginia America. Not only was it the most devastating violent episode ever to occur at an nstitution of higher learning, it was the largest mass shooting of any kind in the nations history. Gun violence is the lethal form of campus violence. According to a recent national survey of 26,000 college students on 61 campuses, 7% of the students carried a gun or knife on the previous days. The study indicated that 11% of the men and 4% women surveyed carried weapons. Extrapolated, this means that approximately 1 million (to be exact, 980,000) students carry weapons on campus. 18% of high school students now carry a knife, razor, firearm, or other weapon on a regular basis, and 9% of them take a weapon to school. According to a national survey of 26,000 college students on 61 campuses in 1992, 7% of students carried a12 gun or knife. The outcome of such a heavily armed students group has been severe. In 1992, for example, 5,262 young people died from gunshot wounds, and an estimated 23,167 students suffered nonfatal firearm injuries that were treated in hospital emergency rooms from June 1992 through May 1993 dames Mercy Mark Rosenberg, 1998). 1. 3 Summary As demonstrated above, the most common campus violence takes forms of Vandalistic Behavior; Bullying; Hate Crime; Sexual Violence; Mass Murder/Shooting. Violence accounts for much of the morbidity and mortality among adolescents in the United States (National Center for Health Statistics, 2003). All the five types of violence are pervasive on American campuses. It was estimated that bullying victimization is calculated to affect 15% to 20% of the U. S. student population, with verbal teasing and intimidation being the most common form and boys reported to be victims at a higher rate than girls (Furlong, Chung, Bates, Morrison, 1995: 289-298). In the year of 1995, the Federal Bureau of Investigation conducted a study specific to the problem of hate crimes on the college campus. The study included 450 higher education institutions from 40 states. Of the 450 institutions surveyed, 222 or 49% reported an incident of a hate crime. It has been estimated that almost one million college students experience racially or ethnically motivated violence annually. In a study of 1 ,012 racially, ethnically, and socio-economically diverse students enrolled in various campus in Los Angeles, OKeefe found that violence in dating relationships was a frequent occurrence: 43% of the females and 39% of the males reported that they had inflicted some form of physical aggression on their dating partners at least nce (1997: 546-568). Unfortunately, current epidemiological reports suggest that this form of violence is on the rise. Between 1994 and 1999, there were 220 school- associated violent events resulting in 253 deaths?74. 5% of these involved firearms. Handguns caused almost 60% of these deaths. Oournal of American Medical Association, December 2001). 13 Such pervasive violence on campus brings about detrimental consequences. School violence has been reported as one of the most important and devastating social problems facing school children and their parents, to the extent that students erceive their school context as an unsafe environment (Astor and Meyer, 2001 : 374-399). It is recognized that disruptive behaviors on campus interferes with not only teaching, but also diminishes ability to focus on academic pursuits. The fears experience psychological reactions that interfere with the learning process (American Association of University Women, 2001)14 Chapter Two Causes of Campus Violence In the previous one, this thesis puts forth a more integrated definition of campus violence vis-? ¤-vis the conventional definition that ignores the psychological facet. Based on such a broader definition, Chapter Two will adopt corresponding theories and probe into the social factors that give rise to the campus violence in American society. 2. 1 The Theories on Violence There are as many theories of violence as there are forms of violence, and these theories have been discussed in exhaustive detail in a number of books and articles. Briefly speaking, theories of violence fall into several categories. 1) Social learning theory interprets violence as learned behavior, an outcome of students appropriating from their environments and popular culture aggressive behavior and hen considering violence as norm which they replicate in their own interaction with others (David Johnson Roger Johnson, 1995). (2) Rational choice theories identifies poor reasoning skills as the cause of violence, in which case, individuals weigh the consequences of a violent crime against the possible benefits and make the rational choice to be violent-in a sense, individuals det ermine that crime pays( Jeffrey Fagan Deanna L. Wilkinson, 1998). 3) Structural theories of violence that focuses on social and environmental conditions such as poverty. Here, violence is viewed as a systemic roblem having to do with inequities in the world and a general breakdown of relations between people, which leads to social isolation, frustration, and aggression (Frederic Thrasher, 1927). (4) Biological theories focus on medical conditions and biolol gical traits of violent offenders and have roots in eugenic explanations of criminal behavior, where criminal tendencies are identified in peoples physical and psychological stigmata ?essentially, in a persons natural makeup (David Green, 1985). 5) Interactionist theory incorporates some combination of social learning and tructural theories and view violence in connection to how peoplel 5 make sense and interpret their experiences and circumstances (Brandley Levinson, Douglas Foley, Dorothy Holland, 1996). Although these theori es on violence make sense in one way or another, social learning theory has been at the forefront of explaining how external influences affect the way people behave and cited as one of the most relevant and plausible theories regarding the acquisition of violence tendency. According to the social learning theory, people learn through modeling and imitation. Albert Bandura, who is often considered as the forefather of the theory, explained that most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasion this coded information serves as a guide for action. Social learning theory has been at the forefront of explaining how influences such as media affect young children. In his book, Social Learning and Personality Development, Bandura and his colleague, Richard Walters, concluded that imitation plays an important role in the acquisition of deviant, as well as of conforming, behavior. They reiterated in their own work the basic explanation put forth several decades earlier by the them to do, but rather what they see adults dd'(Gladys Reichard, 1938: 409-86). In probing into the causes of campus violence, attention must be given to the experiences of young people and how those experiences are interpreted by them. These experiences should include those in the community and school and with others but also experiences that students have with their popular culture, with the military (including JROTC organizations in high schools), and their knowledge of easy ccess to weapons. Cultures are created in neighborhoods, families, and states, and within a national context. What is easily accepted in the United States, what is produced and used, how individuals view themselves in relation to others, all add up to define what U. S. ulture is like and who Americans are as a people. If U. S. society continues to support militarism, to tolerate the mass manufacturing and distribution of weapons16 that have caused what health experts call a national health crisis in the country, and to patronize needless violence in the media, then, those who take art in such activities continue to produce a culture that is partly defined by violence. This violence may, if other factors fall into place, lead to youth and scho ol violence. Campus violence is Just one part of violence in the rest of society. According to the influence argument, it can be inferred that Americas violence cult, the dissemination of violence via mass media, and the institutionalized sexism, racism in society all exert influences on the person who is exposed to the context. 2. 2 Violence Cult Revolving around the social learning theory, the following section will discuss the iolence cult America practices historically and militarily, how the institutionalized sexism and racism still take foothold in contemporary America, including on American campus, and how these factors contribute to the happening of violence on campus. Violence is a defining characteristic of U. S. culture. Just like Ronnie Casella said in At Zero Tolerance: U. S. has benefited from violence. Through violence, the country has sustained economic and political might abroad, has bolstered domestic and international expansions, and has served international interventions. Violence is so ervasive in America that it symbolizes freedom, masculinity, dominance, and power. To understand Americas cult on violence, it is necessary to look at it from the historical perspective, as violence is historically consistent and it has been woven into the very fabric of American personality. The

Development of Orchestra Concert Music in the Classical Period Essay

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Management and Policy of a Diverse Workplace

Management and Policy of a Diverse Workplace INTRODUCTION Groups of people see the world through their own set of assumptions, attitudes, beliefs, and values. Learn about their culture and how it formed them, and aim to understand how other culture work so that everyone can be an effective global manager. Organization from every part of the world is reaching out beyond their domestic markets to become international players. Not only is this very challenging on the business them, but it also creates a challenge for individual managers who must cope with working across geographic and cultural borders. Managing globally provides clear systems and approaches to help manage global networks and teams, and it examines the skills needed for dealing with different cultures. It teaches how to succeed in this new world. This is widely recognised that an organisational diversity is obvious and necessary nowadays because of increasing pace of economic and technological development. Organisations need to be flexible if they seek to remain competitive and want to survive in a long run. This research explores the phenomenon of diversity in one of UKs leading super market named Sainsburys (London Colney). The researcher intends to examine what the policy to work with different culture people and how management manage working with diversity people in workplace in the store in last two years I have seen. 1.1 What we think about culture: Culture refers to the systems of meaning-values, beliefs, expectations and goals-shared by members of a particular group of people and differentiate them from members of other groups. It is a product of ‘the collective programming of the mind (Hofstede, 1991), that is, it is acquired through regular interaction with other members of the group. Cultural differences can be found at many different levels, professional, class and regional, but it is particularly persuasive at the national level because of generations of socialization into the national community, as individuals, we generally only become aware of our own culture when confronted by others. The core differences in values between cultures go back to questions of what works for ensuring survival in relations to the natural environment. 1.2 Why culture consider in a multinational company: Multinational companies are completely different from export-based firms not least because of their foreign subsidiaries. Not only does physical distance pose a challenge for effective communication, but also there is the challenge represented by cultural differences. Some MNCs have regarded cultural differences as so important that they have chosen to operate as multi-domestics with decision-making, management style and product development. The attitude is that people in the subsidiaries know best and should be allowed to go their own ways. For example, the attitudes in the Dutch electronics firm Philips for most of the previous century. The downside of this approach is the fiefdom and ‘not-invented-here mentality, which resulted in Philips North American subsidiary refusing to adopt the Philips video recorder (V2000) and opting instead for the rival Japanese model. However, many MNCs, including Philips since 1987, require a much greater degree of coordination, particularly in regard to learning. To do so, these firms must develop common practices and common values. If foreign subsidiaries are to be integrated for knowledge-sharing purposes, a starting point is an understanding of the mindsets of subsidiary management and employees in terms of their work-related values. The management challenge for many MNCs is to be able to adapt their organizations to culturally distinct environments without losing organizational stability. 1.3 About an organisation: Sainsburys is one of the leading retail super markets with approximately 792 stores all over the UK. There are some others supermarkets (Tesco, ASDA, Iceland and Somerfield) in UK which are the competitors of Sainsburys. All of them are trying their best to provide good services to their customers and working under diversity workplace. For the present research the researcher has taken Sainsburys London Colney to study about diversity. There were many reasons to select Sainsburys London Colney for this research. One of the reasons was that this is a big store with 350 employees working in different shifts (morning, evening, day, night and some are working as seasonal employees). The management of this store comprises on around 20 to 30 people. This is a 24 hours store, located in the retail park and is very busy because of its location and also because this is close to M25 and people can get everything from the same store and also there is some other shop near to Sainsburys like M S, Next, Boots and so on. The second reason to select this store as a case study was that the researcher is working in this store in its customer services and checkouts department so the researcher as a participant has enough experience to work with different culture people in the store in the last two years. The sample size of this research (which includes on management and employees) was also easily approachable to get the relevant data. The researcher was quite hopeful that management and employees will cooperate with him for collecting data. 1.3.1 Company policy and commitment to colleagues: There is much legislation surrounding the area of diversity and at the same time this provides a minimum standard for this policy, it is the companys intention to move beyond simple legal compliance where appropriate. This policy exists to enable a working environment in which everyone feels valued and respected in everything that they do. Innovative thinking and different ideas are critical to Sainsburys success and their ability to develop new ways of adding value for their customers will be greatly enhanced by the diversity of experiences and perspectives amongst their colleagues. Their ability to attract and retain the highest ability of colleagues from the widest community is essential in sustaining a leadership position. Their aim is that all colleagues are able to work in an environment that is free from discrimination, harassment or bullying. The principles of fairness and objectivity will be integrated into all of the ways in which they manage their colleagues. According to Sainsburys policy, they will not accept or ignore unfair decisions, practices or requirements that qualify or exclude an individual from meeting essential employment requirements. They include, but are not limited to, a persons age, race, colour, nationality, ethnic origin, gender, sexual orientation, religion. The equal of men and women are monitored and action taken where necessary and appropriate to ensure parity. In line with their flexible working policy, they will make it possible for colleagues to achieve a balance between their work and home commitments. They will ensure that the opportunities presented through diversity will be integrated into the development of new products and services that add value for their customers. The performance and effectiveness of Sainsburys diversity commitment and demographic colleague make-up of their stores are continuously reviewed and where improvement is identified, action has been taken. Any breaches of this policy have been treated seriously and also dealt with under their disciplinary policy. 1.4 Background/Current situation: As we know, now a days diversity is a one of the inclusive concepts and based on valuing everyone as a unique individual and celebrating this difference. The management of diversity goes beyond equal opportunity, instead of simply allowing a greater range of people getting more opportunity. The concept of diversity embodies the belief that people should be valued for their difference and variety. Diversity is supposed to enrich an organizations human capital, whereas equal opportunity focuses on various ethnic groups. The management of diversity is about individuals. It entails a minimization of cloning in selection and promotion procedures and a model of resourcing aimed at finding flexible employees. As I said before that researcher is working in Sainsburys (London Colney) and have seen lots of differences about diversity. There are most of the people from Asian ethnic. But we have some Irish, African, Chinese and British as well. As I work in this store I have found some favour for same ethnic group. And for that other ethnic became sometime very aggressive. And from management level, there is also some gender valuing problem. We have seen lots of female managers rather then males. But other, like they dont differentiate between ages, disabilities, colours and so on. So far you can say, they follow the procedures and thats why they are success in business now a days. My research is about how they manage, and do they really follow the diversity policies? So, I intend to demonstrate, how a human resource manager can manage all those area and successfully complete companys mission with different people. All overall, a self assessment for international human resource managers to evaluate and improve their global management skills. 1.5 Aims/Objectives: The primary aim of the research is therefore: To examine diversity, equality and discrimination issues in a multinational company, in particular, the way of HR managers to manage work with different culture people. The research objectives are: To determine whats the company policy about diversity to manage work with different culture people and to become a successful global manager, aim to develop a global outlook. To outline the development of approaches to organizational analysis. To explore a multicultural company from the perspectives of diverse social groups. An international human resource manager needs to know the way of managing people in twenty first century. We are going to take an overview of what a manager needs to do in relations to managing people in a changing environment. I will be looking at: Diversity issues. International Human Resource Management policies. Managing people in a practical way. To examine the way of recruiting, and selecting the right people. -As a human resource manager, we are likely to manage other people on a one- to-one basis. This involves understanding people as individuals and recognizing their differences as well as drawing up some general principles for managing them like motivates them, job satisfaction, and job design. -Having accepted that there is a range of reasons why people behave differently in a work situation and that cannot make wild and generalized assumptions about any individuals reasons for performing better or worse than average, we will recognize that when we put individuals together into a group, the behavior of that group is likely to be unpredictable. So it is important that they understand about the behavior of groups. So, all overall I will be going through with literature review to practical experiences to find my research project. SECOND CHAPTER LITERATURE REVIEW Everyone is different in age, gender, nationality, and ways of thinking. These differences are a source of strength. The concept of diversity means respect and acceptance. It means understanding each individual is unique and recognizing our individuals differences. It can be the aspects of race, ethnicity, gender, age, sexual orientation, physical abilities, religious beliefs, political views and so on. It is investigation of these differences in a safe positive and development environment. Diversity is about creating an all-inclusive work environment that values and benefits from different human attributes, experiences, and skills at all levels and enables all employees to develop and contribute to their full potential. It is about understanding each other and moving beyond simple acceptance to implementation and celebrating the rich dimensions of diversity contained within each individual. Diversity and equality has become a key driving force in government policies. The concepts of diversity and equality are common but still there are some differences. Diversity is the acknowledgement and respect of differences within and between groups of people. And equality is the framework that enables access, participation, opportunities and contribution that is fair and inclusive. According to Lew Platt (1993-1995) â€Å"I believe the word â€Å"diverse† includes not only different genders and races, but also different cultures, lifestyle and ways of thinking†. 2.1 Diversity Management at work: The concepts of workplace diversity include the principles of equal employment opportunity. Equal employment opportunity policies address continued disadvantages experienced by particular groups of people in the workplace, including people with disabilities and those who mistreated by co-workers on the basis of race or ethnicity. These policies remain an important foundation for workplace diversity policy. Diversity management involves systematic and planned programs or procedures that are considered to improve interaction among diverse people, especially people of different ethnicities, sexes, or cultures and to make this diversity a source of inspiration, complementaritys, and greater organizational effectiveness, rather than a source of tension, conflict, miscommunication, or limitation on the effectiveness, progress, and satisfaction of employees. 2.2 Diversity Approaches: The issues that diversity representatives focus on vary by country. In some countries, the question of language is important, some countries depends on ethnic group, or may be depend on ages. ‘Managing Diversity is a term that entered UK debates on equality approaches in the mid-1990s. While it is becoming increasingly common in the UK, there is still disagreement about its meaning and the extent to which it differs from previous approaches. One of the things which do seem to be distinct is the way these approaches deal with differences between employees. The traditional approach to equal opportunities seeks to treat everyone the same. Managing diversity approaches recognises that employees are different and suggest that workplace can get benefit from those differences. What this means for organizations is that they need to adapt to employee characteristics rather than simply expecting employees to fit with pre-existing policies. The more fundamental alternative would be to restructure the way work is carried out so that everyone can be flexible for that. Another example would be the approach taken to ensuring that appraisal was carried out in a fair manner. A diversity approach would take a more radical look at what types of behaviour and activity are valued by the organization to see whether these are more commonly practised by members of one group rather than another. Business case arguments for diversity share many elements with equal opportunities approaches but they tend to stress additional arguments. These have included claims that diverse teams are more innovative than ones composed of homogeneous individuals and that non-traditional workers can reflect the needs of a wider customer base. Diversity approaches also place a strong emphasis on creating a culture within which everyone feels they belong and are empowered to reach their full potential. One aspect of this inclusiveness is an attempt to find policies which seem equally relevant to all employees. The second alternative is seen as the more radical approach. It argues that there are multiple sources of difference which are as important as those based on gender or ethnicity. People are not defined by whether they are from European or Asian background but instead vary along a numerous of dimensions including personalities and tastes. This approach to managing diversity is strongly focused on individuals as the objects of equality policy and as such is in line with wider trends to individualise employee relations. 2.3 Managing people: Management is often defining as â€Å"getting things done through people†. By definition, managers cannot do everything themselves. They have to rely on other people. Managers are sometimes said to spend their time planning, organizing, motivating, and controlling. In practice, the work of managers is quite fragmented. It depends demand on the situation and on the people concerned than on any academic division of the task into clearly differentiated elements. Managers dealing with people: internally with their bosses, their colleagues and their staff; externally with their customers, suppliers, professional advisers and national and local government officials. A leading writer on management, Henry Mintzberg has suggested that managers have: Interpersonal roles: acting as a leader, providing guidance and motivation and maintaining a web of relationship with many individuals and groups. Informational roles: continually seeking and receiving information as a basis for action, passing on factual information, and transmitting guidance to subordinates in making decision. Resource allocation roles: making choices about scheduling their own time, allocating task to people and authorizing actions. Disturbance handling roles: dealing with involuntary situations and change beyond their control. The human resources of an organization consist of all people who perform its activities. In a sense, all decisions that affect the workforce concern the organizations HRM function. Human resource management concerns the personnel policies and managerial practices and system that influence the workforce. Regardless of the size-or existence-of a formal HRM or personnel department (many small businesses have no HRM department). So as an example, line managers will spend more than 50% of their time involved in human resource activities such as hiring, evaluating, disciplining and scheduling employees. 2.4 Key concepts for Global Managers: The following concepts contain the underlying message of this article. An awareness of and an application to ones organization of these concepts has direct relevance to the effectiveness of global managers. An understanding and utilization of these concepts are critical to ones successful global performance. Global leadership- being competent of operating effectively in a global environment and respectful of cultural diversity. This is an individual who can manage accelerating change and differences. The global leader is open and flexible in approaching others, can cope with situations and willing to re-examine and alter personal attitudes and perceptions. Cross cultural communication- recognizing what is involved in ones image of self and ones role, personal needs, values, standards, expectations, all of which are culturally conditioned. Such a person understands the impact of cultural factors on communication. Furthermore, they are aware of verbal and non-verbal differences in communication with persons from another culture. Not only does such a person seek to leans another language, but also they are cognizant that, even when people speak the same language, cultural differences can alter communication symbols and meanings and result in misunderstanding. Cultural sensitivity- integrating the characteristics of culture in general, with experiences in specific organizational, minority, or foreign cultures. Such a person understands the cultural influences on behaviour. This individual translates such cultural awareness into effective relationships with those who are different. Acculturation- effectively adjusting and adapting to a specific culture, whether that be a subculture within ones own country or abroad. Such a person knows the impact of culture shock in successfully managing transitions. Therefore, when dealing with employees from diverse cultural backgrounds, this person develops the necessary skills and avoids being ethnocentric. Cultural influences on management- understanding that management philosophies are deeply rooted in culture and that management practices developed in one culture may not easily transfer to another. Effective intercultural performance- applying cultural theory and insight to specific cross-cultural situations that affect peoples performance on jobs. Changing international business- coping with interdependence of business activity throughout the world as well as the subculture of the managerial group. The global manager appreciates the effect of cultural differences on standard business practices and principles, such as organisational loyalty. Cultural synergy- building on the very differences in the world worlds people for mutual growth and accomplishment by co-operation. Cultural synergy through collaboration emphasizes similarities and common concerns and integrates differences to enrich human activities and systems. Work culture- applying the general characteristics of culture to the specifics of how people work at a point in time and place. In the macro sense, work can be analysed in terms of human stages of development. In the micro sense, work culture can be studied in terms of specific industries, organizations or professional groups. Global culture- understanding that, while various characteristics of human culture have always been universal, a unique global culture with some common characteristics may be emerging. Global managers are alert to serving this commonality in human needs and markets with strategies that are transnational. 2.5 Construct area of diversity: Diversity is â€Å"the representation, in one social system, of people with distinctly different group affiliations of cultural significance† Cox (1993). Deresky (1994) also highlighted that, the differences between group members illustrated in terms of the extent such as culture, age, race, sexual orientations, gender and ethnic. There are three characteristics of construct area of diversity, which are classified employees differences. These are Demographic, organisational and socio-cognitive diversity. Demographic diversity: According to Jackson et al (1995), diversity such as ethnicity, age, nationality and gender those are considered visible attributes that can be easily characterised in particular individuals. Organisational diversity: The second category is organisational diversity. It may include: a) Staff job security in the firm. b) Work or professional experience. c) Occupation, functional or job portfolios of the employees such as marketing, production, and finance. Socio-cognitive diversity: The last category is socio-cognitive diversity, which includes cultural and religious values, knowledge level, beliefs and personalities characteristics. By establishing and organising the staff according to their distinctive attributes, it will facilitate business managers to have a more objective understanding and appreciation of their diverse staffs behaviours, attitudes and values, given the implications for interpersonal and organisational processes and outcomes when staff members work together. As peoples values and beliefs vary individually as a result of their socio-cultural differences, this will affect organisational processes and configurations. For examples:- cross-cultural communication, management-subordinate relationships, international team management, leadership and decision-making styles, staff motivations, staff recruitment, selections and development, and other managerial functions. Apart from the jobs, employees also have differences based on their position within society. Whether an employee a man or women, from a particular ethnic group, is of a particular sexual orientations, has a disability may affect what they want from employment and what are able to offer. Some of these differences may also affect peoples access to jobs and their progress within organisations. 2.6 Discrepancies between academic research and HRM practice: While HRM executives and managers are more educated and professional than in the days when they were in charge of personnel, the level of knowledge in practicing HRM in another part. Many companies hire MBAs for HRM jobs when not even a single HRM course is required in the typical curriculum for an MBA. Recruitment: As an Academic research finding, quantitative analysis of recruitment sources using yield ratios can facilitate in recruitment. On the other hand HRM practices, less than 10% calculate yield ratios and less than 25% know how. Staffing: According to academic research findings, realistic job previews can reduce turnover and weighted application blanks reduce turnover. Alternatively, HRM practices, less than 20% of companies use RJPs in high-turnover jobs and less than 30%. Performance appraisal: According to academic research findings, do not use traits on rating forms, make appraisal process important element of managers job. On the other hand, more than 70% still use traits, less than 35% of managers are evaluated on performance appraisal. 2.7 International HRM: Domestic HRM is involved with employees within only one national boundary. And we define the field of IHRM broadly to cover all issues related to the management of people in an international context. Hence our definition of IHRM covers a wide range of human resource issues facings MNCs in different parts of their organisations. Additionally, we include comparative analyzes of HRM in different countries. The complexity of international HR can be attributed to six factors: More HR activities. The need for a broader perspective. More involvement in employees personal lives. Changes in emphasis as the workplace mix of expatriates and locals varies. Risk exposure. Broader external influences. In addition to complexity, there are four other variables that moderate differences between domestic and international HRM. These four additional moderators are: The cultural environment. The industry with which the multinational is primarily involved. The extent of reliance of the multinational on its home-country domestic market. The attitudes of senior management. 2.8 International HR policy: In spite of the corporate business strategy unique to each company that they will drive the specifies of an international human resource policy, there are certain objectives that any effective IHR policy should aim to accomplish. And these objectives are: The policy should attract and motivate employees to accept international assignment. It should provide competitive pay plans to ensure the assignee can maintain his or her accustomed lifestyle. It should promote career succession planning and include guideline on repatriation and additional overseas assignment. It should facilitate relocation between home and host location. And finally, it should be cost-effective, understanding and easy to administer. To meet these objectives, we must have internal and external programs functioning to handle the following six areas. In addition to the required technical and business skills, key traits to consider include: cultural sensitivity, interpersonal skills, and flexibility. Document and formally communicate the assignees specific job requirements and associated pay in an assignment letter. Identify the compensation, benefits and tax approach that meets company objectives. Some common approaches to pay include: home balance sheet, destination-based, net-to-net, flexible. Assist the assignee with disposition or management of home and automobiles, shipment and storage of household goods, work permits and pre-assignment visits. Provide cultural orientation, language training, spousal support, education assistance, home leave, and emergency provisions. As the average cost of sending an expert on an overseas assignment is between three and five times the employees pre-departure salary, quantifying total costs for a global assignment is essential in the budgeting process. 2.9 Integrated HR systems to develop global leaders: Companies with global human resource information systems are likely to be far better positioned to succeed in the highly competitive international market. The task of developing global leaders and global HR function over the next decade in IPAs latest research effort. Multinational companies often discover that, especially in newly emerging markets, local management talent is rarely available to establish and build operations. Consequently, many companies conclude that the only way to start doing business in these markets is to relocate experienced managers from around the globe. Companies doing work in the international marketplace have discovered that providing pre-departure screening and orientation- a potentially lengthy and time-consuming process- is essential to achieving the highest rates of success. A human resource information system might include data on the potential expatriates families, training needs and past technical and cross-cultural experiences. Having such data would enhance the probability not only of selecting the best candidates, but of chances for success on the assignment, thus having a great impact on the future development of global leaders. Because most multinational companies now require international experience in ord er to move up the corporate hierarchy, tracking information related to international assignment can make a significant contribution to management development. 2.10 Diversity in multinational companies: The rise of multinational companies and increased global diversification by even small companies has resulted in people of diverse background and cultures working together in the same office or for the same organization. Conflict in such situations is expected, but understanding the diversity issues can help to minimize the conflict and take benefits from diversity group of people brings to an organisations. To understanding how diversity is manage in multinational organizations, try to understand the concept of corporate culture, which defines organisational diversity programs and their use to minimize conflict among employees. Companies and countries can no longer operate as if the rest of the world did not exit. New trading blocs, based on regional, not national, interests have formed with the European Economic Community and the North America Free Trade Agreement. There will be increased pressure influenced by the country culture. For examples, some corporate cultures may encourage women and men gathering together socially after work while country culture would prohibit this. A female executive from t