Thursday, September 19, 2019
La Virgen de la Caridad del Cobre One of the primary unifying forces of the Cuban community in South Florida is La Virgen de la Caridad del Cobre, or Our Lady of Charity. In 1898, after Cuba won its independence from Spain, she became the official patroness of the island. The Cuban soldiers credited their victory to the Virgin's intervention in their crusade for independence. The Virgin is seen as a religious tradition that strongly unites Cubans on both sides of the Florida Straits. In South Florida, Cubans throughout the United States gather each year to celebrate the feast of Our Lady of Charity on September the eighth. Alongside the traditional Catholic service, many within the exile congregation offer their hopes and prayers, to the Virgin, for a Cuba free from communism. Though Cuba is where the celebration of La Virgen de la Caridad del Cobre originated, each year, her statue, which was smuggled out of Cuba in 1961, is ferried by boat to Miami Marine Stadium. The reason for smuggling the statue, a scant two years after Fidel's revolution, was because the Catholic religion was not allowed to be openly practiced within Cuba. In recent years, a mass has been celebrated to honor La Virgen at the Hialeah racetrack. Taking all these South Florida celebrations into account, one could say that the Virgin plays an important role in the lives of many Cuban men and women who make the journey from Cuba to the free shores of the Florida coastline. They rely on her for protection and guidance while journeying across the Caribbean Sea. La Virgen de la Caridad del Cobre as well as La Ermita de la Caridad del Cobre, the church that was constructed in her honor, have both become important Cuban cultural landmarks. Built along a stretch of Biscayne Bay, her shrine was completed with the donations of newly arrived Cuban exiles. The $420,000 raised helped pay for the construction costs. La Ermita can be seen as a unifying force for the Cuban population in South Florida; with the entire community contributing to the construction and maintenance of this site, she belongs to everyone.
Last October, the case of Nushawn Williams hit the front pages. He is believed to have infected at least 13 girls and women in Jamestown, New York, with HIV, the virus that causes AIDS. His name and face appeared all over the media, shredding the accepted norm of keeping HIV status confidential. In breaking this tradition, public health officials sought to identify and reach the young women he may have infected. Due to this breaking of the silence and reporting the name of the person with this infectious disease at least some women had a greater chance of living because they found out about the virus at an early state. Individuals who are identified by name on disease reports can be contacted by health departments for treatment. Fear of being identified on disease reports could deter people from seeking medical care or disease testing, therefore harming the individual by causing delays in care and threatening public health because such delays could results in further spread of diseas e. Name reporting of persons with infectious diseases has the potential to benefit both individual and public health. Ã Ã Ã Ã Ã Name reporting of persons with infectious disease can benefit the individual person. It could enable health officials to find and counsel people who test positive, but do not return for their results or who are tested in venues that do not provide extensive educational opportunities. Such contacts could also lead to medical referrals and earlier viral loads and CD4 testing, resulting in more timely treatment and reductions in viral loads that could not only improve the individual health but, at least, theoretically, also improve the public health by reducing the infectiousness of individuals. Furthermore, there have been recent studies on new therapies that can keep HIV-positive people healthy for years. These therapies are a combination of drugs that effectively reduce the amount of HIV in the blood. People have the greatest chances of success with these therapies if they begin treatment early on, and they canÃ¢â¬â¢t be treated if they donÃ¢â¬â¢t know that th ey are infected and their names are not found somewhere so that they could be at least consulted. To insure that the information recorded about an individual is not used to discriminate them a law could be passed. Something like this already exists, were you can not discriminate a person if they are gay, black, white, etc., therefore, you have to hire the person if they are fully qualified
Wednesday, September 18, 2019
China is famous throughout history for both Tieneman square, and capitol punishment . These are each examples of human rights violations. Communist China's one child policy Is yet another example. China's one child policy was stared in 1979 as an attempt to solve their overpopulation problem. The policy states that every couple in China is allowed only one child. In order for a couple to have a child they must first have a birth coupon issued by the government before giving birth to the child. "Birth Quotas" are determined in order to have surveillance of the people who have all ready had their single child allowed to them born. The women of China must deal with their menstrual cycle being monitored publicly to stop the possibility of having a second child. They also must face pelvic examinations if they are even suspected of being impregnated. Any unauthoized pregnancies are terminated by an aboution regardless of the pregnancies progression. Graphically, The baby's head is crushed and then pulled out of the woman, just to name one of the many grusome abortion practices, killing the baby, and torturing the woman. The Chinese law has horrible effect's on the country's major population. Many Infant's are abandoned, or brutally killed at home to cut down upon expenses and fines issued by the government. In 1993 ultrasound machines were in mas importation to China, however in 1993 the use of these machines ...
Tuesday, September 17, 2019
Many institutions seek authentic and ethical leadership personalities, as a widening body of literature addresses the styles of leadership and their perceived outcome in institutional performance. Servant-leadership, coined by Robert Greenleaf (1970), has spanned a substantial amount of literal interest (SanFacon & Spears, 2010) but there lacks enough empirical evidence regarding the actual demonstration and utilization of servant- leadership in institutions (Crippen, 2005).Worth noting is that practices in most of the current organizations today are geared towards individual interests, and imbedding these profit goals with servant-leadership seems mythical. Various leadership models are applied in education and business institutions. These include servant-leadership, transformational leadership and business leadership models (Hawkins, 2009). Servant-leadership is the most desired model for educational leadership because education imparts the lives of people in all aspects in both in dividual and societal life (Crippen, 2005; Normore, 2010).While campaigning for board membership at schools, most aspiring leaders promise to give back to the society, an admirable quality of a servant-leader. However, as Cassel and Holt (2008) establish, servant-leadership exists only in a literal sense in schools, and there is still a lot to be done as far as actualizing servant-leadership is concerned. Currently, schools are out to seek ways of improving the quality of education and much faith is based on servant- leadership for this objective (Crippen, 2005b; Silva, 2010).Proprietorship in higher education is in existence today, compromising the quality of leadership, yet exemplified real life situations of servant-leadership can be demonstrated through educational leadership of outstanding, highly regarded leaders like Dr. Jim Otten. Concepts of leadership are taught and at the same time practiced in education, and therefore it is important to analyze how servant- leadership ar ticulates with leadership in the education sector. The servant-leadership traits coined by Spears (Crippen, 2005a.) include; listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to the growth of others and building community, and have been identified in various literatures. Cassel and Holt (2008) humorously point out that being an unpaid member of the school board does not guarantee one to be a servant-leader, as is the situation in schools, but the ability to exercise the ten innate qualities of leadership. These qualities have been defined by Crippen (2005b. ) through combining the description of other several authors.Listening involves paying a high level of attentiveness and commitment in listening. Boyum (2008) and Crippen (2005) draws the description of servant-leadership from the historical and philosophical works of Greenleaf whereby a servant-leader is described as one who has the innate value and desire to serve others. This indicates that a servant-leader would prioritize the needs of others before the individual self, with the desire to see the followers excel in body, mind and spirit, as a result of their leadership.The servant-leader therefore possesses one of the traits described by Spear (1998) and that is commitment to the growth of others. Additionally, Boyum (2008) highlights two distinguishing features of effective leadership, as being built on relational and interpersonal perspectives. Serving others mean that one has to relate with the followers at personal level, identify and meet their needs through the leadership process. Transformational, transactional and servant-leadership all meet the aspects of interpersonal and interrelation leadership (Boyum, 2008).However, while transformational and transactional leadership encourage interrelationships for the sake of achieving the goals of the leader, servant-leadership focuses on the goals of the followers (Buyom, 2008; Hawkins, 2009; Whale , 2004). How then can the model of servant-leadership be applicable in educational institutes considering that the control-kind of traditional leadership method is rooted in our systems, and that profit-making has become the main center of focus in the institutions? According to Crippen (2005b.) the answer lies in GreenleafÃ¢â¬â¢s philosophy where teachers are cited to have sufficient latitude to nurture the model in young people. Higher education institutes have been faced with leadership crises over the years. According to Normore (2010), environmental pressure changes brought about by globalization, competition and technology among other aspects warrants the change in leadership tactics at the higher education institutes. However, higher education institutes have been at the forefront in teaching and recommending leadership practices, but reluctant in embracing favorable leadership models for their own practice.Normore (2010) reviews the work of Michael Fullan and Geoff Scott ( 2009) who assert that cultural change in the institutions and capacity of leadership must mirror each other. It is only through proactive leadership that the higher education institutions can effectively handle the growing challenges facing the institutions. A proactive leader is one who takes part in the leadership process through subjectivity in the activities of the followers. On the other hand, transactional kind of leadership involves control and creates a sharp distinction between the leaders and the subordinates.Transactional leadership therefore, does not involve being proactive because all the leader has to do is command or give orders of which the subordinates must follow without questioning or doubt, despite whether the outcome is beneficial or disastrous. This kind of leader as cited by Normore (2010) through the works of Fullan and Scott is not equipped to handle the current challenges facing the higher education learning institutes. Unlike the traditional control kind of leadership that gets followers to work through fear and obedience, servant-leadership achieves the same outcome through trust and respect.The leaderÃ¢â¬â¢s ability to relate with followers and empathize in their situation enables a bond of trust to form between the two parties. People who trust their leaders are able to share openly on information and ideas that will enable development of the society (Shugart, 1999). Notably, transformational leadership also creates a bond of trust where the leaders can delegate duties to the employees while they explore other opportunities for success (Hawkins, 2009). The employees work on the basis of trust and loyalty irrespective of the gain.Trust as cited by Cassel and Holt (2008) can be achieved where the leaders avoid micro managing all aspects in the organizations and let the followers develop through decentralization of leadership. Thomas and Wohlstetter (2010) compare the development progress of various district schools in relation to the community, and their findings reveal that leadership determined the success of the projects a lot. Success was observed where the leaders participated on a hands-on basis rather than control and micromanaging.The society needs people who are empowered to get involved in successful ventures and is only through being led by a servant-leader. The educational institutes need leaders who have the ability to listen, lead and link (Normore 2010). This is also in accordance to the leadership trait outlined by Spear (1998). Listening to subordinates requires a leader with humility, and the trait of humility is associated with servants, unlike in the much upheld transactional leadership where commanding authority is preferred to humbleness.Shugart (1999) highlights the unfortunate situation where transactional leadership has borne egocentric leaders who lead, not on a visionary basis but by their ability to force their own thoughts on followers; a dictatorship kind of rule. Basing in thi s century where transfer of knowledge and innovation are the order of the day, it will be difficult for a powerful authoritative leader to encourage the followersÃ¢â¬â¢ thinking into substantiality, and this means that other than the theoretical aspect, the students in universities are not equipped with self- innovative skills where servant-leadership is lacking.Leading entails that the leader is a steward. A steward, according to Shugart (1999) is one who leads the college thoughtfully through challenging times, with the future in focus. A steward ensures that the vision of the college comes to life and is felt at both institutional and societal level. Similarly to Normore (2010), Shugart (1999) agrees that change and continuity should be in coexistence. A steward therefore is responsible in linking the university to the larger society through coherence in terms of communication, diplomacy, persuasion and pubic advocacy (p. 1).According Boyum (2008), values are incorporated in st ewardship. A servant-leader is grounded in values, manages by values and has vision or foresight just as implicated in SpearÃ¢â¬â¢s traits of servant- leadership. The issue of values is significant in the context of educational leadership. Familiarly, there have been concerns about practices of turning institutions into business ventures. Earning from an investment cannot be considered evil as such, but it is the practices behind the venture that raises eyebrows; and this entails venturing in both ethical and non ethical practices as long as money is forthcoming.This is one issue that calls for quality management of educational institutions, and it is time that academic institutions face a turnaround in leadership. Normore (2010) highlights that higher education institutes hold greater influences on the lives of students in the future, in relation to the university academy and the society at large. Therefore, leadership practices considered to be ethical and of value should be tau ght and implemented at this stage of the students lives (Herman &Marlowe, 2005). NormoreÃ¢â¬â¢s (2010) observation aligns with that of Boyum (2008) and Shugart (1999) concerning service to the individual and the society.The component of service to the society was stressed by Robert Greenleaf (Boyum, 1998) an outstanding philosopher in the work of servant-leadership. If these qualities of leadership can enable the higher education institutes to overcome challenges in the 21st century, and place themselves in better positions to achieve their visions in the future; and if these qualities are innate in the servant-leaders, (Wis, 2002) then it is time that higher education institutions embrace servant-leadership in actual practice.Many educational leaders admit that these are tough economic times, and coping with such time require a change of management styles at the institutions (Negron, 2010). However, there are no significant changes embraced in terms of attaining a leadership styl e that can enable higher education institutes cope with the situation. Negron (2010) reviews the quotations of various personalities like policy makers, philanthropists and university presidents among others where the common agenda was to initiate campaign leadership that calls for structures which fit in todayÃ¢â¬â¢s society.A 2008 study by Waks is illustrated by Ellet (2010) which involved two dozens of influential educational philosophers who were willing to write about their early and current experiences in the field of education, through a semi-structured and open-ended questions interview prepared by Waks (2008). The purpose was to find out the rationale under which a concept is determined through empirical research. The educators point on the importance of using conceptual analysis through critical thinking for the purpose of developing and defending educational goals that are of importance.This means that the studentsÃ¢â¬â¢ rights to quality education despite the proprie ty expectancy of the institution must be upheld. Students need to be equipped with knowledge and skills that will enable them to survive well in the society as well as contribute to the societyÃ¢â¬â¢s development. Importantly, students need to be equipped with good leadership skills to enable them become good leaders after their teachers (Moore & Berry, 2010; Bowman, 2005). This can only be achieved if there a high coordination and mutual corporation between the associates, superiors and subordinates of the institution.Together they can identify the requirements of the students at the present era and sort out the kind of curricular to be incorporated in the education system. However, where self-interests exceed the societal expectation, it will be difficult to come up with honest, visionary strategies that will benefit students and the community. Servant-leadership therefore requires that the leader be grounded in values (Boyum, 2008) as already stated. A leader who foregoes his d esire to make a lot of money at the expense of the kind of education delivered on the universities.A leader filled with awareness and is able to reconcile the education system with the changing environment. A leader who empathizes with the followersÃ¢â¬â¢ situation and is able to make it up to them, that is a leader who is proud to see others excel as a result of the leadership tactics. Hawkins (2009) reports that there is a demand for new community college leaders as the elder ones retire, but the issue of contention is, how well are these new leaders prepared for the task of quality leadership (Moore & Berry, 2010).Although servant-leadership has not garnered substantial empirical evidence to showcase its utilization in educational leadership, there are existing isolated cases of servant- leadership, known to benefit the institution and therefore highly regarded. Richardson (2008) records an interview that reflects a servant-leader. Lisa Harrold, an emerging leader in Steger Sch ool District indiscriminately engages both teachers and students towards attaining their goals. Teachers are provided for all the requirements needed to help students achieve their goals at high levels despite the studentsÃ¢â¬â¢ weaknesses.Crippen (2005b. ) points on the changed leadership style in University of Manitoba. Servant-leadership as indicated by the author can enable schools attain democratization which many schools are adopting. Crippen (2005a, b. ) recommends that schools incorporate servant-leadership through first, reading, discussing and analyzing GreenleafÃ¢â¬â¢s concept of a servant-leader. Secondly, those schools can incorporate the ten qualities of servant-leadership in the development of the school plans. Importantly, the society should be considered in the leadership and development programs of schools.SanFacon and Spears (2010) are proprietors who value servant-leadership. In their work, they describe, three domineering components of servant-leadership; fi rst, the motive behind the leadership process (what is the intention of serving people? ). Second, they state that servant- leadership is defined by the means of achieving the intentions, and third; servant-leadership focuses on the end (that is, the outcome of the leadership process). Changes bring the desire to change leadership styles in the organizations depending on the prevailing circumstance.Globalization and general advancement in knowledge and technology require that educational systems impart students with skills and knowledge that will enable them suit in the current society and meet its needs. GreenleafÃ¢â¬â¢s model of servant-leadership is believed to include the necessities that higher education facilities require to educate the future generation. However, schools have been known to literally propose servant-leadership for their organizations but never practice it in reality. Servant-leadership is based on moral authority, and unlike transactional leadership, servant -leadership warrants a proactive rather than a control leader.Servant-leadership is based first on serving others before self, unlike in transformational leadership. Teachers who are servants are highly regarded because of the transformation of their quality work to their students and the society at large. Changes are taking place, and the old generation of teachers is going into retire. The society is at risk of losing virtuous leaders if servant-leadership is not embraced in reality in the school curricular. There is a wake up call for school leaders to stimulate the innate leadership qualities in teachers and students.The ten qualities of servant-leadership were described to be innate in all individuals by Greenleaf. Further research should focus on determining the quantity of these innate values in the population. References Bowman, R. (2005, July). Ã¢â¬Å"Teacher as servant-leader. Ã¢â¬ Clearing House, Vol. 78 (6); 257-259. Boyum, G. (2008). The historical and philosophical influences on GreenleafÃ¢â¬â¢s concept of servant- leadership: Setting the stage for theory building. University of Minnesota. Cassel, J. & Holt, T. (2008). Ã¢â¬Å"The servant-leader: Mature and thoughtful board members work for the common good-not for individual gain.Ã¢â¬ American School Board Journal. Crippen, C. (2005a. ). Ã¢â¬Å"Inclusive education: A servant-leadership perspective. Ã¢â¬ Educational Canada, Vol, 45(4); 19-22. Crippen, C. (2005b. ). Ã¢â¬Å"The democratic school: First to serve, then to lead. Ã¢â¬ Canadian Journal of Educational Administration and Policy, Vol, 1(47); 1-17. Ellet, F. (2010). Ã¢â¬Å"Leaders in education: Intellectual self portraits. Ã¢â¬ Ed. Leonard, Waks. Stud Philos Educ, Vol, 29: 315-320. Hawkins, C. (2009). Leadership theories-managing practices, challenges, suggestions. Michigan: The Community College Enterprise. Herman, D.& Marlowe, M. (2005). Ã¢â¬Å"Modeling meaning in life: The teacher as servant leader. Ã¢â¬ Reclaiming Chil dren & Youth, Vol. 14(3); 175-178. Moore, R. & Berry, B. (2010). Ã¢â¬Å"The teachers of 2030. How will the teaching profession change in the next 20 years? Ã¢â¬ Educational Leadership; 36-40 Negro, M. (2010). Ã¢â¬Å"Campaign leadership: New heights for summit. Ã¢â¬ Currents, Vol, 36(5); 49. Normore, A. (2010). Ã¢â¬Å"Michael Fullan and Geoff Scott, turnaround leadership for Higher Education. Ã¢â¬ Higher Education, Vol, 59(6); 801-803 Richardson, J. (2008). Ã¢â¬Å"Emerging leader engages students, teachers.Ã¢â¬ Phi Delta Kappan intenational. SanFacon, G. & Spears, L. (2010). Ã¢â¬Å"Servant-leaders: Embody motive, means and ends. Ã¢â¬ Leadership Excellence. Michigan: Executive Excellence Publishing. Silva, E. (2010, May). Ã¢â¬Å"Rebuilt it and they will come. Ã¢â¬ Educational Leadership, Vol, 2: 60- 64 Shugart, S. (1999). A brief philosophy of community college leadership. Florida: Valencia Community College. Thomas, A. & Wohlstetter, P. (2010). Six keys to success: Districts attempting urban reforms can learn from these strategies that work. Ã¢â¬ American Sch
Monday, September 16, 2019
Working Individually or in groups, Identify the factors for a successful Incentive plan. For an Incentive plan to succeed, employees must have some desire for the plan. This desire can be influenced in part by how successful management is in introducing plan and convincing employees of its benefits. Encouraging employees to participate In developing and administering the plan is likely to increase their willingness accept It.Compensation specialists also note the following as heartsickness of a successful incentive plan: Financial incentives are linked to valued behavior, the incentive program seems fair to employees, productivity/quality standards are challenging but achievable, and payout formulas are simple and understandable. 2; Contrast the differences between straight piecework, differential piece rate, and standard hour plans. Explain where each plan might best be used. Straight Piecework: One of the oldest incentive plans is based on piecework.Under straight piecework, employ ees receive a certain rate for each unit produced. Their insemination is determined by the number of units they produce during a pay period. At Staircase, an office furniture maker, employees can earn more than their base pay, often as much as 35 percent more, through piecework for each slab of metal they cut or chair they upholster. Under a differential piece rate, employees whose production exceeds the standard output receive a higher rate for all of their work than the rate paid to those who do not exceed the standard.Computing price rate: Although time standards establish the time required to perform a given amount f work, they do not by themselves determine what the incentive rate should be. The incentive rates must be based on hourly wage rates that would otherwise be paid for the type of work being performed. (standard time per unit) (Hourly rate) (units per hour) (Minutes per hour) = units per hour = per unit Standard hour plan: Another common incentive technique is the stan dard hour plan, which sets incentive rates on the basis of a predetermined Ã¢â¬Å"standard timeÃ¢â¬ for completing a Job.If employees finish the work In less than the expected time, their pay Is still based on the standard time for the Job multiplied by their hourly rate. For example, if the standard time to install an engine in a half-ton truck is five hours and 1 OFF mechanic's hourly rate times five hours. Standard hour plans are particularly suited to long-cycle operations or Jobs or tasks that are non-repetitive and require a variety of skills. 3; A frequently heard complaint about merit raises is that they do little to increase employee effort.What are the causes of this belief? Suggest ways in which the motivating value of merit raises may be increased. No easy solutions to these problems, organizations using a true merit pay plan often base the percentage pay ease on merit guidelines tied to performance appraisals. For example, Highlights in HARM 3 illustrates a guideline chart for awarding merit raises. The percentages may change each year, depending on various internal or external concerns such as profit levels or national economic conditions as indicated by changes in the consumer price index.Under the illustrated merit plan, to prevent all employees from being rated outstanding or above average, managers may be required to distribute the performance rating according to some pre-established formula (such as only 10 percent can be rated outstanding). Additionally, when setting merit percentage guidelines, organizations should consider individual performance along with such factors as training, experience, and current earnings. 4; what are the reasons behind the different payment methods for sales employees?The reason behind different payment methods for sales employees is that not every company shares exactly the same standards of measuring sales performance. From my point of view, the best method would be the combined salary and commission plan a nd it will be also the most useful. As its name says, it is made by two different plans, combined salary and omission plan, this obviously represents an advantage. It also offers some flexibility, allowing to the employees to receive bonuses and commission to certain sales periods. With this extra compensation, employees will keep their work up in order to get bonuses and incentives. ; Because of competitive forces within your industry, you have decided to implement a profit-sharing plan for your employees. Discuss the advantages of profit sharing and identify specific characteristics that will assure success for your plan. Profit-sharing plans differ in the proportion of profits shared with employees and in the distribution and form of payment. The amount shared with employees may range from 5 to 50 percent of the net profit. In most plans, however, about 20 to 25 percent of the net profit is shared.Profit distributions may be made to all employees on an equal basis, or they may be based on regular salaries or some formula that takes into account seniority and/or merit. The payments may be disbursed in cash, deferred, or made on the basis of combining the two forms of payments. 7; what are some of the reasons for the rapid growth of Seeps? Cite some of the potential problems concerning their use. The first advantage is that Seeps increase inconsiderable tax benefits and tax incentives; it also helps a lot in the retirement benefits for the workers avoiding taxation cuts.
Sunday, September 15, 2019
ItÃ¢â¬â¢s your 18th birthday and your finally a legal adult. Immediately you can smoke cigarettes, vote, be a jury member, even join the military and fight for your country. But donÃ¢â¬â¢t think about a having a beer at your going away party the night before you depart for the Middle East. No, you will have to wait until your 21. As an American citizens we are given many responsibilities at the age of 18. One of them not being the ability to consume alcohol. So I believe that at the age of 18 should come the responsibility of legally partaking of alcohol. If we are considered adults and expected to act like one at the age of 18, it isnÃ¢â¬â¢t right to restrict us to a drinking age of 21. At 18 you can get married, vote, pay taxes, take out loans or risk your life as a member of the U. S. military. But the law in our country says that no alcoholic beverages may be sold to anyone until the age of 21. Who says that 21 is the magical age that makes one intelligent and mature enough to consume alcohol. Sure some adults abuse alcohol and some teenagers would be able to drink responsibly. While 21 may be the legal drinking age in the U. S. no scientific evidence exists proving this is the age at which young people can safely begin drinking alcohol. (Bryan Knowles). By lowering the drinking age it would take away some of the temptation involved with alcohol. ItÃ¢â¬â¢s not as much fun when its allowed! The most common reason for underage drinking is because alcohol is seen as Ã¢â¬Å"the forbidden fruit. In a study by Dr. Engs, professor of applied health and science, found that by increasing the legal drinking age, young people tend to abuse alcohol more. In actuality raising the drinking age was much worse than doing nothing. Drinking is more exciting when it is illegal. So many people go out and get drunk simply because they know that itÃ¢â¬â¢s illegal (Dr Engs). If we do away with this concept then we are left we people partaking in less booze filled nights. Leaving the decision of alcohol mostly to the family is the best scheme if the aim is to reduce underage drinking. We should also focus on safe drinking instead of age restrictions. Educating on the power of alcohol instead of just telling them not to drink it would create a better understanding for our young ones Other countries like France, have a much lower rate of alcohol abuse. This comes from educated and gradual drinking. American teens have not learned to drink gradually or in moderation. We need to focus on educating our young people on safe drinking and as a social activity, instead of a type of escape. Why is there still a problem if alcohol education currently exists? Because current alcohol education in high school and college teaches the following: This is how you drink responsibly, now don't drink because you are too young. How does anyone expect students to listen to a teacher when this gibberish is coming from their mouth? First you need to properly educate young adults. Second, you need trust them. If you treat young adults like children they will act like children. If you treat young adults as responsible adults they will act maturely. While most parents agree that serving alcohol to groups of minors should be prohibited, many also reserve the right to introduce their teenage children to alcohol. Supervised, moderate exposure to alcohol in the home with family lays the foundation for a healthy respect for alcohol and its associated responsibilities. Bryan Knowles) In conclusion, is 21 really the prestigious age we all canÃ¢â¬â¢t wait to reach. At 21, does all the maturity and intelligence we need to navigate this earth finally dawn on us! Well, our country seem to think so. So at the end of the day when you are deployed to Iraq to serve your country, donÃ¢â¬â¢t even think about having an adult beverage. Because youÃ¢â¬â¢re not an adult until 21, you must wait three more years. But look on the b right side, there will always be a beer waiting for you when you are of age.
Saturday, September 14, 2019
What are the five types of power? Referent- power that comes from admiration or respect from others subject to such power Reward- power that comes from using rewards as a way to get things accomplished Legitimate- having a title that grants power, such as CEO Expert- power that comes from having supreme knowledge of the subject Coercive Ã¢â¬â using punishment as a way to get things done Consider a negotiation with which you are familiar. What parties were identified? Who had power or influence? Explain why.I personally don't find myself negotiating through situations on a daily basis, my work environment is very fast-paced and we usually make decisions very quickly. But I can definitely see these types of power struggles in a family situation or even a marriage. Personally I know I have used the reward and coercive powers to get my kids to do things. Being a parent also gives that legitimate power, I am MOM therefore what I say goes. Based on your experience with a negotiation, ho w does having one or more of the five types of power affect the dynamics of the negotiation?I would have to say that at work our team Leader beyond having legitimate power, he also has referent and expert power. During department meetings to discuss methods to improve our efficiency we all give our feedback and go back and forth with our ideas. It is his knowledge of the company and years of experience that usually provide the most efficient approach to improving our dept. Having the respect from everyone in the department as well as other co-workers initiates the negotiation towards a productive solution.