Law and management Essay Example | Topics and Well Written Essays - 2000 words - 1

Law and management - Essay Example IMO purpose is established in the ISM Code to reduce damages and accidents during shipping and voyage. Especially in operations of the ship. This code promotes cleaner and safer ships (Anderson, 2003, pg 23). The MV ‘Shields Happiness’ ship requires proper safety management to ensure competence by the crew in the ship. In this scenario between the Hall and South Shields, pollution was caused during voyage because the drip trays had not been cleared of oil and the oil later overflowed in the main deck. If the crewmembers had applied the safety management culture, they would constantly think about improvement and safety of the ship. They would have improved the deep trays by clearing the oil voyage. In addition, the Third Mate would constantly be thinking of safety and would have rechecked whether his instructions were followed. With this safety culture it places a duty on everyone on board to be constantly thinking about the safety of the ship, therefore another crewmember would have noted the discrepancy and cleared the oil on the drip trays, and this would have avoided overflow into the main deck that polluted the sea. Application of the safer culture management method would support and encourage safety in shipping. This method of management is successful if certain factors like commitment, belief and values are instilled to the shipping crewmembers. Such values of safety, if instilled in the maritime personnel, would create a positive impact (Anderson, 2003, pg 44). The second scenario shows that the tanks were not correctly inserted, and the required oxygen was not at the required level that caused a 12-hour delay and this increased costs. To improve the efficiency and performances of the ship by the ship-owner, the method to incorporate would be the organizational culture. This type of culture applies where there is a group of people from and can form their culture. There are two perspectives on it that

The CRM Value Chain Essay Example for Free

The CRM Value Chain Essay The meaning of those three letters, CRM, is hotly contested. For some, CRM is simply a bridge between marketing and IT: CRM is therefore an IT-enabled sales and service function. For others it’s little more than precisely targeted 1to-1 communications. But both of these views deny CRM its great potential contribution. Because CRM, at its most advanced, answers questions like ‘who should we serve?’ and ‘what should we serve to them?’ and ‘how should we serve them?’ it could, and often should, be positioned as the fundamental strategic process around which the business is organised. CRM decisions impact on marketing, certainly, but also on operations, sales, customer service, HR, RD and finance, as well as IT. CRM is fundamentally cross-functional, customerfocussed business strategy. The CRM value chain The CRM value chain (figure 1) is a proven model which businesses can follow when developing and implementing their CRM strategies. It has been five years in development and has been piloted in a number of business-tobusiness and business-to-consumer settings, with both large companies and SMEs: IT, software, telecoms, financial services, retail, media, manufacturing, and construction. The model is grounded on strong theoretical principles and the practical requirements of business. The ultimate purpose of the CRM value chain process is to ensure that the company builds long-term mutually-beneficial relationships with its strategically-significant customers. Not all customers are strategically significant. Indeed some customers are simply too expensive to acquire and service. They buy little and infrequently; they pay late or default; they make extraordinary demands on customer service and sales resources; they demand expensive, short-run, customised output; and then they defect to competitors. What is a strategically significant customer? We’ve identified four types of strategically significant customer (SSC). Selfevidently, the high life-time value customer is a key SSC. These must be the focus of customer retention efforts. Life-time value potential is the presentday value of all future margins that might be earned in a relationship. Tempting as it may be to believe, not all high volume customers have high LTV. If they demand JIT, customised delivery, or are in other ways costly to serve, their value may be significantly reduced. We know of one company that applied activity-based costing disciplines in order to trace process costs to its customer base. They found that 2 of their 3 biggest customers were in fact unprofitable. As a consequence the company re-engineered its manufacturing and logistics processes, and salespeople negotiated price increases. A second group of strategically significant customers we call ‘benchmarks’. These are customers that other customers copy. A manufacturer of vending machine equipment is prepared to do business with Coca Cola at breakeven. Why? Because they can tell other customers that they are supplying to the world’s biggest vending operation. The third group of SSCs are ‘inspirations’, customers who inspire change in the supplying company. These may be customers who find new applications, come up with new product ideas, find ways of improving quality or reducing cost. They may be the most demanding of customers, or frequent complainers, and, though their own LTV potential is low, they offer other significant sources of value. One insurance company modified its claims process to satisfy one particular car fleet operator; this process eventually became the company’s default standard. The final group of strategically significant customers we call ‘cost magnets’. There are customers who absorb a disproportionately high volume of fixed cost, thus enabling other, smaller customers to become profitable. One oilseed processor, for example, has two major customers, a manufacturer of snack foods which buys oil in bulk and a retail multiple which buys consumer packs. Although they account for 60% of oil-seed processing time, they absorb 85% of fixed costs between them. Five steps to profitable relationships The five steps in the CRM value chain are customer portfolio analysis, customer intimacy, network development, value proposition development and managing the relationship. Although we don’t discuss them here, at each stage of the value chain there are concepts, tools and processes to help create and implement successful strategy. Very briefly, the CPA step analyses the customer base to identify customers to target with different value propositions. The second step involves the business in getting to know the selected customers as segments or individuals and building a customer data-base which is accessible to all those whose decisions or activities impact upon customer attitude and behaviour. Step three involves building a strong network of relationships with employees, suppliers, partners and investors who understand the requirements of the chosen customers. Step four involves developing, with the network’s compliance, propositions which create value jointly for the customer and company. The fifth and final stage is to manage the customer relationship. The focus here is on both structure and process. From observation of failure it is clear that CRM solutions cannot be transplanted into any organisation in the absolute certainty that the business will flourish. For success to happen, CRM needs a supportive culture: it’s unlikely to yield dividends in companies which only pay lip service to customer focus. Neither will it succeed in organisations wedded to product-based structures or reward systems based on sales volume. Similarly, if IT, human resources and procurement processes are not aligned with the CRM agenda, it’s unlikely to flourish. For example, we know one IT company which is trying to implement CRM strategy whilst still recruiting up-and-at-‘em salespeople who are quota driven. Another company is in the throes of a cost-reduction programme and procures least cost inputs to its manufacturing process without due regard to the impact on customer satisfaction and buying behaviour. Customer Portfolio Analysis CPA, the first step in the CRM value chain acknowledges that not all customers have equal value to the company. CPA asks the question: ‘who are our SSCs?’ The answer can be pitched at sector (e.g. food retailing), segment (e.g. food retail multiples) or individual (e.g. Tesco) levels. Companies which have no customer history on which to base their analysis can use segmentation approaches to identify potential SSCs. When CPA has sorted the actual or potential customer base into different groups, they can be taegeted with different value propositions. An important consideration is to analyse and sort by profit potential, not by volume, whether that is by sector, segment or individual. One CPA tool sorts customers into 4 strategic groups: sack, re-engineer, nurture and invest. Sackable customers are those who have no present or future profit potential or life-time value. The ‘invest’ group contains customers who are both valuable currently and have significant future potential. The ‘reengineer’ group contains customers who are not presently profitable but who could become so if the relationship were re-engineered. Options may include reducing the level of customer service, disintermediation, or telesales, rather than face-to-face sales representation. The final segment ‘nurture’ contains those customers who are currently profitable but have little future potential. The task here is to address, possibly in consultation with those customers the reasons for pessimism. It may be that they can jointly find solutions which suggest a more profitable future relationship. Customer intimacy Choosing customers to serve is one thing. Get ting to know them well is altogether different. Most companies collect customer data. Some industries are overwhelmed with information – scanner data, loyalty card data, complaints files, market research, geodemographic data. The challenge is to use the data to better understand the who, what, why, where, when and how of customer behaviour. Mining data intelligently is, of course, a source of huge competitive advantage, and it enables a more refined CPA to be undertaken. Develop the Network Company does not compete against company. Network competes against network. For example, Sainsbury does not compete against Tesco. Their respective networks compete. Tesco’s network, which includes partners such as Royal Bank of Scotland (for its retail banking offer) and Privilege Insurance (for its insurance offer) currently seems to be performing better than Sainsbury’s. A company’s network position i.e. its connectedness to other parties who co-operate in delivering value to the chosen customer, is a source of great competitive advantage. An innovative software house partnering with IBM, for example, enhances its network position. IBM also benefits, as well as their joint customers. Networks consist of partners like these, employees, suppliers and owners/investors. CRM is not a quick fix; it requires owners and investors who will commit to the long-term investment in the people, processes and technology to implement CRM strategies. Employees will probably need reorienting and reskilling, if not redeployment. There is clear evidence that employee performance in moments of truth with customers influences customer satisfaction and purchasing intention. It only takes a short leap of faith to link employee satisfaction to customer satisfaction to business performance. Suppliers also need to understand who the customer is trying to serve. According to the consultants A T Kearney, companies are going to continue vendor reduction programmes over the next several years, as they try to build closer relationships with fewer partner vendors. CRM is becoming twinned with SRM, supplier relationship management. Kearney reckons 20% of current in-suppliers will be de-listed by 2003. For CRM to succeed, the network of suppliers, employees, owners/investors and partners must be aligned and managed to meet the needs of the chosen customers. Value proposition development By the fourth step of the CRM value chain, you will know who you want to serve and will have built, or be in the process of building, the network. Now the network has to work together to create and deliver the chosen value(s) to the selected customers. Great value is found more effective and more efficient solutions of customer problems. Although it is traditional to focus on the product as the main source of value, many companies are finding that people, process and service offer more competitive advantage as products become more commoditised. How things are done with and for customers process is particularly important. There may be small processes, such as how complaints are handled; or big processes, such as how new products are jointly developed with customers. The value star (figure 2) illustrates sources of customer value in a retailing context. Price Managing the relationship For relationships to succeed with strategically significant customers, companies are having to re-invent structures and process. On the way out are hierarchical structures and product managers. Replacing them are flatter organisations with empowered front-lines and customer or market managers. We encourage companies to replace their single marketing strategy with a trio made up of a Customer Acquisition Plan, Customer Retention Plan and Customer Development Plan. Each of these has different metrics from those found in run-of-the-mill marketing strategies. New measures include customer acquisition costs, customer retention rates, share-of-customer and customer development targets alongside more conventional measures such as customer satisfaction and sales volume, and additional measures relating to the performance of network members.. Final thoughts CRM is widely misunderstood by marketing management and seriously misrepresented by software houses. Companies are being sold front-office and back-office solutions, but are missing out on the fundamental, strategic benefits that CRM can provide. CRM at its most sophisticated has the potential to integrate all business processes around the requirements of strategically significant customers, a fact that most IT solutions fail to acknowledge.

The History Of Behaviourism Psychology Essay

The History Of Behaviourism Psychology Essay During the decades 1930-1960, behaviourism represented the mainstream of experimental psychology (Jean-Claude Lecas, 2006). Central idea of behaviourism simply means A science of behaviour is possible (William M. Baum, 1994). While, behaviourists are group of individual which have diverse views about what this proposition means, and particularly about what science is and what behaviour is. Most of the behaviourist agrees that there can be a science of behaviour (William M. Baum, 1994). Behaviourists call the science of behaviour as behaviour analysis and are part of the psychology and this result the contention happen among behaviourist and psychologist due to many psychologists disagree psychology is a part of science while those regard it as a science consider its subject matter something other than behaviour. After the debate, behaviourism has been consider as a philosophy of science which related to a manner why we do, what we do, and what we should and should not do. In a more d irect way, behaviourism is an approach which offers an alternative view that often runs counter to traditional thinking about action (William M. Baum, 1994). Early Behaviourist There are some of the famous early behaviourist which contributes for the early behaviourism such as John Watson, Edwin Guthrie, Clark Hull, Edward Lee Thorndike, Ivan Petrovitch Pavlov, and B.F. Skinner. 1. Edward L. Thorndike (1874-1949) Edward Thorndike started young and continued his scientific output until his death at nearly 75 years old. He was a type of people dislike any abstract discussion not tied closely to concrete facts because what he wrote was based directly on data, usually on new data. Thorndike had made a superior undergraduate record at Wesleyan University, 1891-95 (Robert s. Woodworth. 1952). After that he went to Harvard for his graduate study. In the second year of his graduate study, Thorndike undertook a research project of the experimental study of the instinctive and intelligent behaviour of young chicks. Through his laboratory study of animal learning, demonstrate that animal behaviour observed under experimental conditions could help solve the general problems of psychology. The first published paper by Thorndike was Animal Intelligence which announced a new law of learning, additional to the old standard laws of association, and emerges of theory of learning. On his study, Edward placed ch icks, cats or dogs in a problem situation where alternative responses were possible and the first response was unlikely to be successful. The question of this study was whether the animal, perhaps after much trial and error, would learn to do the right thing in the situation-and how rapid his learning might be. Through this study, understand that in a series of trials the unsuccessful responses would fade out and the correct response would occur more and more quickly. The effect or outcome of any response was thus a powerful factor in its elimination or establishment (Robert s. Woodworth. 1952). Apart from the first study, Thorndike carry out a series of other study, one of it was transfer experiment. On this study, he give a person intensive training in some narrow field and then test that persons abilities in a more inclusive field and determine how much improvement could be demonstrated beyond the limits of the special training. Through this experiment, it showed a meager transfer effect, the ability developed by training in one line of work was specific and did not spread to other lines of work except when what had been learned could be utilized in a concrete way. Both of his study mention above led up to Thorndikes celebrated theory of the specificity of abilities (Robert s. Woodworth. 1952). 2. Ivan Petrovich Pavlov (1849-1936) Pavlov was a physician which worked as an experimental laboratory scientist. On 1883, Pavlov had developed his theory of nervism which he defined as a physiological theory which tries to prove that the nervous system controls the greatest possible number of bodily functions. Apart from that, he had won the Nobel Prize in 1904 due to their publication on the developed of a small part of the stomach called the Pavlov pouch as well as chronic external-salivary, biliary, and pancreatic fistulae for his fundamental study of gastric physiology. Pavlov also involves himself on the research of human psychophysiology and psychopathology. This led to a new psychology oriented school of physiology and stimulated ideas of many aspects of human behaviour. 3. B.F. Skinner (1904-1990) Skinner was an American psychologist,  behaviourist and  social philosopher (Smith, L. D., Woodward, W. R., 1996). Skinner called his philosophy of science as radical behaviourism. He argued that psychology should be the study of behaviour. From the point of view of Skinner, he defined behaviour as anything the organism does. This view diverges from the point of view of psychologist who thinks the proper subject matter of psychology is the stream of consciousness. He called his philosophy of science as radical behaviourism was because radical can mean root, and he that his behaviourism was through going, deep behaviourism (William T. ODonohue   Kyle E. Ferguson, 2001). Behaviourism is not the science of human behaviour; it is the philosophy of that science. Some of the questions it asks are these: Is such a science really possible? Can it account for every aspect of human behaviour? What methods can it use? Are its law as valid as those of physics and biology? Will it lead to a technology, and if so, what role will it play in human affairs? (Skinner, 1974) Skinner (1970) also stated that Behaviourism is a formulation which makes possible an effective experimental approach to human behaviour. It is a working hypothesis about the nature of a subject matter. In conclusion, radical behaviourism is not a scientific law; it is a metascientific which attempts to define what the science of behaviour should look like and it is important to be clear what is radical behaviourism and what is not (William T. ODonohue   Kyle E. Ferguson, 2001). 4. John B. Watson (1878- 1958) He had introduced the term behaviourism in the early part of the twentieth century. Watson emphasized the need for focusing scientific inquiry on observable behaviours rather than thinking which defined as non-observable phenomena by him. Apart from that, he also opposes the study of internal mental events as well as denied any existence of the mind. His thinking was greatly influenced by Pavlov. He had adopted the classically conditioned S-R (Stimulus-Response) habit as the basic unit of learning and extended it to human learning (J. E. Ormrod, 2008). Watson had proposed two laws which describing how S-R habit develop. The first law was law of frequency and second law was law of recency. The first law concern on the importance of repetition which bring the meaning of the more frequently a stimulus and response occur in association with each other, the stronger that S-R habit will become. While the second law concern on the importance of timing which mean the response that has most recently occurred after a particular stimulus is the response most likely to be associated with that stimulus (J. E. Ormrod, 2008). In conclusion, from the point of view of Watson, he believed that the past experience of an individual accounts for virtually all behaviour. He was a extreme environmentalist, which denied that hereditary factors had any effect on behaviour (J. E. Ormrod, 2008). 5. Edwin R. Guthrie (1886-1959) Guthries famous with his contiguity theory which had similar perspectives as Watson approach which placed S-R connections at the center of the learning process. An organism responds to a particular stimulus in a particular way on one occasion, the organism will make the same response the next time it encounters the same stimulus and this called habits. Guthrie also shared Watsons belief that recency is critical in learning: An organism will respond to a stimulus in the way that it has most recently responded to that stimulus (J. E. Ormrod, 2008). 6. Clark L. Hull (1884-1952) Hull had introduced an organismic characteristic which bring the meaning of characteristics unique to different individuals. He brings this approach into behaviourist learning theory. He had maintained the S-R habits approach by Skinner and agreed with Thorndike and Skinner behaviourists approach. However, Hull partially agree with the statement by Thorndike and Skinner which stated that presence of a particular stimulus and ones past experiences will affect the behaviour of an individual. In his approach, he believed those stimuli are not the only determinants of whether a particular response will occur or how strongly it will be made. There are some other factors called intervening variables which affect the individual response or behaviour toward certain stimulus. Example of intervening variables are habit strength, organism drive (an internal state of arousal that motivates one behaviour), and inhibitory factors (e.g. fatigue). Hulls theory was predominant throughout the 1940s an d 1950s (J. E. Ormrod, 2008). Hawthorne Studies The Hawthorne effect is often mentioned as a possible explanation for positive results in intervention studies. It is used to cover many phenomena, not only unwitting confounding of variables under study by the study itself, but also behavioural change due to an awareness of being observed, active compliance with the supposed wishes of researchers because of special attention received, or positive response to the stimulus being introduced (Wickstrà ¶m G, Bendix T, 2000). Hawthorne studies was introduced by Frederick Taylor in the year of 1911 which influenced by the principles of scientific management. It is first be practice on the year of 1924 by the management of the Hawthorne plant of the Western Electric Company in Chicago, Illinois, in the United States. The studies look into the relationship between illumination and productivity of the workers. The similar studies was repeated between year 1927 and 1933 in cooperation with the Massachusetts Institute of Technology (MIT) and Harvard University which concerned with the effects of changes in rest pauses and work hours on productivity (Wickstrà ¶m G, Bendix T, 2000). For the first studies done on 1924, the methodology involve was decreased the illumination step by step for the experimental subjects, while the controls received the same illumination. Both group of subjects slowly but steadily increased their performance of inspecting parts, assembling relays or winding coils. This experiment showe d that there were not significant relationships between the lighting with the productivity of the workers in the criteria as long as the lighting was kept at a reasonable level. However, there was some other factor more important to affect the productivity of the worker (Wickstrà ¶m G, Bendix T, 2000). Other variables were later being study such as physical factors causing fatigue and monotony, assembly, mica splitting and bank wiring. After complete the series of experiment it found that assembly test as well as the others 3 variables did not explain the continuous increase in productivity observed during the test. The individuals named Roethlisberger Dickson which compile this study report suggested that the most important factor behind the continuous increase in output was the improved personal relations between workers and management. This statement was supported based on the explanations of the informally expressed opinions of the workers participating in the experiment and also based on the general thought of the investigators (Wickstrà ¶m G, Bendix T, 2000). By this study, the investigators conclude that the unintentional manipulations caused the subjects to improve their overall productivity and thus results the appeared of the term called the Hawthorne effect. This term will introduced apparently in French on 1953 which highlighted that the marked increase in production related only to special social position and social treatment. Many of the other articles had deduced that the increased on productivity may result from one the causes stated below, e.g. morale, attitude, supervision, teamwork, cohesiveness, informal organization, interpersonal relationships, social unity, and awareness of being in an experiment, acquiring skill, or continuous feedback while working in a group (Wickstrà ¶m G, Bendix T, 2000). In conclusion, the Hawthorne effect is simply referred to as an increase in productivity. The increase in productivity may due to one or more of the factor below, e.g. relief from harsh supervision, receiving positive attention, learning new ways of interaction, possibilities to influence work procedures, rest pauses, higher income, or threat of losing ones job. All of these factors, or any combination of them, may result an observable increased in the productivity.

Teacher Certification Admission Essay :: College Admissions Essays

Throughout high school and during my undergraduate studies, education was never a top priority for me. Only during the past two years, in the "real world", have I realized the importance of education. I look back at those years and wish I had done more and realized all the potential I had in my hands and not wasted so much time. During my undergraduate career my social activities consumed my life. My friends were not motivated to do well in school so I followed their lead. My grades were low, and I did not even care. After I graduated in 1997 with a Psychology B.A. and lost touch with my old friends and old ways, I have realized that I should have spent more time doing some soul searching and thinking what it was that I wanted to do with my life. I liked Psychology but what I really wanted to do was work with children more closely. I had spent my junior and senior years involved in internships at Head Start and at a High School in a Program for teenaged mothers. I loved my work ther e. At Head Start I was a Teacher Aid for the pre-school, teaching the children to read, numbers etc. And at the High School I counseled the teenaged mothers, took care of their kids while they went to school and after the school day I tutored them with their homework. After being out of school for a while, I started to miss that. The feeling that I was teaching something those kids, the feeling that I was making a difference. I was determined to find a job in education, with my background in Psychology, how hard could it be? I found work at a residential school for runaways and abused teenaged females. It was great! I was ready to go, I was going to change the world and change those girls lives. What I didn't realize is that will alone does not make me a teacher and that I needed training, a lot of training. I made a lot of mistakes in that job. I got discouraged and decided to forget about working with children, forget teaching and do something else that paid more. So, I got a job as a Secretary, I did that for about two years. Teaching, working with children was always on my mind.

Pride and Prejudice Argumentative Essay Essay

Part I Select three of the identity categories below and name or describe at least 3 related stereotypes for each: †¢ Race †¢ Ethnicity †¢ Religion †¢ Gender †¢ Sexual orientation †¢ Age †¢ Disability |Category |Stereotype 1 |Stereotype 2 |Stereotype 3 | |Religion |Fanatical Christians |Islam extremists |All mormons are poligamists | |Gender |Men should never cry |Women can be in power because of |Pink is for girls | | | |their periods | | |Age |As you get older you cannot learn |Older people are not as sharp as |Old people are not interested in | | |new things |younger people |sex |. Part II Answer each question in 50 to 100 words related to those stereotypes. Provide citations for all the sources you use. What are the positive aspects of stereotypes, if any? Some stereotypes have been found to have a positive view of certain groups by other minority groups, Asian Americans are admired for â€Å"placing a high value on intellectual and professional achievement† and â€Å"having strong family ties†, Hispanic Americans â€Å"take deep pride in their culture and work hard to achieve a better life† (R.Schaefer, 2012), African Americans â€Å"have made a valuable contribution to American Society and will work hard when given a chance† (National Conference of Christians and Jews 1994). Another positive aspect of stereotyping (and I had to dig to find it) is that middle-class or afflcuent African Americans’ feelings of self esteem and self-image are more positive than those of comparable Whites. Our text does not tell us why just that it has been measured and exists and that one positive aspect. What are the negative aspects of stereotypes? Stereotyping has caused people to view certain groups of people in a negative light, even though people do not express such views openly, prejudice and stereotyping still exists. In an article written by Tim Giago, â€Å"National Media Should Stop Using Obscene Words†, Tim describes how the term â€Å"Redskins† is so readily used in football and how derogatory it is to hear for Native Americans. He likens the use of this term to such terms as â€Å"nigger†, â€Å"gook†, â€Å"kike†, and â€Å"wop†, and expresses how â€Å"ridiculous† it is to hear the fans doing the â€Å"tomahawk chop†. This is modern day stereotyping in a negative way and it should be stopped. Why do large corporations have the right to offend and stereotype? This should be stopped. Part III Answer each question in 50 to 150 words related to those stereotypes. Provide citations for all the sources you use. Define stereotypes and prejudice. What is the difference between stereotyping and prejudice? Use examples to illustrate the differences. According to Racial and Ethnic Groups, by R. Schaefer, stereotypes are unreliable, exaggerated generalizations about all members of a group that do not take individual differences into account. Prejudice is a negative attitude toward an entire category of people, such as a racial or ethnic minority. The difference between prejudices and stereotypes is that prejudice is learned over time by people who influence a person as they are growing up and books, movies, Internet and tv also play a part in a person becoming prejudice. Stereotypes are beliefs about people which are generally accepted that are based on something previously accepted about them. Examplese of some stereotypes are: all women are bitches, or all Arabs are terrorists. Examples of prejudices are: being afraid if you are on the bus and see a mentally ill person get on the bus because you are afraid that they may become violient. Statistic show that mentally ill people are no more or less prone to violence than normal people, please see this link about mental illness and violence: http://depts. washington. edu/mhreport/facts_violence. php What is the relationship between stereotyping and prejudice? Stereotyping and prejudice are not the same but can seem similar in a way, however the difference is important. There can be a stereotype about girls only like pink and boys only like to play with guns but a prejudice is when you are racist or have a â€Å"negative attitude toward an entire category of people† (R. Schaefer, 2012). What can be done to prevent prejudice from occurring? Diversity training and awareness is a way to prevent prejudice from occurring in the workplace. Education about diversity is a way to prevent it at schools. Much studying has been done about the prevention of prejudice but unfortunately if the training and/or education is not followed up with practice and further education and training it can lead to people going back to their old habits. This means that we must be diligent about fighing prejudice in our society, in our homes, at work, and in our schools. www. wikipedia. org Religious fanaticism http://en. wikipedia. org/wiki/Religious_fanaticism Main Street Plaza www. latterdaymainstreet. com A Community for Anyone Interested in Mormonism. Religious Stereotypes Venn Diagram According To Google: Expanded Mormon Edition www. religious-stereotypes-venn-diagram-according-to-google-expanded-mormon-edition Cracked. com 5 Gender Stereotypes That Used To Be the Exact Opposite By: J. F. Sargent April 24, 2012. http://www. cracked. com/article_19780_5-gender-stereotypes-that-used-to-be-exact-opposite. html#ixzz2KNtJBSML www. discoveryfit&health. com 10 Stereotypes About Aging (That Just Aren’t True) by Tom Scheve and Christine Venzon http://health. howstuffworks. com/wellness/aging/aging-process/5-stereotypes-about-aging6. htm Racial and Ethnic Groups, Thirteenth edition, by Richard T. Schaefer. Published by Merrill Prentice Hall. Copyright  © 2012 by Pearson Education, Inc.

Literary Analysis of Romeo and Juliet Essay

The essay is a literary analysis of the play Romeo and Juliet. The format is Point, Proof and Explanation. The question was â€Å"What factors and/or characters lead to the eventual demise of Romeo and Juliet† I used Lady and Lord Capulet, Juliets Nurse, and Friar Laurence. There are direct quotes from the play as well that are relevent. It is 929 words in length Shakespeare’s play, Romeo and Juliet presents readers with the story of a tragically doomed love. It is the story of two teenagers’ who fall in love and the people and circumstances that prevent them from being together. Four characters in particular, namely Lady and Lord Capulet, Juliet’s nurse, and Friar Laurence, played a significant role in the destruction of the main characters and young lovers, Romeo and Juliet. These characters, through acts of selfishness, betrayal and authority over the young lovers led to their desperate actions and ultimate death. Lady and Lord Capulet, Juliet’s mother and father contributed to the events leading to the demise of Romeo and Juliet right from the beginning of the play.. Juliet’s father, Lord Capulet, creates a faà §ade about how much he loves and cares for his daughter when in reality he demonstrates that he really does not have her best interest at heart. In the beginning of the play, Lord Capulet says to Paris, (the nephew of the prince of Verona, who would bring the Capulet family power and prestige if he marries Juliet): â€Å"My child is yet a stranger in the world, she hath not seen the change of fourteen years; Let two more summers wither in their pride, Ere we may think her ripe to be a bride.† (II, ii, 8-11). This gives the reader the impression of a caring and considerate father, who is concerned about his child’s well being and is concerned that she is too young to be married. Yet, by the end of the play, when Juliet stands up to her father and says she does not want to marry Paris, he becomes angry with her and says â€Å"†¦Disobedient wretch!/I tell thee what, get thee to church o’Thursday [to marry Paris]/Or never after look me in the face†(III, v, 160-163). Lord Capulet is showing his true feelings toward his daughter and shows the reader that his real motives are self-serving. Lady Capulet, Juliet’s mother also assists in the destruction of Romeo and Juliet by her shallow and self-centered nature. She believes that Juliet should marry Paris, not for love or happiness, but because Paris is wealthy and handsome and will bring the Capulet family more power and prestige. When Lady Capulet says â€Å"And find delight writ there with beauty’s pen./ Examine every married lineament,/ And see how one another lends content (I, iii, 82-85) she is trying to convince Juliet that Paris would make a good husband because of his good looks. Her advise to her daughter demonstrates that she is only concerned about image without consideration of her daughter’s wishes or needs. Both Lord Capulet and Lady Capulet have only their personal motives and values in mind when they make the decision about their daughter’s future. This contributes to the helplessness and isolation that Juliet feels which eventually leads Juliet to her death. Another manipulative, self-serving character is Juliet’s nurse. On the surface, she appears to be a person that Juliet can confide in during difficult situations, yet throughout the play, her actions would demonstrate that she actually contributes to the destruction of Romeo and Juliet. Initially, she played the role of a messenger between the two lovers supporting their relationship by relaying secret messages between the doomed lovers. At the same time she also appeared to be understanding and sympathetic to Juliet’s feelings by lending Juliet a sympathetic ear. Yet when Lord and Lady Capulet thwart Romeo and Juliet’s plans of a life together, the nurse, in order to keep her job, does not try to comfort Juliet, she simply says † [Romeo] is dead -or ’twere as good he were† (III, iv, 235)and tells her â€Å"I think it best you married with [Paris]†(III, iv, 218). This causes Juliet grief because she trusted her nurse, who throughout the years has become more like a mother to her, and now the only one she trusted is betraying her. As a result of this betrayal and feelings of total  hopelessness, Juliet’s thoughts of suicide became prevalent and she turned to friar Laurence for help. In spite of the fact that Friar Laurence played the part of a helpful confidant to Romeo and Juliet, he ultimately helped I their final destruction. In the beginning of the play, when Romeo went to Friar Laurence for help, he believes that the marriage of the two teenagers might end the long running feud between the Capulet’s and the Montague’s. It is apparent that when Friar Laurence says â€Å"In one respect I’ll thy assistant be/ For this alliance may so prove,/ to turn your households’ rancor to pure love†(II, iii, 86-88), all he is think about is a way to end the feud that has caused â€Å"three civil brawls† (I, i, 87), and have caused the needless death of many. Even after Romeo is banished and there seems to be no hope for Romeo and Juliet, all Friar Laurence can think about is â€Å"blaze (announcing) thy marriage† (III, iii, 150). What friar Laurence does not realize is that he is giving false hope to both Romeo and Juliet, allowing them to believe that their lives will eventually be all right. In reality, we as readers know that this can never be, and thus, friar Laurence is setting the stage for Romeo and Juliet’s destruction. In the play, the main characters are teenagers who are forced to deal with extremely complex issues surrounding their simple love for each other. The people, who influence them to do so, are the ones who are responsible for the death and destruction of Romeo and Juliet.

Addressing Public Display of Affection at School

Addressing Public Display of Affection at School Public Display of Affection- or PDA- includes physical contact including, but not limited to, intimate touching, hand holding, fondling, cuddling, and kissing at school or a school-sponsored activity between two students typically in a relationship. This type of behavior, while innocent on some levels, can quickly devolve into a distraction for the students engaging in the practice, as well as other students who witness these public displays of affection. PDA Basics PDA is often considered a public profession of how two people feel about one another. Schools typically see this type of behavior as a distraction and inappropriate for a school setting. Most schools have policies that forbid this type of issue on campus or at school-related functions. Schools typically have a zero-tolerance stance on PDA because they recognize that even innocent displays of affection can turn into something more. Being overly affectionate can be offensive to many people,  though a couple caught up in the moment may not be aware that their actions are offensive. Because of this, schools must educate their students on the issue.  Respect is a critical component  of character-education programs in schools everywhere. Students who regularly engage in acts of PDA are disrespecting their peers by subjecting them to witnessing their affection. This should be brought to the attention of the over-affectionate couple who were probably too caught up in the moment to consider others who were around them. Sample PDA Policy To handle and forbid public displays of affection, schools need first to recognize they have a problem. Unless the school or school district sets specific policies forbidding PDA, they cannot expect students to simply know the practice is forbidden or at least discouraged. Below is a sample policy a school or school district can employ to set a policy on PDAs and prohibit the practice: Public School XX recognizes that genuine feelings of affection may exist between two students. However, students shall refrain from all Public Displays of Affection (PDA) while on campus or while attending and/or participating in a school-related activity.Being overly affectionate at school can be offensive and is generally in poor taste. The expression of feelings toward one another is a personal concern between the two individuals and thus should not be shared with others in the general vicinity. PDA includes any physical contact that may make others in close proximity uncomfortable or serves as a distraction for themselves as well as innocent onlookers. Some specific examples of PDA include but is not limited to: Tips and Hints Of course, the previous example is just that: an example. It may seem overly harsh for some schools or districts. But, setting a clear policy is the only way to minimize or stop public displays of affection. If students dont know the school or districts view on the issue- or even if the school or district has a policy on public displays of affection- they cannot be expected to abide by a nonexistent policy. Turning away from PDAs is not the answer: Setting a clear policy and consequences is the best solution to creating a school atmosphere that is comfortable for all students and teachers.