Corporate social responsibility Essay

Social responsibility is an ethical theory that an entity, be it an organization or individual, has an obligation to act to benefit society at large. Social responsibility is a duty every individual has to perform so as to maintain a balance between the economy and the ecosystems. Businesses can use ethical decision making to secure their businesses by making decisions that allow for government agencies to minimize their involvement with the corporation. Critics argue that Corporate social responsibility (CSR) distracts from the fundamental economic role of businesses; others argue that it is nothing more than superficial window-dressing; others argue that it is an attempt to pre-empt the role of governments as a watchdog over powerful corporations though there is no systematic evidence to support these criticisms. A significant number of studies have shown no negative influence on shareholder results from CSR but rather a slightly negative correlation with improved shareholder returns. Corporate social responsibility (CSR, also called corporate conscience, corporate citizenship, social performance, or sustainable responsible business/ Responsible Business) is a form of corporate self-regulation integrated into a business model. CSR policy functions as a built-in, self-regulating mechanism whereby a business monitors and ensures its active compliance with the spirit of the law, ethical standards, and international norms. In some models, a firm’s implementation of CSR goes beyond compliance and engages in â€Å"actions that appear to further some social good, beyond the interests of the firm and that which is required by law. CSR is a process with the aim to embrace responsibility for the company’s actions and encourage a positive impact through its activities on the environment, consumers, employees, communities, stakeholders and all other members of the public sphere who may also be considered as stakeholders. FUNCTIONS OF CORPORATE SOCIAL RESPONSIBILITY The function of corporate social responsibility is for corporations to hold themselves accountable for the ethical, legal, societal and ecological impacts of their business practices. Corporate social responsibility practices are self-monitoring, meaning there aren’t laws requiring corporations to behave in a socially responsible manner. Rules regarding corporate responsibility practices are generally written into the corporate bylaws, mission statements and employee handbooks. Ethical Function Ethics are one of the most important aspects in corporate governance and therefore have an important function in corporate social responsibility. A company must have internal controls regarding the expected ethical behavior and consequences of unethical business practices of its top executives and employees. Behaving ethically makes the company as a whole accountable to its investors, shareholders and consumers. The ethical function of corporate social responsibility helps to prevent conflicts of interest between earning corporate profits and maintaining the integrity of the company and the goods and services it produces. Legal Function The legal function of corporate social responsibility is to encourage transparency in a company’s business practices and financial reporting. Maintaining high levels of legal business practices, such as adhering to Occupational Safety and Health Administration, or OSHA, regulations promotes goodwill toward employees. Maintaining high levels of legal financial practices maintains good will among investors, stakeholders and government financial-reporting regulatory agencies such as the Securities and Exchange Commission, or SEC. Societal Function The societal function of corporate social responsibility is to respect and invest in the communities in which the company operates. Companies are aware of how the production of their products affects the local community. These companies take necessary actions to diminish the negative impacts of factors such as increased traffic, noise and pollution for the communities in which they operate. The societal function of corporate social responsibility also includes companies reinvesting in the communities in which they operate, such as donating money to local charities. Ecological Function The ecological function of corporate social responsibility is to not only respect the immediate environment in which the company operates but also to respect the company’s effect on the global environment. Companies are aware of the environmental impact the production of their products have on their local communities. In corporate social responsibility, these companies adhere to strict standards in an effort to diminish the negative impact of the environmental byproducts such as air and water pollution from the production of their products. Having such standards impacts both the local and global environments. CHARACTERISTICS OF CORPORATE SOCIAL RESPONSIBILITY The idea of Corporate Social Responsibility, CSR, first appeared in the late 1960s in response to the need for businesses to address the effect of their pursuits on the environment and society, in addition to the interests of their shareholders. CSR attempts to portray corporations as responsible citizens who are concerned with issues of social and environmental welfare. The Public CSR argues that corporations bear responsibility for the effect they have on other sectors of society. The activities of corporations have an impact on individuals who don’t work for them and don’t buy their products, through, for example, secondary economic impacts and degradation of the natural environment. CSR acknowledges this, and attempts to make the interactions between corporations and society positive and productive. This can be done by consulting with neighbors and citizens who are affected by corporate activities and by striving for transparency in corporate pursuits so that the public knows what is going on. The Environment Increased knowledge on the part of the public about declining resources, toxic waste and global warming is compelling companies to make more efforts to be more environmentally benign. The traditional view that the natural world is merely a source of materials and an equally convenient dump for waste is being challenged from many quarters, and CSR is an attempt by corporations to respond to these concerns. The sincerity of changes being made on the part of corporations includes some serious efforts to achieve sustainability and other efforts that are essentially â€Å"greenwashing,† activities in which corporations put more effort into appearing green than into actually being green. Clients CSR challenges the traditional wisdom that the interests and needs of the clients of a corporation will be adequately protected by the market itself. Because the free market has been severely compromised by a combination of government subsidies and manipulative marketing practices, CSR attempts to remedy this situation by installing practices into corporate life that will monitor the interaction between corporations and their clients in an attempt to ensure that nobody is being exploited or cheated. Consumer protection can be enforced by the government or voluntarily pursued by companies, the latter course have clear advantages for the public relations of the company. Staff Staff and employees of corporations have a right to expect fair pay, safe working conditions and meaningful work. CSR is one aspect of a transformation in the corporate world that attempts to overcome archaic views of workers as mere means to an end on the part of shareholders. Particularly in less developed countries that are often the sites of intensive resource extraction, the treatment of labor is frequently substandard. CSR is intended to promote the rights of all workers and to ensure that corporations respect these rights and make whatever changes are required to prevent the exploitation and mistreatment of labor. FOUR TYPES OF CORPORATE SOCIAL RESPONSIBILITY As large corporations begin to dominate the world economy, it raises questions about the importance of corporate social responsibility in business. A variety of types of corporate social responsibilities have emerged in public discussions, and understanding their implications is important. Environmental Responsibility People expect businesses to exhibit environmentally responsible behavior, as evidenced by a PricewaterhouseCoopers survey that found that the No. 1 issue for companies in the future, according to U. S. respondents, is carbon emissions reductions. Specific environmental issues that affect businesses include global warming, sustainable resources and pollution. Businesses are being urged by environmental groups and governments to reduce their carbon footprint, to obtain their materials from sustainable sources and to reduce their pollution. Human Rights Responsibility The 21st-century marketplace is highly global. This means that when a product is purchased in the United States, for example, it may have been produced in China, or have components from South America. The ethical issue for corporations is ensuring that human rights are respected throughout all levels of the supply chain. Major companies have received criticism for their use of sweat shops and for sourcing resources that are harvested by unfairly treated workers. This has lead to a push for the use of strict labor standards to be applied to suppliers, and a demand for fair trade products such as chocolate and coffee. Financial Responsibility Financial responsibility is an important issue in corporate social responsibility. In the wake of the accounting fraud perpetrated by Enron and Arthur Andersen and Ponzi schemes orchestrated by the likes of Bernie Madoff, businesses are questioned about the accuracy of their financial reporting by increasingly skeptical shareholders and government officials, as evidenced by the Sarbanes-Oxley Act. Employees are expected to act as whistle blowers in such situations, and white collar crime is seeing high-profile prosecutions like that of Martha Stewart or former Worldcom CEO Bernie Ebbers. Political Responsibility Trading with repressive regimes is a difficult issue in corporate social responsibility. Some businesses argue that working with these regimes will help to advance them and bring rights to the countries. People and governments have demanded that businesses stop trading with repressive regimes, which was most notably observed when several western governments launched an embargo against the Apartheid government in South Africa during the 1980s. Shell Oil received considerable consumer backlash during the 1990s for its complicit involvement with the Nigerian government that murdered anti-oil activists. These issues make doing business with certain governments an important consideration for corporate social responsibility. PROS & CONS OF CORPORATE SOCIAL RESPONSIBILITY Corporate social responsibility is generally perceived as a positive business ideology in the 21st century, despite some challenges. A significant expansion of basic business ethics, CSR establishes guidelines for ethical and socially responsible behavior. It addresses how companies that want to satisfy government and societal requirements should treat key stakeholder groups, including customers, suppliers, employees and the community. Pro 1: Social Responsibility and Customer Relationships One of the foundational elements of CSR is that it causes companies to reason beyond basic ethics to consider the benefits of active involvement in communities. In his article â€Å"The 7 Principles of Business Integrity,† business strategist Robert Moment argues that 21st-century companies must prove themselves to customers to build long-term, trusting relationships. They must also get involved in the community to give back. This community connection endears your company to the local markets in which you operate. Pro 2: Motivated Employees Employees are a company’s most valued asset. This is the premise of a company’s obligation to this key stakeholder group with regard to CSR compliance. This means treating employees with respect and offering fair working conditions. It also means establishing fair hiring practices and promoting a non-discriminatory workplace. This improves morale within the workplace and encourages teamwork. Additionally, a writer on the As You Sow website stresses the importance of managing a diverse workplace so that you can benefit from a variety of backgrounds and life experiences. Con 1: Expenses The main reason any company would object to participating in CSR is the associated costs. With CSR, you pay for environmental programs, more employee training and efficient waste management programs. Proponents of CSR agree that any expenses to businesses are ultimately covered by stronger relationships with key customers. However, David Vogel indicates in his Forbes article â€Å"CSR Doesn’t Pay† that investment in CSR programs may not necessary result in measurable financial results. Con 2: Shareholder Expectations Another challenge for companies when considering CSR is the possible negative perception of shareholders. Historically, publicly-owned companies had a primary focus of maximizing shareholder value. Now, they must balance the financial expectations of company owners with the social and environmental requirements of other stakeholder groups. Some shareholders are happy to invest in companies that operate with high integrity. Others may not approve of the aforementioned expenses of operating under CSR guidelines. IMPORTANCE OF CORPORATE SOCIAL RESPONSIBILITY Social responsibility is so important to current and long-term business success that corporate social responsibility, CSR, has become a widely recognized business process in the early 21st century. An entrepreneur point out that CSR is an evolution of corporate ethics because it involves balancing the social expectations of all stakeholders, including shareholders, citizens, providers and customers, along with environmental responsibility. Basic Integrity Most experts and CSR analysts agree that this broad business concept is an evolution of basic business ethics and integrity. Entrepreneur and business strategist Robert Moment â€Å"The 7 Princes of Business Integrity† agree that treating stakeholders with respect and earning trust of customers through ethical business operations is the CSR foundation. Leading advocate of corporate accountability, the As You Sow Foundation, also stresses the importance of internal business controls that mandated ethics from corporate leaders and employees. Community Relations The word â€Å"social† is key to understanding how CSR goes beyond basic integrity. Moment states in one of his seven principles that as a CSR adherent, you must â€Å"remain involved in community-related issues and activities thereby demonstrating that your business is a responsible community contributor. † This community involvement and participation shows your marketplace that you are interested in more than just taking money from their pockets. In the long run, this strategy leads to a stronger public reputation and more profitable business relationships. The Environment Another reason CSR is much broader than conventional business ethics is its necessary inclusion of environmental responsibility. Once an opportunity for companies to add value and enhance their brand image, green-friendly operations are now a societal requirement with CSR. As You Sow discusses the importance of preserving the environment, optimizing efficient use of natural resources, such as renew, reuse and recycle, and reduction of waste as important to the environmental component of CSR. Companies that do not consider these initiatives draw the ire of the government, public and consumer watch groups. Bottom Line The underlying question is whether CSR operations improve a company’s bottom line performance. David Vogel argues in his 2008 Forbes article that â€Å"CSR Doesn’t Pay. † Vogel argues that operating under CSR guidelines is not likely to produce higher tangible profits for a company throughout time. Now that socially responsible behavior is expected, it goes largely unnoticed, argues Vogel. He does agree, though, that companies that ignore CSR may experience public backlash and negative business consequences. Still, many advocates of CSR believe that companies can still profit in the long run through stronger business and customer relationships. PRINCIPLES OF CORPORATE SOCIAL RESPONSIBILITY The main principles involving corporate social responsibility involve economic, legal, ethical and discretionary aspects. A corporation needs to generate profits, while operating within the laws of the state. The corporation also needs to be ethical, but has the right to be discretional about the decisions it makes. Levels of corporate social responsiveness to an issue include being reactive, defensive, responsive and interactive. All terms are useful in issues management. Selecting when and how to act can make a difference in the outcome of the action taken. CSR has inspired national governments to include CSR issues into their national public policy agendas. The increased importance driven by CSR has prompted governments to promote socially and environmentally responsible corporate practices. Over the past decade governments have considered CSR as a public issue that requires national governmental involvement to address the very issues relevant to CSR. The heightened role of government in CSR has facilitated the development of numerous CSR programs and policies. Increasingly, corporations are motivated to become more socially responsible because their most important stakeholders expect them to understand and address the social and community issues that are relevant to them. Understanding what causes are important to employees is usually the first priority because of the many interrelated business benefits that can be derived from increased employee engagement (i. e. more loyalty, improved recruitment, increased retention, higher productivity, and so on). Key external stakeholders include customers, consumers, investors (particularly institutional investors), and communities in the areas where the corporation operates its facilities, regulators, academics, and the media. The debate, on whether responsibility of a business enterprise is only to its shareholders (owners) or to all stakeholders, including environment and the society at large, is an on going one and continues. In received literature â€Å"Stakeholder†, as an expression is fairly recent in origin, reportedly appearing first in an internal memorandum of the Stanford Research Institute in the year 1963. According to a definition given by Edward Freeman â€Å"A stakeholder is any group or individual who can effect, or is affected by the activities and achievements of an organization. † Friedrich Neubauer and Ada Demb in â€Å"The Legitimate Corporation† identify six groups of distinguishable stakeholders (not necessarily in this order) as follows a) Providers of funds b) Employees c) General public d) Government e) Customers and f) Suppliers An increasing number of companies are reporting publicly on their social, environmental and ethical performance, both as a communication to stakeholders, and as a management tool. However, as this practice has only become more widespread since the mid 1990s, there is as yet no standard format to address the type of information companies choose to report, or how that information is collected, analyzed and presented. At the same time, many stakeholders are becoming increasingly sophisticated in the type and quality of information they are demanding from companies. In an effort to meet these demands – as well as to strengthen the credibility of their social and environmental reports – some companies are choosing to have their reports externally verified. In doing so, companies recognize that verification by a third party can add value to the overall social and environmental reporting process by enhancing relationships with stakeholders, improving business performance and decision-making, aligning practice with organizational values, and strengthening reputation risk management. Social Responsibility Principles The Corporate Social Responsibility is based on the following principles: Legal Compliance Principle: The enterprise shall comply with and understand all applicable, local, international, written, declared, and effected laws and regulations, in accordance with fixed, specific procedures. Adherence to Customary International Laws Principle: The enterprise shall adhere to international and governmental agreements, executive regulations, declarations, covenants, decisions, and guidelines, when setting its policies and practices pertinent to Social Responsibility. Respecting Related Stakeholders lefts Principle: The enterprise shall acknowledge and accept the diversity of related stakeholders’ lefts and interests, and the diversity of the major and minor enterprises’ activities and products, among other elements, which may affect such related stakeholders. Transparency Principle: the enterprise shall clearly, accurately, and comprehensively declare its policy, decisions, and activities, including known and potential effects on environment and society. Moreover, such information shall be available to affected persons, or those who are likely to be affected materially by the enterprise. Respect for Human lefts Principle: the enterprise shall execute policies and practices which shall result in respecting existent human lefts in the Universal Declaration of Human lefts. Because CSR can influence economic, environmental and social factors in a variety of ways, there is no â€Å"one size fits all† approach. An effective CSR strategy must consider alignment with the organization’s business strategy, commercial added value, and sustainability of impact. The benefits of an effective CSR approach to an organization can include: Stronger performance and profitability Improved relations with the investment community and access to capital Enhanced employee relations and company culture Risk management and access to social opportunities Stronger relationships with communities and legal regulators CORPORATE SOCIAL RESPONSIBILITY AT RELIANCE POWER LTD Reliance Power Limited is part of the Reliance Anil Dhirubhai Ambani Group, one of India’s largest business houses. It was established to develop, construct and operate power projects in the Indian and international markets. Reliance Energy Limited, an Indian private sector power utility company and the Anil Dhirubhai Ambani Group promote Reliance Power. With its subsidiaries, it is developing 13 medium and large-sized power projects with a combined planned installed capacity of 33,480 MW. Reliance Natural Resources merged with Reliance Power in 2010, shortly after its initial public offering. The group operates across multiple sectors, including telecommunications, financial services, media and entertainment, infrastructure and energy. The energy sector companies include Reliance Infrastructure and Reliance Power. Reliance Power has been established to develop, construct and operate power projects both in India as well as internationally. The Company on its own and through its subsidiaries has a portfolio of over 35,000 MW of power generation capacity, both in operation as well as capacity under development. The power projects are going to be diverse in terms of geographic location, fuel type, fuel source and off-take, and each project is planned to be strategically located near an available fuel supply or load centre. The company has 1,540 MW of operational power generation assets. The projects under development include seven coal-fired projects to be fueled by reserves from captive mines and supplies from India and elsewhere; two gas-fired projects; and twelve hydroelectric projects, six of them in Arunachal Pradesh, five in Himachal Pradesh and one in Uttarakhand. Reliance Power has won three of the four Ultra Mega Power Projects (UMPPs) awarded by the Indian Government so far. These include UMPPs in Sasan( Madhya Pradesh),Krishnapatnam( Andhra Pradesh) & Tilaiya(Jharkhand). UMPPs are a significant part of the Indian government’s initiative to collaborate with power generation companies to set up 4,000 MW projects to ease the country’s power deficit situation. Besides these, Reliance Power is also developing coal bed methane (CBM) blocks to fuel gas based power generation. The company is registering projects with the Clean Development Mechanism executive board for issuance of Certified Emission Reduction (CER) certificates to augment its revenues. Reliance Power in its continuous efforts to positively impact the society, especially the areas around its sites and offices, has formulated policies for social development that are based on the following guiding principles: Adopt an approach that aims at achieving a greater balance between social development and economic development. Adopt new measures to accelerate and ensure the basic needs of all people. Work towards elimination of all barriers for the social inclusion of disadvantaged groups- such as the poor and the disabled Give unfailing attention to children for in their hands lies the country’s future. It is for their sake that health, education and environment get topmost priority in our programs and investments. In areas around its power plant sites in Sasan,Rosa,Krishnapatnam,Butibori,Chitrangi and others, Reliance Power has been actively involved in various social and environmental organizations to address the issue of sustainable development and social uplift. The Company in discharge of its responsibility as a corporate citizen actively contributes to community welfare measures and takes up several social initiatives every year. Reliance Power Ltd. has been closely working with institutions and social organizations and supporting their programs for social development, adult literacy, adoption of village, tree plantation schemes etc. HEALTH Health and safety are of universal concern across the spectrum of communities. As a company, we are not only committed to compliance with legal norms but its is our endeavour to voluntarily go beyond that and provide quality healthcare facilities in the regions around our site. We are committed to providing all possible support to create awareness on various health related issues impacting the local people. We believe in a multidimensional approach that considers the needs of the area leading to an effective plan to address all issues in consultation with the local administration, community workers and NGOs working in the area. At its various project sites, Reliance Power sites runs medical facility center, physiotherapy center, and mobile medical vans that dispenses free medicines and provide free health check-ups. Also periodically we come up with health camps like general health check up camps, gynecology camps, eye check up camps and corrective surgery camps for disabled children. EDUCATION Education is a basic tool to bring development to an area and its people. We aim to create an awareness pool of human resource both within and across our area of operations. We are committed to bridging the digital divide between the ‘haves’ and ‘have nots’ in educational infrastructure and facilities. Exposure to technology along with a sustainable education model could be strengthened through partnership with government and quasi-government agencies. Reliance Power is involved in a surfeit of activities that have changed the lives of the people residing at the sites or the PAFs (Project Affected Families). Education is the main thrust of these activities. Major contributions made in the area include building of a DAV school at the site for the children of the PAFs and the children of the villages around the sites, free school bus facility for the students, stipend to every child who attends school (a boy child gets Rs. 250 per month while a girl child gets a stipend of Rs. 300 per month), free uniforms, study tours for children, teaching aids to the teachers, training of teachers, as well as night schools for uneducated adults etc. EMPLOYMENT Community is an integral part of the business environment and the basic commitment lies towards augmenting the overall economic and social development of local communities by discharging our social responsibilities in a sustainable manner. Reliance Power invests significantly in skill up gradation of people around the sites. The trained manpower available for construction will ensure quality and accident free working. CIDC, a Government of India initiative has been engaged and has trained about 300 project affected youths as electricians, welders, carpenters and masons and bar benders in batches of 40 each. To further encourage them we paid them, a monthly stipend of Rs. 1000 per month. In addition efforts are on to enroll the oustees in short term courses at the ITI operating in the region. Apart from these, training is also provided are: Computer coaching centre English speaking classes Personality development classes Physiotherapy training center Training by NAC (National Academy of Construction) and use them for future requirement of the construction. For the women folk of the villages, in an effort to empower them the company trains them in soft skills like tailoring and poultry farming etc. Reliance Power provides assistance to women keen on starting their own businesses. THE HUMAN TOUCH BEYOND POLICY IMPERATIVES Although the main thrust of Reliance Power’s CSR lies in providing quality education, health care and livelihood, we don’t restrict ourselves to it. In order to better lives around our areas of interest and business, we strive to provide basic amenities like electrification in the villages, augmentation and development of roads connecting the village to the main roads, old age support for senior citizens of the project affect families, development of the grazing lands for the cattle of the villagers, afforestation and veterinary camps for domestic cattle. Moral and financial support is extended during social occasions like marriages, community prayers, funerals and other such occasions.

The Yin and Yang of American Culture

The Yin and Yang of American Culture: A Paradox by Eun Y. Kim is a perspective of the American way of life by a Korean American. Kim uses the yin and yang symbol to describe the positive and negatives of American culture and how it compares to Asian culture. Kim's exposure to American culture as a young child in Korea and immigrating to the United States while also being raised in a Korean household where Korean tradition was upheld provides a solid basis for her analysis.I have chosen five of her yang statements for discussion which I believe I have experienced eing a fourth generation American but also witnessing the truth to these statements during my travels to Asia as well as to Portugal. One of the biggest statements for Kim's yang is â€Å"Dreaming the Impossible†. As children in America the majority of us are told to dream big. I was told as a child that I could be anything I wanted to be whether it was an astronaut, a veterinarian, or an entrepreneur. I have always dr eamed of being a veterinarian, and I am slowly working towards my dream.I have seen friends of mine achieve their dreams such s a close friend wanted to play football for the Air Force academy; he completed his four years at the academy playing football and went on to complete ten years as an Air Force officer. I have also seen the difference between the United States and Portugal, and how we encourage dreams and support them. My husband was born in Portugal and moved to the U. S. when he was two years old. His mom and dad worked hard to live â€Å"the American dream† which to them was owning your own house and providing for your family.They did not push â€Å"dreams† other than that one on my usband or his brother. Despite this my husband created his dream; to fly planes. He cannot remember how old he was Just that he was young, but he remembers taking a summer trip to Portugal to visit his grandparents, and he was invited into the cockpit of the airplane where he was allowed to sit in the captains seat and was given a short tutorial, but ever since than his obsession with airplanes and flying took off. His parents may not have told him that he could do anything he dreamed of like my parents, but the American school system did.Dreaming the Impossible† also leads to â€Å"Flexible Systems, Flexible Roles†. I am a great example of this. I finished high school and automatically rolled into college but after a year and a half of doing the bare minimum I decided that I wasn't serious about school at the moment and instead of wasting my time and money I would take some time off to decide what was important to me. Now about ten years later I am finally back to school full time while also finishing up my contract in the Navvy. I am working full time and going to school full time with a flexible system and a semi- lexible role in both.The American education system allows me to do this and actually encourages us to do this. When I was growing up, my best friend's mother was a computer engineer and when we were in middle school she had decided it was no longer for her. She quit her Job and went back to school, and she now teaches middle school mathematics which she had always wanted to but chose engineering because of the money. A third â€Å"yang† I have had experience with is â€Å"Openness and Friendliness†. In September 2 I was able to visit Japan tor a tew days due to a deployment portThe ship I was stationed on pulled into Yokosuka Japan, and although I didn't receive much ofa culture shock there, I did when I traveled to Tokyo. My first observation of how the Japanese were not as friendly as Americans was when I rode the train. My friends and I were patiently waiting for the train doors to open to allow those getting off to get off first before boarding but no one else did. Everyone else was crowding the doors and making it difficult for those getting off to do so but no one seemed to have a problem with the so called â€Å"rudeness† except for us Americans.We quickly learned if we wanted a place on the train we had to be quick and impatient. Although Japanese citizens were not as friendly and open as American citizens I did experience a very nice Japanese woman who could tell I was confused by the subway map in Tokyo. I was standing in the subway trying to make heads and tails of the map on the wall when this elderly Japanese woman started speaking English to me asking me if I needed assistance. She explained that she had recently moved back to Tokyo after living in Minnesota for the past 40 years which quickly explained her illingness to help a complete stranger out.Although I did meet plenty of helpful strangers in Yokosuka, which is accustomed to American visitors, she was the only smile I received while in Tokyo which wasn't from a friend. Americans love to have fun, and I am no exception. The phase â€Å"work hard, play hard† is commonly used in the United S tates and describes me. I work full time and go to school full time, and if I have completed all my homework by Saturday night or budgeted my time I definitely like to go out and have fun. I also find time during the eek to do things that are not work related or school related such as see a movie or go for a run or catch a workout class at the gym.To me if I work hard then I deserve to spend some time getting out and doing what I want. My family is the same way as well as my in laws who live in the states. A couple times a year my husband and I will vacation with our family either going camping or going to Wildwood, NJ to spend some time at the beach and the boardwalk. If my husband and I can coordinate a weekend where we both have off we will usually head some place new to kayak or ightsee. We are always looking for fun as well as saving our money to complete these fun tasks.It's what we live for even if we have to put in some overtime to achieve it. My last â€Å"yang† is à ¢â‚¬Å"Remaining Active throughout Life† which I have yet to experience personally since I am only 31 years old but I have observed my 80 year old father in this accomplishment. I started bugging my dad around the time I graduated from high school that he should think about slowing down and retiring since he was 67 years old. This past May he finally took my advice and is finally retired but still ontinues to enjoy life.A few times a week he is fishing or riding his motorcycle or spending time with family; he is the energizer bunny. He also looks like he Just turned 60 and not 80, which he turned in October of this year. I believe that staying busy and having hobbies is what has allowed him to take 20 years off his life. I also like to think I have kept him young because he did have me late in life (around the age of 49), and he was always active in parenting me. He helped me with my homework and also helped me practice basketball and softball by participating in them with me.I am thankful that he didn't believe that as he aged he was unable to do things those younger than him could do. The Yin and Yang of American Culture has reinforced the wonderful things I love about the American culture but has also helped me realize that there are certain things from the East I would like to incorporate into my life. Kim's insight of the light as well as the dark in the United States is something all United States citizens should take notice of, and in my opinion may make our society better. I know I am going to correct some of my own vices to bring over to the â€Å"yang†.

Ionic Reactions

The purpose of this lab is to study the nature of ionic reactions through the experiment and be able to write balanced equations along with net ionic equations for precipitation reactions using formulas Procedure First, make sure that the items needed for the lab are ready along with the safety precautions. What we do is mix and observe the reaction of 5 main substances while they are being mixed with 7 different substances in a 96 well plate.Observations The first column which as the sodium phosphate had a reaction with the five substances inside of the 96 well plate and also the Sodium Hydroxide had a reaction with all the five substances inside the 96 well plate. The other thing that I observed with learning from this experiment was the color that was given off when the substances mixed for example; whenever the barium nitrate had a reaction it changed to a cloudy color white.Reactions of the chemical (equations) A1) Co(N03)2 + 6 H20 + Na3P04 + 12 H20 ? Na3 + P02Co(N03)2 + 18 H20 A6) Co(N03)2 †¢ 6 H20 †¢ Na2C03 ? NaCo(N03)2 + C03 + 6 H20 A7) Co(N03)2 †¢ 6 H20 †¢ NaOH ? B1) Cu(N03)2 †¢ 3 H20 †¢ Na3P04 †¢ 12 H20 ? B2) Cu(N03)2 †¢ 3 H20 †¢ NaI ? B5) Cu(N03)2 †¢ 3 H20 †¢ NaHC03 ? B6) Cu(N03)2 †¢ 3 H20 †¢ Na2C03 ? B7) Cu(N03)2 †¢ 3 H20 †¢ NaOH ? C1) Fe(N03)3 †¢ 9 H20 †¢ Na3P04 †¢ 12 H20 ? C2) Fe(N03)3 †¢ 9 H20 †¢ Nal ?C6) Fe(N03)3 †¢ 9 H20 †¢ Na2C03 ? D1) Ba(N03)2 †¢ Na3P04 †¢ 12 H20 ? D3) Ba(N03)2 †¢ Na2S04 ? D5) Ba(N03)2 †¢ NaHC03 ? D6) Ba(N03)2 †¢ Na2C03 ? Conclusions I have learned that some of the substances don’t have a reaction with another substance, but on this particle experiment about half and half had a reaction and didn’t have a reaction. The ones that were easy to decide if they were having a reaction changed colors and became very cloudy.

Race and Ethnicity (population of the US) Essay

Race and Ethnicity (population of the US) - Essay Example The American colonies were based on social class and religion, not skin color, for their first 50 years (Adelman, 2003, p. 22). 1800 - 1810 - The second census was taken under the direction of the Secretary of State and included the states and territories northwest of the Ohio River and Mississippi Territory. The count included head of household, free white males, free white females, other free persons (except Indians) and slaves. The count was 5.3 million people and grew to 7.2 million in 1810. 1820 - The categories were expanded to include head of household, free white males and females by age group, foreigners not naturalized, free colored by age group, male and female slaves by age group, number of all other persons except Indians (not taxed). The total was 9.6 million people. 1830 - Blind persons, blind slaves and colored persons, deaf-mutes, deaf-mute slaves and colored persons, and white aliens were categorized, with a total of 12.9 million people. In 1828, Andrew Jackson had made removing all Indians east of the Mississippi central to his agenda, considering them inherently unable to be civilized (Adelman). According to Adelman, race is a concept that was invented to categorize the perceived biological, social and cultural differences between human groups (p. 20). 1840 - The census was expanded to include occupat... e, sex, color; occupation of males over 15; value of real estate, place of birth, change of status within the year, whether person could read or write if over 20, whether deaf-mute, blind, insane, an idiot, a pauper or a convict. Slave schedules were also included. Total was 32.4 million people. 1870, 1880, 1890- The census was expanded to include Chinese, mulatto and Indian, in addition to white and black. The Chinese had come to America to build the railroads in the west. The Civil War and Abraham Lincoln's Emancipation Proclamation had ended slavery. The census was divided into citizens over 21 and whether their right to vote was denied. Total was 38.6 million people in 1870 and 63 million people by 1890. The industrial revolution was underway, increasing immigrant population, and a special census was taken in 1890 to count Civil War veterans and widows of veterans. 1900-1930 - The population grew from 92.2 million to 123.2 million and categories were divided into sub categories with the addition of employment status (during the Great Depression), whether occupant was a farmer or a homeowner, and citizenship was broken down into years in U.S., aliens applying for citizenship, naturalized citizens. Anyone with any black ancestry at all was counted as black (Wright, 1994). 1940-2000 - The current U.S. Federal Government's Racial and Ethnic Group Classification System is uniquely American and includes American Indian or Alaskan Native; Asian; Black or African American; Hispanic or Latino; Native Hawaiian or Other Pacific Islander, and White (About.com: Current, 2008). The more that is done to divide the population of the United States into groups, the more confusing these categories become. The concept of biological race calls for one ethnic origin, and there is no

SLP - 2 Persuasive Memos Essay Example | Topics and Well Written Essays - 1000 words

SLP - 2 Persuasive Memos - Essay Example In addition, I am also addressing workplace ethics with the hope that professionals will find a solution to help save the image of  the company. Therefore, I am remaining with the faith that this memo will be of a positive help and direction within the organization. The practice of cheating in the corporate culture is both hurting, and poses a great danger to the continuity of  the organization. I would appeal to the management to first find a way of instilling ethical behavior among the employees. Solomon (2012) says that management can do this through a number of methods that would result in a grand boost and help on organization’s ethical culture. Serious communication should be done to encourage members on the benefits of ethics in business. Making ethical decisions may be difficult but it surely is at the best interest of the business. All workers should ensure that whatever they do in the work place is right, and moral meant for the benefit of the firm. The main reas ons why ethics is necessary in business applies both at internal and external environments of any given organization. According to Solomon (2012), employees need to reciprocate ethical conduct to both  the customers who purchase goods and services, and to working partners who we share similar workplace settings. This is the best way we can appreciate their efforts in building healthy relationships; thus ensuring continuity of professionalism in service delivery. Since we really need customers to continue buying the company’s products, we have to demonstrate ethical practices. In this case, employees should ensure that they offer them the best of services that the company can deliver. This will serve to improve customer reliance and dependence on the company’s services. In addition, it will boost their confidence on the company’s profile; hence this positive image will eventually lead to increase in sales. This will also boost morale among workers for the good services they offer. In order to ensure success in ethical development programs, we will need both commitment and consistency among the staff. Management should encourage anybody with new ideas and any suggestions to bring them forward for consideration. The company can introduce new products to the market as a means of gaining a competitive advantage, and advertise  the company’s new policies.  These programs need to become practical since employees acknowledge the importance of good ethics in any business. According to Solomon (2012), ethics does not only help internally but also make the firm gain respect and appreciation at market segment levels. Proper action need to be taken to inform all people of the need of urgency in integrating ethics in daily routines. Management can achieve this by educating people on the behavior and actions they should learn to exhibit towards others in a work place. This education will go a long way towards making workers aware of their ac tions and implications that accompany their workplace conduct. In this context, management should strive towards creating a business that will respect ethics and encourage workers to become ethical in respective duties. Employees need to integrate the culture of ethics into their professional habits immediately upon joining the organization. Management should utilize professional code of conducts that lay down requisite behaviors and actions within the employee population. These

Economic Growth in Israel Essay Example | Topics and Well Written Essays - 1750 words

Economic Growth in Israel - Essay Example From this essay it is clear that  the OECD aims at providing support to the member countries to restore confidence in their market and institutions and foster new sources of growth through technology and innovation which would provide a basis for sustainable future economic growth. The data analysis provided by OECD regarding the major economic indicators of the member country Israel will provide a clear picture to its institutions and organisations about the current scenario of the economy and help them to propose appropriate solutions through the application of economic theories and practices. OECD works with the prime motive of providing information on a wider range of topics to provide assistance to the government and other institutions of a member country to formulate appropriate polices that can help them to foster growth and stability in the economy. This report analyzes the major indicators of economic performance of Israel. The data of major economic indicators of Israel a re collected from OECD and can be used to analyze how the growth and performance of the country can be improved based on its reports. There are variety of economic indicators like agriculture, energy, finance, governmental interference, employment, technology and research, health and environment on the basis of which OECD analyzes the performance and growth of Israel. It provides a relative framework for understanding the role of government and local organisations in their contribution towards long term growth and efficiency of the economy.

Of all the lies out there, the one that corporate executives pay is Essay

Of all the lies out there, the one that corporate executives pay is linked to the performance of their companies takes the prize. Discuss this in relation to - Essay Example For the business to be viable, it has to turn out products or services that are profitably sold to meet the needs of customers. The principals in turn may (or may not) hire managers to run the business and generate the expected profits. These hired managers (agents or executives as they are now called because they carry out or execute the plans of principals) have their own interests, the main of which is to receive adequate levels of compensation or pay to convince them to work for the principal and in such a work environment. Principals and agents therefore each have their own interests. While principals want the highest return for funds invested, agents want the highest pay they can get for their work. Their interests converge in a common desire to keep the business viable so that both continue to enjoy the rewards of their work. It is therefore to their advantage to align their respective self-interests and desires. In practice, however, this has not always been the case, as shown by events in early 20th century America when agents (managers) of railroad companies got paid well even as they mismanaged their companies, resulting in principals suffering heavy losses on their investments. Recent examples (Enron and WorldCom) show this to be still a problem. The study of thThe study of the relationship between principals (owners represented by the board of directors) and agents (managers or executives) was pioneered by Berle and Means (1932), who pointed out that the interests of the owner and the manager may diverge because of the separation of ownership and control and the absence of a system of checks and balances in the exercise of power within the organization. Unlike in a business where the owner is also the manager who works to earn the maximum profit under acceptable levels of risk, Berle and Means concluded that hired managers if these are not the same as owners tend to work with the limited aim of running the company only for their (the agent's) own profit. The experiences of modern business corporations in the last century contain numerous examples of divergence between the interests of agents and principals, with disastrous results (mainly to the principals). This led to debates by economics and finance academics as to whether an ideal ownership structure exists that would prevent the failure of a business. This issue touches the core of why businesses exist in the first place, which is to maximize profits for its owners' investments, and attempts to explain a related set of problems: why and how firms previously managed successfully by their owners eventually fail when under hired managers. Economists used to assume without question that everyone - owners, managers, employees, and lenders - act together for the good of the firm because "each one is bound by formal and informal contracts to ensure that shareholder value is maximized" (Brealey and Myers 991). After all, biting the hand that feeds them would seem unwise and against common sense for intelligent managers to do, but through the years this continued to happen as well-paid managers continue to

Media Coverage of War Research Paper Example | Topics and Well Written Essays - 2500 words

Media Coverage of War - Research Paper Example The build up to Iraq war and the war itself received wide media attention across the world. The normal television broadcasting schedules of major broadcasters were often disrupted to bring the 24-hour coverage of the war and related analysis. The war coverage was not restricted to the electronic media. The daily newspapers displayed numerous pages with detailed images from the war frontlines. Viewers around the world were able to enjoy quality coverage of the action in the comfort of their homes. It is with no doubt that, the media coverage of the war on Iraq was one of the highest visual qualities, exceeding the coverage of previous wars in the world (Allan and Zelizer 53-60) However, the media coverage of the war on Iraq in 2003 continues eliciting ethical issues, particularly on the role that the journalists played in ensuring that all parties involved in the conflict received fair media attention. In addition, the effects that the coverage had on different groups of people across the world are another major issue of concern. Impartial and objective media coverage is the epitome of professional journalism but during war on Iraq, objectivity was one of the most controversial issues. The issues of impartiality and objectivity were particularly more questionable because most of the journalists came from United States and other western countries that supported the war. The interests in the Iraq conflict particularly in the United States were intense because of the high stakes involved, causing biasness in the reporting (Steven et al, 570-572). In the course of the war coverage, major media houses especially from United States and United Kingdom are renowned for biasness while covering conflicts (Juliane 46). According to Juliane the media companies in these countries seldom question the morality of their countries’ engagement in the conflicts (52). For instance during the Falkland’s war involving United Kingdom and Argentina, Juliane noted that the media in the country failed to challenge the rationale of war. The situation was similar during the first gulf war in 1991 when the American and British press remained largely biased in favor of the allied forces (63-65). Rid attributes the apparent lack of professionalism in the media to vested interests, where the media owners fear reporting actual facts in order to maintain cordial economic relations with the government of the day(82). The media coverage of war in Iraq elicited different criticism from the society. Lewis argued that the coverage from the frontline presented the war as a form of entertainment, involving a superior forces led by the United States displaying their military might against an inferior opposition (55-68). Similarly, the graphic broadcasts elicited concerns about their psychological effects on the audience, especially the young children. In Britain and United States, there were concerns that media would broadcast graphic images of wounded and killed sol diers to the public. This would create psychological suffering to the relatives and trigger public outrage against the war (Rid 77) There was a pronounced contrast between the broadcasts by pro western media and Arab media during the Iraq war. Al jazeera television network, a pro Arabic media house demonstrated a remarkable journalistic coverage by showing the untold suffering of the Iraqi people meted by the occupying forces. The station showed images of Iraqi civilian victims and

Why I want to work in Critical Care Essay Example | Topics and Well Written Essays - 500 words

Why I want to work in Critical Care - Essay Example Most patients who are in Intensive Care Unit are not only in severe pain but also have life threatening condition. It is in this situation where patients need the utmost critical care because their lives and well-being are at stake. Without a nurse that would attend to the patient, their health condition will not only deteriorate but worst could also end their lives. As a nurse, my profession matters the most in this situation because the patients needed me the most to save their lives.I am aware that working in Intensive Care Unit will not be easy. Patients who need critical care must have health professionals who are competent and compassionate to look after them to make them better. As a nurse, this job would be very demanding because most cases that we will be handling are life threatening and extreme. This, however, will make me become better as a professional because I will be exposed to difficult cases that would stretch my professional capability thus making me a better nurse .As a personal health professional, I do not only want to excel in my profession but also would like to make a difference in other people’s lives. The best way to make a difference in other people’s lives is to be there both as a professional and a person during the patient’s direst situation. The satisfaction that will be derived from of making patiently’s better during their life-threatening situation cannot be remunerated by any form of compensation but can only be had by a unique opportunity to work.

Preparing to Conduct Business Research Paper Example | Topics and Well Written Essays - 250 words

Preparing to Conduct Business - Research Paper Example Qualitative Research is only ideal during the earlier phases of research projects while the notion of Quantitative Research is highly recommended because it supplements the preliniary research. Additionally, quantitative Research provides the researcher a much better picture into challenges for any given organization. In Zappo’s case, it must understand its customer’s purchasing power as well. I think it is crucial to understand that both can very beneficial for Zappos. For instance, qualitative can provide pivotal hindsight a broader picture of hypothesis whereas quantitive can be utilized for focused niche research. In essence, both can provide a detailed view and a holistic approach on customers, sales, inventory, etc. The drawback of using one method is that it confines the organization to one thinking and does not provide a holistic approach to problems. Zappos has been facing many challenges as it continues to be a leading retailer for shoes. However, it must still address the cost issues and operations logistics to serve its customer base

New business challenges in the Saudi market Thesis

New business challenges in the Saudi market - Thesis Example The objective of this research is to acquire a better insight business challenges in the Saudi market. Many emerging economies have been turning to their new businesses for economic growth. This has been the primary drivers of economic growth for most of the emerging and developing economies. Also, majority of the businesses in many countries worldwide are dotted with these new businesses. However, in Saudi Arabia, the performances of their new businesses have been very dismal. In fact, despite accounting for over 90% of their industries, these start-up companies only manage to employ less than a quarter of their labor force. As such, this situation has been believed to be a strong contributor to the high unemployment rate in the country. However, it seems that problems beyond entrepreneurship drives are pervasive in the country. In fact, there are many foreign workers in the country and statistics show that foreign male workers hold an even bigger chunk of employment than their Saud i counterparts. This has shown a more systemic problem in the country involving the education system of Saudi Arabia. Also, there should be an increase in the contribution to the economy from the private sector and the paper will attempt to explain the underlying problems affecting the new businesses in Saudi Arabia. Moreover, there policies of the country such as the Nitaqat and Saudization will be explored so as to shed more understanding into the possible solutions to the wanting contribution of the private sector in the country’s economy. ... The country is governed by a monarchy system of government and is a predominantly Muslim country. It is among the richest nations among the Arab states and this is mainly due to the oil that it exports. In 2010, the country’s oil fields churned out approximately 10.5 billion barrels per day (bbl) and so far, this has been the greatest source of revenue for this Arab state (CIA World Factbook, 2011 and Library of Congress, 2006). However, there is a growing need to diversify the sources of income for the government and basically, the country cannot forever rely on the public sector and its oil to be the only revenue generators for the country. Therefore, the country needs to encourage the strong growth of the public sector, especially the new businesses that will have to provide the necessary diversity to the Saudi economy as well as the needed boost for its economic growth. Although the country enjoy a relative prominence among its regional neighbours, the economic weakness of the country is seeping out reflected by the increasing unemployment in the kingdom. According to the ILO (2010), the global crisis that emanated from the deep recession among the advanced economies has adversely affected Saudi Arabia’s economy. Being among the world’s most voracious oil consumers, it is easy to see why the deep downturn in the advanced economies has greatly affected the economy of oil producers, most notably Saudi Arabia. The adverse effect of the economic turmoil that deepened the problem of unemployment in Saudi Arabia clearly demonstrates the lack of diversity in its economy since it is heavily reliant on oil. This commodity has been largely controlled by the state therefore it is easy to see why the public sector has been

Rheumatoid Arthritis Essay Example for Free

Rheumatoid Arthritis Essay Rheumatoid arthritis (RA) belongs to a class of autoimmune disorders that cause chronic joint inflammation as well as inflammation of the tissues surrounding the joints (Goronzy Weyand, 2001, p. 55). Other organs in the body are also affected when the cells fail to differentiate self from non-self. The failure of the immune cells to differentiate the body’s own cells from the foreign or intruding cells leads to autoimmunity where the immune cells attack the body’s own cells. Usually, the immune system is organized in a way that it seeks and destroys the body’s invaders particular the pathogens. The antibodies in patients with autoimmune diseases always target the body’s own tissues and cause inflammation. The effects resulting from the self-attack spreads to multiple body organs and this condition is commonly referred to as rheumatic arthritis (Arthritis Foundation, 2010). Epidemiology Rheumatoid arthritis is perhaps the commonest of all rheumatoid diseases and it affects about 1. 3 million people in the U. S alone (Arthritis Foundation, 2010). Women are three times as riskier than men to be afflicted by the disease although the disease is common among all races in equal magnitude (Clair, Pisetsky, Haynes, 2001, p. 1). The numbers of women suffering from rheumatoid arthritis are currently on the increase despite the recorded decline in numbers a few decades ago. The use of contraceptive pills containing insufficient estrogen as birth control measures has been blamed for the reduced immunity among women thus the increased cases of RA (Clair, Pisetsky, Haynes, 2001, p. 5). Environmental factors such as cigarette smoking are also to blame for the increase in disease cases among women. Although the general smoking rates have declined in the United States, the rates of women smokers, separately considered, have not declined though. While genetic factors such as the role of human leukocyte antigen (HLA) DRB1 alleles have for long been suspected to cause aberrations in proteins in immune cells, this has not been proved yet (Clair, Pisetsky, Haynes, 2001, p. 5). The risk among women has also been linked to the deficiency of vitamin D. Rheumatoid arthritis usually afflicts individuals of a wide range of ages although it is commonly begins after one has attained the age of 40 although it is rare beyond the age of 60 (Silman Pearson, 2002, p. 267). It has also been shown that rheumatoid arthritis can occur in multiple members of the same family. This observation suggests the propensity that the disease is inheritable (Goronzy Weyand, 2001, p. 55). A specific gene is suspected to be the underlying reason for the strange behavior of the immune cells attacking the body’s own cells. Pathophysiology and Pathogenesis Arthritis refers to some form of inflammation that occurs at the joints. Joints are points where two bones join each other and are critical for locomotion process. Rheumatoid arthritis results to the inflammation of the joint which is accompanied with severe pain, swelling, redness and stiffness in the joints. Rheumatoid arthritis can also lead to severe inflammation in tissues surrounding the joints such as ligaments, tendons and muscles. Chronic inflammation in some patients with rheumatoid arthritis can result into complete destruction of the bones, cartilage and ligaments thus leading to serious joint deformities. Usually, destruction of the joints can occur in early stages if development but gets worse as one advances in age (Arthritis Foundation, 2010). The main cause of RA is not well known although bacteria, viruses and fungi have for long been in the suspect list without any of the biological agents been proved. As for this reason, intensive research efforts are being invested in the identification of the causal agents for RA. Genetic causes and environmental infectious agents have been associated with the deranged immune system which goes out of control and attacks the body’s own cells (Goronzy Weyand, 2001, p. 55). The deranged immune system results into massive joint and organ inflammation which leads to rheumatoid arthritis. The common organs affected include the eyes and the lungs. Specifically, the activation of lymphocytes marks the start of the process of inflammation. In the inflamed cells, a number of chemical messengers are expressed including the interleukin-1 (IL-1), interleukin-6 (IL-6) and tumor necrosis factor (TNF) (Gupta Fomberstein, 2002, p. 3). Symptoms of Rheumatoid Arthritis Patients suffering from rheumatoid arthritis experience episodic inflammatory symptoms depending on the extent of individual tissue inflammation. The disease is overly active following extensive tissue inflammation and becomes inactive after inflammation has subsided. The condition undergoes remission following treatment or spontaneously and this can last for several days to years. In remission stage, patients feel well again until the conditions flares (return of symptoms and course of the disease). Active symptoms of RA include energy loss, lack of appetite, fatigue, joint and muscle pain, stiffness and low-grade fever. The reddening and swelling of the joints at the point of inflammation is indicative of RA. The joints also become tender and overly painful and the synovium, which is the tissue lining the joints, gets inflamed leading to overproduction of joint fluids or synovial fluid (Clair, Pisetsky, Haynes, 2001, p. 26). The inflammation of the synovium (synovitis) results mainly from its thickening. A number of organs and other body parts are affected in rheumatoid arthritis because the disease is a systemic condition. Specifically, the disease affects several body joints which are inflamed in a symmetrical manner mainly involving the small joints of the wrist and the hands (Clair, Pisetsky, Haynes, 2001, p. 12). The wrists and the hands are affected and the patients afflicted by the disease get it difficult to even open jars and turn door knobs. RA also affects a number of small joints of the feet. However, when a single joint is affected, the arthritis presents as joint infection or gout. Damage to tissues, bones and cartilages results from chromic inflammation and this can eventually lead to a complete cartilage loss and bone and muscle weaknesses and erosion. Joints will become deformed, destroyed or may completely lose function. The vocal cords can be affected to a level of influencing the voice tone. The effect to the cricoarytenoid joint has been suggested to influence the voice tone and cause voice hoarseness of the afflicted individuals. Inflammation of the glands located in the mouth and eyes often cause dryness, a condition known as Sjogren’s syndrome. Chest pain associated with shortness of breath, deep breathing or coughing results from pleuritis or the inflammation of the linings of the lungs (Clair, Pisetsky, Haynes, 2001, p. 18). Lungs tissues may become scarred, inflamed or rheumatoid nodules may form in the lungs. The pericardium or the tissues that surround the heart may become inflamed (pericarditis) and lead to massive chest pain especially when afflicted individuals lean forward or lie down (Clair, Pisetsky, Haynes, 2001, p. 19). The total erythrocytes and leucocytes count immensely reduces and a reduction in red blood cells leads to anemia while a decrease in leucocytes results to the enlargement of the spleen, a condition known as the Felty’s syndrome (Clair, Pisetsky, Haynes, 2001, p. 17). The region around the fingers and elbows may experience firm lumps known as the rheumatoid nodules (Clair, Pisetsky, Haynes, 2001, p. 16). While rheumatoid nodules do not lead to any significant symptoms, they can be infected occasionally. In RA patients, the nerves may become pinched around the wrist area and result to carpal tunnel syndrome. While it is rare for patients to suffer from vasculitis, the condition is one of the serious complications associated with RA and can totally impair the supply of blood to the tissues and lead to necrosis or tissue death. In vasculitis, tiny black spots around the beds of nails or ulcerations of the legs are commonly visible. Treatments To date, there is no specific known treatment for rheumatoid arthritis. However, modern interventions have been directed towards reducing pain and inflammation of the joints and maximizing the functioning of the joints. With proper management such as X-ray monitoring, the damage to joints and improvement of joint functions can be achieved. A combination of medication, sufficient rest, joint protection, patient education and exercise to strengthen the joints has been proved effective (Clair, Pisetsky, Haynes, 2001, p. 146). The treatment plan is not uniform among all patients but depends on the disease activity, general health of the patient, the age and occupation of the patient and the type of joints affected by RA. In all the treatment plans, there should be total cooperation between the patient, doctor and the family members. There are two main classes of drugs used in the management of RA: the first-line drugs or the fast-acting drugs and the second-line or the slow acting drugs. Among the first-line drugs include aspirin and corticosteroids such as cortisone which are used in the management of joint inflation and pain. Second-line or slow acting medications, also known as disease-modifying antirheumatic drugs (DMARDs) include agents such as methotrexate, hydroxycholoroquine and gold (Arthritis Foundation, 2010). These agents increase the chances for disease remission and prevent any progressive destruction of the joints but do not act as anti-inflammatory agents (Arthritis Foundation, 2010). Since the level of destructiveness from RA varies with individuals, treatment options also differ among individuals. For instance, patients with less destructive forms of RA can be advised to have sufficient rest or given analgesic or anti-inflammatory drugs to manage the condition. Second-line medications can be administered in a timely manner to improve the function and minimize joint destruction and disability within a short period following disease diagnosis. However, a great percentage of individuals suffering from aggressive form of RA require second-line drugs like methotrexate as well as the anti-inflammatory drugs. Different second-line drugs can also be given in combination regiment. In severe deformities of the joints, surgical procedure may be recommended to correct the deformities (Arthritis Foundation, 2010).

Advent of the democratic dispensation in south africa

Advent of the democratic dispensation in south africa 1.1 INTRODUCTION The advent of the democratic dispensation in South Africa has brought about significant changes in the political, social and economic spheres of the country. As a microcosm of society, the education sector too has been caught up in the ebb and flow of these democratic changes (Zatman, Florio and Sikorski, 1997:3). Consequently new educational laws and policies that are consistent with the new dispensation have been put in place. Although the transformation from apartheid education to Outcomes-Based Education (OBE) was necessitated by the democratic demands, its implementation is not a forgone conclusion. According to (ANC, 1995:8), â€Å"education and education systems are, above all, human and social institutions with all their capabilities and limitations†. Education institutions need to be managed. Unlike machines, they cannot be programmed for certain outcomes and then set to run by themselves. School principals together with other members of the School Management Teams (SMTs) as change agents and key personnel in schools, are faced with the challenge of managing these changes. Unfortunately many variables in the process of change are either unknown or cannot be controlled (Pudi, 2005:148). However, it is important to understand the roles that SMTs have to play for the effective management of the educational changes in schools. It is because of this that the roles and effective management of change in schools through SMTs is both important and necessary. The demands of a new education dispensation have in effect made necessary a paradigm shift in the management of schools. 1.1.1 A paradigm shift in the management of schools The introduction of OBE, the Integrated Quality Management Systems (IQMS), the National Curriculum Statement (NCS) and other educational changes in schools made imperative a modified or changed teaching approach from educators. More significantly effective implementation of OBE requires development of new management strategies and competencies from all the members of the SMTs. However the author is concerned about whether the current members of SMTs are sufficiently equipped with the necessary skills that will enable them to manage the current turbulences in schools. According to Zatman et al. (1997:3) it is convincing that school managers today are faced with a perplexing situation of trying to satisfy the needs and requirements of South Africa`s diverse population. Gultig and Butler (1999:7) stress that the management development programmes should no longer focus on school principals only, but on other middle managers as well. These authors maintain that under conditions of decentralization and a significant shift towards school-based management, the focus should primarily be on the broader and more inclusive understanding of education management development. School development programmes should not be seen as the preserve of the few seniors at the top of the school management structure. To meet the needs of the present democratic society, school principals and the rest of the management team are expected to be involved in self development programmes and develop other stakeholders in the school. The latter could be members of the community who should feature in school governance structures. According to Gultig and Butler (1999: vii) the paradigm shift in the management of schools has affected the way in which educators as classroom managers have to manage their classes. The dictates of OBE stresses team work and cross consultation with the learners. DoE (2002:08) points out that since OBE is focused on the outcomes, and that the process of obtaining these outcomes are in essence different, there have to be different ways of managing not only the outcomes but also the process of arriving at these outcomes. In the classroom, the OBE approach has led to a paradigm shift from teacher domination to active participation of learners as stakeholders in the teaching and learning process. School managers are required to ensure that educators implement the participatory mode of teaching effectively. Gultig and Butler (1999:29) stress that prior to the birth of the democratic society in South Africa, leadership and management practices in some institutions including schools, were mainly focused on how efficiently educators executed their prescribed duties without giving them opportunity for creativity and innovation. According to Bertram, Gultig and Ndlovu (1999:61) in the present education dispensation members of SMTs and educators are given freedom to participate in school management and education of the learners. Participation is promoted by the constitution of the Republic of South Africa and other relevant management and leadership models that are not only participatory but also promote democracy. According to Seller (2001:257) the present OBE approach â€Å"encourages an open school climate that promotes sharing of challenges, a cross-pollination of ideas and collaborative decision-making which is vital for high morale as well as increased efficiency and effectiveness†. This approach emphasizes alignment of school management with the democratic principles. The focus of this study is on investigating whether the members of SMTs in Mogodumo region in Limpopo province are capable of meeting the managerial expectations of the current democratic society that is brought by educational changes such the implementation of OBE in schools. In the present era, school managers are expected to become responsive to the changing needs that are imposed by the democratic changes and educational transformation. Legislations and school policies are pivotal in achieving this ideal. 1.1.2 The impact of the new policies on the roles of school managers The introduction of the present education policies and legislations demand members of SMTs to possess new managerial competencies that will enable them to implement these policies effectively (Gultig and Butler, 1999:64). The introduction of the current education Acts such as the South African Schools (Act 84 of 1996), with its emphasis on active participation of parents in school governance, has undoubtedly impacted on the roles of school managers. Section 9(3) and 9(4) of the Constitution (S.A Constitution, 1996a) stipulate that â€Å"no person (including learners) may be directly or indirectly discriminated against on the basis of race, gender, colour, ethnic or social origin.† This has in part led to the introduction of the current admission policy in South African schools. The spin-off to the present admission policy which encourages schools to open up the doors for learning to all without discrimination, has led to an increasingly diversity of learner population. This diversity can create racial and discipline-related problems that can challenge the managerial capabilities of the current school managers. Lemmer and Squelch (1993:27) note that school managers are faced with learners of different population groups and a multicultural ethos. These authors further point out that the introduction of this non discriminatory admission policy was an attempt to desegregate education so as to accommodate learners from all racial groups. However, the impact of this admission policy on the managerial capabilities of school managers cannot be left to chance. One of the other policies that impact on school managers in Mogodumo region in Limpopo province is the policy on corporal punishment. This is stated in section 10(1) of the South African Schools Act (SASA, 1996b). The Act stipulates that â€Å"no person may administer corporal punishment at a school to a learner.† This can be interpreted as upholding human dignity and respect to learners as human beings. Learners are therefore protected from being treated in a cruel, inhumane and degrading manner that may have been consistent with the previous dispensation and its relevant management practices. However, the impact of the abolition of corporal punishment has created serious disciplinary problems which demand school managers in Mogodumo region in Limpopo province to become more creative with regard to the application of appropriate alternative disciplinary measures for the maintenance of discipline and the effective teaching and learning in schools. The (DoE 2001:6) cites poor discipline as one of the manifestations of lack of transformation of management practices to conform to the changing times and environment. School management, from curriculum to non curricular activities is achieved as a participatory endeavour where all stakeholders are not only informed but also actively involved. 1.1.3 Participatory management approach School managers as leaders hold influential positions in schools. They are thus charged with the responsibility to manage educational changes in schools in the province. In their efforts to align changes with educational reforms, school managers today are expected to adopt leadership and management practices which are consistent with the democratic principles. Since this mode of management requires active participation of stakeholders in schools, it impacts on the managerial roles of school managers. Stakeholders such as parents were included in the governance of schools prior to the present democratic dispensation as stipulated in section 9 subsection 1 of South African Schools Act (SASA, 1996b). However they were often not provided opportunities to participate actively in executing the roles that they were supposed to play. In responding to the demands of the democratic society, this Act promotes parents not to be the rare species in schools anymore. Through the South African Schools Act (SASA, 1996b), parents are not only charged with the responsibility for the education of their children but are also mandated by law to participate actively in school governance. This implies that the current school managers need to play the role of building strong bases for parent participation in schools. In order to practice participatory management meaningfully school managers are expected to take parents on board on matters that demand their attention. Zatman et al. (1997:8) state that school managers as advocates of change are faced with a diversity of forces from within and outside the school arena. School managers are expected to involve the parents particularly members of the School Governing Body (SGB) in matters such drawing school budget and development of the mission statement of the schools. Apart from the involvement of parents, the scope for SMTs is further expanded by their involvement with learners and other external members of the public and clients who have a stake in the education 1.2 AWARENESS OF THE PROBLEM The post apartheid era in South Africa has dawned with tremendous changes that manifest themselves clearly within the education arena. Schools as components of the education system are faced with the challenge of implementing these changes in a meaningful way. As stated in section 1.1.1, educational changes such as the introduction of the OBE and NCS, IQMS and other changes that are brought by the changing needs of the current democratic society have been enacted. These changes require school managers to assume new managerial roles and responsibility. They are supposed to act as leaders and managers with the capabilities to manage the educational changes (Lombard, 2003:3). Unfortunately there is no policy document or norms and standards that precisely guide school managers on how to manage schools and these educational changes. The researcher realizes that there is not yet a policy that serves as a guide for school managers on the management of schools and the current changes that characterizes them (schools). The Education Policy Act (Act 27 of 1996) which focuses on the roles of educators has been drawn to serve as guidance regarding the responsibility of educators as classroom managers. Lombard (2003:3) argues that school managers of the pre-democratic era were mainly equipped with the skills to exercise control and fulfill administrative duties. This implies that their initial formal training that prepared them to become teachers did not equip them (school managers) with the knowledge and the capacity to execute managerial roles, particularly in change management. The training prepared them to manage classroom environments that prevailed during the pre-democratic era rather than to manage the changes experienced in contemporary schools. From these discussions, it is evident that there is little relevance between the skills that are possessed by the present school managers in Mogodumo region in Limpopo province and new managerial expectations that they are required to play in their attempts to execute their managerial roles in schools Based on these limitations, the researcher is not certain whether the current school managers in Mogodumo region in Limpopo province will be capable of managing and transforming schools in accordance with the demands of the democratic principles. It is these uncertainties that have led the researcher to undertake an investigation into the roles that members of SMTs in Mogodumo region in Limpopo province play in their efforts to manage educational changes. 1.3 PROBLEM STATEMENT When the problem under discussion is analysed and evaluated, the question arises on whether members of School Management Teams in Mogodumo region in Limpopo province are capable of playing their roles in managing the changes in schools. From this, the problem statement for this study can be stated as: The roles that school managers need to play in managing educational changes in schools in Mogodumo region in the Limpopo province. 1.4 AIM OF THE STUDY The aim of this study is to investigate the role that school managers play in managing the educational changes in the Mogodumo region in the Limpopo province. 1.5 MOTIVATION FOR THE STUDY 1.5.1 Importance and necessity The study focuses primarily on the roles that school managers are supposed to play in the management of educational changes. Effective management of schools today requires school manager to have knowledge of the new managerial roles that are necessitated by the current educational changes. This study is thus deemed necessary for school personnel, and in particular members of SMTs. It is because this study intends to equip them with the knowledge of the actual roles that they (school managers) are expected to play in the transforming education system in South Africa. This knowledge is required by school managers if they are to manage changes in schools effectively. The kind of knowledge that this undertaking intends to expose is deemed important not only for the self improvement of school managers, but also for the development and the improvement of the whole school. Other members of staff will also benefit from school managers through school-based in-service training that focuses on change management. The present school managers are faced with the transforming education system in South Africa (DoE 1996:1). This study is therefore necessary for it does not only focus on the roles of school managers but also has a bearing on the exposition of changes and the new policies in education. Knowledge of these policies is deemed essential for the current school managers because it (knowledge) is regarded as one of the prerequisites for the successful execution of their new roles. As Morgan (1988:2) explains, school managers need to acquire the skills and knowledge that are necessary to deal with the consequences of transformation as it unfolds itself over time. 1.5.2 Contribution to the study It is expected that the empirical findings from the sampled school managers will contribute to the body of knowledge of change management and the managerial responsibilities of the contemporary school managers. It should be noted that though generalizations cannot be made from the empirical findings, the results of the interviews with some of the members of SMTs in Mogodumo region are hoped to put to light the actual roles that school managers play in their effort to manage educational transformation. It is hoped that this study will form a base for a better understanding of the way the current educational changes demand for the transformation of the managerial roles of school managers during this era. Morgan (1988: xii) emphasizes that dealing with the consequences of change requires managers to apply specific competencies that will enable them to identify â€Å"fracture lines†. 1.6 RESEARCH METHODOLOGY On the basis of the nature of this study which requires the researcher to listen to the verbal description of the experiences of the respondents in their natural environment, the researcher has opted to conduct this study within the qualitative paradigm. This approach requires research techniques such as the interview that involve social interaction between the researcher and the respondents rather than instruments and statistical methods that are common for the quantitative research design (Hoberg, 1999:80). He further states that the qualitative research approach emphasizes the intervention of the researcher in the natural setting of the respondents and allows for participant observation as well as gathering first-hand information from the respondents. On this basis, the researcher visited the sampled schools in the Mogodumo region in Limpopo province. The intention was to understand the lived experiences regarding the roles and the strategies that members of the SMTs apply in their efforts to align the envisaged changes with the current school environments. 1.7 EXPLANATION OF CONCEPTS For the convenience of the reader and to avoid misunderstanding, certain concepts will be explained. The purpose of the explanation is to offer a clear understanding of what each concept means as it is used throughout this study. 1.7.1 Role Hawkins (1984: 725) defines ‘role as â€Å"a persons task or duty in an undertaking†. Rabothata (1982:3) emphasizes that ‘roles are â€Å"duties and responsibilities expected from a person occupying a certain position in an institution†. Roles can comprise the tasks ascribed to or expected of a person by virtue of the position held. However, the researcher is of the opinion that it should be kept in mind that roles are not limited to occupational status, nor does the fact that one is cast in the role of a manager during working hours prevent him/her from taking on other roles such as a husband, president, father et cetera, at some other time. Roles can also be defined as a set of expectations imposed on educators and school managers by the parents of learners, educationists and society in general (Pudi, 2005:147). From this perspective, it is evident that the roles of educators are based on the way the parents, the community or the society expect educators to behave. The word ‘role will be used in this study to refer to the tasks and responsibilities that the members of SMTs are expected to execute in their efforts to manage the changes in the schools. 1.7.2 School Managers The concept ‘school managers in this study does not only refer to the principals as the head of the school but also to other member of SMTs in schools. Besides the fact that principals are regarded as the highest-ranking professional educator, they do not manage the schools alone. Other personnel who manage and lead the school together with the principals such as the Deputy Principals and the Heads of Departments (HODs) are also regarded as managers. However it should be acknowledged that in some schools especially small schools, the senior teachers may also be co-opted into the management teams. The concepts ‘school managers and members of School Management Teams or SMTs will be used interchangeably in this study. 1.7.3 Competencies Van der Bank (1996:3) defines ‘competencies as the abilities to do something in a satisfactory or effective way. The concept ‘competencies is also defined as the ability to do something especially measured against a standard (Karpike and Murphy, 1996:33). 1.7.4 Paradigm A ‘paradigm is a model that forms a basis of something (Morgan 1988:129). According to Bertram et al. (1999: vii) the concept ‘paradigm refers to ‘a frame of reference. A paradigm is often based on a set of ideas or a particular way of making sense of the word and dealing with it. 1.8 PROGRAMME OF STUDY Chapter 1: Introductory orientation In this chapter, the background to the study, awareness of the problem, statement of the problem, aims of the study, motivation of the study, and description of the research methodology are discussed. Chapter 2: The nature of change and educational changes in schools This chapter contains literature study focusing on change. Particular focus is given the educational changes that impact on the roles of members of SMTs in the contemporary era. Chapter 3: Educational changes in schools: the role of school managers Emphasis is placed on the roles that members of the SMTs are supposed to play in their attempts to deal with the changes in schools. The impact of these changes on the school will be discussed. The suggested effective managerial competencies are also be highlighted. Chapter 4: Research design and methodology Planning of the research is undertaken. The research methodology together with data collection techniques used in this research is explained. The empirical research and methodology are outlined in this chapter. The research approach, the research methods and data collection techniques employed in this study are explained. Chapter 5: Empirical research and findings Presentation and analysis of the data collected is undertaken. The findings are discussed. Chapter 6: Summary, recommendations and conclusion The entire study is summarized. Conclusions regarding what school managers could do to rectify the situations in their schools are explained. Limitations of the study are explained. Recommendations for further research are stated. 1.9 SUMMARY This chapter provided the orientation to the study. The statement of the problem, aims and motivation for the study were outlined. In the following chapter the nature of change and educational changes in schools will be studied. CHAPTER 2 THE NATURE OF CHANGE AND EDUCATIONAL CHANGES 2.1 INTRODUCTION Change appears to be an ongoing natural process that tends to be inevitable in human life. Seller (2001:255) stresses that the call for change in all aspects of the educational delivery system has been continuous. It has been stated in section 1.1 that the education system is South Africa has been restructured to keep abreast with current societal demands. Among various educational changes, restructuring of schools by the inclusion and active involvement of groups of stakeholders such as the SMTs, the SGBs and the Representative Council of Learners (RCLs) can be cited as some of the common changes in schools. These groups of stakeholders were not given chance to play appropriate roles that they were supposed to play in most schools prior to the present democratic era in South Africa. Effective involvement of these stakeholders has a bearing on the organizational structure of schools as well. According to Bertram et al. (1999:vii) the democratization of the South African government encourages participation of stakeholders in the governance of the country. This demands a paradigm shift from autocratic and non-democratic leadership that was common during apartheid era. It suggests that instead schools should be run in a participatory and reflective manner. In addition the necessity for improvement of the quality of the learning has brought about a change in the content and the method of teaching and learning in schools. As pointed out in section 1.1.1, there has been a move to learner-centered OBE and NCS which promotes participation, setting measurable outcomes and continuous assessment of learners. Fullan (1985:3) emphasizes that â€Å"it is no exaggeration to say that dealing with change is endemic in the post-modern society†. Apart from these changes other innovations have been introduced such as the abolition of corporal of punishment, the changed policy regarding admissions, the norms and standards for school funding and many other changes that cannot be covered within the scope of this study. All these have demonstrated that change is an inevitable phenomenon particularly within the current democratic society. Based on the above discussion, it is evident that change is one of the important phenomena that impact on South African education today. Thus prior to investigating the roles that the managers of schools are supposed to play in aligning the changes with the present school environments, the researcher deemed it necessary to begin by defining change. A focus will also be on exposing some of the common educational changes that impact on the roles of school managers today. The intention is to provide a basis for understanding some of the educational changes that have brought about transformation of the managerial responsibilities of school managers in the present era. 2.2 CHANGE DEFINED Change can be defined from different perspectives. According to McLean (2005:16), change is defined as the alteration of individual behaviour or the substitution of one thing by another. On the other hand, Credora (2001:01) views change as the adoption of innovation where the ultimate goal is to improve the outcomes through alteration of practice. In addition to these definitions, one may point out that change can be seen as a modification of existing rules, regulations, values and belief systems. It may be regarded as a way of correcting behaviours or the way things are done. In short, change is deemed to be a movement away from the status quo. 2.3 THE NATURE OF CHANGE 2.3.1 Change as a process Fullan (1985:392) notes that change is not an event but a process. This statement is based on the fact that change takes place over a period of time. In the second of the eight basic lessons of the new paradigm of change Fullan (1992:21) further suggests that â€Å"change is a journey, not a blueprint†. It is non-linear and it is loaded with uncertainties. Like death and taxes, change is said to be an inevitable part of everyones life. In as much as one cannot run away from death, change cannot be avoided. Resistance to change is not a solution. Change will continue even if people resist it. Lombard (2003:28) provides a very useful analysis of the main themes on educational change and its management. He identified the following main themes concerning the nature of change as a process: †¢ Change is structural and systematic. Any real change will often affect the whole system in that change in one part of an institution has a ripple effect in other parts. †¢ Change is a process that occurs over time. Because any changes take place overtime, organizational change is not a discrete event, it is not sequential and it does not follow a straight line. †¢ Change is multi-dimensional. Change encompasses a number of different dimensions including resources, contents, process, evaluation, emotions, beliefs, values and principles. †¢ Change is viewed differently by various participants and therefore evokes a range of responses. All those involved in the change process will have their own perception about it. †¢ Change management requires investment in technological resources, human resources, and management of the process. The effective management of change requires creativity and the ability to identify and solve problems. Besides the different views on change, one could state that change is often regarded as a process. It is characterized by a series of interconnected events that may lead to alteration of values, beliefs or approaches over a period of time. During the process of change, the success of each stage of development is determined by the success of the previous stage (Lombard 2003:208). It should be noted that, while one may observe certain stages, change is not a linear process which follow clear cut stages. Complex changes may necessitate a number of stages for them to be sustained. Hence change depends on the extent of its complexity and other contextual factors. It affects people and their perceptions differently on a continuum from positive to negative. 2.3.2 The perceptions about change Some school personnel may hold a positive view of change while others may view it negatively. Garrett (1997:96) states that those who view it negatively often see it as a means of stepping away from ones firm ground (where one feels confident and is familiar with the rules and is also able to function comfortably), into swampy territory (where one feels uncomfortable and uncertain about roles and relationships and is also less confident about the skills and knowledge necessary to function effectively). According to Lombard (2003:6), when institutions such as schools are restructured, some of the members of the staff may worry about adjusting or losing their status or jobs. The recent changes such as redeployment and the introduction of OBE in South African schools have led to the reshaping of roles and the disruption of stability in schools. Feelings of uncertainty and discomfort have been stirred among some of the school personnel. Lombard (2003:6) further stresses that the senses of purpose of the majority of school managers and educators are often threatened by the changes. For instance the process of redeployment made some of the school managers to feel less confident about their skills. While some showed signs of resistance to these changes, others resorted to taking packages, early retirements and even resignation from the teaching field. It is as a result of this that there is a constant outflow of educators to other economic sectors (Tshabalala, 2006:12). McLean (2005:20) points out that, change may be perceived negatively as a force that upsets individuals` comfort zone and constantly challenges them to think outside their boxes and behave in new ways that may be alien to them. For school personnel who hold a negative view, the changes that occur in schools often stir fear in them. Changes challenge their competence, power and authority. Th