The Power of One Character Analysis

The close of the school year returns our hero to his beloved Nanny who listens to his tale of torture and who introduces the first flavor of Africa to the western reader; she summons the great Inkosi-Inkosikazi, a medicine man who will cure the boy of the â€Å"night water. † Nanny tells the boy's story with all the eloquence of the great storytellers while Inkosi-Inkosikazi and the others listen. Even our hero is in awe: â€Å"I can tell you one thing, I was mighty impressed that any person, most of all me, could go through such a harrowing experience. 6 All is set for the night; the chickens have been put through their magic, our hero has had his sweet potato, and it is time for him to meet Inkosi-Inkosikazi in his dreams. When this happens, our hero is shown a quiet place to which he can return in times of trouble. He does this later in the book when he feels a crisis. In the morning, the night water problem has been solved and Inkosi-Inkosikazi presents the boy with the s crawniest of the chickens. He is named Granpa Chook. This chapter is significant for several reasons. As an introduction to the bildungsroman style, our hero is situated in a time and a place.His early tribulations are addressed and he is given weapons to deal with them. His ability to think things over is revealed, and the chapter ends with one hurdle overcome and the boy set to begin another year at boarding school. This time, though, he has the magic of Inkosi-Inkosikazi and Granpa Chook, â€Å"the first living creature over which I had held power. † 7 He is learning that there are ways to cope with injustice. Just as he had decided to remain invisible, our hero learns that there is strength inside of him and that he can summon that strength when needed.He is able to find ways to survive the Judge and other oppressors. This gives hope to any reader who has felt himself the underdog. As the novel progresses, our hero's ability to rise to the surface despite how different he is to his companions tells the reader that we are all unique and that the power of each one can overcome daunting odds. The above material should serve as the basis for one class discussion. For each chapter, the teacher should examine what is essential to fuel the discussion. This next portion of the narrative will concentrate on the ransitional points in Peekay's development and the instances in which politics affect his life and environment. The remainder of the first section of Book 1, which will be evaluated through a written assessment (see Appendix C) takes Peekay on a journey to his new home in Barberton. Peekay finishes his time at boarding school where he learns to adapt to the Judge and his â€Å"storm troopers† by doing the Judge's homework in hopes that the older boy will graduate and be out of his life. The Judge has carved a crude swastika on his arm.He agrees to allow Pisskop and Granpa Chook live until he passes math and then says Hitler will surely deal wit h them and they will be dead meat. This plan is altered when Pisskop refuses to eat the turds the Judge forces into his hands and Granpa Chook defecates in the howling Judge's mouth. He and the storm troopers beat the bird to death, leaving our hero to bury and mourn his only companion. The school term ends, the Judge departs, and Mevrou, who, interestingly, also addresses our hero as Pisskop, prepares him for the journey to his new home by brusquely informing him that he will take the train alone.Free from the Judge, yet mourning the loss of Granpa Chook, they set out. When they meet Harry Crown, the Jew who sells them tackies, the man is appalled at the boy's name and suggests â€Å"Peekay† which our hero gratefully accepts. Thus far, Peekay has been loved by his Zulu nanny, despised by his Afrikaner schoolmates and subjected to the cruelties of budding Nazis, and treated kindly by a Jewish storekeeper. The next step involves Mevrou's emotionless parting from the boy when s he consigns him to the care of the railway.Then Peekay meets Hoppie Groenewald with whom he travels and who treats him as an individual and a friend. â€Å"Hoppie Groenewald was to prove to be a passing mentor who would set the next seventeen years of my life on an irrevocable course. He would do so in little more than a day and a night. † 8 He introduces Peekay to boxing and brings him to his match where the boy is put under the care of Big Hettie, an aging, overweight Irish women who literally kills herself with food. She is the subject of her own drama which unfolds in the following chapter. Peekay learns from Hoppie that he is a worthwhile person.He learns that there is a goal in each life and to reach that goal one must focus. The most important piece of information he learns, though, is that the power of one can conquer. The child's mind takes in this crucial information along with his heart's response to the genuine kindness of the first person who seems to care about him since Nanny. To his dismay, he awakens the morning after the fight to find a note from Hoppie who has left the train. It contains the advice, â€Å"first with the head, then with the heart,† 9 which Peekay follows in all his future endeavors.This section of Peekay's journey allows characters from several different backgrounds to make their impressions on the boy. The threat of Hitler is somewhat removed, but the marked inequality in the way different groups of people are treated unfolds. From Peekay's embarrassment at Hoppie Groenewald seeing his circumcised penis and fearing that he will despise him because he is English, to hearing the beautiful Indian lady with the diamond in her tooth referred to as a â€Å"coolie,† Peekay is constantly made aware that people in this society are unrelenting in their notion of social hierarchy.This baffles the boy who sees everyone as the same. But how did he become the egalitarian child who grew into the freedom fighter? His be ginnings show him with a bland and ineffectual mother who has a nervous breakdown and is essentially removed from his life. His nanny is the most important person in his small world. Granpa is kindly but vague. These conditions could account for the boy's acceptance of the blacks in his world, but how does it come about that he also accepts the other disdained groups? While he fears the Judge and his henchmen, he does not profess to despise all other Afrikaners.He takes to Harry Crown and is fascinated by the Indian woman. The key to this acceptance is in his nature as a person and his early experiences. At school he is made into the outcast. For no reason other than his heritage, the boy is punished, humiliated, and threatened with death. He is bewildered, not understanding why he has been singled out this way, yet he does not see his treatment as an injustice in the beginning. His reaction is to try to blend in and remain impervious to the tortures with which he lives.The result o f forcing this under the surface is that he becomes a bed wetter. The interesting point here is the cure; Nanny sets out to cure the boy in the only way she knows how. The acceptance into her culture without question or prejudice enlarges the boy's capacity to understand that all humans are part of the same whole. He communes with Inkosi-Inkosikazi in his dream and is linked to the older man's culture. This early understanding of the interconnection between all people is what allows the boy to incorporate anyone he meets into his world, his space, and his family.The people who do not fit well are individuals who have strayed from the whole, those such as the Judge and Lt. Borman. These people must be dealt with but they are not representative of their entire race and do not engender hatred from Peekay as such; he can discern them as blotches on the whole of humanity and deal with them appropriately. This maturity is what all intelligent people strive for, hoping to assess an individ ual and his actions and not mistake the work of one person as representative of an entire race or ethnic group.Peekay seems to exude the feeling of common brotherhood without consciously striving to communicate it, unlike Pastor Mulvery, who is portrayed as being as sincere as he is intellectually able, yet projecting all of his acquired ideals and dogma in a sickeningly conscious manner. Peekay reflects the world around him. He is everyman and everyman is his brother. Through his actions, Peekay speaks to the world around him and those who inhabit it answer him in kind. Throughout the book there are subtle distinctions between the competing Afrikaners and the English, referred to by the Judge as the â€Å"verdomde rooineks,† or â€Å"damned rednecks. Characters toss off ethnic references and racial epithets as a matter of everyday speech, such as, â€Å"I will tell Hoppie Groenewald you behaved like a proper Boer, a real white man,† 10 and â€Å". . . my mother was always getting splitting headaches because she was a white woman and like Nanny said, it was a very hard thing to be. † 11 Peekay is essentially colorblind. To him, his Nanny is the most important person in the world. His mother is simply the woman who gave birth to him. Without a father, his grandfather is an bsent-minded, distant personage who has little influence on the boy's life. All the figures in Peekay's life at this point, save the Judge, are adults, and it matters little whether they are Zulu, Shangaan, Afrikaner, Jewish, Indian, or â€Å"verdomde rooinek. † To Peekay they are all people, each one an entity to examine and understand; sometimes to fear and sometimes to love. The combination of a child's point of view with the adult narrator's reflection on these memories frames the picture for the reader, creating a universal point of view for global readers of all ages.After the disappointment of finding his mother under the religious spell of Pastor Mulvery, Peekay discovers that Nanny has been sent back to Zululand because she would not forsake her beliefs for the Christian religion. Peekay's life would have been unbearably bleak if he hadn't met Doc. Chapter Nine brings a breath of hope, both intellectual and aesthetic, into Peekay's life. Instead of remaining in the stifling company of his mother and Pastor Mulvery with the â€Å"escaping teeth,† Peekay has found a mind and heart to nurture his own.His loneliness birds are at bay, and he realizes, at age six, that one can be alone but not lonely. In this part of the book, organized Christianity is portrayed as something to be avoided. None of the characters who embrace the Apostolic Faith Mission seems to be very bright. The whole question of what happens in heaven is almost funny, except that the only response to the little white girl's query about whether the blacks will still work for the whites is for Pastor Mulvery to tell her that nobody works in heaven.He sidesteps the entire issue of equality and leans toward the â€Å"separate but equal† stance held in the United States. Doc, in contrast, who is a German citizen and therefore perceived as a threat to society, is the most spiritual character in the book; it is he who unwraps the beauty of the natural world for Peekay. In Courtenay's world, those interested in war and politics are definitely less valuable than those who embrace nature. In the second half of Book 1, Peekay grows from age 6 to 12. His relationship with Doc is the longest and most fruitful of any of his mentors.World War II begins and Doc is imprisoned for being an unregistered German. The injustice spreads as Peekay tries to intervene and is kicked in the jaw and touted as a hero who brought down a suspected traitor. When he comes to in the hospital, his broken jaw wired shut, Peekay is appalled at the report and relies on Mrs. Boxall, his friend and the town librarian, to sort it out and vindicate him. Peekay's observation o f the treatment of the prisoners and the racial prejudice of the prison officials only strengthens his feelings of the necessity for equal rights and education for everyone.He does not think of himself as English; he is South African. Doc accepts his internment graciously, as he is allowed full freedom of movement in the prison and is allowed to have a cactus garden. There is a hierarchy among the prisoners as well. In every collection of humans who must coexist at close quarters there will be some order that emerges or that is imposed. Think of Lord of the Flies or The Admirable Crichton. Power struggles exist among any group of people. Seeing the power that Peekay attains without his seeking it points to the power inside him; the power of one person to make a change.This reinforces the notion that the one who should be held as an example is the one who does not seek power. This is more clearly illustrated in later chapters. The character of Geel Piet could fill an entire book. His relevance to the theme of Peekay's story lies in his role as a symbol of the downtrodden, poor bastard. He has lived a life of crime, but he is not all bad. He has learned to function within the system to accept what he cannot change. His legacy is: Peekay's success, the eight-punch combination, and the music that Doc dedicated to him.Peekay's boxing progresses, his musical abilities, although not masterful, proceed, and his academic career flourishes, due largely to his tutoring by Doc, Mrs. Boxall, and extra help from his teacher, Miss Bornstein, on whom he develops a crush. By the end of Book 1, Peekay has realized the enormity of the inequality of his country. His comprehension has grown from his early fear of Hitler coming to kill him and Granpa Chook to a resolve to continue to fight racial hatred and promote equality for all. The Power of One Character Analysis The close of the school year returns our hero to his beloved Nanny who listens to his tale of torture and who introduces the first flavor of Africa to the western reader; she summons the great Inkosi-Inkosikazi, a medicine man who will cure the boy of the â€Å"night water. † Nanny tells the boy's story with all the eloquence of the great storytellers while Inkosi-Inkosikazi and the others listen. Even our hero is in awe: â€Å"I can tell you one thing, I was mighty impressed that any person, most of all me, could go through such a harrowing experience. 6 All is set for the night; the chickens have been put through their magic, our hero has had his sweet potato, and it is time for him to meet Inkosi-Inkosikazi in his dreams. When this happens, our hero is shown a quiet place to which he can return in times of trouble. He does this later in the book when he feels a crisis. In the morning, the night water problem has been solved and Inkosi-Inkosikazi presents the boy with the s crawniest of the chickens. He is named Granpa Chook. This chapter is significant for several reasons. As an introduction to the bildungsroman style, our hero is situated in a time and a place.His early tribulations are addressed and he is given weapons to deal with them. His ability to think things over is revealed, and the chapter ends with one hurdle overcome and the boy set to begin another year at boarding school. This time, though, he has the magic of Inkosi-Inkosikazi and Granpa Chook, â€Å"the first living creature over which I had held power. † 7 He is learning that there are ways to cope with injustice. Just as he had decided to remain invisible, our hero learns that there is strength inside of him and that he can summon that strength when needed.He is able to find ways to survive the Judge and other oppressors. This gives hope to any reader who has felt himself the underdog. As the novel progresses, our hero's ability to rise to the surface despite how different he is to his companions tells the reader that we are all unique and that the power of each one can overcome daunting odds. The above material should serve as the basis for one class discussion. For each chapter, the teacher should examine what is essential to fuel the discussion. This next portion of the narrative will concentrate on the ransitional points in Peekay's development and the instances in which politics affect his life and environment. The remainder of the first section of Book 1, which will be evaluated through a written assessment (see Appendix C) takes Peekay on a journey to his new home in Barberton. Peekay finishes his time at boarding school where he learns to adapt to the Judge and his â€Å"storm troopers† by doing the Judge's homework in hopes that the older boy will graduate and be out of his life. The Judge has carved a crude swastika on his arm.He agrees to allow Pisskop and Granpa Chook live until he passes math and then says Hitler will surely deal wit h them and they will be dead meat. This plan is altered when Pisskop refuses to eat the turds the Judge forces into his hands and Granpa Chook defecates in the howling Judge's mouth. He and the storm troopers beat the bird to death, leaving our hero to bury and mourn his only companion. The school term ends, the Judge departs, and Mevrou, who, interestingly, also addresses our hero as Pisskop, prepares him for the journey to his new home by brusquely informing him that he will take the train alone.Free from the Judge, yet mourning the loss of Granpa Chook, they set out. When they meet Harry Crown, the Jew who sells them tackies, the man is appalled at the boy's name and suggests â€Å"Peekay† which our hero gratefully accepts. Thus far, Peekay has been loved by his Zulu nanny, despised by his Afrikaner schoolmates and subjected to the cruelties of budding Nazis, and treated kindly by a Jewish storekeeper. The next step involves Mevrou's emotionless parting from the boy when s he consigns him to the care of the railway.Then Peekay meets Hoppie Groenewald with whom he travels and who treats him as an individual and a friend. â€Å"Hoppie Groenewald was to prove to be a passing mentor who would set the next seventeen years of my life on an irrevocable course. He would do so in little more than a day and a night. † 8 He introduces Peekay to boxing and brings him to his match where the boy is put under the care of Big Hettie, an aging, overweight Irish women who literally kills herself with food. She is the subject of her own drama which unfolds in the following chapter. Peekay learns from Hoppie that he is a worthwhile person.He learns that there is a goal in each life and to reach that goal one must focus. The most important piece of information he learns, though, is that the power of one can conquer. The child's mind takes in this crucial information along with his heart's response to the genuine kindness of the first person who seems to care about him since Nanny. To his dismay, he awakens the morning after the fight to find a note from Hoppie who has left the train. It contains the advice, â€Å"first with the head, then with the heart,† 9 which Peekay follows in all his future endeavors.This section of Peekay's journey allows characters from several different backgrounds to make their impressions on the boy. The threat of Hitler is somewhat removed, but the marked inequality in the way different groups of people are treated unfolds. From Peekay's embarrassment at Hoppie Groenewald seeing his circumcised penis and fearing that he will despise him because he is English, to hearing the beautiful Indian lady with the diamond in her tooth referred to as a â€Å"coolie,† Peekay is constantly made aware that people in this society are unrelenting in their notion of social hierarchy.This baffles the boy who sees everyone as the same. But how did he become the egalitarian child who grew into the freedom fighter? His be ginnings show him with a bland and ineffectual mother who has a nervous breakdown and is essentially removed from his life. His nanny is the most important person in his small world. Granpa is kindly but vague. These conditions could account for the boy's acceptance of the blacks in his world, but how does it come about that he also accepts the other disdained groups? While he fears the Judge and his henchmen, he does not profess to despise all other Afrikaners.He takes to Harry Crown and is fascinated by the Indian woman. The key to this acceptance is in his nature as a person and his early experiences. At school he is made into the outcast. For no reason other than his heritage, the boy is punished, humiliated, and threatened with death. He is bewildered, not understanding why he has been singled out this way, yet he does not see his treatment as an injustice in the beginning. His reaction is to try to blend in and remain impervious to the tortures with which he lives.The result o f forcing this under the surface is that he becomes a bed wetter. The interesting point here is the cure; Nanny sets out to cure the boy in the only way she knows how. The acceptance into her culture without question or prejudice enlarges the boy's capacity to understand that all humans are part of the same whole. He communes with Inkosi-Inkosikazi in his dream and is linked to the older man's culture. This early understanding of the interconnection between all people is what allows the boy to incorporate anyone he meets into his world, his space, and his family.The people who do not fit well are individuals who have strayed from the whole, those such as the Judge and Lt. Borman. These people must be dealt with but they are not representative of their entire race and do not engender hatred from Peekay as such; he can discern them as blotches on the whole of humanity and deal with them appropriately. This maturity is what all intelligent people strive for, hoping to assess an individ ual and his actions and not mistake the work of one person as representative of an entire race or ethnic group.Peekay seems to exude the feeling of common brotherhood without consciously striving to communicate it, unlike Pastor Mulvery, who is portrayed as being as sincere as he is intellectually able, yet projecting all of his acquired ideals and dogma in a sickeningly conscious manner. Peekay reflects the world around him. He is everyman and everyman is his brother. Through his actions, Peekay speaks to the world around him and those who inhabit it answer him in kind. Throughout the book there are subtle distinctions between the competing Afrikaners and the English, referred to by the Judge as the â€Å"verdomde rooineks,† or â€Å"damned rednecks. Characters toss off ethnic references and racial epithets as a matter of everyday speech, such as, â€Å"I will tell Hoppie Groenewald you behaved like a proper Boer, a real white man,† 10 and â€Å". . . my mother was always getting splitting headaches because she was a white woman and like Nanny said, it was a very hard thing to be. † 11 Peekay is essentially colorblind. To him, his Nanny is the most important person in the world. His mother is simply the woman who gave birth to him. Without a father, his grandfather is an bsent-minded, distant personage who has little influence on the boy's life. All the figures in Peekay's life at this point, save the Judge, are adults, and it matters little whether they are Zulu, Shangaan, Afrikaner, Jewish, Indian, or â€Å"verdomde rooinek. † To Peekay they are all people, each one an entity to examine and understand; sometimes to fear and sometimes to love. The combination of a child's point of view with the adult narrator's reflection on these memories frames the picture for the reader, creating a universal point of view for global readers of all ages.After the disappointment of finding his mother under the religious spell of Pastor Mulvery, Peekay discovers that Nanny has been sent back to Zululand because she would not forsake her beliefs for the Christian religion. Peekay's life would have been unbearably bleak if he hadn't met Doc. Chapter Nine brings a breath of hope, both intellectual and aesthetic, into Peekay's life. Instead of remaining in the stifling company of his mother and Pastor Mulvery with the â€Å"escaping teeth,† Peekay has found a mind and heart to nurture his own.His loneliness birds are at bay, and he realizes, at age six, that one can be alone but not lonely. In this part of the book, organized Christianity is portrayed as something to be avoided. None of the characters who embrace the Apostolic Faith Mission seems to be very bright. The whole question of what happens in heaven is almost funny, except that the only response to the little white girl's query about whether the blacks will still work for the whites is for Pastor Mulvery to tell her that nobody works in heaven.He sidesteps the entire issue of equality and leans toward the â€Å"separate but equal† stance held in the United States. Doc, in contrast, who is a German citizen and therefore perceived as a threat to society, is the most spiritual character in the book; it is he who unwraps the beauty of the natural world for Peekay. In Courtenay's world, those interested in war and politics are definitely less valuable than those who embrace nature. In the second half of Book 1, Peekay grows from age 6 to 12. His relationship with Doc is the longest and most fruitful of any of his mentors.World War II begins and Doc is imprisoned for being an unregistered German. The injustice spreads as Peekay tries to intervene and is kicked in the jaw and touted as a hero who brought down a suspected traitor. When he comes to in the hospital, his broken jaw wired shut, Peekay is appalled at the report and relies on Mrs. Boxall, his friend and the town librarian, to sort it out and vindicate him. Peekay's observation o f the treatment of the prisoners and the racial prejudice of the prison officials only strengthens his feelings of the necessity for equal rights and education for everyone.He does not think of himself as English; he is South African. Doc accepts his internment graciously, as he is allowed full freedom of movement in the prison and is allowed to have a cactus garden. There is a hierarchy among the prisoners as well. In every collection of humans who must coexist at close quarters there will be some order that emerges or that is imposed. Think of Lord of the Flies or The Admirable Crichton. Power struggles exist among any group of people. Seeing the power that Peekay attains without his seeking it points to the power inside him; the power of one person to make a change.This reinforces the notion that the one who should be held as an example is the one who does not seek power. This is more clearly illustrated in later chapters. The character of Geel Piet could fill an entire book. His relevance to the theme of Peekay's story lies in his role as a symbol of the downtrodden, poor bastard. He has lived a life of crime, but he is not all bad. He has learned to function within the system to accept what he cannot change. His legacy is: Peekay's success, the eight-punch combination, and the music that Doc dedicated to him.Peekay's boxing progresses, his musical abilities, although not masterful, proceed, and his academic career flourishes, due largely to his tutoring by Doc, Mrs. Boxall, and extra help from his teacher, Miss Bornstein, on whom he develops a crush. By the end of Book 1, Peekay has realized the enormity of the inequality of his country. His comprehension has grown from his early fear of Hitler coming to kill him and Granpa Chook to a resolve to continue to fight racial hatred and promote equality for all.

Ethics of Starbucks Corporation Essay

Starbucks Corporation is the international coffee and the largest coffeehouse in the world based in seattle, Washington. The company has expanded rapidly with over 16,858 stores in 50 countries, including 11,000 in the united states, over 1000 in Canada and over 700 in uk. Starbucks don’t sell only coffee but there are variety in the consumer products that they offer such as hot and cold sandwiches and Panini, pastries ,snacks and other hot and cold drinks. The company’s products are seasonal or specific to the locality of the store. Starbucks also has an entertainment division and hear music brand, the company also markets books, music and films. Starbucks brand ice-creams and coffee are also offered at grocery stores. The Mission statement of Starbucks is to † inspire and nurture the human spirit – one person, one cup and one neighborhood at a time†. Starbucks believe that conducting business ethically and striving to do the right thing are vital to the success of the company. However, Starbucks corporation have been a target of protests and vandalism in the previous years on issues related to sustainability. But Starbucks have always been socially responsible and made it a priority to the development of new ways of addressing diverse impacts of business in society. Like every corporation, Starbucks has its own Standard of Business Conduct which facilitates legal compliance and ethics training; investigates sensitive issues such as potential conflicts of interest; and provides additional channels for partners to voice concerns. Partners are encouraged to report all types of issues or concerns to the program through their choice of the offered communication channel. The key goal and the important aspect of Business ethics is Sustainability. Sustainability is emerged from the environmental perspective because of the effective management of physical resources that are conserved for the future. But the concept of sustainability is not only broadened to include environment but also economic and social consideration. Starbucks have made its priorities in addressing ethical issues related to the environment through formal and public relations. Starbucks is committed to a role of environmental leadership in all facets of our business. This is done by understanding the environmental issues, developing innovative and flexible solutions to bring about change, attempt to buy, sell and use environmental friendly products, instilling environmental responsibility as a corporate value, measuring and monitoring our progress for each project. However, The Three components of Sustainability actually represent in terms of goals for business ethics. a) the environmental perspectives for Starbucks Corporation In 1999, Starbucks started† grounds for coffee† where they would give away the grounds to anyone for composting. They also reduced the size of their paper napkins and garbage bags to reduce wastage and lightening their solid waste to 816.5 metric tons. In response to the excessive water consumption ,Starbucks have replaced pitcher and dipper wells with push button faucets for rinsing utensils. Starbucks are trying ways to make recycling services available for its plastic cups as the services are very limited. By 2015 it is will make these services available in every store across the country. Previously, there were issues that plastic cups were non-recyclable because of the plastic coating that prevents the cup from leaking also prevents it from being recycled so they changed the material from prolypropylene (PP) to polyethylene teraphthale (PETE) which can be recycled. Starbucks is now considering the use of biodegradable material instead of plastics to line the cups. Starbucks gives 10 cents discounts to its customers for using its own mug and it now uses corrugated cup sleeves made up of 60% post consumer recycled fiber. As a Corporate Citizen, Starbucks have taken the ethical responsibility by conserving energy and increasing efficiency to reduce contribution to climate change. Purchasing of renewable resources to avoid impact on the climate yt and investing in new lighting and improving the efficiency of HVAC (heating, ventilation and cooling systems) and other equipments. Starbucks also has build greener stores which include a mix of design elements such as using recycled floor tiles, improve light efficiency, installing low flow valves throughout the stores, using paints with lower amount of volatile organic chemicals. b) the economic perspective for starbucks corporation A broader concept of economic sustainability would include the company’s attitude towards and impacts upon economic framework. Starbucks Corporation responsibly grows coffee and launching its Fair Trade Coffee has undeniably made a significant contribution to their family farmers through rapidly growing FTC coffee volume. Starbucks has established support centers for the farmers in Rwanda and Costa Rica to provide them with necessary resources and expertise to help lower the cost of production, reduce fungus infections, improve coffee quality and increase the production of premium coffee. During the growing and harvest cycles, many farmers find it difficult to cover the expenses prompting them to sell their crops for less to the local buyers. To avoid such situation, starbucks provides funding to the organization that make loans to the coffee growers which will sell their crops at the best time to get the right price. It will also help the farmers to invest in the farms and make capital improvements. Starbucks coffee and cocoa buying is designed to long-term supply of high-quality, ethically sourced cocoa and coffee while contributing positively to the environment and to cocoa-farming communities. Starbucks argues that it pays above market prices for all of its coffee. According to the company, in 2004 it paid on average $1.42 per pound ($2.64 kg) for high-quality coffee beans. This is in comparison to commodity prices which were as low as $0.50–$0.60 in 2003–04. c) the social perspective for Starbucks corporation The key issue in social perspective on sustainability is that of social justice. Starbucks Corporation is involved in communities’ services bringing people together, inspiring change and making a difference in people’s lives. Engaging young people to identify and address the needs of their community. Young people also receive advocacy ,training, financial help and other resources for their efforts. This is done by providing monetary aid and establishing relationship with International Youth foundation and Youth Venture. Starbucks is also involved in combating HIV/Aids to coffee growing community in Africa. Starbucks began selling RED goods in November 2008, enabling the supply of AIDS medicine for 3800 people for a year. The Starbucks Foundation has served the society for many years providing access to clean waters to the developing countries from its brand water bottled ETHOS, fostering education in china, rebuilding the Gulf coast. Although these goals and targets are identified by the UN are essentially the responsibility of the government to achieve, some of them have direct significance for business. Finally we have identified sustainability as a crucial concept that helps to determine the goals and objectives of the business activities from ethical point of view.

Why is civilty dead Essay Example | Topics and Well Written Essays - 500 words

Why is civilty dead - Essay Example These are the indications from the media, the public and political life. Admittedly, people have to have the freedom to speak for themselves, however the era of mass information and technology made our sense desensitized. After off the cruelty pouring out from the media it is difficult for us to control ourselves and to express our feelings without passing the border of the good manners. We are used to watching and listening to politicians who try to discredit their opponents on the public space. We also know that their verbal disruption polarizes and poisons the debate. We no longer perceive political animosity as something unusual. By now we heard how the Congressman Joe Wilson yelled to President Obama and called him "liar". However the lack of courteous behavior in politics is not the most troubling one, now that it moved to the public realm. Television helped a lot in showing foul language and numbing our sensibility with constant broadcasting of rude behavior. In addition the anonymity of the internet allows people to launch freely their anger. Mass media likes to focus its attention on nasty personal attacks performed by celebrities. The U.S society has a deep fascination with celebrities and I believe that their world- wide broadcast of indiscretions forced society to ask if civility is no more.

Globalization and Worldwide Poverty Dissertation

Globalization and Worldwide Poverty - Dissertation Example As the discussion stresses globalisation provides a wide-ranging and an all-embracing set of opportunities for worldwide development but evidently, is not progressing uniformly. A few countries have assimilated into the global economy swiftly more than others. Countries that have been able to assimilate are experiencing faster growth and reduced poverty. Likewise, outward-oriented strategies resulted into added economic vitality and wealth to much of East Asia, converting the region from one of the most pitiable territories of the world forty years ago. Together with the ascent of living standards, it became possible to make progress on democracy and economic matters such as work standards and the environment. According to the research findings poverty incidence escalated and high inflation became the norm. In several circumstances, especially Africa, hostile and unfavourable developments made the problems worse. However, as these territories changed their economic policies, their incomes began to rise and vital transformations were on track. They found out that promoting this trend and fostering such economic scenario and not quashing it is the best course for propping up growth, development and poverty reduction. As globalisation made its way into every fiber of human life and human activity, it can be safely deduced that it has both increased and reduced poverty. ... So, how can the developing countries, especially the poorest, be assisted to pull alongside its more affluent neighbors Does globalisation aggravate inequality or can it help reduce poverty What about those countries that assimilate into the global economy, are they inexorably vulnerable to instability These are some of the imperative questions that need to be answered. Literature Review As globalisation made its way into every fiber of human life and human activity, it can be safely deduced that it has both increased and reduced poverty. A process involving the intricate sequence of events - symbolized by the surge of privatisation in public utilities and state-controlled industries, changes in domestic financial markets, taxation systems and liberalised labour markets -- resulted into an unmatched swiftness of international trade and FDI flows (United Nations, 1999; Sala-i-Martin 2002a and 2002b). When social outcomes of globalisation have been closely investigated and deeply scrutinised, academics and logicians have recognised the direction, significance and repercussions of this correlation. And as its effects have been evaluated and analysed, reference was made to two diverse components in the literature - one that connects growth to poverty and inequality and the other pertains to the association of trade to growth. Academic analysis and pragmatic evidence result from the blend of contentions utilised in each sphere of study, one is if 1) growth is distribution neutral as asserted and 2) trade enhances growth, so much so that it can be claimed that 3) trade is helpful in order to alleviate poverty. The notion that growth

Early Childhood Education Management Essay Example | Topics and Well Written Essays - 5000 words - 1

Early Childhood Education Management - Essay Example This essay stresses that it is necessary to mention that the information discussed above is really useful for nursery managers if they want to be professionals and to be aware of all aspects of the work, including managing the establishment. Nursery manager has to know everything about early childhood education and development, not only managing issues. It is necessary to say that real professional is broad-minded. The main purpose of the present case study is to find the possible solutions to the problem of Helen. She is known for her dictative manner of behaviour, though she is a great lover of children. In order to find the ways out, we shall try to apply theoretical knowledge from the area of management and leadership. This case study will be a descriptive one, for first of all we will describe the situation, and then look for possible means of changing it, resulting from the theoretical material which we will be able to find. This report declares that cooperation with children has many forms. Nursery manager should realize that it demands good knowledge, development of skills and creativity. The daily experience will be typified by life experience and sudden teachable moments. There is no place for strict treatment and constant subject learning. Nursery teacher plays many roles such as observer, evaluator, elaborator, planner, and modeller. The choice of the role depends on the situation. It was mentioned that nursery educator must work with children â€Å"based on their knowledge of the individual child and their knowledge of how children generally develop†.

Living on campus and living off campus Essay Example | Topics and Well Written Essays - 500 words

Living on campus and living off campus - Essay Example Living on campus was really fun as I stayed in one of the best dormitories on campus. I had the opportunity of living with students in my class as some of them lived in my dormitory. I live far from campus due to the accommodation problems in the city and I do not have the opportunity of living close to my fellow colleagues. Life off campus was really good socially as I had the freedom to jive as I wanted to, which would not have been possible if I was still staying on campus. Living on campus really benefited my academics as I would easily interact with my lecturers and fellow students. When I was living on campus, we usually organized a discussion class, where we shared knowledge and ideas on some courses taught in class. This is not possible living off campus as there are no students around me, not to talk of organizing a discussion class. Now that I live off campus, I have to go to the campus when I need some vital materials for my course and this has not made my academic experience worthwhile. Living on campus has benefited me more academically than living off campus. Though, I now have privacy staying off campus as I know that there is nobody watching my steps, but the fact remains that there is distraction living off campus, which was not the case when I was living on campus. The primary aim of everybody that lived on campus was their academics, but students that lived off campus had different aims and motives. For me to achieve academic success living off campus, I have to wade off these distractions and concentrate more on my studies. I now have to deal with the problem of paying the bills of social utilities off campus as I was not bothered by these problems when I was living on campus. I would say from my experience that life off campus has been more interesting than life on campus and would want to go back to living on campus if I have the opportunity. But I have also

Training Public Servants in the Public Sector Research Paper

Training Public Servants in the Public Sector - Research Paper Example Training and development can also be used to provide the workers with new knowledge that they can apply in the workplace. A good training and development program has both mandatory and voluntary trainings (Ncsu). Mandatory trainings are given to the entire staff. Offering other training opportunities is important so that employees that are motivated to become better workers can move up the corporate ladder. Employees that voluntarily take advantage of training opportunities have a better chance to be given a promotion by a firm. Providing training and development can help reduce the stress of the workers by adequately preparing them to perform their job tasks. Training and development initiatives are typically given by the managers, human resource department, or by an outside consultant. Preparing training and development programs in-house can help companies save money. Training and development can help motivate the staff (Bodimer, 2013). To determine whether training adds value to the firm the organization must perform a cost-value analysis. New employees are often given on-the-job training. On-the-jo b training is the most widely method used for training. On-the-job training involves placing the employee into the real work situation and shown the job and the tricks of the trade by an experienced employee or the supervisor (Ivancevich, 2001). A training method that can be used to develop managerial decision making is the in-basket technique. Managerial games emphasize development of problem solving skills. A few years ago I worked at a company that was suffering from productivity issues. The managers of the company were not able to identify the source of the problem. The general manager of the company hired a consulting firm to assess the situation. After one week of observation and analysis the consultant determined that the productivity of

Seminar Assignment Example | Topics and Well Written Essays - 500 words

Seminar - Assignment Example Performing traditional duties of kinghood and being a family man does not provide meaning to life because people are hard to manage and staying at home is unproductive. Ulysses believes that being a king seems useless when subordinates are generally unruly. He thinks that kinghood is senseless: â€Å"†¦I mete and dole/Unequal laws unto a savage race† (Tennyson lines 3-4). Kinghood is meaningless when kings cannot control the laws they pass since many people are affecting their decisions, and it is also meaningless because people generally want to do as they please, like savages. Moreover, Ulysses is discontent as a husband and as a father. He thinks it is boring to stay at home with an â€Å"aged wife† † (Tennyson line 3) and be a father to a son who already knows what to do as a king, even better than he can. He says with pride that Telemachus is â€Å"[m]ost blameless† (Tennyson line 39) and he can serve the people and even the â€Å"household godsà ¢â‚¬  well (Tennyson line 42). In other words, Ulysses does not find himself useful in his kingdom. Instead, he is sure that his destiny lies in his ocean adventures where he is free. In order to have a full life, Ulysses intends to be the King of his fate through freedom and traveling. He thinks that staying in Ithaca will make him grow older faster because his body barely moves and his mind deteriorates in seeing the same things. He says that to be a King is â€Å"[t]o rust unburnishd, not to shine in use!† (Tennyson line 23). Ulysses believes that living on land is the same as rusting, while sailing is to shine. In addition, sailing is the only way of life for Ulysses because he meets new people and gains new knowledge from different experiences, whether they are battles or mere social interactions across the world. He believes in the beauty of exploration and making international social connections: â€Å"Much have I seen and known;

Diverse Statemnt Essay Example | Topics and Well Written Essays - 250 words

Diverse Statemnt - Essay Example More so, vocabulary can be taught in different ways such as asking learners to state words beginning with given alphabetical letters, reading comprehension passages and identify new words and look up for their meanings from their context of use in relation to their dictionary meanings (Taber 13). In addition, grammar and spelling are other areas that should be adhered in teaching of English. Students with learning difficulties or special needs learners have to be accorded with special care and methodologies if educational objectives have to be achieved. These learners can be assisted through the provision of special and differentiated instructions, encouraging group or peer learning, repeating the taught content several times, encourage learners in the areas where they are good at and present them only relevant content and leave out less important content (Taber 9). These learners exhibit extra abilities as compared to the average learners. They are sometimes referred to as high achievers, talented or great thinkers. They are exhibited by their performance of task, high achievement in school, and are highly placed compared to the grade level learner. They are helped and taught using special methodologies, theories and procedures just like the slow learners since their pace of learning is not comparable to that of the average learners. There is an identified way of teaching these learners known as Gifted and Talented Education (GATE) or Talented and Gifted (TAG, or G/T). Learners are allowed to learn new things for themselves since they are able to digest new ideas and keep high level of motivation. They learn best through self-discovery and when experimental method of learning is applied (Taber

The Victoria's Secret Fashion Show Essay Example | Topics and Well Written Essays - 2250 words

The Victoria's Secret Fashion Show - Essay Example The paper "The Victoria's Secret Fashion Show" explores the Fashion Show of Victoria Secret. People who are always attracted to Victoria's Secret Fashion Show are the middle class. One of the reasons as to why it is believed that Victoria's Secret Fashion Show can target both is that they are always entertaining. Victoria’s Secret knows exactly how they can be able to attract both men and women to their fashion shows. Aspects such as sparkling runway, unique fashion creations, and performances by artists are ways through which these fashion shows have been able to become irresistible to men. While men go to the show to watch the gorgeous models, women would go with the aim of catching up with some of the trends in fashion. The main objective of Victoria's Secret Fashion Show is to market products that are produced by Victoria’s Secrets. The company is well aware of the fact that the targeted market is always keen on fashion, fashion show is a way through which they can be able to showcase women of their new products so that they can enhance awareness or individual products and the brand at large. Through the use of some of the popular fashion models, the company is able to enhance the demand or their products. This is a more interactive way of advertising products as it has been observed to enhance brand loyalty. Even the men who are not always keen on fashion, especially women fashion can be introduced to the world of lingerie and nightwear because they will definitely be exposed some products.

Effects of Homosexuals in Schools Essay Example for Free

Effects of Homosexuals in Schools Essay In the 19th century, a German psychologist coined the term â€Å"homosexuality†. Basically, homosexuality is often a sexual attraction that is primarily towards the members of the same sex (Pickett, 2006). Oftentimes, homosexual equates to being gay and/or lesbian. There are varying points of view regarding homosexuals and homosexuality. Many religious groups believe that there no one born as a homosexual. However, there are plenty of scientists, particularly psychologists who believe that a person is born this way. Religiously speaking, there are no supporting texts in the Bible that there are homosexuals. Only two genders are made: man and woman. Oftentimes, the greater portion of the homosexual community believe that they were â€Å"born gay† (Worthen, 2004). This belief and perspective oftentimes give them comfort and a sort-of justification for their â€Å"state†. Also, this very same ideology relieves them of any responsibility to change. Nevertheless, there is no firm scientific proof until today that affirm that some people are born homosexual. Genetically speaking, they are just either male or female (Worthen, 2004). Since there are no born homosexuals, many psychologists believe that homosexuality is a learned behavior. There are many factors or reasons why a person becomes homosexual. Primarily, most of these factors involve family. These include a disturbed family life in the early years (of the individual), absence of/in love on the part of either parent or a failure to identify with the same-sex parent. Later, the consequences of these reasons manifest in the individual in varying forms—and one of them is through confusion of their identity that oftentimes lead to homosexuality. But one thing is for sure—that homosexuality has many roots (excluding family). Along with the other factors that cause homosexuality, we must not also take for granted the individual. The individual’s choices also play a key part in transforming and shaping his (homosexual) identity. Majority of causes of being homosexual is rooted with family reasons. In such cases this immensely affects the behavior of the individual particularly in school. Majority of homosexuals that go to school instantly faces the burden of â€Å"coming out†. This is one of the hardest challenges that an individual must face. Since most of homosexuals that go to school are having identity crisis and fear of rejection from their peers (if ever they decided to come out), they have a very high tendency to have unusual behavior from â€Å"straight people†. Most of the time, (with the assumption that the individuals are mostly teenagers since they still go to school) these people is in high risk of suicide, substance abuse, the feeling of isolation and more importantly, school problems. Consequently, because of this kind of behavior, they (and it) inevitably affect their relationship with other people. Because they always need the feel to isolated, the tendency is that, they can be the frequent butt of jokes (especially in schools where homosexuality is not yet a very open and accepted topic) that will in turn can lead into more dangerous behaviors. Moreover, when things go uncontrollable, there is also a huge tendency for the individual to resort to many absurd and unsafe displacement methods (i. . substance abuse, committing crimes, etc). Because of the rising number of individuals (particularly young homosexuals) that is involved in this kind of situations, a great deal of number of individuals and concerned groups were established to help them. Most of these help lines offer counseling but more than that, they also make sure that the individual can pursue his/her way to full acceptance and if worse comes to worse, to their recovery. Before the advent of DNA technology, psychologists and sociologists believe that the cause of homosexuality is influenced by the environment of the individual; but with DNA testing, they were able to pinpoint that somehow, genes has something to do with it. But more importantly, we cannot deny the fact that from the beginning, there were only male and female; but as time pass, some strong environmental factors can bend the reality of life that even Nature herself find it hard to turn back (or at least minimize the bad consequences) time.

Importance of reading Essay Example for Free

Importance of reading Essay ?Kids who read often and widely get better at it. This is pretty much just common sense. After all, practice makes perfect in almost everything we humans do and reading is no different. 2. Reading exercises our brains. Reading is a much more complex task for the human brain than, say, watching TV is. Reading strengthens brain connections and actually builds new connections. 3. Reading improves concentration. Again, this is a bit of a no-brainer. Children have to sit still and quietly so they can focus on the story when they’re reading. If they read regularly as they grow up, they develop the ability to do this for longer and longer periods. 4. Reading teaches children about the world around them. Through reading, they learn about people, places and events outside their own experience. They are exposed to ways of life, ideas and beliefs about the world which may be different from those which surround them. This learning is important for its own sake however it also builds a store of background knowledge which helps younger children learn to read confidently and well. 5. Reading improves a child’s vocabulary, leads to more highly-developed language skills and improves the childs ability to write well. This is because children learn new words as they read but also because they unconsciously absorb information as they read about things like how to structure sentences and how to use words and language effectively. 6. Reading develops a child’s imagination. This is because when we read our brains translate the descriptions we read of people, places and things into pictures. When we’re engaged in a story, we’re also imagining how the characters are feeling. We use our own experiences to imagine how we would feel in the same situation. 7. Reading helps kids develop empathy. This is something I’ve only recently realised but it makes sense. As my fifteen-year-old son said to me when we were discussing it, ‘Of course it does because you’re identifying with the character in the story so you’re feeling what he’s feeling. ’ 8. Because reading does all the things I’ve mentioned above, children who read do better at school. And they don’t just do better at subjects like reading, English and history. They do better at all subjects and they do better all the way through school. 9. Reading is a great form of entertainment! A paperback book doesn’t take up much space so you can take it anywhere and you’ll never be lonely or bored if you have a book in your bag. You can read while waiting in a queue, while waiting for a friend who’s running late or during a flight delay at an airport. 10. Reading relaxes the body and calms the mind. This is an important point because these days we seem to have forgotten how to relax and especially how to be silent. The constant movement, flashing lights and noise which bombard our senses when we’re watching TV, looking at a computer or playing an electronic game are actually quite stressful for our brains. When we read, we read in silence and the black print on a white page is much less stressful for our eyes and brains. So there you have it – the Top 10 benefits of reading! . Reading has at all times and in all ages been a source of knowledge, of happiness, of pleasure and even moral courage. In todays world with so much more to know and to learn and also the need for a conscious effort to conquer the divisive forces, the importance of reading has increased. In the olden days if reading was not cultivated or encouraged, there was a substitute for it in the religious sermon and in the oral tradition. The practice of telling stories at bed time compensated to some extent for the lack of reading. In the nineteenth century Victorian households used to get together for an hour or so in the evenings and listen to books being read aloud. But today we not only read, we also want to read more and more and catch up with the events taking place around us. The various courses and classes being conducted in rapid reading support this belief. The amount of reading one should get through is of course nobodys business. There is no end to it for there is a variety of subjects to read about. The daily newspaper or the popular magazine while it discusses topical issues and raised controversies, it also provokes thought and throws light on human nature. It brings the news of wars, rebellions, organizations, political stances, heroic deeds etc. , together and helps knit a world of some sort. There is then the serious reading undertaken for research and for satisfying ones longing for knowledge. It may be a subject of scientific significance, or a subject of historic or philosophic importance varying according to the taste of the person. This kind of reading disciplines the mind and trains one for critical and original thinking. There is yet another kind of reading -reading for pleasure. Though serious reading is also a source of pleasure, reading which is devoted mainly to it differs in one respect. It grows upon one, it gives before demanding and it soothes and relieves tension and loneliness. The only kind of reading which neither stimulates thought nor provides knowledge is one which is approached negatively, with the simple motive of escape and of killing time. A person who is widely read is able to mix with others: he is a better conversationalist than those who do not read. He can stand his ground. Reading broadens the vision. it is in a way a substitute for travel. It is not possible to travel as much as one would like to and reading can fill in the gap created by the lack of travel. Reading, as Bacon wrote in his essay. Of Studies. maketh a full man: conference a ready man: and writing an exact man. Thus a widely-read man is a better conversationalist and is able to see the other point of view. Literature is a form of art which can cross barriers and if one does not know the language in which a piece of literature is written, one is willing sometimes to learn the language. Even if one does not learn a language one reads the literary work in translation. This contributes to the growth of understanding and tolerance amongst people. Reading also helps one to see the present in relation to the past and the future, and thus develop a historical perspective. Care is needed to ensure that reading does not become a substitute for real life. The moment one ceases to enjoy the ordinary pleasures and happiness of life and is content to enjoy them vicariously through fictional and historical representations, one loses all the benefits of reading and loses contact with life. With the cinema and television taking up a great deal of attention of children, teenagers and even adults, the habit of serious reading is dying out. People are content to read abridged versions. see films, go through illustrated comics and be content. But just as reading should not become a substitute for the joy of living or drive out the other forms of entertainment, other substitutes should not be accepted for the pleasure of reading which lies in the act itself. One may be selective, may be discriminating but no one can afford to shut himself off from this rich and ever-growing world of literature.

Factors that affect employee motivation

Factors that affect employee motivation Motivation has to do with the understanding of the reasons why human beings act the way they do. It is said to be the study of psychology and is concerned with explaining all forms of human behaviours (Phil Gorman, 2004). Motivation is a very important aspect of psychology that tries to explain why humans or animals act in a certain manner (David A.H, 1995). Motivation studies have to do with the study of the Human psychology and behavioural patterns, it is an attempt to explain why and what the reasons are for actions we take. Mitchell (1982) suggests that the term motivation represents those psychological process that cause the awakening, direction and persistence of voluntary actions that are goal oriented. It is a psychological process resulting from the corresponding interaction between the individual and the environment that affects a persons choices, effort and persistence (Gary P. L and Christopher T, 2006). Motivation seeks to explain the why of behaviour (Phil Gorman, 2004). When we ask why a person or animal behaves in a particular manner, we are essentially asking about motivation (Mook, 1996). Motivation has generally been related to the need to achieve specific goals. It is concerned with goal-directed behaviours that pushes us towards certain actions and not others and is also the complex process that moves individuals towards some goals (Phil Gorman, 2004). Robbins (1993) defined motivation as the willingness to exert high levels of effort toward organisational goals, conditioned by the efforts and ability to satisfy some personal needs. According to David A. H (1995), Motivation examines two aspects of behaviour; the direction of behaviour those concerned with the influences which cause specific actions in humans and the intensity of behaviour concerned with the strength of behaviour. It is concerned with what causes specific actions, the reasons for actions we undertake and what determines the intensity of such action. Two individuals could be motivated towards a specific goal, say passing an exam. They will both be motivated to read, but the degree or intensity of motivation will usually not be the same for both individuals. Motivation studies are undertaken in order to explain the onset, the direction, the intensity and the persistence of behaviour directed towards the attainment of one or more goals or objectives (Mark R. Z ,2006). So many authors have written and established various motivation theories. The following chapters in this review will discuss on the various motivation theories and contributions of renowned writers in the field of motivation studies. MOTIVATION THEORIES MAJOR CONCEPTS AND CONTRIBUTIONS. ABRAHAM H. MASLOWS HIERARCHY OF NEEDS THEORY This theory advocates that all individuals are born with natural needs and if these needs are not fulfilled, the individual will be motivated to act in a manner that will enable him satisfy them. Maslow A.H (1954) suggests that all individuals have a series of human needs which are prioritised on an ascending scale, with basic physiological survival needs at the bottom and the more psychological individual needs at the top. Maslow (1954)s Hierarchy of needs stems from Physiological needs (survival), Safety needs, Social needs, Esteem needs and Self-actualization at the top. According to this theory, humans have gone beyond the need of only basic survival needs but are now driven towards greater achievements and high needs up till self actualization. Maslow (1954)s theory also assumes that these needs are activated in a sequential order starting from the bottom and a higher need emerging when the lower need has been satisfied and that after a need has been satisfied it ceases to dominate behaviour. Physiological needs: These are the basic biological needs of man to survive. These needs are food, water, shelter etc. Maslow (1954) believes that humans are likely to be motivated by physiological needs rather than any other need. Once this needs have been satisfied, he is then motivated by the next level set of needs. Safety needs: This refers to the need for security, freedom from fear and anxiety, need for stability and protection. Maslow (1954) suggests that this safety needs are mostly apparent in chaotic societies and when there is a stable, smooth running and good society, this need will not be so desired. Social needs: This is the need for love and social belonging. When these needs are not satisfied, individuals will do all in their power to get affection from family and friends (Maslow, 1954) Esteem needs: This refers to the need for prestige and recognition from others. It refers to the need for development, maintenance of self-respect and respect from others (David A.H, 1995). Self actualization: This is the individual need of achieving ones full capability. It is the satisfaction of reaching what the individual believes to be his/her full potential. Maslow (1954) however, was of the view that very few people manage to satisfy the highest set of needs such as self actualization. Some strengths of the theory; Theory acknowledges that all individuals have in-born natural needs and when these needs are not satisfied the individual is compelled to act in a manner that will enable him satisfy these needs. He has been able to combine both physiological and psychological needs in his hierarchy of needs theory. Physiological having to do with the innate needs and instinctive drives to satisfy these needs in the body. While psychological needs stem from cognitive conscious assessment before actions are taken. David A.H (1995) noted that the ascending hierarchy of needs is not a one way process, if lower needs become unsatisfied, the individual will go back towards satisfying those lower needs. The theory also suggests that the hierarchy does not apply rigidly to all individuals and some individuals may seek to satisfy some higher needs at the expense of lower ones (Maslow. 1954) Pointed out below are some weaknesses of the theory; Phil Gorman (2004) pointed out that the theory doesnt seem to take account of the possibility that people who make small achievements in their lives may feel satisfied and fulfilled believing that they have truly achieved their full potential. He suggests that this may be due to restrictions placed upon them by their social background. The theory does not consider that other factors such as environment and society can influence the individual to act in a particular manner. According to Stanworth and Curran (1973) the theory ignores the way the culture of a society and its subcultures, structure the aspirations and expectations of individuals and groups. Ivan T. R, et al (1992) bares the opinion that Maslows theory barely touches on the role of environmental factors in the development of his hierarchy. The theory is difficult to apply in some situations. Stanworth and Curran (1973) also pointed out that most people who set up businesses would seem to be satisfying the higher level of needs in Maslows theory and going into a business is quite a risky venture. This means they are more concerned about a higher need of opening a business than a lower need, security and risk of having a business. HERZBERG F.W HYGIENE THEORY This theory is primarily concerned with motivation at the work place. According to Herzberg et al (1959) there are basically two sets of factors that influence behaviour; Hygiene Factors (dissatisfiers) and Motivators (satisfiers) Hygiene factors (dissatisfiers) These are factors that do not satisfy the individuals but only keep them from being dissatisfied. The presence of these factors in a work place will mean the individuals will not be unsatisfied but they will not be motivated either. These factors include, good working conditions, good salary, supervision, security, relationship with peers, company policy and administration. Most of these factors are classified as being extrinsic (David A.H, 1995). Motivators (satisfiers) These are those factors that actually motivate the individuals in the work place. They give the individual a feeling of self satisfaction and achievement. These factors are essentially internal and examples of these motivators are need for recognition, personal development and advancement and the need for growth. These motivators are related to the content of the job that allows the individual employee to develop their occupation as a source of personal growth. Employees will be motivated with such factors as they allow them satisfy the need for self actualization (Herzberg et al, 1959). Part of the strengths of this theory is that just like Maslows theory, Herzberg et al (1959) believes that all human beings have physiological needs that can be satisfied with money e.g. Food and water and psychological needs such as the need for self-development and self-actualization. While a major weakness is that Herzberg has also neglected the influence of the environment and societal background as possible motivators. Some of his hygiene factors such as good salary which he suggests will only prevent an individual from being dissatisfied, in some case can actually provide motivation to the individual (David A.H, 1995). McGREGOR DOUGLAS. -THEORY X AND Y McGregor (1960), suggest that there is a direct relation between the way managers treat their workers and workers motivation. McGregor believes there are two major approaches to the management of people and they have to do with a managers view on workers attitude towards work. He formulated the theories X and Y. Theory X In this theory, management treats workers with little or no respect. The attitude of managers towards workers in this theory is based on: The belief that the average human being dislikes work and will avoid it if possible. That most people have to be controlled, forced, directed and punished to get them to put adequate efforts towards the achievement of organisation objectives. That the average human, prefers to be directed wish to avoid responsibility and wants security above all (Evans D, 1990). Theory X is patronizing and makes no allowance for workers individualism. It is based on aspects of management such as discipline and control (David A.H, 1995). Theory Y This theory concentrates on delegation, decentralization, participation and consultation. The characteristics of management here are as follows: External control and the threat of punishment are not the only means of bringing out efforts towards achieving organisation objectives. People are committed to objectives in proportion to the rewards associated with achieving the objectives. That the average human being learns, under proper conditions not only to accept but to seek responsibility (David A.H, 1995). The theory encourages participative management and suggests that for workers to be motivated it is necessary to allow them use their skills within the work place. This will make them feel involved as part of the organisation. ALDERFERS EXISTENCE RELATEDNESS AND GROWTH THEORY (ERG) This theory advocates that in the attempt to achieve individual satisfaction, people are motivated to act in a specific manner (Aldefer C.P, 1972). He suggests that satisfaction relies on the fulfilment of natural needs such as existence, relatedness and growth. Individuals constantly interact with their environment which as an effect in their behaviour. He believes that these 3 sets of needs are able to exist simultaneously and can be satisfied in a flexible order. Existence needs: These needs are concerned with physiological and material factors related to survival such as hunger, thirst, salary and working conditions. Relatedness: This has to do with the need to relate with others in the society. Individuals are motivated to seek satisfaction in their social relationships. Growth needs: This refers to creating the optimum use of existing capacities and the development of new capacities. Satisfaction of growth needs depends on the individual developing to their full potential (Alderfer C.P, 1972). This theory does suggest a rigid hierarchical structure and does not propose that an individual will try to satisfy one set of needs at a time (David A.H, 1995). McCLELLANDS NEED FOR ACHIEVEMENT THEORY This theory is also based on three innate needs which are of optimum importance. They are the need for achievement, affiliation and power (McClelland, 1961). Robbins (1993) believes that those who have strong drives to succeed are searching for personal achievements rather than rewards. They have the drive to improve on better ways of doing things. Need for achievement (N.arch): This can be described as the need for success and high standards of personal excellence (David A.H, 1995). It is the drive to achieve success. Need for affiliation: This is the need for a good relationship with other individuals. Need for power: This is the need to want to influence and exert some level of control over others. McClelland (1961) believes that all individuals have each of these needs although the level of intensity of the needs varies between each person. This means that some people might have high needs of some and low of the others. According to McClelland et al (1953), any attempt to understand a persons motivation to achieve must take into account both the personality and situation the individual finds him or herself in. He also suggested that the desire for achievement in a society could be measured from the kind of achievement imagery presented to the children (McClelland, 1961). Stanjworth Curran (1973), pointed out that McClellands theory considers differences between groups in motivational pattern and relates this to social and cultural factors. EDWARD TOLMANSS EXPECTANCY THEORY Tolman E.C (1948), theory suggests that the motivation of individuals is not based on needs or drives but is determined by the presence of goals and the expectancy that their behaviour will lead to the attainment of this goal. He believes that human beings will be motivated in a specific manner when they are convinced that the results of the behaviour will be desired by them. The theory basically harps on individual motivation and the influence of the society. Tolmans theory recognises that people have different types of needs, desires and goals and proposes that the amount of effort people are prepared to put in task depends on whether the effort will produce better performance (Ivan T.R et al, 1992). VROOM V.H EXPECTANCY, VALENCE INSRRUMENTALITY THEORY This theory stems from Tolmans expectancy theory but in addition to expectancy Vroom added valence and instrumentality as determinants of motivation. Expectancy: Vroom Edward (1970) suggests that expectancy is a momentary belief concerning the likelihood that a particular act will be followed by a particular outcome. Instrumentality: This assumes that the behaviour of individuals is influenced by the degree to which additional desired goals can be attained as the direct result of such behaviour (Vroom Edward, 1970). The theory suggests that the amount of effort people are willing to put in a task depends on whether the performance when achieved will pay off in terms of outcomes (Ivan T.R et al, 1992). Valence: This refers to the value of the outcomes. Vroom Edward (1970) suggests that individuals value some outcomes highly and hence desire them and can value outcomes lowly and try to avoid them. He states that we are motivated by the fact that we expect specific behaviours to result in specific outcomes and that such outcomes will have a degree of valence. The main motivation points of Vroom according to David A.H (1995) are The expectancy that specific behaviour will result in that attainment of a specific goal, the value of the desired goal and the degree to which such behaviour is instrumental to the attainment of other additional goals. EDWIN A. LOCKE GOAL THEORY Basically this theory looks at motivation from the angle of motivating the employer. It suggests that when specific goals and targets are set out for individuals, they become motivated in order to achieve the goals. This theory has identified that human beings act in a specific way when they are faced with a particular goal (Locke E.A, 1968). The highlights of this theory are that difficult goals should be set because they result in higher performance, employees should be part of the goal setting and that there should be adequate feedback with guidance and advice (Locke Latham, 1984). Locke pointed out that incentives such as money, participation, competition and praise can influence goals. According to Ivan T. Robertson et al (1992) goals have been demonstrated to affect performance through four mechanisms: Directing attention and action. Mobilizing effort Increasing task persistence. Motivating the search for appropriate performance strategies. Ivan T. Robertson et al (1992) also added two goal attributes that could be relevant for motivation. Goal content the level of goal difficulty and how specific it is and Goal intensity strength and commitment attached to the goal. RECENT IDEAS ON MOTIVATION THEORIES The recent theories on motivation havent really come up with any new idea very different from what other older writers on the subject have written; instead they have built on it to make it more adaptable to the changing environment and human perspective. SHEILA RITCHIE AND PETER MARTIN 12 FACTORS OF MOTIVATION They gathered a list of factors that affected motivation in the work place and finally trimmed them down to 12 basic factors. Their observation method was to create a self assessment profile which was developed in other to find out what motivated people and also to weight the factors against each other. Their result was a unique motivational profile for each person which gave the relative strength of each factor when compared to each other. The 12 factors were developed from older theories of motivation (Sheila R Peter M, 1999). The 12 factors of motivation pointed out by Sheila R Peter M (1999) where: Money and tangible rewards: This is where money and tangible result is the overwhelming driving force. Where money is the motivator, people so inclined will be ready to tolerate any amount of boredom, work long hours. Undertake repetitive task over periods of months and years and even put work before family. People who have high money needs will regard their physical conditions at work with complete indifference. This factor relates to Tolman and Vrooms expectancy theory where they suggest that individuals act in a particular way when they expect a kind of reward that, they value (Vroom Edward, 1970). Physical condition: In their theory, physical conditions have to do with those physical factors that could motivate in a work place. This touches on the work space, work environment and how comfortable it is. Some people could be motivated by the mare fact that they work in a very comfortable and beautiful environment. However, they pointed out that physical factors in relation to other motivating factors are not seen as very important. Structure: This has to do with the organisational structure and administration of a work place. They believe that people with differing structure requirements need to be motivated in significantly different ways, the right approach motivates and the wrong approach will de-motivate. They suggest that very high structured people need to know where they stand. They need to know the rules and be assured that they have followed the right procedures. Anxiety may be the root cause of their desire for structure and may find a lack of structure very stressful. Some features of structure include timing, rules and procedures, societys norm and expectation, planning, good communication and information circulation etc (Sheila R Peter M, 1999). People Contact: People with this factor enjoy dealing with other people and derive comfort and satisfaction from having a number of others around them. They would prefer to work with other people nearby rather than on their own. Most are likely to be highly tolerant with the rowdiness that working with others entail and will even perform better in such situation (Sheila R Peter M, 1999). This in a way is related to Maslows hierarchys third stage that refers to the need for love and human relationship. Relationship: This has to do with those motivated by the need for relationships. They suggest that this need can be satisfied outside the work place but for organisations based on commitment and trust between employees will need long term relationships between employees. According to Sheila R Peter M (1999), this particular need usually depends on the organisation in question. Organisations were members of staff are interchanged, work shifts and level of skills are low, will not be in need of long term relationships. This is also related to Maslows need for love and relationship needs. Recognition: This factor harps on the need for attention and praise. Sheila R Peter M (1999) pointed out that high recognition needs can make people so dependent on others for approval, that in occasions where there is no recognition, they are unable to act independently. People with high need of this will always take care that they meet expectation. Achievement: Sheila R Peter M (1999) suggests that a strong characteristics of those with a high achievement drive is that they which to do things on their own. People with this need can find themselves voluntarily working long hours and driving themselves hard. They have to be satisfied that the targets they are aiming are achievable. High achievers are likely to be motivated, if they are not achieving they are likely to feel worthless. They will do whatever it takes to achieve their goals. Motivating such people has to start with the definition of the target (Sheila R Peter M, 1999). Power and Influence: This is the need to possess power and influence others. The ability to lead and influence people used properly according to Sheila R Peter M (1999) is one of the most desirable human qualities. The difference of this factor from others is that it involves people impinging directly on other people. They pointed out that here is also an element of risk that other people might not react favourably. Variety and change: This is the need to always want to do something different. This kind of people we need stimulation to move on to something different with boredom setting in after an initial discharge of energy. These individuals cope better where there is constant demand for new energy and new initiatives. Sheila R Peter M (1999), pointed out that the problem with this factor is that since the stimulation to change does not always arise, there is always the likely hood of uncompleted business or no motivation. Creativity: This concerns the original idea and the development of the new out of the old. They believe that the creative drive has a very important part to play in the organisation. They advocate that those who have the need for creativity to be given an enabling environment for them to operate (Sheila R Peter M, 1999). Self development: This factors shows that people who have high self development needs will judge their work in terms of what it does for them. These individuals are not motivated except it has something to do with their self development. Motivating such people requires an understanding of what they are looking for and an ability to relate what the organisation requires to what the need (Sheila R Peter M, 1999). Interest and usefulness: Sheila R Peter M (1999) believes that the need for job interest or usefulness is higher on average than the need for any other motivator. They stated that Professional and managerial people are more motivated for example by feeling of usefulness or interest than for opportunities to influence, achieve or be recognised. This factor suggests that the work place has to be structured in such a way that the employees find it useful and interesting and that in the absence of this factor, all other motivators will not work to full potential. (Sheila R Peter M, 1999). These 12 factors have covered in a way most motivating factors talked about by early researchers in the topic. REISS AND HAVERCAMPS SENSITIVITY REINFORCEMENT THEORY According to Reiss and Havercamp (1996), sensitivity theory suggests that individuals differ in both the types of reinforcement they desire and in the type of reinforcement they need to satisfy them and that people crave too much love, attention, acceptance, companionship or too much of some other fundamental reinforce are at the risk for peculiar behaviour because normative behaviour does not produce the desired amount of reinforcement. This theory generally postulates the idea of individual differences in reinforcement effectiveness. In discussing the theory, Reiss and Havercamp (1996) defined the concept of reinforcement sensitivity as an individual difference in the reinforcing effectiveness of a fundamental motivator. They mention three key phases of this theory: Reinforcing effectiveness, Individual difference and fundamental motivation. The high points of the theory according to Reiss and Havercamp (1996) are that the theory identifies individual differences in desired amount of reinforcement that is individual differences in rates of satisfaction, as an understudied and potentially important variable, suggesting that because people spend considerable time and energy seeking the reinforcement they desire, these individual differences may predict some person-environment interactions. Secondly, the theory suggests the need for research to identify the fundamental sources of motivation. And finally, that a new theory in the development of psychopathology is suggested based on the assumption that different individuals not only desire different types of reinforcement but also desire widely varying amounts of each fundamental reinforcer. CONCLUSION APPLICATION OF MOTIVATION THEORIES IN THE BUILT ENVIRONMENT AND CONSTRUCTION INDUSTRY The Built Environment and Construction industry is a labour intensive industry; therefore the application of motivation theories cant be ignored. The nature of the construction industry is different in the sense that it offers jobs which appeal to many people because of their interesting, challenging and rewarding nature (Birchall D.W 1977). According to Olomolaiye Ogunlana (1988) construction operatives in developing countries are faced with many problems unlike those experienced by their counterparts in developed countries. They believe the construction environment is different in terms of site organisation, quality of supervision and availability of production resources, so also is their socio-economic environment. This environment produces a different worker probably motivated by different factors. In this situation, even when we have highly motivated labour force, it is not right to assume that their motivation will lead to higher productivity. Inability to produce as expected, could lead to frustration and de-motivation. Essentially, extrinsic factors such as good working condition, availability working materials and resources can go a long way in motivation construction workers in developing countries. In the construction industry like every other industry productivity is paramount. The motivation theories discussed in the earlier chapters have shown that productivity of workers is directly related to motivation. When workers are highly motivated the will put more efforts in order to achieve self-fulfilment from doing so, and thereby resulting in higher productivity (Lam and Tang, 2003). Lam and Tang (2003), also added that motivation theories such as Maslows hierarchy of needs, Herzbergs Hygiene theory, McGregors X and Y theories, Vroomss expectancy theory, etc. are often applied to increase productivity in construction projects. Borcherding and Gamer (1981) in their view, have pointed out that there are certain factors that will cause dissatisfaction amongst construction workers. The factors include material availability, tool availability, overcrowded areas, inspection delays, incompetence of foremen, etc. and they also suggested that factors like good craftsman relationship, good orientation program, pay. Recognition, defined goals and projects well planned can motivate construction employees. In the application of motivation theories to the construction industry, Maslow and Herzbergs theories form the basis. Once a worker satisfies his/her physiological needs, he will strive towards satisfying safety and social needs. And then later on seek to satisfy the needs of social belonging and self-actualization. In order to satisfy the construction workers physiological needs and increase motivation a suitable salary scheme and employment policy should be established (Lam and Tang, 2003). Lam and Tang (2000) also noted that though eccentric rewards such as salary and financial benefits do not motivate employees to high work performance, they could lower employee dissatisfaction. Construction companies should maintain a high level of security, health and safety policy at work environment in order to satisfy the safety needs of workers. Effective communication will also give them a g=feeling that their jobs are secured. For social and relationship needs to be satisfied in the construction industry, induction programs for new employees should be organised to introduce them to company objectives, other colleagues, the facilities and the working environment. The concepts above will motivate the construction workers in the short term. Lam Tang (2003) also suggested that to motivate the construction employees on the long term, the below listed approaches will come in handy: Proper resource management and job design. Life-long learning programs. Open door communication. Effective rewarding systems. Diverse and contingency style of leadership. Empowering and valuing construction employees. Continual assessments and improvement of motivation programs. In summary the study and application of motivational theories in management is a very essential tool for all managers in all works of life, especially when there are direct interactions with human beings.

Civil Unions Should Have the Same Status as Marriage Essay -- Gay Marr

Gay people hear the government talk about civil unions and domestic partnerships everyday being equal to marriage, and that is just completely observed. The gay community is being feed lies. As far as I'm concerned marriage doesn't exist in the gay community. Unfortunately marriage is only recognized between a man and a women. In fact there are states that try recognize same sex relationships, but we do not enjoy the same rights as a hereto married couple at the state level. We are not aloud to make decisions for our partners in life threatening events. We don't even have the right to be by a partner's side in the hospital because we're not classified as married. Gay couples can't even leave things to their partner because we are quote UN quote not married. If all people are created equal then marriage should be for the people. We call America a free place but we don't all have the same rights as other American people. If civil union is equal to marriage why don't straight people have a civil union? Because it's not real its fabricated! We want our marriages to be treated the same way as any other marriage: No more, no less. We want to take care of our families & ensure that they are taken care of/get whatever benefits we are entitled to should we become sick or die. I don't understand why some marriages are honored and others are not. People should be able to wed when someone truly loves someone regardless of their sexual orientation. As far as I know gay marriage is not recognized because of religion. We are all American people and we are being shorted out of love and happiness. Gay people pay tax dollars just like straight people. So why are we being treated differently. It seems like our rights ... ... have come a long way over the last few years. Civil unions are still considered new so not everyone recognizes them as marriage. I was also very surprised to find out that when a gay couple says they are in a civil union they are seen as being single. Another thing that was brought to my attention was the act of a civil union in one state don't count in another where as marriage does. Religion and government is the main reason civil unions are not passed in other states. Some states don't even recognized that a civil union would exist between two people because they don't count. If you are in a gay relationship the best place to live is Vermont because everything is equal. I was right about civil unions they are the same as marriage and they are seen as almost as a subtute to marriage. Civil unions need to be the same as marriages in order to make everyone happy.

Deterrence, Rational and Restorative Justice Theories Essay -- Legal I

This paper will illustrate three theories; deterrence theory, rational choice theory, and restorative justice theory. It will outline in detail the policies, and the connections between theory, research, and policy. Deterrence theory can be outlined as â€Å"principles of certainty, severity, and celerity of punishment, proportionality, specific and general deterrence† (Burke, 2009). In order for the punishment to be effective it has to be certain, swift, severe. Certainty is more important than the severity in deterring crime. Deterrence theory confirms that if the punishment contains these three elements people will rationally calculate that there is more to be lost than there is to be gained from crime (Gordon, 2010). Deterrence functions in two ways. General deterrence is the punishment of the offender to be set as an example for others in the society and specific deterrence focuses on repeat offenders to refraining them from the act (Burke, 2009). The purpose of general deterrence is to abstain others considering committing the crime. It was argued that when the certainty, severity, and celerity of criminal sanctions are high in a population, criminal behaviour will be low. Studies suggest that capital punishment has been ineffective, other studies show that more homicides occurred when the death penalty was publicized (Pacotti, 2005). Then a comparative research shows that 5 countries with the highest homicide rate do impose the death penalty average 41.6% murders for every 100, 000 people, whereas the five countries that don’t impose death penalty is 21.6% for every 100, 000 (Gordon, 2010). Deterrence also has little affect on domestic cases, drunk driving, and shoplifting. Deterrence is well said in a theory but in reality ... ...ender in certain circumstances of a situation. Restorative justice has been used widely, and has some success rate, for those to be held accountable without being sanctioned; by repairing the harm or paying restitution will restore harmony within the victim and community to some extent. The program is inconsistent that it will repair harm done to the victim, but many victims are being left emotionally, psychological, and physical strained which will lead to another conflict during victim-offender mediation. Overall, it concludes the idea that some programs can effective and has ties to its theory; others can ineffective in deterring, repairing, and restoring crime, as well as low success rate. Furthermore, offenders in many cases don’t think rationally before committing the act and crime can’t be deterred it doesn’t matter if the punishment is harsh or lenient.

Free Julius Caesar Essays: The Tragic Hero :: Julius Caesar Essays

Tragic Hero in Julius Caesar A tragic hero is the character whose actions deeply affect the other characters and who creates a series of events that eventually lead to the character’s downfall and the downfall of his loved ones. Such a hero possesses a flaw in character that influences his actions and thinking and especially his judgments. In logically determining who the hero in Julius Caesar is, one simply must find the one character who fits the above guidelines. Marcus Brutus is the only one, and, thus, he is the tragic hero. One of the first occasions presented was the plotting of Caesar’s assassination. Cassius, Casca, Trebonius, Ligarius and the other conspirators all wanted to rid Rome of Caesar. However, not one of them could give the green light.† They needed one who held a high place in the hearts of the people, to support them and to justify their actions. They needed an â€Å"honorable† man. Without this man, the conspirators would not be called conspirators for they would not have had sufficient strength to see it through. In that, there would not have been a conspiracy. Marcus Brutus agreed to be their source of strength. This final decision to join Cassius and company marked the end of Julius Caesar. After the murderous confrontation, it was not too late to prevent the anger of Caesar’s allies and the citizens or, even, to avoid future civil war. But it was here that Brutus made his second and third mistakes. Marcus Brutus rose before the Roman populace and attempted to offer a justification of Caesar’s murder. His flawed judgment came when he deemed Antony trustworthy and allowed him to speak at Caesar’s funeral. Brutus naively let Antony draw the mob in his favor. No one could dare refute Antony’s impassioned pleas in behalf of Caesar. Brutus’ tragic flaw was his perception that all men were identical to him in their motives. This factored allowed his decisions to be easily influenced by others whose motives were devious. Cassius was able to convince Brutus to join the conspiracy because Brutus thought the only reason behind the conspiracy was to prevent one man from becoming â€Å"Rex.† He allowed Antony’s speech to occur because he was sure that Antony was motivated by the same â€Å"honor† which motivated himself. Finally, though the debate may continue on those issues mentioned, there is no other character whose decisions and actions created a series of events so catastrophic.