The impact of exercise on mental health Essay Example | Topics and Well Written Essays - 1000 words

The impact of exercise on mental health - Essay Example It is important for an addict to seek a particular exercise to be able to break the vice as this will also be able to finish the urge or reduce it.an addiction leads to becoming a habit for the victim and therefore for one to break a particular habit through exercise to break the monotony. An addiction has been described as a chronic disease because it affects the brain activity to be able to specify the notion of the body as a particular activity that needs to be done. Exercise can also be used to boost dopamine. In this it helps fight the stimuli effect or the urge back in the mind of the user of the particular addiction taking back to the brain and the user can view a particular activity as not important and this will lead to more inconsistency and lead to freedom. The challenge of quitting an addiction with one day is that the hypothalamic pituitary gland is thrown off balance as it was already used to the habit. The withdrawal affect comes over and this might lead to o ne to seek more of the addicted substance if they come into contact with it. The need for exercise is that it boosts dopamine which elevates the need for mood and also reduces drowsiness for the patient leading to boost of morale for the user. Exercise helps in rebuilding the mind by increasing neurogenesis. When this is done the urge of the addiction is almost brought to zero therefore enabling one to perform more alert and to be tolerant with the withdrawal symptoms. It is this aspect that exercise increases the neurogenesis and therefore helps in breaking the addiction. Exercise battles the anxiety and depression that comes with withdrawal. When one stops to indulge with an addiction there is a gap to his/her day activity and for it to be properly filled one has to replace with a new positive habit for

The hedge fund and private equity capital raising environment in EU Essay

The hedge fund and private equity capital raising environment in EU - Essay Example Most hedge funds establish and organize themselves as limited partnerships because of the flexibility that it allows them. In order to withdraw funds investors have to give notice of 30 days or more. There are approximately 7,000 hedge funds with market values of US$1 trillion. According to McCaherty and Vermeulen (n.d.) hedge funds take a variety of forms and are characteristic of the pursuit of high returns and the use of leverage to enhance the return on their investment. In recent times hedge funds and private equity have come to represent a significant part of financial activities in the financial markets in Europe, USA and Asia. The sizes of these investments are large as they continue to grow. Fund managers use a number of strategies, traditional techniques and a number of instruments such as equity, debt, options, futures and foreign currencies. In recent times hedge fund managers have engaged in high risk investment strategies including currency trading, credit derivatives a nd restructurings in order to obtain above normal returns on their investments Private Equity Private equity fund managers invest mainly in unregistered securities. However, in recent times they have been engaged in taking private a number of publicly listed companies. They use a number of different investment strategies with varying levels of liquidity. Private Equity Firms are not only involved in providing funds for new and developing companies but they are also engaged in the provision of funds for corporate restructuring, management buy-out and leveraged buy-outs. One Writer attributes the emergence of the buyout fund as the dominant style of investment to favorable credit market conditions, a large supply of loan funds and low interest rates, changes in the preferences of investors, a large number of publicly listed private equity vehicles and the increase in the demand for alternative assets by institutional investors such as pension funds. Brigham and Ehrhardt (2005, p. 664) indicates that â€Å"in a going private transaction the entire equity of a publicly held firm is purchased by a small group of investors that usually includes the firms current senior management.† There are usually two ways in which this transaction is carried out. In one instance the managers acquire all the equity of the company and in the other it does so with a small group of investors who set the previous managers to manage. These are referred to as management buy-out (MBO) and management buy-in (MBI) respectively. This process normally involves substantial borrowings and is therefore described as Leveraged buyouts (LBO). Another term which is normally used is â€Å"taken private† which relates to a buyout of a public company and in the process removing it from the stock exchange listing, and therefore transforming it into a private firm (Fraser-Sampson, 2007). Public companies are normally taken private because they have the potential of providing substantial ca sh flows to investors as the shares are currently undervalued on the stock market. The managers see the potential of â€Å"significantly boosting the firm’s value under private ownership† (Brigham and Ehrhardt 2005, p. 664). This means that companies taken private have the potential of enriching not only the managers who take part in the buyout but the public shareholders who are often offered prices higher than the going market

Sexual Orientation And Diversity In The Workforce

Sexual Orientation And Diversity In The Workforce Todays organizations are becoming increasingly diversified in many ways. With respect to sexual orientation, gay, lesbian, bisexual, and transgender (LGBT) employees constitute one of the largest but least studied minority groups in the workforce. Although invisible, sexuality is at the core of each workers identity. Therefore, it poses a number of complex challenges towards organizations and their human resources department. The Dont ask dont tell (DADT) policy of the U.S. Military presents a striking example of the silence surrounding their identity on the work floor. In this paper, the impact of silencing as well as the ways in which the voice of LGBT employees and other invisible minorities can be heard is studied. Introduction Diversity Diversity includes cultural factors such as race, gender, age, color, physical ability, national origin, etc. The broader definition of diversity additionally includes religion, ethnicity, sexual orientation, education, language, lifestyle, beliefs, physical appearance and economic status (Wentling and PalmaRivas, 2000). The word diversity is not contained in any report or law; instead, it grew out of academic and popular press usage. Diversity in the workforce With respect to the workplace, diversity refers to the co-existence of employees from various socio-cultural backgrounds. Every human being is unique, but at the same time, every individual shares biological as well as environmental characteristics with any group of others. In this context, diversity can be generally defined as recognition of the people who share such common traits. These traits -the characteristics that make up a whole person- both unite and divide us. In the domain of human resources (HR), however, the term diversity can represent three major working definitions: the politically correct term for employment equity/affirmative action; the recruitment and selection of ethnic groups and women; the management of individuals sharing a broad range of common traits. The first definition represents the most narrow view of diversity and is usually found in organizations without formal diversity policies or programs. The second definition reflects the reality of many diversity programs focusing on employment regulation concerns. And finally, the last definition is the broadest and generally used in organizations containing diversity programs (Grobler, Wà ¤rnich et al., 2006). Dimensions of diversity When talking about diversity, one should keep in mind the differences between primary and secondary dimensions. Primary dimensions are those human differences that are innate and that have a drastic impact on us. Age, ethnicity, race, gender, physical abilities/qualities and sexual/affectional orientation are examples of primary dimensions at the heart of individual identities. Alternatively, secondary dimensions are more changeable and can be discarded or modified during our lifetime. Such dimensions add depth and individuality to our lives. Education, geographical location, marital status, income, military experience, religion, work experience and parental status are illustrations of secondary dimensions. The primary and secondary dimensions can be represented as a circle, with the primary dimensions at the centre and the secondary dimensions surrounding them. An illustration of both groups of dimensions can be found in Figure 1(Grobler, Wà ¤rnich et al., 2006). Figure 1: Primary and secondary dimensions of diversity In any initial encounter, people identify by the primary dimensions that are most readily observed: age, gender, race and physical abilities/qualities. Since most individuals live in homogeneous communities, or at least in circumstances far less diverse than our society as a whole, their entry into the workplace may be a first encounter with a diverse population. During this kind of first encounter, phenomena such as stereotyping and prejudice might appear. Stereotyping works against peoples individuality and limits their potential. Generally, if the stereotype is that the person is not competent, then people may not perform competently. This illustrates that, to a large extent, people perform in line with the expectations placed on them. Clinging to negative stereotypes about people other than ourselves leads to prejudice, which means processing our stereotypes such that ones own sense of superiority to the members of that group is reinforced. It is the role of the appropriate institutions within a country to recognize and eradicate both stereotyping and prejudice (Grobler, Wà ¤rnich et al., 2006). Managing diversity Managing diversity can be defined as: A planned systematic and comprehensive managerial process for developing an organizational environment in which all employees, with their similarities and differences, can contribute to the strategic and competitive advantage of the organization, and where no-one is excluded on the basis of factors unrelated to productivity (Thomas, 1996). On the work floor, managing diversity presents a key issue for governments as well as private organizations. Its importance has mainly been brought about by the free movement of labor due to globalization. The fight for human rights by certain minority groups, who feel excluded from the employment sector, discloses another impulse for the current significance of diversity management. Within the context of equal opportunities in the workplace, workforce diversity again plays a major role. This equal opportunity philosophy is aimed at ensuring that organizations make the most out of the uniqueness of a diverse workforce, which might assist the organization to be more efficient and effective, rather than losing talent. Broadly, diversity management is the systematic and planned commitment by the organizations to recruit, retain, reward and promote a heterogeneous mix of employees (Grobler, Wà ¤rnich et al., 2006). Valuing diversity For organizations to fight discrimination, it is essential to value diversity. This valuing starts with recognizing the fundamental difference between valuing diversity on the one hand, and employment equity and/or affirmative action on the other. Employment equity is an officially authorized approach to workplace discrimination. For instance, it is against the law to reject a person a job or job advantage because of age, race, sexual orientation, gender or other primary characteristics. Affirmative action is a reaction to the under-use of protected groups in various job classes in which a business attempts to attract people from such groups because of their failure to do so in the past as a result of inequity. Valuing diversity surpasses both concepts and leads to management designed to reap the benefits offered by a diversified workforce (Grobler, Wà ¤rnich et al., 2006). Whereas affirmative action and employment equity are government-initiated, legally driven attempts to alter -from a quantitative standpoint- the composition of a companys workforce, valuing diversity is a company-specific, necessity-driven effort to alter -from a qualitative standpoint- the utilization of the companys workforce. In an organization that values diversity, managing diversity becomes a substitute for assimilation (Grobler, Wà ¤rnich et al., 2006). Sexual orientation Within the framework of diversity management, sexual orientation represents a non-observable or underlying type of diversity, as opposed to more visible traits such as race or gender. The reason is that gay, lesbian, and bisexual employees can choose to what extent they reveal their sexual orientation in the workplace. Lately, sexual orientation has received a growing amount of attention, including through the prohibition of employment discrimination on the basis of sexual orientation for both private and public employees. Another indication of this increasing attention regards the mounting number of organizations that fight against this type of discrimination. For instance, in the United States, in many large organizations, Lesbian and Gay Employee Groups are demanding the exclusion of discrimination based on sexual orientation, the provision of guidance to enhance tolerance in the work environment, and the equal treatment of significant others (e.g. relating to health care benefits ) (Van Hoye and Lievens, 2003). Parallel to the social and societal developments, there has been an increase in scientific investigation on sexual orientation in the workforce (Van Hoye and Lievens, 2003). Sexual orientation in the workforce: Literature overview Three research streams can be clearly distinguished within the literature on sexual orientation in the workplace. The first research stream studies the discrimination and minority status experienced by lesbian, gay, and bisexual people in the workplace. A second strand of studies takes the issue of coming out at work as the focal point. In fact, one of the work-related decisions that all gay, lesbian, and bisexual people face, is to what extent they unveil their sexual orientation on the work floor. The third and last research stream relates to the more specific work-related issues of gay, lesbian, and bisexual employees (as opposed to the general character of the studies belonging to the first research stream) (Van Hoye and Lievens, 2003). Within the first research stream, it was found that the majority of gay, lesbian, and bisexual people have once experienced discrimination on the work floor (Croteau, 1996). Here, the construct of heterosexism seems to play a central role. Heterosexism can be defined as an ideological system that denies, denigrates, and stigmatizes any non-heterosexual form of behavior, identity, relationship, or community (Herek, 1990). Research has demonstrated that heterosexism in the organization can lead to a decrease in perceived productivity, job contentment, organizational commitment, career dedication, and organization-based self-esteem. In addition, it can lead to an increases in perceived health problems, psychological distress, and turnover intentions among gay, lesbian, and bisexual employees (Van Hoye and Lievens, 2003). The outcome of the second research stream reveals that there are five different levels of coming out, namely acting, passing, covering, implicitly out and explicitly out (Chung, 2001). Nevertheless, other possible classifications do exist. The concealment of ones sexual orientation has negative consequences at the individual level (depressing work attitudes, low job contentment, anxiety, etc.), group level (dysfunctional communication, low work team cohesion, etc.) as well as organizational level (higher turnover and lower productivity) (Van Hoye and Lievens, 2003). To date, very few studies have taken the approach of the third research stream. An example of a scarcely studied topic within this field of research concerns the influence of the sexual orientation of job candidates on their evaluation by HR professionals. One of the motives that almost no research has specifically examined the consequences of sexual orientation on hiring decisions, is that it is very difficult to examine this issue in field settings with real candidates. Thus, although the outcomes of such studies are insightful, not enough research has been carried out so far to draw sound conclusions. For an illustration of the sexual orientation policy of the SAC company (Scottish Agricultural College), see appendix. SAC is an innovative, knowledge-based organization supporting the development of  rural communities and industries. (MOET IK NOG TOEVOEGEN) Diversity policy worldwide IEDEREEN ZN STUKJE OVER CONTINENTEN KOMT HIER The United States We first introduce the general conditions for acceptance of sexual diversity in America since these have shaped the context for coping with sexual diversity, and more specific LGBT, on the work floor . LGBT  rights are very complex in  the Americas since acceptance of the phenomenon varies widely between Canada, the United States or the Southern Americas. We will here focus on the United States (U.S.). In the U.S.,  LGBT-related laws include amongst others: government recognition of same-sex relationships,  LGBT adoption, sexual orientation and military service,  immigration equality, anti-discrimination laws, hate crime laws regarding  violence against LGBT people,  sodomy laws, anti-lesbianism  laws, and higher  ages of consent  for same-sex activities. Generally, it was not until 2003 that sexual acts between persons of the same sex became legal in the  U.S. However, many other laws are still not recognized on federal level and a wide spread amongst states co ncerning the enabling of those laws exist. We will now discuss the policy concerning LGBT discrimination in the work environment in the U.S. Legislative policy: the Employment Non-Discrimination Act (ENDA) Employment discrimination  refers to discriminatory employment practices such as bias in hiring, promotion, job assignment, termination, and compensation, and various types of harassment. (Source) In general there is no common law that states that employment discrimination based on sexual orientation is wrong and discrimination against employees who are gay, or simply appear to be gay, is legal in many workplaces in the U.S. (Ragin, 2004) The first bill on the subject of sexual orientation discrimination was introduced in Congress in 1974. However it was not until 1994 that the  Employment Non-Discrimination Act  (ENDA), a proposed bill in the  United States Congress  that would prohibit  discrimination  against employees on the basis of  sexual orientation  or  gender identity  by civilian, nonreligious employers with at least 15 employees, was introduced.  [1]  It failed in 1994 and 1995, though by 1996, missed passage in the Senate by a 49-50 vote. Until 2009, every proposal in the legislative history of introducing the law failed. Furthermore, many versions of the ENDA only concerned LGB and did not include provisions that protect  transgender  people from discrimination. Currently, only twenty-two states have laws that ban sexual orientation discrimination: California, Colorado, Connecticut, Delaware, Hawaii, Illinois, Iowa, Maine, Maryland, Massachusetts, Minnesota, Nevada, New Hampsh ire, New Jersey, New Mexico, New York, Oregon, Rhode Island, Vermont, Washington and Wisconsin. As a result of the limited coverage of States that enabled the law, LGBT people face serious discrimination in employment, including being fired, being denied a promotion, and experiencing harassment on the job.  [2]   Additional to the differentiation between the several states of the U.S., another distinction in employment discrimination based on sexual orientation that can be made involves the difference in coping with diversity between public and private sectors.  [3]  Extensive anti- discrimination legislation protecting public sector workers makes workers in the public sector less likely to be arbitrarily fired than workers at private companies. (Boris, 2010) As a result, the public sector in the United States is noticeably more racially diverse and gender balanced than the private sector. The more protective climate and diverse workforce in the public sector may result in LGBT individuals feeling more comfortable in openly expressing their sexual orientation at work. If this is the case, the public sector may employ more openly LGBT employees. (Boris, 2010) Attitude of employers and employees towards LGBT in the workforce Generally, American workplaces have undergone a partial revolution over the last quarter century when it comes to LGBT equality. Public attitudes toward homosexuality became more liberal during the 1970s, then increasingly conservative through the 1980s, and then more liberal since 1990. (Roberson, 2009) Today, sexual orientation diversity is a key part of workplaces in the U.S. An estimated 8.8 million gay, lesbian, and bisexual individuals live in the United States. (Bell et al., 2011) While it is difficult to ascertain how many of these individuals are in the labor force, U.S. Census data reveal that more than 86% of men and women in same-sex couples are employed, and that employment probabilities for gay men and lesbians lie below those of married heterosexual men, but above those of heterosexual women (Leppel, 2009). The issue on employment discrimination based on sexual orientation has become more important for many employers, workplace diversity programs have been major initiatives in US corporations over the last several years. (Day Schoenrade, 2000) An increase in share of LGBT in the workforce since was already reported by HR managers in the eighties. (Day Schoenrade, 2000) In response, in May of 1993, the Board of the Society for Human Resource Management, the premiere national association of American human resource practitioners, passed a resolution to include sexual orientation in its statement acclaiming the value of a diverse workforce (HR News, 1993). (Day Schoenrade, 2000) However, several surveys demonstrate that LGBT on the work floor is far from an accepted concept, discriminating practices are laid out by several surveys. A first example appears from a 1990 U.S. census in where Allegretto and Arthur (2001) found that after controlling for differences associated with being married, gay men earned 2.4% less than their unmarried heterosexual counterparts. (Ragin, 2004) Another range of surveys that study behavior and acceptance concerning LGBT on the work floor is cited by Day Schoenrade (2000) A first example is a survey reported by the National Defense Research Institute in 1993, which found through several national public opinion polls that a majority of heterosexual American workers report being uncomfortable with the idea of working with homosexuals. (Day Schoenrade, 2000) When respondents were confronted with the issue of working with homosexuals, one study found that 27 percent said that they would prefer not to and 25 percent said that they would strongly object. A second example involves a survey from Wall street Journal in 1993, which found that 66 percent of surveyed CEOs reported being reluctant to include a homosexual on a management committee. Leppel (2009) proved that discrimination on the basis of sexual rientation appears to drive up the unemployment of same-sex partners relative to that of married partners. Similarly, probabilities of being out of the labor force for same-sex partners are greater than those of heterosexual men and less than those of heterosexual women. (Leppel, 2009) Several reasons were sought for these discriminating behavior against LGBT. One persisting cause in the U.S. is the existence of strong religious believes. A survey of Kansas Citians found that 47 percent felt that their religious beliefs and morality strongly conflicted with homosexuality (Day, 2011). Other issues involving a negative attitude towards LGBT in the workforce are related to heterosexism and homophobia in organizational America today. (Gedro, 2010) Human resource management and LGBT An appropriate approach of human resource management to LGBT in the workforce is urgent because the trend in American society for more and more gay men and lesbians to make their sexual orientation known since this openness may create conflicts in the workplace (Day Schoenrade, 2000) There is some evidence that human resource departments are not fully supporting this growing need. For example, a sample of human resource professionals found that even though most believe that sexual orientation must be formally addressed in the workplace, and that they would individually speak out against anti-gay acts, only 20 percent of their companies have diversity programs that specifically address gay and lesbian work issues. (Day Schoenrade, 2000) This increased openness in sexual orientation may also be a reason for an increasing experiencing of LGB employees as a symbolic threat. Although a law has been approved, many Americans still oppose gay marriage. One consequence of this is that some heterosexual employees may experience symbolic threat when faced with LGB co-workers who are out at work and wish to bring their partners to company social events. Ragin (2004) already presumed that this symbolic threat of homosexuality could increase if gay marriages would be legalized in some states, and LGB workers could bring their spouses to workplace events. (Ragin, 2004) Attitude of labor unions towards LGBT in the workforce One interesting aspect is how labor unions U.S. are reacting to the recent discussions on sexual orientation in the workforce since unions, as democratic organizations , have a social obligation to represent the interests of all of their members. (Boris, 2010) However this can cause problems when the majority interest conflict with issues of inclusion and social justice for the minority such as LGBT employees. This might lead to the exclusion of minority interests or groups within unions. It should be noted that there is a strong differentiation between the several unions in their response to this minority group. As many research has pointed out, especially structural and demographic factors help to determine an American unions level of responsiveness to sexual diversity with American unions. (Boris, 2010) Gender mattered as unions with a female majority were more likely to address the concerns of LGBT members. Other examples of factors playing a role in determining a unions response to LGBT issues are the role of individual agency on the part of union leaders, activists, and rank-and-file union members. (Boris, 2010) DADT policy in the U.S. military An example frequently cited when discussing LGBT policies in the U.S. is the issue of gay policy in the U.S. military. In 1993, new laws and regulations pertaining to homosexuals and U.S. military service came into effect reflecting a compromise in policy. This compromise, colloquially referred to as dont ask, dont tell, holds that the presence in the armed forces of persons who demonstrate a propensity or intent to engage in homosexual acts would create an unacceptable risk to the high standards of morale, good order and discipline, and unit cohesion which are the essence of military capability. (Burelli Feder, 2009) Service members are not to be asked about nor allowed to discuss their homosexuality. This compromise notwithstanding, the issue has remained politically contentious. (Burelli Feder, 2009) While the decision to remain in the closet may be a functional and adaptive reaction to a hostile work environment, it also increases the risk and stress associated with losing cont rol over the disclosure process. (Ragin, 2004) Recent progress in enabling discrimination laws In recent years, several members of Congress have expressed interest in amending dont ask, dont tell. At least one bill that would repeal the law and replace it with a policy of nondiscrimination on the basis of sexual orientation-H.R. 1283-has been introduced in the 111th Congress. (Burelli Feder, 2009) An Act of Congress providing a mechanism to repeal Dont ask, dont tell was signed into law by President  Obama on 22 December 2010. As of February 2011, the Pentagon has started starting to dismantle DADT. Regarding the ENDA, we have to remain patient. In 2011, the U.S. Senate will reintroduce the Employment Non-Discrimination Act (ENDA) in the 112th congress. In the meanwhile, hundreds of companies in U.S. have enacted policies protecting their lesbian, gay, bisexual and transgender employees.   As of March 2011, 433 (87 percent) of the Fortune 500 companies had implemented non-discrimination policies that include sexual orientation, and 229 (46 percent) had policies that include gender identity.  [4]   Africa The issue of workforce diversity has not been a key problem in Africa before as much as it is today. Together with globalization and the need for an increasing number of organizations to spread globally to reach customers worldwide, the concept of diversity management gained attention. Managers must recognize the need for understanding more about the diverse workforce, which is deeper than what we see at the surface level (Henry and Evans, 2007). During the 1990s, the liberalization of economies and structural adjustment policies, brought about by the Brentwood institutions, opened the doors to free market economies, especially in Africa. These free market economies have stimulated the free movement of labor as a commodity, which in turn has resulted in an increasingly diversified workforce across the continent. Further, the privatization of most of the state-owned enterprises in Sub-Saharan Africa also created an open door for migration of labor from all over the world (Henry and Evans, 2007). South Africa To meet the challenges of the twenty-first century, as in many other countries, South African businesses must address the best and brightest employees. Moreover, managers should understand that they can only compete successfully if they recognize the emergence of the diversified workforce and find the means to harness its energies, talents and differences for tomorrows challenges (Grobler, Wà ¤rnich et al., 2006). The major groups providing diversity in the South African workforce are ethnic groups, women, younger workers, South Africans with disabilities and minority groups in the context of sexual orientation. With respect to the latter, it seems that at least 10% of the South African population is homosexual. This means that 10% of the men and women in the workforce, representing around one million people, are gay. However, while the workforce is increasingly diversifying, discrimination still presents an enormous problem in South Africa. In fact, research demonstrates that discrimination still exists in organizations, and that many South African workers still suffer from employment discrimination. Within the organization, its up to the HR professionals to develop and enforce policies and measures that protect the diversified workforce against illicit discrimination. To rectify the injustices of the past, the South African government has come to some actions. Amongst others, the following legislation has been introduced: the Labour Relations Act, No. 66 of 1995 (as amended); the Constitution of the Republic of South Africa Act, No. 108 of 1996; the Basic Conditions of Employment Act, No. 75 of 1997 (BCEA) (as amended); the Employment Equity Act, No. 55 of 1998 (EEA); the Promotion of Equality and Prevention of Unfair Discrimination Act, No. 4 of 2000; and a Code of Good Practice on the handling of sexual harassment included in the Labour Relations Act (Section 203(1)). For example, Section 9 (2) of the Constitution of the Republic of South Africa (No. 108 of 1996) states that: The State may not unfairly discriminate directly or indirectly against anyone on one or more grounds, including age, gender, sex, pregnancy, marital status, ethnic or social origin, colour, sexual orientation, disability, religion, conscience, belief, culture, language and birth (Grobler, Wà ¤rnich et al., 2006). ANDERE INTERESSANTE ZAKEN DIE NOG KUNNEN GEBRUIKT WORDEN LGBT military laws   Ã‚  Homosexuals allowed to serve in the military      Homosexuals banned from serving; repeal of policy underway   Ã‚  Homosexuals banned from serving (or homosexuality illegal)   Ã‚  Data not available References Bell, M. P., ÃÆ'-zbiligin, M. F., Beauregard, T. A., Sà ¼rgevil, O. (2011). Voice, silence, and diversity in 21st century organizations: strategies for inclusion of gay, lesbian, bisexual, and transgender employees. HUman Resource Management, 50(1), 131 146. doi: 10.1002/hrm. Boris, M. B. (2010). Identity at work : U.S. labor union efforts to address sexual diversity through policy and practice. Advances in Industrial and Labor Relations, 17, 185-205. Elsevier. doi: 10.1108/S0742-6186(2010)0000017009. Burrelli, D. F., Feder, J. (2009). Homosexuals and the U . S . Military : Current Issues. Chung, Y. B. (2001). Work discrimination and coping strategies: Conceptual frameworks for counseling lesbian, gay, and bisexual clients. The Career Development Quarterly,50, 33-44. Croteau, J. M. (1996). Research on the work experiences of lesbian, gay, and bisexual people: An integrative review of methodology and findings. Journal of Vocational Behavior,48, 195-209. Day, N. E. (2011). US small company leadersÊ ¼ religious motivation and other-directed organizational values. International Journal of Entrepreneurial Behaviour Research, 17(4). Day, N. E., Schoenrade, P. (2000). The relationship among reported disclosure of sexual orientation, anti-discrimination policies, top management support and work attitudes of gay and lesbian employees. Personnel Review, 29(3), 346-363. doi: 10.1108/00483480010324706. Gedro, J. (2010). Lesbian presentations and representations of leadership, and the implications for HRD. Journal of European Industrial Training, 34(6), 552-564. doi: 10.1108/03090591011061220. Grobler, P., Wà ¤rnich, S., Carrell, M.R., Elbert, N.F. and Hatfield, R.D. (2006). Human Resource Management In South Africa. 3rd edition. Thomson Learning. 571p. Henry, O. and Evans, A.J. (2007). Critical review of literature on workforce diversity. African Journal of Business Management,72-76. Herek, G. M. (1990). The context of anti-gay violence: Notes on cultural and psychological heterosexism. Journal of Interpersonal Violence, 5, 316-333. Hopper, J. E., Salvaggio, N. (2008). Report from SIOP diversifying diversity: moving beyond race and gender: Professional Insights. Equal Opportunities International, 27(5), 465-470. doi: 10.1108/02610150810882314. Huffman, A. H., Watrous-Rodriguez, K. M., King, E. B. (2008). Supporting a diverse workforce: what type of support is most meaningful for lesbian and gay employees? Human Resource Management, 47(2), 237-253. doi: 10.1002/hrm. Leppel, K. (2009). Labour Force Status and Sexual Orientation. Economica, 76(301), 197-207. doi: 10.1111/j.1468-0335.2007.00676.x. Ragins, B. R. (2004). Sexual orientation in the workplace : the unique work and career experiences of gay , lesbian and bisexual workers. Personnel and Human Resources Management, 23, 35-120. doi: 10.1016/S0742-7301(04)23002-X. Roberson, B. E. J. (2009). Equality for Lesbian , Gay , Bisexual , and Transgendered Employees in the Modern American Workplace Equality for Lesbian , Gay , Bisexual , and Transgendered Employees in the Modern American Workplace. Schoenrade, P., College, W. J. (2000). The relationship among reported disclosure of sexual orientation , anti-discrimination policies , top management support and work attitudes of gay and lesbian employees. Personnel Review, 29(3), 346-363. Swan, E. (2010). A testing time, full of potential?: Gender in management, histories and futures. Gender in Management: An International Journal, 25(8), 661-675. doi: 10.1108/17542411011092327. Thomas. (1996). op. cit., pp. 101-103. Van Hoye, G. and Lievens, F. (2003). The Effects of Sexual Orientation on Hirability Ratings: An Experimental Study. Journal of Business and Psycho

Gender Bias in the Classroom Essay -- essays papers

Gender Bias in the Classroom RESEARCH IN CHILD DEVELOPMENT AND THEORIES OF LEARNING Gender inequity is not only learned and accepted in the socialization process that starts at home, but is also present in the school environment form the very early years. Parents and teachers consciously or unconsciously reinforce sex stereotypes. In 1992 Olivares and Rosenthal's research findings examined three areas: 1-interactions in the classroom that are both teacher-to-student and student-to-student 2-instruction features involving relation between classroom activities and the gender of the students assigned to perform the activities 3-the perceptions of gender roles through teachers modeling of sex stereotypes in the classroom. There are fundamental elements of the school environment develop and reinforce inequity: teachers may be unaware of their gender bias; there is a lack of school textbooks and other instructional materials are sex-bias free; and children may interact according to strongly stereotyped gender blueprints. There are teachers who promote gender equity and believe all students should receive the same opportunities to classroom resources and participation an activities. A number of teachers believe the cause of gender equity is best served through a approach of extending equal opportunities to all students and being sensitive to the special need of the groups perceived to be "at risk." Commeyras et al. (1997) stated that teachers generally agreed the there is a need for implementing gender-fair strategies, yet feel uncomfortable actively addressing gender issues in their classrooms. They are often unsure how much authority they should exert in determining the content and direction of students' talk during classroom discussions. Singh (1997) states educators need to decide upon a philosophical position to follow. Teachers need to be aware of their role in shaping gender perceptions among learners. In 1995 David and Jacqueline Sadker found that females were being shortchanged in classrooms. Girls received less praise, help, and intense instruction that creates academic confidence and success. Boys attracted more attention by calling out and acting up, demanding more teacher time and talent. The well-behaved girls became spectators as... .... [http://www.ed.gov/databases/ERIC_Digests/ed328610.html](9/18/00). Dickman, C. B. (1993). Gender differences and instructional discrimination in the classroom. Journal of Invitational Theory and Practice, 1993. Vol. 2, No.1.lycos.com.[http//www.uncg.edu/ced/iais/journal/v21p35.htm] (9/18/00). Manjari, S. (1998). Gender issues in the language arts classroom. ERIC Clearinghouse on Reading English and Communication Bloomington IN. [http://www.edgov/databases/ERIC_Digests/ed426409.html] (9/18/00). Rothenberg, D. (9/95). Supporting girls in early adolescence. ERIC Clearinghouse on Elementary Childhood Education Urbana IL. [http://www.edgav/databases/ERIC_Digest/ed386331.html] (9/18/00). Sadker, D. & J. (11/1/95). Equity update. lycos.com. [http://www.lycos.comsrch/more.html] (9/18/00) Sadker, D. (5/6/99). Gender equity: Still knocking at the classroom door. Educational Leadership 56 no7 22-6 Ap‘99.[http://vweb.hwwilsonweb.com/cgibin...GT.&SP.URL.P=(H9Z7)J(0O00041 061)& (10/10/00) Sanders, J. (5/97). Teacher education and gender equity. ERIC Clearinghouse on Teaching and Teacher Education Washington DC.[http://www.ed.gov/databases/ERIC_Digests/ed408227.html] (9/18/00)

A Struggle for Social & Economic Equality of Black People in America

The struggle for social and economic equality of Black people in America has been long and slow. It is sometimes amazing that any progress has been made in the racial equality arena at all; every tentative step forward seems to be diluted by losses elsewhere. For every â€Å"Stacey Koons† that is convicted, there seems to be a Texaco executive waiting to send Blacks back to the past. Throughout the struggle for equal rights, there have been courageous Black leaders at the forefront of each discrete movement. From early activists such as Frederick Douglass, Booker T. Washington, and W.E.B. DuBois, to 1960s civil rights leaders and radicals such as Martin Luther King, Malcolm X, and the Black Panthers, the progress that has been made toward full equality has resulted from the visionary leadership of these brave individuals. This does not imply, however, that there has ever been widespread agreement within the Black community on strategy or that the actions of prominent Black leaders have met with strong support from those who would benefit from these actions. This report will examine the influence of two â€Å"early era† Black activists: Booker T. Washington and W.E.B. DuBois. Through an analysis of the ideological differences between these two men, the writer will argue that, although they disagreed over the direction of the struggle for equality, the differences between these two men actually enhanced the status of Black Americans in the struggle for racial equality. We will look specifically at the events leading to and surrounding the â€Å"Atlanta Compromise† in 1895. In order to understand the differences in the philosophies of Washington and Dubois, it is useful to know something about their backgrounds. Booker T. Washington, born a slave in 1856 in Franklin County, Virginia, could be described as a pragmatist. He was only able to attend school three months out of the year, with the remaining nine months spent working in coal mines. He developed the idea of Blacks becoming skilled tradesmen as a useful stepping-stone toward respect by the white majority and eventual full equality. Washington worked his way through Hampton Institute and helped found the Tuskeegee Institute, a trade school for blacks. His essential strategy for the advancement of American Blacks was for them to achieve enhanced status as skilled tradesmen for the present, then using this status as a platform from which to reach for full equality later. Significantly, he argued for submission to the white majority so as not to offend the power elite. Though he preached appeasement and a â€Å"hands off† attitude toward politics, Washington has been accused of wielding imperious power over â€Å"his people† and of consorting with the white elite. William Edward Burghardt DuBois, on the other hand, was more of an idealist. DuBois was born in Massachusetts in 1868, just after the end of the Civil War and the official end of slavery. A gifted scholar, formal education played a much greater role in DuBois's life than it did in Washington's. After becoming a Phi Beta Kappa graduate of Fisk and Harvard, he was the first Black to earn a Ph.D. from Harvard in 1895. DuBois wrote over 20 books and more than 100 scholarly articles on the historical and sociological nature of the Black experience. He argued that an educated Black elite should lead Blacks to liberation by advancing a philosophical and intellectual offensive against racial discrimination. DuBois forwarded the argument that â€Å"The Negro problem was not and could not be kept distinct from other reform movements. . .† DuBois â€Å"favored immediate social and political integration and the higher education of a Talented Tenth of the black population. His main interest was in the education of ‘the group leader, the man who sets the ideas of the community where he lives. . .'† To this end, he organized the â€Å"Niagara movement,† a meeting of 29 Black business and professional men, which led to the formation of the National Association for the Advancement of Colored People (NAACP). The crux of the struggle for the ideological center of the racial equality movement is perhaps best exemplified in Mr. DuBois's influential The Souls of Black Folk. In it, he makes an impassioned argument for his vision of an educated Black elite. DuBois also describes his opposition to Booker T. Washington's â€Å"Atlanta Compromise† as follows: â€Å"Mr. Washington represents in Negro thought the old attitude of adjustment and submission†¦Ã¢â‚¬  According to DuBois, Washington broke the mold set by his predecessors: â€Å"Here, led by Remond, Nell, Wells- Brown, and Douglass, a new period of self-assertion and self- development dawned†¦. But Booker T. Washington arose as essentially the leader not of one race but of two–a compromiser between the South, the North, and the Negro.† DuBois reported that Blacks â€Å"resented, at first bitterly, signs of compromise which surrendered their civil and political rights, even though this was to be exchanged for larger chances of economic development.† DuBois's point and, according to him, the collective opinion of the majority of the Black community, was that self- respect was more important than any potential future economic benefits. Before Washington's conciliatory stance gained a foothold, â€Å"the assertion of the manhood rights of the Negro by himself was the main reliance.† In other words, DuBois resented what he saw as Washington â€Å"selling† Black pride: â€Å"†¦Mr. Washington's programme naturally takes an economic cast, becoming a gospel of Work and Money to such an extent as apparently almost completely to overshadow the higher aims of life.† The compromise included, in DuBois's words, â€Å"that black people give up, at least for the present, three things,– â€Å"First, political power, Second, insistence on civil rights, Third, higher education of Negro youth,–and concentrate all their energies on industrial education, the accumulation of wealth, and the conciliation of the South.† The final point comprised the centerpiece both of Washington's strategy for the ultimate redemption of Black Americans and of DuBois's condemnation of that strategy. Indeed, Washington backed up his assertions by founding the Tuskeegee Institute as a trade school for young Black men. DuBois could not abide this type of appeasement. In his mind, this step was tantamount to the Black community telling the white community that, henceforth, Blacks would cease pretending to be equal to whites as human beings; rather, they would accept an overtly inferior social status as being worthy of maintaining the white majority's physical world, but unworthy of true equality, of conducting socio-cultural discourse with the mainstream society. The paradox must have been maddening for both men, especially Mr. Washington. He no doubt understood that, as a group, Blacks could never hope to progress to the point of equality from their position of abject poverty. Moreover, without skills, their hopes of escaping their economic inferiority were indeed scant. Washington's plan for blacks to at least become skilled artisans and tradesmen must have seemed logical to him from the standpoint of improving the economic lot of the average Black man. At the same time, he must have realized that, by accepting inferiority as a de- facto condition for the entire race, he may have broken the black spirit forever. In considering this matter, the writer is reminded of more recent events in American history–the affirmative action flap that occurred after Clarence Thomas's appointment to the U.S. Supreme Court, for example. Mr. Thomas, clearly a beneficiary of affirmative action, announced that he was nonetheless opposed to it. His argument was that if he had not been eligible for benefits under affirmative action programs, he would have still achieved his current position in the inner circle of this society's white power elite. Similarly, Booker T. Washington enjoyed access to the power elite of his time, but one must wonder whether President Roosevelt, for example, in his interactions with Mr. Washington, was not merely using the situation for public relations value. â€Å"[Mr. Washington] was ‘intimate' with Roosevelt from 1901 to 1908. On the day Roosevelt took office, he invited Washington to the White House to advise him on political appointments of Negroes in the south.† After all, he did not become a popular president by being oblivious to such political maneuvering. Perhaps Mr. DuBois was the more prescient visionary. Perhaps he understood what Mr. Washington did not, that after the critical historical momentum toward social acceptance that had been established prior to the late nineteenth century, if political pressure were not maintained, the cause of true equality would be lost forever. Moreover, DuBois understood that equality would not be earned through appeasement. From our perspective of over 100 years, we must admit that he may have been right. For example, in the aftermath of the â€Å"Atlanta Massacre† of September 22, 1906 and a similar incident in Springfield, Illinois, â€Å"it was clear to almost all the players that the tide was running strongly in favor of protest and militancy.† â€Å"For six days in August, 1908, a white mob, made up, the press said, of many of the town's ‘best citizens,' surged through the streets of Springfield, Illinois, killing and wounding scores of Blacks and driving hundreds from the city.† However, it later turned out that DuBois was considered to be too extreme in the other direction. For example, as the NAACP became more mainstream, it became increasingly conservative, and this did not please DuBois, who left the organization in 1934. He returned later but was eventually shunned by Black leadership both inside and outside of the NAACP, especially after he voiced admiration for the USSR. In the political climate of the late 1940s and 1950s, any hint of a pro-communist attitude–black or white–was unwelcome in any group with a national political agenda. We can see, then, that neither Washington's strategy of appeasement nor DuBois's plan for an elite Black intelligentsia was to become wholly successful in elevating American Blacks to a position of equality. However, perhaps it was more than the leadership of any one Black man that encouraged African Americans to demand a full measure of social and economic equality. Perhaps the fact that there was a public dialogue in itself did more to encourage Black equality than the philosophy of any one prominent Black man. After all, concepts such as equality are exactly that: concepts. As such, it up to each of us to decide how we see ourselves in relation to others; superior or inferior, equal or not equal, the choice is ultimately our own.

National Culture Essay

In other words, although the concept of â€Å"nation† unfairly characterizes colonized subjects as istorically unified in their primitiveness or exoticness, the term’s promise of solidarity and unity often proves helpful nonetheless In their attempts at political amelioration. Fanon encourages a materialist conceptualization of the nation that is based not so much on collective cultural traditions or ancestor-worship as political agency and the collective attempt to dismantle the economic foundations of colonial rule. Colonialism, as Fanon argues, not only physically disarms the colonized subject but robs her ofa â€Å"pre-colonial† cultural heritage. And yet, if colonialism in this sense alvanizes the native intellectual to â€Å"renew contact once more with the oldest and most pre-colonial spring of life of their people,† Fanon is careful to point out that these attempts at recovering national continuity throughout history are often contrived and ultimately self-defeating. l am ready to concede,† he admits, â€Å"that on the plane of factual being the past existence of an Aztec civilization does not change anything very much in the diet of the Mexican peasant of today. † In the passage below, Fanon explains that â€Å"national identity only carries meaning insofar as it eflects the combined revoluuonary efforts of an oppressed people aiming at collective liberation: A national culture is not a folklore, not an abstract populism that believes It can discover the people ’s true nature. It Is not made up of the Inert dregs of gratuitous actions, that is to say actions which are less and less attached to the ever-present reality of the people. A national culture is the whole body of efforts made by a people in the sphere of thought to describe, Justify, and praise the action through which that people has created Itself and keeps Itself In existence. Muhammad Slbtaln Haider 11-12-2013 National Culture By sibtainJaf because it re-inscribes an essentialist, totalizing, fetishized, often middle-class solidarity and unity often proves helpful nonetheless in their attempts at political but robs her of a â€Å"pre-colonial† cultural heritage. And yet, if colonialism in this sense below, Fanon explains that â€Å"national identity† only carries meaning insofar as it reflects the combined revolutionary efforts of an oppressed people aiming at believes it can discover the people’s true nature. It is not made up of the inert dregs through which that people has created itself and keeps itself in existence. Muhammad Sibtain Haider