Safeguarding: Abuse and Children

Level 3 Assessment Unit 4: Understand how to safeguard the welfare of children and young people Y/601/1695 Credit Value 3 Your details |Name: Jatinder Kaur Randhawa |School: Willow Primary School | |OCR Candidate Number: |Date: | Scenario |You have been asked by your line manager to research the subject of safeguarding the welfare of children and young people to provide a booklet for newly appointed staff. The booklet will be the | |underpinning knowledge for the training that staff receive from the line manager | | | |Your colleague will rely on you for accurate knowledge to enable colleagues to understand: | | | |the main legislation, guidelines, policies and procedures for safeguarding C&YP | |the importance of working in partnership with other organisations to safeguard C&YP | |the importance of ensuring C&YP’s safety and protection in the work setting | |how to respond to evidence or concerns that a CorYP has been abused or harmed | |how to respond to evidence or concerns that a CorYP has been bullied | |how to work with C&YP to support their safety and well being |understand the importance of e-safety for C&YP | | | |The information you provide could be in any form and could include written information, diagrams, tables and illustrations. Use the structure below to produce the material your colleague has | |asked you to create. You must cover each of the assessment criteria. | |Section 1: The main legislation, guidelines, policies and procedures for safeguarding C&YP | |Assessment Criteria: ( Please tick the box when you believe you have covered this in the content. | |1. Outline current legislation, guidelines, policies and procedures within our own UK Home nation affecting the safeguarding of C&YP | |1. 2 Explain child protection within the wider concept of safeguarding C&YP | |1. 3 Analyse how national and local guidelines, policies and procedures for safeguarding affect day to day work with C&YP | |1. 4 Explain when and why inquiries and serious case reviews are required and how the sharing of the finding informs practice | |1. Explain how the processes used by your own work setting or service comply with legislation that covers data protection, information handling and sharing | | | |Ans1. 1: Current legislation that supports the safeguarding of children and young persons is: Children Act 1933, Children Act 1989, Children Education Act 2002, Children Act 2004 and Children Act 2006. | |The Children Act 1933: Offences against children or young people listed or treated as schedule 1 to the children and young people Act 1933 | |Offences under the C&YP Act 1933 |S1: Cruelty (including assault; ill-treatment, neglect, abandonment or exposure in a manner likely to cause unnecessary suffering or injury to health) to a C&YP under 16. | |S3: Allowing a child or young person under 16 to be in a brothel. | |S4: Causing or allowing a child or young person under 16 to be used for begging. | |S11: Exposing a child under 12 to risk of burning. | |The Children Act1989: Set out principles to guide work of local authorities and courts and also defined ‘significant harm’ and a child ‘in need’ of intervention. | |The Children Act 1989: This Act states that a child's welfare is paramount when the child's upbringing is concerned. It states what the local authorities should do to protect the child. The local authorities are | |charged with a duty to provide services for children in need and also their families. | | | |The Children Education Act 2002: Its based upon the way school or places of educations is run or required proper things for education like, school, governors LAs, and FE colleges to take steps to safeguard and | |promote welfare. | |The Children Act 2004: Provides the legal basis for children’s services set out in the EVERY CHILD MATTERS: like Carrying daily activities with the children so as to maximise their opportunities whilst minimising | |their risk. | | | | | | |The Children Act 2006: Is the first piece of legislation that is primarily concerned with (EY)and children and introduces the (EYFS) which supports settings in delivering high quality integrated early education. | | | |Other acts include: The protection of Children Act 1999: Our school bond by 1st thing (CRB) they checked when u join a school. (CRB) means Criminal Record Bureau holds data a nd checks all who will work with C&YP. | | | |Health and Safety at work Act 1974: like take reasonable care of themselves and others, Ensure all tools and equipment are in good working condition and Report accidents and potential hazards. | |This Act is very important for every one when do work most important is school. | | |GUIDELINES: Our setting responsibility is the welfare and well-being of all children in the care. Every school have local safeguarding Children Board and ensure that all staff is appropriately trained and that | |procedures are put into practice. | |My school liaises regularly with other childcare agencies, such as health visitors, the local slough, ensure that all staff is trained to recognise any signs of abuse and any concerns directed to the nursery school | |will then be treated with absolute confidentiality and sensitivity. If a child discloses, or partially discloses, an issue which raises concerns this is immediately documented in the incident book. Parental | |allegations made against a member of staff are reported to the Daily manager strict confidence, Alternatively, the parents/ carers may contact the CPLO or deputy CPLO directly. | | | |POLICIES :A number of Policies protecting the children ‘s welfare ,such as the parents complaints procedure, Lunch time policy, playground policy , Behaviour policy, lost child policy, Confidentiality policy, Major | |incident policy, staffing and employment policy. We also require the parents to sign a number of consent forms regarding outings. | |All the policy applies to staff, volunteers, visitors, etc. and there is a commitment to safe recruitment, selection and vetting through CRB checks, Reference to legislation, principal that underpins the policy. Most| |important thing is that parents and children are informed of the policy and procedures. All children have the right to protection regardless of gender, ethnicity, belief, sexuality, disability, etc. . . . | |PROCEDURES: Our policy had procedures. Procedures as they link to local safeguarding children’s board procedures. | | | |Chid Protection Procedures and systems means step-by- step guidance on what to do in different circumstances and clarification of roles and responsibilities. | | | |ANS 1. 2: Child protection and safeguarding is not same thing. Safeguarding is everything. Child protection is a part of safeguarding and promoting welfare. It refers to the activity that is undertaken to protect | |specific children who are suffering, significant harm or any form of abuse. The staying safe action plan covers three main areas : universal safeguarding , involving work to keep all C&YP safe and create safe | |environments for them ;targeted | |Safeguarding to reduce the risks of harm like accidents, emergencies and illness etc. ; and responsive safeguarding, involving responding effectively when children are harmed. The action plan is about more than just | |preventing accidents or stopping bullying. Every child matters ‘stay safe’ keeping children safe from neglect and abuse, accidents, bullying, crime and anti-social behaviour and providing a safe and stable home | |environment. | | | |ANS 1. 3: Our national and local guidelines, policies and procedures for safeguarding affect day to day work with C&YP. | | | |Maintanence a safe environment in class room, or playground, toilets. | |Recording all the accidents or incidents accurately. | |Informing senior colleagues correctly. | |Ensure visitors sign in correctly. | |Responding to fire alarm. | |Ensure children in a safe way. | |Deal with danger. |Check CRB | |Stopping bullying | |By having policies/guidelines in place it help day to day care | |Risk assessment: Guidelines and policies make practitioners aware that there is need to risk assess a wide range of situations within the childcare setting, on trips. | |Ensuring the voice of child or young person is heard. | | | |ANS. 1. 4: INQUIRIES > Inquiries look into matters of serious public concern. They are a tool for establishing acts and preventing something similar occurring. Inquiries are bigger than serious case reviews. | |They run by national government, public concern. They are ‘a retrospective examination of events or circumstances surrounding a service failure or problem, specially established to find out what happened, understand| |why, and learn from the experiences . | |The conclusions of the inquiry are delivered in the form of a written report, given first to the government, and soon after published for public consumption . It is through their recommendation that inquiries have | |most impact. | | | |SERIOUS CASE REVIEWS > The prime purpose of a serious case review (SCR) is for agencies and individuals to learn lessons to improve the way in which they work both individually and collectively to safeguard and | |promote the welfare of children . They run by local safeguarding. |Undertaking reviews of cases where abuse or neglect of a child is known or suspected, a child has died or a child has been seriously harmed, and there is cause for concern as to the way in which the authority, their | |Board partners or other relevant persons have worked together to safeguard the child. | | | |Inquiries and Serious case reviews are required when allegations of abuse have been made against a childcare practitioner, or a C&YP has been abused by a parent/carer. These are needed to make sure that the child or | |young person received the care and protection that they should have. | |Sharing the findings of these inquiries and serious case reviews enables childcare practitioners to review their practices and ensure that safeguarding policies are in place to cover any child protection issue that | |may arise. | | | | | | |Section 2: The importance of working in partnership with other organisations to safeguard C&YP | |Assessment Criteria: ( Please tick the box when you believe you have covered this in the content. | |2. 1 Explain the importance of safeguarding C&YP | |2. 2 Explain the importance of a child or young person centred approach | |2. 3 Explain what is meant by ‘partnership working’ in the context of safegua rding | |2. Describe the roles and responsibilities of the different organisations that may be involved when a CorYP has been abused or harmed | | | |ANS. 2. 1: The importance of safeguarding > children and young people are vulnerable as they have little sense of danger and only learn to assess risks with help from adults. Any childcare practitioner should ensure | |that children in their care are not at risk of harm and neglect from negative outcomes and support all children to develop their full potential. All children deserve to grow up in a loving, secure family. | | | |ANS. 2. 2 : The importance of a child or young person centred approach: |The government has set out a positive vision of the outcomes to achieve. Some outcomes which matters most to C&YP. | |Being healthy: enjoying good physical and mental health and living a healthy lifestyle. | |Staying safe: being protected from harm and neglect. | |Working with child and their family. | |Keeping the chid in focus throughout assessments. | |Enjoying and achieving: getting the most out of life and developing skills for adulthood. | |Making a positive contribution | |Economic well-being: not being prevented by economic disadvantage from achieving their full potential in life. | | | | |ANS. 2. 3: All services for children, covering special education needs, youth offending terms, Health & GP, Polices, and Social services. CAF provides a support system to allow all children who are being cared for or | |treated by a variety of different people/places to share information. This ensures that the individual child or young person receives the care required. All organisation work in partnership. | | | |ANS. 2. : The role and responsibilities of the different organisations that may be involved when a C&YP has been abused or harmed : | | | |SOCIAL SERVICES – The social worker who takes on the case will be the key worker for the child or family. Staff can apply to remove a child to a place of safety or sta rt care proceedings. RESPONSIBLE FOR †¦. | |Ensuring the child is in a safe place, Support family difficulty; investigate case of abuse, and yours cares. | |NSPCC – The organisation has qualified social worker who has powers to investigate case of abuse. | |Health – Health visitors have on – going contact with families, particularly those with very young children . They are specialists in child development. | |GP – Children may be presented with injuries or health concerns either at their local GP surgery or at the casualty department. RESPONSIBLE FOR †¦. Spotting signs of abuse and mental or physical health issue. | |POLICE – Police officers uphold the law. They have duty to protect children and to follow up any referrals or concern brought to their notice. They are very responsible for social services. The police have | |emergency powers to remove a child to a place of safety. | |SCHOOL – A designated person with responsibility for child protection issues should be named in each setting. Concerns should be taken to the designated person who will notify social services. Staffs are trained in| |child development and are able to monitor signs of change or regression. |PSYCHOLOGY SERVICE – A psychologist will become involved to help offer counselling to children and their families in any situation where are child is in need of safeguarding, or to help children deal with abuse. | | | |ANS. 3. 1 Children need to be kept safe and protected from harm to ensure happy and healthy development acros s all areas of development. | |Some reasons > It’s required by law duty of carers. | |This is my purpose as T. A. | |Part of child’s human rights. | |This is my duty as T. A. | |It enables us to focus better for learning (good school, good study, good and safe environment | |By protecting children we protect own self. | | | |ANS. 3. 2 Policies and Procedures are as follows: | |Safeguarding and promoting children’s welfare | |Safeguarding Children | | | |Child protection | |Confidentiality | |Security/ Dropping off and collection | |Lost or Missing children | |Outings | |Health and safety policy | |Complaints procedure | |In the event of a fire | |Playground policy | |Behaviour policy | |Equality of opportunity in special needs, house rules | |Promoting health and hygiene | |Accident and emergency procedure/First Aid | |Administration like setting in, hours of opening, supplies, fees, payment procedures | |Partnership with other organisations ,or working with you as parents / carer | |Suitable environment and equipment | |Risk assessments | |Whistle blowing | |Duty of care | |All of the policies and procedures I have in place are to ensure that the children in my care are safe and protected, as are myself and family. | | |ANS. 3. 4: We can protect our self within our everyday practice in our s etting and when working off site. | | | |Follow all the policies and procedures, health safety, child protection, and safe working environment. | |Complete all necessary paper work correctly. | |Visitors book to be signed by visitor. | |Accident log. | |Share all information with relevant people only. | |Maintain confidently except. | |Registers for all children in attendance or head count. | |Recording times of toileting, food eaten. | |Be aware of offsite procedures. | |Follow risk assessments. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Section 3: The importance of ensuring C&YP’s safety and protection in the work setting | |Assessment Criteria: ( Please tick the box when you believe you have covered this in the content. | |3. Explain why it is important to ensure C&YP are protected from harm within the work setting | |3. 2 Explain policies and procedures that are in place to protect C&YP and adults who work with them | |3. 3 Evaluate ways in which concerns about poor practice can be reported whilst ensuring that whistleblowers and those whose practice or behaviour is being questioned are protected | |3. Explain how practitioners can take steps to protect themselves within their everyday practice in the work setting and on off site visits | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Section 4: How to respond to evidence or concerns that a CorYP has been abused or harmed | |Assessment Criteria: ( Please tick the box when you believe you have covered this in the content. | |4. 1:Describe the possible signs, symptoms, indicators and behaviours that may cause concern in the context of safeguarding | |4. 2:Describe the actions to take if a CorYP alleges harm or abuse, in line with policies and procedures in your own setting | |4. Explain the rights that C&YP and their carers have in situations where harm or abuse is suspected or alleged | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Section 5: How to respond to evidence or concerns that a CorYP has been bullied | |Assessment Criteria: ( Please tick the box when you believe you have covered this in the content. | |5. 1 Explain different types of bullying and the potential effects on C&YP | |5. Outline the policies and procedures that should be followed in response to concerns or evidence of bullying and explain why they are in place | |5. 3 Explain how to support a CorYP and/or their family when bullying is suspected or alleged | | | |ANS. 5. 1 : Different types of bullying are: | | | |PHYSICA BULLYING: Like pushing, kicking, pinching, hitting and other forms of violence or threats. |VERBAL BULLING: ( name calling, insults, sarcasm, spreading rumours, persistent teasing) | |EMOTIONAL BULLYING: (excluding, tormenting, ridicule, humiliation and social isolation) | |CYBER BULLING: ( the use of information and communications, technology, particularly mo bile phone, use of ICT – texts, social network sites, emails, deliberately to upset someone else) | |SPECIFIC BULLING: (such as homophobic or gender- based, racist, relating to SENs and disabilities. | |Different potential effects of bulling on C&YP. |Work goes down | |Self-harm | |Is frightened of walking to or from school | |Becomes withdrawn | |Lacking in confidence | |Attempts or threatens suicide or runs away | |Cries themselves to sleep at night | |Feel ill in the morning | |Self-esteem low | |Fear and anxiety | |Outbursts of anger | |Impact on physical well-being – lack of sleep, loss of appetite, headaches, | |Starts stealing money | |Become aggressive | |Stop eating | |Is afraid to use the internet or mobile phone. | |ANS. 5. : Policies and procedures that should be followed in response to concerns or evidence of bullying: If any bullying is suspected or there has been a complaint about bullying . Any type of bullying like | |physical bulling, emotion al bulling, specific bullying, cyber bullying, and verbal bullying I will keep a written and dated record of any comments made with regard of bullying. I will talk to all children involved | |and if necessary parents too. If appropriate and necessary, police will be called. The bullying behaviour or threats of bullying must be investigated and the bulling stopped quickly. | | | |The reasons why they are in place: | |Bullying hurts – no one deserves to be a victim of bullying. Everybody has the right to be treated with respect. Children or young people who are bullying need to learn different ways of behaving. | |Children setting and schools have a responsibility to respond promptly and effectively to issues of bullying. | | | |ANS. 5. 3: Never showing that you are in any way shocked or disgusted what may have happened to the child, so you can appear to be calm and reassuring for the child and child’s family. Always reporting anything | |serious to the correct organisations such as social workers, police, etc. Documenting any evidence or anything said by all those involved. Good communication with parents/ carers. Always dealing swiftly with any case| |of bullying as soon as you are aware of it. | | | | | | | | | | | | | | | |s | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Section 6: How to work with C&YP to support their safety and well being | |Assessment Criteria: ( Please tick the box when you believe you have covered this in the content. | |6. 1 Explain how to support C&YP’s self-confidence and self-esteem | |6. 2 Analyse the importance of supporting resilience in C&YP | |6. Explain why it is important to work with the CorYP to ensure they have strategies to protect themselves and make decisions about safety | |6. 4 Explain ways of empowering C&YP to make positive and informed choices that support their well-being and safety | | | |ANS. 6. 1: To support children and young people’s self –confidence and self –esteem reward charts could be used . Verbal praise and encouragement, stickers, treats could include 5 minutes extra outdoor play, watching a | |film or favourite TV show, doing an activity of choice which the child has chosen. | | |ANS. 6. 2: Importance of supporting resilience in children and young people. Helping them to deal with disappointment or failure, as inevitably they will encounter this at some point. Giving them the life skills that | |help them deal with things in a positive way. Building strong relationships, showing children how to form long lasting friendship/relationships with enrich their lives and social skills. Children who have a wide | |social circle, and strong relationships with other deal with disappointment far better, and have a more positive outlook on their lives. | | |ANS. 6. 4: Ways of empowering children and young people to make positive and informed choices that support their well-being and safety: | |Listening to children and giving them opportunities to express their views, it empowers them when they know they are listened to and t heir opinions and ideas respected. | |Giving them opportunities to make decisions for themselves where they are able t learn about consequences etc. | |A free play e. g like different resources, and helping them learn a new skill such as dressing themselves. | |Encouraging independence like toilet. |Choosing where they want to play (indoor and outdoor) | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Section 7: Understand the importance of e-safety for C&YP | | | |Assessment Criteria: ( Please tick the box when you believe you have covered this in the content. | |7. Explain the risks and possible consequences for C&YP of being online and using a mobile phone | |7. 2 Describe ways of reducing the risk to C&YP from: | |social networking | |internet use | |buying online | |using a mobile phone | | | |ANS. 7. : | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |References: | | | | | | | | | | | | |

Challenges Children Face in Divorced Families Essay

The death of a parent is less devastating to a child than a divorce. (Billota, 2012) There are long term and short effects that children face during and post divorce. There are six stations in which most couples face while going through these trials. About fifty percent of married couples will get a divorced before the children are of the age of 18. (Scott, 2010) Since divorce is so complex I will discuss some guidelines on how to ease the pain on children growing up or going through a household in which parents are getting a divorce. The death of a parent is less devastating to a child than a divorce. (Billota, 2012) After carefully analyzing this statistic I can say that I agree with the statistical fact. Speaking from personal experience, I feel like I am a creditable source and can relate to this topic of Challenges Children Faced in Divorced Families. Another statistic is that half of American children, under the age of eighteen will witness the actual break of their parents and half of those children will also witness the failure of the second marriage. The percentage of children being raised without their fathers in America is an astonishing forty percent. Children who experienced a divorce are more like to be at a higher risk for illness or injury such as asthma, headaches, and speech defects. (Billota, 2012) These are just a few of the statistical facts that children of divorce face. My name is Mayra and I am a statistic. I come from a divorced family; I witnessed the breakup of my parents and both of their second marriages. I am a divorcee, my son is a recipient of speech therapy and I was raised without a father. Divorce is a death of a commitment and a promise, but unlike a death of a parent, it isn’t someone we mourn and then slowly move forward from, it is a death that we have to deal with on a day to day basis. This is why the death of a parent is less devastating to a child than of a divorce. (Billota, 2012) â€Å"I, Mayra, take thee, Erick, to be my lawful wedded husband. To have and to hold from this day forward; for better or for worse; in sickness and in health; to love, to honor, obey, and cherish; from this day forward; till death do us part.† These are common broken vows. Why do people marry? According to our text, people marry for love and commitment as well to avoid the inevitable feeling of loneliness. (Scott, 2010) A steady companionship is ideal in society and although that isn’t the sole reason for marriage, it is one of the major reason people pursue marriage. Other reasons people get married besides personal fulfillment, can be for financial reasons, wealth, power and reproductive reasons. (Scott, 2010) In a perfect world everyone would live a fairytale marriage and live a happily ever after. In today’s society divorce is what happens when couples don’t work out. Some might refer to it as a trend; do to the simple fact that in the most recent years the numbers of divorce rates have increased to a little more than 1 million a year. (Scott, 2010) Factors that affect marital stability are, but not refined just to, age of first marriage, education of individuals, income, religion, parental divorce, cohabitation, and presence of children. (Scott, 2010) There are different stages in the process of divorce. Starting from when the conflict between the married couple begins and last a period of time; to the initiation of legal paperwork; to the spouses’ adaption to the dissolution of the troubled marriage. (Scott, 2010) As mentioned above some factors that affect marital stability include the presence of children. Marriages can last longer if children are indeed present do to the fact that parents don’t want their children to grow up in a broken home; it can be imposed values or the sense of guilt. In cases when the marriage cannot be salvaged and there are children involved in the dissolution; it is best that the parents take time to careful initiate the process while providing stability and structure. (Scott, 2010; Block, Kemp, & Smith, 2012) The six stations that married couples face as they divorce are: emotional, legal economic, coparental, community and psychic divorce. During the emotional station, either one or both partners begin to question their marriage based on the viability or quality. One or both partners may withdraw emotionally, withhold feelings and may withhold affection. Intentionally hurting one another may occur because of the frustration, anger or resentment that they might feel towards each other or one another. Separation during this stage is common and it is common to do so after an argument or fight. (Scott, 2010) It is crucial that from this stage parents recognize that in order to avoid their children from feeling the stress and the pain of a divorce, that they provide structure, love and reassurance to the children. One thing to remember is not to belittle one another or argue in front of the children. (Block, Kemp, & Smith, 2012) During my emotional station, we both detached from one another and intentionally hurt one another by verbally insulting each other. An argument that occurred while placing an order at a restaurant was all it took to know that the person that I married knew nothing about me after 6 years of marriage. I took into account that I had a son and I didn’t want him to grow up without both parents, but I figured it wasn’t a healthy marriage and I couldn’t hide my pain, it showed and affected my relationship with my son. I left within a couple of days of that argument. Second station: The legal divorce officially ends the matrimony and gives both parties the right to remarry or see other people as they please. This is a deliberating period of time and usually takes months before it’s finalized. Divorce can be expensive and result in either spousal support, alimony, and or child support, which leads’ us to our third station: economic divorce. Economic divorce involves the economical settlements of tangible items that may have been accrued during the marriage. It includes homes, cars, bank accounts, investments and any future earnings. This station is not applicable to every marriage being that not every marriage last as long and may or may have not accrued much. Stations two and three may also affect the challenges the children face during these periods. Children may face the challenge of not seeing either parent for long periods of time and have to incorporate a new schedule and routine. It is common for a father to become less involv ed with their children during this period because of their perceptions of possible sources of support. Fathers may feel that by providing child support they no longer have resume their ties to fatherly duties. During the economic station, children may also face economical changes. It is common for the mother to have custody and usually in household incomes the father has a higher income. If they live with the mother the child may not live the life as if both parents combined their income causing stress and emotional pain to a child. (Scott, 2010) Being involved with the children after divorce is a great way to reassure them that they have both parents’ regardless of the separation. And even through the economical changes, providing the children with a safe secure home, establishing a routine, and providing structure will ease the challenges the children face. (Block, Kemp, & Smith, 2012) Children react to divorce by having feeling of denial, anger, sadness, rejection, despair and grief and loneliness. Station 4 the coparental divorce involves the responsibilities the parents have to the children that include, custody, visitation, and financial and legal aspects of it. (Scott, 2010) Engaging in custody battle adds an abundant amount of stress to all parties, especially the children. Ensuring that the children don’t get caught in between battle is important. Parents should make sure they don’t have the children chose sides and always remember it should be in the best interest of the child. (Block, Kemp, & Smith, 2012) The community divorce, station five, involves the changes of the social relationships which includes relatives and friends that are associated with a former spouse. This can act as a loss to either family member. Having to detach from relatives, such as in-laws, mutual friends, family members of the former spouse, puts a toll on everyone because people are left to feel like they have to choose sides. Children face the challenges of losing friends and the luxury of having the sense of family. (Scott, 2010) In my personal situation, mutual friends were forced to take sides because my former spouse couldn’t handle the thought of sharing anything that had to do with me. Former family members feel like they can’t invite to family parties out of respect to my ex, but it affects my son because, he misses his father’s family. Situations like these are best handled by presenting as a united front. (Block, Kemp, & Smith, 2012) The psychic divorce, sixth station, has no time frame and involves defining yourself as single person rather than a couple. During this process, people mourn their failed marriage, use the time to discover their self, distance themselves from the divorce and accept the breakup. The station of difficulty and time varies from individual to individual. (Scott, 2010) Children absorb so much through divorce and being a strong parent, who reassures them that they are not at fault or cause for the divorce helps ease the grief caused by the divorce. Helping children express emotions and committing to listen to the children without getting defensive reassures the unconditional love that you have for them. Adjusting to new circumstances is difficult for children, they can look at divorce as a loss and by supporting their feelings helps create that trust that may have been lost with the divorce. (Block, Kemp, & Smith, 2012) Divorce on children has a short term and long term effect. The short term experiences that are most commonly shared among children whose parents divorced are: rejection, anger, denial, sadness, despair, and grief. Children tend to feel guilty and blame themselves for the divorce and fantasize about parents reuniting. The stresses of this may cause health problems, both physical and psychological. Health problems may be caused by the lack of health insurance following the divorce, which creates a health problematic for children. The stress of the divorce may lead to depression and leave the children feeling incompetent. This depends on the guidance of the parents and the adjustment process of the child. Long term effects may not be as clear and consistent. Long term effects are long-lasting and interfere with the process of social-emotional developmental. (Scott, 2010) Children of divorced families are four more times likely to have problems with their peers. It is also said that boys who come from divorced parents tend to be more aggressive toward their peers than those who don’t come from a broken home. (Billota, 2012) The adult children of divorced parents show much more anxiety and have a higher rate of having failing interpersonal relationships. The more common long term effect of children of divorced parents is low self-esteem, depression and school and behavior problems. These are the negative effects and challenges children face. (Scott, 2010) Support for marriage and families can be found online, within the community and schools. Some schools provide affordable counseling services. Parents who decide to divorce are encouraged to learn about the effects children face during divorce. It may help reduce risks children might face during and after the process. There is a high risk for fathers to be less involved with their children after divorce, so it is encouraged that families promote activities that involve parents and children so that it help them stay connected (Scott, 2010) Important guidelines to help children cope are, telling the truth, saying â€Å"I love you†, addressing the changes, avoid blaming anyone, listening and acknowledging feelings, having patience, providing reassurance, and providing a structured routine. When in doubt, it is encouraged to seek professional help. (Block, Kemp, & Smith, 2012) By providing all the above, helps give the children a sense a security and perhaps the hope that everything is for the better. It would be nice if children from divorced families could break the vicious cycle of divorce. I can say that for two yours I put a lot effort into making my marriage work. I encourage everyone to take premarital counseling and post-marital counseling. I believe to have a strong successful marriage there needs to be a solid foundation of communication, trust and respect. Love is an emotion and in most cases conditional, the only unconditional love that I ever known is for my son. I can’t say that for everyone. If I would have known that I was going to cause so much emotional pain getting a divorce, never in a million years would have given up after two years. The death of a parent is less devastating to a child than a divorce. (Billota, 2012) Works Cited Billota, L. (2012, March 23). 18 Shocking Statistics About Children and Divorce. Retrieved from Marriage Success Secrets website: http://www.marriage-success-secrets.com/statistics-about-children-and-divorce.html Block, J., Kemp, G., & Smith, M. (2012, March 21). Children and Divorce. Retrieved from Helpguide.org: http://www.helpguide.org/mental/children_divorce.htm Scott, M. A. (2010). Marriages and Families. Upper Saddle River, NJ: Pearson Education, Inc.

Nietzsche and the Superman

The philosophy of Friedrich Nietzsche has four themes: nihilism, morality, the will to power, and eternal recurrence. It is important to know and to understand first these themes so as to comprehend the value of Nietzsche proclaiming the struggle to be a superman. Nietzsche perceives nihilism as the product of an accelerating corrosion of religious and cultural beliefs at the heart of European civilization at the end of the 19th century. Thinkers during the Enlightenment period, who uphold the supremacy of reason over faith, challenge supernatural truths, demanding explanations of the afterlife, the soul, and God that are amenable to human logic and the senses. This mode of thinking seriously challenge and influence to undermine the basic tenets of Christianity and European culture. The statement of Nietzsche, â€Å"God is dead,† is the greatest expression of nihilism. From a viewpoint that God is none existent, Nietzsche sees man’s life as characterized by an aimless relativity that is experienced by him in every sphere of reality – cultural, political, historical, and philosophical. God, considered to be a supreme value, no longer exists. When the highest values consequently become devalued or rejected, nihilism emerges. A case in point, if a supreme value is non-existent, what is there that serves as basis for the existence of things? Man is therefore incapacitated to arrive at certainty about knowledge of reality or of his world. The highest values become devalued not in the sense that man knowingly confronts an eternal abyss in fear and trembling, but the highest values simply no longer exist. These values no longer exert influence. Man accepts this event not with stoic resignation but in total unawareness (Magnus, 1978: 11). Man lives in a society, and is bound by its conventions. When he is born, given to him are his race or ethnicity, status, and role to fulfill in society. Man takes these things and lives his life according to these, often done unconsciously. The second theme of Nietzsche’s philosophy is the master and slave morality. The master morality is born out of higher qualities inherent in the greatest men. Moral judgments are made according to the qualities of the person and not to his actions. A noble statesman is always deemed good, someone who is worth emulating. On the one hand, slave morality is an almost unconscious condition that holds sway over the vast majority of men. The moral standard is that which is useful or beneficial for the many or for the community. The noble statesman, who is deemed good by the standards of master morality, is judged as vile according to the standards of slave morality. Majority of men are suspicious of the leaders that rule over them, and are influenced not immediately because their actions but by their role of ruling over the majority. This value system is an unfortunate vestige of millennia-old social and religious systems, which perpetuate outdated and corrupt moral values such as humility, sympathy, and the like (Magnus, 1978). Nihilism is a life without depth. It is a life of endless wandering, moreover with the fact that man is often unconscious of it. Man hence has to be made to see that this nihilism is the form of life that he has become. He has become a slave, who is one among the many. He must come to know that he lives a passive nihilism, submitting to the fate of the many, and must overcome this, which is to become a master. He must overcome himself. Indeed to change man’s nihilistic idea, he has to change his habitual way of viewing the world. He has to transform his way of understanding religions, moral behavior, language, and political and social institutions of which he is a part (Magnus, 1978: 12). This is where the superman of Nietzsche gains significance. Since the highest values no longer exert influence, Nietzsche proclaims that men have to struggle to become the superman. The superman represents ascending to life, self-overcoming, self-possession, and is to be contrasted with decadence, decomposition, and weakness. As an idealized type, he represents the highest possible integration of intelligence, strength of character and will, autonomy, passion, taste and perhaps even of physical prowess (Magnus, 1978: 34). The task of the superman is to become individuated in an extreme degree and thus to rise high above morality and the herd morality. Man has to question conventional truths that have been accepted by society, and for him to in fact rise above these truths. He has to formulate those high values for himself, and thus end his aimless wandering. There are three steps that Nietzsche espouses in struggling to become a superman. In his book Thus Spoke Zarathustra, Nietzsche portrays this struggle as the metamorphoses of the camel, the lion, and the child.   First is that one must exert a will to power which is demonstrated in that person’s extinguishing of his nihilism and in a profound reevaluation of traditional moral ideas and the creation of radical new concepts. For this to be realized, one has to be immersed as an active agent with the structure in which one finds himself. Referring to the camel, it submits to burdensome labor. It offers itself to be employed in order for society to attain its good. In doing this, the camel realizes itself and acknowledges its value in that society. Upon realizing that one’s value or worth is endowed by society instead of emanating from oneself, the will to power must also manifest itself destructively in the form of an abhorrence and total rejection of the moral and social ideas hitherto believed by mankind. â€Å"In the loneliest desert, however, the second metamorphoses occurs, here the spirit becomes a lion which would conquer its freedom and be master in its own desert. Here it seeks out its last master: it wants to fight and its last god; for ultimate victory it wants to fight with the great dragon.† (Nietzsche, 2006: 14) Referring to the lion, it projects pride, strength, autonomy, and passion to assert and to distinguish itself among the many. It strives to dominate or to be above the rest. â€Å"My brothers, why is there a need in the spirit for the lion? †¦to create new values†¦that is within the power of the lion. The creation of freedom for oneself and a sacred â€Å"No† even to duty – for that my brothers the lion is needed.† (Nietzsche, 2006: 15) Last is that one must perpetually involve himself in an act of self-overcoming. The will to power is a struggle both against oneself and other men that have adhered to conventions in society. Referring to the child, he is free from internal constraints. He is emancipated from the cares of this world. â€Å"†¦my brothers, what can the child do that even the lion could not do?†¦A child is innocence and forgetting, a new beginning, a game, a self-propelled wheel, a first movement, a sacred Yes. For the game of creation, my brothers, a sacred â€Å"Yes† is needed: the spirit now wills its own will, and he who had been lost to the world now conquers his own world.† (Nietzsche, 2006: 15) A child creates and possesses his own values and sees the world according to these values. To become a child, to have a freedom like his, this is man has to struggle for. The last theme in Nietzche’s philosophy is eternal recurrence. This is his central and most famous philosophical idea. This his conviction that at some time in the future another individual would be born with precisely the same thought-processes and experiences as himself. Furthermore, Nietzsche’s principle of love of fate is purely antithetical to religion: rather than live your life in preparation for such supernatural illusions as heaven, one must rather embrace this life and wish every feature and moment of it to be repeated forever, since only this life exist and none other. This idea may be horrifying and paralyzing for most people but it is a necessary conviction for the attainment of full individuation. II The struggle to become a superman arises from an external force, that is social structures, and from an internal force, that is emanating from the individual. Man is born free, yet he is situated in a massive and oppressive social structure, which limits and alienates his activities. He lives with a set of beliefs and values that influence his thoughts and actions. But are these beliefs and values that he adheres to are instilled consciously by him? Not all, and even most of these beliefs and values are already present when he was born. He is born in a family, baptized or inducted into a particular religion, taught with customs and traditions of his native place, bounded to the laws of his people or nation, and the like. As he matures, he takes these beliefs and values into himself without much evaluation since these are what he got to grow up with and such are the conventions that his society got used to live with.   He is born a peasant or a working class. He would be taught or trained to be a worker; would have a family and would pass his learning to his children. He would unfortunately die a peasant or a working class. This is what usually happens to man. This is the curse of the many. Is man totally free then? The answer is that an individual has the capacity to go beyond the present, to move toward the future. Man has the capacity to choose and decide for himself.   What he does ought to be determined by him and not by the social laws or larger social structures wherein he is situated. Though he lives in a society, he is not bounded by its conventions. Man has the prerogative for transcendence, the surpassing of the given. Freedom however demands that man be responsible for it. It is simply to take the consequences of choice. People are free to choose for themselves or to decide for their lives. They are responsible for everything they do. They have no excuses for the outcomes of their choice. And that is the staggering responsibilities of freedom, which cause anguish to some while a source of optimism to those who see their fate in their hands. The struggle to become a superman involves that anguish because due to the staggering resonsbilities of freedom. Friedrich Nietzsche in his work, Thus Spoke Zarathustra, has wrote: â€Å"The Superman is the meaning of the Earth. Let your will say: The Superman shall be the meaning of the Earth! I conjure you, my brethren, remain true to the Earth, and believe not those who speak unto you of superearthly hopes! Poisoners are they, whether they know it or not. Despisers of life are they, decaying ones and poisoned ones themselves, of whom the earth is weary: so away with them!† (Nietzsche, 2006:4) It is a challenge to question a universal system of thought that reveals what is true, right, beautiful, and so on that led to the closure of philosophy and the human sciences. It is to challenge convention. â€Å"Man is a rope stretched between the animal and the Superman – a rope over an abyss. A dangerous crossing, a dangerous wayfarign, a dangerous looking-back, a dangerous trembling and halting. I love him who lived in order to know, and seek to know in order that the Superman may hereafter live. Thus seek he his own down-going.† (Nietzsche, 2006: 6) Life is a theatre, and we are the actors. We can choose to play our own roles, and not be determined by the roles that are given to us by society. That is the Superman. REFERENCES Magnus, Bernard (1978). Nietzsche's Existential Imperative. United States: Indiana University Press. Nietzche, F. (2006 ed.) Thus Spoke Zarathustra. Cambridge University Press, Cambridge.      

Credit risk management in commercial banks (First Bank Nigeria Plc) Dissertation

Credit risk management in commercial banks (First Bank Nigeria Plc) - Dissertation Example Credit Risk Management is one of the most crucial operations for any financial company. The financial crises occurred in USA, the Euro zone countries and in other parts of the world. It made the global economy fragile and susceptible to any kind of shocks. One of the major reasons behind the global meltdown was the lack of proper finance management practices including a poor credit risk management system by many of the top global financial corporations (George, Sinha and Murali, 2007, pp.18-19). But the financial crisis was an eye opener. It prompted the top managements of all the banks to give special attention to the management of their credit risk. The rise in competition coupled with the risk-taking attitude of individuals and enterprises have led to the invention of several financial instruments for transferring risks. This has caused much imbalance in the global financial system. Therefore further studies are required to understand the problem of credit risks and challenges tha t encompass it. To achieve that we need to have a better understanding of the core issues and the problems they cause. We also need to search for their solution. Taking the risk of investment is very crucial for a bank to make profit. Without risk there will be no returns. But due to that risk, assessment of such risk and ways to deal with it becomes very necessary.Any bank or financial institutions face such risks and they must balance their risk through various methods.The challenges for a bank are to survive in the current competitive market and maintain a large customer base. So it must offer a range of loans at a reasonable interest rate. But the interest rate cannot be too low or the bank would face losses. At the same time it must maintain a wide capital base to comply with the law and to avoid economic fragility. However it cannot be so large that the bank does not have much money to invest. The nature of risk management is often investigative- collecting information about t he borrower and then analyzing their capacity to repay the loan. It also contains some policy prescriptions from the bank to the borrower so that the chances of default are reduced. So assessment of risk is very necessary for any financial institutions including banks to make a prudent investment decision. It is necessary for the bank to manage its portfolio by striking a balance between its risk and return. The kinds of credit risks that a modern bank faces are varied in nature. The bank may have undertaken a risk if they have provided a loan to an individual or an enterprise. The risk of loss of principal and interest if the borrower defaults on their loan is one risk that the banks have to face. The bank needs to have a sound credit management policy not only to offer loans to the right candidates but also to gain the confidence of the depositors. If the depositors lose their confidence the banks will be short of fund to offer loans. A sudden loss of confidence of the depositors may even lead to a bank run. The banks face other risks if they offer securities and other modes investments. To avoid that risk the banks must maintain a capital base to ensure its solvency. The second Basel Accord provides guidelines for the capital a bank must to give a certain amount of loan. The higher risk the bank takes the higher is the capital base it must have. Credit Risk Management thus have to comply itself with the Basel II or other financial regulatory bodies. Usually apart from core banking activities these days the banks are also involved in investment activities. Therefore for a bank it is also very important to analyze their investment and risk portfolios to balance their risk. Review of loans and portfolio analysis are two of the main functions of credit risk management. The importance of credit risk management has also increased due to the operation of the banks in the security

Greeks Interaction with other Nations Essay Example | Topics and Well Written Essays - 1250 words

Greeks Interaction with other Nations - Essay Example He did not have enough written document to assist him in his investigations of the Greek aspects of the War. In ancient Greece history was transmitted orally. He was therefore reduced to gather oral testimony from survivors and descendants of survivors of an era. He was too young to have experienced, but Herodotus had overcome those difficulties." He weighed and carefully sifted the oral accounts of his witnesses, making clear to his audience which among them contained evidence that was probable, Possible".(A. Robertson) The history of the Persian Wars was written with purpose of passion. To him men are only puppets in an all powerful fate. He thus tried to find out the universal truth through human beings. Although he was an Ionian Greek, Herodotus yet believed that Athenian vigor, liberty and democracy. He explained Athens's instrumental role in the defeat of the Persians. "The Athenians were saviors of Greece" and later justified her domination of Greek affairs through her Empire. The Persian Wars lasted for nearly five years (500BC- 479 BC) Herodotus provides information among many other things of the rise of the Persian Empire under Cyrus, the humiliating defeat of proud Croesus and two invasions of Greece by the Persians, the first under Darius turned back at Marathon (490B.C.) With the destruction of the Persian fleet at Salamis, Greece was saved from destruction. Her golden age began. He wanted to preserve the moral lesson embodied in what he saw the victory of Greek liberation from the clutches of Persian autocracy. The Persian Wars provided him the golden opportunity to construct this epic. Herodotus was the first historian to understand the need for a purpose in historical study. He was a true researcher who truly laid his hands on discovering the truth for example, the causes of the Persian War. He tried his best in putting together a long involved historical narrative in which the main theme never been lost. His comparative and constructive study of Greeks and Barbarians led a few scholars to consider him as a friend of the Barbarians. In the opinion of H.E. Barnes, "the frame of Herodotus will endure as the first constructive artist in the field of historical writing as the author of the earliest comprehensive historical work, as the first to imply that the task of the historian is to reconstruct the whole past life of man ... in the entire course of historical writing. He won for history a distinct place in the arts and sciences of mankind for all times." Aeschylus (525-456BC), Greek dramatist born in Eleusis, near Athens, he was the earliest of city's tragic poets. As the predecessor of Sophocles and Euripi dies, he is the founder of Greek Tragedy. "The Persians", presented in 472 BC, is a historical tragedy about the Battle of Salamis, the scene being set in Persia at the court of the mother of King Xerxes I. In the Play it is written that the Greek prevented an invasion by the superior forces of the Persians. More precisely, the play focus is the Persian reaction to their defeat. The Greek's belief on ghost can be seen when Darius appears, and blames his son Oxeyes arrogant pride which had

Personal reflection Essay Example | Topics and Well Written Essays - 250 words

Personal reflection - Essay Example This problem however, is not just limited to teachers, but also goes all the way from students to administrators. The negative effect of student’s freedom include hanging out in hallway inappropriately, being late in school, not doing home work, and not paying attentions in classrooms. For such things, there have punishment like calling their parents and inform them about the problems, detentions, or tardies. These punishments, however, usually fail to enact change in the student’s behavior. To educate students and teach them how to operate in the real world, educators need to teach them that their behavior has consequences. Though it is tempting to always simply blame teachers and parents for students’ failings, one cannot find a solution without recognizing that students are sometimes a problem and need to be made a part of the solution. In the readings from Haller and Strike, the teachers were universally blamed for having students so far behind – yet o nly nine students were behind in a school with very difficult circumstances. If teachers did not do their work then why were only those nine students so far behind? We need to teach these children that learning is valuable, and can be done anywhere, if you are devoted.

Neurological Disorders Essay Example | Topics and Well Written Essays - 750 words

Neurological Disorders - Essay Example Migraines can be caused by variations in the brainstem and the interactions it has with the trigeminal nerve, which is the main pain pathway. Another cause may be an imbalance in brain chemicals such as serotonin since it helps regulate pain in the nervous system.Some of the signs of migraines include Vision disturbances that occur in both eyes and can involve blurred vision, seeing stars, eye pain, a temporary blind spot, and tunnel vision. Sometimes one may experience yawning, nausea, a problem in finding the right words or even difficulty concentrating.Precipitating factors include external stimuli, psychological factors, and physiological phenomena. Stress is a commonly recognized trigger phenomenon associated with a migraine attack. The sufferers are sensitive to changes in both eating and sleeping patterns. Vasoactive substances such as alcohol, tyramine, nitrate, and caffeine are also precipitating factors. Estrogen and progesterone in women play a great role in occurrence and timing of migraine attacks.Migraines don’t have a specific cure. The goal is to treat the symptoms immediately by changing and avoiding triggers. If one experiences regular migraines, they may be prescribed medicine to minimize the number of attacks. The medicines may include blood pressure medicines, antidepressants, and seizure medicines.Analgesics are drugs designed to relieve pain. There are various types of analgesics: acetaminophen (available without a prescription) and a various opioid analgesics.

Topic is to be a catastrophic event of some kind Research Paper

Topic is to be a catastrophic event of some kind - Research Paper Example It is known to be the most devastating hurricane to strike in the history of the United States. It completely destroyed vast regions including New Orleans and Mississippi. It has been estimated that more than 1,700 people were killed and some thousands were found to be misplaced. Going by the records, Hurricane Katrina is regarded as the costliest storm because the damages caused by it were worth billions of dollars. The devastation brought about by Hurricane Katrina had maximum effect on the poor population. The storm exposed the abject poverty, political inefficiency and longstanding corruption in the southern states of USA. (Laforet, 2010) Factors that influenced Hurricane Katrina Scientists have proved that formation of tropical hurricanes like Hurricane Katrina is facilitated by the warming of waters of the oceans. Anthropogenic activities are responsible for global warming by way of massive emissions of dioxide of carbon, methane and other gases into the atmosphere. The scienti sts have estimated that huge loss of wetlands in the southeast of USA which is important for maintaining ecological balance is one factor that influenced the devastation caused the Hurricane Katrina. This loss of wetlands in New Orleans city was partly caused by man’s actions. When one of the dikes surrounding the city broke the city was left to remain submerged in the waters. No step was taken to clear the water. Three years prior to the Hurricane Katrina, the government designed a plan for reducing the destructive effect that can be caused by future floods and storms. The plan was to strengthen the levees surrounding the New Orleans city and execution of the plan needed an amount of $14 billion. Although storms of massive strength were already predicted, the Bush administration approved a much lower budget of $2 billion for the plan. Their excuse was that funds were needed for the security of their country and for the war in Iraq. Now that the government has demonstrated it s indifference towards the woes of the people and its inability to make proper Risk Management Plans, Bush has tried to justify himself by explaining that it was not possible to anticipate the rupture of the levees which guarded the New Orleans city. (Valenzuela, 2005) Preventive Measures that could be taken Voices have been raised to declare that nothing could have been done to prevent the massive destruction caused by Hurricane Katrina. Such declarations cannot be considered as true and rather they are completely wrong. Although all damages could not have been averted, concrete and planned measures could be taken to minimise the effect of the storm. The areas that were destroyed by the hurricane lie along a path that has already suffered by destructive hurricanes many times in the past. In spite of that nothing was done to prevent the devastating event like Hurricane Katrina. New Orleans is one of the most vulnerable areas. It is surrounded by water on three sides and it lies belo w sea level. For many years there has been warning from engineers and scientists that if a major hurricane occurs, it would have devastating effect on New Orleans city which is guarded only by a network of levees and pumps. After the destruction caused by Hurricane Betsy in 1965, the levee system structure was altered to survive the force of category three hurricane, but Hurricane Katrina was of category four which is much stronger in force. It was predicted by the scientists that a hurricane

IB biology HL lab Investigate the effects of sodium bicarbonate and Report - 1

IB biology HL Investigate the effects of sodium bicarbonate and light intensity on the rate of photosynthesis of leaves through the observation of floating leaf discs - Lab Report Example In this experiment, the aim is to investigate on the effects of sodium bicarbonate and the intensity of light on the photosynthesis rate in green spinach leaves through the use of floating leaf disks. Being autotrophic organisms, leaves depend on the photosynthesis process that occurs in a series of enzyme mediated steps to capture light and build energy rich carbohydrates. Leaves, when put under water undergo the light-dependent reaction process, thereby producing and releasing oxygen to their interior parts; thus, causing them to rise. However, during the same process, another process, cellular respiration, takes place and consumes the produced oxygen. Therefore, this implies that leaves must have provided the source of carbon that would allow for photosynthesis to take place (Renger, 2008). The available carbon dioxide coupled with the amount of light that the plant receives, the rate of photosynthesis is influenced. With the aspect of sodium bicarbonate arising from the CO2, it is predictable that the same would have an effect on photosynthesis rate. In this lab report, data shall be presented for the variables of the study in categories of control, dependent and independent variables. The data collected shall be in the form of number of disks that floated during the experiment when subjected under different intensities of light and solutions. The hypothesis is that when the green spinach leaves are exposed to higher light intensities in the presence of the sodium bicarbonate, less time will be taken for the leaf disks to float. This is for the reason that there is an increase in the production rate of oxygen during the photosynthesis process that the leaf disks undergo. Upon setting up an experiment in the recommended manner using all the laboratory materials and procedures, the following data was recorded in relation to the number of leaf disks that float to the top of

FashionABLE company Case Study Example | Topics and Well Written Essays - 500 words

FashionABLE company - Case Study Example The paper "FashionABLE company" explores FashionABLE company. To increase its sales, the company may consider a range of strategies. One unique technique the company may apply is the ‘trunk show.’ A trunk show is an event of sales where products are presented or shown to the staff or select clients. The survey by Stella and Dot shows that the majority prefer in-store shopping. It is because it gives them the chance to see the products and make order requests as they wait for the seller to make and convey them. They are in a position to view or buy the goods before they are supplied in the market. The survey also reveals how the trunk show can be successfully implemented to increase sales. Many also said they would be interested in hosting such events if they get the opportunity. Targeting past FashionABLE clients will thus be effective since the former will be more committed to involvement in the trade. Through the trunk shows clients will be shown a video and photos to inform customers of the company’s mission. It will efficiently draw a connection between the company and its consumers. The quantified results of the trunk show reveal that the target market will be wider, since the target age will increase from (25-34) years to (19-55) years. Costs will include; client outreach, promotional video, advertising, trunk show information kit and other expenses. In the trunk show investment, every investment is temporary, apart from the kits. From FashionABLE income statement as at 31st December.

Stakeholder mapping Stakeholder analysis Essay Example | Topics and Well Written Essays - 2500 words

Stakeholder mapping Stakeholder analysis - Essay Example The stakeholders can very well be found beyond the formal structure of the company. Therefore in order to find out all the stakeholders, the company is also required to have a look at informal and indirect relationships as well. The company management has to make a balancing assessment and evaluate all such external forces in order to take them along with company’s objectives. Two major elements for stakeholder management are Stakeholder mapping and Stakeholder analysis. By managing the interest of stakeholders an organisation can enhance the wealth in such a manner that economic benefits can be generated by positive relationships between the organisation and its stakeholders (Preston and Donaldson, 1999). This necessitates that the service values as perceived by stakeholders are determined in an objective manner. This includes determination of elements like information and knowledge sharing about the functioning of the company, joint ventures, acquisitions and mergers, comple mentary resources and capabilities. In fact, at times, the operational direction of the company is set by the manner in which the stakeholders perceive the company, its missions and objectives. Key stakeholders like shareholders, employees, financers etc. often make use of influencing strategies to guide the organisation or to set the priorities for the company (Frooman, 1999). Therefore while taking crucial corporate decisions, it is necessary to know about the expectations of different stakeholders and to determine the extent to which they could and would exert their influence. Mitchell et al (1997) contend that an influential model of how stakeholders influence organisations is based on attributes of power, legitimacy and urgency. Johnson & Scholes (1999) define stakeholder as, â€Å"Stakeholders are groups or individuals who have a stake in, or expectation of, the organization’s performance.† Besides the owners

The Security Council Essay Example for Free

The Security Council Essay The Security Council of the United Nations was one of the original bodies of the UN formed with the United Nations charter in 1945. The Security Council was created to put all the superpowers of the world on equal footing, giving each one vote in binding resolutions for the member nations of the UN. The charter members with permanent seats on the council are the United States, France, Great Britain (the United Kingdom), Russia and China. In 1945, these nations were considered the most powerful on Earth and were charged with keeping the peace of the world. In addition to the five permanent seats, the Security Council is comprised of 10 other member nations elected by popular vote of the entire UN and serving two-year terms. Each member nation of the Security Council has equal power in theory, though in practice some deference is given to the permanent members. The Security Council can pass binding resolutions on the other member nations, but each council member can veto any resolution. As such, the Security Council rarely can form a consensus, though it often discusses major issues around the world. Often, the only time a consensus is reached is when the matter is so trivial or involves such a small country that it has no friends on the council. Though the council was set up to have inherent checks and balances, it has often become a staging ground for popularity contests and member nations have neglected the world’s best interests in favor of the more proprietary interests of their nation. This is how programs like the United Nations’ Oil for Food program have become corrupted by individual nationalism and greed. Furthermore, on the rare occasions when the Security Council can agree and pass a binding resolution, it has limited enforcement powers and often the only punishment for breaking a resolution is a verbal slap from the council. Some member nations, particularly the United States, have lead coalition forces on occasion to enforce UN resolutions, but these military actions often are disapproved by many member nations and the Security Council itself rarely votes in favor of military action. The end result is that the United Nations provides an interesting forum for smaller countries to air grievances and for all countries to point out flaws in their neighbors, but as a governing body, the United Nations and the Security Council has no teeth. It becomes like a restrictive parent who tries to tell a child what to do, but fails to enforce its own rules. In the end, no one respects the rule of the United Nations and might still makes right. Smaller countries object to the permanent members of the council and their might, both military and economic, but they also turn to those countries when they are the ones being oppressed. In short, the United Nations and the Security Council format need to be revisited and the UN must be given some enforcement power to assure that its resolutions are kept. Otherwise, it is a useless home of debate that is ignored and laughed at.

Motivation in Human Resource Management

Motivation in Human Resource Management In the fierce era of competition, organizations nowadays are more emphasizing on the management of Human Resources (Robert. L, 2008). Motivation; a key strategy in Human Resource Management has helped practitioners largely enough to subject the term Motivation for a discussion. Steers, Mowday and Shapiro (2004), asserted that employee motivation plays a vital role in the management field; both theoretically and practically. It is said that one of the important functions of human resource manager is to ensure job commitment at the workplace, which can only be achieved through motivation (Petcharak, 2002). According to Mishra and Gupta (2009) the world of work has changed significantly due to globalization over the past few years and organizations are being assessed against international standards and best practices. Consequently the emphasis upon people has increased. Conferring to the authors, since organization has to produce its outcomes through its employees, there is emphasis on motivation and concern for people through assessment, regular feedback, ongoing support and experience based initiatives. Motivation is important because of its significance as a determinant of performance and its intangible nature (Mishra and Gupta 2009). Generally if workers are demotivated, organizations are unlikely to operate affectively in achieving their goals and success; supported by Khan (2010), who points out that workplace dissatisfaction, usually leads to poor performance of employees and hence affect the performance of the organization as well. Therefore the concept of motivation is very important as motivated employees can help make an organization competitively more value added, hence profitable and highly motivated employees serve as the competitive advantage for any company because their performance allow an organization to well accomplish its goals (Danish and Usman, 2010). Based on these reasoning, this paper shall include analytical and empirical studies to reveal the discrepancies and feasibility aspect of the domain, as Rai (2004) put forward; motivation is crucial for good performance and therefore it is increasingly important to study what motivates employees for better performance. This section offers a review of literature, which explores the concepts, types and theories of motivation. Motivation Motivation is defined as a human psychological characteristic that add to a persons degree of commitment. It is the management process of in ¬Ã¢â‚¬Å¡uencing employees behavior. (Badu, 2005, p.38) Conversely, Bartol and Martin (1998) relate motivation to the force that stimulates behavior, provide direction to behavior, and underlies the tendency to prevail. In other words individuals must be sufficiently stimulated and energetic, must have a clear focus on what is to be achieved, and must be willing to commit their energy for a long period of time to realize their aim in order to achieve goals. However, other than motivation being a force that stimulates behavior, Vroom (1964) emphasized on the voluntary actions. Supported by Steers et al. (2004), Vroom (1964) defined motivation as a process governing choice made by personsamong alternative forms of voluntary activity. Similarly Kreitner and Kinicki (2004) assumed that motivation incorporate those psychological processes that create the arousal, direction and persistence of voluntary actions that are goal oriented. Quite differently from the other definitions, Locke and Latham (2004) identified that motivation influence peoples acquisition of skills and the extent to which they use their ability. According to the authors the concept of motivation refers to internal factors that impel action and to external factors that can act as inducements to action. The three aspects of action that motivation can affect are direction (choice), intensity (effort), and duration (persistence). Motivation can affect both the acquisition of peoples skills and abilities; and also the extent to which they utilize their skills and abilities (Locke and Latham 2004, p.388). In a nut shell, different authors have put forward the concept of motivation differently. Nonetheless, these definitions have three common aspects, that is, they are all principally related with factors or events that stimulate, channel, and prolong human behavior over time (Steers, Mowday and Shapiro, 2004). Intrinsic and Extrinsic motivation Following Lakhani and Wolf (2005), Lakhani and Von Hippel (2003) and Lemer and Tirole (2004), the current scholarly thinking favors a framework that considers two components of motivation given by intrinsic and extrinsic components. Accordingly, Lawler (1969) has defined intrinsic motivation as the degree to which feelings of esteem, growth, and competence are expected to result from successful task performance. This view bounds intrinsic motivation to an expectancy approach and expectancy theory which clearly indicates that intrinsic and extrinsic motivations summate (Porter Lawler, 1968). Moreover, according to Amabile et al. (1993) Individuals are said to be intrinsically motivated when they seek, interest, satisfaction of curiosity, self expression, or personal challenge in the work. On the other hand individuals are said to be extrinsically motivated when they engaged in the work to gain some goal that is part of the work itself. As per to the author this definition of intrinsic and extrinsic motivation is based on the individual perception of the individual perception of task and his or her reasons for engaging in it. Moreover, Amabile et al. further argued that intrinsic motivators arise from an individuals feelings with regards to the activity and they are necessary to adhere to the work itself. Conversely, extrinsic motivators although they may be dependent on the work, they are not logically an inherent part of the work. Extrinsic motivators refer to anything, coming from an outside source that designate to control work performance and include examples such as promised reward, critical feedback, deadlines, surveillance or specifications on how to do the work. Furthermore, in line with the concept of intrinsic and extrinsic motivation, De Charms (1968) suggest that external rewards might undermine intrinsic motivation. He further proposed that mans primary motivation is to be effective in developing changes in his environment and individuals seek for personal causation. According to the author because of the desire to be the origin of his behavior, man keeps struggling against the constraint of external forces. Thus, De Charms hypothesized that when a man perceives his behavior as originating from his own choice, he will value that behavior and its results but when he perceives his behavior as originating from external forces, that behavior and its results, even though identical in other respects to behavior of his own choosing, will be devalued. De Charms (1968) further argued that intrinsic and extrinsic motivation may interact, rather than summate that is the introduction of extrinsic rewards for the behaviors that was intrinsically rew arding may decrease rather than enhance the overall motivation. The introduction of an extrinsic reward put the individual in a dependent position relative to the source of the reward. The locus of causality for his behavior changes from self to the external reward and thus the individuals perception of self-control, free choice, and commitment deteriorate and hence do his motivation. De Charms (1968) also anticipated an interaction between the intrinsic and extrinsic dimensions given if rewards are withheld. The motivation to perform a task undertaken originally in order to obtain an extrinsic reward may increase if the reward is subsequently withdrawn. This inexplicable effect develops because of the liberation of the individuals intrinsic motivation following the reduction of extrinsic controls over his behavior. In addition Frey (1997) note that high intrinsic work motivation evolving from work which is interesting involves the trust and loyalty of personal relationships and is participatory. However, under certain circumstances, intrinsic motivation can be diminished, or crowded-out by external interventions like monitoring or pay-for-performance incentive schemes. This was also supported by Frey and Jegen (2001) who reviewed the literature on intrinsic motivations and found that the evidence does suggest that incentives sometimes do crowd-out intrinsic motivations. Besides, Frey (1997) suggests that the important matter is whether the external intervention is in the form of a command or a reward. Commands are most controlling in the sense that they seize self-determination from the agent, while rewards might still allow autonomy of action. The maximization of employees motivation to attain the organizations goals can only be obtained through a complete understanding of motivation theories (Reid 2002). There is a wide variety of theoretical frameworks that have been developed in the attempts to explain the issues related to motivation. Stoner, Edward and Daniel (1995) has described two different views on motivation theory, given by the earliest views and the contemporary approach which can further be subdivided into content and process theories. Theories of Motivation The earliest views of motivation One of the earliest views of motivation is Frederick W Taylor et al. (1911) scientific management theory. Taylor (1911) with regards to employee motivation proposed a paternalistic approach to managing employees which is based on a combination of job training, performance related pay system, improved employee selection techniques, and job redesign, including the introduction of ergonomics. According to Taylor (1911), workers are economic men and in order to motivate them, workers should be paid higher wages. The author also argued that the higher is the wage rate, the higher will be the level motivation and productivity. Furthermore, Taylor points out that many payment methods were ineffective, as they did not reward efficiency and he believed that a differential piece-work incentive system should be replaced with a piece rate incentive system (Wren, 2005). In other words workers should be paid according to the number of units produced in order to motivate them to work. On the other hand in line with building on the concept of motivation Elton Mayo (1953) came up with the Human Relations approach whereby the emphasis is laid on non-economic motivators. According to Elton Mayo (1953), if objectives of organizations are to be met, it must attempt to understand, respect and consider the emotions, sense of recognition and satisfaction that is the non-monetary needs of workers. He believed that employees are not just concern with money but also they need to have their social needs to be met in order to be motivated to work. He is of view that workers enjoy interactions and managers should treat them as people who have worthwhile opinions. Furthermore, McGregor (1960) postulates Theory X and Theory Y which is based on assumptions about people and work. According to this theory, there are two types of assumption made with regards to employees whereby theory X assumes that employees are lazy and therefore theory X suggests that in order to motivate employees a more autocratic style of management is required. On the other hand theory Y assumes that workers enjoy work, committed to objectives of the organization and will apply self control and self directed in the pursuit of organizational objectives and therefore does not require external control. Content theories of motivation Content theories tend to focus on individual needs and attempt to explain the factors within a person that stimulate and stop behavior, in other words they focus on identifying factors that motivate people (Reid, 2002). According to Bassett-Jones and Lloyd (2005), content theory assume a more complex interaction between both internal and external factors, and explored the circumstances in which individuals react to different types of internal and external stimuli. The most well known content theory of motivation is the hierarchy of needs which has been put forward by Abraham Maslow (1943). According to Maslow, people are motivated by five types of needs and in order to motivate people to work more productively there is a need to offer them opportunity to satisfy those needs. He proposed that basic needs are organized in a hierarchy of prepotency and probability of appearance (Wahba and Bridwell, 1973). These needs include physiological needs, safety needs, social needs, self-esteem and self-actualization. Maslow argued that once a lower order need is fulfilled, the next level of needs in the hierarchy comes into play that is once employees satisfy the lower order needs they will next consider the next level of needs. The author further argued that unfulfilled lower needs dominate ones thinking and behavior until they are satisfied (Berl et al. 1984). However this theory has also been criticized to a large extent, for example Wahba and Bridwell (1973) argued that based on the ten factor analytic studies that have attempted to test Malows theory; there is no clear evidence that human needs are classified into five different categories, or that these categories are organized in a special hierarchy. The authors contradict Malows proposition and points out that, none of the studies has shown all of Maslows five need categories as independent factors (p. 516), for example some studies have showed that the self-actualization needs may emerge as an independent category. They also argued that studies have also proved the issue of need deprivation and the domination of behavior to be different from that suggested by Maslow. Moreover results have also proved that either self-actualization or security are the least satisfied needs and social needs are the most satisfied. Therefore the degree of satisfaction of other needs varies greatly that is it is difficult to determine their general pattern and these trends are not the same as proposed by Maslow (Wahba and Bridwell, 1973). Conversely, Alderfer (1972) in the attempt to address the short comings of Malows theory proposed an alternative to Maslows theory which he termed as the ERG theory and postulate a three level hierarchy. Alderfer grouped Maslows five categories of needs into three categories given by Existence, Relatedness and Growth. According to the author, people are motivated by these three groups of core needs and he asserted that as one level of need is satisfied another takes over but if a need is not satisfied on a continuous basis, the individual may decide to give such a need a low priority. Nonetheless, while Maslow and Alderfer presented the concept of motivation in a hierarchy, McClelland (1961, 1971), ignored the concept of hierarchy and put forward a theory known as the acquired need theory that emphasize on three types of needs namely, need for affiliation, need for achievement and need for power. McClelland is of view that individuals experiences are acquired through life experiences that is they are learned. According to this theory individuals possess several needs, and when these needs are activated they serve to motivate behavior and this is to the contrary of Maslows proposition of a continuous progression throughout the hierarchy of needs (Steers et al. 2004). Moreover, also put differently Herzberg et al. (1959) sought to understand how work activities and the nature of an employees job influence motivation and performance. They proposed a theory that involves what they termed as motivators and hygiene factors and argued that motivation factors tend to increase job satisfaction while hygiene factors tend to decrease job satisfaction. According to Herzberg the most crucial difference between the motivators and the hygiene factors is that the motivator factors involve psychological growth while the hygiene factors involve physical and psychological pain avoidance. The authors examined motivators and hygiene factors in the workplace and proposed that where job satisfaction was high there would be corresponding high motivation. Herzberg (1959) further argued that work motivation is influenced to a large extent by the degree to which a job is intrinsically challenging and provides opportunities for recognition and reinforcement. However despite that Herbergs theory has been widely accepted by managers (e.g Latham 2007, Miner 2005, Steers and Porter 1983), this theory has been criticized by many authors. For example Reid (2002) argued that the work of Herzberg is an examination of job satisfaction rather than motivation of employees. Reid also argued that no matter how much emphasis is laid on factors that are intrinsically rewarding, if hygiene factors such as low pay is not addressed, their full effect cannot be felt. Moreover, also Brenner et al. (1971) contradict Herzberg proposition that motivation factors increase job satisfaction and hygiene factors leads to job dissatisfaction and points out that his study and others indicated that the employees received job satisfaction and job dissatisfaction from both the motivating and the hygiene factors. Similarly Locke (1976) assessed Herzberg two factor theory and argued that job satisfaction and dissatisfaction result from different causes. Locke also argued that the two-factor theory is inconsistent in classifying factors of satisfaction. Process theories of motivation Along with the content theories, there are also different process theories. According to Viorel et al. (2009) the content theories emphasize on specific factors that motivate workers with regards to certain necessities and aspirations, while the process theories emphasize on the processes and the psychological forces that have an impact on motivation. They start from the premise that motivation starts with the desire to do something. The process or cognitive theories are more useful to the managers compared to the content theories because they provide more realistic principles with regards to the motivation techniques (Viorel et al. 2009). Vroom (1964), in the interest to study motivation developed an alternative to the content theories which is known as the expectancy theory. Vroom suggest that there are three mental components that are considered as instigating and directing behavior and these are referred to as Valence, Instrumentality, and Expectancy. He argued that employees rationally analyze different on-the-job work behaviors and then choose those behaviors which they believe will lead to their most valued work-related rewards and outcomes for example promotion. Moreover, Porter and Lawler (1968) expanded Vrooms work to identify the role of individual differences for example employee abilities and skills and the role clarity in relating job effort to actual job performance. Porter and Lawler also explained the relationship between performance and satisfaction. They argued that this relationship is mediated by the extent and quality of the rewards that employees receive in return for their job performance. In addition to expectancy theory Adams (1963), developed the equity theory to clarify how employees respond cognitively and behaviorally with regards to unfairness in the workplace. Adams suggested that employees develop beliefs about what constitutes a fair and equitable return for their job performance and contributions therefore employees always compare their efforts and the associated rewards with that of other employees and in case there is a situation whereby there is an element of injustice or unfairness there is an imbalance that is a perception of inequity will result. The author is therefore of view that when perception of inequity occurs the employee will get engaged in activities in order to reduce the inequity that is the negative feelings of dissatisfaction will motivate the individual to do effort to redress the inequity. On the other hand, quite differently Latham and Locke (1979) came up with the goal setting theory. According to Latham (2004), the underlying premise of the goal setting theory is that ones conscious goals affect what one achieves (p. 126). The author argued that this is because a goal is said to be the objective or aim of an action and having a specific goal result to improved performance. Employees with specific hard goals tend to perform better compared to those with vague goals and that a goal is a standard for assessing an individuals performance. Moreover, Latham also suggested that to the extent that the goal is met or exceeded, satisfaction increases; and conversely, to the extent that performance falls short of the goal, ones satisfaction decreases (p. 126). While content theories have tended to focus on needs of people and process theories have focused on factors motivating people, Adair (2006) have brought some new issues in the field of employee motivation and developed a new theory of motivation known as the Fifty-Fifty rule. Unlike the authors of content and process theories, Adair is of view that motivation lies both within an individual as well as external to the individual. According to the author, 50 percent of motivation lies within a person and fifty percent lies outside the person however Adair points out that this theory does not assert for the exactly fifty-fifty proportion in the equation but it only emphasized on the idea that a considerable part of motivation lies within a person while a considerable part lies outside and beyond its control. Through these theories, it can be said that work motivation has been characterized by dimensions such as interesting job, ability to perform, recognition, adequate pay, and feedback on performance (Dwivedula and Bredillet, 2010). However according to Meyer et al. (2004) it is also very important to consider differences in the psychological states, or mindsets that can accompany motivation. Therefore, Meyer et al. (2004) argued that motivation theories developed in other areas of psychology render a convincing case that motivation is multidimensional. Opponent-Process Theory and Adaptation-Level Theory The opponent process theory, proposed by Solomon and Corbit (1973, 1974), explain that there are pairs of emotions that play in opposing pairs and when one of these emotions is experienced, the other is temporarily suppressed, however when one emotion is activated the opposite one is also activated. The author argued that the theory accounts for the existence of psychological mechanisms for the automatic or autonomic control of affect, such that repeated pleasures lose a lot of their pleasantness and make one potentially capable of new sources of suffering; in the same vein, repeated aversive events lose a lot of their unpleasantness and make one potentially capable of new sources of pleasure (Solomon 1980, p.709). According to Bowling et al. (2005) proponents for this theory provide for a specific way in which job satisfaction is influenced by both the person and the environment. This theory is said to be a complementary explanation for job satisfaction stability that can be integra ted with the argument of dispositional and with adaptation-level theory (Bowling et al. 2005). Bowling et al. (2005) argued that the adaptation-level theory (Helson, 1948, 1964a, 1964b), offers one potential explanation for the temporal stability of job satisfaction (p. 1046). Bowling explained that the theory postulates that someones evaluation of an outcome is said to be a function of previous experiences outcomes. For example, an employee who has worked for years without a pay raise would be expected to respond positively to even a small pay increase because this change in pay would be different from that individuals adaptation level, however the positive response would be temporary as the persons adaptation level would eventually change as the experience of the pay increase is integrated into the employees adaptation level (Bowling et al. 2005). Self-Regulatory Theory Moreover quite differently, Higgins (1997, 1998) proposed the regulatory focus theory that draw important differences in the processes through which individuals approach pleasure and avoid pain. Huggins proposed that individuals have two types of motivational systems given by a system that regulates rewards (promotion focus) and one that regulates punishments (prevention focus). According to the author people who operate primarily within the promotion focus are concerned with accomplishments, are sensible towards the existence or absence of rewards, adopt a goal attainment strategy, are more creative and are more willing to take risks. However, people who operate within the prevention focus tend to be more concerned with duties and responsibilities and are more sensitive to the existence or absence of punishments. Moreover the regulatory focus is ascertained both by situational and chronic factors (Higgins, 1997, 1998). Job Characteristic Model (JCM) On the other hand Hackman and Oldhams (1976) proposed the Job Characteristic Model (JCM) and identified five core job characteristics namely: skill variety, task identity, task significance, autonomy, and feedback. According to the authors the core job characteristics are three determinants of the critical psychological states namely skill variety, task identity and task significance which contribute to experienced meaningfulness; autonomy to experienced responsibility; and feedback to knowledge of results. The critical psychological states in turn are projected collectively as promoting job satisfaction, internal work motivation, performance and reduced absence and labor turnover. The model assumes that autonomy and feedback are more important than the other work characteristics and people with higher growth need strength will respond more positively to enriched jobs than others (Parker et al. 2001). Activation theory Besides, quite similar to the JCM, Anderson (1976, 1983) came up with the activation theory whereby he argued that the strongest motivating factor is the work itself however over time as the worker get used with the environment and learns the responses required in the repetitive task there may be a fall in the activation level or job stimulation. It is important to highlight that over time all work tends to become repetitive after the job has been practiced and therefore a wide range of dysfunctional and non-task activities must be pursued to offset the fall in the job stimulation level (Milbourn 1984). Moreover according to Milbourn (1984), if dysfunctional activities are addressed, managers can consider enriching jobs through job redesign to reduce monotony at work in order to maintain job stimulation. Motivational practices in Organizational environment According to Islam and Ismail (2008) the theories mentioned continue to offer the foundation for organization and managerial development practices to a large extent. Along with the above theories, during the last decade, based on employees motivation many empirical studies have been carried out (Islam and Ismail, 2008). For example, Milliken (1996) has accounted for way the Eastman Chemical Company motivate and retain its employees and according to the author the ways or incentives adopted were job security, performance-based appraisal system, extrinsic recognition through employee suggestion system, providing performance feedback and the provision of training in problem solving, etc. In addition Kovach (1995) has described the ranking of ten motivational factors made by the employees and their immediate supervisors and Kovach has found that to a large extent the rankings made by the supervisors differed to those made by the employees. He pointed out that managers make mistakes by th inking that what will motivate them will also be the same for the employees. On the other hand Bent et al. (1999) carried out research in small food manufacturing businesses whereby respondents were asked to complete, using a five-point Likert scale about how they felt motivated and then how satisfied they were with their jobs and the authors found that the degree of positive motivation was high. According to Bent et al. (1999) the employees were either very or moderately motivated with their jobs, however it was important to note that no respondents stated that they were either very motivated or very dissatisfied with their job. The authors also argued that issues which are associated with individual management style include lack of appreciation from management to feel for the work of employees and that there was also poor communication contributing to low job satisfaction and this contrasts with the identification by employees, of the motivating or satisfying qualities of a good management style. Moreover, another issue raised by the employees was that of t raining and this was both in terms of effective training contributing positively to job motivation and in terms of poor or lack of training which caused demotivation (Bent et al. 1999). Furthermore VAITKUVIENÄ- (2010) conducted research in two Swedish manufacturing companies given by, the company Frilight AB which manufactures yachts, boats and lightning equipment for camps, and the company Enitor Plast AB which manufactures different types of plastic parts. The author reported that the workers were found satisfied with the working conditions, training of staffs and career opportunities. The author argued that the Swedish employees were motivated and that the employees do not avoid responsibilities and follow directions. VAITKUVIENÄ- (2010) also found that almost all employees are stimulated with the organizing of recreational tours, holidays and events. According to the author more than half of employees in the Sweden manufacturing companies are stimulated through gifts on various occasions (birthdays, holidays), free meals at work, health insurance coverage, work, clothes, equipment, travels for the company employees, days off, recognition and good working conditions and therefore the author pointed out that the employees of the manufacturing companies consider non-financial motivation tools to be more important. Eventually, Dwivedula and Bredillet (2010), in line with the authors Cummings and Blumberg (1987) pointed out that studies from the manufacturing sector emphasize on the importance of providing autonomy, and skill variety to the employees which are otherwise absent. On the other hand Adler (1991) observed and concluded that manufacturing firms rely on job rotation, and voluntary job switching to motivate the employees. Moreover, Galia (2008) supported by Dwivedula and Bredillet (2010) reported that more recently it has been observed that, in a survey of 5000 manufacturing  ¬Ã‚ rms by SESSI (Industrial Statistics Department of the French Ministry of Economics, Finance, and Industry), practices such as autonomy at work, incentives to promote creativity have been widely adopted in order to motivate the workers.