Analysis of a Poem “We wear the mask”

Amber Davis Professor Quirk Literature 101 February 28, 2013 We Wear the Mask The lyric poem â€Å"We wear the mask† by Paul Laurence Dunbar is a poem about the African American race, and how they had to conceal their unhappiness and anger from whites. This poem was written in 1895, which is around the era when slavery was abolished. Dunbar, living in this time period, was able to experience the gruesome effects of racism, hatred and prejudice against blacks at its worst.Using literary techniques such as: alliteration, metaphor, persona, cacophony, apostrophe and paradox, Paul Dunbar’s poem suggests blacks of his time wore masks of smiling faces to hide their true feelings. In the first stanza, he starts off with the title of the poem stating, â€Å"we wear the mask that grins and lies† (1). In the first line he uses a metaphor to explain the â€Å"mask† that is put on to show grins. Of course there is no actual mask, but the mask can be a representation o f a fake personality that is happy or blissful.It could be said that the reason for this â€Å"mask† is to prevent their tormentors from starting any controversy. Dunbar also uses another metaphor, â€Å"This debt we pay to human guile†¦Ã¢â‚¬  (3). Obviously he does not mean that there is a debt to human guile that he is paying with money, but rather since blacks have always been seen as deceptive since slave times, they must forever live in it. Since slave times blacks have not been respected. Even after blacks received the right to vote and own land, the federal system still made it hard for blacks to make a breakthrough.The use of metaphor is used to describe the overwhelming struggles blacks had to go through in a white man’s world. Through the use of metaphors, Dunbar implies the feelings the blacks once had to fake in order to not get into any trouble. The second stanza, especially, emphasizes the poems paradox and alliteration. This stanza really goes int o the mind of the person speaking, and the outcome is a part of the reason why they wear â€Å"masks. † The poem reads, â€Å"Why should the world be over-wise,/ In counting all our tears and sighs? / Nay, let them only see s, while/ We wear our masks† (6-9). Essentially, the person of this poem is asking why should the world get the right to know why they are truly upset, and potentially use it against them; instead, have pride, hold your head up high, and put on your â€Å"mask. † In doing so, the literary term paradox comes into play. This poem is about the true feelings of blacks being hidden behind masks, when also the poem itself hides the fundamental issue of racism from even being mentioned – that alone is a paradox because the poem has a mask on as well.This poem can also be seen as a paradox because this so called â€Å"we† is supposed to be wearing a mask when in fact they are expressing their feelings and becoming vulnerable, aka â€⠀œ no more mask. Although each stanza has a bit of alliteration, the second stanza is the most dominant. Dunbar writes, â€Å"Why should the world be over-wise,/ In counting all our tears and sighs? / Nay, let them only see us, while/ We wear our masks† (6-9). The alliteration in this stanza is used heavily with the letter â€Å"w. With the use of this alliteration, it creates a sense of flow that helps the speaker get his point across more smoothly. Although the poem is more cacophonic, and harsh, rather than euphonic, and harmonious, the use of alliteration helps highlight the importance of this stanza’s sayings. The alliteration aspect of this stanza really helps reveal why the blacks continue to keep a mask up since they do not want others to know their weakness. The final stanza is a plea to God, or in other words an apostrophe.Dunbar writes, â€Å"We smile, but, O great Christ, our cries/ To thee from tortured souls arise† (10-11). In writing this, Dunbar makes an apostrophe to the absent Christ since Christ is not currently present in the poem. This verse brings about an emotional side of the speaker that we have not seen in the play, which is the essential effect of apostrophe. In a sense, the speaker is able to take the focus from masks to addressing the fact that they are being tortured; the fact that they are being tortured is exactly why they wear the masks they do, to show they are not intimidated.Through the use of apostrophe, Dunbar is able to express the emotions of the reader, which ties into why masks need to be warn. Overall, the speaker’s awareness of putting on a fake facade to avoid trouble is apparent through literary devices such as alliteration, metaphors, and apostrophe. Author Dunbar creates a somewhat cacophonic feel to the poem to portray the hurt of these people who must wear masks. Dunbar also uses end rhyme in all of his ersus. The first and second, and also the third and fourth of each line use the long I sound for end rhyme except for the last lines of each stanza. Through the use of many literary devices Dunbar is able to capture the true meaning behind the mask, which is a disguise that camouflages the actual emotions of the mask wearer. Even though the mask is a grinning mask, the face under it is broken and frustrated, but the mask wearer will never show it.

Redgrove Axial Workshop Case Study

What Fontaine is Trying to Achieve5 Challenges of a New Position6 Corporate Culture6 Axial Workshop7 Beneath the Surface7 Use/Abuse of Discretion8 Scope of the Problem10 Stakeholders10 Identification of Available Options10 Ethical Principles Discussion 14 Consequentialist Theory14 Deontological Theory19 Virtue Ethics21 Recommendation23 References25 Appendix A: Picture of Ornament Found in Workshop Storage 26 Appendix B: Redgrove Monthly Plant Scap-Metal Sales, 27 12-Month Period Appendix C: Excerpt from ITE Code of Conduct28Appendix D: Summary of Redgrove Records of Material29 Misappropriation Incidents and Sanctions, 1998-2007 Appendix E: Consequentialist Analysis – Option A 30 (Do Nothing) Appendix F: Consequentialist Analysis – Report Incident, 31 Request Guidance Appendix G: Consequentialist Analysis – Don’t Report, 32 Handle Incident In-House Appendix H: Consequentialist Analysis – Report Incident 33 but Recommend Actions and Gain Upper Managem ent Buy-In Abstract This paper addresses the ethical issues at Redgrove Axial workshop.Marc Fontaine is the manager of the compressor manufacturing division at the Redgrove Plant, and has been on the job approximately one month when he discovers employees have been using company equipment to build personal decorative ornaments utilizing scrap material which is normally sold to recycling companies. This practice is against the company's written code of conduct; however, the workshop foreman’s knowledge of the practice and failure to prevent it has condoned the behavior.The analysis of the ethical problem begins by listing the facts of the case and defining the scope of the problem Fontaine is faced with. After reviewing all the aspects of the case, four courses of action have been identified. A brief discussion of the three ethical principles will lead us to our final recommendation of what Fontaine should do in order to resolve the ethical problems at hand, thereby providing benefits to all stakeholders. Case Study – Redgrove Axial WorkshopFacts of the Case: Marc Fontaine has recently become the manager of compressor manufacturing at Redgrove Axial Workshop, part of the International Technology and Electronics (ITE) Corporation. This position is a temporary one as part of a larger ITE accelerated leadership program. After a month on the job, Fontaine discovers a number of ornaments (Appendix A) in the workshop’s storage room which appears to be made from the same material used to make the compressors.Fontaine believes employees of his department may be using company materials, comprised of scraps and metal shavings – normally sold to a local recycling company (Appendix B) – for personal use and felt he needed to notify the Manufacturing Director (Sam Collins) and Plant Director (Peter Garland) about the incident. Upon further investigation, Fontaine discovers the practice of utilizing production materials for personal use is against ITE’s Code of Conduct and punishable by warnings, termination, withheld pay, criminal charges, and suspension (Appendix C).Fontaine also acquired a list of previous incidents and related punishments (Appendix D). Fontaine approaches Jim Page, a plant foreman who supervises the Axial Workshop, about the ornaments. Page states he has not seen the objects in the supply room, and the personal work was infrequent and of little value because they were made of scrap. As far as he knew, employees made projects on their own time and he had never made an issue out of the practice because the workshop is Redgrove’s most productive unit.In order to gain a better understanding of the practice, Page recommends Fontaine speak with Peter Kadosa, a workshop employee. Kadosa was a good worker, had a good attitude, and was moving to a new position on the West Coast in January. Upon questioning â€Å"off the record,† Kadosa provided the following information: he was unsure of the history regarding the practice; implied the more experienced and better craftsmen were involved; and only occasionally would one of the workers ask him to set aside a bigger piece of scrap.Fontaine also learned of the unwritten code of conduct in the workshop which applied to the gift / ornament making: new material could not be used (scraps only); before anyone started a project they were expected to obtain approval from one of the senior craftsmen; selling projects was frowned upon; and the plant foreman did not care to know about the practice. What Fontaine is Trying to Achieve: Fontaine is aware the use of scrap material for personal projects is against the company’s Code of Conduct and feels obligated to report the misappropriation.However, he also observes how well the workshop’s employees work together, how productive they are, and the existence of an unofficial code of conduct which is followed in regards to the practice of creating ornaments. He is torn on whether or not to bring attention to this practice because he wants workers to continue to work efficiently and effectively and taking away their projects may disrupt this; however, he also wants to follow the rules and has an obligation to the company as well as to the employees in his division. Challenges of a New Position:What makes this situation more difficult for Fontaine is that he is new to the company and being in the accelerated leadership program, will most likely not be in his position for long. This adds to his dilemma because one of the biggest challenges when taking on a new position in a new organization is getting comfortable with the corporate culture. When first joining an organization, an employee handbook is provided which dictates all of the do’s and don’t's outlined by management – but the new employee may not immediately understand how closely the company actually follows these rules.In this case, Fontaine knows the rules prohibit usi ng scrap materials for personal use, but the corporate culture has allowed these projects to continue for a long period of time; this places Fontaine in a precarious position considering his relatively short tenure (between one year and 18 months) – does he attempt to change the well established but unwritten corporate culture, or does he condone the behavior and allow his successor to deal with the ethical issues? Corporate Culture: From the initial readings of the Case Study, the corporate culture of the workshop is one of Collaboration, or â€Å"Clan† culture.The workshop is an open place to work which accepts the employees as peers. Group loyalty is important, and an unofficial chain of command exists within the workshop with the more senior and talented employees being seen as the leaders and mentors to the newer, younger employees. In addition, the better and more skilled craftsmen take the time to train others on the more difficult skills. Assuming the company p roactively addresses the issue, the corporate culture will change to that of control, or hierarchical.Rules and procedures would be put in place based on the recommendation of Fontaine and buy-in from upper management, whereby employees can practice their skills to become masters in their field, while simultaneously maintaining workshop cohesion and morale. Axial Workshop The Axial Workshop team is extremely effective. They are referred to as â€Å"the AXE,† and contribute 20% of the Redgrove Plant’s annual revenues and 23% of its operating margin. The AXE has been described as the most effective in the plant. The AXE team is known to be hard workers, and people rarely transfer out of the workshop.Senior workers work closely with junior workers showing them techniques they have developed and getting the junior workers acquainted to the workshop. Beneath the Surface Workshop employees use scrap metals from production of the compressors to produce personal ornaments made by utilizing company machinery. Employees work on these projects infrequently on their own time (off the clock). Workers have unwritten rules to the practice of personal work including: projects must be approved by a senior craftsman, no new material can be used, projects cannot be made in order to be sold, etc.In addition, the workshop foreman has condoned the behavior – though he is aware of the practice, he has allowed it to continue; employees believe the practice is acceptable. Use / Abuse of Discretion: Discretion is the right to choose something, or to choose to do something, according to what seems most suitable in accordance with a situation. However, this discretion can be easily abused especially when management condones or turns a blind eye towards behavior which may border on the unethical.For example, the workshop’s Foreman, Jim Page, has decided to turn a blind eye to the practices going on within the workshop. Fontaine is now faced with the ethical pro blem and has the discretion to do something about it. The use or abuse of discretion can become a problem in many professions. The following are examples of profession’s use or abuse of discretion. 1) Banking (specifically lending) – Banks have the discretion on whether or not to authorize a loan to a customer (based primarily on information such as income, use of loan proceeds, credit score, amount of current debt, etc).During the recent banking debacle, banks approved questionable loans (ie no income verification). 2) Police officers – Generally have the discretion to write a speeding ticket or not. This power is abused when the police officer frequently allows family and friends off without a ticket, even when they were speeding in excess of twice the speed limit. 3) Judges – Have the discretion to approve a certain sentence (whether maximum or minimum). Power can be easily abused, as seen in class by the FBI presentation on white collar crimes and the amount of punishment doled out.Additionally, judges also rule on Social Security Disability cases – a Wall Street Journal Article on 26NOV11 discusses the abuse of power by a certain judge who has only disallowed 4 cases out of over 1000 during the past year – well beyond what is expected by the Social Security Administration 4) Retail – managers have the authority to grant discounts to certain groups of personnel – for example, Dave’s Cosmic Subs ordinarily gives discounts to police officers and firefighters in uniform, but certain managers will also provide a discount to members of the military, contrary to guidance provided by the chain's owners. ) Commanders in the military – have the discretion to dole out non-judicial punishment for small, minor offenses. Being both judge and jury, Commanders have the discretion to determine the punishment – but occasionally, Commander’s abuse this authority by not fitting the punishment to the crime (a requirement) – resulting in the punishment being overturned upon appeal. Scope of the Problem: Fontaine is faced with how to handle the misappropriation of the scrap materials and utilization of company machinery to support the practice. He is new to the company and is not yet familiar with the corporate culture.He wants his division to continue to run effectively and efficiently, but is concerned that bringing attention to the practice of making personal projects could disrupt his division. However, allowing the practice to continue could force Fontaine and his employees to face severe repercussions. Stakeholders in the Case: Plant employees; workshop employees; Marc Fontaine (manager of compressor manufacturing); Jim Page (workshop foreman); Peter Kadosa (workshop employee); investors to the company; and upper management of the plant (Sam Collins – manufacturing director, and Peter Garland – plant director). Identification of Available Options :Prior to developing various options to deal with the dilemma, Fontaine should do the following: ascertain with H/R to determine if a requirement exists when an employee is hired to review the Company’s Code of Conduct; if employees are required to sign an acknowledgement after reviewing the Code of Conduct; if employees are periodically required to conduct refresher training on the Code of Conduct; if employees are required to review the Code of Conduct upon transfer from different departments; if the Code of Conduct is posted in public locations within the factory; any agreements between the union and the plant which may authorize employees to use scrap and company machinery for personal use; and if violations of the Code of Conduct and related disciplinary actions are publicized or posted in public locations throughout the factory.Once all of this information is ascertained, we can assess the available options:1) Option A – Do nothing.Fontaine could elect to do noth ing, allowing employees to continue the practice of occasionally using scrap metal for personal projects on company machinery and not report it to upper management. Staying silent would keep things as they are now with high employee morale, teamwork, and efficiency. However, if Fontaine decides not to say anything and upper management discover the practice, then Fontaine, Page, and the workers involved are all susceptible to sanctions.2) Option B -Report the incident to upper management and ask for guidance on how to proceed.This may be a viable option since Fontaine is unsure as to whether upper management approves of the practice in order to maintain high morale, combined with his short tenure as the manager of compressor manufacturing. However, management may feel negatively towards Fontaine for not providing recommendations on dealing with the practice – specifically, that he is not ready to lead. But, as seen in Annex B, management has been fairly strict with similar vio lations in the past; reporting the practice may lead to unwanted investigations and punishment for workshop employees.3) Option C – Fontaine does not report the incident but handles the situation in-house within the â€Å"Axe. † He can have a meeting with all employees in the workshop, and explain the following: a.The ITE Code of Conduct authorizes the use of production materials only for the exclusive use of advancing the mission of the ITE Corporation; b. The list of infractions from 1998-2007 along with the associated sanctions; c. The items discovered in the storage room, and the fact that though the activity was condoned before, it does not make the practice justifiable. However, because the activity was previously condoned, the new policy of not conducting personal work and utilizing material scraps and company machinery takes effect immediately; d. The liability of the company should an employee become injured while working on an ornamental piece while not in a â€Å"paid† status; and e.Material is purchased by ITE for a specific purpose, which ITE receives compensation from a recycling company for production scraps – and the unlawful use of such material is in fact theft from the company; Fontaine should then share the recycling amounts by poundage and dollar amounts. He should also explain that this material, even if small when compared to the total amount recycled, affects ITE's balance sheet and therefore affects all employees in regards to pay and bonuses, as well ITE's owners (whether public or private). 4) Option D – Report the incident to the Director of Manufacturing and the Plant Director, recommending a course of action on how to proceed within the â€Å"Axe† in order to gain upper management buy-in.This option allows for Fontaine to groom himself as a better leader, while showing management he is prepared to deal with issues within his area of responsibility. These recommended actions would include: a. Amnesty for employees due to the practice being condoned by the workshop foreman; b. H/R training for Page, the workshop foreman, specifically focused on supervisor duties and responsibilities, as well as a review of all company policies to include the Code of Conduct; c. Implement an H/R policy where employees sign an acknowledgement of the Company's Code of Conduct upon hiring; d. Annual review of the Code of Conduct for all employees; e. Review of the Code of Conduct upon transfer from one part of the factory to another part; . Request an exception to policy whereby employees can purchase scrap from the factory at the same rate the factory sells it to the recycling company, or offer a small percentage of scrap to employees for free as an added benefit. In order to have better skilled workers, allow these employees a certain amount of time each pay period (possibly an hour per week) to hone their skills whereby they are covered by worker's compensation should they become injure d during this additional training time; and g. Permission to post the Code of Conduct and the Material Misappropriation and Sanctions List throughout the â€Å"Axe. † Ethical Principles Discussion:Three ethical principles will be used to offer an analysis to the ethical issues Fontaine is currently facing; we will use Consequentialist Theory, Deontological Theory, and Virtue Ethics. Consequentialist Theory: An ethical decision should maximize benefits to society and minimize harms. What matters is the net balance of good consequences over bad for society overall. Identify the stakeholders in the situation as well as the alternative actions and their consequences (harms/and or benefits) for each. Looking at this case using a consequentialist view we examine how each of the four alternatives we have devised affects each of the stakeholders identified. Option A: Do Nothing (see Annex E for the Consequentialist Analysis to this option). This alternative involves Fontaine leaving the workshop as it is and turning â€Å"a blind eye† to what is going on in the shop. Stakeholder benefits to this option include: Continued high morale of employees by not having to purchase materials and continued use of company equipment; maintains Fontaine’s reputation by being â€Å"one of the guys† by not taking action; prevents Page from possibly getting into trouble for condoning the practice; and protects Kadosa from providing information to Fontaine on the practice.Stakeholder harms to this option include: Plant employees not aving the ability to possibly receive bigger pay or bonuses due to the lack of the company receiving all proceeds it is entitled to from the sale of scrap material; workshop employees possibly being injured on the job while conducting unauthorized work; company investors/owners not receiving the full value of the sale of scrap and possibly being liable for any injury a workshop employee experiences while participating in unsanctio ned/unauthorized work; Fontaine violating his personal integrity and values by condoning the activity which violates the company’s Code of Conduct; and upper management not receiving bigger pay or bonuses due to the company not receiving all proceeds from the sale of all scrap. – Option B: Report the incident, but request guidance from upper management (see Annex F for the Consequentialist Analysis for this option).Stakeholder benefits to this option includes: if upper management stops the practice, plant employees may see higher salaries or bonuses due to the company being able to garner all proceeds from the sale of all scrap material; company owners/investors receiving all value from the sale of all scrap material; upper management believing Fontaine’s integrity is beyond reproach; upper management being able to implement the changes it sees fit in order to recover company resources; and the company and management not being liable to any employees who may be injured during unsanctioned work. Stakeholder harms to this option include: possible suspension or termination of those workshop employees who have been identified as condoning and participating in unsanctioned work; upper management thinking Fontaine is not ready to be a manager by asking for guidance; Page possibly being implicated for condoning the practice of unsanctioned work, possibly resulting in suspension or termination; and Kadosa being implicated by his co-workers for confirming the practice to Fontaine, resulting in the loss of respect from his peers.Option C: Do not report, but handle the situation in-house within the â€Å"Axe† (see Annex G for the Consequentialist Analysis for this option). Stakeholder benefits to this option include: plant employees receive their fair share of salaries or bonuses tied to the profits resulting from the recycling of all scrap material; workshop employees and Fontaine both build rapport with each other by handling the issue in-ho use without any further repercussions; company owners/investors have more in the balance sheet through the sale of all scrap material if the practice is stopped; and Page does not face the possibility of termination or suspension for condoning the practice.Stakeholder harms to this option include: Workshop employees may view this as an intrusion into their autonomy; no recoupment to company owners/investors for the practice of taking scrap material; Fontaine being potentially liable for not reporting the incident up the chain of command as you would expect a manager to do; Kadosa losing credibility with his coworkers for confirming the practice to Fontaine; and upper management having lower level management condoning the prior bad practices and starting anew without repercussions, thereby usurping their authority. – Option D: Report the incident, but recommend actions to upper management and obtain their buy-in (see Annex H for the Consequentialist Analysis for this option).S takeholder benefits to this option include: Unsanctioned work is stopped and plant employees may see an increase in salary/bonuses; workshop employees may be able to continue creating ornaments if upper level management authorizes/sanctions extra work as a benefit to an employee who is honing his/her skills; company owners/investors see an increase to the balance sheet from the proceeds of all scrap material, while at the same time being protected by workers compensation should an employee get injured while honing his/her skills under authorized work; Fontaine gains the respect of his superiors for thinking outside the box and coming up with his own solutions while protecting the employees and the company; Page receiving requisite training to become a better supervisor who supports the company's values and ideals; and upper management having an empowered subordinate while increasing the balance sheet from the recycling of all scrap. Based on the tenets of consequentialist theory, op tion D promotes the greatest benefit with the least amount of harm to each of the stakeholders.Deontological Theory: Bases the decision on what is right on a broad, abstract universal ethical principle or value such as honesty, fairness, loyalty, rights, and respect for human beings and property. Certain moral principles are binding, regardless of the consequences. Therefore, some actions would be considered wrong even if the consequences of the actions were good. Looking at this case using a deontological perspective, we xamine what the duties of Mr. Fontaine are. As a manager at the company Fontaine has a duty to both the company and the stockholders of the company. However, he also has a duty to the employees he manages and to look out for their best interests. Based on these duties, the first alternative does not serve the best interests as it does not fulfill his duties to the company and the investors. By taking no action the company will continue to lose the revenue which cou ld be generated from the stolen scrap material. The second alternative serves Fontaine’s duty to the company by ensuring that the business will not lose any further revenue to misappropriation of assets.However, this alternative could harm his employees as they will likely lose their jobs if there is an investigation into the scrap material. The third alternative allows Fontaine to handle the incident in-house without having to inform upper management. This alternative allows Fontaine to build rapport with his employees; however, he fails to do his duty by not reporting what he has found to his superiors. In addition, this alternative allows Fontaine to lay out his expectations of what is right and wrong with his employees, while at the same time protecting the reputation of Page, who previously condoned the activity by not stopping it. Fontaine exhibits loyalty to his subordinates, but he is not exhibiting loyalty to upper management by not reporting the incident.The final a lternative, to report the incident while obtaining upper management’s buy-in to recommendations, maintains the loyalty of Fontaine to the company, as well as to the employees. Because the practice has been condoned in the past, it is unfair to punish the employees; what is fair, however, is to seek some type of median, such as employees purchasing the scrap and utilizing company machinery to hone their skills, which maintains morale and allows the company to have better trained and skilled workers. Based on deontological theory, the final alternative embraces honesty, fairness, loyalty, and respect for company property. Using scrap material to make personal objects has an overall positive impact on employee morale.Obtaining buy-in from upper management to sanction this activity, whereby employees pay for scrap but in turn the company has a better trained worker, illustrates loyalty from the company to the employee. Virtue Ethics: This approach focuses more on the integrity of the moral actor than on the moral act itself. This perspective considers the actor’s character, motivations, and intentions. According to virtue ethics, it is important that the individual intends to be a good person and exerts effort to develop him or herself as a moral agent, to associate with others who do the same, and to contribute to creating an organizational context which supports ethical behavior.The â€Å"Axe† has been operating under the auspices of virtue ethics when dealing with manufacturing ornamental decorations. This is evidenced by: a. Page did not feel that the projects were of material value, because the employees used scrap; b. Page thought the employees made the objects on their own time; c. Kadosa’s impression was that the practice was limited to some of the better craftsmen in the group – the ones who typically did the best work, volunteered for overtime, and often helped out other employees who were having trouble; d. Kadosa beli eved that the workers involved in the practice clearly did not see themselves as â€Å"thieves,† but rather as skilled builders who took scarps and made something beautiful from them; e.Kadosa recalled an incident when he saw some of the craftsmen scold an employee for using new material to make a small ashtray – the point was the employee attempted to use new material to make it. f.Before anyone began an unofficial project, they were expected to touch base with a few of the more senior craftsmen to see if it was OK; g. Kadosa felt that making something to sell, compared to something what was mainly for personal use, was collectively frowned upon. The motivations for the group which manufactured the â€Å"gifts† were deemed as a noble cause and were meant for personal use, normally as gifts. Additionally, an unwritten set of rules, or unofficial â€Å"Code of Conduct,† ppears to have manifested itself within the workshop, such as seeking permission, only using scraps and not new material, and using the objects for personal use rather than for personal gain. Option A, to do nothing, does not contribute to ethical behavior by allowing employees to continue to the practice of using company materials and equipment for personal use. Option B, reporting the incident to upper management and seeking guidance on how to proceed, facilitates ethical behavior; however, employees may be punished when the activity was blatantly condoned by a member of management. Option C, not reporting the incident and handling the situation in-house, facilitates ethical behavior in the workshop employees; however, Fontaine does not exhibit ethical behavior since he is not reporting the incident to management.In accordance with deontological theory, Option D, reporting the incident but obtaining management buy-in on the recommendations, truly creates an organizational context which supports ethical behavior; employees are able to hone their skills, sanctioned by upper management, resulting in a highly motivated and more efficient employee, both which contribute to the Company's success. Recommendation: The practice of using scraps of material and company machinery in order to build decorative ornaments has been condoned by management for years. In addition, these ornaments have already been made (being stored in the storage room), so it will be difficult to ascertain those personnel responsible for the practice. Each of the three ethical principle analyses resulted in Option D being the favored course of action. Fontaine should inform upper management of the incident upon discovering the ornaments and obtain their buy in with his recommended course of action.Upon approval: remind employees of the Code of Conduct and post it prominently throughout the workshop; post throughout the workshop the infractions and punishment for recent misappropriations of material, next to the Code of Conduct; request H/R to implement new policies to annually h ave employees review the Code of Conduct, as well as upon transfer to different departments within the plant; have required training for Page on company policies to make him a better leader; allow employees to purchase scrap at cost; and possibly request permission for employees to use scraps and machinery for special purposes/events (ie Christmas, going away gifts), as a means to improve the skill and capability of all employees as a version of on-the-job-training. Ultimately, the company will have highly motivated employees with better skills and high morale, resulting in improved production in the â€Å"Axe. † REFERENCES Anteby, Michel, & Hyman, Mikell (2011). The Redgrove Axial Workshop (Rev. Jan. 5, 2011). Boston, MA: Harvard Business School. Trevino, L. K. , & Nelson, K. A. (2011). Managing Business Ethics: Straight Talk About How To Do It Right (5th Ed. . Hoboken, NJ: John Wiley & Sons, Inc. www. haworth. com/en-us/Knowledge/Workplace-Library/Documents/Four-Organizatio nal-Culture-Types_6. pdf Last Call: an Interactive Multimedia Simulation. Facilitator’s Guide Page 12. Protection of Company Assets ITE employees must protect company assets.Company assets include a) intellectual property and trade secrets, b) business strategy, c) financial data, d) production materials, e) equipment, f) fleet, furniture, and g) computer supplies and software. Company assets are intended for the exclusive use of advancing the mission of the ITE Corporation. 3b. Sanctions Failure to protect company assets will result in sanction commensurate to the company loss. Sanctions can range form warnings to termination, and might include withheld pay. Criminal charges in courts might also be filed if deemed necessary by the ITE Corporation. Source: ITE documents. APPENDIX D Summary of Redgrove Records of Material Misappropriation Incidents and Sanctions, 1998-2007 ) February 1998: A workshop worker was reported by an anonymous source to be â€Å"stealing company mate rials. † (The HR department received a letter). Upon closer inspection, it turned out the worker was making a window frame for his house, and doing this at the end of his day shift. He received a â€Å"stern warning,† â€Å"two days without pay,† and was told that the next infraction would lead to termination. 2) December 1998: A storage room employee was discovered with raw, expensive materials (titanium) in his car as he was driving out of the plant. The employee was fired. 3) November 1999: During a random search of employees exiting the plant, a guard found a miniature turbine. The worker who was found with it claimed it was a gift for his brother.The worker received a three-day suspension and was warned that any additional discoveries would result in the termination of his employment. 4) June 2002: The purchasing director found a number of workers distributing pins they had manufactured to â€Å"commemorate† the launch of a new aircraft. The pins were made from workshop scraps. Three of the workers were suspended without pay for two days. 5) March 2003: A visiting ITE director asked about a set of metal candlesticks at a local â€Å"antique shop. † The vendor explained that they had been made at the nearby Redgrove plant. The director asked for the maker’s name, but the shopkeeper claimed ignorance. An internal audit was conducted to no avail.The candlesticks disappeared a few weeks later from the shop: â€Å"bought by a city person,† according to the shopkeeper. 6) January 2005: In a regular random search of a car exiting the plant one evening, the on-duty guard discovered metal forging tools and workshop scraps in the trunk of an employee’s car. The incident resulted in a â€Å"warning,† and the employee retired several months early, shortly thereafter. Source: Casewriter ANNEX E Consequentialist Analysis – Option A (Do Nothing) [pic] ANNEX F Consequentialist Analysis – Report I ncident, Request Guidance [pic] ANNEX G Consequentialist Analysis – Don’t Report, Handle Incident In-House [pic] ANNEX H Consequentialist Analysis – Report Incident but Recommend Actions, Gain Upper Management Buy-In [pic]

TQM assignment Essay Example | Topics and Well Written Essays - 1250 words

TQM assignment - Essay Example 2(D) (ii) measuring satisfaction of internal customer. A questionnaire or forming focus groups (employees meet and the are asked question) can be used to evaluate the satisfaction. Typical question is Are you satisfied working for this hotel If not, state the reason and necessary changes 2(D) (iii) Some of the problems that will be encountered when evaluating and analyzing the results are: For the first question (How can we serve you better)Different customers will give different views about the hotel improvement methods. The list of the variables may be too long. For example one customer can talk about improving the time required to serve client, while another may comment about improving quality. The hotel management may be faced by numerous solutions and may not have capacity and capability of fulfilling each client wants. Question 2 Are you satisfied working for this hotel If not, state the reason and necessary changes Many internal customers may give the solution of increasing wages and salary and leave out vital issues like harsh management due to fear of victimization. Question 3 the funnel rules The four funnel rules are Rule 1 'leave the funnel fixed, aim at the target and make no adjustment' Rule2 'at drop k (k=1, 2, 3---, the marble will come to rest at point zk which is measured from target' that is zk is the error at drop k, move funnel to a distance -zk. Rule 3 'set the funnel at each drop right over the spot zk, which is measured from target 'no memory Rule 4 'set the funnel at each drop right over the spot (zk) where it last came ' (Source (Thomas, P. 2008. Tampering effects and diagnosis. Quality publishing.[online]. Available at...Hotels such as Hilton spend millions in advertising so as to attract and retain customers. The internal customers; refers to a set of services directed towards the workers working in the hotel. These include the front office personnel, the management of the hotel, different department and vendors and consultant. The internal customer is usually neglected in the big hotels and this has ripple negative effects on the external customer. Such a question will help the managerial team determine the level of customer satisfaction as well as provide an answer to the improvement question. Question should gear towards, services quality, speed and other aspects. Different customers will give different views about the hotel improvement methods. The list of the variables may be too long. For example one customer can talk about improving the time required to serve client, while another may comment about improving quality. The hotel management may be faced by numerous solutions and may not have capacity and capability of fulfilling each client wants. (This is volition of rule number 4) which stipulates that "train the trainer" is unacceptable as this progresses the error. The error increases as the levels of training increases. Rule number 4 assumes 'no memory'.

Exploring the perceptions and experiences of young people leaving in Essay

Exploring the perceptions and experiences of young people leaving in care in UK - Essay Example The demise of seven year old Maria Colwell in 1973 in 1973 prompted the establishment of the modern care system. In England and Wales, the care system is guided by the Children’s Act of 1989 while in Northern Ireland it is based on the Children order of 1995. In Scotland the guiding framework is the Children’s Act of 1995. The Children Act of 1989 has witnessed numerous amendments after the death of eight year old child in 2000. The legal framework of the child care system is the Children’s Act of 2004 which provides the expected outcomes of the care system like the need to stay safe, enjoy and achieve, stay healthy, positive economic well-being and the need of positive contribution to the society. The agencies which are involved in the care system have the duty and obligation of sharing information and processes to improve the safety and the well-being of the children under the child care system (Ward H, Holmes, and Soper 2008). The composition of the children n eeds and ages indicate the limitations inherent in the current care system. Child development researchers have pointed out that the psychological health of the child is influenced by the important character traits and skills which the children learn at their early age like empathy and self-regulation which the care system should strive to achieve. An efficient care system should provide stable psychological development and placement which results to good parenting and emphasis on the children needs. High ratios of staff turnover are counterproductive since they affect the stability of the relationships in the care system. The ability to stay in the same school without disruptions assists in academic attainments of the children under the care system. Certain emotional behaviors like confusion affect the ability of the children to cope with the challenging environment in the care system in the UK (Stillwell 2009). Literature Review Children in the UK enter the care system for numerous reasons and have different characteristics and needs. Over the last forty years, the number admitted in the care system has fallen significantly which has been attributed to few children joining the care system and the massive drop outs from the care centers (Corsaro 2006). Preliminary studies indicate a lot of disadvantages among the care population. The placement of children in the care system considers the age and the unique needs of the child with majority of the children joining the system being over the age of ten years (Stein 2006). Evidence suggests that many of these children already have physical health complications and high mental problems at the time of their admission to the care system (Corsaro 2006). The purpose of the child care system has attracted a heated debate with some policy makers citing the need to protect the children from undesirable influence while other pointing out the need of the need of the ideal family reunification (Chase, Simon and Jackson 2006). The use of the care system has been centered on the need to support families and allow children to return to their birth parents and also the need to safeguard the children beyond their birth parents (Woodhead and Montgomery 2003). The children’s Act 1989 lays down some principles, powers and duties which the agencies involved in child care system must follow like the duty to

Corporate brands building of SMEs in B 2 B environment in UK Dissertation

Corporate brands building of SMEs in B 2 B environment in UK - Dissertation Example One of the most valuable assets of a company is corporate branding. Consumers need to believe in brand and put their trust in it. Furthermore, the importance of corporate brands increases in corporate marketing and small industries. These industries rely on few investors and customers. Since the revenue is low compared to bigger MNCs (Multinational Corporations) they need to build their corporate brand in order to remain trustworthy and thrive in the market (Inskip, 2004). There are various factors which can be attributed towards the importance of corporate branding. Corporate branding provides an identity to the business; logo and slogans becomes the face of a business and a representation of the business’s image (Bernstein, 2003). Strategic corporate branding also means better customer relationship and increased trustworthiness. Apart from that, strong corporate brands also come across as polished, professional and successful entities. It sends signs of high value and qualit y. SMEs provide employment opportunities as well as drive competition and innovation in many sectors. Also known as micro enterprise, these SMEs are growing in a fast pace in United Kingdom. According to reports by Federation of Small Businesses (2012), the average number of businesses in UK has crossed 5 million markets and out of them around 99.9 percent are SMEs. SMEs have been employing more than 14 million people and the combined turnover for the year 2012 was 1500 billion Euros. From the above statistics it is clear that SMEs have been playing an important role in overall business environment in United Kingdom.Thus, they are the backbone of economy in United Kingdom. Thus, it is extremely important that the steady growth of the businesses is maintained. The influence of internal and external forces is much more pronounced in SMEs compared to bigger companies (Davies and Chun, 2002). These include customer markets, business infrastructure and company characteristics. However, i n case of small companies the influence of business managers is much more than bigger organizations. Similarly, the distribution of finances, external shareholder categories and investor management are different in small and bigger enterprises. Small enterprises work as a much closer environment. Thus, it can be said that the policies and marketing campaigns followed by bigger organization might not work for SMEs brand building (Berthon, Ewing and Napoli, 2008). Comparing with consumers, B2B companies have their own decision making process and purchasing habits. In terms of their purchasing decisions which are depended on facts and needs, the world of B2B products is seen as more complex.The reason why B2B companies prefer to corporate brands rather product brands and the dynamic environments (competitive advantages and product innovations) will be discussed. This makes an interesting and insightful topic for further research and development. Chapter 2: Outline of the Research Probl em The research deals with marketing and brand building of corporate SMEs in B2B

Summary and Analysis of Collapses Chapter One Essay

Summary and Analysis of Collapses Chapter One - Essay Example They book is highly influenced by the issues in ecology. One other reason of the book being a best-seller is that people perceive it to be a sequel of his book ‘Guns, Germs and Steel: The Fates of Human Societies.’ Collapse follows on the ideas presented in this book. Jared Diamond himself has been doing research in the field of evolutionary biology and was a student of it. His studied and researched many animals and birds in the natural places they lived. Because of the fact that he is an evolutionary biologist it is highly probable that while looking at the history of civilization he would be influenced by concluding something which is influenced by Social Darwinism. It has become an inherent predilection in evolutionary biologists. According to Jim Blaut, almost every major thing that has shaped humanity since the beginning of times has been because of changes in environment. To be more accurate, all the major distinctions among human societies, all those distinctions which allowed some of the societies to rise in the world and the others to falter was because of that particular society’s domestic environment or the geographical placement of those people on the globe. If the history is summarized then it represents these differences. Culture is not that important in this context because all the important occurrences in history are explained by the environment rather than the culture. Culture only produces marginal changes. Jared Diamond in a very organized and structured manner moves through the major parts of history and tries to reveal through evidence that how each part of history in a particular area can be explained by the forces of environment affecting that area. The end result of these phenomena is the supremacy of Europe (‘’Jared Diamond’s Collapse’’). In the first part of Collapse, the author gives his pessimistic views regarding the deteriorating environmental conditions in Montana in the Unite d States of America. He has used Montana as microcosm and as a useful test sample. Below the apparently clean and clear surface of the region of Montana there is a huge amount of dangerous toxic waste which is lying there. There are thousands of mines in Montana which have been abandoned and are full with dangerous chemical and industrial waste like arsenic and sulfuric acid. All of this goes into the rivers. This is not only harmful for the natural habitat in the area but for the humans dwelling there as well. The condition of forests and the animals residing there are not much better either. They are helpless which makes Diamond write that it was previously observed in the first chapter as to how Montana was undergoing environmental changes which were detrimental and were having economic consequences. The goals and values that have been outlined, if implemented would result in different ways of solving these environmental problems. These approaches are associated with different pr obabilities of getting the required results or failing in them. Currently there is a great difference of opinion regarding the success of even the best possible ways of solving these problems. It is unknown which approach would be chosen by Montana and whether it will be successful or not (‘’Jared Diamond’s Collapse’’). It is not a good thing that the American Indians are not mentioned at all in the initial pages of the chapter. This is surprising because if someone for example writes about the environmental problems prevalent in Alaska, how the indigenous population of Inuits could not be mentioned at all. This is all the more surprising because the author has been very interested in showing the fact that pre-capitalist societies were just as

Implementation of Information System Essay Example | Topics and Well Written Essays - 2500 words

Implementation of Information System - Essay Example The identification and listing of stakeholders is very important and the initial step in an Is project. The list of the stakeholders should include all the people who have the power to effect the system. The second category of stakeholders includes the people whose position and power will be affected by the project. The third and most important category is the users of the project. It is important to recognise the actual stakeholders of the project. The representatives of these stakeholders should be included in all the discussions related to the project in order to sketch the clear vision and necessities of project. After the identification process it is important to determine the problem statement. The entire stakeholder should reach an agreement on the definition of problem in order to design a project to fit the problem size for all the stakeholders. The stakeholders can be divided into different groups according to their expectations regarding the project. The use and expectation of the stakeholders will help in designing the project in right way. It is seen in case of different projects that the developers and the involved stakeholders do not know about what they exactly want from the project. The development of an internal model regarding the perceptions of developers and stakeholders regarding the project will help all the people involved to expect, create, build and effectively use and support the system. 3. Identify and List Use Cases Use cases are the core of the whole process. The use cases present the complete functionality of the system. A use case in defined as an interaction between the user and the system. The use cases of the different stakeholders differ according to their expectations. They are an effective and meaningful tool to manage and organise the project. The use case collection in undertaken according to three steps: 1. To discover the use case while discussing with the stakeholders this step involves a general overview of two to three sentences of the use case. 2. At the second stage an analysis of

Juwan howard case study (part B) Essay Example | Topics and Well Written Essays - 500 words

Juwan howard case study (part B) - Essay Example The concept is designed to give an overall picture of the operation. It is included primarily for additional clarity of purpose. Thus not only does it ensure precision it also makes implementations of new projects successful to a greater extent. However, despite that fact that highly useful information is made available through such a document, it has its limitations. Since the entire concept revolves around written material with no visible proof observed the message or purpose of such a document is not fully achieved. It is usually designed in situations where events occur simultaneously. In such circumstances, if one event would require changes or lead to changing of further events the entire study could be proved useless, which makes its relevance highly dubious. Also, the fact that it is concentrated on an individual viewpoint or confined to the vision of a group of people means that when taken to a more integrated level where opinions of various people are concerned a number of changes will have to be made in the actual scenario. Lastly, no matter how accurate one tries to develop operational scenarios they can always vary greatly as compared to the actual situation that may occur.

Issues and Dilemmas of Contemporary Public Administration WK 6 Term Paper

Issues and Dilemmas of Contemporary Public Administration WK 6 - Term Paper Example The behavioral responsibility is also undertaken subjectively where the considerations are based on unfulfilled responsibilities, and lack of moral recognition and authority. These offer conduits for identifying primary goals and major purposes reflected in the invoked public domain characterization. The assertions made by Bang, (1999) indicate that policies needed to support the implementation of government programs are aided by administrative responsibility. Ethical codes of conduct that are ideally required have been seldom and this has impacted negatively on public administration. The image that the society is being painted with is based on the ethical responsibility and unethical values have led to poor performance. Further, public morality is directed towards achieving relevant results that also include identifying issues required to create adequate performance at various governmental levels. Privatization plays a crucial role in promoting public administration. The promotional aspect of public administration according to Bailey, (1996) is established by ensuring that efficiency and efficacy have been taken into consideration. Ultimately, the research process involves delivery quality services where privatization models are put into consideration. The identities made by Bang, (1999) show that privatization is fully embraced through good governance structures include defining new paradigms that help to create promotional transformation at organizational and cultural

Dont Blame the Eater Essay Example for Free

Dont Blame the Eater Essay In his article dont blame the eater Zinczenko blames the food industry for the obesity epidemic. Zinczenko opens his articles with a personal story about growing up eating fast food because his parents split up, his mom had to work and he had no other options. He goes on to give statistics on childhood diabetes due to obesity. Zinczenko then insists that complicating the lack of alternatives is the lack of information about what exactly were consuming. over all Zinczenko is advocating changes in the fast food industry because he believes there is a direct link between obesity, monies spent on fast food advertising and the costs of health care. I agree with Zinczenko that the fast food industry needs to change by as Zinczenko put it â€Å"providing the nutrition information people need to make informed choices about their products. However I question his claim of not blaming the eater that the food industry is to blame for todays rate of childhood obesity. After all I do believe as Zinczenko states â€Å"shouldn’t we know better than to eat two meals a day in fast food restaurants? † Growing up my parents divorced and, like Zinczenko, I was a latch key kid. Everyday my parents made sure my brother and I had lunch for school and dinner that night. As a parent today I understand the pressure of taking care of things, kids, school, work, extracurricular activities, laundry, making dinner and then trying to squeeze in quality time with the family and possibly a social life. With all that going on we always have a choice. I make my family and what they eat a priority, so I make it a point to buy health easy snacks like fruit, yogurt, cheese sticks, and granola bars. Dont get me wrong we buy and eat cookies, and on a Friday night dinner is takeout. But the rest of the week I make it a priority to cook and eat at home. This means planning ahead, it may mean I cook in advance during a really busy week, we will have leftovers once a week and the crockpot at times is my best friend. I do it because the health of my family is important to me and I choose not to feed them fast foods. Over all I believe it is the responsibility of the individual and the parents of children to make the right choices and to educate themselves and their children about making the right choices and typo educate themselves and their children about healthy eating habits. Hopefully with education and the help of government regulations we can help guide people into making better choices and help fight disease due to obesity, after all as Zinczenko said the problem isnt just theres its all of ours.

Change and Conflict Management in Nursing

Change and Conflict Management in Nursing Jon Teegardin Change and Conflict Change and conflict occur in all aspects of our society. In nursing, it is important to identify and embrace change, address and resolve conflict, and do so in an effective and efficient manner. This paper will present descriptions of change theories, conflict theories, and how a nurse’s ability to handle both can enhance or hinder effective leadership. Additionally, the leader as a change agent will be discussed. Change Theories While there are numerous theories of change that exist, in the profession of nursing there are three main theories that are consistently seen throughout the healthcare industry. These theories are Lewins theory of change, Rogers change theory, and Spradley’s change theory. Lewins change theory Probably the most recognizable theory of change is that presented by Kurt Lewin. His theory involves three stages to change: unfreezing, moving, and refreezing (Stolley, 2005). Two forces are present in this theory, the driving force, or those pushing for a particular change, and the resistant force, those who are resistant to the change. For change to occur the driving force or agents for change, must be stronger than the resistant force. In the unfreezing stage, the driving force develops a method that allows people to let go of the current, unproductive way of doing something. By finding this method, individual resistance to the change is overcome. In the moving phase, individuals are encouraged to change their way of thinking, feeling, or behavior to the new method. Finally, in the refreezing stage, this change becomes the new habit and ultimately the standard operating procedure. Lewins theory is also referred to as the force field theory that states an organization attempts to maintain a state of equilibrium between change forces and restraining forces (Swanson, Creed, 2014). Change agents are the forces for change and must overcome the restraining forces to make the change successful. Rogers change theory Everette Rogers’s theory is a modification of Lewins change theory and involves five stages. The stages are awareness, interest, evaluation, implementation and adoption (Boston University School of Health, 2013). Roger’s theory is typically applied to long term projects. In the awareness stage, individuals are exposed to the new idea or process but lack all of the information about it. In the interest stage, the individual is interested in the new idea and seeks out additional information. The next stage is the evaluation stage where the individual determines how to apply the idea or process to their situation and decides whether or not they want to try it. The implementation stage occurs when the individual decides to make full use of the idea or process. Finally, in the adoption stage, the individual decides to continue to use the new idea or process. Roger’s theory is an example of social cognitive theory. Change does not occur immediately among all those presented with the change. There are actually five groups of people that implement the change over time. These groups are innovators who are leaders that embrace the change immediately, early adopters who are also leaders but will follow innovators, the early majority who are the bulk of the followers, the late majority who include skeptics of the change, and finally laggards who are resistant to change (Kaminski, 2011). Spradley’s change theory Spradley’s change theory is also a derivative of Lewins theory of change that involves an eight step process. The difference in Spradley’s theory is that it provides for constant evaluation of the change during implementation to ensure it is successful. The eight steps are recognition of a need for change, diagnosis of the problem, analysis of alternative solutions, selection of the change to be implemented, plan the change, implement the change, evaluate the implementation, and stabilize the change (Stolley, 2005). Spradley’s theory also allows for the investigation of multiple alternatives to the problem. The change agent initiates the process by recognizing a problem, defining the problem, and developing different solutions to the problem. Throughout the process, there is the constant evaluation that improves the chances for implementing a relevant, and effective solution. Spradley’s theory can be an instrument of social change (change from the bottom u p) or corporate change (from the top down). Conflict theories The constant change that nurses encounter in the healthcare industry causes conflict. There are four main conflict theories: organizational conflict theory, social conflict theory, social cognitive theory, and social exchange theory. Organizational conflict theory Organizational conflict theory identifies conflict on several levels. Interpersonal conflict is between workers in an organization. Conflict can also occur between departments within an organization. Finally, conflict can occur between organizations. Some conflict is considered healthy for the organization as it promotes creativity and ultimately, productivity (Deutsch, 2000). The key to management of this type of conflict is communication to manage the conflict and develop cooperative solutions. Social Conflict Theory This theory contends that conflict exists between people because individuals are motivated to act based on their own desires rather than the desires of others. This can be applied to classes of people. For example, social conflict theory says that the wealthy act to maintain their wealth, while the poor act to increase their wealth. Karl Marx is often cited as developing social conflict theory through his writings where he discussed the constant struggle between factory owners and factory workers during the industrial revolution in Europe (Segal, Smith, 2015). Social Cognitive Theory Social cognitive theory states that learning occurs in a social context and most learning is based on observations (Denler, Wolters, Benzon, 2014). It is also applied to classroom motivation and achievement. It states that people have an ability to influence their behavior and their environment in a manner that is in alignment with their goals. Social Exchange Theory Social exchange theory states that relationships have give and take, but the balance of these exchanges aren’t always equal (Changing Minds, 2014). This theory explains how we feel about a relationship based on our perception of what we put into the relationship versus what we get out of it, what kind of relationship we think we deserve, and whether we can have a better relationship with someone else. Handling Conflict It is important as a healthcare leader to quickly identify conflict and respond to it in a positive manner. The first step to resolving conflict is to recognize that conflict arises out of differences between individuals, departments, or organizations (Segal, Smith, 2015). Whether these differences are real or perceived, they are equally important to both parties. How a leader responds to conflict can either lead to a resolution, or create more conflict. Examples of unhealthy responses to conflict include: failure to recognize the importance of the details of the conflict, explosive, angry, or resentful reactions, inability to compromise, and fear or avoidance of conflict. These responses will erode the respect your subordinates have for you and hinder your ability to be a leader (Deutsch, 2000). Examples of healthy responses to conflict include calm and respectful reactions, a readiness to forgive and forget animosity related to the conflict and move forward without harboring feelings of resentment or anger, courage to face conflict head on, and seeking compromise while avoiding punishing. Leader as a change agent The nurse leader uses their power sources to act as a change agent. They must use their image of power to promote involvement of staff in the project to gain support and commitment (Daly, Speedy, Jackson, 2015). The nurse leader must demonstrate their knowledge and competency through their expert power. They must also use their connection power to communicate with others to relay the elements of change as well as receive feedback of opinions and doubts of others (Daly, Speedy, Jackson). Their use of referent power to gain the respect of others helps the nurse leader to persuade and motivate others to accept change as well. By approaching change in a positive manner, the nurse leader has the ability to gain support for the change among subordinates throughout the department and organization. Conclusion Conflict and change are ever present in the healthcare environment, due to the dynamic nature of the industry. The ability of the nurse leader to effectively promote change, while recognizing and resolving conflict among staff are critical skills that the successful leader must have. Recognizing that conflict and change are necessary to improve care and spark creativity is the important first step towards effectively managing both. References Boston University School of Health. (2013). Diffusion of Innovation Theory. Retrieved March 31, 2015, from http://sphweb.bumc.bu.edu/otlt/MPH-Modules/SB/SB721-Models/SB721-Models4.html Changing Minds. (2014). Social Exchange Theory. Retrieved March 31, 2015, from http://changingminds.org/explanations/theories/social_exchange.htm Daly, J., Speedy, S., Jackson, D. (2015). Leadership nursing: Contemporary perspectives (2nd ed.). Elsevier Health Sciences. Denler, H., Wolters, C., Benzon, M. (2014). Social Cognitive Theory. Retrieved March 31, 2015, from http://www.education.com/reference/article/social-cognitive-theory/ Deutsch, M. (2000). The handbook of conflict resolution theory and practice. San Francisco, Calif.: Jossey-Bass. Kaminski, RN MSN PhD(c), J. (2011). Diffusion of Innovation Theory. Retrieved March 31, 2015, from http://cjni.net/journal/?p=1444 Segal, Ph.D., J., Smith, M.A., M. (2015). Conflict Resolution Skills. Retrieved March 31, 2015, from http://www.helpguide.org/articles/relationships/conflict-resolution-skills.htm Stolley, K. (2005). The basics of sociology. Westport, Conn.: Greenwood Press. Swanson, D., Creed, A. (2014). Sharpening the Focus of Force Field Analysis. Journal of Change Management, 14(1), 28-47.

Pepsi’s Growth and Marketing Strategies :: GCSE Business Management Studies

INTRODUCTION Pepsi-Cola Pepsi's beverage business was founded by a pharmacist named Caleb Bradham who created a special beverage, a soft drink, in the back room of his drug store in New Bern, North Carolina (Pepsi Co, 2004). It has become one of today’s leading soft drink with nearly $20 billion in worldwide retail sales (PepsiCo Inc., 2003), and like what coke has, Pepsi also has a variety of products in the world, such as Pepsi-Cola, diet Pepsi, Pepsi max, mountain dew and so forth. In this report, we will specifically focus on Pepsi-Cola, and the aim of this report is to summarize and analyse Pepsi’s growth strategy as well as its marketing strategies. Firstly, the background of Pepsi Company and their products will be summarized. Secondly, four elements or components will be analysed in this report, which are based on: * Product * Price * Place * Promotion Finally, some recommendations relative to Pepsi’s marketing strategy will be suggested. In order to make the information of this report accurate and forceful, several valuable sources were used to analyse. Those sources including: * Marketing textbook * Academic paper * Internet * Online business magazines BACKGROUND Pepsi Co. is a Multinational corporation, which extends over many countries; Pepsi and Frito-Lay merged in 1960, which named the new company Pepsi Co. Besides, Pepsi Co. has merged with some other companies such as Gatorade, which became the world’s fifth-largest food and beverage company with 15 brands. The company operates in a monopolistically competitive market, where its biggest competitor is Coca-Cola. Pepsi brand name and its strategic message ‘it’s the cola’ have already penetrated the world market. In this case the brand name ‘Pepsi’ is very effective in differentiating its product from the others. Within the soft drink industry Pepsi is considered to be a middle class drink and Pepsi offers quality product that provides assurance to the public. Pepsi is undertaking both advertising and marketing campaigns around the world, its advertising campaign include TV, magazines, in-stores, outdoors and on the Internet. The marketing campaigns it undertook include lucky draw and promotions. For example in Singapore there is a promotion done by Pepsi that for every 6-pack of Pepsi you purchase you can have a turn on the fortune wheel to win prizes such as Pepsi t-shirt, more Pepsi drinks and cash prizes. This is done when the economy is in recession and Pepsi is trying to boost up its company and product image. Pepsi’s target market has usually been the middle-income family, as Pepsi is not as expensive as Coke and not as cheap as the other brands. Pepsi around the world usually target toward young people early teens to late twenties, however this is still based on location

E.B. Whites The Ring Of Time Essay -- White Ring Time Essays Papers

E.B. White's The Ring Of Time In E.B. White?s The Ring of Time, the author gives a narrative account of his trip to a circus rehearsal where he describes a fascinating scene of a young girl practicing a horse act for an upcoming show. As a writer, he feels it is his obligation to record the events he is witnessing, and convey this to his readers without leaving anything out. However difficult this may be, the beautiful and fleeting moment is something he wishes to ultimately capture. When he arrives on the scene, White senses something magical about the surroundings of this circus as it undergoes a rehearsal, but he is primarily fixed on a young woman who passes by him. The young ?cleverly proportioned, deeply browned by the sun, dusty, eager, and almost naked'; girl is the one thi...

Canterbury Tales Essay :: essays research papers

In Geoffrey Chaucer’s â€Å"The Canterbury Tales†, many characters suffer from Dante’s â€Å"Seven Deadly Sins†. I have chosen to write about The Skipper, for his avariciousness and wrath; The Miller for his pride and avariciousness; and also The Franklin for his gluttony, avariciousness and slothfulness. I have found examples for these in â€Å"The Prologue† by Chaucer. The Skipper is avaricious and also suffers from wrath. He is avaricious because he would gain someone’s trust so they would do business with him and then he would steal from them and cheat them. In â€Å"The Prologue†(pg. 103 lines 407-408), it reads, â€Å"He’d drawn at Bordeaux, while the trader snored. The nicer rules of conscience he ignored†. He also suffered from wrath, anytime he had extra people on his ship, he would make them walk the plank. In â€Å"The Prologue†(pg.103 lines 409-410), it says, â€Å"If, when he fought, the enemy vessel sank, he sent the prisoners home: they walked the plank†. The Miller was inflicted by pride and avariciousness. He was very prideful. He would boast about anything that he could do well. In â€Å"The Prologue†(pg. 107 lines 557-558), it says, â€Å"Broad, knotty and short-shouldered, he would boast, He could heave any door off hinge and post†. He was an avaricious man. He would steal grain for himself. In â€Å"The Prologue†, it says, â€Å"His was a master-hand at stealing grain. He felt it with his thumb and thus he knew its quality and took three times his due†. (Pg. 107 lines 570-572) The Franklin suffered from gluttony, lust and slothfulness. He ate all the time. He had way too much food and it was all for himself. In â€Å"The Prologue†, it reads, â€Å"His bread, his ale were the finest of fine, and no one had a better stock of wine. His house was never short of bake-meat pies†¦..†(Pg. 101 lines 351-354). He lusted for pleasure. That is all he wanted from life. In â€Å"The Prologue†, it says, â€Å"He loved a morning sop of cake and wine, he lived for pleasure and always have done†. (Pg.

Macbeth: Kingship

In Shakespeare’s time a King was considered to be god’s representative on earth. He was looked upon as equal to god. Shakespeare’s ideas towards kingship can be seen throughout the play. He shows that a king should be chosen by divine right and shows the character and attributes of what is takes to be a good king. The character of the king was also a matter of importance. If the king was just and good, the state thrived. If the king was unjust, cruel and self motivated, then the state suffered.In Macbeth we see how the kingship, with its potential for good or evil, is a major theme of the play. Macbeth is seen as a hero in the eyes of all, a man worth and significance the saviour of his country, noble and brave: â€Å"Brave Macbeth†, â€Å"Valour’s Minion†. In his first appearance, King Duncan performs two of the basic duties of a king: punishing the bad and rewarding the good. Upon learning of the treachery of Cawdor and the heroism of Macbe th, he says, â€Å"No more that thane of Cawdor shall deceive / Our bosom interest: go pronounce his present death, / And with his former title greet Macbeth†.The phrase â€Å"bosom interest† means â€Å"vital interests,† but â€Å"bosom† suggests that a relationship of love should exist between a king and his subject. Cawdor, for his treason, is sentenced to death, but Macbeth and Banquo are rewarded for their loyalty. Macbeth is rewarded with the title of the Thane of Cawdor and is showered with the praise and promise of future glory. Therefore, there is much potential for good. The play provides us with a definition of the qualities required for kingship. In the course of his conversation with Macduff, Malcolm lists the ‘king-becoming graces’.Duncan is the lawful king of Scotland, and is portrayed as virtous, strong and just. At the start of the play he has defeated his enemies. Duncan’s murder is greeted with dismay and horror beca use it is attack against God and an attack on the whole notion of order. It is an act of extreme evil and this is reflected in the disorder that results in nature. The world itself is shaken and thrown into confusion by such an evil deed. A good king has been more cruelly murdered: â€Å"most sacrilegious murder†.Desperate and helpless, Macduff arrives in England to see Malcolm, the legitimate successor to Duncan's throne. Malcolm is almost an embodiment of all the positive qualities of kings. He, along with his brother, immediately decides to rely on themselves to preserve their dynasty by leaving Scotland despite the obvious and inevitable suspicion that it raises and their own bereavement. They handle the situation with wisdom and courage, all for the sake of their kingdom. When Malcolm meets Macduff we see more of his wisdom. He adopts the personality of a man who is â€Å"not fit to govern and not even to live.† Malcolm makes sure to not jeopardise his own life an d the welfare of Scotland by â€Å"testing† Macduff. Malcolm, unlike Macbeth, is able to tell appearance from reality in his superiority as king. Macbeth’s reigns regenerates into the bloody tyranny. In order to silence his conscience and ensure his safety, he has Banquo murdered. â€Å"There’s not a one of them but in his house / I keep a servant fee’d†. he seeks information from the instruments of darkness and has Lady Macduff and her children slaughtered to satisfy his blood-lust.The whole state convulses in pain- â€Å"It weeps, its beeps, and each day a gash is added to her wounds†. The main aspects highlighted by Malcolm that are absolutely incompatible with a decent king are lying, voluptuousness and greed. He plans to â€Å"cut the nobles of their land, desire his jewels and this other's house†¦ your wives, your daughters, your matrons and your maids may not fulfil the cistern of my lust. † Satisfied with Macduff's reacti on Malcolm opens up: â€Å"All I am is thyne and mine country to command† and admits that he is not ridden with vices are he pretended.We find out Shakespeare's vision of king-becoming graces: â€Å"Justice, Verity, Temp'rance, Stableness, Bounty, Perseverance, Mercy, Lowliness, Devotion, Patience, Courage, Fortitude† The return of the rightful king is marked by the delight of the army. Nature reacts positively when Malcolm returns. Macbeth, on the contrary, is full of bravado and feels invincible one minute and then left thinking about â€Å"all our yesterdays have lighted fools the way to dusty death†¦ a poor player that struts and frets his hours upon the stage† as Scotland, Lady Macbeth and his soul are all deteriorating around him.In conclusion, the theme of kingship is well developed in the play, with illustrations of the difference between a noble king and a noble man turned incompetent tyrant and the principles behind kingship. The stability of the state depends on the king. The virtuous king rules over a strong and contented state. True kings like Duncan, Malcolm and Edward are associated with â€Å"renown and grace† because they rule by the grace of God and possess king-becoming graces. On the other hand, Macbeth, the usurper, destroys order and plunges his country into chaos unleashing fear, murder and evil.

Team Leading

SHORT ANSWER QUESTIONS – M2. 04 DEVELOPING THE WORK TEAM Learner name Learner registration number UNDERSTAND THE NATURE OF TEAMS AND THE FEATURES OF TEAM ROLES AND RESPONSIBILITIES INCLUDING THE ADVANTAGES AND DISADVANTAGES 1. How does a team differ from a group? Give 3 examples of the differences. (3 marks) hell 2. Leading the team is an important team role. Briefly describe 2 other roles that members of a team might fill using a recognised model (2 marks) . Describe the 4 stages in team development (4 marks) R6434c v2 13. 01. 11 4. Briefly describe 2 advantages and 2 disadvantages for an organisation of using teams to organise people to produce goods and services. (4 marks) KNOW HOW TO IDENTIFY TRAINING NEEDS OF A GROUP OR TEAM AND HOW THOSE NEEDS MAY BE MET 5. Explain briefly why an organisation might want to carry out a ‘Training Needs Analysis’ of its employees (4 marks) R6434c v2 13. 01. 11 6.State 1 advantage and 1 disadvantage of each of the following ways of training your team: a. Going on a 1 day training course away from the workplace b. Having a trainer come in and train them in the workplace c. You coaching them individually in the workplace (6 marks) Total marks available for unit M2. 04 (23) Marks required to pass 12 + VLA decision Total Marks Total 50%+ overall Outcome (mark as applicable) PASS FAIL Section fail if applicable: Name of VLA: Assessment date: R6434c v2 13. 01. 11

In the Eye of the Storm Critque Essay

In The Eye of the Storm filmed by ABC News in 1970, Jane Elliot, a teacher at Riceville Community Elementary School, puts her third grade students through an experiment to show them how horrible colored people were treated. Since 1968, Jane Elliot always has something planned for National Brotherhood Week. On Tuesday, Elliot segregates her class by the color of the students’ eyes. The brown-eyed kids were to wear special collars around their neck so they could be seen from afar. In this situation the blue-eyed kids were all around better than the brown-eyed. They got to sit in the front of the classroom, five extra minutes of recess, and went to lunch first. At recess, the brown-eyed kids were being teased by blue-eyed kids that were their best friends just a few hours before. After lunch and recess, Elliot discussed what was happening. She asked why and what was going on between friends because of the segregation. She watched her students change into discriminating little monsters in as short as one day. The next day, the brown-eyed are treated with respect instead of the blue-eyed. The blue-eyed realized that it wasn’t very fair, and apologized to the brown-eyed for the day before. Jane Elliot got her point across and asked one more favor from her students; simply respect the colored. Jane Elliot accomplished exactly what she wanted; to show her students the under treated side of segregation. One strategy that Elliot used is figurative language. She argues the idea of segregation and teaches her students how people felt and how they will always feel if the color of their skin differs. Elliot’s lesson was strongly supported by cause and effect. In the classroom situation, having brown eyes lead to being treated poorly. The blue-eyed changed into completely different kids once they were declared the â€Å"better† party. Classification is the major strategy used. Jane Elliot classified or grouped her students according to the characteristic of eye color. One group, the blue-eyed, was considered superior. The other group, the brown-eyed, were under treated and had very few privileges. By using these example strategies, and more, Jane Elliot taught her students the many disadvantages of having colored skin and she leaves her students wanting to respect all people, disregarding their physical features. Teaching me how quickly people can be judged, I enjoyed watching this film. Even though the problem of segregation by skin color isn’t as strong in our period of time, I would still recommend this short movie to teenagers. Teens tend to immediately judge people by appearance rather than personality and it’s just not fair. For example, in the movie, the children were judged in a matter of seconds because of the collar around their neck. In our world today, people are judged by the style of their hair, the price of their clothes, and more accessories that really shouldn’t matter to others. Before the lesson, blue-eyed kids all had brown-eyed friends. During the lesson the two parties were fighting like nobody’s business. This shows how quickly you can lose yourself and people that you care about. This also happens in the typical high school world. Friends go off and try new things and they stop caring about people they were once close with because two different paths of life were taken. I just think that people should do what they want, but never lose the touch of true friends no matter their appearance and judgments made by others. The true friends will never fail to have your back as long as you have theirs.

Attributional pattern amongst men and women Essay

Attribution is the process by which male and females explain causes of events and behaviors. Men and women make different explanatory attributions so that they can understand the world and also seek to reasons for certain events. With the help of explanatory attribution, men and women make judgement based on causes of a certain event or action. They make judgement even if the event turns out that the proposed cause of the event is not related to that event or behavior. People make interpersonal attributions when their actions or their motives are questioned. They are required to explain reasons for their actions. Interpersonal attribution takes place when the cause of event or action takes place between two people. In most cases, one person will want to a positive image, in the interpersonal attribution. An example is given of a sibling who breaks their mothers tea pot. The sibling will most likely blame the other siblings that the blame is shifted from himself or herself (Shaver, 20 09).Various theories have been developed to help understand attributions. Naà ¯ve psychology theory states that people analyse, observe and explain actions or behaviors with explanations. Although people have different explanations to events, their explanations are categorized into two; internal or personal and external or situational attributions (Kowner, 2008). Internal attribution is always made whenever the cause of an event or behavior is assigned to a person’s characteristics as ability, mood, effort, attitudes, personality or dispositions. On the other hand, situational attribution is made when a cause of a particular action or event is assigned to the situation in which the action or event was seen such as other people, task or luck. The two types cause different perceptions of men and women engaging in a particular behavior or event. Correspondent inference theory argues that men and women make inferences about other people when their actions are chosen freely, result in a small number of effects that are desirable and are unexpected. They make inferences by considering the context in which a particular behavior took place. This theory illustrates how men and women figure out personal characteristics of a person from behavioral evidence. They make conclusions based on expectedness of behavior, effect on one’s behavior and on the degree of choice (Kowner, 2008). Covariance model is a theory that argues that people assign behaviors to factors that are present whenever a set behavior occurs. This means that people explanations in a logical, fashion, rational and they attribute the causes of behavior or event to factor that covaries closely with that event or behavior. This theory explores three types of information that make an attribution action of a person’s behavior (Shaver, 2009). The first information is census or the information on how others in the same situation and under the same stimulus behave. The second one is distinctive information or how people react to different stimuli. The third one is consistency information. It refers to the frequency of one behavior as observed under similar stimuli but in varied conditions. Three dimension model proposes that individuals have initial affective responses to several potential consequences of extrinsic and intrinsic motives. These motives in turn influences how one behaves in the future. According to the three dimension model one’s perception leads to a positive outcome and very high expectancy of future victory such as perceptions result to a greater willingness to follow the same activities in the future. The willingness is higher than perceptions that result to negative outcomes and low expectancy of future successes. This cognitive and effective assessment affects future actions when people are confr onted with similar circumstances (Stebbins,2010). I started the research with the understanding that men and women are motivated need to understand casual structures of their environment, to understand why a particular event took place and to the source such an event can be ascribed. I discovered it is important to evaluate several differences between men and women. I reviewed relevant literature to support my research. in a research study by Weiner, he argued that people interpret environment in a way that they maintain positive self image. He further argued that people attribute their success and failures to factors that enable them to feel good about themselves. I also reviewed an article by Westman. Westman(2011) argues that the casual attribution deals with how individuals understand causes of their failures and successes. He argues that attributions can be viewed from three dimensions: stable or unstable, controllable or uncontrollable and internal or external. Individuals who attribute their successes to stable, internal and controllable factors are said to be highly motivated and continue to succeed than people who attribute their failure to unstable, uncontrollable and external factors. His research indicates that men and women attribute their behaviors or actions to different sources.In this research, different methods of collecting information and data were used. Primary sources used were interviews and conversations while secondary sources used includes journals. Research shows that there are differences between men and women attributions in technical classrooms. Attributions that students make in schools explain how their failures and successes are being affected by future expectations, decisions and results. This can be used to explain the causes of underrepresentation of girls in the field of engineering and computer science. The study revealed that there is no big difference between boy’s and, and girl’s on how they assess their accomplishments, in their perceptions and attributions for success or failure. However, girls behaved differently than boys. This was evident from the fact that boys asked more questions related to the field of study while girls asked questions of teachers and made few statements of self assurance. Research revealed that girls earned 30% of bachelor’s degree in computer science and 22% of bachelors degree in Engineering. This shows that girls are underrepresented in technological fields. The explanation for this under representation in sciences, mathematics and technology careers, are interaction of factors. These factors link achievements, efforts and enrollment decisions to girls’ expectations for success. Their expectation of success is influenced by their past successes, self perceptions on abilities and attribution of job value and difficulties (Shaver, 2009). Research reveals that females are socialized in a way that they have low self esteem and motivation in â€Å"male’ fields. This was explored by evaluating reasons that girls give for their failures and successes. It was found that students attribute failures and successes to four makes: effort, task difficulty, experience and luck. The four causes can then be sentenced as being internal or external to a person. Research showed that girls have a higher external locus of control than boys. This makes them less motivated. On the other hand, males view their energy and internal abilities as the reasons for their successes and failures (Medcof, 2008).Research distinguished four types of attributions. Girls have an external bias in their failures hence end up blaming themselves. They also have an external bias to success such that they do not take credit for their success. Males were seen to behave differently. They have an external bias to failure and an internal bias to success. Closer examination of externalities and internalities indicate that there is no complete design for girls and boys in success and failure. Girls are reported to have greater attribution of success to luck and attribute failure to task difficulty while men attribute their success to use of skill and bad luck to failure. These resultss do not rule out the possibility that controllability and stability could be the determining factors rather than externality and internality. Stability refers to what matters. Attributing the success to stable factors of low ability or task difficulty causes one to have a helpless attitude. Research revealed that the motivation is promoted by attributing success to high ability. It was found that males tend to take mastery oriented approach (Shaver, 2009). The interview was carried out to determine the attribution pattern in boys and girls. In an interview, boys and girls attributed uniformly their remembered success in reading or mathematics test to the ability. They all had a hard time answering questions about failure because it was difficult for students to imagine that failure was taking place. Chi-square test was used to compare the occurrences of observed verbal behaviors in boys and girls. The test was categorized into two; questions about peers and teachers. The second category is comments such as assured or unsure, success or failure and independent or dependent. The question asked sought to explore the differences in behavior between boys and girls. A significant number of questions were asked of peers and teachers (Chi-square= 15.85, p=.00, df=10). Both sexes addressed same number of questions to peers. However, girls asked more questions than that expected of teachers. Girls did not seem to have more problem than boys in t ask. Teacher proximity was also examined as a possible reason for girls asking more questions. Teacher questions were classified in terms of proximity of teachers when questions were asked. the three classifications include assisting teachers working in the group, close teachers and far teachers. The chi-test was significant (Medcof, 2008).test Chi-square p-value Degree of freedom. Questions addressed to peers and teachers 15.568 0.000* 1 Questions to teachers about teacher proximity 31.458 0.000** 2 Assured or Unsure Comments 4.834 0.208 1 Success/Failure Comments 2.303 0.105 1 * p < 0.05 ** p < 0.001It was seen that girls tackled more questions of teachers during the teachers during the teacher interaction with the group. Girls were also likely than expected to ask for teachers’ help even if it meant getting up and find a teacher. On the contrary, boys did not go to search for a teacher. It was also observed that girls asked more questions when teachers were close. The assured and unsure comments showed a statistically significant difference between male and female. Research found out that men and women can make mentally, motivating and realistic attributions. There are several factors that affect attribution. These factors include masculinity of the job, age of the participant, contrived versus authentic task, operational definition of failures and successes, operational definition of factors included, the relationship of attribution to expectations and beliefs. Differences between a man and a woman are strong when the job is considered to be performed better by men than women (Medcof, 2008). The field work was carried out to support the discussion of internal and external attributions.The field work was carried out with 20 participants (10 males and 10 females), and it aimed to find differences in attributional patterns between males and females. They were asked to read this paragraph: «One day John noticed that a neighbou, Bill, was planting some flowers in the garden. John had plenty of free time, so he helped Bill plant the flowers. Several weeks later, Bill, the man whom John had helped previously, noticed that John was painting a fence in his yard. Bill had plenty of free time, so he offered to help John paint his fence. »Afterwards, they were asked to say why they believed Bill helped John to see whether they would give reasons that suggest an internal attribution, for example,  «Because he likes to help » or an external attribution, for example «Because he owes him a favour. »The results were the following: Males: 6 gave reasons that suggested external attributions and 4 provided reasons that suggested internal ones. Females: 3 gave reasons that suggested external attributions and 7 provided reasons that suggested internal ones. Differences between men and women in internal attribution to effort and ability determines how one views his or her self worth. It was found that society placed high ability as a reason for this failure and men uses high ability as a reason for their successes. As people grow older, there is a direct relationship between ability and effort. Students can protect their self worth by preventing assessing their ability negatively such as attributing their failures to low effort (Stebbins, 2010). A survey of students in 4th and 6th grade before and immediately after taking a math or spelling exam found that there is sex differences in the way they attribute performance. Performance was different in the two genders because task was classified as either feminine or masculine. It was found out that men made stronger attributions to internal causes of success and external causes for failures in masculinity typed tasks. Similarly, women made stronger attributions for successes and more external attribution for failures in feminine typed tasks (Mcelroy, 2013). A research of the impact of age of participants on attribution showed that there is strong colleration . younger children are reported to attribute their effort to success than older children. As a child grows order, low achievers begin to determine their low ability and attribute it for failures. They start being less optimistic about their potential of efforts to success or to make them be smart. In attribution research, success is frequently operationally referred to as a minimum score. Success may also be defined by one’s self assessment (Mcelroy, 2013). Disturbing findings found out that girls view a certain level of score or accomplishment less favorable than boys with similar accomplishments. This research revealed that its individual’s perception about success that is important other than the objective grade. Attribution is found to have a relationship with beliefs, achievement behaviors and expectations. Meece(1982) established that if there is no linkage between students attribution to their beliefs and expectations, then there is no need of explaining sex differences in terms of persistence, performance and achievement behaviors of choice. Self derogatory attributions in girls result in low expectations for success in the future. Males have high confidence in their abilities which make them have high expectations of succeeding in the future. Females take less pride in their success because they attribute their success to unstable factors. Past failures and successes and attribution to such events leads to emotions of ha ppiness, guilt or shame. Unlike men, women may blame themselves when they are victimized sexually. Stereotypes and beliefs in various cultures blame females for sexual victimization. Supporting attitudes for sexual coercion include: female say, â€Å"no† when they mean â€Å"yes,† females who go to male houses means they are consenting to sex. Some cultures believe it is not bad to force a woman to have sex so long as they had engaged in a sexual relationship before, and that male cannot control their urge when aroused. Women are also blamed for sexual coercion for dressing provocatively. Women are encouraged in these cultures to â€Å"look at themselves† whenever they are victimized. Hence a woman attributes sexual coercion to herself. Self blame has been known to lead to depression symptoms, low self-esteem and trauma. Self blame and guilt refers to feelings that are unpleasant that accompany beliefs that one ought to have thought and acted differently with implications of insufficient justification and wrong doing. Self blame and guilt consist of distress, guilt feelings and internal attributions commonly referred to as a cognitive component. Research revealed further that women in abusive relationships blame themselves and have low self esteem. They make stronger internal attributions in sexual coercions than men. They also experience stronger guilt feelings than men (Stebbins, 2010). Conclusion                      It is clear that the socialization of females plays a important role in attribution. Girls are less likely than boys to take advantage of chances to get involved in â€Å"male† career like engineering and computer science. Girls who are considered successful in these courses and often attribute their success to performance exhibit a behavior that would be regarded as self depreciating. Such behaviors are learnt and internalized before an actual experience and before making attributions that are self depreciating. Teachers should provide positive technology experience for girls and also address cultural messages. They should also be aware of learning styles of girls and accommodate it. Attribution can be used to explain the difference between a man and a woman. From the research, attribution assumes that people are rational, systematic and logical thinkers. This is not true, and it has been criticized because it does not address social, historical and cultural factors that affect and shape attribution. References Bailey, R. C., & Stout, C. (2009). 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