Trickster Tale Essay Example for Free

Trickster Tale Essay In ancient India, there used too live a Bengal tiger in the jungle of Sundarban. He was the king of the jungle. He was very cruel and used to treat his animals harshly. Once he ordered that he would not go for hunting and assigned duties to animals to provide him large quantities of hunted meat bring hunting meat on daily basis. One day, it was the turn of one rabbits, Harry, to bring hunted meat for him. He was very disappointed when his fellow, John, met him in the way. John was blessed with certain supernatural power, the power of prophesy and to see the past events. He was very sharp minded also. Due to his excessive pride in his supernatural powers and intelligence, he desired to become the king of the jungle. He used to intermingle with other animals at parties occasionally and used to propagandize against king. But his desire only remained a dream. John saw Harry as worried and gloomy. He asked the cause of his gloominess. Harry replied; ‘em! Nothing’, ‘Then why are you worried’, said John. ‘Hoon, but you can not help me’. John insisted and Harry told, â€Å"I have to hunt for king today but being a meager creature, I can not hunt an animal to provide meat to the king.†   John mocked him and said ironically, â€Å"Kill hundred thousands of ants and insects, make mince meat of them and provide that to the king. Ask him that you killed an elephant for him†. Harry started moving when John said, â€Å"Listen†¦I have an idea.† Harry turned and John said, â€Å"Leave the matter to me and I will go to the king in your place. Go and hide yourself somewhere.† They leave and John went to the King empty-handed. When King enquired what he has brought for him. He started weeping and crying. King thought that due to his little stature, he was unable to hunt. King started laughing at him and said, â€Å"Not to get worry†¦Not to get worry†¦.I am going to have your own meat for my dinner†. Harry stopped weeping and said to King, â€Å"I killed a 2000 KG elephant for you but transportation was a problem. And when I arranged that, another Lion came in the way and warned me that it is for him. I was left with no option †¦Ã¢â‚¬ ¦..I came empty handed.† King became furious at this and asked him to lead that way. John led the king to the well and asked him that other lion lived in this well. When King looked down in the well, he saw his own reflection in the water of the well. He took it as the other lion. As he was furious, he jumped into the well and drowned. He started shouting aloud. When other animals gathered around him, He said that Harry has thrown king into the well and has escaped. He further informed that while King was taking his last breathe, he appointed him the new king. By using his supernatural power, he showed animals where Harry was hiding. Furious animals went there and killed Harry without seeking explanation. John was appointed king. Although his lust for power and wealth was unlimited but he did not harmed his animals. He served his animals by using his intelligence and supernatural powers. One day, Powell, a donkey came to him and asked that his daughter was missing. John used his prophetic powers to know the location of his daughter. He found that Powell’s daughter has been abducted by neighboring jungle kingdom. This provided him to prepare his people against that kingdom. His real motive was not to get free Powell’s daughter but to capture the wealth of that kingdom. He attacked with full force. Kings of the neighboring jungle was quite of the greediness of John. So he prepared a deep ditch and covered with a jewels and gold. When John saw abundance of wealth, he jumped over it and was thrown into the ditch. Armed animals bruised him with their arms. When he was taking his breathe, he realized that positions gained through wrong means had no permanence and greed only brings misfortune.

Flip Flop Circuit Explanation and Study

Flip Flop Circuit Explanation and Study A flip-flop is a term referring to an electronic circuit (a bistable multivibrator) that has two stable states and thereby is capable of serving as one bit of memory. Today, the term flip-flop has come to mostly denote non-transparent (clocked or edge-triggered) devices, while the simpler transparent ones are often referred to as latches; however, as this distinction is quite new, the two words are sometimes used interchangeably . A flip-flop is usually controlled by one or two control signals and/or a gate or clock signal. The output often includes the complement as well as the normal output. As flip-flops are implemented electronically, they require power and ground connections. Introduction Basic Flip-Flop Circuit A flip-flop circuit can be constructed from two NAND gates or two NOR gates. Each flip-flop has two outputs, Q and Q, and two inputs, set and reset. This type of flip-flop is referred to as an SR flip-flop or SR latch. The flip-flop in figure has two useful states. When Q=1 and Q=0, it is in the set state (or 1-state). When Q=0 and Q=1, it is in the clear state (or 0-state). The outputs Q and Q are complements of each other and are referred to as the normal and complement outputs, respectively. The binary state of the flip-flop is taken to be the value of the normal output. When a 1 is applied to both the set and reset inputs of the flip-flop in Figure 2, both Q and Q outputs go to 0. This condition violates the fact that both outputs are complements of each other. In normal operation this condition must be avoided by making sure that 1s are not applied to both inputs simultaneously. The NAND basic flip-flop circuit in figure operates with inputs normally at 1 unless the state of the flip-flop has to be changed. A 0 applied momentarily to the set input causes Q to go to 1 and Q to go to 0, putting the flip-flop in the set state. When both inputs go to 0, both outputs go to 1. This condition should be avoided in normal operation. Master-Slave Flip-Flop Introduction A master-slave flip-flop is constructed from two seperate flip-flops. One circuit serves as a master and the other as a slave. The logic diagram of an SR flip-flop is shown in figure.The master flip-flop is enabled on the positive edge of the clock pulse CP and the slave flip-flop is disabled by the inverter. The information at the external R and S inputs is transmitted to the master flip-flop. When the pulse returns to 0, the master flip-flop is disabled and the slave flip-flop is enabled. The slave flip-flop then goes to the same state as the master flip-flop. In addition to these two flip-flops, the circuit also includes an inverter. The inverter is connected to clock pulse in such a way that the inverted CP is given to the slave flip-flop. For example, if the CP=0 for a master flip-flop, then the output of the inverter is 1, and this value is assigned to the slave flip-flop. In other words if CP=0 for a master flip-flop, then CP=1 for a slave flip-flop. A master-slave flip flop can be constructed using any type of flip-flop which forms a combination with a clocked RS flip-flop, and with an inverter as slave circuit. An RS master-slave flip-flop consists of two RS flip-flops; one is the master flip-flop and the other a slave. The inverted CP is given to the slave flip-flop. Now when CP=0, the master flip-flop is disabled. So the external inputs R and S of the master flip-flop will not affect the circuit until CP goes to 1. The inverter output goes to 1 and it enables the slave flip-flop. The output Q=Y and Q=Y. When CP=1, the master flip-flop is enabled and the slave flip-flop remains isolated from the circuit until CP goes back to 0. Now Y and Y depends on the external inputs R and S of the master flip-flop. Assume that the flip-flop is in a clear state and no clock pulse is applied to the circuit. The external inputs given are S=1 and R=0. This input will not affect the state of the system until the CP=1. Now the next clock pulse applied should change the state to SET state (S=1, R=0). During the clock pulse transition from 0 to 1, the master flip-flop goes to set state and changes the output Y to 1. However this does not affect the output of the system since the slave flip-flop is isolated from the system (CP=0 for slave). So no change is observed at the output of the system. When the CP returns to 0, the master flip-flop is disabled while the slave is enabled. So the information from the master is allowed to pass through to the slave. Since Y=1, this changes the output Q to 1. In a master slave flip-flop it is possible to change the output of the flip-flop and the external input with same clock pulse. This is because the external input S can be changed at the same time while the pulse goes through its negative edge transition. When CP=0, change in external input S would not affect the state of the system. From this behavior of the master slave flip-flop it is quite clear that the state change in flip-flops coincide with the negative edge transition of the pulse. Negative edge transition means an inverter is attached between the CP terminal and the input of the slave. In positive edge triggered master slave flip-flops an additional inverter is attached between the CP terminal and the input of the master. Such flip-flops are triggered with negative pulses. Negative edge of the pulse affects the master and positive edge affects the slave. Timing Diagram The timing relationship is shown in figure and is assumed that the flip-flop is in the clear state prior to the occurrence of the clock pulse. The output state of the master-slave flip-flop occurs on the negative transition of the clock pulse. Some master-slave flip-flops change output state on the positive transition of the clock pulse by having an additional inverter between the CP terminal and the input of the master. Let us say that a clock of certain frequency is fed to the FF, and consider the case of JK being 11. The propagation delay of FF is very very less than the clock pulse time.The FF continues complementing the output an unpredictable number of times, thus leading to anomaly in the final output after the pulse time of the clock is completed.At the end the clock pulse, the value of O is uncertain.This continuous toggling of output when clock is HIGH is known asRace Around condition. This can be eliminated by Clock time should be less than the propagation delay time of the latch. By using Masterslave JK Flip flop. Pulse-Triggered Master-Slave These flip-flops are constructed from two separate flip-flops. The term pulse-triggered means that data are entered into the flip-flop on the leading edge of the clock pulse, but the output does not reflect the input state until the trailing edge of the clock pulse. This is due to the master flip-flop being rising edge triggered and the slave flip-flop being falling edge triggered as illustrated in the figure below. Master-Slave J-K Flip-Flop A master slave flip flop is a cascade of two S R flip flops with feedback from the outputs of the second to the inputs of the first. Positive clock pulses are applied to the first flip flop and clock pulses are inverted before these are applied to the second flip flop. The logic symbol for the master-slave flip-flop only indicates the initial inputs to the master and the outputs from the slave as indicated by the J-K master-slave flip-flop shown in figure Operation of master-slave J-k flip flop Whe CK=1, the first flip flop is enabled and the outputs Q and Q(toggle) respond to the J K according to its truth table.At this time the second flip flop is inhibited because its clock is LOW. When CK goes LOW, the first flip flop is inhibited and the second flip flop is enabled, because now its clock isHIGH.Since the second flip flop simply follows the first one it is referred to as slave and he first one as the master. Master-slave D flip-flop Consider the following terms: RIPPLE THROUGH: An input changes level during the clock period, and the change appears at the output. PROPAGATION DELAY: The time between applying a signal to an input, and the resulting change in the output. These problems can be overcome by masterslave D Flip flop. A master-slave D flip-flop is created by connecting two gated D latches in series, and inverting the enable input to one of them. It is called master-slave because the second latch in the series only changes in response to a change in the first (master) latch. The term pulse-triggered means that data is entered on the rising edge of the clock pulse, but the output does not reflect the change until the falling edge of the clock pulse. It responds on the negative edge of the enable input usually a clock. For a positive-edge triggered master-slave D flip-flop, when the clock signal is low (logical 0) the enable seen by the first or master D latch (the inverted clock signal) is high (logical 1). This allows the master latch to store the input value when the clock signal transitions from low to high. As the clock signal goes high (0 to 1) the inverted enable of the first latch goes low (1 to 0) and the value seen at the input to the master latch is locked. Nearly simultaneously, the twice inverted enable of the second or slave D latch transitions from low to high (0 to 1) with the clock signal. This allows the signal captured at the rising edge of the clock by the now locked master latch to pass through the slave latch. When the clock signal returns to low (1 to 0), the output of the slave latch is locked, and the value seen at the last rising edge of the clock is held while the master latch begins to accept new values in preparation for the next rising clock edge. By removing the leftmost inverter in the above circuit, a D-type flip flop that strobes on the falling edge of a clock signal can be obtained. The truth table obtained is as follows: CONVENTIONS: The circuit is set means output = 1 The circuit is reset means output = 0 Flip-flops have two output Q and Q or (Q and Q) Due to time related characteristic of the flip-flop, Q and Q (or Q) are usually represented as followed: Qt or Q: present state Qt+1 or Q+: next state POINTS TO REMEMBER: When using a real flip-flop, the following information is needed to be considered: propagation delay (tpLH, tpHL) time needed for an input signal to produce an output signal minimum pulse width (tw(min)) minimum amount of time a signal must be applied setup and hold time (tsu, th) minimum time the input signal must be held fixed before and after the latching action. USES: A flip-flop is used to store one bit, or binary digit, of data. Any one of the flip-flop types can be used to build any of the others. Many logic synthesis tools will not use any other type than D flip-flop and D latch. Level sensitive latches cause problems with Static Timing Analysis (STA) tools and Design For Test (DFT). Many FPGA devices contain only edge-triggered D flip-flops The data contained in several flip-flops may represent the state of a sequencer, the value of a counter, an ASCII character in a computers memory or any other piece of information. One use is to build finite state machines from electronic logic. The flip-flops remember the machines previous state, and digital logic uses that state to calculate the next state. Frequency division: a chain of T flip-flops as described above will also function to divide an input in frequency by 2n, where n is the number of flip-flops used between the input and the output. Master Slave Flip Flop is useful in eliminating race around condition. They are used in both asynchronous and clocked sequential systems.

diversity in organizations

diversity in organizations Introduction This paper aims to show a deep examination of how diversity is interpreted and wrongfully applied in many organizations today. In this essay, I would explore and discuss the term â€Å"Diversity†, its definitions, merits, demerits, its varied applications and if there is a cause and effect relationship between diversity workforce and organizational effectiveness. This essay would also show why the term diversity is remotely satisfying and elaborate on the need for a new paradigm for understanding Diversity. My study supports the principles of the Diversity theory but not its varied applications which inhibit organizational effectiveness. Diversity The term â€Å"diversity† has found its place in almost all HRM literature; the front page. Jackson et al (1993), states that â€Å"the term diversity has little history within the behavioural sciences and is not (yet) a scientific construct. Instead, it is an everyday term that sprang to life rather recently, nourished by widespread media coverage of the â€Å"managing diversity† activities that organizations are adopting in response to changing work-force demographics. Nevertheless, the body of social science research relevant to understanding the dynamics of diversity in organizations is not large, although it is widely dispersed across sub disciplines that cross reference each other nor have a common terminology† (See Friedman, 1996:67). Another interesting definition is found in Ashkanasy et al (2002) which defines diversity as a concept that â€Å"encompasses acceptance and respect. It means the understanding that each individual is unique and recognizing our individual differences. They can be along the dimensions of race, ethnicity, gender, sexual orientation, socio economic status, age, physical abilities, religious beliefs, political beliefs and other ideologies and the exploration of these differences in a safe, positive and nurturing environment. Diversity is about understanding each other and moving beyond simple tolerance to embracing and celebrating the rich dimensions of diversity contained within each individual† Allen et al (2008) asserts that diversity is a challenge and that â€Å"organizations have struggled to embrace and manage it successfully. Researchers have struggled to conceptualize and study the term effectively. Theorists predict differing effects of Diversity: that they will spark integrative insights, creativity and innovation (e.g. Finkelstein and Hambrick, 1996; Hoffman and Maier, 1961) or that they will provoke conflict, division and dissolution (e.g. Chatman, 1991; Tajfel and Turner, 1979)†. Workforce Diversity (A Critical Analysis) Structural Diversity Vs Demographic Diversity â€Å"The demographics of the workforce are changing and will continue to change rapidly. Almost every organization looks different – both in terms of who’s employed and they positions they hold, than it did ten years ago† (Sonnenschien, 1999:2). Jackson et al (1995) also asserts that the â€Å"changing work-force demographics and new organizational forms are increasing the diversity of work teams in general and decision making teams in particular. Given these environmental changes, work teams that are diverse in terms of sex, race, and ethnicity, national origin, area of expertise, organizational affiliation and many other personal characteristics are increasingly common. The changing demographics of today’s labour force, account for the increasing gender diversity, cultural diversity (including cultural differences due to race and ethnicity) and age diversity (See Kling, Hyde, Showers and Buswell, 1999; Konrad, Ritchie, Lieb and Corrigall, 2000; Roberso n and Block, 2001)†. According to Ongari and Argolla (2007) â€Å"Workforce diversity is a complex phenomenon to manage in an organization. The management of workforce diversity as a tool to increase organizational effectiveness cannot be underscored, especially with current changes sweeping across the globe. It is argued that organizations that value diversity will definitely cultivate success and have a future in this dynamic global labour market (Jain and Verma, 1996). Workforce diversity management has become an important issue for both governments and private organizations. Its importance has mainly been brought about by the free movement of labour due to globalization and the fight for human rights by certain minority groups who feel excluded from the employment sector. The workforce diversity emerged mainly to further the availability of equal opportunities in the work place. This equal opportunity philosophy is aimed at ensuring that organizational make the most out of the difference from a dive rse workforce rather than losing talent which might assist the organization to be more efficient and effective. The increased mobility and interaction of people from diverse backgrounds as a result of improved economic and political systems and the recognition of human rights by all nations has put most organizations under pressure to embrace diversity at the work place. Diversity brings with it the heterogeneity that needs to be nurtured, cultivated and appreciated as means of increasing organizational effectiveness†. A more diverse workforce according to Thomas and Ely (1996) will increase organizational effectiveness. â€Å"It would lift morale, bring greater access to new segments of the market place and enhance productivity. Yet if this is true, what then are the positive impacts of diversity? Numerous and varied initiatives to increase diversity in corporate organizations have been under way for over a decade† (Sonnenschein, 1992:49). â€Å"Rarely, however, have those efforts spurred organizational effectiveness, Instead, many attempts to increase diversity in the workplace have backfired, sometimes even heightening and hindering a company’s performance† (Tsui and Gutek, 1999). As is commonly ascribed, Riodan (2000) asserts most people assume that workforce â€Å"diversity is about increasing racial, national, gender or class representation in other words, recruiting and retaining most people from traditionally underrepresented identity groups†. Taking this commonly held supposition as a starting point, Thomas and Ely (1996) set out to investigate the link between diversity and organizational effectiveness and they found that â€Å"thinking of diversity simply in terms of identifying group representations inhibited effectiveness†. They also found that organizations usually follow â€Å"two paths in managing diversity, In the name of empathy and fairness, the organizations encourage women and people of colour to blend in or they set them apart in jobs that relate specifically to their backgrounds, assigning them, for example to areas that require them to interface with clients and customers of the same identity group†. In this kind of c ase, companies are operating on the assumption that the main virtue identity groups have to offer is knowledge of their own people. â€Å"This assumption is limited and detrimental to diversity efforts† â€Å"(See Elsass Graves, 1997; Finkelstein Hambrick, 1996; Jackson, May and Whitney, 1995; Milliken Martins, 1996; Reskin, McBrier Kmec, 1999; Shaw Barrett Power, 1998)† A recent meta-analysis of the effects of task related (e.g. tenure) and non task related (e.g. ethnic and gender) diversity, by Weber Donahue (2001) â€Å"revealed no dependable effects on organizational effectiveness, performance or cohesiveness†. Williams and O’Reilly (1998) assert that â€Å"diversity goes beyond increasing the number of different identity groups’ affiliations† in a company but that diversity should be seen and â€Å"understood as the varied perspectives and approaches to work that members of different identity groups bring†. Another argument is by Cummings (2004) which says that â€Å"effective work groups engage in external knowledge sharing- the exchange of information, know-how and feedback with customers, organizational experts and others outside the group. This paper argues that the value of external knowledge sharing increases when work groups are structurally diverse†. â€Å"A structurally diverse work group is one in which the members, by virtue of their different organizational affiliations, roles or positions, can expose the group to unique sources of knowledge. It is hypothesized that if members of structurally diverse work groups engage in external knowledge sharing, their performance will improve because of this active exchange of knowledge through unique external sources†. Cummings (2004) also assert that â€Å"scholars examining diversity in work groups have primarily focused on the consequences of demographic diversity (e.g. member differences in sex, age, or tenure) for processes such as communication, conflict, or social integration† ( See also Jehn et al, 1999, Pelled et al, 1999 and O’Reilly et al, 1989). â€Å"The consistently negative effects of demographic diversity on group processes are likely the result of heightened member emphasis on social categories rather than project relevant information. Demographic diversity should not increase the value of intra-group knowledge sharing or external knowledge sharing unless it exposes members to unique sources of knowledge related to the work† (for a review see Williams and O’Reilly. 1998). Relatively, â€Å"little attention has been given to member differences in organizational affiliations, roles or positions. With the rise in labour costs, global expansion and corporate mergers, workgroups are often used as a means for connecting members who are dispersed across different geographic locations, who represent different functions and report to different managers or who work in different business units â€Å" (DeSanctis and Monge, 1999; Jarvenpaa and Leidner, 1999; Maznevski and Chudoba, 2000). This variation in features of the group structure is introduced here as â€Å"structural diversity because of its potential to expose members to different sources of task information, know-how and feedback. Four types of structural diversity in work groups† are mentioned below as: â€Å"Geographic locations† (See Van den Bulte Moenaert, 1998), â€Å"Functional assignments† (See Bunderson Sutcliffe, 2002), â€Å"Reporting managers† (e.g. Burns, 1989) and in â€Å"Business units† (See Hansen, 2002) Another research done by Siciliano (1996) on 240 YMCA organizations, found no significant relationship between diversity and organizational effectiveness. Middleton (1987) also asserted that â€Å"diversity in any form has no impact on the operating efficiencies of an organization and diversity does not appear to influence one way or another, an organization’s tendency to perform its control function. Merits of Managing Workforce Diversity â€Å"Managing diversity can create a competitive advantage. Potential benefits of diversity include better decision making, higher creativity and innovation, greater success in marketing to foreign and domestic ethnic minority communities and a better distribution of economic opportunity† (Cox, 1991; Cox Blake, 1991). According to one study (Watson et al, 1993) â€Å"culturally diverse groups relative to homogenous groups are more effective both in the interaction process and job performance; these benefits occur after a diverse group has been put together for a period of time†. Mueller (1998) states that â€Å"as all the segments of society have a stake in the development and prosperity of society as a whole, creating and managing a diverse workforce should be seen as a social and moral imperative†. â€Å"As globalisation is increasing, diversity will help organizations to enter the international arena† (Cascio, 1998). â€Å"Diversity enhances creativi ty and innovation (Adler, 1997; Jackson et al, 1992) and produces competitive advantages (Coleman, 2002; Jackson et al, 1992)†. â€Å"Diversity teams make it possible to enhance flexibility (Fleury, 1999) and rapid response and adaptation to change (Adler, 1997’ Jackson et al, 1992)†. Organizational Challenges â€Å"Companies can succeed at diversity if the initiative to create, manage and value the diverse workforce has the full support of the top management† (Hayes, 1999; Jackson et al, 1992). Fiske, 1993 states that â€Å"for increased effectiveness and adaptation of the diversity discourse, companies have to start thinking about diversity more holistically- â€Å"as providing fresh and meaningful approaches to work and stop assuming that diversity relates simply to how a person looks or where† they are from, only then would companies reap diversity’s full rewards† and â€Å"Organizations with a diverse workforce can provide superior services because they can better understand customers’ needs (Weitling Palma-Rivas, 2000). Hiring women, minorities, disabled, etc will help organizations to tap into these niche markets (Mueller, 1998) and diversified market segments† (Fleury, 1999). Jackson et al (1995) state that â€Å"the business economy has received much recent attention, with trade barriers are removed and competition intensifies, many companies are beginning to expand their operations in order to take advantage of foreign labour and consumer markets. For smaller companies, foreign activities may be limited to a single joint venture or to offshore production or distribution systems that involve one or two other countries. For larger corporations, foreign offices may be in over one hundred different countries (See Fulkerson Schuler, 1992). The presence of international affiliations, although not inevitable, is likely to lead eventually to the formation of teams of people with diverse cultural backgrounds, including management teams, design teams, operation teams and marketing teams (Adler Ghadar, 1991; Kanter, 1991; Von Glinow Mohrman, 1990) of which engage in decision making activities† â€Å"Theories and techniques of diversity management have been developed and enthusiastically supported by a growing number of chief executives, training specialists, diversity consultants and academics† (Saji, 2004)). Diversity can improve organizational effectiveness. â€Å"Organizations that develop experience in and reputations for managing diversity will likely attract the best personnel (Carrel et al, 2000). â€Å"Diversity requires a type of organizational culture in which each employee can pursue his or her career aspirations without being intimidated by gender, race, nationality, religion or other factors that are irrelevant to performance† (Bryan. 1999). Managing diversity means â€Å"enabling the diverse workforce to perform its full potential in an equitable work environment, where no one group has an advantage or disadvantage† (Torres Bruxelles, 1992). â€Å"Diversity in the workplace can be a competitive advantage because differing viewpoints can facilitate unique and creative approaches to problem-solving, thereby increasing creativity and innovation, which in turn leads to better organizational performance† (Allen et al, 2004). â€Å"For example, in Botswana, the society is becoming multicultural due to the increasing migrant population and their descendants. For organizations, this means that their market share, efficiency. â€Å"Human capital, international competitiveness and level of innovation will depend on their ability to effectively manage a diverse workforce both within and across organizational boundaries† (Barker Hartel, 2004; Dass Parker, 1996; Kandola et al, 1995; Strauss Mang, 1999)† Conclusions Jackson (2003) â€Å"In today’s business environment, work teams are becoming more common and more diverse, intensifying the importance of understanding the dynamics of work- team diversity. Of particular importance, is diversity within decision making teams. Organizations are rapidly restructuring to take advantage of the potential benefits of diverse decision making teams are worth the risk (or can be successfully avoided). Many of the specific assets and liabilities of work teams arise directly out of diversity†. Despite various intensive efforts to measure diversity and predict its outcomes, Jackson (2003) asserts â€Å"many literature offer few conclusive findings about the effects of diversity in the workplace. Lack of a common paradigm will make it difficult to accumulate comparable findings over time, while agreement around some issues could accelerate our ability to learn from previous accumulated evidence. One useful element that could be suggested could be a common paradigm; it would be for researchers to agree to a common theme or definition of diversity which would in turn lead to less confusion about this concept† (See also Carroll Harrison, 1998; Bedeian Mossholder, 2000). Jackson (2003) affirms that â€Å"Pettigrew (1998) used a very different approach to developing a blueprint for enabling organizational effectiveness. Based on a comprehensive review of a large body of research conducted in a variety of settings, Pettigrew identified the conditions needed to reduce intergroup bias and its negative consequence and described several processes that could be engaged to create these conditions. To the extent an origination’s diversity initiatives support these processes, they would encourage the development of positive intergroup relations, employee commitment, improved productivity and increased organizational effectiveness (See also Gaertner et al, 2000) and they are: Learning about the other group(s) was one key process identified by Pettigrew, Inaccurate stereotypes resist change for a variety of reasons but inaccurate stereotypes can be modified if people receive sufficient disconfirming evidence. Such learning is often the objective of diversity awareness training. Behavioural Change is the second key process that is needed to promote positive intergroup relations. Engaging repeatedly in positive behaviour with members of a work team can lead to long term attitudinal change towards members. Providing training in the behavioural competencies needed to work effectively in organizations characterized by diversity is one way to encourage people to engage in positive behaviour towards work group members Creating positive emotions associated with the work group is the third key process. For example, mentoring programs may encourage the development of intergroup friendships. The value of personal friendships may help explain the apparent success of informal mentoring programs†. In conclusion, it seems likely that active diversity management will be required in order for organizations to comprehend the potential benefits locked up within their diverse work forces and as such organizations must put in place strategies to enhance workforce diversity. â€Å"Research based principles for achieving these benefits and minimising potential losses have been offered. Some organizations are undoubtedly experimenting with practises that are consistent with these principles† Jackson et al (1995). By the end of this decade, perhaps another review of diversity will yield useable suggestions for how to create a sustainable and effective organizational condition called for by Pettigrew’s analysis. References Allen, R.S., Dawson, G., Wheatley, K and White, C.S. (2008) â€Å"Perceived Diversity and Organizational Performance† Employee Relations, Vol. 30, No. 1, pp. 20-33. Ashkanasy, N.M., Hartel, C.E.J. and Dass, C.S (2002) â€Å"Diversity and Emotion: The New Frontiers in Organizational Behaviour Research† Journal of Management, Vol. 28, pp. 307-338. Barker, S. and Hartel C.E.J (2004) â€Å"Intercultural service encounter: An exploratory study of customer experiences† Journal of Cross Cultural Management, Vol. 11(1) pp. 3-14. Bedian, A.G and Mossholder, K.W (2000) â€Å"On the use of the coefficient of variations as a measure of diversity† Organizational research Methods, Vol. 3: 285-297. Bryan J.H (1999) â€Å"The diversity Imperative† Executive Excellence, pp6 Bunderson, J.S and Sutcliffe K.M (2002) â€Å"Comparing alternative conceptualizations of functional diversity in management teams: process and performance effects† Academy of Management Journal, 45:875-893 Carroll, G.R and Harrison, J.R (1998) â€Å"Organizational demography and culture: insights from a former model and simulation† Administrative Science Quarterly, vol. 43:637-667 Cascio, W.F (1998) â€Å"Managing Human Resources Productivity, Quality of Work Life, Profits†, McGraw Hill, Boston, MA Cox T Blake S. (1991) â€Å"Managing Cultural Diversity: Implications for Organizational Competitiveness† The Academy of Management Executive, August. Cox T (1991) â€Å"The multicultural organization† the academy of management executive, May Cummings J (2004), Work groups, structural diversity, and knowledge sharing in a global organization, Management Science, Vol. 50 pp.352 364. Cummings, J. N. Cross, R. (2003) â€Å"Structural Properties of Work Groups and their Consequences for Performance† Social Networks, Vol. 25 (3), 197-210. Dass, P Parker B (1999) â€Å"Strategies for managing human resource diversity: from resistance to learning† Academy of Management Executive, vol. 13: 68-80 Elsass, P.M Graves L.M (1997) â€Å"Demographic diversity in decision making groups: The experiences of women and people of colour† Academy of Management review, Vol 22: 946-973 Ely R.J Thomas D.A (2001) â€Å"Cultural diversity at work: The effects of diversity perspectives on work group processes and outcomes† Administrative Science Quarterly, vol 46: 229-273. Fiske, S. (1993) â€Å"Social Cognition and Social Perception† in Rozenwig M.R L.W Porter (Eds) Annual Review of Psychology, Vol. 44:155-194. Pato Alto, CA: Annual Reviews Inc. Friedman, R.A (1996) â€Å"Defining the scope and logic of minority and female network groups: can separation enhance integration?† Research in Personnel and Human Resource Management, vol. 14: 307-349 Fleury, 1999 Gaertner S.L, Dovidio, J.F, Banker B.S, Houlette, M, Johnson K.M and Mc Glynn, E.A (2000) â€Å"Reducing intergroup conflict: From super ordinate goals to categorization, recategorization and mutual differentiation† Group dynamics: Theory, Research and practise, Vol 4: 98-114. Hayes, E. (1999) â€Å"Winning at Diversity† Executive Excellence pp.9 Klein, K. J. Harrison, D. A. (2007) â€Å"On the diversity of diversity: Tidy logic, messier realities† Academic of Management Perspectives, 21(4): 26-33. Jackson, B.W, La Fasto, F, Schultz, H.G, Kelly, D (1992) â€Å"Diversity† Human Resource Management, vol 31,pp.21-34 Jackson, S.E, Joshi, A and Erhardt, N.L (2003) â€Å"Recent Research in Team and Organizational Diversity: SWOT analysis and Implications† Journal of Management, vol. 29, No. 6, pp.801-830. Jackson, S.E, May, K.E Whitney, K. (1995) â€Å"Under the dynamics of diversity in decision making teams† in Guzzo, A Salas, E. (Eds) Team effectiveness and decision making in organizations, pp. 204-261. San Francisco: Jossey-Bass. Jackson, S.E, Stone, V.K Alvarez, E.B (1993) â€Å"Socialization amidst diversity: impact of demographics on work team old timers and newcomers† Research in Organizational Behaviour, Vol. 15: 45-111. Jehn, K.A, Northcraft, G.B Neale, M.A (1999) â€Å"Why differences make a difference: a field study in diversity, conflict and performance in workgroups† Administrative Science Quarterly, vol.44, pp. 741-763. Kandola, R, Fullerton, J and Ahmed, Y (1995) â€Å"Managing diversity: succeeding where equal opportunities have failed† Equal Opportunities Review, 59:31-36. Kling, K.C, Hyde J.S, Showers, C.J Buswell, B.N (1999) â€Å"Gender differences in self esteem: A Meta-analysis† Psychological Bulletin, Vol. 125:470-500 Konrad, A.M, Ritchie, J.E, Lieb, J.R Corrigall, E (2000) â€Å"Sex differences and similarities in job attribute preferences: A Meta-analysis† Psychological bulletin, 126:593-641 Milliken, F.J Martins, L.L (1996) â€Å"Searching for common threads: understanding the multitude effects of diversity in organizational groups† Academy of management review, 21: 402-433 Ongori, H and Argolla, J.E (2007) â€Å"Critical review of literature on Workforce Diversity† African journal of Business Management, pp. 72-76 Pelled, L.H, Eisenhardt, K .M Xin, K.R (1999) â€Å"Exploring the black box: An analysis of work group diversity, conflict and performance† Administrative Science Quarterly, 44:1-28. Pettigrew, T.F (1998) â€Å"Intergroup Contact Theory† Annual Review of Psychology, 49:65-85 Reskin B.F, McBrier, M Kmec, J.A (1999) â€Å"The determinants and consequences of workplace sex and race composition† Annual Review of sociology, Vol 25:335-362 Riordan, C.M (2000) â€Å"Relational demography within groups: past developments, contradictions and new directions† Research in Personnel and Human Resource Management, Vol 19:131-174 Roberson, L, Kulik, C.T and Pepper, M.B (2001) â€Å"Designing effective diversity training: influence of group composition and trainee experience† Journal of Organizational Behaviour , vol. 22: 871-885 Shaw, J.B Barrett-Power, E (1998) â€Å"The effects of diversity on small work group processes and performance† Human Relations, Vol 51: 1307-1325. Strauss, P, Mang, J (1999) â€Å"Culture shocks in inter-cultural service encounter?† Journal of Services Marketing, vol 4, no 5 pp.329-346 Sonnenschein, W. (1992) â€Å"The diversity toolkit: how you can build and benefit from a diverse workforce† Contemporary Publishing Company, USA. Thomas, D.A Ely, R.D (1996) â€Å"Making differences matter: A new paradigm for managing diversity† Harvard Business Review. Sep/Oct: 79-90 Torres, C, Bruxelles, M (1992) â€Å"capitalizing on global diversity† HM Magazine, pp.30-33 Tsui, A.S Gutek, B.A (1999) â€Å"Demographic differences in organizations† Lanham, MD: Lexington Books Watson, W.E, Kumar, K, Michaelsen, L (1993) â€Å"Cultural diversity’s impact on interaction process and performance: comparing homogenous diverse task groups† Academy of Management Journal, 36(3) pp.590-602. Webber, S.S Donahue L.M (2001) â€Å"Impact of highly and less job-related diversity on work group cohesion and performance: A Meta-analysis† Journal of management, vol 27: 141-162. Wentling, R.M, Palma-Rivas, N (2000) â€Å"Current status of diversity initiatives in selected multinational cooperations† human resource Development Quarterly, 11(1) pp.35-60 Willaims, K.Y O’Reilly, C.A (1998) â€Å"Demography and Diversity in organizations: A review of 40 years of research† in BM Staw Cummings LL (Eds), Research in Organizational Behaviour, Vol. 20: 77-140, www.springerlink.com/content/h2j1304710738k50/ [accessed on 10.4.09] www.adc-assoc.com/the%20Business%20Case%20for%20Diversity [accessed on 30.04.09] www.sns.se/forskning/valfard/migration/occpap86.pdf [accessed on 24.04.09]

The Purpose of Restorative Justice Methods Essay -- Law, criminal just

The Purpose of Restorative Justice Methods Introduction High rates of recidivism demonstrate that the judicial system has been unsuccessful in determining criminal activity. Alternatives to incarceration known as restorative justice has existed for centuries, yet has only been recently implicated into the Canadian judicial system. The practices of restorative justice have been proven very successful for minor offences among adults and youth in bringing together the offenders, victims, and the community. However, acts of violence and serious offences committed by youths have no place in these resolutions. The act of violence is traumatizing to the victim. There is a high chance of re-conviction of a violent offence and these types of offences are too complicated to be resolved outside of the judicial system. The Purpose of Restorative Justice Methods The restorative justice is a new development of crime control. The ideal method behind the restorative justice philosophy is that criminal behaviour is able to be reduced by decreasing the expected utility of criminal activity (Goff 2011, p. 86). Restorative justice is created in the interest of the victim, the public, and the community. The offender is to be made aware of their moral wrong doing and have it be known that their actions will no longer be tolerated. The method of deterrence is not from legal sanctions, but rather from the negative consequences. The criminal behaviour is highlighted as a despicable act and thus, the offender is then shamed. Another purpose of the restorative justice procedures is to off the victim with the opportunity to heal and take part in the systems. Community members can add a humanistic element to the justice system and provides off... ...undertake. Conclusion The methods of restorative justice have acted as a mediator tool which brings together the offender, victims and community. The offender gains a moral conscious of their wrong doing and understands the impact on the victim, although this provides the victim with the opportunity to confront the offender and resolve the wrong doings. While the methods of restorative justice have been successful in resolving minor offences, more serious offences such as violence committed by youth has no place in being disputed outside of the judicial system. The repercussions of violence on the victim have been proven long-lasting and the victim is unlikely to participate in the mediation. The chances of re-offending are very high for those who commit acts of violence, and the offence of violence is too complex for the community to settle these disputes.

The Purpose of Education :: Philosophy of Education Teaching Teachers Essays

The Purpose of Education American youths attend schooling between the ages of approximately six to eighteen years of age. Yet, in this required schooling, oftentimes one is at a loss to understand why schooling is necessary for twelve years of each of our lives. I believe there are three reasons why a rigorous twelve-year education plan is mandated in this country. Students must developmentally be around their peer groups in their early youth, they must learn about how our society works, and must become educated enough in order to live in that society upon graduating. For those pursuing further education, K-12 schooling also helps students to find a desired subject area for them to preserve and/or enhance our society's growth and well-being. First, we find that the ages between six and eighteen are those when human behavioral skills exceed any other time in our lives. Before the age of six, young children are learning to speak and use basic motor skills. It is approximately at the age when we begin schooling that children are learning social behaviors. These behaviors include interacting with other children, communicating, and adapting to schedules that do not revolve around the child's own needs. Young children learn to abide by structured hours instead of basing their actions on what they want and need. This basic form of teaching children to begin to grow up is why education begins at the age that it does. Once we learn the basic behavioral skills and understanding that the world does not revolve around oneself, schooling is important for another reason. This reason is comprised of the actual content being taught. We must learn about our own society and the world in which we live in order to one day become an active part in them and be educated on what needs to be done to create positive changes. Students must learn their own language, other languages, mathematics, history, and sciences, so they understand what the world around them looks like and how it is changing. Toward the end of the later years of education, students often have options of taking certain high school classes to correlate with their interests. However, the primary goal is to educate all students thoroughly and not to concentrate on too much of any one subject.

Encountering Conflict Essay

Conflict, whether we choose to admit it, is a part of life. Conflict may be sparse in a persons life, and most of which is over trivial things, but when faced with a conflict great enough, the very fibre of a persons being is tested, and how they react proves what kind of person they are. This testing only occurs when one is taken far from their comfort zones, and is such often difficult to see. This is not the case in regards to those involved in the witch trials of Salem in 1692. As one of the many who were prosecuted during the Witch Trials, John Proctor, born March 30, 1632, faced something that changed changed his life in a rather drastic way. Proctor thought of himself as a man of honesty and integrity and one who pursued the truth and did little to hide it in any way. His nature was perceived in both good and bad light, often being too critical. Regardless of his nature, he was tried unjustly on false claims made by Abigail Williams. During these trials he was accused of witchcraft, was convicted and brought to prison. Weeks after his arrest, he was bidden to confess to witchcraft and to sign a document to prove it. After signing the document, Proctor wanted to keep the document from being nailed above the door of the Court of Oyer and Terminer. He did this to not tarnish his name, and that of his family’s, any more than he must. This resistance took great courage, knowing what would come as a result of his actions, that being the taking of his life. Sombre as this may be, an amount of good had come of this, Proctor had ultimately proved that he was the man that he thought he was, a man of justice, pride and ultimately honest man. Another man who was prosecuted as a result of these trials based on false accusation and meeting a similar fate to Proctor was Giles Corey.

Environmental Message in Wall-E Essay

Introduction The film Wall-E is related to the science and description area because it talks about the environment and what can happen in the future. The film starts with a robot named Wall-E and he has been assigned to clean up Earth from all the waste that the humans have left behind. It shows him coming out of his house that is full of little different things that humans would think are trash but he does not know what they are and considers them treasures. As he is performing his duties he hears another ship land and drops off another robot named Eve. Eve’s mission is to find any living organism and bring it back to the main ship where all the humans are living so that they can determine if it is okay to return to Earth. Wall-E is curious about Eve and would like to get better look at her and eventually he ends up falling in love with her. When Eve and Wall-E go back to the planet with the humans, they find that they are fat, lazy and all wearing red because they are under the influence of technology and being told what is the new style and what they should be eating. When they go to the captain to show him the plant that they discovered the skipper who is also a robot tries to throw the plant away because he does not want the humans to return to Earth, he likes how he is in control of them and does not want that to change. There are two global implications of this movie. The first one is an environmental message on what happens over time when we do not take care of our planet. It makes going green a natural part of everyday life and shows society that recycling and throwing away the trash is important. Recycling should be made aware to everyone so that they can see the problems that it can cause to society if not practiced at all. Recycling is also important because it helps people, saves energy, saves the Earth, and helps mitigate Global Warming, reduces Pollution and waste products in Landfills, and helps save money. When it comes to what could happen if we do not educate society on taking responsibility for their waste and disposing it in the proper way this could happen to our planet. I know that after seeing what can happen I have taken recycling more seriously and I have also made sure to educate my family and friends because I want them to do their part on going green and taking responsibility for their waste. I know this huge change on getting everyone to go green will not happen overnight but if we all are more conscious about and do our parts then I am sure that one day we can make sure that it does not happen like in the movie. The second global implication for this movie is concerning technology. In the movie humans are living in the future on a space ship because they cannot return to Earth for it is uninhabitable from all the waste. When we are introduced to the humans they are all wearing red clothes, are fat and lazy, and are all sitting on chairs either watching television or on telephone calls on tablets. That we are too dependent on routines and habits that make us distracted and not able to make our own decisions. When Wall-E ends up accidently bumping into one of the ladies she realizes that her clothes have changed color and that she finally opens her eyes and sees everything from a new perspective and realizes that she does not have to be dependent on technology. I realized that from watching this movie there are times that we do depend on technology a lot. We all have cell phones, computers, game consoles, and televisions, just to name a few. I learned that we do listen to what advertisements tell us are the greatest new items to have and most of us go out and buy them right away. It shows that if we do not take time to just stop and remember the days before technology came along this could happen to all of us. I like how at the end of the movie it showed robots and humans working together to clean up the Earth. It also showed the humans communicating with one another in person and not hiding behind a technological device. I think that in today’s society we need more one on one communication that is in person because now it is all behind technology and it takes away from the personal aspect. It shows that we can control how much consumerism and advertisements we want to give into. I think this movie is a great way to adults and humans the importance of properly disposing their waste so that this never happens and also to be conscious of how much technology they are using.