...has the lowest percentage of women employees (23%), followed by Japan (24%), Turkey (26%) and Austria (29%), according to the Corporate Gender Gap report brought out by the World Economic Forum on March 08, 2010. Work-life balance among women is now-a-days a crucial issue that many organizations are taking into consideration. When employees go back to their homes, they should not carry any organizational stress with them. A woman has two roles to play- personal and professional; each role having different set of demands. Such role demands are overlapping due to geographical issues. Women travelling 2-3 hours to reach workplace are having considerably high stress. This impact on performance pressure and losses for all concerned: the individual, the family and the organization. This leads to family–work conflict (FWC) and work–family conflict (WFC). FWC and WFC are more likely to exert negative influences in the family domain, resulting in lower life satisfaction and greater internal conflict within the family. This research intends to reveal significant results with respect to the facilities provided by the employers for the work-life balance of women and the conditions that hamper them to work due to geographical distances. A sentence that brings the idea of work...
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...College athletes are under a huge amount of stress from balancing school, their sport and their health. Athletes self-identity usually revolves around being an athlete and this can have negative consequences even before they graduate college. “However, through self-affirmation exercises, athletes can feel better about themselves, and be more willing to accept criticism” therefore they will be more prepared to deal with stress (Harrison and Rasmussen, p. 81). When an athlete is told they fall short academically, whether it is true or not, they begin to develop a negative self-identity. Take for example, about a week ago my Sociology professor asked the class about things we do to “cheat” the system. A classmate said that athletes do it all the time because they take easier classes and get special treatment for being an athlete. There are a few athletes in my class and I could tell this really bothered them. Now we can try to change the stereotype that athletes are stupid or get better treatment, but honestly there will always be people out there who believe the stereotypes. The best thing we can do is teach athletes how to deal with these stereotypes through self-affirmation exercises. The truth is the athletes are the only ones effected by these negative comments about athletes,...
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...faith, they are taught to be cautioned by anything that contradicts that specific form of faith. Anything that contradicts the traditions enforced by the Catholic Church is faulted and therefore is not a topic of discussion. The authority held by Catholic priests, nuns, saints, cardinals, and other laity intimidates and inspires those who lack power. The individuals who feel distanced from power in the Catholic Church are the same individuals who are awestruck by the learnedness of the very same people that hold them back. Should those people of power in the Catholic Church be held to such high esteem? As an author, Louise Erdrich enjoys taking a conversational approach to how much the representatives of the church should model virtue. Her work constantly challenges how people of faith conduct themselves behind what society assumes them to be. Erdrich’s novel The Last Report on the Miracles at Little No Horse listens to that very conversation in addition to uncovering what is behind the “flesh” of those who supposedly strictly follow the traditional morality that is thought to embody the Catholic Church. Purity in the sense of the church tilts on a fine line of femininity and piety. Mary the Virgin Mother is pure and held to high esteem but, is not an exercising representative of power and authority. She has power over her son and maternal duty but not over the decisions that foster religious doctrine. The Last Report on the Miracles at Little No Horse is a story about a woman...
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...BUS 282 - Personal Finance Final Project – Creating a Personal Financial Plan Your final project will integrate what you have learned throughout the course into the core elements of a financial plan. Although not comprehensive, and in fact only the beginning of what should be a living document, this project will allow you time to organize and reflect on key areas of personal finances that you will need to address throughout your financial life cycle. Assignment Requirements: * Using the following prompts, please develop a narrative explaining how you can integrate the content covered in this course into your personal financial plan. * Draft your response in MS Word, using 12-point, Times New-Roman font, double-spaced, 1-inch margins. * Provide a cover page with your name, class, assignment title, and date. * Number all pages. * Provide headings for all topics covered in your plan for easy navigation (heading outline provided below). * As always, carefully proofread and spell check before submitting your final draft. * I DO NOT GRADE ON QUANTITY BUT RATHER QUALITY OF WORK. Nevertheless; this is you FINAL PROJECT (worth 15% of your total class grade) and all points must be THOUROUGHLY addressed. * If you have questions, do not hesitate to ask me. Please use the following prompts as the headings for your financial plan: Part 1 – 10% -Overview: Review exhibit 1-1 in your textbook (page 5) and describe your life stage. In addition...
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...Quick List of Common Literary Terms Abstract Language—Language describing ideas and qualities rather than observable or specific things, people, or places. The observable or "physical" is usually described in concrete language. Allegory—A narrative or description having a second meaning beneath the surface one. A story, fictional or nonfictional, in which characters, things, and events represent qualities or concepts. The interaction of these characters, things, events is meant to reveal an abstraction or a truth. These characters, etc. may be symbolic of the ideas referred to. Alliteration—The repetition at close intervals of initial identical consonant sounds. Allusion—An indirect reference to something (usually a literary text) with which the reader is expected to be familiar. Allusions are usually literary, historical, Biblical, or mythological. Ambiguity—An event or situation that may be interpreted in more than one way. Also, the manner of expression of such an event or situation may be ambiguous. Artful language may be ambiguous. Unintentional ambiguity is usually vagueness. Anachronism—Assignment of something to a time when it was not in existence, e.g., the watch Merlyn wore in The Once and Future King. Analogy—An analogy is a comparison to a directly parallel case. When a writer uses an analogy, he or she argues that a claim reasonable for one case is reasonable for the analogous case. Anecdote—A brief recounting of a relevant episode. Anecdotes are...
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...film directors in the history of the medium as well as being internationally recognizable throughout his life. This paper delves into his earlier works, concentrating on his narrative elements such as the MacGuffin technique, the likeable antagonist, the innocent man or woman whom is falsely accused or misunderstood, and the act of balancing suspense and tragedy with humor and comedy. From a stylistic standpoint the paper conveys Hitchcock’s profound use of atmosphere and landscape, song as a suspense device, landscape of crowd caricatures, and point-of-view technique. Looking at The 39 Steps (1935), The Lady Vanishes (1938), Saboteur (1940), and Shadow of a Doubt (1943) we can see the styles and techniques these precursors pioneered and why they were implemented into Hitchcock’s greatest works in the coming decades. We take our first look at Hitchcock’s famed narrative technique, the MacGuffin. The MacGuffin was a plot device used by Hitchcock to hold the tension of the story without actually having any relevance to the plot itself. It was a gimmick that had the sole purpose of adding suspense to whatever situation the hero or heroine might have been in by motivating the characters to start the story. They do not know what it is but they will do anything to uncover its mystery, thus pushing the action and drama of the narrative forward. The initial use of this technique was in one of his earlier British films of the 1930’s, The 39 Steps. The character Mr. Memory had a...
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...STUDIES IN PROFESSIONAL LIFE AND WORK Mike Hayler University of Brighton, UK Autoethnography, Self-Narrative and Teacher Education examines the professional life and work of teacher educators. In adopting an autoethnographic and life-history approach, Mike Hayler develops a theoretically informed discussion of how the professional identity of teacher educators is both formed and represented by narratives of experience. The book draws upon analytic autoethnography and life-history methods to explore the ways in which teacher educators construct and develop their conceptions and practice by engaging with memory through narrative, in order to negotiate some of the ambivalences and uncertainties of their work. The author’s own story of learning, embedded within the text, was shared with other teacher-educators, who following interviews wrote self-narratives around themes which emerged from discussion. The focus for analysis develops from how professional identity and pedagogy are influenced by changing perceptions and self-narratives of life and work experiences, and how this may influence professional culture, content and practice in this area. Autoethnography, Self-Narrative and Teacher Education Autoethnography, Self-Narrative and Teacher Education STUDIES IN PROFESSIONAL LIFE AND WORK The book includes an evaluation of how using this approach has allowed the author to investigate both the subject and method of the research with implications for ...
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...are discussed and the second section consists of studies conducted on students. Scheiber and Hager (1994) provided relatively strong evidence in support of visual aid, and concluded that the visual aid plays a crucial role for making and delivering an effective presentation. Further they also found from a survey conducted on managers that more than two thirds of the respondents “very frequently” or “frequently” gave presentations. Visual Images demonstrate life or learning as it happens. They represent and suggest a visual representation similar to that of journal entries, artefacts’ and field notes (Bach, 2001). In using visual narrative in the learning environment we can be given an opportunity to evoke memories whereas Bach discussed ‘a memory around we construct and reconstruct life stories’ (2001, pp7). Visual narrative research makes visible different parts or stories that can then be later looked upon, just as photographs are used in the historical or family history sense. Most of all it enables us to look at a scene in our lives with different perspective, transformation of fixed memories is available (Bach, 2001). Photographs can allow us to learn, reflect and grow from our experiences....
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...Advanced Placement English Language and Composition Advanced Placement English III First Six Weeks – Introductory Activities: ▪ Class rules, expectations, procedures ▪ Students review patterns of writing, which they will imitate throughout the course: reflection, narration and description, critical analysis, comparison and contrast, problem and solution, and persuasion and argument. ▪ Students review annotation acronyms, how to do a close reading, literary elements and rhetorical devices. Students also review the SOAPSTONE (subject, occasion, audience, purpose, speaker, tone, organization, narrative style and evidence) strategy for use in analyzing prose and visual texts along with three of the five cannons of rhetoric: invention, arrangement and style. ▪ Students learn the format of the AP test, essay rubric and essay structure. ▪ Students take a full-length AP test for comparison purposes in the spring. Reading: The Scarlet Letter – Nathaniel Hawthorne Writing: Answer the following question in one paragraph. Use quotes from the novel as evidence. Some readers believe that the elaborate decoration that Hester embroiders on the scarlet letter indicates her rejection of the community’s view of her act. Do you agree or disagree? Explain your position using evidence from the text. (test grade) Writing: Write a well-developed essay addressing the following prompt. Document all sources using MLA citation. Compare Hester to a modern...
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...2. Men's Language (Excerpted from The Men's Bibliography: A comprehensive bibliography of writing on men, masculinities, gender, and sexualities, compiled by Michael Flood. 19th edition, 2008. Home URL: http://mensbiblio.xyonline.net/) a) Men and Language Note: Works on boys, literacy and language in education are listed under "Growing up Male" above. Coates, Jennifer. (2003). Men Talk: Stories in the making of masculinities. Malden, MA: Blackwell Publishers. 1. ‘We was Playing Naked Football the Other Night’: Introduction. 2. ‘Good Story!’: The Formal Characteristics of Male Narrative. 3. ‘So I Thought ‘Bollocks to it’: Men, Stories and Masculinities. 4. ‘Bad as My Mate’: Stories in Sequence. 5. ‘She’d Made Sardines in Aspic’: Women’s Stories, Men’s Stories and the Construction of Gender. 6. ‘I’m Quite Good at Mexican Food’: Men’s Narratives in Mixed Conversation. 7. ‘Still in Shock Weren’t You Darling’: Masculinity and the Heterosexual Couple. 8. ‘There are Problems’: Men’s Talk and Contemporary Masculinities. Cowburn, Malcolm. (2004). Men, masculinities and what men do: the relationship of critique and change (invited review essay). Sexualities, 7, 4 497-501. Edley, N. (2001a). Analysing masculinity: Interpretative repertoires, ideological dilemmas and subject positions. In M. Wetherell, S. Taylor & S. Yates. (eds.), Discourse as data: a guide for analysis (pp. 189-229). London: Sage Publications. Edley, N. (2001b). I. Conversation analysis, discursive psychology...
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...ANECDOTE WHITEPAPER Three journeys: A narrative approach to successful organisational change INTRODUCTION Early on in Anecdote, we did a trainingneeds assessment for part of the Australian Defence Force. Our discovery phase involved two teams; one team adopted a structured interview technique and the other used anecdote circles to collect stories. After our first day in the field we met with the structured interview guys to compare notes. “On first blush,” they said, “it seems like most things are in order. They are adhering to OH&S processes. Sure, there are some areas for improvement but generally things are OK.” As they were providing this assessment, those of us on the anecdotes team just looked at each other in astonishment and replied, “So, you didn’t hear about the soldiers who are showering in their own urine because their recycling system is broken or hear about the workshop where everyone wears protective footwear because some poor fellow lost his toes in an accident but no one wears protective eyewear because they have never had an eye accident?”. We had heard story upon story of major transgressions that weren’t picked up in the structured interview approach. This experience confirmed our assessment that a narrative approach is great for yielding new, and otherwise hidden, insights. A number of years and many clients later, we have seen that there is something even more important narrative techniques provide: a resolve among people to do something about the situation...
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...The Overseas Development Institute’s mission statement and values mirror my own professional and personal objectives. Having lost one parent to a disaster, the Joplin, Missouri tornado of May 22, 2011, and nearly losing the other when Hurricane Charley impacted central Florida in 2004, my life is dedicated to understanding the many components of community vulnerability to natural and technological hazards and working to mitigate these issues. For post-disaster communities, I focus on the recovery process; what factors expedite or hinder recovery, how communities define recovery, and how to improve the recovery process for future disasters. As an applied, cultural anthropologist, I employ ethnographic field methods to look beyond demographic and census information and identify cultural practices and worldviews that influence human interactions with their environment, how communities and cultural groups apply meaning to traumatic events, and how they select which risks to address and which to ignore. Scheduled to defend my doctoral thesis on June 3, 2016, I will soon have my Ph.D. in cultural anthropology with a specialization in disasters. Examining the resilience of Joplin, Missouri over the past five years of recovery, as noted by their receipt of the Rick Rescorla...
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...A. Organization An organization is a consciously coordinated social entity with distinct boundaries which functions to achieve goals. It has an activity system linked to the external environment (it does not exist alone). An organization consists of people, things, knowledge and technologies. Modernists’ assumption of reality is objectivism and view organizations are real entities which exist in the objective world. Organizations are viewed as real entities driven by rationality to achieve efficiency and organizational objectives/goals. When organizations are well-managed, they are systems of decision and action driven by norms of rationality, efficiency and effectiveness for stated purposes. Similar to modernists, critical theorists’ ontology is also objectivism, and organizations are real entities which exist in the objective world. However, critical theorists view organizations as objects used by capitalists for the exploitation and alienation of workers and the environment. Symbolic interpretivists believe that reality is subjective, and only exists if we give meaning to it. As such, organizations are socially constructed realities which are constructed and reconstructed by their members through symbolically mediated interaction. Without its members giving meaning to it, an organization does not exist. Postmodernists suggest that reality is constructed through language and discourse. Organizations are ‘imagined’ entities whereby power and social arrangements are reinforced...
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...This article appeared in a journal published by Elsevier. The attached copy is furnished to the author for internal non-commercial research and education use, including for instruction at the authors institution and sharing with colleagues. Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. In most cases authors are permitted to post their version of the article (e.g. in Word or Tex form) to their personal website or institutional repository. Authors requiring further information regarding Elsevier’s archiving and manuscript policies are encouraged to visit: http://www.elsevier.com/copyright Author's personal copy Organizational Dynamics (2010) 39, 353—356 a v a i l a b l e a t w w w. s c i e n c e d i r e c t . c o m journal homepage: www.elsevier.com/locate/orgdyn Why Nike kicks butt in sustainability Marc J. Epstein, Adriana Rejc Buhovac, Kristi Yuthas Nike Inc. has a unique combination of capabilities and competencies that position the company as a leader in sustainability. Nike is among the world’s most prominent sustainable corporations, and is regularly recognized by organizations that rank sustainable performance. For example, Nike has been named one of 100 most sustainable corporations in the world by Innovest, ranked third in Corporate Responsibility Officers 100 Best Corporate Citizens list, and named one of the World’s Top...
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...Functional Job Analysis Paramedic Characteristics The Paramedic must be a confident leader who can accept the challenge and high degree of responsibility entailed in the position. The Paramedic must have excellent judgement and be able to prioritize decisions and act quickly in the best interest of the patient, must be self disciplined, able to develop patient rapport, interview hostile patients, maintain safe distance, and recognize and utilize communication unique to diverse multicultural groups and ages within those groups. Must be able to function independently at optimum level in a non-structured environment that is constantly changing. Even though the Paramedic is generally part of a two- person team generally working with a lower skill and knowledge level Basic EMT, it is the Paramedic who is held responsible for safe and therapeutic administration of drugs including narcotics. Therefore, the Paramedic must not only be knowledge about medications but must be able to apply this knowledge in a practical sense. Knowledge and practical application of medications include thoroughly knowing and understanding the general properties of all types of drugs including analgesics, anesthetics, anti-anxiety drugs, sedatives and hypnotics, anti-convulsants, central nervous stimulants, psychotherapeutics which include antidepressants, and other anti-psychotics, anticholerginics, cholergenics, muscle relaxants, anti-dysrythmics, anti-hypertensives, anticoagulants...
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