Strategic Management Research Paper Example | Topics and Well Written Essays - 750 words

Strategic Management - Research Paper Example The mission of the company needs to be different and very clear. The important areas of mission statement include who we are, what is our business, what products do we offer, and why we chose the particular business. The important issues that will be addressed by the company in the global business environment include equal employment opportunities, child labor, and environmental factors. INTRODUCTION Tolapp Corporation is a successful US manufacturing company located in Tennessee that builds power tools, lawn mowers, lawn furniture, microwaves, and ranges. All products are manufactured locally and sold through large retailers like Sears, Best Buy, and Wal-Mart. They have sale papers inserted in every Wednesday and Sunday paper. Although they have a thriving business in the US and Canada, Tolapp is trying to break into the global marketplace. DISCUSSION Part 1 A). How would you go about defining the identity of Tolapp Corporation and creating its mission statement? The identity of Tol app Corporation can be defined by understanding the industry in which it operates i.e. power tools and lawn equipment industry. An important factor in defining the identity of Tolapp Corporation is competitors’ profile. In order to establish an identity, it is critical to focus on specific market segments and products. For instance, the company can focus on appliances or power lawn equipment. There are different ways through which the mission statement of the company can be developed. The most important factor that should be considered when creating a mission statement is the overall objective or scope of the industry. After this, it is important to identify and evaluate mission statements of other companies operating in the industry (Abrahams, 2004). The mission of the company needs to be different and very clear. The important areas of mission statement include who we are, what is our business, what products do we offer, and why we chose the particular business. The mission statement of Tolapp will be communicated to all employees in order to ensure that they share common goals. The purpose of communicating mission statement to all employees and stakeholders is to ensure that it remains real. B). Where would you look for the information? The places that would be accessed for information include websites of companies operating in the power tool industry, industry reports, industry publications, and scholarly journals. In addition, industry reports of lawn equipment and appliance industry will also be accessed. C). What do you already know about Able that can help? Following are the things that we already know about Tolapp Corporation: The first thing about Tolapp Corporation that we know is its origin. Tolapp Corporation is a company that is located in the United States. The company is present in Tennessee, a U.S. state. The second point about Tolapp Corporation is its business. The main business of the company is manufacturing. The products of the com pany include lawn furniture, lawn mowers, microwaves, and other products. The third point about the corporation is its production and distribution. The company manufactures its products locally. The products are distributed and sold with distributors such as Sears, Wal-Mart, and Best Buy. All these are famous retailers. The company is operating successfully in the United States and Canada. The company is also striving to expand its operations to other parts of the world. The company launches sales

Marketing project Coursework Example | Topics and Well Written Essays - 1000 words

Marketing project - Coursework Example Lipton tea was founded by the late 19th century. The founder of Lipton tea was Sir Thomas Lipton. He resided in Glasgow, Scotland. His organization made its mark gradually across Britain and then throughout the world. Lipton Tea came under the acquisition of the Unilever organization after a lot of transactions in the year 1972. Unilever is the main source that brought the Lipton business at a global level (Lipton | Unilever Global, 2010). There was a strong forecast in the year 2005 that the tea industry will be growing at a rapid rate in the coming years and analysis shows that the tea industry has been growing at a fast rate with still opportunities available for further growth with innovations and changing market trends occurring. Lipton Ice Tea has to be rejuvenated in the markets of United Kingdom with a new look and ad so that it can attract a lot of customers. There is a high market of tea lovers in the United Kingdom and it is because of two major factors. The first one is the need for consumers and secondly the health benefits provided by tea. The main competitor present for Lipton Ice Tea is the Nestle Refreshment Company. They have their product line of Nestle Ice tea in different flavors and it is a tough competitor for Lipton Ice Tea. The Nestle Refreshment Company also has agreements with Soda Company like Lipton- Unilever. The budgeting is allocated according to the promotional tools being used in the advertising plan of Lipton Ice Tea. The most successful and trustworthy methods of advertising are TV Ads, print ads, billboards, flyers and others. The advertising methods used have to be applied at the required level and therefore the advertising distribution would be as follows. While evaluating the advertising budget allocation for Lipton Tea, the projections of the organization should be carefully reviewed. The profiles of the target market should be reviewed and then the budget should be set

Utopia And Leviathan Essay Example for Free

Utopia And Leviathan Essay Thomas Mores Utopia and Thomas Hobbes Leviathan each offer alternatives to the worlds in which they lived.. Mores society, viewed through the character Hythloday, is seemingly based on mans nature in society being generally good, and the faults of man emanate from how society itself is set up. Hobbes takes the opposite view of human nature, where mans will to survive makes him unable to act out of goodness and it is man who is responsible for societys ills. Both Leviathan and Utopia contain faults in logic that work to undermine the very possibility for these new social structures. In the following I will show how each of their views for a new society give insight into what their beliefs of human nature are, while showing some similarities between them. I will point to some of the faults found with both of their arguments that suggest an implicit and at times contradictory view of mankind. Mores Utopia is a response to the world in which he lived. The main character, Hythloday, condemns the class system and the use of money in England. Hythloday sees that the ills of modern society; those of greed, power and pride, must be overcome if man is to live peacefully with one another. In the following excerpt we see evidence of how Hythloday describes human nature in these terms and how Utopia has been able to do away with these three vices. Now isnt this an unjust and ungrateful commonwealth? It lavishes the rich rewards on so-called gentry, loan sharks, and the rest of the crew, who dont work at all or are mean parasites, purveyors of empty pleasures.  ¦ I see in (this) nothing but a conspiracy of the rich, who are fattening up their own interests under the name and title of the commonwealth.  ¦ How far they remain from the happiness of the Utopian Republic, which has abolished not only money but with it greed!  ¦ Everyone knows that if money were abolished  ¦ a whole set of crimes which are avenged but not prevented by the hangman would at once die out. If money disappeared so would fear, anxiety, worry, toil and sleepless nights. Even poverty  ¦ would vanish if money were entirely done away with. (p.521-523) Hythloday goes on to say that pride causes man to be greedy and seek power. For Hythloday Pride  measures her advantages not by what she has but by what other people lack. (p.522) In a world with social classes where one man is said to be of higher status than another man is by nature going to exploit one another and always be striving for more power. More imagines a society in which greed, power and pride no longer exists. By taking away the class system and the use of money he felt that all the ills of mankind would disappear. This view of human nature is that some men, those in power, are essentially evil and selfish. If a society could be built where no man was greater than another then all could live together in harmony and truly be a part of a commonwealth where no men are poor, no men are beggars, and though no man owns anything, everyone is rich. (p. 520) Mores Utopia offers an alternative to the aristocratic society in which he lived. More would have us do away with social classes and have man work together towards the common goal of peace and survival. An excerpt from Book II where Utopus the founder of Utopia is building a channel gives credence to this idea. He (Utopus) put not only the natives to work at this task, but his own soldiers too, so that the vanquished would not think the labor a disgrace. With the work divided among so many hands, the project was finished quickly, and the neighboring peoples, who at first had laughed at his folly, were struck with wonder and terror at his success. This passage is proof that man can work together and achieve greatness by doing so. It appears here that More has a high estimation of mans abilities. Utopia is based on the idea that all men are equal. No man owns anything and there is no private business. All men work for the good of the state. This communist society looks very egalitarian at first, but the strict rules in which the Utopians must abide by give way to another type of power structure where men are not necessarily equal to each other. Close inspection of these rules give insight into how More may have really viewed human nature. In the following excerpts we find evidence that More may have found man untrustworthy and in need of social control, or at the very least spiritual control. The vast majority of Utopians  ¦ believe in a single power, unknown, eternal, infinite, inexplicable, far beyond the grasp of the human mind, and diffused throughout the universe, not physically but in influence. Him they call father, and to him alone they attribute the origin, increase, progress, change, and end of all visible things; they do not offer divine honors to any other.  ¦ (Utopus) left the whole matter (choosing a religion) open, allowing each person to choose what he would believe. The only exception was a positive and strict law against anyone who would sink so far below the dignity of human nature as to think that the soul perishes with the body, or that the universe is ruled by blind chance, not divine providence.  ¦ Therefore a man who holds such views is offered no honors, entrusted with no offices, and given no public responsibility, he is universally regarded as a low and sordid fellow (pp.516-518 This excerpt shows the ambivalence that More has about human nature. He sees man as essentially good but whenever an individual has ideas of their own they are regarded as inferior. This creates another type of class system where man can judge himself against others and creates the pride that More is seemingly trying to get away from. This is but one example of many where the strict rules of Utopia work against Mores main argument that man can work together in harmony. Mans goodness is accepted as fact only insofar as it works to serve the whole of the community. For those who do not abide by the strict laws, they are punished through slavery or banishment. More walks a thin line between viewing mans nature as essentially good and seeing man as selfish and in need of control. Utopias foundations of equality are contradicted by the strict laws they have as well as by the political system where heads of tribes are elected for life. This ambiguity of Mores view is furthered when More appears as a character in Utopia and alludes to his own opinion of Utopia.  ¦ my chief objection was to the basis of their whole system, that is , their communal living and their moneyless economy. This one thing alone utterly subverts all the nobility, magnificence, splendor, and majesty which  (in the popular view) are the true ornaments and glory if any commonwealth.  ¦ yet I freely confess that in the Utopian commonwealth there are many features that in our own societies I would wish rather than expect to see. (p.523) This excerpt shows that More is obviously protecting himself from any reproach by the Aristocracy. Also found in this however, is Mores inability to believe such a society could ever exists. He wishes but does not expect to see these features of Utopia coming to his society. I believe underlying this hesitation is Mores doubt that human nature is capable of working together in harmony. The fact that Utopia is presented in a fantasy-like land where men are the mothers to chicks and gold is used to make bedpans gives further evidence that More himself does not believe such a society could ever exist Hobbes offers a scientific argument for the nature of man. He believes his inquiry into what motivates man is proof for his vision of society. Hobbes concludes that man is at war with one another because everyone is fighting for survival. He tells us the only way for man to work together is out of fear. To supply this fear mankind needs an almighty ruler who can control mans impulses to hurt one another. In the following we see how Hobbes comes to his conclusions about mans seemingly inherent evil. Nature hath made men so equal in faculties of body and mind as that, though there be found one man sometimes manifestly stronger in body or of quicker mind than another, yet when all is reckoned together, the difference between man and man is not so considerable as that one man can thereupon claim to himself any benefit, to which another may not pretend as well as he ¦. For such is the nature of men, that howsoever they may acknowledge many others to be more witty, or more eloquent, or more learned. Yet they will hardly believe there be many so wise as themselves; for they see their own wit at hand, and other mens at a distance. From this equality of ability ariseth equality of hope in attaining of our ends. And therefore if any two men desire the same thing, which nevertheless they cant both enjoy, they become enemies, and in the way to their end (which is principally their own conservation, and sometimes, their delectation only) endeavor to destroy or subdue one another. (p. 1590) This passage takes us through Hobbes thinking about mankind. He tells us that all men are essentially equal but  each individual believes himself to be of greater importance than one another. An individuals need for self preservation makes him fight with others for survival and in some cases personal pleasure. Mankinds nature and need to survive cause him to thirst for power. Hobbes hope was for mankind to live together in peace at any cost. Hobbes furthers his argument for a new society in the following excerpt. In such condition (constant war) there is no place for industry, for the fruit thereof is uncertain, and cosequently no culture of the earth; no navigation. Not ise of the commodities that may be imported by sea; no commodious building; no instruments of moving, and removing, such things that require much force; no knowledge of the face of the earth; no account of time; no arts; no letters; no society; and, which is worst of all, continual fear. And danger of violent death; and the life of man, solitary, poor, nasty, brutish, and short.(Pp. 1589-1590) This viewpoint for man offers little hope the communal living we have seen in Mores Utopia. Hobbes use of political science allows little room for the imagination and conjecture used by More. Hobbes argument is founded on generalizations of mankinds behavior, no doubt arrived at due to the time (civil war) in which he lived. Hobbes view of mankind is greater in pessimism than More in that he offers one definition for human nature, and for his argument to hold true this definition (that man is essentially selfish and willing to do anything to survive) is absolute, there is no room for the ambivalence and ambiguity found in Mores view. The solution for Hobbes is that mankind need to live in awe or fear of someone greater than himself. Without something to restrain man he would go on murdering and be forever in search of more power. In order to protect and defend life, man must come together under an almighty ruler who mankind gives sovereignty to. The similarity between Utopia and Leviathan are found in this giving up of individual power for the good of the many. For More, man would give up pride, greed and power by living for the good of the whole. Hobbes takes a more animalistic view of man where the only way to work together requires living in fear of punishment by a greater power. Both seek a commonwealth and both have a higher power to which man must answer. Mores higher power is the strict system of rules the Utopians live by, and a given that most men believe in a divinity who lends further control to their actions. Hobbes does not believe that man is capable of abiding by a spiritual power and needs an actual person to control the power of mankind. Each of their accounts are limited by their approach to their arguments. Mores need to please the aristocracy weakens his idea that man can work together. Hobbes use of a scientific argument uses generalizations of mans nature as proofs for his foundation, these generalizations being too pessimistic to be taken at his word. In the end both Hobbes and More offer little in the way of hope for mankind as individuals. Human nature seems to be inherently evil and in need of something or someone to control it. Both agree that man must give up what makes each of us different in order to live in harmony. Reference Abrams, M.H. (Ed.). (2000). The Norton Anthology of English Literature, The sixteenth and Early Seventeenth Century. (7th ed.). New York: W.W.Norton Company Hobbes, Thomas (1651). Leviathan. London: Penguin Books

Gender Bias In Education Education Essay

Gender Bias In Education Education Essay At the heart of the gender bias conundrum are questions of male marginalization, stereotypes and gender identity and female subordination. These concepts will be explored throughout this paper as the basis for gender dialogue. At one of the spectrum is a gendered curricula and at the other end teaching. Studies on gender in the Caribbean has focused largely on issues surrounding gender differential curricula and access(on students more than teachers)This paper focuses is an attempt at both sides. Gender can be defined as set of behaviours, roles and positions which can be socially and culturally attributed to men and women. Gender is constantly shaped through social and cultural experiences which are expressed through the attitudes, value and behavioural characteristic of interpersonal intereaction.(2002, Leo-Rhynie and Pencle). The gender process is a difficult one which commences at birth and is continuously reinforced throughout life. The idiosyncracies demonstrated by gendered groups in society has implications for the identities adolescents develop and to a large extent determine the careers and lifestyles chosen. Gender bias implies some form of preference, inclination and prejudice for one sex over another. Education (that is access, enrolment, participation, performance and achievement) emerges as the arena in which both academic analyses and popular perception locate male marginalization.(2003,Barriteau, p.326). Feminist theorists like Sadker (1994) believe that whilst girls and boys sit in the same classrooms, using the same books, listening to the same teacher, they receive different education. In fact, upon entering school, girls perform equal to or better than boys on nearly every measure of achievement, but by the time they graduate high school or college, they have fallen behind. (Sadker, 1994) However, discrepancies between the performance of girls and the performance of boys in elementary education leads some critics to argue that boys are being neglected within the education system: It is no wonder Errrol Miller posited his maginalization thesis indicating the biases that existed in education and gender socialization However, if it is that males are marginalzed leading to fewer graduates from secondary and tertiary institutions;how is it possible that they are the ones selected for executive positions?Central to this discourse is the concern that men are missing from the higher echelons of the family, classroom and laborforce.(2006, Lindsay). Schools serve as an important agent of socialization in society. There are gendered rules and regulations that are reinforced in schools.Teachers play a pivotal role in accepting behavior that are socially appropriate and rejecting the inappropriate ones. Their roles serveas models in creating gender identity. In a study of British schools (1988,Mahoney) noted that giles had already started practicing their secretarial role for their male counterparts, as they were expected by the boys to provide eraser, ruler and writing materials. In one classroom a boy left his seat and walked across the room to have his bandage fixed by a girl. This provided practice for boys to dominate and the girls to find strategies of resistence. Pencle(1994) observed the sexual division of labour in one jamaican classroom where girls were assigned indoor duties of sweeping and dusting while boys ran errands outside and lifted furniture. From an early age gender stereotypes were instituted in childrens lives by the various agents of socialization(church, family and school responsible for educating boys and girls. Literature is another area where the reinforcement of stereotpical views are orchestrated and administered. According to Pencle Leo-Rhynie (2003), textbooks à ¢Ã¢â€š ¬Ã‚ ¦provides an inaccurate view of society to young people, a view which devalues the role of women.(p.204).They further cited research done by King and Morrisey(1988) whose examination of contemporary text history, geography and social studies utilized by teachers and students in preparation of the Caribbean Council Examinations(CXC); concluded that these books reinforced conventional societal views of patriarchy and male domination. The language in the books did not include women and exhibited them as playing passive, subordinate and menial roles. Additionally, Whitely(1994) ananlysed Integrated science books used in lower grades of Jamaican schools. He discovered that considerable male bias in these texts and questioned the influence it had on girls choice of studying science. Pencle and Leo-Rhynie asserted that the programmes pursued by girls reveal and obvious attraction to the helping professions such as teaching and nursing. Education has been considered as the key vechicle of mobility and social change in the Caribbean. Thus, education is a tool of persuausion and has been instrumental in gender role socialization and thus gender identity. Teachers have played an enormous role in the process so much so that the historiography over the last 30 years have given much attention to what is coined as the feminization of the teaching profession (Downes, 2003, p.303). Errol Millers Marginalisation of the Black Male and later Men At Risk was an empirical analysis of schools teachers in Jamaica in the period 1837 to 1990. Millers underlying thesis is that men have a right to the resources of the state and society over and above women. Many theorist have labeled Millers thesis as flawed as male marginality has stemmed from gender biased methodology rather than from reality. Lindsay, 1997). She believes that the marginalization thesis is a reinforce of the age old patriarchal mandate that women are a inferior and l esser being. Barritean(2003, p350) ciites Chevannes, whose work on coeducation and performance contradict many of Millers assertions of male performance, underachievement and education. Chevannes conclude that there are biases operating in the selection of certain subjects as opposed to others, and there is no evidence to suggest that girls routinely out perform boys, but ample evidence of gender performance both ways in specific subject areas. At very early ages, girls begin defining their femininities in relation to boys. One study of a third grade classroom examined four self-sorted groups of girls within the classroom: the nice girls, the girlies, the spice girls and the tomboys. Through interviews researcher Diane Reay found that nice girls was considered a derogatory term indicating, an absence of toughness and attitude. (Reay, 2001) Furthermore, the girlies were a group of girls who focused their time on flirting with and writing love letters to boys, the tomboys were girls who played sports with the boys, and the spice girls espoused girl-power and played rate-the-boy on the playground. Reays research shows that each of the groups of girls defined their own femininities in relation to boys. (2001) The Reay study further demonstrates how socialization of girls occurs at the school level by tolerating different behaviors from boys than from girls. Assertive behavior from girls is often seen as disruptive and may be viewed more negatively by adults. In Reays study, the fact that the spice girls asserted themselves in ways contrary to traditional femininity caused them to be labeled by teachers as real bitches. (2001) This reinforces the notion that girls misbehavior to be looked upon as a character defect, whilst boys misbehavior is viewed as a desire to assert themselves. (Reay, 2001) Clearly the socialization of gender is reinforced at school, Because classrooms are microcosms of society, mirroring its strengths and ills alike, it follows that the normal socialization patterns of young children that often lead to distorted perceptions of gender roles are reflected in the classrooms. (Marshall, 1997) Yet gender bias in education reaches beyond socialization patterns, bias is embedded in textbooks, lessons, and teacher interactions with students. This type of gender bias is part of the hidden curriculum of lessons taught implicitly to students through the every day functioning of their classroom. In Myra and David Sadkers research, they noted four types of teacher responses to students: teacher praises, providing positive feedback for a response; teacher remediates, encouraging a student to correct or expand their answer; teacher criticizes, explicitly stating that the answer is incorrect; teacher accepts, acknowledging that a student has responded. The Sadkers found that boys were far more likely to receive praise or remediation from a teacher than were girls. The girls were most likely to receive an acknowledgement response from their teacher. (Sadker, 1994) These findings are confirmed by a 1990 study by Good and Brophy that noted that teachers give boys greater opportunity to expand ideas and be animated than they do girls and that they reinforce boys more for general responses than they do for girls. (Marshall, 1997) Gender bias is also taught implicitly through the resources chosen for classroom use. Using texts that omit contributions of women, that tokenize the experiences of women, or that stereotype gender roles, further compounds gender bias in schools curriculum. While research shows that the use of gender-equitable materials allows students to have more gender-balanced knowledge, to develop more flexible attitudes towards gender roles, and to imitate role behaviors contained in the materials (Klein, 1985) schools continue to use gender-biased texts: Once teachers have recognized their gender-biased behaviors, they need to be provided with resources to help them change. In their study focusing on how the effects of a gender resource model would affect gender-biased teaching behaviors, Jones, Evans, Burns, and Campbell (2000) provided teachers with a self-directed module aimed at reducing gender bias in the classroom. The module contained research on gender equity in the classroom, specific activities to reduce stereotypical thinking in students, and self-evaluation worksheets for teachers. The findings from this study support the hypothesis that female students would move from a position of relative deficiency toward more equity in total interactions. (Jones, 2000) This demonstrates that teachers who are made aware of their gender-biased teaching behaviors and then provided with strategies and resources to combat bias are better able to promote gender equity in their classrooms. However, beyond changing their own teaching behaviors, teachers need to be aware of the gender bias imbedded in many educational materials and texts and need to take steps to combat this bias. Curriculum researchers have established six attributes that need to be considered when trying to establish a gender-equitable curriculum. Gender-fair materials need to acknowledge and affirm variation. They need to be inclusive, accurate, affirmative, representative, and integrated, weaving together the experiences, needs, and interests of both males and females. (Bailey, 1992) We need to look at the stories we are telling our students and children. Far too many of our classroom examples, storybooks, and texts describe a world in which boys and men are bright, curious, brave, inventive, and powerful, but girls and women are silent, passive, and invisible. (McCormick, 1995) Furthermore, teachers can help students identify gender-bias in texts and facilitate critical discussions as to why that bi as exists. Departments of education should be providing mandatory gender-equity resource modules to in-service teachers, and gender bias needs to be addressed with all pre-service teachers. Educators need to be made aware of the bias they are reinforcing in their students through socialization messages, inequitable division of special education services, sexist texts and materials, and unbalanced time and types of attention spent on boys and girls in the classroom. Until educational sexism is eradicated, more than half our children will be shortchanged and their gifts lost to society. (Sadker, 1994). With the emergence of feminist movements and human rights groups, steps have been taken to address gender bias, a historical bias that has pervaded humanity for centuries. The creation and utilization of gender neutral terms and the entrance of men in tradionally females roles and women in male roles has been greeted with mixed feelings. There is still much to be done to correct the imbalance, a st ep which will require the merging and coming together of many social groups that have defiantly kept the barriers.

Classical vs. Operant Conditioning :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Classical Vs. Study done at home showing the effects of operant and classical conditioning. Operant Conditioning   Ã‚  Ã‚  Ã‚  Ã‚  For my first experiment I tried to induce a startled response in my roommate by using Classical Conditioning. Since we have a lot of traffic in and out of our apartment I decided that every time someone opened or closed the front door I would clap loudly in his ear and he would startle. After a couple of times I discontinued this behavior to see if he would still startle when someone opened the door. The unconditioned stimulus is the loud clapping noise. The unconditioned response is the startled response. The door opening or closing starts out as the neutral stimulus, but becomes the conditioned stimulus capable of producing the conditioned â€Å"startled† response. The experiment was partly successful. Instead of being startled my roommate seemed more upset by me clapping in his ear. When I stopped the behavior and the door opened he would just look at me to see if I was going to perform the clapping action. I could say the actual response he gave of bein g angry would be the conditioned and unconditioned response rather than being startled.   Ã‚  Ã‚  Ã‚  Ã‚  For the next part of the experiment I conditioned behavior using operant conditioning. The behavior I conditioned was for one of my roommates to clean the apartment. I offered to go to the store and buy some groceries if one of my roommates would clean the house. When I got back from the store the house was clean.

To Kill A Mockinbird: From Novel to Motion Picture :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Creating a motion picture from a novel and conveying the author’s intended message is a difficult task. Some film makers gracefully meet the challenge, while others fail, warping the original meaning of the novel in order to appeal to he general movie going population. Harper Lee’s To Kill A Mockingbird novel to movie transition is a mid-ground between the two extremes. Lee’s theme of tolerance is neither completely destroyed nor completely expressed. The absence of characters Dolphus Raymond and Link Deas, along with the change in Dill’s personality in the movie contributes to the deterioration of Lee’s original theme of tolerance.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Dolphus Raymond is a white man who lives among the black community and is with a white woman. â€Å"The Negroes sat quietly in the sun, dining on sardines, crackers, and the more vivid flavors or Nehi Cola. Mr. Dolphus Raymond sat with them.† (163) Mr Raymond’s ability to look past the racial prejudices of the time and live with the black community displays his personal integrity and helps to convey the theme of racial tolerance, showing that a white man can live peacefully alongside Negroes.   Ã‚  Ã‚  Ã‚  Ã‚  Link Deas is a plantation owner who treats his black employees kindly. For example, when Bob Ewell gave Mrs. Robinson trouble when she passed by his house on the way to work, Link Deas threatened to take Mr. Ewell to court if he ever did it again. Mr. Deas also stood up for Tom in the courtroom. Link Deas’s show of tolerance and kindness towards blacks is essential to Harper Lee’s theme of tolerance and his absence takes away from the theme.   Ã‚  Ã‚  Ã‚  Ã‚  In the novel Dill is portrayed as an innocent and caring person, while in the movie he doesn’t have any personality at all. Dill’s sympathetic nature in the novel helps to portray Lee’s theme of tolerance by showing that people are born with compassion and only change as a result of their environment.

Rehabilitation Counselor Education Programs Regarding Essay

For the past several years, the health care and insurance industries in America have been undergoing significant reform in order to rein in the high cost of delivering health care services. Managed care has become a cornerstone of this process (Strickland, 1995). The case management industry (with its focus on cost containment, managed competition, and quality care) is playing an increasingly important role in the managed care environment (Owens, 1996). According to Mullahy (1995a), the number of case managers has risen astronomically in recent years. These individuals come from diverse professional backgrounds and practice settings that include nursing, rehabilitation counseling, and social work. Case management, however, is not a new concept. Many human service, rehabilitation, and health care professions have a history of using case management models in the execution of their responsibilities. For example, in many psychiatric rehabilitation work settings social workers are frequently hired as case managers to coordinate the provision of community-based services to their clientele (Sledge, Astrachan, Thompson, Rakfeldt, & Leaf, 1995). Case management is also an extremely important function of rehabilitation counselors in both public and private sectors (Leahy, Chan, Taylor, Wood & Downey, 1997; Leahy, Szymanski & Linkowski, 1993; Matkin, 1995). Similarly, medical case management is increasingly being viewed as an essential aspect of professional nursing practice (Lamb, 1995). The Development of Private Sector Case Management The impetus for case management practice in health care settings can be traced to the skyrocketing cost of workers compensation in the 1970s. Private sector rehabilitation grew in response to the demand for vocational rehabilitation services by workers’ compensation insurance carriers (Matkin, 1995). Federal legislation also promoted the growth of private sector case management services. albeit inadvertently. The Rehabilitation Act of 1973 gave priority within the state-federal vocational rehabilitation system to individuals with severe disabilities, causing workers’ compensation carriers to seek vocational rehabilitation services for their (typically less severely injured) claimants in the private sector Habeck, Leahy, Hunt, Chan & Welch, 1991). In increasing numbers. rehabilitation nurses and rehabilitation counselors were hired to provide both medical and vocational case management services to workers’ compensation claimants. In the late 1980s, case management began to develop its own impetus as an independent profession (E. Holt, personal communication, December 1, 1996). In 1991, 29 organizations involved in the field gathered in Dallas, Texas, at a consensus meeting organized by the Individual Case Management Association. The intent was to agree upon the philosophical basis for case management, a universal definition of case management, and a set of meaningful practice standards. Eventually, a certification program for case managers was developed, including eligibility criteria and content areas for a certification examination. On July 1, 1995, the Commission for Case Manager Certification (CCMC) was incorporated as a separate, independent credentialing body. Although the process is still very young, there are already over 19,000 Certified Case Mangers (CCMs) who have completed certification requirements. With technical and administrative support from the Foundation for Rehabilitation Education and Research, Leahy (1994) surveyed 14,078 practicing case managers representing multiple professional disciplines in a variety of work settings. His research suggested that case managers share a common knowledge base required for case management practice comprised of five factors: 1) coordination and delivery of services; 2) physical and psychosocial aspects of disability; 3) benefit systems and cost benefit analysis; 4) case management concepts; and 5) principles of community re-entry. Roles and Functions Studies In 1991, Matkin used a job analysis approach to identify work role categories as well as knowledge requirements associated with the major tasks performed by rehabilitation specialists in the private sector (Matkin, 1995). Seven major knowledge domains were identified, but case management and the coordination of rehabilitation services were determined to occupy approximately 40% of the subjects’ work time. More recently, Leahy, Chan, Taylor, Wood, and Downey (1997) identified seven empirically derived knowledge factors as important for effective private rehabilitation practice. These knowledge factors are: vocational assessment and planning; case management and reporting; expert witness testimony; employment and disability related legislation and regulations; community resources; psychosocial and functional aspects of disability; and job analysis and odification. In their study, knowledge of case management was rated as most important with a mean (M) score of 3. 24 (based on a five-point Likert-type scale, with 0 meaning not important to 4 indicating absolutely essential). Their study may reflect a shift in private rehabilitation practice from predominantly vocational counseling and job placement to medical and vocational case management. These same researchers also found several distinctions between private rehabilitation practitioners with a rehabilitation counseling background and those with a nursing background. While specialists with rehabilitation counseling expertise viewed knowledge in vocational rehabilitation as important to private rehabilitation practice, practitioners with a nursing background believed that community resources and medical rehabilitation service coordination activities were more important.