Effects of Media Violence Research Paper Example | Topics and Well Written Essays - 1250 words

Effects of Media Violence - Research Paper Example There are at least four kinds of violent media effects on the life of people. The first one is about the transformation of reality in humans’ minds under the impact of mass media. The thing is that all kinds of information, such as television, newspapers, Internet, video games, and advertisement, give the audience a new concept of the world order, or in other words they present the universe like it is seen by them or like it is comfortable for them. No wonder, people who see, read or hear about violence day by day, probably begin to perceive the world in its totally negative aspects. They realize their system to be a heart of evil and harmful actions, which threaten not only physical health of mankind, but also hurt its mental state with all possible expected results. In fact, media is the new environment and the reality of modern culture. Unfortunately, the latter is penetrated with more negative sides than positive ones. So there is a conflict between people’s vision of rosy reality and violent reality of mass media itself. But this case is almost exceptional, for the vast majority of people turn into so-called blind believers in mass media notions of the world, due to its ability of erasing the boundaries of true reality and drawing of landscapes of fictional one with its main feature, that is, violence. As a result people with their modified perception of the world hand it.The second kind of media effect concerns to the changeover of society as a direct form of people’s union.

DHT2 capstone Research Paper Example | Topics and Well Written Essays - 3000 words

DHT2 capstone - Research Paper Example When blood sugar levels rise, risk of infection increases, and organs can fail. Morbidity and mortality result. Careful glycemic control is crucial to a diabetic’s survival and recovery. Nurses can take the lead in improving the implementation of ICU clinical protocol, and their critical thinking skills are invaluable for determining such protocol (Plost, Nelson, 2007, p 155). What obstacles prevent ICU nurses from full compliance with protocol for glycemic control during the first 48 hours of a diabetic patient’s stay in the ICU, and what steps will raise compliance? A2.Participants The participants in this study are registered nurses with bachelor’s degrees and at least two years of experience in the ICU, and they work together in the ICU of a community hospital. Most work full time, but several are part time. Nurses with less than two years of experience in the ICU are excluded. They range in age from 25 to 59; older nurses have been in the ICU for decades and younger ones seem poised for long careers, as well. Such longevity produces expertise, but also precludes innovation. These nurses come from different nationalities and ethnicities. Although their educational level are similar, their learning styles differ markedly. Also, what motivates each of them has an impact on the implementation of protocol. They have not been involved in developing protocol. The researcher observed a lack of compliance with protocol for glycemic control in the ICU. B1. B . Outline the problem: During the first 48 hours after ICU admittance, patients have poor glycemic control because the policy and protocol for blood glucose monitoring is not followed. In this community hospital, it has been observed the patients’ blood glucose level during the first 48 hours of their admission is high and is not being managed according to the national standard. The main problem is to identify the reasons nurses do not comply with the treatment plan. What causes nurse s to not follow the protocol? And how can we improve the compliance? B3.Causes of the problem Compliance with new legislation costs money. Examining and tracking the quality of care is a financial concern. In facilities with strict budgetary restraints like this one, pressures are enormous to delay or deny compliance. The facilities many not be able to comply in every aspects of patient’s care. This ICU does not have an internal audit nurse which could have been befitted to compliance program. Before something has become a clinical concern, compliance programs are especially ineffective. â€Å" The better trained the staff, the better the quality of care and the more compliant a facility will be (Abell,T,2011)†. All staff members need to respect compliance with regulations, a fact which is not observed in this ICU. Staff nurses are not sure if the protocol and previous training they have received was effective. How was the follow up? Staff is not aware of any. This ICU must ensure qualified educators are performing the training, and the protocol has to take into account the nurses’ level and the needs of the community. Interventions always have to be meaningful which is not observed in this ICU. Another concern nurses feel is that they are very busy in ICU with the acute care needs of the patient; there is not enough time, or not enough staff. Nurses believe

Aristotle and the humanities Research Paper Example | Topics and Well Written Essays - 1250 words

Aristotle and the humanities - Research Paper Example The Greek philosopher Aristotle made contributions to the humanities through his ideas about art, as well as philosophy, specifically through his ideas regarding ethics and politics. When it came to art, Aristotle’s Poetics was an answer to Plato’s accusation against the artists for their alleged destruction of rational harmony, as stated in the Republic (Wolff 64). In the field of ethics, Aristotle’s Nichomachean Ethics provided the basis for showing how to live one’s life in the virtuous way and helped people of his times decide on which things were more important in their lives and what they could do to make them better.Lastly, it is a fact that ancient Greece during Aristotle’s time was a period of confusion – a time of war among city-states who fought for territorial expansion, a time for poverty and slavery, and a time when the nobility never shared their power with their constituents (â€Å"Explore Greece†). In order to address the current situation and the pressing need for â€Å"order, security and peace† amidst â€Å"the turmoil and disaster that had come out of Athenian democracy† (Durant 80), Aristotle wrote his Politics. Aristotle is relevant to the humanities because his works helped address the aesthetic, ethical and political dilemmas surrounding the Greek society in the 4th century BC, and helped shaped the thinking of the Greeks during his time as well as that of the world at present. Aesthetics: Poetics Aristotle’s rationale as to aesthetics is that â€Å"art takes us closer to essential form, not farther away† (Wolff 65). He means here that through the study of art and through the study of the works of man, man himself is able to learn a great deal not only about himself but also about his essence. Wolff’s statement further implies that people who observe art, according to Aristotle, may just be observing certain specific things but through which, they can â €Å"grasp the real nature of things.† (65) The Poetics also tells the reader about Aristotle’s theory of catharsis, which means that â€Å"art has a psychologically healthy effect on the spectator† (64). According to Wolff, this statement implies that art is an effective means of self-expression and one which brings not only wisdom but also release (64). However, these principles contradict those of Plato. In the Republic, Plato criticizes art as something that destroys the rational capacity of man and something that leads him away from the world of forms, which, according to Plato was the real world (64). However, Aristotle maintains that not only does art promote a healthy psychological make-up but that it also leads one to a realization of his essence. These teachings of Aristotle has remained helpful not only to the Greeks of his time but even to the world at present, thus Aristotle’s relevance to the humanities. Ethics: The Nichomachean Ethics Aristo tle’s contributions to aesthetics cannot, however, equal those he gave ethics. It is a fact that the ideas of right and wrong, of good and evil, and of morality itself can never be derived from scientific inquiry but only through the humanities, specifically through ethics. Aristotle’s glorious masterpiece on ethics, the Nichomachean Ethics, has provided people the guidelines on how to live a virtuous life since the time of 4th century BC Greece until now. In the Nichomachean Ethics, Aristotle makes it clear that â€Å"the good for man is an activity of the soul in accordance with virtue [or] the best and most perfect [virtue]† (Aristotle, Nichomachean Ethics, I.7). This virtue, or moral virtue, that Aristotle has ascribed most of his ethical principles on is â€Å"the submission of one’s feelings and outward acts to reason (Kilcullen) since â€Å"man, in the Aristotelian system, is a rational animal† (Durant 59). The key words therefore are †Å"rational† and â€Å"reason† and it follows that one who abides by the dictates of his reason is one is who is virtuous. This simply means that if one does

Hydro Power Essay Example for Free

Hydro Power Essay Worldwide, hydropower plants produce about 24 percent of the worlds electricity and supply more than 1 billion people with power. The worlds hydropower plants output a combined total of675,000 megawatts, the energy equivalent of 3.6 billion barrels of oil, according to the National Renewable Energy Laboratory. There are more than 2,000 hydropower plants operating in the United States, making hydropower the countrys largest renewable energy source. In this article, well take a look at how falling water creates energy and learn about the hydrologic cycle that creates the water flow essential for hydropower. You will also get a glimpse at one unique application of hydropower that may affect your daily life. 1.INTRODUCTION The basic principle of hydropower is that if water can be piped from a certain level to a lower level, then the resulting water pressure can be used to do work. If the water pressure is allowed to move a mechanical component then that movement involves the conversion of the potential energy of the water into mechanical energy. Hydro turbines convert water pressure into mechanical shaft power, which can be used to drive an electricity generator, a grinding mill or some other useful device. 2.HistoryThe use of falling water as a source of energy is known for a long time. In the ancient times waterwheels were used already, but only at the beginning of the nineteenth century with the invention of the hydro turbine the use of hydropower got a new impulse.Small-scale hydropower was the most common way of electricity generating in the early 20th century. In 1924 for example in Switzerland nearly 7000 small scale hydropower stations were in use. The improvement of distribution possibilities of electricity by means of high voltage transmission lines caused fainted interest in small scale hydropower.Renewed interest in the technology of small scale hydropower started in China. Estimates say that between 1970 and 1985 nearly 76,000 small scale hydro stations have been built there! 3.Advantages and disadvantagesHydropower is a very clean source of energy. It does not consume but only uses the water, after use it is available for other purposes (although on a lower horizontal level). The conversion of the potential energy of water into mechanical energy is a technology with a high efficiency (in most cases double that of conventional thermal power stations).The use of hydropower can make a contribution to savings on exhaustible energy sources. Each 600 kWh of electricity generated with a hydro plant is equivalent to 1 barrel of oil (assuming an efficiency of 38 % for the conversion of oil into electricity). The main advantages of hydropower are: * power is usually continuously available on demand, * given a reasonable head, it is a concentrated energy source, * the energy available is predictable, * no fuel and limited maintenance are required, so running costs are low (compared with diesel power) and in many cases imports are displaced to the benefit of the local economy, * it is a long-lasting and robust technology; systems can last for 50 years or more without major new investments.Against these, the main shortcomings are: * it is a site specific technology and sites that are well suited to the harnessing of water power and are also close to a location where the power can be economically exploited are not very common, * there is always a maximum useful power output available from a given hydropower site, which limits the level of expansion of activities which make use of the power, * river flows often vary considerably with the seasons, especially where there are monsoon-type climate s and this can limit the firm power output to quite a small fraction of the possible peak output, * lack of familiarity with the technology and how to apply it inhibits the exploitation of hydro resources in some areas. 4.From water to WattsTo know the power potential of water in a river it is necessary to know the flow in the river and the available head.The flow of the river is the amount of water (in m3 or litres) which passes in a certain amount of time a cross section of the river. Flows are normally given in cubic meters per second (m3/s) or in litres per second (l/s).Head is the vertical difference in level (in meters) the water falls down.The theoretical power (P) available from a given head of water is in exact proportion to the head H and the flow Q.P=Q Ãâ€" H Ãâ€" c c = constantThe constant c is the product of the density of water and the acceleration due to gravity (g).If P is measured in Watts, Q in m3/s and H in meters, the gross power of the flow of water is:P=1000 Ãâ€" 9.8 Ãâ€" Q Ãâ€" HThis available power will be converted by the hydro turbine in mechanical power. As a turbine has an efficiency lower than 1, the generated power will be a fraction of the available gross power. Applications. Hydro power is also utilised by large scale companies as a private use. Many large mining companies or aluminium manufacturers use vast amounts of electrical so rather than buying from the state they can generate their own power by using hydro power generation.

United States in the Years 1860-1870 Essay -- Essays Papers History Es

United States in the Years 1860-1870 The United States between the years 1860-1870 was in turmoil, but from a historical point of view, this decade is one of the most exciting times in U.S. history. In 1861 there were still fifteen slave states, seven states open to slavery by the Dred Scott Decision and only eighteen free states in the north (Ferrell Atlas). This was a time of growth and change in the U.S. For example in 1867 the U.S. purchased Alaska from Russia for a scant $7,200,000 (Museum). The Civil War was by far the most notable event to take place. Abraham Lincoln won the election for the Presidency of the United States in 1860. The most famous battle of the war, the Battle of Gettysburg took place in 1863; the Union army was victorious. Five years later in 1865, General Robert E. Lee surrendered to Ulysses S. Grant, ending the Civil War. Shortly after, the Thirteenth Amendment was signed and slavery was abolished in the U.S. (Museum). Despite the end of the war and the abolishment of slavery, many southerners are still angry at the north and the country still feels d...

Dissertation on Retention

Management Decision Emerald Article: A reconceptualization of mentoring and sponsoring Earnest Friday, Shawnta S. Friday, Anna L. Green Article information: To cite this document: Earnest Friday, Shawnta S. Friday, Anna L. Green, (2004),†A reconceptualization of mentoring and sponsoring†, Management Decision, Vol. 42 Iss: 5 pp. 628 – 644 Permanent link to this document: http://dx. doi. org/10. 1108/00251740410538488 Downloaded on: 26-10-2012 References: This document contains references to 54 other documents Citations: This document has been cited by 7 other documents To copy this document: [email  protected] om This document has been downloaded 1621 times since 2005. * Users who downloaded this Article also downloaded: * David Clutterbuck, (2004),†Making the most of informal mentoring: A positive climate is key†, Development and Learning in Organizations, Vol. 18 Iss: 4 pp. 16 – 17 http://dx. doi. org/10. 1108/14777280410544574 (2004),†R eview articles Getting the best out of workplace mentoring: More help for the helper†, Development and Learning in Organizations, Vol. 18 Iss: 5 pp. 20 – 22 http://dx. doi. org/10. 108/14777280410554979 Sandy Bond, (2011),†Barriers and drivers to green buildings in Australia and New Zealand†, Journal of Property Investment & Finance, Vol. 29 Iss: 4 pp. 494 – 509 http://dx. doi. org/10. 1108/14635781111150367 Access to this document was granted through an Emerald subscription provided by ROBERT GORDON UNIVERSITY For Authors: If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service. Information about how to choose which publication to write for and submission guidelines are available for all. Please visit www. emeraldinsight. om/authors for more information. About Emerald www. emeraldinsight. com With over forty years' experience, Emerald Group Publishing is a leading independent publisher of global research with impact in business, society, public policy and education. In total, Emerald publishes over 275 journals and more than 130 book series, as well as an extensive range of online products and services. Emerald is both COUNTER 3 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. Related content and download information correct at time of download. The Emerald Research Register for this journal is available at www. emeraldinsight. com/researchregister The current issue and full text archive of this journal is available at www. emeraldinsight. com/0025-1747. htm MD 42,5 A reconceptualization of mentoring and sponsoring Earnest Friday Department of Management and International Business, College of Business Administration, Miami, Florida, USA 628 Shawnta S. Friday and Anna L. GreenSchool of Business and Industry, Florida A University, Tallahassee, Florida, USA Keywords Mentoring, Career development Abstract Mentoring is highly regarded as a career-enhancing phenomenon necessary for any aspiring executive. Several debates within the literature have led to a lack of consistency regarding the de? nition of mentoring and a mentor, the functions of a mentor, and the various types of mentoring. It appears that much of the confusion stems from the relationship and association of mentoring with the concept of sponsoring.Within the majority of the literature regarding developmental relationships, sponsoring has been posited to be a sub-function of mentoring. This paper presents two arguments for viewing and examining mentoring and sponsoring as distinctly different, non-mutually exclusive, and possibly concurrent phenomena, as well as offers universal de? nitions for both terms. This delineation is offered to aid aspiring executives in their decision making process as to whether to select a mentor, a sponsor, or both. Man agement Decision Vol. 42 No. 5, 2004 pp. 628-644 q Emerald Group Publishing Limited 0025-1747 DOI 10. 108/00251740410538488 Introduction Mentoring is an enduring and dynamic phenomenon, which dates back to ancient Greece when Odysseus entrusted the eponymous character, Mentor, with his son, Telemachus thousands of years ago in Homer’s Odyssey (Friday and Friday, 2002). The term â€Å"mentoring† has surged into the literature in many disciplines (e. g. , sociology, social psychology, education, management, social work, healthcare management, etc. ) over the last several decades. Mentoring emerged in the organizational literature in the late 1970s (e. g. Clawson, 1979; Collins and Scott, 1978; Kanter, 1977; Phillips, 1977; Roche, 1979; Shapiro et al. , 1978). Since that time, hundreds of books and articles (popular press, practitioner-oriented, and academic) have been published on mentoring in various organizational settings alone, not to mention other settings in which mentoring has been examined (e. g. , teaching, nursing, social work, etc. ) (Kelly, 2001). Published works in the organizational literature on mentoring have been anecdotal, conceptual, and empirical; and several journals have dedicated special editions to mentoring.By and large, these published works have highlighted the overwhelming perceived bene? ts (e. g. , increased mobility, promotion opportunity, and total compensation), and minimal perceived drawbacks of mentoring (Campion and Gold? nch, 1983; Kelly, 2001; Scandura, 1992, 1998; Whitely et al. , 1991, 1992). Hence, mentoring has been proclaimed as one of the key career development and advancement tools in the organizational milieu over the last decade (Simonetti et al. , 1999). In the organizational literature, Kram’s (1980) work has been viewed as one of the most comprehensive treatments of the mentoring concept (Scandura, 1998).It is implicit in Kram’s (1980, 1983, 1985) works that she explored naturally occu rring, informal mentoring relationships. Consequently, the functions and phases of mentoring that she inducted pertain primarily to informal mentoring. Based on her ? ndings, Kram (1980) suggested that mentors provide career support (sponsorship, exposure-and-visibility, coaching, protection, and challenging assignments) and psychosocial support (role modeling, acceptance-and-con? rmation, counseling, and ? ? friendship) to their proteges. She also suggested that mentorships (mentoring relationships) move through four phases: ? (1) initiation (the mentor and protege admire, respect, and trust one another); ? ? (2) cultivation (the protege develops competence and con? dence from the career and psychosocial support provided by the mentor); ? ? (3) separation (the paternalistic relationship between the mentor and protege changes, which may lead to non-positive affective experiences for both, because ? ? the protege has become more independent and empowered); and ? ? (4) rede? nition (t he mentor and protege’s relationship is reshaped to meet more collegial needs) (Kram, 1983).A canvassing of published works examining organizational mentoring suggests that as far back as the early 1980s (e. g. , Campion and Gold? nch, 1983; Hunt and Michael, 1983) and as recent as the early 2000s (e. g. , Higgins and Kram, 2001; Kelly, 2001) a lack of consensus on the de? nitions of mentoring and mentor has been articulated in the literature (Chao, 1998; Kelly, 2001; Lawson, 1996; Minter and Thomas, 2000; Noe, 1988a, 1988b). Hence, research on organizational mentoring has been criticized for not being conceptually well grounded (Gibb, 1994). An examination of over 200 practitioner and academic journal articles in the ? ld of management alone revealed that most de? nitions in the literature of mentoring, stated or implied, include sponsor or sponsoring as inherent in mentoring (e. g. , Campion and Gold? nch, 1983; Kram, 1983; Noe, 1988a, 1988b; Turban and Dougherty, 1994; Whi tely et al. , 1991), while some do not (e. g. , Covaleski et al. , 1998; Hunt and Michael, 1983). Similarly, most de? nitions of mentor (stated or implied) within the literature include sponsor or sponsoring in the de? nition (e. g. , Higgins and Kram, 2001; Scandura, 1998; Whitely et al. , 1991), while some do not (e. g. Hunt and Michael, 1983; Scandura and Schriesheim, 1994). Interestingly, some researchers did not directly state a de? nition of mentoring or mentor in either their survey or interviewing of participants (Phillips-Jones, 1982; Whitely et al. , 1992), thus allowing participants to draw on their own intuitive understanding of the mentor and mentoring concepts (Ragins and Cotton, 1993). However, other researchers did provide a de? nition of one of the concepts (mentor or mentoring) even though they recognized that the participants are still likely to draw on their own intuitive understanding of the terms (Chao et al. 1992; Ragins and Cotton, 1993). Still, given this la ck of consensus on de? nitions for mentoring and mentor, researchers and practitioners alike have continued to examine and explore various facets of mentoring. Those various facets include mentoring functions (e. g. , Kram, 1980, 1983), mentoring phases (e. g. , Kram, 1980, 1983), types of mentoring (e. g. , Burke and McKeen, 1989; Chao et al. , 1992), potential bene? ts of mentoring (e. g. , Fagenson, 1989; Scandura, 1992; Whitely et al. , 1992), potential drawbacks of mentoring (e. g. , Ragins et al. 2000; Scandura, 1998), diversity in mentoring (e. g. , Ragins, 1997; Ragins and Scandura, 1994; Thomas, 1993), and mentoring alternatives (e. g. , Higgins and Kram; Kram and Isabella, 1985). While many researchers have articulated the idea that the operational de? nitions of mentoring and mentor have varied considerably within Mentoring and sponsoring 629 MD 42,5 630 the last several decades, with some encompassing sponsorship or sponsor (Chao, 1998; Higgins and Kram, 2001; Mullen, 19 98), two of those major researchers have argued that mentoring needs to be reconceptualized (Higgins and Kram, 2001).Hence, two arguments for reconceptualizing mentoring are offered: (1) the lack of clarity and consensus on the de? nitions of a mentor, the process of mentoring, and the role of sponsoring; and ? ? (2) informal and formal proteges tend not to always receive career support, speci? cally sponsoring from their mentors (Bahniuk and Kogler Hill, 1998; Chao et al. , 1992; Noe, 1988b). Thus, the aim of this paper is to reconceptualize mentoring and sponsoring, and to offer them as distinctly different concepts, rather than viewing sponsoring as an inherent sub-function of mentoring.Therefore, it is posited that the reconceptualization of these two terms (mentoring and sponsoring) may bring much needed clarity and consensus to the organizational mentoring literature. It is also posited that this reconceptualization will provide aspiring executives with new knowledge to use in their decision making process as they select individuals to help them advance their careers. Mentoring and sponsoring – argument one Dalton et al. ’s (1977) theory of professional career development distinguished between mentor and sponsor, suggesting that an individual becomes a sponsor after being a mentor. On the other hand, Levinson et al. 1978, p. 97) viewed â€Å"a mentor as. . . a teacher, advisor, or sponsor†. These assertions would lead some to believe that the terms mentor and sponsor are confusing and overlapping (Campion and Gold? nch, 1983). As a result, the following question arises: has mentoring been used as a â€Å"catch-all† term? The answer would appear to be yes, given that the following terms have been used to describe a mentor in the organizational literature: guide, host advisor, sponsor, role model, teacher, protector, invisible godparent, friend, coach, counselor, patron, exemplar, benefactor, and advocate (Kelly, 2001; Pittenger and Heimann, 2000).Yet, Chao (1998) asserted that distinctions have been made between the terms mentor and sponsor. More recently, Higgins and Kram (2001, p. 269) echoed Chao’s (1998) sentiments, and distinguished between a mentor and sponsor by stating that â€Å"true mentors. . . provide high amounts of both career and psychosocial support, and sponsors. . . provide high amounts of career support but low amounts of psychosocial support†. Whether it is the interchangeable use of these two terms or the current de? itions of each that are posited to represent their distinction, it is feasible that both, to some degree, have contributed to much of the confusion in the organizational mentoring literature, thus leading to the mixed results on mentoring (Jacobi, 1991). In spite of the confusion and mixed results, mentoring relationships have been viewed as â€Å"one of the most complex and developmentally important relationships† in organizational settings (Levinson et al. , 1978, p. 97). Thus, mentorships and sponsorships have been pronounced to be critically important to the upward mobility of individuals in organizations (Kanter, 1977).The work of Levinson et al. (1978) served as the theoretical foundation for much of Kram’s (1980, 1983) work on mentoring, which appears to be the most comprehensive treatment in the organizational literature (Scandura, 1998). They suggested that a mentor is an individual who is usually older and â€Å"of greater experience and seniority. . . a teacher, adviser or sponsor† (Levinson et al. , 1978, p. 97). Building on the work of Levinson et al. (1978), Kram (1980) suggested that a mentor is a more senior ? ? individual who provides career and psychosocial support for the protege.Kram (1980, 1983) postulated career functions to include sponsorship, exposure and visibility, coaching, protection, and challenging assignments. The psychosocial functions were postulated to included role modeling, acce ptance-and-con? rmation, counseling, and friendship (Kram, 1980, 1983). Many of the de? nitions of a mentor used throughout the literature referenced Kram’s (1980, 1983, 1985) de? nition of mentor. Table I delineates how the terms â€Å"sponsor† or â€Å"sponsorship† are explicit in the de? nitions of mentor or mentoring that stem from Levinson et al. ’ (1978) and Kram’s (1980) de? nitions.Table I also depicts the de? nitions or lack of de? nitions of mentoring, mentor, and sponsor used in some published works that are generally considered premier management journals (Cabell, 2001). Due to the myriad management-related articles on mentoring, this method was chosen to determine which sampling of articles would be included in the table. As outlined in Table I, not all articles on mentoring explicitly de? ned mentoring, mentor, and/or sponsor, while a few did. As previously stated, in most cases, sponsoring is considered as sub-function of mentoring. Although there are various de? itions of mentor used throughout the literature, there appears to be more consistency in the de? nitions of sponsor used within the literature (see Table I). Sponsoring has been viewed in the literature as a developmental relationship in ? ? which the sponsor provides instrumental career support by nominating the protege for promotion and other types of organizational activities that may be supportive of promotion (Campion and Gold? nch, 1983; Thomas, 1993). This is relatively consistent ? ? with Kanter’s (1977) work, which posits that sponsors facilitate proteges in obtaining ? inside information and bypassing the hierarchy, as well as ? ght for their proteges’ promotions. While Shapiro et al. ’s (1978) continuum of advisory/support relationships acknowledges a difference between the organizational power that mentors and sponsors ? ? have in promoting the upward mobility of their proteges, they consider sponsors to have less organ izational power than mentors thereby causing mentors to be seen as more prominent than sponsors. It is highly probable that as a result of the works of Shapiro et al. 1978) and Kram (1980; 1983), which considers sponsoring a sub-function provided by mentors, that sponsoring has been viewed as a less powerful organizational developmental relationship than mentoring (Chao, 1998). This subjugation, thus causes sponsoring to remain in the shadows of organizational mentoring research. It is worthy to note that Kram’s (1980, 1983) early works were based on ? ndings from a sample in which a majority (11) of the 18 developmental relationships were direct or indirect reporting relationships in some phase of the developmental relationship.Consequently, the mentors had direct or indirect responsibility for promoting their ? ? protege. In which case, sponsoring (the nominating for promotion) was inherent in the developmental relationships Kram (1980, 1983) observed. Thus, Kram (1980, 198 3) was actually observing concurrent phenomena within her sample. Therefore, much of the organizational mentoring theory developed by Kram (1980, 1983) is based on what in recent research has been termed â€Å"supervisory mentoring†. Following suit, the supervisor-subordinate relationship has been the focus of much of the mentoring research (Gibb and Megginson, 1993).In this type of relationship, there is a high Mentoring and sponsoring 631 MD 42,5 632 Author (year) Campion and Gold? nch A relationship in which an individual takes a 1) Any individual who has a signi? cant positive 1) A sponsor discovers and fosters (1983) personal interest in another’s career and guides in? uence on another’s career, whether the role be individuals for higher placement in or sponsors that person one of sponsor, coach, or counselor other parts of the organization 2) A sponsor functions to generate ? power in proteges by ? ghting for and promoting them, by allowing them to bypass the hierarchy and obtain inside information, and by re? ected power or power by association Hunt and Michael (1983) Involves a unique, often emotionally 1) A person who suggests and advises new â€Å"fast interpersonal type of support and advising role track† recruits on career success matters that can be used to train and develop talented 2) A trusted counselor or guide ? ? ? proteges in many careers and organizations 3) A guide supporting a protege’s young adult dreams and helping in the attainment of them ? ? 4) A nonparental career role model for a protege Kram and Isabella Has a great potential to enhance the (1985) development of individuals in both early and middle career stages Noe (1988a) 1) An experienced, productive manager who relates well to a less-experienced employee and facilitates his/her personal development for the bene? t of the individual as well as that of the organization 2) Usually eight to 15 years older than the ? protege who frequently is a y oung professional with high career aspirations Noe (1988b) 1) A senior, experienced employee who serves as a role model, provides support, direction, and feedback to the younger employee regarding career plans and interpersonal development, and ? ? increases the visibility of the protege to decision makers in the organization who may in? uence career opportunities (continued) Table I. De? nitions of mentoring, mentor, and sponsor given in articles in premier journals Mentor de? nition(s) given in article Sponsor de? nition Mentoring/mentorship de? ition(s) given in article Author (year) Mentors actively intervene, contriving ? ? to get their proteges exposure and visibility through assignments that involve working with other managers ? ? and endorsing their proteges for promotions and special projects Mentoring/mentorship de? nition(s) given in article Mentor de? nition(s) given in article Sponsor de? nition Whitely et al. (1991) Whitely et al. (1992) 1) A particular interpersonal r elationship that can in? uence career progress 2) Classical, or primary, mentoring is an intense developmental relationship of relatively long ? duration in which proteges receive a range of career and psychosocial help exclusively from one senior manager 3) Secondary mentoring is a shorter, less intense, less inclusive developmental process involving multiple relationships, each offering specialized developmental functions, which tends to focus on external, career progress-oriented functions, such as sponsorship and visibility and exposure, rather than on inner-oriented psychosocial development functions 4) A set of roles and role activities including coaching, support, and sponsorship 5) Psychosocial mentoring referring to activities like providing counselling and friendship 6) Career mentoring referring to providing sponsorship, exposure, and the like 1) â€Å"Classical† mentoring is where the developmental relationship is of relatively long duration, is intense, mostly ex clusive, and in ? which a protege receives a range of career-oriented and psychosocial help from one senior manager 2) Career mentoring includes short duration, less intense, multiple, and less exclusive relationships that are more specialized in the kind of progress-oriented functions provided to ? ? proteges, they are more likely to focus on external, career-oriented mentoring functions, such as sponsorship or visibility/exposure, than on â€Å"inner-oriented† psychosocial developmental functions (continued) Mentoring and sponsoring 633 Table I. MD 42,5 634 Author (year) 1) Someone who provides high amounts of both career and psychosocial support 2) â€Å"The mentor is ordinarily several years older, a person of greater experience and seniority. . . a teacher, adviser or sponsor† (Levinson et al. , 1978) Higgins and Kram (2001) Chao et al. (1992)Ragins and Scandura (1994) Scandura and Schriesheim (1994) Turban and Dougherty 1) A set of role activities, including coac hing, (1994) support, and sponsorship, that upper-level ? ? managers provide to proteges Tepper (1995) Table I. Mentor de? nition(s) given in article Sponsor de? nition 1) A sponsor is included in one of the de? nitions of a mentor 2) Someone who provides high amounts of career support but low amounts of psychosocial support 1) Individuals with advanced experience and knowledge who are committed to providing support to and increasing the upward mobility ? ? of junior organization members, their proteges 2) An individual in? ential in the work environment who has advanced experience and knowledge and who is committed to providing upward mobility and support to careers 1) A trusted counsellor who accepts a guiding role in the development of a younger or less-experienced member of the organization 1) An in? uential individual at work who has advanced knowledge and who is committed to providing upward mobility and support to a person’s career (continued) Mentoring/mentorship de? nition(s) given in article 1) The developmental assistance provided by a ? ? more senior individual within a protege’s organization 2) A relationship in which a senior person ? ? working in the protege’s organization assists ? with the protege’s personal and professional development Mentorship is de? ned as an intense work relationship between senior (mentor) and junior ? ? (protege) organizational members. The mentor has experience and power in the organization and personally advises, counsels, coaches, and ? ? promotes the career development of the protege. ? ? Promotion of the protege’s career may occur directly through actual promotions or indirectly through the mentor’s in? uence and power over other organizational members Author (year) Mentoring/mentorship de? nition(s) given in article Mentor de? nition(s) given in article Sponsor de? nition Dreher and Cox (1996) ) Mentoring in organizations has been de? ned as a developmental relationship b etween an ? ? individual (protege) and a more senior and in? uential manager or professional (mentor) 2) Focuses particularly on the career-support aspects of mentoring Ragins (1997) 1) One who serves as a role model, friend, and ? ? counsellor, who accepts and helps the protege develop a positive and secure self-image 2) An individual who holds a position senior to yours who takes an active interest in developing your career. While it is possible for your immediate supervisor to serve as a mentor, relationships of this type represent a special opportunity to interact with a senior manager.The standard subordinate/supervisor relationship is not a mentoring relationship (it is possible to have multiple mentors) 1) Individuals with advanced experience and knowledge who are committed to providing ? ? upward mobility and support to their proteges’ careers Covaleski et al. (1998) 1) Sometimes also called coaching or counselling 2) It involves relations between senior managers and junior employees, in which the latter can â€Å"become interwoven into an organization’s culture by efforts of the former, who, embodying the â€Å"core values that best promote desired organization culture,† help frame the inculcation process† as well as â€Å"help cultivate desired norms and values† 3) A technique by which junior members imbibe and interiorize the more subtle, tacit, and noncodi? ble aspects of an organization’s goals, which are embodied in superiors and with which they develop their new identi? es as ? rm members 1) A more senior person who takes an interest in sponsorship of the career of a more junior person (Kram, 1985) (continued) Scandura (1998) Mentoring and sponsoring 635 Table I. MD 42,5 636 Author (year) 1) The mentor is traditionally de? ned as a source ? ? of information for the protege and the positive outcomes, such as greater income and promotion opportunities Mullen and Noe (1999) Ragins et al. (2000) Higgins and Kram (2001) Table I. Mentor de? nition(s) given in article Sponsor de? nition 1) Generally de? ned as individuals with advanced experience and knowledge who are committed to providing upward mobility and ? career support to their proteges (Kram, 1985) 2) A higher-ranking, in? uential individual in your work environment who has advanced experience and knowledge and is committed to providing upward mobility and support to your career Mentoring/mentorship de? nition(s) given in article A mentoring relationship is a one-to-one relationship between a more experienced member (mentor) and a less experienced member ? ? (protege) of the organization or profession. The relationship is developed to promote the ? ? professional and personal growth of the protege through coaching, support, and guidance. Through individualized attention, the mentor transfers needed information, feedback, and ? encouragement to the protege as well as providing emotional support and â€Å"putting in a good wordâ⠂¬  when possible Formal mentoring was as follows: â€Å"In order to assist individuals in their development and advancement, some organizations have established formal mentoring programs, where ? ? proteges and mentors are linked in some way. This may be accomplished by assigning mentors or by just providing formal opportunities aimed at developing the relationship. To recap: formal mentoring relationships are developed with organizational assistance. Informal mentoring relationships are developed spontaneously, without organizational assistance† A â€Å"traditional† mentoring relationship is one in ? ? which a senior person working in the protege’s ? ? organization assists the protege’s personal and professional development probability that the mentor will provide both psychosocial and career support for the ? ? protege.This would explain why sponsoring has surfaced as being inherent to mentoring in both qualitative research (e. g. , Kram, 1980, 1983) and quantitative research (e. g. , Noe, 1988a; Scandura, 1992), thus being viewed as a sub-function of mentoring. However, if a mentor is conceptualized in its most simplest of terms – those used by Webster’s Collegiate Dictionary – a wise and trusted counselor or teacher; and likewise with a sponsor – a person who vouches for, is responsible for, or supports a person or makes a pledge or promise on behalf of another – then from the onset, the nature of the reporting relationships in Kram’s study (1980, 1983) moved the examined phenomenon beyond the realm of just a mentoring relationship. Moving beyond this de? ition of mentor, there are at least two additional rationales for why a sponsor should not be viewed as inherent in mentoring, in addition to not being used interchangeably with the term mentor. First, the derivations of the terms are disparate – mentor from the ? ? Latin word mentor, meaning to teach; and sponsor from the Lati n word spondere, meaning to pledge. Second, based on Webster’s New World Thesaurus, mentor and sponsor are not synonyms. So, while Kram (1980, 1983) did observe the presence of the sponsoring phenomenon in her study, it is argued that it should have been considered a distinct concept rather than being considered inherent in mentoring.Since the foundation upon which the original conceptualization of organizational mentoring was developed in a somewhat dubious context, it begs the question as to the interchangeable usage of the terms mentor and sponsor. Similarly, given the emergence of the concept coaching in the literature as a distinctly different developmental concept than mentoring, it is posited that sponsoring should re-emerge as a distinctly different developmental relationship worthy of as much examination in the organizational literature as has coaching. So, based on this ? rst argument, it is posited that sponsoring may be just as important as mentoring in the upward mobility of individuals in organizational settings (Kanter, 1977).Therefore, a paradigm shift and new lens through which to investigate and utilize mentoring and sponsoring in organizational settings are being presented. Mentoring and sponsoring 637 Universal de? nitions Given the review of the various de? nitions of mentor, mentoring, sponsor, and sponsoring that have been presented in the literature, to date, â€Å"explaining mentoring through a single, universal and prescriptive de? nition. . . [has proven to be] inadequate† (Gibb, 1994, p. 47). However, explaining mentoring through a single universal and descriptive de? nition is more than adequate. Such a de? nition is necessary to provide solid conceptual grounding, and a lens through which to further examine and utilize mentoring and sponsoring. Hence, this is an opportune juncture to advance universal de? itions of mentoring and sponsoring to be used and operationalized in any research or organizational context hence forth. The following universal de? nitions regarding the concepts of mentor, mentoring, and mentorships are offered: . a mentor is a wise and trusted counselor or teacher; . mentoring is the guidance process that takes place between a mentor and a ? ? protege; and . ? ? a mentorship is a mentoring relationship between a mentor and a protege. MD 42,5 638 Similarly, regarding the concepts of sponsor, sponsoring, and sponsorships, the following universal de? nitions are offered: . ? ? a sponsor is a person who nominates or supports another person’s (protege) promotion; . ? ? ponsoring is the process of a sponsor nominating or supporting a protege’s promotion; and . ? ? a sponsorship is a sponsoring relationship between a sponsor and a protege. It should be noted that these suggested universal de? nitions of mentor and sponsor ? ? connote that neither one has to be older than the protege, which is a deviation from the sometimes explicit and other times implicit de? nitions for both terms in the organizational mentoring literature. It should also be noted that a mentor does not ? ? always have to be an organizational success to provide the protege with valuable guidance. Additionally, these universal de? nitions are speci? , yet general enough to be applicable regardless of the profession in which they may be studied or the research question examined, which has been perceived to be a matter of contention (Chao, 1998). Therefore, these de? nitions of mentor and mentoring allow for many of the forms of mentoring examined in the literature to be viewed as types of mentoring. This is consistent with Higgins and Kram’s (2001, p. 264) assertion that they are exploring different types of mentoring in their recent article, which views â€Å"mentoring as a multiple developmental relationship phenomenon†. Formal and informal mentorships – argument two The second argument for reconceptualizing mentoring and sponsoring requires an examination of the literature on formal and informal mentorships.As previously stated, original theorizing of organizational mentoring, in large part, resulted from the examination of informal, intraorganizational mentorships (i. e. , Kram, 1980, 1983). These types of mentorships have been purported to be a key developmental tool in the upward mobility of individuals in organizations (Hunt and Michael, 1983; Kanter, 1977; Pittenger and Heimann, 2000; Ragins et al. , 2000). Many researchers believe that all those who succeed have mentors, usually informal mentors (Campion and Gold? nch, 1983; Collins and Scott, 1978; Kanter, 1977). It should also be noted that sponsors have been said to be important to those who succeed (Kanter, 1977; Dalton et al. 1977) although they have not been the focus of as much attention in the literature as have mentors. Unlike sponsorships, there are copious amounts of articles suggesting that both informal and formal mentorships exist within most organizations, with informal mentorships being the most prevalent (e. g. , Noe, 1998b, Phillips-Jones, 1982). Informal ? ? mentorships are mentoring relationships where the mentor and protege, on their own ? ? accord, agree that the protege will trust the mentor to counsel or teach him/her (Noe, 1988a, 1988b). Formal mentorships refer to mentoring relationships where a third party ? ? (usually the organization) sanctions an agreement between mentor and protege, ? whereby the protege should trust the mentor to counsel or teach him/her (Noe, 1988a, 1988b). Both informal and formal mentorships can be either intraorganizational or interorganizational relationships (Ragins, 1997). Intraorganizational mentorships refer ? ? to those mentoring relationships in which both the mentor and the protege are employed by the same organization. Interorganizational mentorships pertain to ? ? mentoring relationships where the mentor and protege are employed by different organizations. Similar to mentoring, based on the u niversal de? nitions of sponsor and sponsoring offered in this paper, sponsoring can be formal or informal, and can occur intraorganizationally or interorganizationally.Informal mentorships tend to germinate as a result of work or non-work issues that ? ? lead the mentor and protege to realize they have shared interests, admiration, and commitment, which makes informal mentorships more in-depth and personal (Chao et al. , 1992; Lawson, 1996; Noe, 1988b). Thus, informal mentorships are likely to move beyond the discussion of career-related issues to more personal issues (Chao et al. , 1992; Noe, 1988b). The following examples given in an excerpt taken from Kalb? eisch (2000, p. 58) symbolize and embody some of the characteristics of informal mentorships: ? ? At a corporate cocktail party the proud mentor shows off her protege to her colleagues. As ? she introduces her rising star, her protege follows her lead in smiling and moving through the ? ? crowd. The protege mirrors her mentor ’s moves as she smoothly joins conversations then ? ? skillfully continues on to other interactions. At the golf course a mentor brings his protege along as a â€Å"fourth† to make up for a missing member of a traditional Saturday morning golf ? ? quartet. The mentor tells his pals that his protege is â€Å"like a son to him† and that he will ? t right in to their game. Mentoring and sponsoring 639 These examples illustrate how interactions in informal mentorships tend to move outside the typical con? nes of the of? ce.As a result of work and non-work interactions, ? ? the mentor helps to in? uence and socialize the protege (Bahniuk and Kogler Hill, 1998; ? ? Noe, 1988a). In addition, the mentor provides the protege with support, guidance, and feedback as a result of his/her knowledge about how to get things done, â€Å"what’s what,† and â€Å"who’s who† (Bahniuk and Kogler Hill, 1998; Noe, 1988b; Veale and Wachtel, 1996). ? ? Therefo re, â€Å"proteges learn from their mentors. . . not only how to do their jobs better, but also how to manage their organizational careers better, and how to balance and manage their lives better† (Lawson, 1996, p. 6). As a consequence of the perceived bene? s of informal mentoring, formal mentoring programs began to surface in the early 1980s to provide mentoring to â€Å"more than just a lucky few† (Forret et al. , 1996, p. 6) in an effort to replicate and capitalize on the perceived bene? ts of informal mentoring (Bahniuk and Kogler Hill, 1998; Noe, 1988b; Ragins et al. , 2000). While many organizations have implemented formal mentoring programs, there has been a lack of agreement on the intent and extent to which they are formalized in organizations (Noe, 1988b). Therefore, it has been suggested that ? ? organizations should not expect proteges in formal mentorships to gain the same ? ? bene? ts as proteges in informal mentorships (Noe, 1988b).Regardless, many orga nizations have instituted some form of formalized mentoring in an effort to gain a competitive advantage in today’s global and dynamic marketplace (Pittenger and Heimann, 2000; Veale and Wachtel, 1996). Some characteristics of formal mentoring programs are: top management support; corporate mentoring strategy; prudent mentor ? ? ? ? and protege selection and matching processes; comprehensive mentor and protege ? ? orientation; clearly stated expectations and responsibilities of mentor and protege; and ? ? established duration and contact frequency between the mentor and protege (Friday and Friday, 2002; Noe, 1988b; Scandura, 1998). Although formal mentoring programs are designed to replicate and capitalize on the bene? s of informal mentoring (Bahniuk and Kogler Hill, 1998; Noe, 1988b; Ragins et al. , MD 42,5 640 2000), de? nite differences exist between them. Chao et al. (1992) suggest that the most notable differences between formal and informal mentorships begin with the i nitiation phase. The differences begin with the alteration of the voluntary nature from which informal mentorships evolve (Ragins, 1997). In formal mentoring programs, mentors ? ? and proteges are assigned (Chao et al. , 1992; Noe, 1988b; Scandura, 1998). The literature ? ? suggests that proteges may not perceive formal mentors as bene? cial as informal mentors. Numerous factors (e. g. , required participation, personality con? icts, perceptual con? cts, limited interaction, perceived pressure, lack of commitment and motivation, differences in expectations, lack of intimacy and perceived value, and ? ? sanctioned monitoring) contribute to formal proteges considering their mentors not to ? ? be as bene? cial as informal proteges consider their mentors (Chao et al. , 1992; Kram, 1985; Lee et al. , 2000; Noe, 1988b, Ragins et al. , 2000; Tepper, 1995). This perceived decrease in bene? t is likely the case because while formal mentors have been found to provide the same amount of psycho social support as informal mentors, they have not been found to provide the same amount of career support, which is usually an expected outcome of mentoring (Chao et al. , 1992; Noe, 1988a).As purported by Kram (1980, 1983), in naturally occurring, informal mentorships, ? ? mentors tend to provide both career and psychosocial support to their proteges. However, research suggests that in some informal mentorships and many formal mentorships, mentors tend to have dif? culty providing both types of support to their ? ? proteges, with the majority of the dif? culty being in providing career support (Bahniuk and Kogler Hill, 1998; Chao et al. , 1992; Noe, 1988b). Given the observance of dif? culty formal and informal mentors tend to experience in providing career support, ? ? particularly sponsorship, to their proteges, it lends support to the argument that mentoring and sponsoring are distinct phenomena.Consistent with Kram’s (1985) original conceptualization of â€Å"relationsh ip constellations† (in which multiple developmental relationships are not all provided by one individual) facilitating an individual in his/her upward mobility within the organization, mentoring and sponsoring are posited as distinct, but related, non-mutually exclusive developmental relationships. Thus, mentoring and sponsoring may be provided by the same individual, but it is not necessary or expected that they will both be provided by the ? ? same individual. Therefore, a mentor and a sponsor for a protege may be one in the same or they may be two different individuals. Kram’s (1985) work made the distinction â€Å". . . etween the classic mentoring relationship and other less involving, exclusive, and intricate types of relationships such as the sponsor relationship. . . † (Murrell and James, 2001). This distinction is likely to have contributed to the lack of importance given to the sponsor relationship and its potential in? uence on career advancement as co mpared to the attention given to the mentor relationship. Although the classic mentoring relationship, which is more psychosocial, has been found to enhance the competence and personal effectiveness of individuals trying to advance, it is the sponsor relationship that has shown to relate more closely to individuals actually advancing in organizations (Murrell and James, 2001).Thus, for aspiring executives developing career strategies it is suggested that mentors be selected when they need to enhance their competence and effectiveness on the job, and that sponsors be selected to assist them in advancing within the organization. Therefore, aspiring executives may use these two types of developmental relationships independently or concurrently at various stages of their careers based on their needs at that given point in time. Mentoring and sponsoring Conclusion Over the last three decades, much of the organizational mentoring research has conceptualized mentoring as the career and psy chosocial developmental support provided by a more senior individual to a more junior individual (Higgins and Kram, 2001; Kram, 1983).As outlined by Kram (1980, 1983), it has been suggested that only a subset of possible functions is provided by most mentors. Usually, providing upward ? ? mobility for the protege is not in the subset provided (Chao et al. , 1992; Kram, 1986; Noe, 1988b). This raises a question. If the mentor is providing all the other ? ? sub-functions, but not providing upward mobility for the protege, is this a mentoring relationship? According to the existing literature the answer would be: â€Å"Yes, but the ? ? mentor is just not sponsoring the protege; therefore, he/she is not a true mentor† according to Higgins and Kram (2001). They claim that a â€Å"true mentor† provides high ? ? amounts of both psychosocial and career support to his/her protege.On the other hand, according to the arguments posited in this paper, the answer would be â€Å"yes ,† and while the mentor is not a sponsor, he/she is a â€Å"true mentor† nonetheless. Some researchers have suggested that there is no one word that communicates what has been perceived in the literature to date as mentoring (Burke and McKeen, 1989; Levinson et al. , 1978). That may be the case because, to date, researchers have likely been examining at least two phenomena simultaneously, mentoring and sponsoring. The various de? nitions of mentor and mentoring, and the movement of mentoring into a formally structured arena have helped to highlight the distinction between mentoring and sponsoring as being distinct, non-mutually exclusive, and possibly non-concurrent phenomena.While scholars may have distinguished between mentors and sponsors (Kanter, 1977; it is being argued that as long as the concept of mentoring is viewed as ? ? encompassing the sponsoring of a protege’s nomination for promotion, the concept and its operationalization will lack clarity, and th us remain less scienti? cally supported than would be desired. Therefore, mentoring and sponsoring should be viewed as two distinctly different developmental relationships that are not necessarily mutually exclusive in terms of being performed by the same individual. Consequently, the terms mentor and sponsor, and mentoring and sponsoring should not be used interchangeably.With the assertion that there is no explicit agreement on which types of developmental experiences should be classi? ed as mentoring (Whitely et al. , 1992), the changing demographics in the workforce, and the global business milieu of this millennium, mentoring and sponsoring need to be reconceptualized (Higgins and Kram, 2001; Ragins, 1997). This paper has done just that; it has reconceptualized mentoring and sponsoring to account for the infusion of new dynamics that have arisen, and that are likely to arise, since the initial conceptualizing and theorizing of the terms in the organizational literature dating b ack at least three decades ago (e. g. Collins and Scott, 1978; Kanter, 1977; Lawson, 1996; Roche, 1979). If mentoring and sponsoring are to be considered enduring scienti? c phenomena, their de? nitions and operationalizations should not change every time environmental or organizational dynamics change or by different users of the terms (e. g. , researchers, practitioners, etc). 641 MD 42,5 642 The universal de? nitions offered in this paper are considered enduring. Regardless of the research or organizational environment and its dynamics, these universal de? nitions will not need to be changed, thereby allowing for consistency in the de? nitions and operationalizations of mentoring and sponsoring in future research and practice.Given the two lucid arguments presented, strong evidence exists to warrant the future use of these new lens through which to view and examine mentoring and sponsoring in organizational settings. In conclusion, aspiring executives have new information, which can help them develop a more effective career enhancement strategy that includes both mentors and sponsors. References Bahniuk, M. H. and Kogler Hill, S. (1998), â€Å"Promoting career success through mentoring†, Review of Business, Vol. 19 No. 3, pp. 4-7. Burke, R. J. and McKeen, C. A. (1989), â€Å"Mentoring in organizations: implications for women†, Journal of Business Ethics, Vol. 9, pp. 317-32. Cabell, D. W. E. (2001), Cabell’s Directory of Publishing Opportunities in Management: 2001-2002, Cabell Publishing Co. , Beaumont, TX. Campion, M. A. and Gold? nch, J. R. 1983), â€Å"Mentoring among hospital administrators†, Hospital and Heath Services Administration, Vol. 28, pp. 77-93. Chao, G. T. (1998), â€Å"Challenging research in mentoring†, Human Resource Development Quarterly, Vol. 9 No. 4, pp. 333-8. Chao, G. T. , Walz, P. M. and Gardner, P. D. (1992), â€Å"Formal and informal mentorships: a comparison on mentoring functions and contrast w ith nonmentored counterparts†, Personnel Psychology, Vol. 45 No. 3, pp. 619-36. Clawson, J. (1979), â€Å" Superior-subordinate relationships for managerial development†, doctoral dissertation, Harvard Business School, Boston, MA. Collins, E. G. and Scott, P. (1978), â€Å"Everyone who makes it has a mentor†, Harvard Business Review, Vol. 56, pp. 89-101.Covaleski, M. , Dirsmith, M. , Heian, J. and Samuel, S. (1998), â€Å"The calculated and the avowed: techniques of discipline and struggles over identity in Big Six accounting ? rms†, Administrative Science Quarterly, Vol. 43 No. 2, pp. 293-327. Dalton, G. W. , Thompson, P. H. and Price, R. L. (1977), â€Å"The four stages of professional careers – a new look at performance by professional†, Organizational Dynamics, Vol. 6 No. 1, pp. 19-42. Dreher, G. F. and Cox, T. H. (1996), â€Å"Race, gender and opportunity: a study of compensation attainment and the establishment of mentoring relationshi ps†, Journal of Applied Psychology, Vol. 81, pp. 297-308. ? ? Fagenson, E. A. 1989), â€Å"The mentor advantage: perceived career/job experiences of proteges ? ? versus non-proteges†, Journal of Organizational Behavior, Vol. 10 No. 4, pp. 309-20. Forret, M. L. , Turban, D. B. and Dougherty, T. W. (1996), â€Å"Issues facing organizations when implementing formal mentoring programmes†, Leadership & Organization Development Journal, Vol. 17 No. 3, pp. 27-30. Friday, E. and Friday, S. S. (2002), â€Å"Formal mentoring: is there a strategic ? t? †, Management Decision, Vol. 40 No. 2, pp. 152-7. Gibb, S. (1994), â€Å"Inside corporate mentoring schemes: the development of a conceptual framework†, Personnel Review, Vol. 23 No. 3, pp. 47-60. Gibb, S. and Megginson, D. 1993), â€Å"Inside corporate mentoring schemes: a new agenda of concerns†, Personnel Review, Vol. 22 No. 1, pp. 40-54. Higgins, M. C. and Kram, K. E. (2001), â€Å"Reconceptualizing mentoring at work: a developmental network perspective†, Academy of Management Review, Vol. 26 No. 2, pp. 264-88. Hunt, D. M. and Michael, C. (1983), â€Å"Mentorship: a career training and development tool†, Academy of Management Review, Vol. 8, pp. 475-85. Jacobi, M. (1991), â€Å"Mentoring an undergraduate academic success: a literature review†, Review of Educational Research, Vol. 61, pp. 505-32. Kalb? eisch, P. J. (2000), â€Å"Similarity and attraction in business and academic environments: same and cross-sex mentoring relationships†, Review of Business, Vol. 1 No. 1, pp. 58-61. Kanter, R. M. (1977), Men and Women of the Corporation, Basic Books, New York, NY. Kelly, M. J. (2001), â€Å"Management mentoring in a social service organization†, Administration in Social Work, Vol. 25 No. 1, pp. 17-33. Kram, K. E. (1980), â€Å"Mentoring processes at work: developing relationships in managerial careers†, doctoral dissertation, Yale Universit y, New Haven, CT. Kram, K. E. (1983), â€Å"Phases of the mentor relationship†, Academy of Management Journal, Vol. 26, pp. 608-25. Kram, K. E. (1985), Mentoring at Work: Developmental Relationships in Organizational Life, Scott, Foresman, Glenview, IL. Kram, K. E. and Isabella, L. A. 1985), â€Å"Mentoring alternatives: the role of peer relationships in career development†, Academy of Management Journal, Vol. 28, pp. 110-32. Lawson, J. G. (1996), â€Å"Mentoring in the Information age†, Leadership & Organization Development Journal, Vol. 17 No. 3, pp. p6-15. Lee, F. K. , Dougherty, T. W. and Turban, D. B. (2000), â€Å"The role of personality and work values in mentoring programs†, Review of Business, Vol. 21 No. 1, pp. 33-7. Levinson, D. J. , Darrow, C. N. , Klein, E. B. , Levinson, M. A. and McKee, B. (1978), Seasons of a Man’s Life. , Knopf, New York, NY. Minter, R. L. and Thomas, E. G. (2000), â€Å"Employee development through coaching, ment oring, and counseling: a multidimensional approach†, Review of Business, Vol. 21 No. 1, pp. 43-7.Mullen, E. J. (1998), â€Å"Vocational and psychological mentoring functions: identifying mentors who serve both†, Human Resource Development Quarterly, Vol. 9 No. 4, pp. 319-31. Mullen, E. J. and Noe, R. A. (1999), â€Å"The mentoring information exchange: when do mentors seek ? ? information from proteges? †, Journal of Organizational Behavior, Vol. 21, pp. 233-42. Murrell, A. J. and James, E. H. (2001), â€Å"Gender and diversity in organizations: past, present, and future directions†, Sex Roles, Vol. 45 No. 5/6, pp. 243-57. Noe, R. A. (1988a), â€Å"Women and mentoring: a review and research agenda†, Academy of Management Review, Vol. 13 No. 1, pp. 65-78. Noe, R. A. 1988b), â€Å"An investigation of the determinants of successfully assigned mentoring relationship†, Personnel Psychology, Vol. 41, pp. 457-79. Pittenger, K. K. S. and Heimann, B. A. (2000), â€Å"Building effective mentoring relationships†, Review of Business, Vol. 21 No. 1, pp. 38-42. ? ? Phillips, L. L. (1977), â€Å"Mentors and proteges: a study of the career development of women managers and executives in business and industry†, doctoral dissertation, University Micro? lms International No. 78-6517, UCLA, Los Angeles, CA. ? ? Phillips-Jones, L. L. (1982), Mentors and Proteges, Arbor House, New York, NY. Mentoring and sponsoring 643 MD 42,5 644 Ragins, B. R. (1997), â€Å"Diversi? d mentoring relationships in organizations: a power perspective†, Academy of Management Review, Vol. 22, pp. 482-521. Ragins, B. R. and Cotton, J. L. (1993), â€Å"Gender and willingness to mentor in organizations†, Journal of Management, Vol. 19, pp. 97-111. Ragins, B. R. and Scandura, T. A. (1994), â€Å"Gender differences in expected outcomes of mentoring relationships†, Academy of Management Journal, Vol. 4, pp. 957-71. Ragins, B. R. , Cott on, J. L. and Miller, J. S. (2000), â€Å"Marginal mentoring: the effects of type of mentor, quality of relationship, and program design of work and career attitudes†, Academy of Management Journal, Vol. 43 No. 6, pp. 1177-201. Roche, G. R. 1979), â€Å"Much ado about mentors†, Harvard Business Review, Vol. 59, pp. 14-18. Scandura, T. A. (1992), â€Å"Mentoring and career mobility: an empirical investigation†, Journal of Organizational Behavior, Vol. 13 No. 2, pp. 169-74. Scandura, T. A. (1998), â€Å"Dysfunctional mentoring relationships and outcomes†, Journal of Management, Vol. 24 No. 3, pp. 449-67. Scandura, T. A. and Schriesheim, C. (1994), â€Å"Leader-member exchange (LMX) & supervisor career mentoring (SCM) as complementary constructs in leadership research†, Academy of Management Journal, Vol. 37 No. 6, pp. 1588-602. Shapiro, E. , Haseltine, F. and Rowe, M. (1978), â€Å"Moving up: role models, mentors, and the ‘patron system. †, Sloan, Management Review, Vol. 19 No. 3, pp. 51-8. Simonetti, J. L. , Ariss, S. and Martinez, J. (1999), â€Å"Through the top with mentoring†, Business Horizons, Vol. 42 No. 6, pp. 54-63. Tepper, B. J. (1995), â€Å"Upward maintenance tactics in supervisory mentoring and nonmentoring relationships†, Academy of Management Journal, Vol. 38 No. 4, pp. 1191-205. Thomas, D. A. (1993), â€Å"Racial dynamics in cross-race developmental relationships†, Administrative Science Quarterly, Vol. 38 No. 2, pp. 169-94. ? ? Turban, D. B. and Dougherty, T. (1994), â€Å"Role of protege personality in receipt of mentoring and career success†, Academy of Management Journal, Vol. 37 No. 3, pp. 88-702. Veale, D. J. and Wachtel, J. M. (1996), â€Å"Mentoring and coaching as part of a human resource development strategy: an ex at Coca-Cola Foods†, Leadership & Organization Development Journal, Vol. 17 No. 3, pp. 16-20. Whitely, W. , Dougherty, T. W. and Dreher, G. F . (1991), â€Å"Relationship of career mentoring and socioeconomic origin to managers and professionals early career progress†, Academy of Management Journal, Vol. 34 No. 2, pp. 331-51. Whitely, W. , Dougherty, T. W. and Dreher, G. F. (1992), â€Å"Correlates of career-oriented mentoring for early career managers and professionals†, Journal of Organizational Behavior, Vol. 13 No. 2, pp. 141-54.

Four Approaches to Information Technology Infrastructure Investment

FOUR APPROACHES TO INFORMATION TECHNOLOGY INFRASTRUCTURE INVESTMENT Presented by: Kemeasoudei Fanama (u0856287) WHAT IS INFORMATION TECHNOLOGY? Information technology is defined as the study, design, development, implementation, support or management of computer- based information systems, particularly software applications and computer hardware. IT deals with the use of electronic computers and computer software to convert, store, transmit, process, protect and securely retrieve information. APPROACHES TO INFORMATION TECHNOLOGY INFRASTRUCTURE INVESTMENT 1.Fundamental Approach: The basic tenets of the fundamental approach, which is perhaps most commonly advocated by investment professionals, are as follows: There is an intrinsic value of a security and this depends upon underlying economic (fundamental) factors. The intrinsic value can be established by a penetrating analysis of the fundamental factors relating to the company, industry, and economy. At any given point of time, there are some securities for which the prevailing market price would differ from the intrinsic value.Sooner or later, of course, the market price would fall in line with the intrinsic value. ? ? ? Superior returns can be earned by buying under-valued securities (securities whose intrinsic value exceeds the market price) and selling over-valued securities (securities whose intrinsic value is less than the market price). APPROACHES TO INFORMATION TECHNOLOGY INFRASTRUCTURE INVESTMENT (continued) 2. Psychological Approach: The psychological approach is based on the premise that stock prices are guided by emotion, rather than reason.Stock prices are believed to be influenced by the psychological mood of the investors. When greed and euphoria sweep the market, prices rise to dizzy heights. On the other hand, when fear and despair envelop the market, prices fall to abysmally low levels. Since psychic values appear to be more important than intrinsic values, the psychological approach suggests t hat it is more profitable to analyse how investors tend to behave as the market is swept by waves of optimism and pessimism which seem to alternate. The psychological approach has been described vividly as the ‘castles-in-air’ theory by Burton G.Malkiel. Those who subscribe to the psychological approach or the ‘castles-in-the-air’ theory generally use some form of technical analysis which is concerned with a study of internal market data, with a view to developing trading rules aimed at profit-making. The basic premise of technical analysis is that there are certain persistent and recurring patterns of price movements, which can be discerned by analysing market data. Technical analysts use a variety of tools like bar chart, point and figure chart, moving average analysis, breadth of market analysis, etc.APPROACHES TO INFORMATION TECHNOLOGY INFRASTRUCTURE INVESTMENT (continued) 3. Academic Approach: Over the last five decades or so, the academic community ha s studied various aspects of the capital market, particularly in the advanced countries, with the help of fairly sophisticated methods of investigation. While there are many unresolved issues and controversies stemming from studies pointing in different directions, there appears to be substantial support for the following tenets. Stock markets are reasonably efficient in reacting quickly and rationally to the flow of information.Hence, stock prices reflect intrinsic value fairly well. Put differently: Market price = Intrinsic value Stock price behaviour corresponds to a random walk. This means that successive price changes are independent. As a result, past price behaviour cannot be used to predict future price behaviour. In the capital market, there is a positive relationship between risk and return. More specifically, the expected return from a security is linearly related to its systematic risk. Stock price behaviour corresponds to a random walk. This means that successive price changes are independent.As a result, past price behaviour cannot be used to predict future price behaviour. In the capital market, there is a positive relationship between risk and return. More specifically, the expected return from a security is linearly related to its systematic risk APPROACHES TO INFORMATION TECHNOLOGY INFRASTRUCTURE INVESTMENT (continued) 4. ? Eclectic Approach: The eclectic approach draws on all the three different approaches discussed above. The basic premises of the eclectic approach are as follows: Fundamental analysis is helpful in establishing basic standards and benchmarks.However, since there are uncertainties associated with fundamental analysis, exclusive reliance on fundamental analysis should be avoided. Equally important, excessive refinement and complexity in fundamental analysis must be viewed with caution. ? Technical analysis is useful in broadly gauging the prevailing mood of investors and the relative strengths of supply and demand forces. How ever, since the mood of investors can vary unpredictably excessive reliance on technical indicators can be hazardous.More important, complicated technical systems should ordinarily be regarded as suspect because they often represent figments of imagination rather than tools of proven usefulness. The market is neither as well ordered as the academic approach suggests, nor as speculative as the psychological approach indicates. While it is characterised by some inefficiencies and imperfections, it seems to react reasonably efficiently and rationally to the flow of information. Likewise, despite many instances of mispriced securities, there appears to be a fairly strong correlation between risk and return. ? THANK YOU!!!

Champagne essays

Champagne essays When you think of Champagne, what comes to mind? Champagne is not just the bubble-filled alcoholic drink, but also an important region of France. Champagne is a region in France which lies in a jagged, one hundred-mile crescent approximately an hour and a half east of Paris with the base near Burgundy and the tip near Belgium. Within Champagne, are four cathedrals containing great architectural and historic interest, two art museums that have superior collections, a number of fine restaurants where the local wine is drank casually. All of this set in some of the most brilliant countryside France has to offer in a place of tranquiled and varied beauty. Today, Champagne is one of Frances more accessible regions. Roads here are nearly deserted wind and delve between red-roofed villages through forests and fields and 75,000 acres of vineyards growing grapes. At Courgivaux, when you enter Champagne, the landscape begins to open out in long fields filled with white lanes that are attractive in contrast to the vivid fields. The fields are a sign of the regions most noticeable geological feature, for the Champagne was anciently an inland sea. It left behind nothing but a gigantic block of chalk studded with fossils, which lie beneath the topsoil in deposits hundreds of feet thick. It is this chalk which makes champagne what it is, due to the chalky soil reflecting the suns warmth. This heat provides excellent dissipation. Its fossils give nutrients and the caves maintain a constant temperature which is used to ferment the vintages. During the early Middle Ages Champagne was a duchy under Merovingian rulers. About the 10th century it became a hereditary estate known as the county of Champagne. In the 12th and 13th centuries it became famous for commercial fairs attended by merchants from all of Europe with Troyes as the capital. In 1314, Champagne became a province of the royal domain of France when the coun ...

A Comparison of Imperial Systems in the 16th and 17th Centuries essays

A Comparison of Imperial Systems in the 16th and 17th Centuries essays Though they were all designed for the purpose of establishing and controlling massive colonization, the imperial systems of France, Spain, and England in the 16th and 17th centuries were vastly different. There were many reasons for these differences. These reasons range from the philosophy of the countrys rulers to purely geographic purposes to the personalities of the settlers themselves. The colonial systems also had different reasons for their existence, based on the political situation in the countries. Like most other things in life, the push towards colonial empires was powered by a greed for wealth. During the timeframe of this paper, mercantilism was the predominant economic theory. This theory states that the power of a country is directly proportional to the amount of wealth stored within its treasury. This wealth was acquired through trade. Towards the end of the 15th century, Spain was searching for a way to replentish its treasury, which had been wiped out by war. In an attempt to recover this wealth through expanded trade, Spain sent an expedition to find a fast trade route to the far east, where Marco Polo had encountered miraculous items of wealth one hundred years before. Unlike previous explorers who had searched for faster trade routes, the leader of this expedition would head West. In the process, he would stumble upon what would become the Americas, and lay the groundwork for permanent European settlement. It is important to keep in mind that the Spanish did not see the American Colonies as the future home for many of its citizens, they were simply there to extract wealth and ship it home to fill the Spanish treasuries. This fact is what allowed the Spanish to get along with the locals. They had no desire to flush the natives out to clear room for more settlers from Europe. In fact, the Spanish practiced Encomienda, in which all natives in their colonies were considered full and equal citizens of th...

Recasting a Paragraph in the Past Tense Exercise

Recasting a Paragraph in the Past Tense Exercise This recasting exercise will give you practice in using the appropriate past-tense forms of regular and irregular verbs. Instructions The following paragraph has been adapted from Memorandum, an essay by E.B. White (One Mans Meat, 1944). Rewrite Whites paragraph, eliminating the phrase ought to wherever it appears and putting the italicized verbs in the past tense. Follow the example below. Example Original SentenceI ought to knock the wedges out from the frames of the pier, put a line on the frames, and tow them in on the high water.Sentence Recast in the Past TenseI knocked the wedges out from the frames of the pier, put a line on the frames, and towed them in on the high water. Memorandum I ought to take up the wire fence round the chicken range today, roll it up in bundles, tie them with six-thread, and store them at the edge of the woods. Then I ought to move the range houses off the field and into the corner of the woods and set them up on blocks for the winter, but I ought to sweep them out first and clean the roosts with a wire brush... I ought to add a bag of phosphate to the piles of hen dressing that have accumulated under the range houses and spread the mixture on the field, to get it ready for plowing... On my way in from the range I ought to stop at the henhouse long enough to climb up and saw off an overhanging branch from the apple tree. I shall have to get a ladder of course and a saw. When you have completed the exercise, compare your work with the revised paragraph below.​ Memorandum  (Recast in the Past Tense) I  took  up the wire fence  round  the chicken range today,  rolled  it up in bundles,  tied  them with six-thread, and  stored  them at the edge of the woods. Then I  moved  the range houses off the field and into the corner of the woods and  set  them up on blocks for the winter, but I  swept  them out first and  cleaned  the  roosts  with a wire brush... I  added  a bag of phosphate to the piles of  hen  dressing that  had  accumulated under the range houses and  spread  the mixture on the field, to get it ready for plowing... On my way in from the  range  I  stopped  at the henhouse long enough to climb up and saw off an overhanging branch from the apple tree. I  had  to get a ladder of course and a saw. Related Revision Exercises Recasting a Paragraph in the Past Tense II: From In the Heart of the Heart of the Country by William GassRecasting a Paragraph in the Past Tense III: From  Appalachian Wilderness  by Edward Abbey

Google (unionization) Essay Example | Topics and Well Written Essays - 500 words

Google (unionization) - Essay Example The only indication of employee unrest surfaced on one occasion when Google employees discovered that the Company had been secretly monitoring their activities using concealed cameras on desktop PCs.(Khouieri,2007) but this was easily and quickly dissipated with an offer of increase in pay. From the perspective of key stakeholders however, the lack of unionization is beneficial, especially because it ensures that company operations are unlikely to be held up for too long due to strikes or similar collective action by employees. In a global online environment, that requires constant employee input in updating and maintaining sites and processing applications, any hindrance in the continuous progression of work could be disastrous and affect consumers, advertisers and Google’s partners all over the world. In a competitive environment, consumers have been increasingly discriminating and demanding, thereby requiring employees to be constantly vigilant in developing new products and services. Employees also need to be vigilant in dealing with problems such as the development of viruses and/or impediments in the smooth operation of software applications associated with Google’s search engine, Adsense programs and other technological applications. A strike by employees brought on by unions demanding higher pay or better working conditions for example, would cause these activities to grind to a halt and adversely affect the interests of consumers, many of whom are heavily dependent upon the online environment in their day to day work activities. Any impediment in the work of employees would also hinder the interests of vendors and suppliers who are liable to lose any cost advantages they may be currently enjoying in their relationship with Google. Where management is concerned, the scope for profits of the Company would also be severely affected, because in a competitive online environment, any impediment to employee inputs could result in

Discuss the following statementCarbohydrates are not considered to be Essay

Discuss the following statementCarbohydrates are not considered to be an essential nutrient - Essay Example It is very easily digestible and is a much cheaper source of energy than proteins or fats. Carbohydrates are made up of Carbon, Hydrogen and Oxygen and should constitute 40 to 50% of our daily diet. Carbohydrates chief dietary sources come from cereals, bread, potatoes, corn, pasta, fruits, peas, sugar and any kind of syrup. â€Å"Additionally, carbohydrates and their derivatives play major roles in the working process of the immune system, fertilization, pathogenesis, blood clotting, and development.† Maton, Anthea; Jean Hopkins, Charles William McLaughlin, Susan Johnson, Maryanna Quon Warner, David LaHart, Jill D. Wright (1993). The most basic units of Carbohydrates are called Monosaccharides which include glucose, fructose and galactose. These monosaccharides can be combined with each other to make polysaccharides (oligosaccharides) in many different ways. However, according to Westman in the American Journal of Clinical Nutrition, â€Å"Carbohydrates are not essential nutrients in humans: the body can obtain all its energy from protein and fats.† (Westman) One of the reasons for this notion is that both the brain and the neurons are not capable of burning fat and therefore rely on glucose to supply the energy. The body is quite capable of preparing glucose from some of the amino acids present in protein. Besides this, humans make use of only some of the carbohydrates for fuel or energy, whereas some types of carbohydrates could be made use of only with the help of gut bacteria. Considering the risk of heart diseases and also obesity, the Institute of Medicine recommended that American and Canadian adults get between 40-65% of dietary energy from carbohydrates.† (Food and Nutrition Board, 2002/2005) The Food and Agriculture Organization and World Health Organization jointly recommend that national dietary guidelines set a goal of 55-75% of total energy from carbohydrates, but only 10%

Poverty in the U.S Research Paper Example | Topics and Well Written Essays - 750 words

Poverty in the U.S - Research Paper Example First of all, let us understand how poverty has risen in the U.S. and how it affects the poor. Seccombe (384-393) asserts that poverty can be defined as having an inadequate income that can make a family stay â€Å"below the poverty line†. In the United States, poverty is concretely defined in dollar figures by the Social Security Administration. By determining the amount of money needed to survive on food, and then multiplying that number by three, the Social Security Administration sets the poverty line. For example, if the SSA decided that the amount of money needed to sustain a survivable diet during a year was $4,000, then it would set the poverty line at $12,000. Thus, any individuals whose income was less than this amount for a year would be considered to be living in poverty. According to Flik and Praag (311-330), poverty line is essential for determining who receives welfare benefits in U.S. Poverty does not seem to be an evenly distributed social problem. In America, African Americans and Latinos have, by far, the largest poverty rate. Many factors such as poor wages for women and the increase of single-woman parented families have caused an increase in the percentage of women among the poor. elderly, however, fill a much smaller percentage as they receive benefits as social security. Macionis (216) concluded that in 2003, the government classified 12.5 percent of the U.S. population as poor, which makes 35.9 million of men, women and children. Research suggests that the home environment adds to poverty because most homes that look in disrepair mean that the family living inside might not have the income to fix things. When a family is in the poverty zone they feel bad and inadequate, which can make them unwilling to ask for help (Brooks-Gunn & Duncan). This can be harmful to children because they do not have a say when the adults need help. Poverty is an unkind and brutal way for children to live. It manifests in physical, emotional and social ways. Impoverished children have social, emotional and behavioral problems due to poor health and serious mental health problems stemming from the persistent poverty level in which they live. Serious health problems come with poverty, such as preventable diseases like Influenza, Measles, malnutrition and AIDS due to lack of proper health care. Public assistance offered in most states does not cover all that the poor children need to live a normal lifestyle. Now, we describe how poverty is beneficial for the rich of the society despite its negative outcomes related to the poor. According to the sociologist, Herbert Gans (20-24), occupations and professions like criminology, social work, journalism, and public health exist with the help of existence of poverty. Gans has listed manifold functions of poverty that are beneficial to the rich of the society. The dirty work in the society gets done with the help of the poor who work at low wages and indecent salaries. The poor help in subs idizing the economy because they pay taxes, buy cheap products and go for low-cost services that are just ignored by the wealthy community. The existence of poverty acts as a guarantee for the rich people’s status, because if there would be no poor, there would be no identification left for the rich. The rich people give charity to the poor

You are called to a small terraced house where a man in his 80s has Essay

You are called to a small terraced house where a man in his 80s has fallen. He is unsure about what happened but his carer indicates that he has a long and complex medical history - Essay Example Older adults are vulnerable to various health issues. Due to their advanced age, they are also likely to suffer from chronic diseases which require full-time care (Poon, et.al., 2003, p. 53). They are also vulnerable to senile dementia which compromises their memory and their normal mental functions. Communicating with these patients can be a major challenge. Moreover, health care interventions cannot be implemented in their behalf without an adequate and accurate assessment carried out on their person (Poon, et.al., 2003, p. 54). However, with limitations in the communication process, the assessment, planning, and treatment of the patient may be compromised. It is possible however to make an accurate review and assessment of the patient based on his current conditions, and based on a review of his history and current health care needs (Poon, et.al., 2003, p. 54). A discussion of these issues can also provide adequate strategies to address the health care needs of the patient. Moreov er, through the application of adequate communication strategies, it is possible to secure a thorough and appropriate plan for the patient’s care. Informed consent and its various applications are part of the core values of health care delivery. There are however specific problems which can be seen when working with vulnerable groups (Milligan, 2011). For those with disabilities or with health issues which limit the application of informed consent, informed consent is still possible and the health care giver still has the obligation to ensure that such consent is gained from the patient. In instances when a patient is unable to make a fully informed decision or does not have the mental capacity to make a decision, the Mental Capacity Act of 2005 must apply. In these instances, the care giver must consult with specific persons, and gain their advice in relation to the patient’s care, as well as what the patient’s

Art 123 Essay Example | Topics and Well Written Essays - 500 words

Art 123 - Essay Example The theme is naturalistic. There is a spirit of expectation. Masaccio modeled his figures as solid as statues to be realistic, by using strong light in particular areas to give shadow effect in his figures, complying with the principle of Renaissance along with naturalism. The featured background is done with linear perspective of mountains and temple structure that is drawn symmetrically. Renaissance artists, writers and thinkers are said to have respect for order, symmetry and proportion. In addition to this are the realistic facial expressions of the figures. For example, the face of St. Peter, in his effort to bend over and take the money away from the fish's mouth, has turned red. At the right side, the tax collector is illustrated with a satisfied expression on his face while St. Peter hands him over the coin. The actions, gestures and expressions here are what real people express in given circumstances. Figures are dressed in Greek's fashion, in line with the biblical description of dress code during the first century, with tunics tied at the waist, and cloaks wrapped over their left shoulder, around the back, and clasped at the front. On the other hand, Caravaggio's The Calling of St. Matthew is a Baroque art, as evident by the visual representation of the painting itself, using exaggerated position of the figures which is a principle of Baroque art.

You are called to a small terraced house where a man in his 80s has Essay

You are called to a small terraced house where a man in his 80s has fallen. He is unsure about what happened but his carer indicates that he has a long and complex medical history - Essay Example Older adults are vulnerable to various health issues. Due to their advanced age, they are also likely to suffer from chronic diseases which require full-time care (Poon, et.al., 2003, p. 53). They are also vulnerable to senile dementia which compromises their memory and their normal mental functions. Communicating with these patients can be a major challenge. Moreover, health care interventions cannot be implemented in their behalf without an adequate and accurate assessment carried out on their person (Poon, et.al., 2003, p. 54). However, with limitations in the communication process, the assessment, planning, and treatment of the patient may be compromised. It is possible however to make an accurate review and assessment of the patient based on his current conditions, and based on a review of his history and current health care needs (Poon, et.al., 2003, p. 54). A discussion of these issues can also provide adequate strategies to address the health care needs of the patient. Moreov er, through the application of adequate communication strategies, it is possible to secure a thorough and appropriate plan for the patient’s care. Informed consent and its various applications are part of the core values of health care delivery. There are however specific problems which can be seen when working with vulnerable groups (Milligan, 2011). For those with disabilities or with health issues which limit the application of informed consent, informed consent is still possible and the health care giver still has the obligation to ensure that such consent is gained from the patient. In instances when a patient is unable to make a fully informed decision or does not have the mental capacity to make a decision, the Mental Capacity Act of 2005 must apply. In these instances, the care giver must consult with specific persons, and gain their advice in relation to the patient’s care, as well as what the patient’s

Customer Journey Mapping Essay Example | Topics and Well Written Essays - 1500 words

Customer Journey Mapping - Essay Example The various elements that are included in the journey of a customer involves awareness, finding answers of any possible queries that the customer might have, then comes the price and when a customer is satisfied with all of the above then he performs the purchase. Most of us would think that, that is when the process ends but there is more to it which is known as the post sales journey which includes the post-sales support, lodging of any complaint that the customer found in the product or service. The assessment of this complaint is the next step in the process upon which the organization then upgrades or amends its services based on the post sales review.There are numerous benefits for the assessment of customer journey mapping however, the three main essential advantages include the fact that it gives an overview of the experience which was given to all the customers, it gives an idea about the basic needs and requirements that the organization requires and it also showcases the v arious aspects of importance and the aspects that should not be given importance.For the purpose of this assignment, I will be studying two very popular e-commerce websites i.e., eBay and amazon and will assess the process of customer journeys for each of these organization and how this affects the ways in which the customer approaches the organization. EBay has long been a very popular place for the buying and selling of goods and with over one million customers, it is a place which serves as the global market.

The Case of the Sole Remaining Supplier Essay Example for Free

The Case of the Sole Remaining Supplier Essay With advances in technology always come skepticism, fears, and doubts. But when the new technology in question is designed to address a very sensitive issue—like human life—it becomes even more of a challenge. However, the challenge is not the development of the technology itself, but in the ethics that surround it. As it would become today, the pacemaker is a true gift to those whose hearts cannot function properly on their own, and it allows people suffering from such a condition to enjoy life a little more. But problems arise when complications and deaths due to failures become apparent. However, it absolutely does not qualify as a reason to stop supporting pacemaker manufacturers altogether.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There are two problems to be addressed.   First, as mentioned in the case, most members of the board of the transistor-making company outsourced by the pacemaker company want to pull out, because they are afraid to be recipients of blame if more deaths occur due to the pacemakers. This is a classic example of conflict of interest—the board, rather than help the development of the pacemaker, wishes instead to wash their hands of any future mishaps that might occur due to faulty products. Without even going into the problem of the technology itself, this action is already an ethical violation when it comes to business.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Another problem is that the members of the board fail to realize that by not helping the pacemaker company, one of two things can happen: either pacemaker production grinds to a halt—at the expense of people who need them—or the pacemaker company, in desperation, might hire a sub-par company to manufacture transistors, or they start manufacturing it themselves; either decision will not improve the quality of the pacemakers.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Since the answer to the question of â€Å"what would you do?† is a definite â€Å"yes†, the chairman should look at all the possible, yet ethical and just, options. The case mentions that the chairman himself feels that the specs being used by the pacemaker company to test the transistors is faulty. It would be a good start to let the pacemaker company know about this, so that they may do something about it. If they improve the speculations and become able to properly test the transistors, then the board might start worrying less about failure rates.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The chairman could also try to persuade the pacemaker company to invest in further research and development, citing the failures that have occurred in the past, before making the devices available to the public. It might cost more for the pacemaker company, but it will be beneficial in the long run for both companies and for patients. Once the pacemaker company perfects their product, the transistor company can supply them once again with the necessary part.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The above suggestions, however, are not guaranteed ways to solve the situation. If all else fails and the transistor company’s board wishes to continue serving their own best interests first, then the chair should leave the company as a last resort, on the grounds of bad business ethics, if he wishes to remain in good moral standing. Then, if he wishes, he can create a new company, one whose members are willing to contribute to the progress of technology without doubts. Otherwise, he can join the pacemaker company, hire new employees, and produce transistors from within the pacemaker company itself.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Life-sustaining and sensitive technologies, such as the pacemaker, may present some difficulties during its infant years, but everyone has to learn from mistakes. The pacemaker company has been irresponsible for using such low specs, and the transistor company’s board is being selfish and cowardly. This is why the chairman should not stop producing transistors for the pacemaker company, but he must do so while addressing the issues of both companies using the suggestions stated above. References â€Å"The Case of the Sole Remaining Supplier.†