Is The Gender Pay Gap - 1880 Words

Seventy-seven cents to the dollar. A simple phrase used to describe the gender pay gap. Most people who use this phrase in casual conversation do not really know what this entails. It is much more than men earning more than women. The significance of this pay discrepancy becomes much more apparent when looking at the bigger picture. Over an entire lifetime of working, a woman making only 77 cents to the male dollar loses a total of $1.2 million dollars over the course of her working life (Murphy Graff, 2005). A risk of poverty for women living with a pay gap is high. According to the European Commission, the at-risk-of-poverty rate is around 22 percent for women, compared to the 16 percent of men. So why is the gender pay†¦show more content†¦The National Bureau of Economic Research points to labor market discrimination and overall trends in wage structure to explain why the wage gap exists. Discrimination in the labor market may lower women’s incentives to invest in their qualifications. The second factor of trends in wage structure refers to the terms the market sets for various skills or for employment in particular occupations or industries (Blau Kahn, 2001). Other factors contributing to the wage gap have since been considerably ameliorated, factors including gender gaps in education, skills, experience, as well as occupational segregation and career breaks (Kulow, 2013). According to Adam Smith’s The Wealth of Nations from the stimulus material, â€Å"The wages of labor in different employments vary according to the probability or improbability of success in them.† He then brings up an example of how mechanic jobs, such as carpentry and masonry, have almost certain success, meanwhile, success is very uncertain in the liberal professions. In a study done by the United States Department of Labor, the most common jobs for women consist of education administrators, teacher assistants, social workers, and secretaries- all the â€Å"liberal† professions. For men, their most common jobs include managers, carpenters, and laborers. The data, supported by Smith’s findings, prove that men do earn more than women, creating a gap in wages. Although the Equal Pay Act in 1963Show MoreRelatedGender Gap In Pay1574 Words   |  7 PagesIntroduction Gender Pay Gap also referred to as Gender wage gap, gender income difference or male-female income difference refers to the difference between the earning of men and women (Victoria, 2006). The European Union defines the Gender Pay gap as the difference between men and women’s hourly earnings (OECD, 2012). The difference may be measured on hourly, weekly, monthly, or yearly earning. The difference is expressed as a percentage of the men’s earning. However, the difference varies fromRead MoreThe Gender Pay Gap1639 Words   |  7 PagesThe Gender Pay Gap PROBLEM Introduction The pay gap between men and women has fallen quite dramatically over the past 30 years though a sizeable gap still remains, but this headline figure masks some less positive developments in recent years. We are used to each generation of women making progress relative to the one before, but this process has slowed slightly with the better than the previous one(Centre Piece Summer 2006). The gender pay gap measures the earning differences betweenRead MoreThe And Gender Pay Gap932 Words   |  4 Pagesarrangements. Feminism has been one of the successful social movements, and has promoted alternative types of the American family. The movement has different priorities in each society, and in the United States one of the issues is the â€Å"gender pay gap†. Gender pay gap is defined as the average difference between men’s and women’s aggregate hourly earnings (European Commission, 2014). According to the U.S. Department of Labor, in 2014 the median weekly earnings for workers with at least a bachelor’sRead MoreGender And Gender Pay Gap1173 Words   |  5 Pages Gender pay gaps have been a hot topic over the last several years. In my findings, I found three articles that stood out the most to me, as well as some statistical information. Gender pay gap is an interesting subject because it happens all across the United States, as well as in o ther countries worldwide. This pay gap can affect women of all ages, race, religion and educational levels. What is gender pay gap? The gender pay gap is defined as the difference between women and men’s full time averageRead MoreGender Pay Gap2020 Words   |  8 PagesGender Pay Gap The economic issue with the gender pay gap has been a concern for quite some time. Many people say that men are paid more money, or have higher salaries than women; however, there are also people who believe otherwise. Some argue that maternity leave or education level is a reason why women seem to be paid less than men, and others argue that there is a bigger issue such as race and age. The following information will address both viewpoints on the gender pay gap and its issues withinRead MoreGender Pay Gap14271 Words   |  58 Pages* Short Features * Maps/Graphs * Bibliography * The Next Step * Contacts * Footnotes * About the Author * * Comments | Gender Pay Gap | Are women paid fairly in the workplace? | March 14, 2008 †¢ Volume 18, Issue 11 | By Thomas J. Billitteri Introduction Former Goodyear manager Lilly Ledbetter won more than $3 million in a pay-discrimination suit against the tire firm, but the U.S. Supreme Court overturned the verdict in 2007 for filing her complaint too late. (AFP/GettyRead MoreWhy The Gender Pay Gap Essay1692 Words   |  7 PagesVincent (2013) provides a quantitative and qualitative analysis on why the gender pay gap exists in Canada by researching, studying, analyzing, and interpreting over 39 different sources of Canadian micro data and finds that the gender pay gap has decreased over the years but still persists even in younger generations, less than a third of the pay gap can be explained through females over-occupying lower sector jobs, women placing a larger emphasize on non- monetary related aspects of a jobRead MoreGender Equality And The Pay Gap895 Words   |  4 Pages The gender pay gap has always been an issue concerning the work force and those apart of it. Men have always made more money than women no matter the occupation, and pay discrimination needs to be stopped. It s even been documented that women are more active and educated in labor force but still receive 78 cents for every dollar a man makes. The pay gap is affecting all women and impacting those of all races, ethnic groups, ages, education levels, and is a problem in every state. A change needsRead MoreGender Inequality : Gender Pay Gap975 Words   |  4 PagesThe gender pay gap in Hollywood The gender pay gap is the difference in pay earned by men and the pay earned by women.( Pay Equity Commission, 2012). There are various ways in measuring the pay gap between genders, such as full- time or full- year wage. Statistics Canada data ( 2012) displayed that the gender pay gap in Ontario was 26% for full- time and full- year employments, which means for every C$1 earned by a man, a woman earned 74 cents( Pay Equity Commission,2012).The pay gap has been narrowingRead MoreGender Inequality And Gender Pay Gap1543 Words   |  7 Pagesthe gender pay gap in the UK. These theories are taste discrimination, statistical discrimination, human capital and occupational segregation. Other research and data are included in this essay as evidence to support the different theories. The four theories covered in this essay all provide some explanation for the gender pay gap in the UK, some more than others – statistical discrimination theory having the highest explanatory power for t he magnitude of this pay gap. The gender pay gap can be

Challenges in Hrm Free Essays

string(158) " also attempts to enhance the capacity of individuals for critical re\? ectivity by recognising that individual identity and growth are integral to learning\." Studies in C ontinuing Education, V ol. 23, N o. 1, 2001 Challenges in Human Resource Development Practitioner Preparation ROBYN JOHNSTON University of Technology, Sydney This article describes some of the challenges that confront designers of programs which prepare or upskill Human Resource Development (HRD) practitioners. We will write a custom essay sample on Challenges in Hrm or any similar topic only for you Order Now It surfaces varying perspectives of human resource development and some of the issues that confront organisations in the post-industrial economy which have implications for HRD practice. It also surfaces some tensions and areas of convergence that can be seen in recent studies which have investigated the role of HRD practitioners. The  ® nal section recommends some substantive areas that should be addressed within HRD preparation programs which are designed to equip learners for practice in the current organisational context. ABSTRACT Introduction Organisational learning and skill formation initiatives are increasingly being seen as contributing to the achievement of organisational competitiveness in the contemporary economy. As a result, the development of employees has become a more prominent organisational practice. Since Human Resource Development (HRD) practitioners are primarily responsible for employee development there is a need for them to become more highly skilled to ensure that their practice meets the changing needs of organisations. Formal educational programs in the practice of HRD provide a way of assisting practitioners to acquire the skills they now need for effective practice. The design of such programs, however, is problematic given the emergent and cross-disciplinary nature of the  ® eld. This paper surfaces some of the challenges associated with program design for the development of HRD practitioners, drawing from discussions in, and pro ® ling research from, the HRD literature. The  ® nal section of the paper proposes several key areas that need to be addressed in preparatory programs for HRD practitioners. Some De ® nitions In focusing on the development challenges for such an occupational group, this paper is using ? Human Resource Developer? as an umbrella term to encompass those practitioners whose work within organisations is concerned primarily with improving performance through fostering learning in individuals, groups or the organisation more collectively. Whilst the diversity of practice in the  ® eld is acknowlISSN 0158-037X print; 1470-126X online/01/010037-17 O DOI: 10. 1080/01580370120043231 2001 Taylor Francis Ltd 38 R. Johnston dged, for the purposes of this paper those working in organisations with positional labels including enterprise trainer, training of ® cer, trainer and developer, learning strategist or consultant, performance developer, organisational developer and staff development of ® cer are being collapsed into one occupational category. All of these labels have been or are being used in organisations and in the literature to designate those whose pr imary work is to improve performance in organisational settings through fostering learning (Mulder, 1992). The paper also uses the term Human Resource Development as an umbrella term to describe the work of such practitioners. It therefore considers HRD practice as encompassing orthodox forms of training as well as other forms of employee or organisational development. Challenge 1: what is driving HRD practice? A major challenge confronting designers of programs for HRD practitioners is determining what is driving HRD in organisational settings. Certainly those writing about the  ® eld in both journals and HRD methodology texts provide a number of competing perspectives about this question (Kuchinke, 1998; Barrie Pace, 1997; Garavan et al. , 1995; Chalofsky, 1992; Watkins, 1989). A brief summary of some of the differing perspectives follows. HRD is Primarily About Meeting Business Needs Through Learning There is a body of literature that argues that HRD is  ® rst and foremost about improving performance through learning-based strategies for the purpose of achieving business goals. This perspective, underpinned by human capital and strategic human resource theories, claims that the real value of HRD practice should be measured in terms of its contribution to organisations as opposed to the value of learning for the individual (Kuchinke, 1998; Stace Dunphy, 1996; Torroco Swanson, 1995). It emphasises that HRD activity should provide measurable value-added outcomes that are aligned to the mission, strategic goals and business planning processes of organisations. It also argues that HRD practice is proactive and therefore about anticipating imminent business needs and shaping the organisation’s future through contingency plans that  ® rms can deploy when situations warrant (Kuchinke, 1998; Martocchio Baldwin, 1997; Garavan et al. , 1995). Such a future orientation means that HRD practice should be about improving the ? exibility and adaptability of workforces and business units and therefore should work in close association with other organisational or business systems, and sometimes customers or suppliers, to help achieve business goals. A business-oriented perspective of HRD would suggest that HRD preparation programs should foreground learning activities that increase learners’ understandings of the functioning and direction of their organisations and the pressures these organisations face. Such programs should build learners’ capacities to diagnose immediate and future organisational skill level needs. They should also provide learners with an understanding of a range of strategies for achieving and communi- Challenges in HRD Practitioner Preparation 39 cating measurable and transparent outcomes in terms of performance improvements that are valued by organisations. HRD is About Fostering Individual Employee Growth and Development Through Learning A competing perspective of HRD is that it is primarily about helping individuals working in organisations learn and grow. Although there is debate between those arguing that development practice should be driven by an instrumental competencebased approach and those arguing for a more holistic humanistic approach to employee development, advocates from both camps posit that the major concern of HRD is that of helping individuals and groups learn through formal training or some other planned strategy (Barrie Pace, 1997; Watkins, 1989). As a consequence, the organisation will bene ® t, but this is secondary, as the main concern is always for the people engaged in the learning. This perspective of HRD argues that learning is the mechanism for empowering individuals by equipping them with skills and knowledge required for technological and occupational change. If practice is driven by a humanistic orientation, it often involves learners planning their own development. It also attempts to enhance the capacity of individuals for critical re? ectivity by recognising that individual identity and growth are integral to learning. You read "Challenges in Hrm" in category "Essay examples" On the other hand, when skill formation and learning is driven by a more instrumental approach and based on industry- or enterprise-based competency standards, orthodox training classes and on-the-job coaching and assessment of competencies are common. This emphasis on the need for individual employee growth through learning is sustained by recent organisational literature, which argues that individuals should take greater responsibility for their own ongoing development and career management. Such literature suggests that individuals can no longer expect their employers to take sole responsibility for ensuring employee career development given that contemporary employment is often project based and therefore less permanent. In this scenario, individuals need to make opportunities for their own growth and development and hence should seek individual learning and growth opportunities from HRD activities (Arnold, 1997; Wilson Barnacoat, 1995; Handy, 1995). This perspective of HRD would suggest preparation programs for HRD practitioners should provide learners with sound understandings of the principles of adult development and learning and with capacities to design development approaches which enhance individual learning and development. HRD is About Fostering the Development of a Learning Organisation This third perspective is found in both management and HRD literature, and is frequently associated with high-performance organisations that are utilising new working practices including the application of more sophisticated production technology, more participative approaches to decision making, team-working structures and more ? exible use of labour. It is also a perspective of HRD practice often found in organisations undergoing signi ® cant structural or cultural change (Marquard 40 R. Johnston Sofo, 1999; Barrie Pace, 1997; Field Ford, 1996; Watkins Marsick, 1992; Jones Hendry, 1992). Such organisations frequently identify themselves as learning organisations or at least indicate that they are aspiring to become learning organisations. De ® nitions and descriptions of learning organisations vary. Most de ® nitions, however, suggest that such organisations have characteristics which include the capacities to collect, store and transfer knowledge which enable them to continuously transform themselves and so attain high levels of performance and competitive positioning. These de ® nitions and descriptions also suggest that learning organisations empower employees to learn as they work both individually and collectively, to utilise technology for more productive outcomes, to strive for continuous improvement, and to critically question processes and work practices and their underpinning assumptions (Denton, 1998; Garavan, 1997; Coopey, 1996; Field Ford, 1996). Thus, this perspective of HRD advocates that a prime dimension of HRD practice should be the promotion of a form of collective learning that allows organisations to transform themselves. The focus of the learning organisation approach therefore is on the work team, the business unit and the wider organisation rather than the individual, although individual skill development is still recognised as important. In organisations adopting this perspective the HRD practitioner often works as an internal consultant. This role requires the HRD practitioner to advise teams and business units on problems, assist with the management of change and foster continuous improvement processes and attitudes. There is less emphasis in such organisations on formal training in technical and procedural skills and more on development of behavioural skills and learning though collaborative experiences which occur in the workplace and through work roles. Team building and facilitating change through action learning are common practices for such HRD practitioners (Argyris, 1994). This perspective of HRD also acknowledges that the learning that determines organisational achievement is often tacit or attained informally. Hence, HRD practice involves stimulating questioning about current work processes and creating opportunities for critical re? ction on both explicit and tacit knowledge used as part of work. It may also involve working with managers or supervisors to establish more open workplace climates which can provide for participative decision-making opportunities for employees and which recognise the contribution that difference and diversity can make to workplace outcomes. Programs seeking to develop practitioners with this perspective of HRD should provide learners with enhanced capacities to understand the directions and the dynamics of their organisations, including the work of the various subsystems within their organisations. Such programs should develop in learners an understanding of how to network with and in? uence those working in organisational functions other than HRD in order to collaboratively achieve the sought-after collective learning. Such learners need to acquire skills in promoting individual and organisational change. This may require developing skills in using traditional upskilling approaches but may also involve HRD practitioners acquiring skills in the design and implementation of less orthodox development strategies to assist individuals and groups Challenges in HRD Practitioner Preparation 41 ollectively to develop new frameworks for understanding their roles, responsibilities and relationships in organisations. HRD? a questionable area of work specialisation A more radical perspective, occasionally found in both popular management journals and some more academic critiques of training and human resources, questions the contribution and position of HRD as a separate organisational fun ction or as a specialist role. Arguments used to advance this position are that, in the downsized, team-based learning organisations of today, separate HR/HRD specialists are unnecessary for organisations; that all anagers and supervisors should be the trainers and developers and stewards of their staff; that all employees have a responsibility for their own career development; and that developments in technology such as ? just in time? on-line services, computer-based training packages, ? exible and self-paced learning packages, and computerised HR management systems allow learning to occur anywhere, any time without a trainer or HRD specialist needing to be present (Ulrich et al. , 1997; Goldrick, 1996). Stewart (1996) further illustrates this line of argument, positing that since human resource (HR) practice does not increase competitive business advantage, all HR services, including training, can either be abolished, outsourced or absorbed into the normal roles of supervisors, team leaders and managers. The future for HRD specialist practitioners according to this approach would be as specialist consultants or contract trainers working for a number of client organisations. The emerging body of literature about learning in small enterprises could also be seen as challenging the need for specialist HRD positions in organisations. Several recent studies examining learning in small business have shown that there is considerable learning through development-related experiences occurring in small enterprises, despite the fact that most lack an HRD function or HRD specialists (Harris Simons, 1999; Field, 1997; Rowden, 1995; Hendry et al. , 1995). In many small enterprises development occurs because an employee needs to know or be able to do something in order to be useful in the organisation. This pervasive form of human resource development is usually provided by a more experienced co-worker or manager or supervisor and informed by a pragmatic common-sense logic. The reported success of such an approach to HRD for small enterprises could be seen as raising questions about the value of specialist HRD skills preparation. Some post-modernist writers also critically question the value and the traditional contribution of the specialist HRD practitioner in the development of individuals or organisations. Such critics seek to interrogate many of the cherished truths trainers hold. For example, they question the idea that competence can be clearly de ® ned and that the values of the workers match those of the organisation. Furthermore, they deny that there is a single best practice and are highly critical of training and development activities which inculcate compliance to organisational rather than individual needs (Garrick Solomon, 1997; Garrick, 1994). While there is some overlap between the competing perspectives presented above, 42 R. Johnston each perspective could be seen as suggesting a need for a different emphasis or focus for attention in designing programs which prepare HRD practitioners. Alternatively, the existence of these perspectives could be seen as suggesting the need for inclusion of each perspective within such programs. Challenge 2: the changing nature of workplaces Further challenges also exist for designers of any programs preparing individuals for new vocational roles when the sites of such vocational practice are subject to signi ® cant change. Such change can render what has previously been seen as essential working knowledge less valuable, and can create an imperative for new knowledge and practice. As a result, it could be argued that any practitioner preparation only achieves relevance if it addresses at least elements of the changing context of work and occupations. The literature addressing the changing nature of organisations contains a number of interrelated themes that have signi ® cant implications for the role of HRD practitioners and their practice. The following section brie? y considers three frequently occurring themes. Organisational Change Responses for Achieving More Competitive Positioning Recent organisational literature has examined the structural and cultural changes made by organisations in response to the more competitive global economy. Some common responses to this environment have included: the move to leaner, more ? xible, less hierarchical, more team-based organisational structures which allow more rapid response to the changing economic environment; the establishment of more dynamic, competitive and participative organisational cultures requiring individuals to be more accountable for their own performance, and the use of more powerful information, management and production technologies (Handy, 1995; Senge, 1990; Kante r, 1989). These responses have contributed to the use of more ? exible employment practices within industries and enterprises that are reducing the opportunities for some individuals to secure permanent employment. Flexibility in employment practice has also produced new conceptualisations of both careers and work itself and has required new understandings of the processes of career planning and development (Arnold, 1997; Handy, 1995; Hilltrop, 1995; Bridges et al. , 1994; Lawler, 1994; Ostermann, 1988). While there is vigorous debate about the nature and effects of such change there is little questioning that these changes have occurred (Casey, 1999; Tessaring, 1998; Rifkin, 1995; Handy, 1995). In such a changing environment the HRD practitioner faces a number of new challenges. Firstly, they may  ® nd themselves responsible for upskilling employees for new roles which require new mindsets about the way work is to be carried out on the part of employees. The HRD practitioner may therefore be involved in motivating learners to accept new organisational roles and structures and imposed organisational cultures at a time when long-established reward and recognition systems are eroding. Secondly, as time frames for achieving desired organisational outcomes are Challenges in HRD Practitioner Preparation 43 educed, HRD practitioners can no longer rely on using HRD strategies that are reliant on well-established calendars of development events which can be implemented over a long time period. Thirdly, HRD practitioners themselves in this context of change and accountability are increasingly being required to demonstrate their own contribution to the achievement of measurable and valued outcomes for the organisation. These are only three changes that place new dema nds on the HRD practitioners and require them to have new forms of working knowledge. Formal HRD practitioner preparation must therefore be designed to equip these practitioners with capacity to both anticipate change in the global economic environment and assist with the shaping of their organisations’ response. In so doing, HRD practitioners will no longer be able to rely on traditional models for answers and time frames for action. This presents the challenge of how HRD learners can be prepared so that they are more responsive to the changing context of the environment of their organisation and in Rhinesmith’ s (1995, p. 7) words, help them to ? reframe boundaries? and ? develop new mindsets? about practice. Core Organisational Competencies for the Information Age Discussions about the core competencies which organisations need for survival in the post-industrial economy are also prominent in contemporary organisational literature. These discussions frequently emphasise the need for organisations to develop knowledge generation and knowledge managemen t competencies. They also advocate that employees from all levels and from most occupational  ® elds need to see themselves as knowledge workers who require enhanced formal and abstract skill sets (Casey, 1999; Ulrich, 1998; Denton, 1988; Rifkin, 1995). Additionally, managerial and learning competencies are seen as essential core organisational competencies for achieving competitive positioning in the contemporary business environment (Stuller, 1998; Ulrich et al. , 1997; Dunphy et al. , 1997; Boxall, 1996; Prahalad Hamel, 1990; Leonard-Barton, 1992). Dunphy et al. 1997), argue that an organisation’ s capacity to create and embed learning around the strategic tasks is critical for its long-term performance. To achieve this, they claim organisations (and their employees) require engagement competencies (communication, motivating and enthusing, commitment formation, integration, path  ® nding and enaction), business technology competencies (the business-speci ® c technology through which the organisation creates and delivers value) and performance management competencies (1997, p. 232). Dunphy et al. see the task of embedding such competence as resting with managers. It could also be argued that this task is also a responsibility of the HRD practitioner. This therefore requires the HRD practitioner to have an understanding of these core competencies, the skills to develop the needed competencies in others as well as the skills to ensure that the competencies are practised by employees. The requirement for new skill sets or competencies once again places pressures on HRD practitioners. One pressure is that they must learn to rede ® ne their own roles 44 R. Johnston as part of the knowledge generation/knowledge management process of an organisation. Some evidence of the value of such reframing of the HRD practitioner role to include knowledge management is already emerging in the US literature (Stuller, 1998). Secondly, HRD practitioners need to assist their trainees to see the value of acquiring and using more abstract skills and knowledge. Thirdly, the call for new forms of managerial competence suggests the need for HRD practitioners to increasingly understand the broad range of attributes and skills comprising successful organisational management and once again to design strategies which both develop such skills amongst managers and facilitate their use. Workplaces and Work Roles as Sites and Sources of Signi ® cant Learning A further theme in the organisational change literature of immediate relevance to designers of preparatory HRD practitioner programs is that which advocates the importance of learning for competitive workplaces. No longer is organisationally useful learning being seen as solely that which is delivered in workplace training rooms. It is increasingly being seen as occurring when employees share knowledge gained through collaborative work experiences, or from discussions with competitors, or gained from ? n line? sources or other electronic data repositories (Marquard Sofo, 1999; Davernport, De Long Beers, 1998; Denton, 1998; Rowden, 1995). In some organisations the introduction of performance management systems has further reinforced the notion that the development process takes place within the workplace and the work role. As a result, in many organisations the HRD practitioner is a consultant or coach working directly with individual employees and managers to develop the performance necessary to achieve the strategic goals of the organisation (Marquard Sofo, 1999). An increased recognition of a need for more effective communication, problem solving, team building and con? ict resolution skills on the part of employees has also been part of the discussion associated with the importance of workplace learning. Newer work behaviours being sought are often based on making more explicit employees’ tacit knowledge about how the organisation operates and a range of interpersonal attributes. Smith and Hayton (1999) suggest that development activities to build these forms of work behaviour are particularly evident within organisations that have ntroduced quality improvement processes and new forms of work organisation. Each of the above themes has implications for the work of the HRD practitioner and in turn for the design of preparation programs for such practitioners. These themes suggest the scaling back of traditional bureaucratic organisational structures and the emergence of new forms of employment in which employees play differing roles and complete different work. The themes imply the need to equip employees with a broader range of skills and changed mindsets about the nature of work. Similarly, HRD practitioners require understanding of the newer skills required in organisations and the differing delivery formats which may be more appropriate for the new forms of work. Challenges in HRD Practitioner Preparation Challenge 3: diverse  ® ndings in pro ® ling studies 45 The previous sections have drawn on those ideas from the HRD, organisation and management literature that have implications for the design of preparation programs for HRD practitioners. This section considers the challenges that arise from the somewhat diverse  ® ndings from recent studies examining the role of HRD practitioners. One of the largest pro ® ling studies of this  ® eld of practice was completed by the American Society for Training and Development (ASTD) in 1996. From a survey of the membership of this society this study identi ® ed the range of professional competencies that practitioners saw as necessary to meet the demands of a changing society and their changing workplaces. The critical roles that respondents in this study nominated included: providing performance support services (which required competencies in all interventions not just training); using technology for delivery support interventions(which required competencies in technology planning and implementation); managing human performance systems (requiring an ability to apply business system skills); promoting continuous learning at individual, team and organisational levels, and managing change processes (requiring capacities with technologies that facilitate change and change management consulting). The report argued that the critical competencies for practice were: an awareness of industry or corporations including an understanding of vision, strategy, organisational culture and how to link HRD practice with organisational goals more than ever before; management skills including leadership skills; understanding the customer focus and project management skills; interpersonal skills and technological literacy (American Society for Training and Development, 1996). While this American study would suggest a broadening role for HRD practitioners, some other studies are less de ® nite. For example, Nijhoff and de Rijk (1997) report  ® ndings from a comparative study of HRD practitioners from four European countries. From this study the researchers tentatively reported that training and development and organisational change activities remained the most important parts of the HRD practitioner role. Similarly some Australian studies of the early 1990s also suggested a narrower role than that found in the United States. For example, Moy (1991) analysed position vacant advertisements for HRD practitioners (using a similarly broad de ® nition of this term as used in this paper). Her data revealed that the traditional responsibilities associated with an orthodox training role such as instructing, facilitating, program design and administration continued to rate highly as key responsibilities in advertised positions. She did report, however, a trend towards advisory and diagnostic service and showed that organisational change and development, analysing needs and conducting skills audits, advising on individual career development and strategic HRD planning were amongst the most frequently identi ® ed responsibilities in newly created positions. Another Australian study of the early 1990s, using professional association members from this  ® eld, also found a dominant training orientation for those in this role. This study suggested that there was no indication of a shift towards a broadened 46 R. Johnston HRD role or to role specialisation (e. g. needs analyst, learning evaluator) or to any role transformation as had been predicted in some of the literature of the late 1980s (Dunstan, 1993). Later studies, however, have provided some evidence of change in line with the ASTD  ® ndings. In 1997 Anderson and Johnston examined HRD roles and practices, the challenges practitioners faced and the skills and understanding these practitioners perceived they would need for future practice. The sample for this study was very small and may have been atypical in that all participants were completing formal studies in HRD. Nonetheless, the study comprised practitioners with a spread of experience (6 months and 20 1 years of professional experience with a median of 5. 5 years of experience) and from a wide range of industry sectors. Common HRD Practices Findings from this study revealed that the HRD activities were carried out in organisations by both HRD staff from a centralised HRD function and by line staff. HRD activities undertaken centrally included program development, staff induction, career development and management and change management. HRD work carried out by line staff and supervisors comprised mainly individual training and development and performance assessment. Respondents also reported that many others in the more general HR (Human Resources) function had development responsibilities. Other positions with titles such as Capabilities Manager, Performance Manager, Quality Assurance Manager, and Learning Services Manager were further identi ® ed as having HRD responsibilities. The most common HRD activities conducted in respondents’ organisations included: classroom-based group training, assessment of performance or competence, assisting with the implementation of organisational change, program design, HRD budgeting, program evaluation, one-to-one training or coaching. Other HRD activities undertaken in at least 40% of respondents’ organisations included: monitoring organisational change, career planning, facilitating team development, process improvement/quality initiatives, and internal performance improvement consultancy. Survey respondents themselves were most frequently responsible for group training, program evaluation, one-to-one training, and assisting with the implementation of change. Payroll administration, award interpretation, recruitment, counselling, HRD management, training resource development, and training record systems maintenance were other work tasks nominated by respondents. These  ® ndings could be seen as re? ecting both the broadening in scope of HRD activities and a blurring of occupation role boundaries(especially with generalist HR staff and managers) within organisations. These  ® ndings also re? ect  ® ndings reported by Moy and, to some extent, those of Dunstan of an ongoing reliance on orthodox developmental strategies for many practitioners. Challenges in HRD Practitioner Preparation Perceptions of Recent and Anticipated Changes 47 This study also gathered data on practitioners’ perceptions of recent role change and anticipated challenges. Several themes emerged. The most common perception of role change was the increased demand for a closer linkage between HRD initiatives and the core business of the organisation. Several respondents indicated that they were now required to devote more energy to developing the performance of business units, to place a greater focus on workplace issues, and to be more accountable for achieving outcomes that related to organisational goals. These practitioners stated that they needed to be more aware of business goals, more strategic in their practice, and to take on broader roles in the new ? exible? workplace. A second theme to emerge from respondents’ perceptions of change was concerned with the HRD strategies being used within organisations. Several respondents reported that there was more outsourcing of HRD provision by their organisations, that learning centres, individualised learning plans, open learning strategies were being increasingly used and that there was more invo lvement by managers and line supervisors in HRD activities than there had been in the past. Other responses indicated changes related to the focus on industry or enterprise competency standards and assessment of such competency, to meeting mandatory statutory requirements (e. g. EEO, Occupational Health and Safety requirements), to multi-skilling and to the facilitation of organisational change. A small number of respondents also suggested that they were being required to work longer hours with reduced budgets. Anticipated challenges nominated by respondents included preparing the organisation for technological change and the need to adapt to changing learning and development technologies (e. g. computer-based, interactive learning technologies, multimedia and open learning). Several respondents also indicated that they anticipated that their role would require them to address the issue of development of part-time and contract employees. Performance-based training, managing organisational change, and the move to team-based organisational structures were other challenges that respondents anticipated facing. Several expected that they would have to justify the maintenance of the HRD department and its existing budget, and predicted the possibility of further outsourcing of the HRD function. Skills and Understandings Needed for HRD Practice The  ® nal question in the study asked respondents to nominate the skills and understandings they felt were most needed to operate effectively as an HRD practitioner. Communication skills were the most frequently identi ® ed, with responses suggesting a need for both general communication skills and more speci ® c skills in areas such as negotiation and group management. A second cluster of responses related to the traditional skills of training, with respondents listing competencies connected with instruction, facilitation, program design and training needs analysis. A third cluster of competencies was concerned with organisational awareness. Skills here included planning skills, knowledge of corporate culture, manage- 48 R. Johnston ment of projects, time and resources as well as general administration, budgeting and marketing skills. Other respondents indicated the need for well-developed skills in analysis, investigation, problem solving and consultancy. In the following year, Kostos (1998) reported a further set of pro ® ling  ® ndings from a focus group of learning and development professionals with varying levels of responsibility from within both large corporations and small business. This study revealed that there was a de ® nite shift in the skill requirements of people currently involved in the  ® eld with the greatest change being ? in the area of trainer to consultant? (p. 19). Her study also found that the learning and development function equired professionals to be more aware of business issues in order to make the linkages in the delivery of learning. Skills in consulting, high-level communication, analysis, resource and project management, using behavioural transformation approaches, organisational development and managing change, use of new technologies, and managing cultural diversity were also required. Participants also nominated the need for a re ® ned capacity for knowledge management. To summarise brie? y, the pro ® ling studies reveal some evidence of change in the HRD practitioner role. While the traditional practices of training and development still constitute major tasks of this role, there is evidence of the need for HRD practitioners to have an enhanced capacity to operate strategically. As such, HRD practitioners could be seen as requiring an increased understanding of the organisational drivers and the capability to work with the dynamics that operate within speci ® c organisational settings. These studies also highlight the ubiquity of change in organisations and the need for practitioners to be able to work within and develop others within a change context. These studies could be seen as presenting the designer of HRD preparation programs with the challenge of providing learners with both the traditional skills associated with training and development using a classroom-based delivery mode as well as the skills to use alternative strategies both to improve performance in line with business goals and to assist both organisations and individuals to manage change. Some Implications for Preparation of HRD Practitioners The preceding sections of this paper have identi ® ed some of the challenges that confront those who are developing programs to enhance the skills of HRD practitioners. These challenges have been identi ® ed from an analysis of recent literature. There is also some convergence in this literature about the skills and understanding that are needed for contemporary HRD practice which can be used as a guide for determining the content of preparation programs in HRD. This  ® nal section highlights some of the areas that could feature in such programs. HRD Preparation Programs Should Foreground the Context of Practice There is ample evidence, both from the theoretical discussions of the  ® eld and the pro ® ling studies cited, of the importance of organisational awareness for HRD practitioners. Such evidence suggests that this aspect should be foregrounded in Challenges in HRD Practitioner Preparation 49 HRD development programs in order to assist learners to work strategically and overtly align their practice with organisational directions and the achievement of organisational goals. Even though it can be anticipated that many learners undertaking such formal programs will have had some experience within organisations, developing skills in organisational analysis, strategic thinking and planning, translating business objectives into action,  ® nancial awareness and planning would seem valuable. Similarly, there would seem to be a need for students to be able to develop the communicative capacity to establish the alignment between HRD initiatives and organisational goals at both interpersonal and organisational levels to avoid being marginalised at best or replaced at worst. HRD Preparation Programs Should Address Traditional Training Areas Such as Presentation, Program Design, Needs Analysis and Training Evaluation Pro ® ling studies from Australia and Europe clearly show that the more traditional areas of training/HRD practice are still common HRD activities. It cannot be assumed, however, that the technologies associated with best practice orthodox training are well known or well practised, as many practitioners come into HRD practice as a second career resulting from the expertise they have displayed in a technical or functional role. To better equip practitioners who have entered the  ® eld in this way, program designers need to ensure that their learners develop capacities to implement the learning technologies and strategies (including design as well as delivery and evaluation strategies) that are used within organisational settings. These should include, but also go beyond, the traditional classroom-based models of instruction. Skills in developing employees at their work site are being increasingly required as the workplace becomes the source of working knowledge. Similarly, as some of the studies discussed above show, skills in designing electronically provided learning experiences become pivotal as learning becomes a process that is called up when needed rather than an activity attended when directed. Even with the shift in some HRD work from the specialist HRD function to workplace-based supervisor or onsultant/coach (Kostos, 1998) there is still a need within organisations for expertise in accurate training and development needs analysis and in the design of effective development and support experiences that are appropriate for the learner and the task. HRD Preparation Programs Should Foster Capacity of HRD Practitioners to Become Managers of Change A theme pervading most current organisational literature i s the need to recognise that organisational change will be a continuing and accelerating feature of post-industrial society. Respondents in the pro ® ling studies also indicated that they anticipated playing a role in implementing organisational change as well as confronting change both in terms of the learning and organisational technologies they would be using. Such  ® ndings would therefore suggest there is a strong need for HRD students to gain a sound understanding of the diverse dimensions of change that 50 R. Johnston impact on their role, and to develop the capacity to assist with the design and implementation of individual and organisational change. HRD Preparation Programs, Particularly for the Australian Context, Should Provide Some Focus on Competency-based Training, Workplace Assessment and Performance Assessment The notion of competency-based training and the process of developing industry competency standards were features of industry training and skill formation policies in the early 1990s in Australia. This approach to training subsequently became a major feature of much vocational training conducted in educational institutions within Australia. The level of adoption of this approach within enterprises is not so clear. For example, a large study of enterprise training in Australia in 1996 by Smith and Hayton (Smith Hayton, 1999) revealed that most of the enterprises in their sample were not using competency standards to guide their training activities, and that the incidence of competency-based training in enterprises was very low. They did comment, however, that there were notable exceptions in their sample. The study by Anderson and Johnston (1997) cited earlier, however, suggests that some elements of competency-based approaches were being enacted in organisations. A number of respondents in this study indicated that assessment of competencies/capabilities/performance was a common HRD activity in their organisations. More extensive evidence indicating support by Australian enterprises for competency approaches is reported in a study of 350 companies completed in 1999. Seventy per cent of the respondents in this study indicated that they supported a competencybased training approach for their employees, even though not all companies supported the use of formally developed national industry competency standards. Some companies reported developing standards for their own organisational contexts (Allan Consulting Group, 1999). Despite some of the contradictions in these  ® ndings, it could be argued that HRD preparation programs should provide learners with understandings of issues and processes associated with competency-based training and assessment, as elements of the approach are being used to varying degrees within organisations in Australia. Similarly, calls for the use of performance management approaches and the need for performance management and improvement competencies in HRD practitioners (American Society for Training and Development, 1996; Dunphy et al. , 1997) could be seen as reinforcing the argument for enhancing skills in developing performance standards and assessing competence in performance in HRD learners. HRD Preparation Programs Should Equip Practitioners to Prepare Employees for New Forms of Career Planning The literature that discusses the changing world of organisations and work predicts the disappearance of career structures as we know them. It has also suggested that the individual employees will need to develop an expanding portfolio of skills for ongoing employment in the contemporary workforce (Handy, 1995; Lawler, 1994). Challenges in HRD Practitioner Preparation 51 This suggests, therefore, that HRD preparation should equip learners with the capacities to understand and utilise the processes of multi-skilling employees as well as facilitating individual career interventions. Such skill on the part of the HRD practitioner will allow for more ? exible use f organisational workforces as well as enhancing the employability of individuals both within and outside organisations. Career planning emerged fairly strongly from some of the pro ® ling studies as an important competence for HRD practice. This evidence suggests that some of the tools of the practice associated with this area need to be addressed in the preparation of HRD practitioners. Such preparation may also be salient for the practitioners themselves, as th eir own careers in HRD will also be subject to the same forces of change as many of the employees in the organisations in which they work. HRD Programs Should Recognise that Those in this Field of Practice are not Located Solely Within a Specially Designated HRD Function Employee development is occurring at various levels in organisations and hence students participating in preparation programs may have a range of organisational responsibilities and work backgrounds. This could also suggest that in the preparation of HRD practitioners there is a need to provide education in other HR disciplines in order to provide participants with a broad framework for practice. Similarly, there is a need to help participants develop the capacity to work in close association with those in other positions within organisations, as employee and organisational development initiatives are frequently shared. Conclusion This paper has attempted to foreground some of the challenges that confront designers of preparation programs for human resource developers. These challenges arise from the contested perspectives of HRD, the complexity of the sites of HRD practice, and the divergence in  ® ndings in recent pro ® ling studies of the  ® eld. There is also a degree of convergence in the writing and research about the  ® eld which would seem to suggest that the role scope and hence required working knowledge and skill of HRD practitioners is broadening. This convergence provides a basis for determining the substantive content needed for formal preparation programs for practitioners from this  ® eld. There remains, however, a need for further research into the role of HRD practitioners in contemporary organisations and the practice skills and working knowledge HRD practitioners require. Such research will contribute to the development of relevant preparatory educational programs and may also lead to increased recognition of the role that HRD practitioners play in the achievement of effective organisational practice. Address for correspondence: Robyn Johnston, Faculty of Education, University of Technology, Sydney, PO Box 123, Broadway, NSW 2007, Australia. E-mail: Robyn. Johnston@uts. edu. au 52 R. Johnston References ALLAN CONSULTING GROUP. (1999). Training to compete: The training needs of industry. Report to the Australian Industry Group. NSW, Australian Industry Group. AMERICAN SOCIETY FOR TRAINING AND DEVELOPMENT (ASTD) (1996). ASTD report: Competencies for HRD practitioners. Training and Development in Australia, 23(3), 25 ± 30. ANDERSON , G. JOHNSTON , R. (1997). Human resource development: Developing developers in a changing landscape. 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Biker Gangs the Outlaws Mc Essay Example For Students

Biker Gangs: the Outlaws Mc Essay The Outlaws MC: â€Å"God forgives, Outlaws Don’t† is the motto for one of America’s oldest and more notorious biker clubs, the Outlaws. The gang began it root in Matilda’s Bar on Route 66 in McCook, ILL in 1935. Since the start of the club chapters or local gang have spread widely across the United Stated and have established themselves in other countries such as Australia, Europe and South America. History: The Outlaws first began in 1935 prior to World War Two in McCook, Illinois just outside of Chicago. The club managed to stay intact during the war but the clubs activities were very limited. In the 1950’s the club grew immensely in size and with new members coming from all over the Chicago area the Outlaws moved from the small town of McCook and re-established themselves in Chicago. With the new change of location the Outlaws also changes their name from the McCook Outlaws to the Chicago Outlaws as well as updating their logo. The original sign of an Outlaw was a winged motorcycle this was replaced with a small skull. But after the 1954 movie â€Å"The Wild One† starring Marlon Brando the club would enlarge the skull and add a set of crossed pistons. In 1960 the A. M. A. or American Motorcycle Association, which supervises all official races in the United States banned the word outlaws from all race clothing. Then on the first of January in 1965 the American Outlaws Association (A. O. A. ) was born along with the first true 1%ers motorcycle club. These 1%ers differed from the rest of Americas motor cycle riders, the 99% who carry respectable careers and obey the law. The Outlaws believed in acting a pirates and mafia members. Take what you want and do whatever you have to too get it. ( outlawsmc) Becoming a member: Outlaw members must be male, at least 21 years old and own an American-made motorcycle 750cc’s or above. You must also be Caucasian in United States to be accepted as a member. Prospective members are first considered â€Å"hang-around† or associate members. Once becoming a potential member you become a prospect. Finally in as much as 2 years time a patch member. Members may be asked to perform a certain number of tasks to prove their loyalty to the club. A full patch member is entitled to wear a leather or denim vest bearing the Outlaws emblem or â€Å"colors. † These vests would be ecorated with the clubs logo, a skull and crossed pistons named Charlie that is always outlined in red and worn on the back of the jacket. A triangle shape patch would also be worn on the front left shoulder with the letters A. O. A surrounding a hand with the middle finger extended. Before 2000 a swastika would appear on the back side of the hand. Full patch membe rs are also given the right to attend so called church meetings, while prospects and â€Å"old ladies† would wait outside. The female members wear the traditional OMG or Outlaws Motorcycle Gang back patch with â€Å"Property of† on the top side rocker and the owners name on the lower rocker. The attitude of the Outlaws is once a member always a member. Currently there are over 1,700 members serving under the Outlaws MC today. (NDIC) Structure: The Outlaws MC is a very organized and disciplined organization. They used a basic military style format. The lowers level of each chapter consists of hang around members, chapter probates or prospects and chapter members or full patch members. These members are the henchmen and workers of the club. Moving up in the chain of command each chapter has a chapter president who is over seen directly by the regional president. .u9ebe51933317fee9f8b775866e3be30b , .u9ebe51933317fee9f8b775866e3be30b .postImageUrl , .u9ebe51933317fee9f8b775866e3be30b .centered-text-area { min-height: 80px; position: relative; } .u9ebe51933317fee9f8b775866e3be30b , .u9ebe51933317fee9f8b775866e3be30b:hover , .u9ebe51933317fee9f8b775866e3be30b:visited , .u9ebe51933317fee9f8b775866e3be30b:active { border:0!important; } .u9ebe51933317fee9f8b775866e3be30b .clearfix:after { content: ""; display: table; clear: both; } .u9ebe51933317fee9f8b775866e3be30b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9ebe51933317fee9f8b775866e3be30b:active , .u9ebe51933317fee9f8b775866e3be30b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9ebe51933317fee9f8b775866e3be30b .centered-text-area { width: 100%; position: relative ; } .u9ebe51933317fee9f8b775866e3be30b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9ebe51933317fee9f8b775866e3be30b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9ebe51933317fee9f8b775866e3be30b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9ebe51933317fee9f8b775866e3be30b:hover .ctaButton { background-color: #34495E!important; } .u9ebe51933317fee9f8b775866e3be30b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9ebe51933317fee9f8b775866e3be30b .u9ebe51933317fee9f8b775866e3be30b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9ebe51933317fee9f8b775866e3be30b:after { content: ""; display: block; clear: both; } READ: Image processing EssayThe regional president ensures each chapter keeps as much power in that state as possible. After the regional president there is a national president. The national president oversees each countries regional president. On the top of the chain stand the international president. He is the lord of the biker gang. The most known world leader of the A. O. A. was Harry Joseph Bowman. (NCIC) Harry Joseph Bowman Harry â€Å"Taco† Bowman began his career with the Outlaws serving as the regional president and national vise-president. Later in 1984 Bowman became the international president and in control of over 30 chapter in the United States and 20 chapter in four other countries. He served as the international president for 13 years until 1997. While under Harry Bowman a war began to brew across the country between rival motorcycle gangs. While the Outlaws may have been allied with other groups like the Banditos and Southwestern motorcycle gangs, hatred formed around the Hells Angels, Pagans and Warlocks. The Outlaws would display slogans such as â€Å"AHAMD† or â€Å"All Hell’s Angels Must Die† and â€Å"ADIOS† or Angels Die in Outlaws States. † The ar broke out in 1990 when Bowman ordered Outlaws prospect, Alex â€Å"Dirt† Ankerich to kill Warlock member Raymond Chaffin. Chaffin was found in his garage with 4 shots to the head. In September of 1994 Michael Quale a member of the Hells Angels was murdered during an altercation with members of the Outlaws. At the funeral, a photographer captured a photo of members of the Hells Angel’s hugging members of the Fifth Chapter Motorcycle Club. The FCMC was a family oriented club made up of men and women who were recovering from substance abuse problems, who were neutral and maintained good standing with all clubs. Bowman saw this as a sign of disrespect and ordered the beating and near death of 15 member of the FCMC. The Outlaws used the slogan â€Å"Snitches are a dying breed†, so in 1994 when Bowman caught wind of one of their own had been talking to the police he ordered the murder of Donald Fogg. Fogg was located by authorities in a field with a single shot to the head. Besides murder Bowman was involved in kidnapping, the distribution of illegal drug and many other criminal activities. In 1997 Harry â€Å"Taco† Bowman became a fugitive of the FBI’s top ten most wanted list and was finally captured in 1999 while visiting family in Michigan. Bowman’s indictment included ten counts. Four counts allege violations of the Racketeer Influenced and Corrupt Organizations Act (â€Å"RICO†). When in trial the jury found Bowman was guilty on eight counts and thirteen racketeering acts. Bowman was sentenced to life in prison. (USvB) Criminal Activity: The Outlaw’s MC has been involved in many different criminal activities. These include violent acts, drug trafficking, kidnapping, and illegal gambling. On March 17, 2009 22 members of the Outlaws, one being a corrections officer were arrested for running a 3. 6 million dollar cocaine ring in Pennsylvania. Later on in August 15 more members were arrested for running a methamphetamine ring, one of the men arrested was the Pennsylvania regional president. On June 10, 1997, following a 2 ? year investigation, US Attorneys indicted 17 members of the Outlaws Motorcycle Club for racketeering, murder, narcotics trafficking, and bombing. Even more recently in June of 2010, simultaneous ATFE raids were conducted in North Carolina, South Carolina, Virginia, Tennessee, Maine, Montana, Massachusetts and Wisconsin. Outlaws were accused of committing more than 80 crimes ranging from attempted murder and extortion to kidnapping and weapons and drugs harges. In all, 27 arrests were made. (Gould) Current Status: In today’s society the Outlaws consist of more than 1,700 members with 176 different chapters in the United States and 12 chapters in other countries. The Outlaws continue to thrive due to their hierarchy and class structure. Under the international leadership of James Wheeler, OMC has c ontinued to increase by a steady 2. 5% since the year 2000. The club has not only grown by their size but also in technology. They now have set up an official website containing news, photos, chapter locations and other information. .u35c3c1b2b029c6de938f36ddb62f1204 , .u35c3c1b2b029c6de938f36ddb62f1204 .postImageUrl , .u35c3c1b2b029c6de938f36ddb62f1204 .centered-text-area { min-height: 80px; position: relative; } .u35c3c1b2b029c6de938f36ddb62f1204 , .u35c3c1b2b029c6de938f36ddb62f1204:hover , .u35c3c1b2b029c6de938f36ddb62f1204:visited , .u35c3c1b2b029c6de938f36ddb62f1204:active { border:0!important; } .u35c3c1b2b029c6de938f36ddb62f1204 .clearfix:after { content: ""; display: table; clear: both; } .u35c3c1b2b029c6de938f36ddb62f1204 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u35c3c1b2b029c6de938f36ddb62f1204:active , .u35c3c1b2b029c6de938f36ddb62f1204:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u35c3c1b2b029c6de938f36ddb62f1204 .centered-text-area { width: 100%; position: relative ; } .u35c3c1b2b029c6de938f36ddb62f1204 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u35c3c1b2b029c6de938f36ddb62f1204 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u35c3c1b2b029c6de938f36ddb62f1204 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u35c3c1b2b029c6de938f36ddb62f1204:hover .ctaButton { background-color: #34495E!important; } .u35c3c1b2b029c6de938f36ddb62f1204 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u35c3c1b2b029c6de938f36ddb62f1204 .u35c3c1b2b029c6de938f36ddb62f1204-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u35c3c1b2b029c6de938f36ddb62f1204:after { content: ""; display: block; clear: both; } READ: A Day When Everything Went Wrong EssayThe FBI and ATF may continue their investigations of the Outlaws MC, but as long as there is more territory to gain and rival gangs to conquer this club will continue to become a greater threat to the public. ? Works Cited: Gould, Richard. Outlaws: Feds Blasted Our Buildings. Hickory Daily Record (2010). Print. History. The Outlaws MC Official Site. N. p. , June 2010. Web. 5 Aug. 2010. . Drug and Crime Outlaw Motorcycle Gang Profile. National Drug Intelligence Center. U. S. Department of Justice, Oct. 2002. Web. 5 Aug. 2010. . United States v. Bowman. No. 01-14305 20 Aug. 2002

Insert College Essay Here free essay sample

Enough with looking up how to write the perfect college essay. Enough with grandiose exertions regarding how people learn about poverty on a $9,000 trip to Africa. How can I show that I am different from the thousands of other applicants who appear identical to me in the computer – using writing as a medium in which people show the human being behind the numbers? The suave nuances of a smoky cafe; the perfect realm to harness my autodidacticism (I employ this word quite frequently – much to the chagrin of my fellow listeners). If it is not the Wall Street Journal Weekend Edition, then most likely I am submersing myself into a coagulation of extrapolated facts provided by the vastest information source we have – the internet. I find it requisite to teach myself anything in which I find a spontaneous interest. Whether it’s piano, fianchettos in chess, quantum electrodynamics, fishing, iambic pentameter, and everything sandwiched between – educating m yself is a vital notion. We will write a custom essay sample on Insert College Essay Here or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Without knowledge there is nothing one can truly appreciate given their unqualified ignorance. When I teach myself something, I find it easier to remember; I also have a depth of understanding that I would not obtain otherwise. Also, it gives me a satisfaction that I accomplished a task independently. Freedom from dependence on others is a trait that I cherish. When addressing my self-learning it is important to not limit myself to school subjects. I make an effort to harbor my teaching skills on a diverse number of subjects. If I do not educate myself on â€Å"indiscriminate† subjects then I cannot gain knowledge that is beyond the strictures of my innate curiosity base. In other words, I will not expand my knowledge diversity if I only study what I think I am interested in – nobody can know all of their inherent interests. I know higher education will not only harbor my intrinsic abilities but will also develop them.

American History X essays

American History X essays In every generation violent acts occur that shock the word. One often wonders how people can commit these unjust acts and why they would even want to. In 1619, the first African Americans were brought to Jamestown to be indentured servants. In 1804, the Ohio legislature enacts the first of the "Black Laws" restricting the rights and movements of Blacks. In 1915, the Klu Klux Klan came about. In 1935 the Nuremberg Race Laws are issued making all Jews non-citizens. Today people are still printing books and writing editorials of slander against other races and cultures. It is extremely difficult to pinpoint where someones hatred originates. It could be from a parents influence, a traumatizing experience, or wanting to be part of something. In American History X, Dereks intense feelings of hatred stem from his fathers influence. In the movie they showed Derek with his family having dinner. It is a typical family scene, the father is asking his son about school. Everything appears to be normal. Derek speaks of his teacher Sweeny. He tells his father, with enthusiasm about the books he is going to read and how excited he is about this. Eventually, the father realizes that Sweeny is African American. He begins to warn Derek not to get sucked into his teachings. The father tell Derek of a colleague of his that scored a higher score on an entrance exam then 2 black men, and the black men got the job. I am not sure if the father realized his influence on his son, but it made a big impact. The ways, in which parents raise their children, have a huge effec t on them in the long run. When a child is subjected to traumatizing experiences they tend to leave scars on them that are hard to reverse. Another reason that Derek turned towards hatred could have been his fathers death and the fact that he was killed by a black man. During the teenage years, many people feel alone and are going threw awkward stages of ...

Biopoem

Who would like to see himself as a personal trainer, his son more than once a week, a raise on his paycheck Resident of a rented house in a rundown neighborhood Doe (Section 1) After reading the bio-poem, describe John Doe without just copying the words from his poem. 100 words minimum. John is a broken man. He does not have any self-confidence. He seems to want good things out of life although he is not willing to work for it. He seems to quite whenever anything gets hard instead of fighting for what he wants he gives up too quickly. I believe that he loves his son very much ad he settles for whatever whoever wants. He isn’t fighting for more time with his son although that is what he wants. He seems to be stuck in a job that he really does not want to be in and he seems too scared to go after what he really wants out of life. (Section 2) In units 9 amp; 10 you learned that your future is up to you, and how to build your own self image. Using the ideas you learned in these units, what advice would you give to John and why? 100 word minimum. My advice for John would be to go back to school and get his personal training degree. Work very hard to accomplish his goals and dreams for a better job ad future. He needs to go to the court system and file for more visitation time with his son. He has as good as chance as anyone to fulfill his dreams and aspirations for his future. John seems to be a very good person who has a good heart and will do anything he can to help anyone I need. The reason I would give John this advice is because I some ways I am a lot like him with the wanting a better job and wanting to better myself for my child. After he gets his schooling over with he can get a better job and it would be very likely he could buy a house instead of having to rent I a bad neighborhood. (Section 3) Now that you have described John, you will write a bio-poem about you. Below is the bio-poem format for your reference. Your first name 4 words that describe you Son or daughter of†¦. Who loves†¦(3 things) Who feels†¦(3 things) Who needs†¦(3 things) Who gives†¦(3 things) Who fears†¦(3 things) Who would like to see†¦(3 things) Resident of†¦ Your last name Write your bio-poem below following the format given above. Hollie Hard working, kind, dependable, mother Daughter of a single mother and absent father Who loves her daughter, husband, animals Who feels loved, happy, tired Who needs a better job, more pay, and more time Who gives help to others, lots of love, understanding Who fears not being good enough, losing my family, failure of any kind Who would like to see world peace, less hunger in the world, a better economy Resident of a small rented farm house that needs a lot of work Allen (Section 4) After completing your bio-poem, read it over. Then reflect on what you are learning in Thought Patterns for a Successful Career. Now write some advice to yourself below. 100 word minimum I am learning that there really is more to me than I have ever realized. I am a good person and I actually care about others more than one should in my line of work. I have the tendency to get attached to the residents that I take care of more than you should. I am just as good as the next person. I am worthy as anyone else to have a better life all I have to do is go after it. As long as I apply myself to the best of my ability and work for it. I can do anything I set my mind to. I am going to show my daughter that no matter where you come from I this life if you want something bad enough and you go after it with your whole heart and put all you got in it you can accomplish anything. It really doesn’t matter if your childhood was grand or if you have had to fight for anything and everything you have always gotten anything is possible if you believe in yourself and apply yourself.

Nursing Leadership College Essay Example | Topics and Well Written Essays - 750 words

Nursing Leadership College - Essay Example This being a very reasonable business strategy, hospitals have downsized their nursing staff. The registered nurse-patient ratio is definitely decreasing at this time when there are more patients who are sicker. Registered nurses are thus required to delegate nursing tasks as more health care facilities utilize UAPs to attempt to resolve cost-containment issues. Delegation is defined as the process of transferring a specific task to be performed in a situation to another competent individual (Delaune & Ladner, 2006). However, the ultimate responsibility and accountability of the patient's health care still lies on the registered nurse. It is only the task that is delegated, not the responsibility (Delaune and Ladner, 2006). UAPs are allowed to perform nursing procedures provided that it is under the supervision of a registered nurse but the nurse is still accountable for this delegation (Best, Cohen, Dykes, Fredrick, & Heller, 2000). There are only a number of procedures that are allowed to be delegated to UAPs. More invasive procedures and procedures that require the nurse's professional judgement may not be delegated. An argument, however, still remains of whether this strategy is really cost-efficient than having more registered nurses in the staff. Nurses develop judgements using critical thinking to determine what to observe directly or indirectly for patient responses to come up with the proper nursing diagnosis and plan of care. This is one of the many reasons why even the most experienced and most competent UAP cannot measure up to even a new nurse ("Nurisng Legal Issues," 2006). The strategy of replacing registered nurses to UAPs may be cost-effective for the hospital. However, the quality of care that patients receive may be compromised. As there are more patients and lesser nurses, the practicing registered nurses are more tired and stressed. In addition to having more patients, these nurses have the additional responsibility of supervising the UAPs under their wing. If these unlicensed assistants make any mistake and compromise the health of a patient, it is the nurse who is still accountable. The use of unlicensed assistants helps the hospital in their cost-cutting ordeals, but does not help the nurse or the patient. If any, it only gives the nurse more workload and responsibility, and less personalized attention and care for patients. The utilization of UAPs would be more efficient if there are still more nurses. On the other hand, administrators claim that having more UAPs would relieve nurses of menial tasks such as taking temperatures, changing bedpans and feeding patients so that they can concentrate on assessment and devicing the plan of care (Gordon, 1995). This, however, redefines the nursing process to a kind of dettached and impersonal care, and cuts off the importance of the relationship that is built by the nurse with the patient to give utmost personalized care. The American Association of Nurse Attorneys has proposed that only the UAPs who have undergone competent training and evaluation be allowed to practice alongside nurses (The American Assoc

Sarbanes Oxley Research Paper Proposal Example | Topics and Well Written Essays - 1250 words

Sarbanes Oxley Paper - Research Proposal Example The investor of equity and money markets were under heavy scrutiny and investor had lost confidence in the accountability and truthfulness of the financial data coming out on daily basis from the public corporations registered in the financial markets such as NYSE and NASDAQ. Congress and the Security and Exchange commission intervened in the situation by creating a new financial regulation called the Sarbanes-Oxley Act (SOX) of 2002. The Sarbanes Oxley Act purpose was to increase investor confidence by reforming accounting practices to improve accountability, auditor independence, internal controls, and executive responsibility to ensure financial fraud at the executive level of public companies was became punishable by jail time (Aicpa, 2008). This report analyses business compliance, the Sarbanes Oxley Act and its ethical implications. The two congressmen who created the principles and concepts of the Sarbanes-Oxley framework were Paul Sarbanes and Michael Oxley. The Sarbanes-Oxley Act covers multiple issues which are arranged into eleven titles (Soxlaw, 2006). Out of the eleven titles six of them deal with business compliance. The five most influential parts of the Sarbanes Oxley Act of 2002 are sections 302, 401, 404, 409 and 502. Section 302 deals with the topic of corporate responsibility of financial reports. The Act mandated a series of new certification concerning newly released financial reports of public corporations. Some of the new certification protocols included the signature of the CEO which this person liable in case of financial fraud, information regarding internal controls, and new auditor reports to ensure there were no untrue statement, material omission and that the reports were presented in fair manner (Soxlaw, 2006). Section 401 of the Sarbanes Oxley Act adds to the credibility of financial statements by enhancing the financial disclosures. One of the key

Sucralose Essay Example for Free

Sucralose Essay Sucralose (1,6-dichloro-1,6-dideoxy-b-D-fructo-furanosyl 4-chloro-4-deoxy-a-D-galactopyranoside), sold under the trade name Splenda (R), is usually categorized as non-nutritive sweetener or flavor enhancer. The molecular formula is C12H19Cl3O8 (1). It exists at room temperature as a white to off-white, crystalline powder, which is freely soluble in water, in methanol, and in alcohol, and slightly soluble in ethyl acetate (1). Sucralose has molecular weight of 397. 64 (2). As a sweetener, it has 400 to 800 times that of sucrose (2). Its melting point has been recorded as 130 degrees Celsius, and the boiling point is between 614. and 724. 4 degree Celsius under the condition of press 760 Torr (3). Sucralose is stable in solution at low pH, and also stable in solution at high temperatures as sucrose. Therefore, it can be stored for several years in liquids (3). The density of sucralose is about 1. 694 g/cm3 (3). The below chemical structure for sucralose was retrieved from the Dictionary of Food Compounds (2): Sucralose was first synthesized by Hough and co-workers at the Queen Elizabeth College at the University of London during the 1970s and was developed commercially as an intense sweetener by Tate Lyle, LLC and McNeil Specialty Products Co (4). Sucralose is made by the selective substitution of three hydroxyl groups of sucrose with three chlorine atoms, which was first approved as a food additive in Canada in 1992 and has subsequently been approved in over 80 countries as an intense sweetener (4). Sucralose can be slowly hydrolyses to the two monosaccharides 1,6-dicholorofructose (1,6-DCF) and 4-chlorogalactose (4-CG) under severe acidic conditions, so the formula cannot be found in natural waters (4). Sucralose is usually used in baked goods, sugars, alcoholic drinks, dairy products, cereals, fruit, beverages and nut products (3). In general, sucralose may cause toxicity to aquatic organisms at concentrations ? 1123 mg/L (4). A range of long-term mammalian toxicity studies indicates that sucralose has no known specific mode of toxic action and causes no adverse effects on major physiological systems (4). Recent research concerns that the potential biological effects in non-target species living in areas receive discharges from anthropogenic activities due to the widespread usage and the high stability of sucralose. The Predicted Environmental Concentration (PEC) for sucralose, based on measured data in surface water, was determined to be 10 ? g/L. During the process, data support that sucralose does not cause toxic effects. In conclusion, the resulting conservative PEC risk quotient is 0. 08, thus indicating low risk to aquatic organisms. Although available data suggest that sucralose is persistent in the aquatic environment, current knowledge also suggests that this intense sweetener should not be classified either as bioaccumulative or toxic using standardized and regulatory valid PBT criteria (4).

FAHRENHEIT 911 Essay -- essays research papers

The title of "Fahrenheit 9/11" is a play on the title of the famous Ray Bradbury novel, "Fahrenheit 451" in which society has been transformed into an authoritarian, repressive regime, in which subversive ideas are crimes and books are burned. In the book, a lonely protagonist is awakened to this reality and joins the struggle to keep underground dissidence alive. In Michael Moore's movie, he leads an above-ground assault on the Bush Presidency, questioning his legitimacy, his character, abilities and, most of all, his attempt to fight terror through the war in Iraq. And similarly, his method of attack is by trying to bring to light the facts that those in power have tried to suppress. Just like every Moore movie, it shows people looking stupid to humorous effect and it shows the heroic tales of common people who have suffered tragedy. And Moore blames their plight on the rich and powerful. In his other movies, the presidents of General Motors and the National Rifle Association, for instance, bear the brunt of his blame. In this movie, it's George W. In its best moments, the movie is a strong, anti-war documentary. It has truly moving moments of bereaved loved ones, mangled bodies in the streets, incredulous soldiers in Iraq, angry Iraqis and innocent teenagers being manipulated into enlisting. In this way, the movie presents a version of the war on Iraq that isn't shown much in the media. It improves our understanding of the war by giving it a human face. Asking members of Congress to enlist their children in the war was a good idea, as it emphasized an important point of his: that it's the poor and uneducated that fight the wars that politicians vote for. But it was probably one of those things that should have remained just a neat idea - the actual confrontations are just embarrassing for Moore, the politicians and the audience. Perhaps it's an embarrasing reality we all ought to face, but maybe it's just tasteless. Either way, the point remains forceful: the heroism of all these disadvantaged young people should only be used as a last resort. But Moore's movie isn't just an anti-war movie. Part of the movie is an attempt to question and expose the political images being projected. This starts off with a dreamy sequence of Al Gore celebrating victory in Florida that, Moore says, was manipulated by Fox television into a Bush vict... ... understandable to a wide audience, inviting citizens from all walks of life and levels of education to be engaged. But his arguments are, without a doubt, simplifications and he doesn't even bring up arguments that challenge his own, let alone take them seriously. Moore insists that all his facts are correct and even hired an old fact checker for the New Yorker to make sure. But this, of course, doesn't come to grips with the fact that much of the Bush statements he objects to are also, strictly speaking, factually correct. The truth about facts is not self evident, as he knows; the significance of facts can be manipulated by those with just a camera just as easily as by those in power. In an era of mass-media politics-a far cry from the original political debates in Athens-"Fahrenheit 9/11" is an uneasy compromise between populism and propaganda. The things it has to say are relevant and important and should be heard - but hopefully, they are just part of a larger, more even-handed discussion. Perhaps, the success of this movie is a recognition of the fact that the way this discussion gets carried out in the modern age is by turning it into a form of entertainment.

Commentary How to Tell True War Story Essay

Tim O’Brien’s The Things They Carried is a work of metafiction that manages to test fiction in its very nature through the chapter, â€Å"How to Tell a True War Story.† The blurred line between reality and the imagination is explored by the given account—the reader is alienated and forced to think, does the truth matter in a war story? This chapter alternates in narration between O’Brien as a soldier and as a storyteller, examines the duplicity of whether story truth or happening truth is more vital, and explores the reactions which listeners and readers alike are to gather from these stories. O’Brien opens the chapter with three powerful words which set the tone for his debate throughout the chapter, â€Å"This is true.† (O’Brien 67). Narration of this chapter continues in first person where O’Brien narrates a story, analyzes its validity, and moves on to tell another aspect of the story, taking it apart. This syntax mak es the reader feel interrupted and disoriented. You have barely had time to absorb the heartbreaking story before O’Brien switches gears, saying, â€Å"A true war story is never moral† (68). He sets qualifications for true war stories—â€Å"absolute and uncompromising allegiance to obscenity and evil† (69) and manages to clarify in his next pause in storytelling warning that â€Å"it’s difficult to separate what happened from what seemed to happen† and acknowledges people perceive things differently and thus will tell the stories differently (71). The stories are told with beautiful figurative language-personification, imagery, â€Å"war has the feel†¦of a great ghostly fog, thick and permanent. There is no clarity. Everything swirls,† and metaphor, in a tone where the reader is easily sucked in, only to be jarred awake with the factual and almost conversational tone of O’Brien’s analyses. To put things in context, the previous chapter, â€Å"Friends†, mentions Rat Kiley as the helpful medic for the dying friend. â€Å"Dentist† follows as a goodbye story to Curt Lemon. O’Brien includes foreshadowing and post-acknowledgement of both characters surrounding the chapter to bring them together and create an undercurrent within the chapter where the reader  is forced to see how the order, though on the surface seem random, is actually predetermined. The core theme that a true war story cannot be factually believed is repeated multiple times throughout the chapter. One finds that â€Å"true† in war story does not mean the happening truth, but how well it relates to the appropriate emotional response, or story truth. The ultimate example of this is the heroic story of a man throwing himself onto a grenade to save his comrades. Whether or not anyone survives, â€Å"Absolute occurrence is irrelevant. A thing may happen and by a total lie; another thing may not happen and be truer than the truth†¦That’s a true story that never happened† (83-84). The author leaves the reader with mixed emotions, where they may feel cheated from the happening truth, but they also experience the emotion the storyteller wants them to feel—the story reality that â€Å"a true war story is never about war† and there is always an deeper meaning to be discovered(85).