Optimistic or Numb Essay

For years, poverty is one of the pressing issues that India faced, and being the country that have one third of the world’s poor, most Indians are leading a life that people in the modern society can never imaging. They never had ample food to satisfy their hunger, nor a place to sleep and of course, not having clothes to wear and tear. Dangers were always around them and people would be killed so easily like if one is crushing an ant. And because of this, most of them give up hope and stop struggling to improve their lifestyle, and it is to the extent that they became too adaptable to misery and give up their rights of pursuing happiness. In the story â€Å"The Grass-Eaters† by Krishnan Varma, the main couple, Ajit Babu and his wife, Swapna are depicted as the poorest people in the Indian society, they lived a refugee’s life and are constantly on the move, even though Ajit Babu was a school master and is well educated, he was not leading a stable life. Despite the optimism attitude that Ajit Babu adopts towards the poverty and miseries he suffered, there actually lies a deep sense of despair underneath it. In order to comfort themselves and the couple forced themselves to give up some human nature for adapting the environment. This is why he is able to grow so accustomed in seeing the darkest side of society that he is able to watch it in peace and contentment. The author used symbolism to emulate the reality behind those contradictions, and to create a couple like them, â€Å"grass-eaters†, â€Å"home†, â€Å"railway† and â€Å"night blindness† (167-170) are a few symbols the author used to offer a distinctive angle of interpretations of this short story. Firstly, the most obvious symbol, the grass-eaters and since it is sets as the title, the author must have his own reason to this. This symbol plays an important role in the story development, as generally Grass-eater is use to define a type of animal rather than a person who is vegetarian. By using â€Å"Grass eater†, the author is trying to covey the idea that these people living in poverty are no longer living in conditions fit for human survival, but reduced to animals instead. In the later part of the story, the author describes Swapna as â€Å"fang bared, claws out†(167), which depict that she possess animalistic instincts. Secondly, in a good story, there is at least an important idea that the author is trying to convey and usually there will be hints running through the whole story. In this story, several repeats of the word â€Å"home† can be found easily. They refer to different places, or in this case, solid objects which plays different roles, but overall they share a similar meaning, that is to symbolize the incapability to control of one’s fate, especially for the poor. Commonly when it comes to home, most of us will link it with words like stability, security, family, privacy, comfort, memory and the most important, your roots. But, in this story, home does not represent this at all. Since the couple is constantly on the move, it shows the instability their life, from the start, they have to leave their own state, where their roots are and travel miles to Calcutta to avoid the riots in East Bengal (167). In their first â€Å"home†, which is nothing more than a footpath, it is so crowded that once you leave your place at night, you will not be able to find your place again (167); and there is no privacy, as sharing one home with strangers is very common, not only that, there is no security at all, since one might lose an ear by spending a night at such a place (167). In their second â€Å"home†, which is a wagon, even though they manage to get all the privacy they want, it is very insecure, since â€Å"That was not the only we went to bed in Calcutta and woke up in another place†(168). While privacy is very important to us but it is something we take for granted, but to the couple it is a heaven-sent gift. In order to let their fourth kid, Prodeep to be born in a proper place, they move to a â€Å"cement concrete pipe† (168), and it actually make Swapna feel very comfortable. As seen, the poor are very contented with such small improvement. This show they have when through a great deal of torment. In their last or most current home, the roof, Ajit Babu is pleased with the surrounding as the rental is cheaper as compare to other tenant yet they have much more space for their son to play (169). In this story, perhaps the author creates the absence of the common meaning of a â€Å"home† to show that, the places they live in badly lack stability, security, privacy, comfort and memory and only death will then grant the couple a place with all the things they lack of. As seen in the story, there is an eternal home to the couple, which is their tombs, the phrase â€Å"We have a son to do our funeral rites when we died†(170) appeared twice, and from this we can infer that the place can serve as a stable, secure, private and comfortable home for the couple. Since this is what the realistic world cannot give, so they resort to the reincarnation and hope that in their next life, life will be much fairer to them. This show that to the poor, maybe death is better than life in this real world. Thirdly, most of the couple’s homes are near a railway, which have a long, endless shape, and at some point of time make one feel like it is an never-ending way, just like life is endless, since you never know when will it endless and watching the approaching and departing train as though it’s a cycle, which is just like life. In the story, the couple are Hindus and Hinduism is a religion that holds the belief in reincarnation, where souls are being evolved through many evolutions. Therefore the railway has a meaning of being rebirth by linking the present and future. And since the couple are travelling to and fro the railway, it might symbolize their process of being rebirth into a better life, which we can see, that they are able to improve their living conditions as the story progresses. Finally the last symbol, night blindness, the author described as the couple as â€Å"nightblind† (169), there is three different interpretation to this, first, it could be refer as an illness, which is results from lack of certain necessary nutrition, since the couple are so poor, they are not able to afford food that can provide enough nutrition. Second, one can interpret night-blindness as a result of no electricity, because they can’t afford the electricity bills, thus they are unable to navigate themselves around in the dark. Both inferences are a subtle highlight that poverty is one of the pressing issues and people are suffering from illness and diseases because of it. However, night-blindness can also be interpreted being optimistic, in this case being blind to the darkness in life and the obstacles that they may experience, as the only way to survived in this realistic world, is to be numb to the sufferings that occur even if is against their own will. In this story, the author showed the reality of the poorest people in his society, through a way of symbolism. The optimism that Ajit Babu has is in fact a kind of escape from reality. He chooses the easier way out by ignoring the sufferings he face, rather than facing them and fight for his own happiness. Poverty certainly is awful. But what really matters is to try whatever means possible to fight against it, rather than pretend to be â€Å"enjoying† the poverty and believe in the so-called optimism. Works Cited Varma Krishnan. â€Å"The Grass-Eaters. † 1985. Rpt. in The International Story: An Anthology with Guidelines for Reading and Writing about Fiction. Ruth Spack. New York: St. Martin’s, 1994. 167-170

Research methods Essay Example | Topics and Well Written Essays - 1500 words - 2

Research methods - Essay Example The proto-typical qualitative study is the ethnography which helps the reader understands the definitions of the situation of those studies† (Aukerman, pp. 1, 2010). The aim of this paper is to provide an overview of the various methods and techniques of research. The research methods for both kinds of researches have their limitations and strengths. Quantitative research methods are usually in relation with experimental methodologies involving statistical analysis. On the other hand, qualitative research methodologies facilitate researchers in assessing and analyzing social and cultural phenomena. There are many methods available for the collection of qualitative data, each with its own strengths and limitations. Researchers make choices about research methods depending on a number of factors, such as level (e.g., social or community or personal), availability of time, financial resource availability, and cultural or situational suitability (e.g., type of interaction, privacy requirements, and literacy). All kinds of qualitative research together with ethnography are under characterization by their commitment to learn and understand the viewpoints of others. They focus on behaviors and try to derive meanings from their observations (Schensul, pp. 1-3, 2008). In case of qualitative research, the commonly used methods include observations, interviews, focused group discussion and ethnographic survey. Observation is essential to good qualitative research. This method is very useful for the collection of various sorts of behavioral or interactional data. The collection of observational data from open-ended (a search for pattern) to closed and coded (a search for pattern confirmation) ranges. The observations can be in the form of recording the behaviors and patterns as participant observer or more focused systematic and structured forms of observation. Good qualitative researchers usually employ

Cooling fan Research Paper Example | Topics and Well Written Essays - 1750 words

Cooling fan - Research Paper Example This research is being carried out to evaluate and present a process of creating new products to be sold by an enterprise or business to its customers. The process of product design aims at effective and efficient generation of ideas through processes, which lead to new products. The process of product design evaluates and conceptualizes ideas, making them tangible via a systematic approach. The process entails a combination of science, technology, and art to create three dimensional goods. In the recent past, the evolvement of digital tools, facilitate communication between designer, analysis of ideas, and their visualization, thus empowering the dynamism of the process. Educationalist should not confuse product design with industrial design. Industrial design entails the artistic process, whose usability and form associates with craft design in mass production. In the recent past, it is evident that the products are getting complex, as the data turns to be expansive. This is also a challenge facing the engineering industry as a result of the overall growth. Designs suggested by top products designers and engineers have come to lose market share. All in all, teams of engineers are implementing other strategies to cope with the prevailing situations, such as teaming up to make a product design project. The ideas are taking effect, and ides are getting to admirable levels by teams from different environment merging up to design a new product. As designers and engineers claim that they leap cost benefits from globalization of product design, the process will get more complex that before as designers are adopting new design strategies. Among other significant external factors affecting the process of product design are competition, business environment, and technological dynamisms. All in all, some of these factors enhance creativity and innovations as individuals’ engineers will aim at giving the best of their capability. An external factor such as technol ogy is challenging design processes as it requires the designers to keep track with its changes. This aspect calls for keenness and caution in identifying the prevailing demands in the global market (Takashi, 2009). A fan is a crucial simple machine used in different spheres of life, which include homes, vehicles, and machines among others. The general design of a fan entails blades of vanes which act on a fluid. In most cases, he fluid is air; it is at times designed in a housing case or the air. The dictation of such as aspects depends on the functionalities of the fan. The design of the case aims at directing the flow of air to prevent damages. An electric motor powers ordinary fans; for complex fans, solar energy, hydraulic motors, and internal combustion engines suit the purpose. The general design of a fan has never changed since 1890. However, slight changes occur when designing fans to serve various needs (Takashi, 2009). The need of integrated product raised in the beginnin g of the last two decades. This keeps designers awake so as to be up-to-date with the demands of the customers; however, the extent of the dynamism of a product depends on the functionalities of the individual product. Items such as machinery, clothing, and electronics are dynamic because the users want to identify themselves with monopoly and uniqueness. However, the production industry of fans is different as it the structure of the fun is easy, unlike that of other components. From different market research, we can conclude that the market needs of for the fan constricts to its functionalities other

This is a research paper in english literature involving Othello by Essay

This is a research paper in english literature involving Othello by William Shakespeare and The Outsider (aka The Stranger) by Albert Camus - Essay Example He begins to act differently, does not know himself anymore, and feels torn by conflicting emotions. Freud would explain these same manifestations as being under the direction of unconscious motives and potentially identifiable as having originated in early experience. Jung believes the roots of many such complexes emerge from the past group identities of the collective unconscious, and that when alienation takes place it is not always a matter of what one has lived; it could be a matter of what one has failed to live, at least consciously. The alienation theme has been used in trying to capture man's plight as a social animal. Adler's man, who fails to evolve social interest. It is unfortunate that Sartre's heroes too often seem to be abstractions created by the author purposely to illustrate men who strive to integrate humanity by committing themselves through an action which is also an abstraction. These characters ultimately fail to become great tragic heroes because of this very abstractness. They are likable puppets, but the human element is too often missing in their characters. Whether the alienation of the heroes of Sartre is as painful as that of other characters in the modern French drama is debatable. These heroes can forget their personal solitude in action, as few other exiles in the contemporary theatre can. But insofar as they are superior men their alienation is more painful to us than that of others because we not only sympathize with their anguish but admire intellectually what they represent. Othello Othello's first appearance in the play is a refutation of slander. In I.ii his conduct in facing Brabantio's party ("Keep up your bright swords . . .") nullifies the "thick lips," the "lascivious Moor," of earlier dialogue and lays a foundation for the council scene in which Othello gains a respect close to veneration. Thus, a deserved reputation, casually sensed by its possessor and pointedly accepted by others, answers the scurrility of Iago and Brabantio. Othello's easy bearing of his good name, his lack of egoistic concern for it, introduces the normal or objective aspect of the reputation theme. Thus, in the first two acts Shakespeare presents his theme in a dramatic triumph by Othello over slander, and in an equally dramatic loss of honor by Cassio which is amplified by strong lyrical expression. In these episodes reputation is asserted within its sound and normal limits. But there is also its inverted aspect; if we return to the beginning of Othello we may follow a parallel stressing of good name in the form of self-regard and prideful delusion. Othello has shown no previous morbidity, but the audience has become "used" to the trait as Iago, obsessed with reputation, has dwelt first ironically and then with malignant conviction upon the rumor about Othello and Emilia. The obsession growing, he has spawned a rumor of his own, the Cassio Desdemona slander, and has suddenly disclosed in soliloquy that he believes it also. In the temptation scene a clearly similar process is enacted with Othello as the victim. As the contrary aspects of reputation meet in a kind of dramatic dialectic, the Captain, tensed by his regard for good name, assumes the previous pattern of the Ancient: first the surmise, then the play

Philosophical view about notions about humans and the vast universe Essay

Philosophical view about notions about humans and the vast universe that we live in - Essay Example Conceding to the fact that religion is only created by a human being, say Paul the Apostle for Roman Catholicism, I joined with Sigmund Freud in believing that yes, religion drives people into wishful thinking. Freud, as a staunch critic of religion and in fact an atheist himself, had somehow influenced the way I view the world and religion. I believed in self-determination that our selves are only to be blamed for our fate, and our success is credited for our wholehearted efforts. However, Freud is situated on the radical side while I start to realize that Blaise Pascal must be right. His point made sense in my own discernment when he said that there is truth in believing that something or someone exists without actually proving scientifically that it or he exists.   Pascal’s Pensees is one of the readings that challenged, changed, and expanded my worldview. My previous worldview and religious philosophy are characterized by selfish reasons and responsibility on my part alo ne that myself is the only one I can turn to and rely on whatever pursuits. Pascal has quite disproved my beliefs. â€Å"The things that are seen are temporal, but the things that are not seen are eternal,† the apostle Paul was quoted uttering these words (Dawson 10). Pensees reminds me of an example about numbers like how can anyone postulate that 1 plus 1 is really equal to two while other great thinkers have already disproved the end. We believe because there is an unexplainable faith beyond seen objects.... Pensees reminds me of an example about numbers like how can anyone postulate that 1 plus 1 is really equal to two while other great thinkers have already disproved the end. We believe because there is an unexplainable faith beyond seen objects. As Beck calls it, we have this so-called â€Å"worldview defense† when questions from an existential point of view threat us (143). Beck characterized this kind of defense as destructive, such as when we are confronted with death and end up becoming selfish in order to escape from it (143). I believe that my worldview centers on the fact that our spirituality is able to discern right and wrong things from each other. Our religious beliefs fuel goodness, selflessness, and other altruistic acts. In fact, our spiritual being is the one responsible for seeking morally upright actions and work to do. Furthermore, Clive Staples Lewis’ transition from being an atheist to a Christian has also influenced my worldview. Nicholi narrates Lew is’ thoughts regarding the Christian faith, which state that â€Å"There is one God... Jesus Christ is His only Son† (39). Lewis is a contemporary philosopher in the truest sense, but relied on Immanuel Kant’s idea that we can view the world in â€Å"the starry heavens above and the moral law within† (Nicholi 37). This, too, has expanded my view regarding religion, life, and intelligence. There is a supreme force that governs the world and everything in it, and that the existence of God is not a mere figment of imagination as what Freud believes. Metaphysics The field of metaphysics, pioneered by Aristotle, serves as a guide in developing my worldview. Basically, it

Influence of Cultural Knowledge in Human Resource Management Essay

Influence of Cultural Knowledge in Human Resource Management - Essay Example The paper studies the influence of cultural knowledge in Human Resource Management. Culture plays a vital role in any organization. The understanding of culture involves both external and internal elements. To nurture a strong corporate culture within an organization, the human resource department must invest time into activities which would develop the basic understanding of the organization into the minds of the employees. The human resource department itself carries the role of molding the employees into a commodity for the company. Many different aspects and practices are explored to bring into light the problems that the human resource department faces with employees and the cultural diversity that comes with them. The response of how fresh graduates and professional human resource managers was tested. The results showed that the understanding of human resource managers showed because of their experience in the field. The time that had been spent working showed that they underst ood the mindset of individuals that they interviewed and how those individuals would have adapted into the culture of the organization. Further the difference of how society affects the individuals applying for jobs and how it impacts their thinking process. Further discussion on how human resource practices could improve the workspace. The best way for an organization to excel is to build a strategy which differs from that of any competitors in the market. One factor that could be used to influence positive performance and to build a great strategy would be to focus on the understanding of culture. Culture itself plays an important role in leading to the success of a firm. (HR Impact on Corporate Culture, 2005). The Human Resource moreover functions in creating a shape or change that enforces the corporate culture. (HR Impact on Corporate Culture, 2005). To serve the human resource function and to emit the gap between Human Resource business planning or even to bring about a basic understanding of cultural awareness, one is required to understand that importance that culture brings in a firm’s success. (HR Impact on Corporate Culture, 2005). â€Å"Culture defines the proper way to think, act and behave within an organization.† (HR Impact on Corporate Culture, 2005) Understanding culture helps new individuals, who join an organization, fit into the environment without any problems. These people tend to be the most successful in the work environment because of how easily they can relate to their work environment and the people that they work with. The ones in the organization who choose not to do things in a proper way often are relieved of their positions within a time period decided by the human resource department. (HR Impact on Corporate Culture, 2005). The culture of an organization is mostly set by its top management who decides what is right and what is wrong in a firm’s workspace. (HR Impact on Corporate Culture, 2005). This culture that has been created is seen by leaders at a competitive advantage over its competitors. Culture helps an organization adapt with its external environment because of how important it is for its internal integration. (HR Impact on Corporate Culture, 2005). Often when a new individual joins an organization he has no understanding of the culture that pertains to exist there. With time the individual develops to understand this and generally finds this difficult to fit in. The factor that affects human resource management of most is national culture. (Dimba, 2007). This problem can usually cause inefficiency and lead the individual to fall behind in work. The end

What are management techniques. Which ones are effective Research Paper

What are management techniques. Which ones are effective - Research Paper Example The Balanced Scorecard Technique is a performance-based technique that is structured in a way that enables a sequential check and evaluation of processes in order to determine the level of conformity with the expected outcomes (Armstrong 46). The popularity of the Balanced Scorecard has been witnessed largely in western countries. Studies have also found out a significant level of preference of this management tool in Scandinavian countries, the Middle East and Spain. Over the times, theorists and management experts have managed to develop related techniques and concepts of management basing on the structural foundation of the Balanced Scorecard. Some of the related techniques are Results Based Management and the Performance Prism technique. The fundamental feature in these techniques is the linking of all actions towards some specific outcomes. The balanced Scorecard operates through the creation of ‘target values’ that are used to measure the progress and specific outcomes of various processes within the organization. Essentially, the units of measurement are designed in ways that provide the most relevant information about the nature of performance of a given measure. Both financial and non-financial units of performance are assessed against these target values, which act as safeguards to the nature of performance (Armstrong 50). For instance, the volume of sales could be assigned to some specific target value so that all subsequent actions and results regarding the trends of sales are measured against this target value. On this score, it becomes necessary to consider the fact that other matters such as employee performance are regulated and observed through these values. Such measures could involve appraisal processes in which the performance of employees is measured against definite goals in order to deter mine the levels of progress in relation to certain

Design for the crowd Research Proposal Example | Topics and Well Written Essays - 1000 words

Design for the crowd - Research Proposal Example He further advocated that the complicated nature of public space means that it has been the core focus in geographical and urban theory.   The quality of urban space can be conceptualized as a function of the built form (Crawford, 1995). This implies that the actual shape and physical structure are significant in defining public space. Let us look at Bryant Park and design consideration for a public park. Introduction - Bryant Park Most people view some places as being more public than others, for instance, parks, squares and traditional public forums are large, but places such as malls and work areas, are small. Others view front yards and stoops as being partially private while interior homes and back yards are totally private (Crawford, 1995, pp. 4-5) Bryant Park is a 9.603 acres privately managed Public Park, which is at Fifth and Sixth Avenue in New York (Bryant Park, 2012). It is a scenic landmark in the city. The park rest on top of the Archives of the New York, national lib rary. The park has undergone numerous changes from a park of prostitutes and drug dealers to a park that can be inhabited by citizens. Today it is one of the largest occupied urban parks in the world. Architectural work of Whyte in 1990 led to a great reformation of Bryant Park in 2012; the success of the park depends on private and public partnership. The Bryant Park Corporation (BPC) runs the park since 2006.   Prior to designing a public park, it is crucial to seek answers to the following questions. What are the existing legal structure governing the land resources in the area? Are there homeless groups in the surrounding area? What commercial activities takes place in the area?  Ã‚   Does a mobile and commercial vendor visit the area? If so, at what time and in what frequencies, do vendors come to the area? How secure is the area to the public activities? What social class of people visits the area? Are the

The Voting Rights Act of 1965 Essay Example | Topics and Well Written Essays - 1250 words

The Voting Rights Act of 1965 - Essay Example The National Voting Rights Act of 1965 outlawed the would - be voters in the United States take literacy tests to qualify to register to vote, and it provided for to vote, and it provided for federal registration of voters in areas that had less than 50% of eligible minority voters registered. The Act also provided for Department of Justice oversight to registration, and the Department's approval for any change in voting law in districts that had used as a "device" to limit voting and in which less than 50% of the population was registered to vote in 1964. It was signed in 1965, and signed for a 25 year extension by George W. Bush on July, 2006. National Association for the Advancement of Colored people (NAACP) was founded in New York in 1909 for the purpose to improve the living condition of Black Americans at that time. Although their conditions improved enormously, many differences existed in the rights of United States citizens because of ethnic origin; The NAACP continued to seek a single class of citizenship for every American. W.E.B. Du Bois an American writer in 1895 argued that "blacks should accept their social status and work to improve their lives through economic means". The association also secured the elimination of the so- called "grandfather clause", a clause in the voting laws of certain Southern States that permitted only those people to vote whose grandfathers had voted. Because the grandfathers of blacks had been slaves so could not vote, this clause effectively denied enfranchisement to blacks. With the help of organized labour and by various minority groups, civic, and fraternal organizations, the NAACP went on to lead the efforts that resulted in the enactment of the Civil Rights of 1957 and 1964, the voting Rights Act of 1965, and Fair Housing Act of 1968. W.E. Bois says in his magazine, "to stand for the rights of men, irrespective of colour or race, for the highest ideals of American democracy, and for reasonable but earnest and persistent attempts to gain these rights and realize these ideals."* *The Crisis, a magazine founded in 1910 by the American writer and sociologist W.E. Du Bois In 1948 Gerald R. Ford was elected to the US House of Representatives. During his tenure he favored increasing the defense budget, and he usually voted for civil rights legislation. In 1965 he was elected minority leader of the House of Representatives. Among the practices that have been the objects of electoral reforms are actual or threatened physical violence; concealed pressures such as those exercised by some

Anti-Colonialism and Education Essay Example for Free

Anti-Colonialism and Education Essay In Anti-Colonialism and Education: The Politics of Resistance, George J. Sefa Dei and Arlo Kempf have given us a stimulating intellectual account of the issues surrounding the active attempt for educational liberation. The authors who have contributed to the volume have been well chosen to present creative approaches to this abiding problem in most of the world. As we engage the legacies of colonialism we are more certain today that the nonmaterial legacies are as important in our thinking as the material ones when we engage questions of resistance and recovery. The colonizer did not only seize land, but also minds. If colonialism’s in? uence had been merely the control of land that would have required only one form of resistance, but when information is also colonized, it is essential that the resistance must interrogate issues related to education, information and intellectual transformations. Colonialism seeks to impose the will of one people on another and to use the resources of the imposed people for the bene? t of the imposer. Nothing is sacred in such a system as it powers its way toward the extinction of the wills of the imposed upon with one objective in mind: the ultimate subjection of the will to resist. An effective system of colonialism reduces the imposed upon to a shell of a human who is incapable of thinking in a subjective way of his or her own interest. In everything the person becomes like the imposer; thus in desires, wishes, visions, purposes, styles, structures, values, and especially the values of education, the person operates against his or her own interest. Colonialism does not engender creativity; it sti? es it, suppresses it under the cloak of assistance when in fact it is creating conditions that make it impossible for humans to effectively resist. And yet there has always been resistance and there are new methods of resistance gaining ground each day. The intricacies of engaging colonialism are as numerous as the ways colonialism has impacted upon the world. Indeed, the political-economic, socialbehavioral, and cultural-aesthetic legacies of the colonizing process have left human beings with a variety of ways to confront the impact of those legacies. What we see in Anti-Colonialism and Education is a profound attempt to capture for the reader the possibilities inherent in educational transformation through the politics of resistance. Professors Dei and Kempf have exercised a judicious imagination in selecting the authors for the chapters in this book. Each author is an expert in the area of the topic, skilled in presentation of the facts based upon current theories, and articulate in the expression of a need for educators to understand the pressures ix FOREWORD both for and against colonialism. However, they all take the position that it is necessary to explore all formulations that might achieve a liberated sphere of education. Since education normally follows the dominant political lines in a country where you have colonial political principles you will ? nd colonial education. If you have the vestiges of past colonial practices, you will see those practices re? ected in the educational system. I remember a colleague from Algeria saying to me that when the French ruled the country the students learned that their ancestors were the Gauls. When independence came to Algeria, he said, the people were taught that their ancestors were Arabs. The fact that this was only true for those individuals who had Arab origins, and thirty percent did not have such ancestry, was uninteresting to the political agenda. And so it has been in every nation where you have a political intention to mold a country on the basis of domination you will also have resistance. One seems to go with the other regardless to how long the process seems to take to commence. This is not just an exciting work intellectually; it is a beautiful book edited with intelligence and executed with the kind of research and scholarship that will bring us back to its pages many times. Each author seems to feel the same desire to teach us to be truly human; that is enough for us to inaugurate our own anti-colonialism campaign in our schools and colleges. I shall gladly join the fray to make the world better. Mole? Kete Asante Elkins Park, PA 19027 USA x ACKNOWLEDGEMENTS This book could not have been completed without the political interest and will of the many people who shared their knowledge in this joint undertaking. While the task of re-visioning schooling and education for the contemporary learner and teacher may be daunting at times, we believe strongly that it is by no means insurmountable. In fact, we have a wealth of knowledge with which to help transform education into a process and practice that serves the needs of the collective. We hope this book will contribute to the debate and discussion of how to address not only the imperialization of knowledge but also the various forms of intellectual colonization that mask themselves as everyday academic truth and valid knowledge. George Dei would like to thank the students of his graduate level course, SES 3914S: â€Å"Anti-Colonial Thought and Pedagogical Challenges† in the fall of 2004 whose insights and discussions helped propel the vision for this collection. Arlo Kempf would like to thank Lola Douglas, Meghan Mckee and Randy Kempf for their support and loveliness. He would also like to thank George Dei and the contributors for their ideas and hard work over the duration of this project. We both owe a great deal of intellectual depth to our colleagues, peers and friends who constantly challenge us to think more deeply and avoid academic closure. It is in the actions and resistance of the people that theory is born and takes life – to all who struggle against colonialism without the privilege of a pen in hand, we thank and salute you. Our academic objective for the book was also shaped by a desire to let our community politics inform intellectual pursuits at all times. We want to thank Geoff Rytell, who initially helped proofread sections of the book, as well as Cheryl Williams for her ongoing support. Finally we say â€Å"thank you† to Joe Kincheloe, Shirley Steinberg and Peter de Liefde who made this book a reality. George Dei Arlo Kempf xi GEORGE J. SEFA DEI INTRODUCTION: MAPPING THE TERRAIN – TOWARDS A NEW POLITICS OF RESISTANCE INTRODUCTION I begin this chapter with a question germane as to why and how we articulate anticolonial thought. Informed by Steven Biko’s (1978) earlier work, I ask: â€Å"Why is it necessary for us as colonized peoples to think and re? ect collectively about a problem not of our creation i. e. , the problem of colonialism? † This question is central since colonialism has not ended and we see around us today various examples of colonial and neo-colonial relations produced within our schools, colleges, universities, homes, families, workplaces and other institutional settings. It is often said that globalization is the new word for imperialism. History and context are crucial for anti-colonial undertakings. Understanding our collective past is signi? cant for pursuing political resistance. Haunani-Kay Trask (1991) writes about the importance of the past to Indigenous peoples as a way to challenge the dominant’s call to amputate the past and its histories. For the people of Hawaiia, Trask notes that â€Å"we do not need, nor do we want [to be] liberated from our past because it is source of our understanding . . . [We] . . . stand ? rmly in the present, with [our] back to the future, and [our] eyes ? xed upon the past, seeking historical answers for present-day dilemmas† (p. 164). In order to understand the knowledge and resistance of the past as it relates to contemporary politics of resistance, one has to know and learn about this past. As noted elsewhere (Dei, 2000, p. 11), for colonized peoples decolonization involves a reclamation of the past, previously excluded in the history of the colonial and colonized nations. They must identify the colonial historical period from the perspectives of their places and their peoples. Knowledge of the past is also relevant in so far as we as people must use that knowledge â€Å"responsibly†. But our situatedness as knowledge producers and how we perform â€Å"the gaze† on subjects, at times accord power and privilege to some bodies and not others. Therefore, an anti-colonial struggle must identify and de? ne a political project and show its connections to the academic engagement. Franz Fanon and Karl Marx have both cautioned us that â€Å"what matters is not to know the world but to change it†. This assertion calls for a recognition of the multiple points/places of responsibility and accountability. For example, what does it mean to talk of accountability as far as identity and subjectivity, however complex? It may well mean taking the stance that in political work for change, certain issues are not negotiable. In other words, we need to see there are limits and possibilities of â€Å"negotiating† in anti-colonial struggles and politics. As Howard (2004) asks: How much can be G. J. S. Dei and A. Kempf (eds. ), Anti-Colonialism and Education: The Politics of Resistance, 1–23.  © 2006. Sense Publishers. All rights reserved. DEI accomplished if we decide to â€Å"negotiate† around domination or oppression? Are we negotiating as part of a democratic exercise? Rabaka (2003) has argued that â€Å"one of the most important tasks of a critical anti-colonial theory . . . is to capture and critique the continuities and discontinuities of the colonial and neocolonial in order to make sense of our currently . . . colonized life and . . . worlds† (p. 7). Therefore as we begin to ? esh out anti-colonial theory and practice, it is ? tting to ask some critical questions (see also Butler, 2002): Is there still a colonized South? What about a colonized North? Do we think of neo-colonialism/colonialism/post-colonialism as bridges, as new articulations, or as a continuation with no marked differentiation? What is â€Å"post† about/in the â€Å"post-colonial†? Is the theoretical distinction between neo-colonialism and colonialism spurious at best? What are the purposes and underlying intentions of making such distinctions? What are the convergences and the divergences in post-colonial and anti-colonial thoughts? Does â€Å"neo† in neo-colonial mean â€Å"new†, or â€Å"transformed†? What is neo-colonialism? What are its antecedents and its marked practices? What are the mechanisms and institutions that constitute neo-colonialism? Why do we speak of neo-colonialism and not anti-colonialism? Are the structures, practices and ideas which enable colonialism really that different from those of neo-colonialism? Are the differences between neo-colonialism and colonialism more than theoretical? Whose interests are advanced in speaking of neo-colonialism/post-colonialism? What are the [dis]junctures and [dis]continuities between colonialism and neo-colonialism? How do discursive forces and material aspects interact to further our understanding of colonial? How do we speak of power, coercion, subjectivity, agency and resistance in anti-colonial discursive practice? What are the relations between neo-colonialism and White supremacy? The book does not presume to offer full answers to all these questions. But it is hoped the discussions that follow offer some entry points into a new politics of engagement towards the formulation of a critical anti-colonial lens. The power of the anti-colonial prism lies in its offering of new philosophical insights to challenge Eurocentric discourses, in order to pave the way for Southern/indigenous intellectual and political emancipation. In this discussion, anti-colonial is de? ned as an approach to theorizing colonial and re-colonial relations and the implications of imperial structures on the processes of knowledge production and validation, the understanding of indigeneity, and the pursuit of agency, resistance and subjective politics (see also Dei and Asgharzadeh, 2001). Colonialism, read as imposition and domination, did not end with the return of political sovereignty to colonized peoples or nation states. Colonialism is not dead. Indeed, colonialism and re-colonizing projects today manifest themselves in variegated ways (e. g. the different ways knowledges get produced and receive validation within schools, the particular experiences of students that get counted as [in]valid and the identities that receive recognition and response from school authorities. The anti-colonial prism theorizes the nature and extent of social domination and particularly the multiple places that power, and the relations of power, work to establish dominant-subordinate connections. This prism also scrutinizes 2 INTRODUCTION and deconstructs dominant discourses and epistemologies, while raising questions of and about its own practice. It highlights and analyzes contexts, and explores alternatives to colonial relations. Loomba (1998) sees colonialism as signifying â€Å"territorial ownership† of a place/space by an imperial power, while imperialism on the other hand is the governing ideology for such occupation. Anti-colonial thought works with these two themes/projects – colonialism and imperialism as never ending. The colonial in anti-colonial however, invokes much more. It refers to anything imposed and dominating rather than that which is simply foreign and alien. Colonialism reinforces exclusive notions of belonging, difference and superiority (Principe, 2004). It pursues a politics of domination which informs and constructs dominant images of both the colonizer and the colonized (Memmi, 1969). Colonialism is not simply complicit in how we come to know ourselves and its politics. It also establishes sustainable hierarchies and systems of power. Colonial images continually uphold the colonizers’ sense of reason, authority and control. It scripts and violates the colonized as the violent â€Å"other†, while, in contrast, the colonizer is pitted as an innocent, benevolent and [imperial] saviour (see also Principe, 2004). This historical relationship of the colonizer and colonized continues to inform contemporary subject identity formation and knowledge production. It shapes and informs identities by recreating colonial ideologies and mythologies (Tuhiwai-Smith, 1999). In theorizing the anti-colonial discursive framework, I would highlight some key salient points. All knowledge can be located in the particular social contexts from which it emerges. Such location shapes the ways of knowing and understanding the social and political relations at play in constructing social realities. The anti-colonial prism takes the position that all knowledges are socially situated and politically contested. The anti-colonial discourse is situated in colonial relations of power that are contested through resistant practices against domination and oppression. In working with resistant knowledges, the liberating in? uence of critical anti-colonial discourse becomes clear. The anti-colonial discourse works with the idea of the epistemological power of the colonized subjects. The colonial knowing is situated and informed within particular social contexts (see also Harding, 1996). Such â€Å"situated knowledges† (hooks, 1991; Collins, 1990) also point to the importance of subjectivity, positionality, location and history. In this regard, the anti-colonial referent is to the epistemologies about, and of, marginalized, colonized subjects. Particular and different interests are served by knowledge systems, and the anti-colonial aim is to subvert dominant thinking that re-inscribes colonial and colonizing relations. The ability and strength of the anti-colonial prism to draw upon different discursive traditions to explain social and political phenomena is an important strength for multiple knowings. But anti-colonial thought, while borrowing from other theoretical frameworks, is not constrained by dominant epistemologies. It calls for a critical awareness of the social relations and power issues embedded in the ways of organizing the production, interrogation, validation and dissemination of knowledge in order to challenge social oppression and 3 DEI consequently subvert domination. It also calls for acknowledging accountability and power. Since the burden of oppression is not shared equally among groups, and that even among the oppressed we are not all affected the same way (see also Larbalestier, 1990), we must all be able to address questions of accountability and responsibility of knowledge. It is within such a context that one must evaluate the politics of anti-colonial thought, in its call for a radical transformation of the analytical and conceptual frames of reference, used both in the academy and in mainstream public discourse so that the minoritized, subjugated voice, experience and history can be powerfully evoked, acknowledged and responded to. Unless we are able to articulate the grounds on which we share a dialogue and challenge the power relations of knowledge production, we will be shirking the responsibility of acting on our knowledge. The academic project of anti-colonial thinking and practice is to challenge and resist Eurocentric theorizing of the colonial encounter. Such Eurocentric theorizing is best captured in representations of minoritized/colonized bodies and their knowledges, and through the power of colonial imageries. The anticolonial critique also deals with interrogations of colonial representations and imaginaries examining processes and representations of legitimacy and degeneracy through the mutually constitutive relations of power. Colonialisms were/are practised differently; they differ in their representations and consequently have myriad in? uences, impacts and implications for different communities. Colonial practices can be refracted around race, gender, class, age, disability, culture and nation as sites of difference. In many ways the â€Å"anti-colonial thought† is the emergence of a new political, cultural and intellectual movement re? ecting the values and aspirations of colonized and resisting peoples/subjects. The Western academy cannot continue to deny the intellectual agency of colonized peoples. As resisting subjects, we will all have to confront and deal with the historic inferiorization of colonial subjects, and the devaluation of rich histories and cultures. What is required is critical educational praxis that is anchored in anti-colonial thought to challenge and subvert the â€Å"Western cultural and capital overkill†, and shed the insulting idea that others know and understand us [as colonized subjects] better than we understand ourselves (see also Prah, 1997, pp. 19–23). Colonized peoples require an anti-colonial prism that is useful in helping to disabuse our minds of the lies and falsehoods told about our peoples, our pasts and our histories (see also Rodney, 1982). We need to present anti-colonial discourse as a way to challenge Eurocentric culture as the tacit norm everyone references and on which so many of us cast our gaze (Kincheloe and Steinberg, 1998, p. 11). This approach to anti-colonial discursive thought and practice is also informed by the academic and political project calling for knowledge that colonised groups can use to ? nd authentic and viable solutions to our own problems. In this struggle we can point to some positive developments. For example everywhere today, we (as colonized peoples) are reclaiming and reinvigorating our marginalised, and in some cases, lost voices and are speaking for ourselves. Within educational academies in North America and in the South, there 4

Understanding The Objectives Of Trade Unions

Understanding The Objectives Of Trade Unions Trade unions represent individual workers when they have a problem at work. If an employee feels he is being unfairly treated, he can ask the union representative to help sort out the difficulty with the manager or employer. Unions also offer their members legal representation. Normally this is to help people get financial compensation for work-related injuries or to assist people who have to take their employer to court. Negotiation is where union representatives, discuss with management, the issues which affect people working in an organization. There may be a difference of opinion between management and union members. Trade unions negotiate with the employers to find out a solution to these differences. Pay, working hours, holidays and changes to working practices are the sorts of issues that are negotiated. In many workplaces there is a formal agreement between the union and the company which states that the union has the right to negotiate with the employer. In these organizations, unions are said to be recognized for collective bargaining purposes. Voice in decisions affecting workers The economic security of employees is determined not only by the level of wages and duration of their employment, but also by the managements personal policies which include selection of employees for lay offs, retrenchment, promotion and transfer. These policies directly affect workers. The evaluation criteria for such decisions may not be fair. So, the intervention of unions in such decision making is a way through which workers can have their say in the decision making to safeguard their interests. Member services During the last few years, trade unions have increased the range of services they offer their members. These include: Education and training Most unions run training courses for their members on employment rights, health and safety and other issues. Some unions also help members who have left school with little education by offering courses on basic skills and courses leading to professional qualifications. Legal assistance As well as offering legal advice on employment issues, some unions give help with personal matters, like housing, wills and debt. Financial discounts People can get discounts on mortgages, insurance and loans from unions. Welfare benefits One of the earliest functions of trade unions was to look after members who hit hard times. Some of the older unions offer financial help to their members when they are sick or unemployed. 3.2 Functions of Trade Unions Trade unions perform a number of functions in order to achieve the objectives. These functions can be broadly classified into three categories: (i) Â  Militant functions, (ii) Fraternal functions 3.2.1 Militant Functions One set of activities performed by trade unions leads to the betterment of the position of their members in relation to their employment. The aim of such activities is to ensure adequate wages secure better conditions of work and employment and get better treatment from employers, etc. When the unions fail to accomplish these aims by the method of collective bargaining and negotiations, they adopt an approach and put up a fight with the management in the form of go-slow tactics, strike, boycott, gherao, etc. Hence, these functions of the trade unions are known as militant or fighting functions. Thus, the militant functions of trade unions can be summed up as: To achieve higher wages and better working conditions To raise the status of workers as a part of industry To protect labors against victimization and injustice 3.2.2 Fraternal Functions another set of activities performed by trade unions aims at rendering help to its members in times of need, and improving their efficiency. Trade unions try to foster a spirit of cooperation and promote friendly relations and diffuse education and culture among their members. They take up welfare measures for improving the morale of workers and generate self confidence among them. They also arrange for legal assistance to its members, if necessary. Besides, these, they undertake many welfare measures for their members, e.g., school for the education of children, library, reading-rooms, in-door and out-door games, and other recreational facilities. Some trade unions even undertake publication of some magazine or journal. These activities, which may be called fraternal functions, depend on the availability of funds, which the unions raise by subscription from members and donations from outsiders, and also on their competent and enlightened leadership. Thus, the fraternal functions of t rade unions can be summed up as: To take up welfare measures for improving the morale of workers To generate self confidence among workers To encourage sincerity and discipline among workers To provide opportunities for promotion and growth To protect women workers against discrimination 3.3 Importance of Trade Unions The existence of a strong and recognized trade union is a pre-requisite to industrial peace. Decisions taken through the process of collective bargaining and negotiations between employer and unions are more influential. Trade unions play an important role and are helpful in effective communication between the workers and the management. They provide the advice and support to ensure that the differences of opinion do not turn into major conflicts. The central function of a trade union is to represent people at work. But they also have a wider role in protecting their interests. They also play an important educational role, organizing courses for their members on a wide range of matters. Seeking a healthy and safe working environment is also prominent feature of union activity. Trade unions help in accelerated pace of economic development in many ways as follows: By helping in the recruitment and selection of workers. By inculcating discipline among the workforce. By enabling settlement of industrial disputes in a rational manner. By helping social adjustments. Workers have to adjust themselves to the new working conditions, the new rules and policies. Workers coming from different backgrounds may become disorganized, unsatisfied and frustrated. Unions help them in such adjustment. Trade unions are a part of society and as such, have to take into consideration the national integration as well. Some important social responsibilities of trade unions include: promoting and maintaining national integration by reducing the number of industrial disputes incorporating a sense of corporate social responsibility in workers achieving industrial peace 3.4 Reasons for Joining Trade Unions The important forces that make the employees join a union are as follows: 1. Greater Bargaining Power The individual employee possesses very little bargaining power as compared to that of his employer. If he is not satisfied with the wage and other conditions of employment, he can leave the job. It is not practicable to continually resign from one job after another when he is dissatisfied. This imposes a great financial and emotional burden upon the worker. The better course for him is to join a union that can take concerted action against the employer. The threat or actuality of a strike by a union is a powerful tool that often causes the employer to accept the demands of the workers for better conditions of employment. 2. Minimize Discrimination the decisions regarding pay, work, transfer, promotion, etc. are highly subjective in nature. The personal relationships existing between the supervisor and each of his subordinates may influence the management. Thus, there are chances of favoritisms and discriminations. A trade union can compel the management to formulate personnel policies that press for equality of treatment to the workers. All the labor decisions of the management are under close scrutiny of the labor union. This has the effect of minimizing favoritism and discrimination. 3. Sense of Security The employees may join the unions because of their belief that it is an effective way to secure adequate protection from various types of hazards and income insecurity such as accident, injury, illness, unemployment, etc. The trade union secure retirement benefits of the workers and compel the management to invest in welfare services for the benefit of the workers. 4. Sense of Participation the employees can participate in management of matters affecting their interests only if they join trade unions. They can influence the decisions that are taken as a result of collective bargaining between the union and the management. 5. Sense of Belongingness Many employees join a union because their co-workers are the members of the union. At times, an employee joins a union under group pressure; if he does not, he often has a very difficult time at work. On the other hand, those who are members of a union feel that they gain respect in the eyes of their fellow workers. They can also discuss their problem with the trade union leaders. 6. Platform for self expression the desire for self-expression is a fundamental human drive for most people. All of us wish to share our feelings, ideas and opinions with others. Similarly the workers also want the management to listen to them. A trade union provides such a forum where the feelings, ideas and opinions of the workers could be discussed. It can also transmit the feelings, ideas, opinions and complaints of the workers to the management. The collective voice of the workers is heard by the management and give due consideration while taking policy decisions by the management. 7. Betterment of relationships another reason for employees joining unions is that employees feel that unions can fulfill the important need for adequate machinery for proper maintenance of employer-employee relations. Unions help in betterment of relations among management and workers by solving the problems peacefully. 3.5 Trade Unionism in India The trade unionism in India developed quite slowly as compared to the western nations. Indian trade union movement can be divided into three phases. The first phase (1850 to1900) During this phase the inception of trade unions took place. During this period, the working and living conditions of the labor were poor and their working hours were long. Capitalists were only interested in their productivity and profitability. In addition, the wages were also low and general economic conditions were poor in industries. In order to regulate the working hours and other service conditions of the Indian textile laborers, the Indian Factories Act was enacted in 1881. As a result, employment of child labor was prohibited. The growth of trade union movement was slow in this phase and later on the Indian Factory Act of 1881 was amended in 1891. Many strikes took place in the two decades following 1880 in all industrial cities. These strikes taught workers to understand the power of united action even though there was no union in real terms. Small associations like Bombay Mill-Hands Association came up by this time. The second phase (1900 to 1946) This phase was characterized by the development of organized trade unions and political movements of the working class. Between 1918 and 1923, many unions came into existence in the country. At Ahmedabad, under the guidance of Mahatma Gandhi, occupational unions like spinners unions and weavers unions were formed. A strike was launched by these unions under the leadership of Mahatma Gandhi who turned it into a satyagrah. These unions federated into industrial union known as Textile Labor Association in 1920.In 1920, the First National Trade union organization (The All India Trade Union Congress (AITUC)) was established. Many of the leaders of this organization were leaders of the national Movement. In 1926, Trade union law came up with the efforts of Mr. N N Joshi that became operative from 1927. During 1928, All India Trade Union Federation (AITUF) was formed. The third phase began with the emergence of independent India (in 1947). The partition of country affected the trade union movement particularly Bengal and Punjab. By 1949, four central trade union organizations were functioning in the country: The All India Trade Union Congress, The Indian National Trade Union Congress, The Hindu Mazdoor Sangh, and The United Trade Union Congress The working class movement was also politicized along the lines of political parties. For instance Indian national trade Union Congress (INTUC) is the trade union arm of the Congress Party. The AITUC is the trade union arm of the Communist Party of India. Besides workers, white-collar employees, supervisors and managers are also organized by the trade unions, as for example in the Banking, Insurance and Petroleum industries. 3.6 Trade unions in India the Indian workforce consists of 430 million workers, growing 2% annually. The Indian labor markets consist of three sectors: The rural workers, who constitute about 60 per cent of the workforce. Organized sector, which employs 8 per cent of workforce, and The urban informal sector (which includes the growing software industry and other services, not included in the formal sector) which constitutes the rest 32 per cent of the workforce. At present there are twelve Central Trade Union Organizations in India: All India Trade Union Congress (AITUC) Bharatiya Mazdoor Sangh (BMS) Centre of Indian Trade Unions (CITU) Hind Mazdoor Kisan Panchayat (HMKP) Hind Mazdoor Sabha (HMS) Indian Federation of Free Trade Unions (IFFTU) Indian National Trade Union Congress (INTUC) National Front of Indian Trade Unions (NFITU) National Labor Organization (NLO) Trade Unions Co-ordination Centre (TUCC) United Trade Union Congress (UTUC) and United Trade Union Congress Lenin Sarani (UTUC LS) FIGURES REGARDING TRADE UNIONS Table Showing Growth of Trade Unions and Membership is following below Growth of trade unions and membership 3.7 Industrial Relation Policy Prior to 1991, the industrial relations system in India sought to control conflicts and disputes through excessive labor legislations. These labor laws were protective in nature and covered a wide range of aspects of workplace industrial relations like laws on health and safety of labors, layoffs and retrenchment policies, industrial disputes and the like. The basic purpose of these laws was to protect labors. However, these protectionist policies created an atmosphere that led to increased inefficiency in firms, over employment and inability to introduce efficacy. With the coming of globalization, the 40 year old policy of protectionism proved inadequate for Indian industry to remain competitive as the lack of flexibility posed a serious threat to manufacturers because they had to compete in the international market. With the advent of liberalization in1992, the industrial relations policy began to change. Now, the policy was tilted towards employers. Employers opted for workforce reduction, introduced policies of voluntary retirement schemes and flexibility in workplace also increased. Thus, globalization brought major changes in industrial relations policy in India. The changes can be summarized as follows: Collective bargaining in India has mostly been decentralized, but now in sectors where it was not so, are also facing pressures to follow decentralization. Some industries are cutting employment to a significant extent to cope with the domestic and foreign competition e.g. pharmaceuticals. On the other hand, in other industries where the demand for employment is increasing are experiencing employment growths. In the expansionary economy there is a clear shortage of managers and skilled labor. The number of local and enterprise level unions has increased and there is a significant reduction in the influence of the unions. Under pressure some unions and federations are putting up a united front e.g. banking. Another trend is that the employers have started to push for internal unions i.e. no outside affiliation. HR policies and forms of work are emerging that include, especially in multi-national companies, multi-skills, variable compensation, job rotation etc. These new policies are difficult to implement in place of old practices as the institutional set up still needs to be changed. HRM is seen as a key component of business strategy. Training and skill development is also receiving attention in a number of industries, especially banking and information technology.

Children and Self-Harm

Children and Self-Harm A new study reveals that young people are influenced to an alarming degree by videos they watch on the Internet. This can include videos of other teens in the act of injuring or harming themselves. According to MedPage Today, most such videos lack warnings or viewing restrictions, making them popular among young adults and teens. Researchers worry that such videos may encourage copycat behavior of self-harm in children. It is important for parents to be aware that some adolescents try to harm themselves due to emotional issues. This self-injuring behavior may include cutting, severe scratching, mutilating the skin with sharp objects, biting, poisoning, and more, and it occurs among 14 to 21 percent of children, teens, and young adults. Apart from the power of videos to sway their behavior, self-harm in children and young adults is linked to low self-esteem and depression, as well as other emotional health issues, such as bipolar disorder and obsessive-compulsive behavior. Spotting the Warning Signs of Self-Harm in Your Child Children and teenagers who hurt themselves do so in secrecy, which is often the main indication that something is wrong. While it is normal among adolescents to pull away from parents when they are highly involved with friends or experiencing pressure, it is not normal for them to be physically and emotionally withdrawn for long periods of time. Though self-harming behavior can be dangerous, the actions do not include suicidal thoughts or attempts to end life. What are the red flags of self-injuring behavior? Could your child be doing this without you knowing? As a parent, it is important to know the following signs that your child may be self-injuring: Unexplained cuts or burn marks on different parts of the body, particularly on the arms, legs, and abdomen Presence of sharp objects, such as razors, blades, and knives, in your childs possession Prolonged periods of withdrawal or isolation, particularly in the bathroom or bedroom Changes in eating habits, such as deliberate self-starvation or binge eating Excessive exercising Wearing inappropriate clothing for the weather with the intention to hide the body marks Unhygienic practices, such as refusal to bathe or brush teeth Common Reasons Why Children Self-Harm It is estimated that around 10 percent of young people harm themselves at some point. Knowing the signs can help you understand the underlying origins and allow you to respond better. Self-harm in children is often an attempt to manage overwhelming emotional issues caused by the following: Social problems-may include bullying, academic difficulties, relationship conflicts with family or friends, sexual disorientation, cultural adjustments, etc. Traumatic experiences-may be in the form of physical or sexual abuse, death of a loved one, or a violent event such as an accident or an act of terrorism. Emotional causes-such as dissociative disorder, borderline personality disorder, or schizophrenia. These issues can cause intense feelings of anger, hopelessness, guilt, and self-hatred. If not addressed properly, the emotions can build up, triggering possible self-harm to release the pent-up feelings. Discovering Your Child Is Self-Injuring Learning that your child is engaging in self-harming behavior can be scary. Your initial reaction may be shock that your child is intentionally hurting himself or herself. You may also deny the behavior, as your memory conjures the image of a happy child, until the realization hits you that your child is in emotional distress. Its a valid feeling to be angry or frustrated with the fact that your child has lied or hid the truth from you. You may feel guilty for not noticing the change in your childs behavior or for disregarding it as part of the growing process. At the end of the day, you may try to grasp how your child feels to help you understand his or her condition better. Finally, you may blame yourself if you think you have not offered enough love and attention to your child. Help Is Available The good news is that self-harm can be treated with professional intervention. Resolving self-harm in children doesnt require hospitalization unless the conduct is so severe it endangers life. Self-harm is generally not a sign of suicidal intent, but a struggle to overcome emotional pain; thus, it takes counseling to treat self-harming behavior issues in children. Take the first step toward seeking help for your child at Carolina Counseling Services in Pittsboro, NC. One of the independently contracted counselors at CCS is the right-fit therapist to evaluate and help discover the root cause of your childs condition. Getting early help can be invaluable for your child to get over self-harm and get better. Call now to request an appointment.

Comparative: Equality 7-2521 versus Z :: essays research papers

Ego, a common word used in most people?s lives, unfortunately its not as common or even nonexistent in the lives of Equality 7-2521 and Z. They live their lives a bit different than most people. They live as a collective. Yes, a collective, they live in societies that don?t believe in individualism. Without individualism there are no ideas or opinions and without them its very hard for a society to function. Z , an ant who lives to help his colony, risked his life for the women he loved. Equality 7-2521, a determined man who broke countless laws to save the pride of his life, his light. Although Equality 7-2521 and Z have many similarities they have very different lives. Individualism, which is a big difference between Z and equality 7-2521. Z has a name that can distinguish him from other people. Were as Equality 7-2521 does have a very descriptive name. Another difference is Z is aloud to have opinions on issues. Conversely Equality 7-2521 has no opinions he is not even aloud to have them. Even though Equality 7-2521 and Z are different, in many ways they have very similar characteristics such as: the desire to be different without being an outcast because they are smarter or stronger. No matter how hard Equality 7-2521 and Z tried they always managed to

Before you were mine by Carol Ann Duffy Essay -- English Literature

Before you were mine by Carol Ann Duffy Before you were mine ==================== 'Before you were mine' is a poem written by Carol Ann Duffy. It’s a retrospective poignant dramatic monologue, which tells us about her mother's life ten years before Duffy was born. The title suggests that it's a love poem which shows the strong mother and daughter relationship that they had. The poem starts off with a positive image. "†¦laugh on with your pals Maggie McGeeney and Jean Duff†¦". This shows us that before her mother had children, she was living a very interesting and cheerful life. Duffy moves on by describing her mother's romantic character. "†¦the fizzy, movie tomorrows†¦". The fact that her mother used to go to the movies late at night suggests that she used to go with a lover, which is a very passionate image. However, she also had a disobedient side to her "†¦your Ma stands at the close with a hiding for the late one†¦". This shows that Duffy's mother used to come home late at night and used to get beaten by her mother, which portrays her rebellious nature. Duffy says...

Distinguish Between the main Features of Perfect Competition and Monopo

Distinguish Between the main Features of Perfect Competition and Monopoly Market Structure There are three main features that distinguish between a perfect competition and monopoly market structure: the type of firm, the freedom of entry and the nature of the product (Sloman and Norris 1999, pg, 161). A table of these features is contained in Appendix A. These two market structures are on opposite ends of the scale and consequently, the features and benefits of each structure vary quite dramatically. Firms In a perfectly competitive market structure, there must be many firms in the market competing for business. In contrast to this, within a monopoly there is only one firm operating in the market. A firm that is operating within a perfect market is referred to as a price taker. Duffy (1993, pg. 107) explains that a condition of working within a perfectly competitive market is that â€Å"a price taker cannot control the price of the goods it sells; it simply takes the market price as given.† In a monopoly, the firm does not have to take the given price. It is able to search the market for the best price to charge relative to the demand for the product, profitability and availability of the resources for manufacture. This is particularly relevant when there is a shortage of supply. As there is only one seller of the product, consumers are forced to purchase the goods at a higher price. The International Encyclopaedia of Economics (1997, pg. 1041) states, ...

How effective is tuberculosis (TB) treatment in less economically developed countries?

Tuberculosis (TB) is an infectious disease that is caused by several bacteria called ‘Tubercle bacillus’. The bacterium were discovered and named as a cause of TB in 1882 by the German Biologist Robert Koch. Tubercle bacillus is a small and extremely dangerous bacterium; it has a long life span and can survive for months in dryness and resist mild disinfectants (Stefan, 2000). TB is a contagious disease which spreads in similar way to common cold and flu viruses; the bacteria are transferred from host to host in small droplets. There are numerous types of TB, of which Pulmonary TB is one. It can be transferred when an infected person sneezes, coughs or spits and an uninfected person comes into contact with the droplets, for example in saliva (Stefan, 2000). Symptoms The symptoms of this disease are severe coughing including bloody mucus, chest pains, shortness in breathe, fever, weight loss and sweating. The secondary infection affects the immune system, bones and gut. The most common scenario when infected with TB is when a person contacts it following another disease or infection which has weakened the immune system. For example when a person has the human immunodeficiency virus (HIV) their immune system is weakened; people with HIV therefore show an increased rate of TB infections. Only when you show symptoms of TB can you infect others (Ottenhoff and Kaufmann, 2012). Organ infected by tuberculosis TB is an extremely harmful disease cause by microorganisms called ‘Tubercle bacillus’. It harms many organs in the human body. It mainly affects the lung (as shown in figure 1) and that is called ‘pulmonary tuberculosis’ the initial symptom last up to 6/7 months. During this long time period the immune system fights of the disease and bacterium. After that period and the immune system resisting the disease some particles of the bacteria escapes into the bloodstream, this is then carried around the body. Usually the immune system cannot stop the bacteria and leads to being untreated. If left untreated for a long period of time then the environment in the body is perfect for the bacteria to multiple, this is extremely dangerous as the tissues of the organ for example; the tissue of the lung may become infected. When the lung is infected it results in destruction in the respiratory system. It is important this is not left unattended as it will cause permanent s carring to the tissues of organs. Diagnosis The main method of diagnosing TB is a harmless skin test. This is performed by injecting a small amount of fluid under the skin around the forearm; this is a special fluid containing a protein copied from the microorganism Tubercle bacillus. After a few days the area where the fluid was injected is visually scanned. To determine whether you have the infection the scientist will measure the diameter and hardness of skin where the injection was placed. If the area if hard and the skin appears to be raised it will mean you have a bacterial protein present in your body. The redness in the area injection is not taken in to account. With this test it is possible to get false positive, for example a negative test does not mean you do not have TB. If the test is positive a chest x-ray will be taken to assess whether the TB infection is active (see figure 1). Areas affected by tuberculosis TB was a main cause of death in the late 19th century and early 20th century. TB still occurs in humans worldwide but more concentrated in many developing countries and kills 4 out of 10 people who are infected. Figure 2 shows that over 15 years (1990 to 2005) the estimated TB incidence rate global has not changed much, with incidence in Europe slowly increasing whilst staying below the global average. In Africa however the estimated incidence has remained above the global average. Figure 2 also demonstrates that having human immunodeficiency virus (HIV) is a risk factor for being infected with TB. HIV is a condition which affects a person immune system, and so makes suffers more vulnerable disease. Therefore attempting to reduce the prevalence of HIV could also reduce the rate of TB in Africa population. This is a social problem as HIV is spread by contact with bodily fluid from a HIV suffer, therefor social education programs about safe conduct with HIV suffers could help reduce both disease and HIV. However the data (fig 2) only shows up to 2005. More recent data would be needed to see how the rates have changed from 2005-present. suffers more vulnerable disease. There is also a correllation between TB and economic condition. Hihgest incidences are seen in africa, where the gross domestic product (GDP) is low. The world health organisation (WHO) predicted that 8 million people per annum contract TB, 95% of these cases are found in developing countries. It is estimated that 3 million perople die from TB every year, which means the 4 put of 10 people infected from developing countries die each year. Immigration (process of relocation permanently to a foreign country or area) is increasing which leads to countries that usually have relatively low incidence of TB reporting an increase in the number if case per annum. TB is often referred to as a disease of poverty because it is common in developing countries. TB is transmitted in those conditions with areas that are overcrowded, have poor ventilation and a lack of nutrients in their diet. Living in an overcrowded area increases the risk of contracting TB as the airborne droplets are able spread faster; an example of this would be an overcrowded area such as a prison. Groups who have the largest chances of catching the disease are those who have close contact with infected persons over a long period of time and live in a poorly ventilated room. Figure 3 shows clearly that the continent of Africa has the highest number of TB cases in its population. There is a link between poverty and TB. This is because the population there is living in a poor lifestyle or HIV is very common. As discussed above, HIV makes a person vulnerable to TB because it weakens the immune system. Another reason for this economic link could be that hard manual workers, with lower economic status, often live on a diet with fewer nutrients, which also weakens the immune system, leaving a person more vulnerable to TB. Because this is a disease of poverty’ there are economic implications; the countries affected have no money to invest in finding treatment and research. The burden then falls on more economically developed countries. However because of the benefits being gained from this; pharmaceuticals companies invest little money into TB research. The reliability of fig 3 on the estimated of the cases varies depending on the sources. Economically developing countries have easy access to medical data, e.g. NHS in UK. However data on less economically developed countries is less reliable due to less health services. 1.2 Different types of antibiotics Isoniazoid is the drug most commonly used to treat TB, and is the most effective. Isoniazoid is bactericidal (capable of killing bacteria and viruses), non-toxic, easy to access and inexpensive. The usual dosage is 3 to 5mg/kg body mass produced in a peak concentration. The drug is effective because it travels throughout the entire body, including the cavities. The drug concentration is alike to the concentration found in the serum. Rifampin is also a bactericidal for TB. Like Isoniazoid it is non-toxic and is easy to access. It is effective as it is absorbed quickly from the stomach lining and intestines. After a few hours the serum concentration increases; when digested it absorbs into the tissues and cells. It can have very bad side affects even though the drug is a protein bound. The most common side effect is damage to the stomach lining. Other side effects include skin irritation, yellow urine, nausea and joint pain. These side effects are quite rare. TABLE!!!!! Development in treatment for TB The technology and knowledge about TB is increasing. There are number of new drugs tested, including amikacin, quinolones, rifamycin derivatives, clofazimine, and beta-lactams. They have all been tested separately but have not been tested in a multidrug regimen for treating TB. The recent increase in the occurrence of multi drug resistant TB creates an increase in the need to consider multi drug regimen as a treatment option. While all these medication have been tested none of them have been evaluated as a well designed drug. Appropriate dosage and intervals for the use of these drugs for TB has not yet be established. However WHO reported that only 1 anti-TB drug has actually come on the market in the last 28 years. This is said to be because pharmaceutical companies have lost interest in TB research because there is little or no profit associated with it (Blanc and Nun, 2000). However the source is from 2000; not up to date. New drugs for TB could have be reported after the time pe riod 2000. Vaccination There is only one vaccination for TB available and it is called bacillus calmette Guerin (BCG) (see figure 4). Scientist began testing between 1921 and 1924 on animal models which raised ethical concerns as many deemed testing on animals wrong, therefore BCG was considered a controversial drug. Throughout testing of the BCG vaccine promising results were found, and it was therefore distributed worldwide as an effective treatment for TB. Today BCG is regarded as the most widely used vaccine, and is being provided to less economically developed countries as a quick way of curing TB; this excludes people with HIV. The use of BCG vaccination faces some problems as it uses a live form of TB, the BCG is therefore not suitable for use in patients with HIV as they already have a compromised immune system, so exposing them to a live virus increases their chances of becoming infected with TB. Many vaccinations against TB are being developed. The most popular vaccine is the subunit vaccine. This vaccine is a protein obtained from the disease TB. Using a mixture of these proteins has shown good results. As it is a cellular vaccine and does not pose a risk of causing the disease. A DNA bases vaccine has been tested and has also showed promising results. The vaccine uses DNA as a system to deliver TB antigens. The DNA based vaccine does not have any problem with where the disease first originates and induces long lasting immunity. Several trails with DNA vaccination have shown protection against TB. It does this by releasing more concentrated ‘lymphocytes’ blood cells and are more effective towards the infected cells. Within the next few years, these vaccines should be available and safe for testing on human specimens. When a clinical trial is set up it is always in a lab, firstly on animals. This data is deemed reliable as it is done in a lab, but requires further human testing before data is valid for human treatment. Conclusion â€Å"We cannot win the battle against HIV/AIDs if we do not also fight TB. TB is too often a death sentence for people with HIV/AIDs† – Nelson Mandela XV international AIDs conference, Bangkok,July 2004 There is a link between developing countries and the prevalence of TB. Ways to prevent this could be to provide new-borns with a vaccine against TB; however that could bring the risk of the new-born being infected with the active disease if their immune system is weak.

Is Google Making Us Stupid? Essay

In the article by Nicholas Carr, â€Å"Is Google Making Us Stupid?†, Carr points out numerous drawbacks to today’s technology and as well as a useful tool to our society. Of course this topic of discussion has various opinions and viewpoints on whether technology is coming our aid or hurting us more in today’s world. I believe technology is in fact hurting us in some categories, but ultimately I believe that it is ultimately helping us grow as people and improving society as a whole. Nicholas Carr’s whole argument about how the internet is hurting us and making the use of our own knowledge become less of a factor is hard to believe looking at the resources it provides to us today. Google, Wikipedia, online databases, and school libraries are all being put on the internet to serve accessible information. Colleges are even using the internet for online courses and e-mail services to communicate with students. The internet is has also brought us the ability to research and communicate across various cultures without actually having to travel to those locations to see them first hand. Social media websites, such as Facebook and Twitter, are a very good examples of a communication tool if they are used in the correct fashion. Websites like these allow for people to read about a topic or issue and discuss it with people all over the world, even the people that are being affected. Blogs, discussion boards, and pictures are shared on the web with the rest of the world to see and act upon. Carr fails to mention the use of the web in this way in his article. What Carr doesn’t realize is that the internet is an endless pit of information and is available to everyone, just not always necessarily accessed by users. We are attracted to what we are interested in and what is the most useful to us on the internet. Carr mentions that â€Å"power browsing† is making us avoid the traditional way of online reading by giving us quick wins. The use of hyperlinks allow for us to access different resources by  helping a person gain more information and understand it better. This allows for users to access information quicker, allowing them to soak up information, and making them have more knowledge on the topic making them less stupid. Carr makes the argument that â€Å"society is continuously being shaped by new technology†. I agree with this statement, but I think it is more or less society adapts to the new technology being introduced to us and what it has to offer. Our brains don’t have to change for the internet, they tend to develop with it. Being brought up with technology, it is easy to understand and utilize what it has to offer. On the other hand, older generations may have a hard time with it due to it being to different to handle well. The amount of information may be too difficult to comprehend and may become a cohesive relationship. I have always been able to find the information that I’m seeking and use it to my liking. It’s just a matter of focus and not becoming overwhelmed. Although technology and the use of the web are useful, there are always downfalls to such great things. Carr mentions that â€Å"as we become more reliant on computers to meditate our understanding of the world, it is our own intelligence that flattens into artificial intelligence†, I agree with this statement in the fact that humans rely heavily on technology to communicate and entertain us. We have so much information at our fingertips that it almost seems silly to pick up a book and actually research something when you can just type it into a search engine and get results in lightning speed. My parents and elders have told me that technology is making us anti-social and deteriorating our communication skills. The use of text messaging seems to be the one that is most at fault for this. In today’s culture, talking on the phone and in person is becoming a struggle for most people, especially teens and young adults. We are so use to typing messages back and forth to one another that we lose the simple communication skills by not physically talking to them. There is a lot of things that a text message can’t convey to people like talking can such as emotion and clarity. In conclusion, it’s all about not becoming too overwhelmed, use resources  and the internet responsibly, and use them to our advantage. Carr misses the point in that our abilities for deep thinking are not ruined by the internet but expressed and improved. To learn about a certain subject, you don’t have to enroll into a college course. You don’t need a plane ticket to learn about different cultures. This is information at your fingertips with the use of the internet and it’s your responsibility and prerogative to use it wisely and to your advantage.

Puerto Ricans as a Subordinate Group in America

We were walking to church when mamà ¡ told us to pray for a man named Harry Truman, el presidente de los Estados Unidos.   â€Å"He is going to let us finally become our own country,† mamà ¡ explained.   I had heard those stories before.   Abuela liked to tell stories about how Puerto Rico had never been free.   She said that first Christopher Columbus had come to the island and he had helped Spain to conquer los Tainos.   Abuela always spoke about the great injustices Columbus and Spain had done to los Tainos; she said her mother was a direct descendent of those early Puerto Ricans, which made us part native Taino. Mamà ¡ hated those stories.   Her parents had come to Puerto Rico from Spain; Puerto Rico was her home and she was always upset by the idea that her earliest ancestors might have enslaved my father’s ancestors.   She said to let the past stay in the past. At church, I prayed for Mr. Truman because my mother said to.   I prayed for him because he was going to make up for all the mistakes the Spanish had done to the country all those years ago.   He was going to make us free again.   Mamà ¡ said that Mr. Truman was como un savior. We read newspaper articles about the drafting of the new constitution.   We were our own country, but we were not.   We were part of the United States, while still being Puerto Rico.   We were protected, even while we were independent.   Walking down the street, I could hear people talking about what â€Å"commonwealth status† could mean for Puerto Rico’s future.   Some were against it, others thought it was the best way.   But the constitution did not solve everything; stores closed down, houses became decrepit, Papà ¡ lost his job. Three years after the Puerto Rican constitution was signed, Papà ¡ said we were going to move to America.   He had cousins who had gone and had found jobs immediately.   He said that more and more people were leaving Puerto Rico for places like New York City.   I had seen a picture of New York City once.   It was called the â€Å"Big Apple.†Ã‚   I had never seen buildings so tall; I had always thought that the people who could call New York City were the luckiest people in the world.   And soon, I would be one of them. We left in the middle of the night.   The ride was not long and I looked out the airplane window, watching the night sky.   We landed in an airport outside of New York and took a taxi in.   We drove across a large bridge; I could barely see the water.   It looked like another sky with all the buildings and lights reflected in it.   And then, we were inside the city.   There were people walking around.   I heard people talking to Spanish.   There were stores with familiar names and foods advertised in the windows. It was almost as though we had never left home. I couldn’t sleep that night; I was kept awake by the sound of taxis and car horns and people shouting from one building to the next.   Mamà ¡ tried to sing lullabies to me, the same songs she used to coo when I was a small child, but now, the songs did not induce sleep but kept my eyes more alert.   I thought of home.   I thought of palm trees.   I thought of the ocean.   I was afraid I would never see Puerto Rico again. But Puerto Rico came to me. More cousins and aunts and uncles and friends left the island for America.   They did not only come to New York.   They went to places like Texas, California, New Mexico, and Florida.   My best friend, Juana, went to Texas on vacation.   She sent me a postcard of a man riding a bull.   â€Å"He spoke Spanish to me,† she wrote. After my Tà ­a Felicia moved to Florida, she invited us to visit.   I could see the oceans.   I could see palm trees.   It was warm.   It was Puerto Rico in America.   Felicia made tostones y arroz y pollo asado.   I could have stayed in Florida forever but after two weeks, I was beginning to miss New York.   I had grown used to the traffic.   I was comfortable in Florida, listening to almost everyone speak Spanish and being able to understand them, but I couldn’t help but want to be back in the city, where I could walk from my neighborhood to Little Italy to China Town and eat something from every part of the world. Years later, I left New York for New Jersey to go to college.   I had children.   My husband was a Cuban man; his family had moved to Puerto Rico shortly after his birth.   We had Cuban and Puerto Rican flags hanging on the outside of our house.   When the very first Puerto Rican Day parade was announced, my husband took the Puerto Rican flag down from the front of the house and handed it to me.   We left early in the morning, with our children.   Flags were for sale at the many vendors lined along the street; food was also being sold, and little pieces of jewelry with the Puerto Rican flags on them. â€Å"Boricua,† the crowd shouted together.   I did not shout with them at first.   My children stood on their toes to look over the shoulders of the people standing in front of them.   They shouted with the crowd.   My husband reached out and held my hand.   I looked up and down the street, shocked by the thousands of Puerto Ricans gathered together.   Spanish was mixed with English; people danced together, music was being played from loudspeaker.   I felt at home. I leaned against my husband; together we screamed with the crowd, â€Å"Boricua!† References U.S. Census Bureau American Fact Finder.   (2004, April).   â€Å"Percent of People 5 Years and Over Who Speak Spanish at Home: 2005†.   Retrieved April 20, 2007 from   Ã‚  factfinder.census.gov. U.S. Census Bureau American Fact Finder.   (2004, April).   â€Å"Map of Spanish Speakers in the United States†.   Retrieved April 20, 2007 from factfinder.census.gov. CIA World Factbook.   â€Å"Puerto Rico.†   Retrieved April 20, 2007 from www.cia.gov.   

Factors affecting Talent Planning Essay

There are many different factors that affect an organisations approach to attracting talent and are both internal and external factors. Some examples of internal factors are the size of a business. A larger business would find it much easier to source this could be because they are more well-known to the public and they would also be more financially able to advertise a post to get a larger range of applicants. Recruitment policies also have an effect ie recruiting from internal sources and external sources can affect the recruitment process. Generally recruitment through internal sources is preferred because own employees know the organisation and can fit well into the culture. The Image of the company has influence on the recruitment process. Good image of the company earned by the actions of management helps attract potential candidates. Managerial actions like good public relations can help earn image. Image of the job also has an affect such as better salaries and good working conditions are considered the characteristics of good image of a job. Also, promotion and personal development policies of an organisation also attract potential candidates. Some examples of external factors are Demographic factors; employees have a big influence on the recruitment process. Demographic factors include, age, sex, literacy, economic status etc. Labour market conditions have an affect ie supply and demand of labour is a huge importance in affecting recruitment process. If the demand is for more than one particular skill recruitment will be relatively easier. Unemployment situation has an effect. When the employment rate in an area is high, the recruitment process tends to be simpler. The number of applications is higher which makes it easier to attract the best qualified applicants. With a low rate of unemployment, recruiting process tends to become more difficult. Labour laws that cover working conditions, compensation, retirement benefits. This report identifies and assess factors that affect an organisations approach to both attracting talent and recruitment and selection. It also identifies and explains benefits of attracting and retaining a diverse workforce, describes methods of recruitment and methods of selection. Factors that affect an organisations approach to attracting talent For an  organisation to attract talent successfully, as part of the talent planning policy it needs to identify and assess what factors affect its approach to attracting talent. For example: 1. Economic Environment – An organisation needs to consider what money is available to spend and this will depend on the current climate at the time. This in turn, will have an effect on how and where the company advertises externally, in addition to the salary and benefits offered. 2. Laws – There are laws that affect the way an organisation attracts talent. For example; the Equality Act 2010 protects again discrimination and affects how the organisation words adverts, application forms, job description, person specifications and questions asked during interviews. Wording must not be discriminative and this can be done by ensuring it does not contain personal prejudice, is not being objective, unfair or showing less favourable treatment for an unlawful reason e.g. Age, gender or disability. 3. Branding – A company with a good reputation, is more likely to successfully attract the right talent to its organisation. To do this, an organisation relies heavily on being perceived as being known as a good employer and needs to take a proactive approach by offering career development, in addition to remuneration and rewards. 4. Culture – The culture of the organisation can be part of what keeps employees engaged and makes the organisation differ positively from competitors. For example, an organisation may be friendly or collaborative – something that new talent†¦