A New Paradigm or a Complementary Model Essay Example

A New Paradigm or a Complementary Model Essay Example A New Paradigm or a Complementary Model Essay A New Paradigm or a Complementary Model Essay To what extent has the theory of restorative Justice been integrated into Youth Justice practice in England and Wales? Has this gone far enough? The perception by many involved in the Justice system in general, and youth Justice in particular, is that the present model of punitive retributive Justice, often involving incarceration does not work. Indeed, it may be compounding an already huge social problem. This realization has lead many to look for alternative systems. At present there is a considerable momentum building that advocates the use of a restorative justice model. Marshall has defined restorative Justice as a process whereby parties with a stake in a specific offence collectively resolve how to deal with the aftermath of the offence and its implications for the future (Marshall, 1999). Many different commentators have differing emphasis on the expected and desired outcomes of restorative practices, in general most will emphasis the need for healing of the victim and the reintegration of the offender. In a philosophical sense this sees offending as primarily a breakdown in relationship between individuals, and only secondarily as a location of the law. In this way it tries to address the needs of both victim and offender by recognizing that all parties need to be involved if there is to be the progression from inclusion, to participation, to transformation. For this to be successful all parties must be there on a voluntary basis. (Galway, 1996) However, restorative Justice is a complicated process involving much more than the meeting of victim and offender. In many ways the restorative approaches are revolutionary. It sees that there should be a change in emphasis from punishment to problem solving. In the conventional ethos where a crime is committed it is perceived to be against the state, not against the person, it is responded to by punishment not constructive engagement, this is adversarial and not about bringing people together, and it involves a system that is imposed upon the victim and offender. (Clothier, 2008). The theoretical basis behind restorative Justice is largely philosophical and ethical. It is deeply rooted in the underpinnings of the major world religions, all of which have as a central tenant concern for ones fellow man, and a principle of treating others with fairness and compassion. Therefore it is hardly surprising given this cultural background that restorative movements would seem intuitive. In this way it can be seen as a set of ethical values about how we should relate to other human beings and especially those who cause us trouble. Christie has recognized the need for inclusion in conflict resolution, he recognizes that the conflict is owned by the participants and the involvement of the state can distort the process so that the parties involved can respond in an unhelpful way that has little chance of a successful outcome. The victim feels that the state has robbed him of the wrong he as suffered and the offender can rail against the faceless state and convince himself that he is a victim not an offender (Christie, 1977). Breathiest sees the problem in domination that is so obvious in the traditional criminal Justice system, and emphasizes the rights and indeed, desirability for all stakeholders to have a voice in the restorative process (Breathiest, 2002). It can be seen as a fundamental change in the top down imposition of state power, to a locally based, culturally appropriate and democratically based resolution of differences in a community empowered environment. He also emphasizes how the traditional system enforces separation and disengagement from the community by creating the isolation of incarceration that has the effect of preventing reintegration of the offender. To this end he has advanced his re-integrative shaming theory, which acknowledges that the offender should be ashamed for the offence, but seeks to use this feeling constructively and facilitate a wish from the offender and the community for re-integration to take place. Re-integration not segregation might be said to be the moral centre of restorative justice. Daly and others see it, as at least in part, a feminist issue, with the role of the state being a dominating masculine presence, which is in essence aggressive to both victim and offender, and a change in this dynamic must occur to allow inclusiveness (Daly,2008). To this end conventional youth Justice practice has been significantly challenged. Where restorative practices have been introduced there has been a considerable departure from the long established roles within the system. The interactive dynamic between young person and practitioner is fundamentally different in this process. Consequently, there needs to be considerable training provided for practitioners to be effective in this new approach. The centrality of the victim -offender interaction requires skilful facilitation. The professionals may have difficulty in letting go of their need to control and appear to know best what the solutions are. It is important to recognize that a facilitator allows others to reach conclusions and action plans. To be restorative is to adjust ones sense of purpose over identity as a professional, and over belief systems, not Just intellectually, but in owe you act in relation to others and this can only be learned from experience. Establishing the centrality of the restorative approach in youth Justice can certainly be seen as a considerable divergence from the long established punitive model of justice much loved by the popular press, and often its readers. Mahoney,2008) The Youth Justice Board oversees the Youth Justice system in England and Wales; it has promoted restorative Justice since 2001. It has stated that it wishes to broaden deepen and extend the practice of restorative Justice within the youth Justice system so that the system is more victim based, more young people who offend are held to account, more young people learn about the consequences of their actions and make reparations, more young people choose not to re-offend. This, it believes, will also lead to continued improvement of restorative practices, improve referral orders and youth panels, promote restorative Justice in the secure estate and develop a coherent long-term restorative Justice policy. (YES, 2006) There have been 11 pilot areas chosen to roll out restorative practices within England and Wales. Some, such as The Thames Valley have been in existence for a substantial tie ambitious stated aims such as Hull, which has the desire to be a Restorative City. Faulkner, 2009). One other area within the UK does deserve a special mention, Northern Ireland. It has made the process of restorative Justice central to the process of societal change for what is hoped to be a post-conflict dynamic. It is obvious that many of these changes come from the desire for wider conflict resolution, nonetheless the early feedback is very encouraging in terms of efficacy of practice and it is an area that should yield much useful information that the rest of the UK an use as a resource. Campbell, 2005) There are many types of restorative approaches that can be used depending on the nature of the offence and the local circumstances. -Victim -offender mediation where there is direct communication between the victim and offender facilitated by a trained mediator. -Restorative conferencing where in addition to the victim and offender other people connected to the victim and offender also participate. -Family group conferencing where members of the wider family participate and there is a particular onus on the family to provide an acceptable solution. Youth offender panels where trained community volunteers work alongside members of the Youth Offender team to talk to young people their parents and where possible the victim to agree a tailor made contract aimed at addressing the offending behavior. It is important to realism that restorative Justice is not the soft option and many offenders find it difficult to face up to the impact of their crime. The youth Justice And Criminal evidence act 1999 introduced referral orders, given to most 10-17 year olds who plead guilty to a first offence, unless the charge is serious enough to warrant custody. After a court appearance there is a referral to a Youth Offender Panel (HOP), which consists of three trained volunteers assisted by a HOT worker. It is their role to determine the best course of action. The victim can be invited to put their views to the panel meeting but the offender and his/her parents must attend. A contract is then agreed with the offender and this might include some form of reparation for the victim. At present examples of good practice and attendance rates vary widely from area to area. (YES 2008). There are many opportunities for the successful introduction of effective youth restorative practices. It has reflected the zeitgeist of the nation and has been given a sympathetic hearing by the media, who present it as a constructive advance. It is attractive to politicians and policy makers, not least because of the perception that it can create community capital, especially improvement in the public confidence in the criminal Justice system and other agencies with responsibility for delivering a response to anti-social behavior. This has then to be delivered in a practical way, the final shape of which will ultimately be determined by the practitioners. This will be through a process of implementation, appraisal and re-examination to determine best practice, which will need to have a local interpretation. The success of the restorative approach will depend on it being an individually tailored solution involving interaction between offender, victim and the community ( Hughes, 2002). There is also considerable good will amongst professionals working with young people to move to a more restorative There are also many obstacles that may come from the same sources as the opportunities. These may be structural, political or cultural. This triad has combined n a way that has strained the ability of the Youth Offender Team organization to succeed and created a poor atmosphere for restorative practices. (Stallions, 2008). At the heart of the restorative process there can be a conflict, as intrinsic in the concept, is the reduction of the power of the state. Restorative practices empower citizens with powers that once lay in the hands of the state. (Breathiest, 2002). The desire for the government to find a one size fits all solution has the risk of undermining the restorative process. On paper referral orders provide a perfect setting for initiating estimative practices in reality there are some barriers. It can be difficult to get young people to take responsibility for their actions and therefore the admission of guilt, which is so central, can be problematic. The question of appropriate sentencing is vital. It is frequently asserted that restorative Justice is most effective with more serious offences, where there is a definite victim (Sherman, 2007). Where a restorative approach is used by way of a referral order for low level crimes especially where the victim is hard to identify such as traffic or insurance related offences the outcomes re less good, and indeed it can be very difficult to have an appropriate restorative contract for these offences. Therefore the courts and others should consider carefully when the restorative approach is likely to be effective. The length of sentence can have an impact on effectiveness in restorative Justice, in particular 3 month orders do not allow enough time to work with young people and in particular there may not be sufficient time to take up suitable placements. Many of the young people sentenced to referral orders have complex personal and social problems that will require a lit-agency approach, all of which takes time. The court may make a compensation order in addition this may not sit well with reparation as it can be perceived as a double punishment. On a practical level compensation orders run for 2. 5 years and are not spent on completion like referral orders. This has the problem of a discoverable record that may be a barrier to employability. For reparation to be successful there have to be places on meaningful projects, these are often limited in number, there are little controls over availability and may be seasonal so appropriate allocation can be fraught. These are classic policy- practice conflicts. The government and policy makers are keen to promote a restorative approach and bring it to the heart of the youth Justice system however there is an underestimation as to what is actually required in terms of organization, training, communication and resources. The government appears to assume that the restorative approach will ultimately prove cost effective but will not necessarily be receptive to feedback on the true cost of restoration well done. It is intensive and expensive. Improved communication is ITIL as misconceptions abound. Restorative Justice and reparation are frequently confused, as are reparations and interventions and clearer definitions are required. There can be a lack of confidence from practitioners and the public about what restorative Justice may be expected to achieve. And among young people it is important to recognize that, for some, the perception is that the restorative process was there to embarrass them, and that the process of reparation was perceived as a victim central and to reduce crime. However, in practice, if this is to be so, the time frame needs to change. The referral officer needs to meet the offender within 5 days, leaving 15 days to compile an impact assessment and report, as the initial panel meeting must be within 20 days, this is often impractical. There must be a degree of preparation of those who will be involved. There must be preparation of family members for the potential for high expression of emotion, and the disclosure of confidential information that may arise. Therefore it can be seen that while putting policy in place can easily be done there are many barriers for this to be translated into effective practice. To do restorative practice well, may by necessity, be expensive and resource intensive. Theory is relatively simple to formulate, policy is also relatively straightforward, but it is the finessing of these into an effective practice that is so difficult. The early advocates of restorative Justice point to a past in which civilizations from the time of the Babylonian Hamburg have made free use of restorative practices. In the post-modern context it represents a search for a world with less crime and more Justice. There is growing realization that endlessly increasing the prison population is unlikely to achieve this goal. In restorative practices many see the potential for a system that can bring more offenders to justice, perhaps reduce the cost of Justice while reducing the personal cost of crime to the victim. There has been a large body of research carried out on restorative justice. This has shown more positive results than for most innovations in criminal justice. This evidence should support a roll out of restorative practices on a learn as you go basis. Some have suggested that a Restorative Justice Board, which would be smaller than, but based on the YES, could support this approach. This could monitor reactive, design new tests of strategies and where necessary recommend change. In the traditional notion of adversarial retributive Justice, there will be, almost by definition, a loser. The restorative approach while not guaranteeing two winners, may at least give the possibility that there will not be two losers. The integration into policy and practice has been surprisingly rapid. As to the question, whether this has gone far enough? I would say that because of the difficulties, and the policy practice conflicts, the long-term effects of restorative Justice should be evaluated before it is shed out as a universal approach and highly regulated by government. If this happens too quickly without local adaptation and continual reassessment, which is culturally sensitive, it is possible that a very promising approach will go the way of all fashions and become rapidly obsolete and reviled. However the real power of restorative Justice may lie in people listening to the stories of others. There will be circumstances where the victim and offender will have their stories or indeed their voice heard for the first time. This acknowledges that all acts are consequences and have to be seen in that context. Core to the restorative process is listening, this should be respectful, attentive and sympathetic. (Prangs, 2006). Breathiest, T (2002) Setting Standards for Restorative Justice. British Journal of Criminology. London.

Use the Theory of Constraints and Activity-Based Costing to Determine Essay

Use the Theory of Constraints and Activity-Based Costing to Determine the Optimal Product Mix Decisions - Essay Example Broadly, expanded ABC approach, TOC based approach and the multi-factor approaches have been discussed which have deeper implications in designing an optimal product mix for a manufacturing entity. Expanded ABC based Model The shortcomings of traditional costing to incorporate production process are mainly encompassed by Theory of Constraints (TOC) and Activity Based Costing (ABC). Production decisions become quite convenient when they are facilitated by the paradigms of TOC and ABC gelling together (Kee). Apparently it seemed as if the both of these paradigms have the nature of competing with each other in assisting production decisions. However, later on when their strengths and limitations were analyzed, a complementary view of both the paradigms came into effect. If the product cost obtained under ABC, is incorporated with the availability of the physical resources, a comprehensive model of production process can be developed which can facilitate the production decisions by implementing the principles and guidelines of the Theory of Constraints. Mixed-integer programming is the framework which is used to integrate the product cost estimated under ABC with the availability of physical resources along with the production capacities. The major benefit provided by the mixed-integer programming is the effectiveness of decisions relating to marketing and production. With the help of the expanded model of ABC, a firm can evaluate simultaneous results of product cost, availability of physical resources and the marketing opportunities in order to identify an optimal product mix. The other major benefit of expanded ABC prog ram includes the identification of bottleneck resources and their economic impacts upon the firm’s production process. Identification of excess resources is also a hallmark for the expanded ABC approach due to which those excess resources can be deployed elsewhere to enhance the overall productivity of the firm. Lastly, the program for continuous improvement can also be identified and applied which can enhance the potential productivity and profitability of the firm because of the implementation of expanded ABC approach. Besides the advantages of the expanded ABC approach, there are different sorts of limitations attached with the implementation of this approach. Expanded ABC approach takes into consideration the quantitative effects of the revenues, product cost, availability of resources and the production capabilities. However, in order to design an optimal product mix, qualitative factors also play their significant part over which the expanded ABC approach remains silent . As a result, expanded ABC approach barely manages to provide only partial information regarding the marketing and the production decisions. Another limitation of expanded ABC is the usefulness of the reliance of this approach towards estimates and assumptions regarding the business activities of the firm over a certain time period. There is a strong dependency of the usefulness of the decisions taken under expanded ABC approach on the accuracy of the estimates and assumptions used by the firm. Lastly, the cost of implementing expanded ABC model can turn out to be on a higher side because of the substantial amount of time and effort required in its implementation, analysis of the results inferred from the mixed-integer programming and other related activities. However, it is important to note that the cost of

Nitendo case Essay Example | Topics and Well Written Essays - 500 words

Nitendo case - Essay Example Barrier to entry is observed due to the requirement of a large user base. ii) Demand and Supply Analysis: The lower the price, the higher is the demand. The achievement of profit maximization point prevails in the suppliers’ minds. iii) Economies of Scale: Difficult to reap advantages from economies of scale due to low selling price of consoles and sophisticated technology. iv) Core Competencies: Modernized console and controller design, marketing and attractive game designs lifted up Nintendo. Nintendo is a participant of oligopoly market and along with few strong competitors like Sony and Microsoft it occupies around 96% of the market. Its three focal competencies: excellent marketing skills, modernized consoles and dynamic game designs, provide it with perennial demand by its consumers thereby, placing it much ahead of its competitors in the market. Nintendo’s expertise in attractive consoles, controller designs, handhelds and games are its tools which are precious to the consumer and can neither be imitated nor substituted. On July 7, 2006, Nintendo opened a South Korean subsidiary in Seoul (â€Å"Nintendo†, 2006). Nintendo’s performance has been appropriately measured by depicting the Net Income and Revenue, the Stock Value, the Net Profit Margin and the Earning per Share. The behavior of the consumer and the industry, the market structure, the extent of competition along with the core competencies like innovativeness, marketing and attractive game designs provide ample scope for evaluating Nintendo’s performance. Financial difficulties need to be overcome. Market to a lifetime consumer should be the target. For Mario game, aim should be to capture consumers of 28 years of age by redesigning it. The Nintendo Revolution is ideal at the moment. Price of the new console should be $ 200 which is much lower than others. This low cost will reap benefits of market domination thereby

History of H&M Essay Example for Free

History of HM Essay H M, (Hennes Mauritz AB) is a Swedish multinational retail-clothing company, known for its trendy fashion clothing for men, women, teenagers and children. It started out as a single womenswear store in 1947, and subsequently transformed to a global company offering fashion for the whole family, and their home. The business concept is to give the customer unbeatable value by offering fashion and quality at the best price. HM ensures the best price by having few middlemen, having a broad, in-depth knowledge of design, fashion, textiles, buying the right products from the right markets, and being cost-conscious at every stage. HM is driven by seven core values, namely; Keep it simple, Straight forward and open-minded, Constant improvement, Entrepreneurial spirit, Cost conscious, Team work, Belief in people. HM’s quality testing is extensive, coupled with hard work to make sure goods are produced with least possible environmental impact and under good working conditions. Production is outsourced to independent suppliers as HM does not own any factories. Apart from this, HM does not own any of its stores, as they rent store space from international and local landlords. HM is present in 43 countries and has employed about 94,000 people as of 2011. It has 2,325 stores at end of 2011 and 2,629 stores at end of August 2012. It is ranked the second largest global clothing retailer behind Zara and No. 1 user of organic cotton worldwide. Current Logistics process of HM HM does not own any factory, they have outsourced to external suppliers that managed two departments: Procurement and Production. The Procurement function focuses on customers, fashion and composition of the range. The clothing designs are created in Sweden by around 100 internal designers, 50 pattern designers and an estimated 100 buyers. HM’s method of production is customer-driven. The company puts emphasis into research and forecasting of emerging trends, both through traditional research methods and innovative ones such as street trends. This activity is conducted by central staff and national offices which are responsible for detecting new trends. The production function involves 21 production offices. HM purchases garments from about 750 suppliers, in which 60% of production takes place in Asia and the rest mainly in Europe. The production offices have a mediating function between the internal buying department and external suppliers. They ensure that the buyers’ orders are sent to the right supplier, the goods produced are of the correct price and quality and that the suppliers adhere to the company’s code of conduct. Additionally, production offices also deal with the checking and testing of sample garments, which contributes to reducing lead times. The decision of determining which supplier is the right one is not only a matter of cost-efficiency but is dependent on other factors such as transport times, import quotas and quality control aspects. To reduce risk, buying is carried out on an ongoing basis throughout the year. Continuous IT developments over the years have helped to support HM logistics. While the inventory management is primarily handled within the HM organisation, transport is outsourced to third parties. In terms of distribution, HM adopts sea transportation where their finished products are shipped to a distribution centre in Germany, which will serve as a transit terminal. The transit terminal will be en-routed to receive the goods from all the suppliers across the world. Upon arrival at the designated location, goods are inspected and allocated either in a store or in the centralised warehouse. The role of the warehouse is to hold and replenish inventory levels in stores according to selling trends.

Charles Fraziers Use of Music in Cold Mountain Essay -- Charles Frazi

Charles Frazier's Use of Music in Cold Mountain The American Civil War was a bitter, grief-filled conflict with oddly musical overtones. A Southern soldier, Alexander Hunter, recalled that â€Å"There was music in plenty,† (Lawrence 169) just as Charles Frazier’s character Stobrod in Cold Mountain remarks that â€Å"there was so much music back then† (407). While both the Union and the Confederacy placed great import on music, Cold Mountain by Charles Frazier focuses primarily on the Southern perspective of the war, in all of its aspects. Spiritual music gave soldiers hope, gave them something cheerful to listen to after their days of slogging through the grime of human remains, as Inman discovers during his journey. Songs of homecoming and perseverance also strengthened the women, children, and parents left behind, waiting with fearful hopes for the return of their loved ones. Ada’s continual reference to â€Å"Wayfaring Stranger† illustrates this point beautifully. Finally, the musical natures of both armies created a bond that otherwise would not have been possible, forming brief alliances among enemies. The impact of music during this period of American history was so great that General Robert E. Lee was heard to say â€Å"I don’t believe we can have an army without music† (Wiley qtd. in Waller and Edgington 147). Charles Frazier’s Cold Mountain exemplifies this statement, interweaving music throughout the struggles of Ada and Inman, using it as a tool to express emotion and to give a common thread to the broken culture that was the American South. The dissonant harmonies of Civil War-era music both complemented and contrasted itself, creating new forms from old ones and forging bonds where there had been nothing. Hope was a rare p... ...ow Music Shaped the Confederacy, 1861- 1865. Mechanicsburg: Stackpole, 2000. netLibrary, U of Denver Penrose Library. 15 April 2004 . â€Å"Aura Lea.† Music of the War Between the States. 24 April 2004 Frazier, Charles. Cold Mountain. New York: Vintage, 1998. Hill, Lois. â€Å"Lorena.† Poems and Songs of the American Civil War. 23 April 2004 . P. Wilson, Keith. Campfires of Freedom: The Camp Life of Black Soldiers During the Civil War. Kent: Kent State U P, 2002. S.A., R. â€Å"God Save the South!† Ballads of the North and South in the Civil War. Comp. Walbrook D. Swank Colonel, USAF RET. Shippensburg: Burd Street P, 1996. 66. W. Sears, Stephen. To The Gates of Richmond. New York: Ticknor and Fields, 1992. Waller, Lynn, and William P. Edgington. â€Å"Using Songs to Help Teach the Civil War.† Social Studies 92.4 (2001): 147- 150.

Math Skills for Today’s Workforce

Sometimes people would think that what we learn is school is actually useless when we work in the real world. Yes it is true. You will not really apply everything what you learn, but there are skills that we acquire during the process of learning, and that is what’s more significant. A skill that is very indispensable is basic math. It will get you a long way. Perfecting your ability to calculate in your head and properly analyzing word problems will not hurt. Basic math is actually occurring in different situations, some in implicit ways, everyday. From street vendors, to hairdressers, to clerks, to managers and leaders, they all use it. By being skilled in that area, you will absolutely make your work more efficient.There are issues in education on the required math units for students, setting a higher standard for them to be more competent when they get to step into the real world. However, with higher requirements, it was discovered that employers do not actually need educ ation in math higher than what is taught in 9th or 10th grade (Cavanagh 21). Yet, it is still believed that having more advanced skills will help you succeed in college, as well as get a higher-paying job.The contradiction is that, if students work right after high school, what they should be taught must be more of the applied math and not much dwell on the technical and complex side of math. This will not only help them improve their skills needed for today’s workforce, it may increase student’s participation and interest on the subject.In that same article, it was revealed that out of the 51 varied professionals interviewed by Rosenbaum in the mid-1990s, on the subject of skills that are relevant in the workplace; basic math like arithmetic, fractions, algebra are them most common (Cavanagh 21). Another shocking survey took by Michael Handel revealed that out of the 2300 white and blue-collar workers, 94 percent applied math in their jobs. 22 percent of the workers s aid that they only used math skills like adding, subtracting, multiplying and dividing. 19 percent only used Algebra 1 skills and only 9 percent used Algebra 2 (Cavanagh 22).Handel also proved the statement a while ago that people taking the most mathematics are earning way better – and that is Algebra 2 and above (Cavanagh 23). It was shown in their research that only less than 5 percent makes use of Algebra 2 and other higher math like trigonometriy, calculus and geometry.Math teachers have been greatly criticized on the theoretical approach and many students are actually looking for ways to apply the concepts being taught.   Not everyone will be taking Chemistry or Engineering so why tackle more on the very complex math? Employers are actually disappointed on the workforce today, which lacks the basic workforce skills like basic math, which involves more problem solving-related skills.In another study, which involved technical professionals, it has been discovered that m ath is very essential in areas that involve electronics (Stasz 210). They use geometry, algebra, trigonometry and even statistics. For health workers and vocational nurses, basic math is only needed in implementing their tasks.Waipahu High School and Kihei Charter School promotes education on the field of science, math, engineering and technology, which are needed to â€Å"fuel our new knowledge economy†. (Hatada 1) He said that math and science are very critical subjects and students must be able to master these subjects. It was said that most businesses are in need of â€Å"creative problem solvers†, which requires higher and stronger math and science knowledge.In their study, only half of the 17 year old students have strong enough math skills that will bring them to jobs in production. America’s 15 year olds rank poorly, with 24 out of the 29 developed nations in terms of math and problem solving skills (Hatada 1). That is why a lot of schools now are trying to reinvent their curriculum, especially for high school, whose big chunk already goes to the workforce after they graduate.There are programs for adults which refreshes you with basic education. An example is in Iowa, wherein local employers have been reported to provide education and training of their employees, which are more focused on the skills that are needed on a particular job description (Lundberg 1).The topics that will e discussed include the usual addition, subtraction, multiplication and division of whole numbers, addition and subtraction of decimals, addition and subtraction of shop fractions, addition and subtraction of shop decimals, basic calculation using scale drawings, ranking decimals and fractions, conversion between centimeters and millimeters, conversion between inches and metric measurements and last is tape measure reading.In Canada, the employability skills that are needed to enter, remain and also progress in your career are divided into three: fundamen tal skills, personal management skills and teamwork skills (The Conference Board Canada 2). Fundamental skills involve knowledge in math. When you communicate, you have to impart your knowledge through clear explanation of your ideas. When you manage information, you must be able to apply skills in mathematics as well, especially in statistics. When you use numbers, you measure something and methods in mathematics are really important. When you solve problems, math is undeniably an important tool in your analysis.It is also very evident in most skill tests in pre-employment examinations include math topics that are applied in business. An example question would be:If two employees working together product 12 products, four employees product 36 and eight employees produce 96, how many products would sixteen employees be expected to product?192  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  208  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  220  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  240If you were to organize the products for efficiency in picking and shipping, how would you position them relative to those employees responsible for picking the products?Product Z closest to the picker, then X and then Y.Such questions were taken from G Neil Skills Profiler Website. Evidently, there is a use of logic and common sense in these questions. This is to evaluate the applicant’s ability to strategize in different situations as well as assess how the applicant is able to apply such math skills than on the theoretical perspective of the math problem. Which means that the math used in workplace are more applied than the theoretical one that is mostly taught in school.The National Institute for Literacy took a survey regarding skills tested in the workplace. 11 percent of the firms have tested all their applicants of their math skills during 2001, which is higher by a few percentage points from the past several years, while 38 percent tested only some applicants (American Management Association 1).In 2001, math skills rank third in the survey, â€Å"Voices from Main Street: Assessing the State of Small Business Workforce Skills† with 62 percent (American Express 12). Verbal communication and interpersonal skills ranked higher. Other skills include written communication, basic business skills, financial accounting, mechanical ability, computer skills, internet knowledge and science.There was also a study by the National Center on the Educational Quality workforce (2). As said earlier, there have been efforts from employers to provide workplace education programs. In the manufacturing sector, 10 percent increase in the education of the workers is related to the 8.6 percent increase of productivity. An increase of 10 percent of working hours increases 5.6 percent of productivity, while 10 percent increase in the capital stock produces an increase of 3.4 percent in productivity. Evidently, the highest among the three would be increasing the average education of the workers, which emphasizes the importance of workforce training.In the non-manufacturing sector, a 10 percent increase in education yields a higher increase in productivity, with 11 percent. A 10 percent increase of working hours increases 6.3 percent productivity, while a 10 percent increase in capital stock yields an additional 3.9 percent productivity. This implies that training provides higher benefits in the non-manufacturing sector, although it is not really that far from the performance in the manufacturing sector.Training means an additional year of schooling for workers. With workplace education programs, there is at least one benefit gained by the organization itself, and at least one skill gained by the employees.   Thus, these programs mutually benefit the organization and employees and such programs would really be worth of the organization time, effort and money (Bloom 9).With these findings from various studies, I do believe that strong math skills pose a lot of benefits in the workforce today, by giving you an edge over other employees. You will be more efficient and be more likely receive higher compensation.   Math skills do not mean mastering the various mathematical theorems and definitions. There is a difference between being good in math and being good in applied math. Math is really useless if you cannot apply it to your job, since courses in school in the first place have the purpose of being applied when you get out of the campus. I believe that the current workforce must be reinforced with their basic education that is already geared towards their line of work.References:American Express, Small Business Services, Voices from Main Street: Assessing the State of Small Business Workforce Skills (PDF file), American Express, New York, NY, 2000.American Management Association, 2001 AMA Survey on Workplace Testing: Basic Skills, Job Skills, Psychological Measurement – Summary of Key Findings (PDF file), American Management Association, New York, NY, 2001.Bloom, Michael R. and Brenda Lafleur, Turning Skills into Profit: Economic Benefits ofWorkplace Education Programs, The Conference Board, New York, NY, 1999.Cavanagh, Sean. What kind of math matters? 12 June 2007. 5 February 2008. .Conference Board Canada. Employability Skills 2000+. 5 February 2008. .G. Neil Website. Skills Profiler. 5 February 2008. < http://www.gneil.com/info/skillsprofiler>.Hatada, Tori. Students need stronger math, science skills. 5 February 2008. .Lundberg, Marty. Workplace Math. December 1999. 5 February 2008. .Stasz, Cathy. Do employers need the skills they want? Evidence from technical work. Journal of Education and Work, 10(3), 205-223. 1997.

Culture and Identity - 3427 Words

BROWNE CH 1–4 (M1203).qxp:John Q7 26/3/08 10:47 Page 29 CHAPTER 2 Culture and Identity BROWNE CH 1–4 (M1203).qxp:John Q7 26/3/08 10:47 Page 30 Contents Key issues The meaning and importance of culture Dominant culture Subculture Folk culture High culture Mass, popular or low culture The changing distinction between high culture and mass culture Global culture The concept of identity Different types of identity The socialization process Primary socialization Secondary socialization Socialization and the social construction of self and identity Theoretical approaches to the role of socialization in the formation of culture and identity Structural approaches Social action approaches A third way: structuration Social class and†¦show more content†¦For example, it might be argued that the main features of British culture include it being white, patriarchal and unequal, with those who are white and male having things they regard as worthwhile rated as more important than those who are female or from a minority ethnic group. Similarly, those who are rich and powerful (who are mainly also white and male) are in a position to have t heir views of what is valuable and worthwhile in a culture regarded as more important, and given higher status, than those of others. Subculture When societies are very small, such as small villages in traditional societies, then all people may share a common culture or way of life. However, as societies become larger and more complicated, a number of smaller groups may emerge within the larger society, with some diï ¬â‚¬erences in their beliefs and way of life. Each group having these diï ¬â‚¬erences is referred to as a subculture. Folk culture Folk culture is the culture created by local communities and is rooted in the experiences, customs and beliefs of the everyday life of ordinary people. It is ‘authentic’ rather than manufactured, as it is actively created by ordinary people themselves. Examples include traditional folk music, folk songs, storytelling and folk dances which are passed on from one generation to the next by socialization and often by direct experience. Folk culture isShow MoreRelatedCulture : Culture, Identity, And Cultural Identity1228 Words   |  5 Pagestheir response is the result of culture. Every single person has a deep, complex culture whether it is visible to them or not. The word â€Å"culture† is so broad and overused. What is culture? To put it simply, culture is the behaviors and beliefs of a particular social, ethnic, or age group. Our culture shapes the way we see and interact with the world on a huge scale. Our culture affects our personality and our actions. Educat ion develops and molds ones culture. Culture forces reason behind having toRead MoreThe Characteristics Of Identity : Identity, Identity And Cultures944 Words   |  4 PagesIdentity is an internalized force existing deep in the folds and crevices of the mind and manifested externally through a myriad of appearances, actions, behaviors, and ideologies. The components that define an individual are numerous, interwoven, and developed within a complex yet porous and pliable framework. Language, race, ethnicity, gender, sexual orientation, experiences, culture, personality, religion, and even the perceptions of others are just a few characteristics that help to shape andRead MoreCulture : Cultural Identity, Culture, And Culture774 Words   |  4 Pagesby way of their culture identity and their social situation. To elaborate, one must first clarify what culture identity is. Cultural identity manifests itself in a myriad of ways which range from an ethnic identity to a nationality to a religious affiliation to even a community of individuals that share a common interest. People derive a lot of experiences from their culture. This comes by way of interacting with others within your culture, festivities that constitute the culture, and, most especiallyRead MoreCulture, Traditions, Culture And Identity1839 Words   |  8 PagesCulture, traditions and Identity Are people losing their traditions, culture and therefore identities? Introduction Why I chose this topic: I chose â€Å"traditions, culture and identity† because I think that this topic is important for everyone, because it is part of a person and I think this is an interesting topic. Aim: The aim of this topic is to show how people value traditions and to tell people about the traditions of my country and to answer the main question that is â€Å"Are countries losing theirRead MoreMy Culture, Identity, And Cultural Identity852 Words   |  4 Pagesthe word â€Å"cultural identity†, I think of myself, and what makes up who I am as a person. My cultural identity influences everything about me, from the moment I wake up, to the minute I rest my head on my pillow at night. My culture influences the way I eat, speak, worship, and interact with people. However, I am not only affected by my own culture, but others’ culture as well. I am fortunate to have an extremely rich heritage, and I couldn’t be prouder of my cultural identity. The first, and arguablyRead MoreMy Culture And Identity : The Influence Of Identity1215 Words   |  5 Pagesterms with shaping my identity. Growing up my parents would always tell me to â€Å"stop acting Americanized† but this is the only way I know of whether if my culture is what is influencing me or if its my peers. â€Å"Culture, is a social practice, it is not something that individuals possess; Rather, it is a social process in which individuals participate, in the context of changing historical conditions. As a â€Å"historical reservoir†, culture is an important factor in shaping Identity† (Anonymous, 2003). Read More Culture and Identity Essay1142 Words   |  5 PagesCulture and Identity Culture and identity could have many different definitions. Culture to me is what made you the person that you are today. The background and history of a person that is the reason of who they are and what they stand for. Identity to me is the certain characteristics that belong to a person that makes them different from everyone else on this planet. The world with no culture or a lack of identity would be a rather boring place. Identity and culture are what makes this worldRead MoreCulture And Cultural Identity703 Words   |  3 Pages Culture is a big influence on people’s perspective on how they view others and the world. When a person grows inside a culture, it shapes who they are. In â€Å"What is Cultural Identity† it explains why culture is influential. While in the short story â€Å"Where Worlds Collide† there is newcomers from another country that come to America and there’s all these new rules that they don’t understand. They are not from America, To us the rules are normal, to them they are strange and new. Another example ofRead MoreDefining Culture and Identities1017 Words   |  5 Pagesto explore the aspects that create identity and how different aspects exclude people compared to the similarities which build groups and societies. People’s multiple identities are given by their similarities and differences, and their connections with others.’ [1] When considering identity it is import to look at the elements that contribute to the idea of identity. Identity elements range from situational reasons, which can just be temporary to identities based on personal characteristics suchRead More Identity and Culture Essay1467 Words   |  6 Pagesan identity and a culture. An ‘identity’ is the image that one project out into the rest of the world, and ‘culture’ is the image which one has of themselves. Countries are no exception; every country over their course of history has created an identity and culture for themselves. It has been said that the worst act one could perform on another would be to strip them of their identity, and deny them of their culture. This is why, in order for a country to become a great nation, their culture and