Dream Job Essays -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚   Career Project A career I would be interested in pursuing is being a park ranger. This job interests me because I love spending time outdoors and with people. It also is an interest of mine to keep our wonderful parks and woodland environments safe and to have them still be around for many more generations to come.   Ã‚  Ã‚  Ã‚  Ã‚  The job of a park ranger is to enforce laws, regulations and policies in national, state, county, or municipal parks with dangerous wildlife, bad terrain, or in bad weather situations. Park rangers do task such as vehicle and personal registration, fee collections and issuing of permits. They must give information about the park use, safety requirements and special points of interest. Park rangers also help in the care and maintenance or parks. They help visitors utilize the natural surroundings that they visit. Park rangers are involved in the police aspect of parks also. They direct traffic, investigate accidents, and patrol to help prevent fires, theft, and vandalism. They can evict or arrest persons who violate park rules and regulations. Park rangers take part in rescue and first aid when needed. Rangers in certain climates might specialize such as snow safety or avalanche control. Conservation is key with park ranges. They study wildlife behavior, plants, wa ter, and pollution, plus the use of parklands. Some may be involved in the planning, construction, maintenance, landscaping, or management ...

An analysis of variations in style in comparison to Standard English Essay

1. Introduction As in every language there are many different dialect in British English. It has always been and continues to be a language of dialects. Wherever one goes in England there are very obvious differences between the ways in which people speak in different places. This is often a big shock for people who have been learning Standard English which is the variety of English that is held to be ‘correct’ in the sense that it shows none of the regional or other variations that are considered by some to be ungrammatical, or non-standard English. Non-English school-kids learn SE at school and expect to understand every English person once they enter the country. But the English they learn at school differs from the language which is being spoken in Britain. Of course, SE is used in the media and by public figures, and therefore it has prestige status and is regarded by many as the most desirable form of the language.1 But the English do not speak like that – linguistic reality is different. Not only the words which are being used sometimes differ from Standard English even the grammatical structures vary at times. This work tries to present the differences between Standard English which is being taught at German schools and the dialects which are spoken in England. Altogether these factors might lead to confusing situations at times. German school-kids could hear words in England which they were told not to pronounce in that way when they were learning English at school. Hughes and Trudgill2 speak of two ways of dealing with the problem of native Britons not being able to speak their own language correctly. They point out that for learners it is not relevant weather their hear correct English or not. The problem which their are confronted with is to understand what they hear from the native speakers and which language-features they can adapt into their own speech. The second point they speak of is if that â€Å"the notion of ‘correctness’ is not really useful or appropriate in describing the language of native speakers.†3 To find those differences I will analyse German English books from a Orientierungsstufe4, literature about dialects in Britain as well as private sources. I will try to analyse the gap between German school English an find possible solutions for that problem. 11 At the beginning of my approach I will be presenting a selection of different accents regarding their regional usage. In the following point I will analyse Standard English which is being taught in German schools and compare these results with the accents mentioned beforehand. After that I will summarize my approaches and try to find explanations as well as possible solutions. 2. The main dialects I want to start off with the presentation of the main dialects of the English language. For this I will adapt the Dialectology of Baugh5 who differentiates between Northern, West Midlands, East Midlands and Southern. In Old English they were divided into Northumbrian, Mercian, West Saxon and Kentish6. Of course there are far more divisions of accents but this would exceed the length of this piece of work. Additionally, I will conclude Cockney7 in my analysis. 2.1. Northern English This dialect is also knows as Geordie8. The Northeast area contains the urban centres of Newcastle, Sunderland, Middlesborough and neighboring areas. Trudgill9 defines some of the best-known characteristics of the modern Northeast pronunciation which include the following. According to him the accent, as we have seen, does not have the diphthongal pronunciations of the long ‘a’ vowel in made, gate, face that are more typical of the south of England, and the same is true of long ‘o’ as in boat, road, load. It can be defined as a certain kind of simplification. Instead of the Standard English Combination of two vowels in boat [bà ¯Ã‚ ¿Ã‚ ½ut] only one vowel is being used: [oo] The same phenomenon can be found within the pronunciation of words like made, which are not being pronounced [mà ¯Ã‚ ¿Ã‚ ½id] but simplified [mehd]. Trudgill also points out that words that have al in the spelling are pronounced with a vowel of the type ‘ah’, so that all is ‘ahl’ and walk is ‘wahk’. A Geordie-joke makes this difference clear in a funny way: A non-Geordie doctor who asks his patient if he is able to walk makes the patient interprets as a query about work ans replies â€Å"Wawk! I cannot even wahk yet!† 11 The second part of the Northern area, the Lower North and Central North, covers, according to Trudgill, a large area stretching down from Carlisle to Sheffield and covering Cumbria, most of Yorkshire and parts of Lancashire. He points out that this dialect differs from the Northeast by not having ‘ee’ in very. 10 Another remarkable factor he mentions is that he Central North also contains a sub-area in which an interesting type of consonantal change takes place in certain conditions. What happens is that the voiced consonants ‘b’, ‘d’, ‘g’, ‘v’, ‘z’ and ‘j’ change to their voiceless counterpart ‘p’, ‘t’, ‘k’, ‘f’, ‘s’, and ‘ch’ if they occur immediately before any of these same voiceless consonants.11 The examples â€Å"E wood goh† (â€Å"He would go†) and â€Å"E woot coom† (â€Å"He would comeà ¢â‚¬ ). They would pronounce the expression â€Å"I don’t know† like â€Å"I doont noo†. Another point is that this dialect is quite similar to the accent Indians or Pakistanis have when they talk English. Many of these dialectal features also appear in their accent. These shared features could be analysed in future for the Asian community in Britain is increasing steadily is growing. Which words, expressions are being brought into English through them would be interesting to find out. 2.2. West Midlands The central town for this accent is Liverpool. for the accent is very distinctive for this area called Merseyside. It has been mainly influenced by Irish immigrants during the nineteenth century. Hughes/Trudgill12 describe the Liverpool accent defining several features of which I will be mentioning a few. 1. a) There is no contrast between pairs of words like put and putt, both being pronounced [put]. b) [à ¯Ã‚ ¿Ã‚ ½] occurs in words like dance, daft etc. [†¦] c) Words like book and cook have the vowel [u:] 2. Unlike in other northern urban accents (but in common with Newcastle), the final vowels of words like city and seedy is [i:] 3. A relative infrequency of glottal stop occurs. 4. [h] is usually absent, but is sometimes present (him an her) 5. The suffix -ing is [in] 11 2.3. East Midlands Based on own experience I can say that one of the clearest markers for the East Midland accent can be defined as a kind of parallelism to German which also appear in the Liverpool accent at times. The word bus, for instance, is not being pronounced [bas] but [bus]. Here, the vowel [u] is being pronounced the same way as in German. The same phenomenon can be found in words like. Another marker for East Midland accent is the pronunciation of the vowel combination [oe] like in shoes, where it is being changed to [à ¯Ã‚ ¿Ã‚ ½] – [shà ¯Ã‚ ¿Ã‚ ½z]. Speakers in this area may even have short ‘e’ at the end of words like coffeh13. Trudgill mentions a diagnostic sentence for this area: â€Å"Veri few cahs mayd it up the long ill.†14 2.4. Southern English Some of these dialectal features of Southern English are similar to the welsh accent. Trudgill states that the Bristol speech is famous for the presence in this accent of a phenomenon called the â€Å"Bristol I†. He explains that in the Bristol area, words such as America, India, Diana, Gloria are pronounced with a final ‘I’. Undoubtedly, foreigners would be quite confused hearing words like Americal, Indial and Dianal. This feature might be a result of hypercorrection, according to Trudgill.15 In the South the glottal stop is very common as a pronunciation of ‘t’ which can be found in words like better, water, bet and what. This feature can also be found in Cockney or Midland areas. Trudgill mentions the diagnostic feature of the South are the lack of ‘y’ in few, which differentiates it from all other English regions except the Northeast, although today ‘h’ is rapidly being lost.16 He also notes that it a typical factor for East Anglia is â€Å"the lack of distinction between the vowels of here and there, so that peer sounds like pair, here like hair and deer like dare.†17 2.5. Cockney Cockney can be counted as a very special dialect because it can only be found amongst people who live in and around the London area. Let alone the name for this accent is special because it does not refer directly to the region. 11 The term Cockney originally stems from the middles ages where it was applied to an effeminate person, simpleton or a particularly weak man from a town as opposed to a countryman who was regarded as tougher. In the 17th century the term changed and came to mean specifically a Londoner. The six most striking features of Cockney are18: 1. r is pronounced only when followed immediately by a vowel-sound. So, in the demonstration below, no r is pronounced in flowers. (Some New England accents and Southern U.S. accents have this same feature.) 2. h is usually omitted (home in the demonstration words); in self-conscious speech it’s articulated very strongly. 3. l is pronounced only when a vowel-sound follows (so no l is pronounced in hole, etc.). 4. Voiceless th is often, but not always, pronounced as f (breath, etc.). 5. Voiced th is likewise often but not always pronounced as v (breathe, etc.) This feature is also found in Southern U.S. lower social class speech. 6. The long vowels are all diphthongs, as one can hear from the demonstration words. Notice especially the difference between force etc. (spelled with r followed by a consonant, though the r is not pronounced) and poor etc. (spelled with r not followed by a consonant, though again the r is not pronounced). More examples for this would be: price [proià ¯Ã‚ ¿Ã‚ ½] mother [mawa] little [li’ou] –> with a glottal stop in the middle note [no’] –> with a glottal stop at the end bowl [bao] Cockney has another speciality. It consists of a special vocabulary which is called Cockney rhyming slang. It has been evolving in the East End of London since the sixteenth century. It is thought to have originated from the seamen and soldiers who used the London docks, from the Gypsies who arrived in the fifteen hundreds, from the Irish residents and the Jewish faction and from all the other ethnic minorities which have made up the population of the city.19 11 It is said to have started as a way for costermongers20 to communicate without letting their customers know what they were saying. The slang usually consists of two words, e.g. butcher’s hook = look but sometimes only the first word is used in conversation. For example, someone might say â€Å"I had a butchers at her barnet and her titfer† meaning I had a look at her hair (barnet fair) and her hat (tit for tat). One has to know, though, when to use the whole phrase and when to abbreviate. Another example: â€Å"Would you Adam and Eve it? I was on me Jack Jones when I saw me old china half inching a whistle from the market. Well, I ain’t no grass and he’s borassic, so I kept me north and south shut.† Translation: â€Å"Would you believe it? I was on my own when I saw my old mate (friend) pinching (stealing) a suit from the market. Well, I’m not a nark (informer) and he’s skint (got no money, hard up) so I kept my mouth shut.† In the Internet a whole dictionary can be found consisting of old and new Rhyming-Slang. The freshest contribution was the expression â€Å"Becks and Posh† for food. Food is also called nosh which rhymes with the nicknames of the famous David and Victoria Beckham, nationwide known as â€Å"Becks and Posh†21. This last example makes it clear that the rhyming slang does not have and economical reasons behind. It is more or less result of playing with words which the English are very fond of (for example in newspaper headlines). Additionally it is of course, the sense of togetherness, a kind of linguistic fellowship by defining a secret language as a code of London residents whereas this point, regarding the high population rate, refers more to small groups of people. 3. Standard English – English-teaching in lower-saxony English has the status of a global language – nearly everybody applying for a good job needs to prove his or her English skills. The competition is getting harder and harder. This is one of the factors leading to the current discussion whether to introduce English to schoolchildren at an even earlier age then 10. Some primary schools offer this already. Another interesting fact is that more and more schools offer bilingual teaching. The Ricarda-Huch-Schule in Braunschweig, for instance, offers several subjects being taught in English to make the children learn both, biology and English, at once. 11 Like this English finds its way into our life in more and more ways. But coming back to education a problem arises. Of course, children cannot learn every single accent being spoken in England, so that is why there are set forms for the learning process. They are identical to the language understood by the term of Standard English. Different then in Germany there cannot be found any accent-free regions in England. In comparison to that you can find unofficial figures which tell us that Hanover is most likely to be accent-free. Standard English, on the other hand, is more of an indicator for an upper social status, it can be seen as a class-dialect, owing it’s origin in the main not to geographical but to socio-economic causes. At the end it is quite a thin border between the English which is being taught at foreign schools and the English which is meant to represent â€Å"poshness†. Wakelin22 marks â€Å"that a distinction must be made between Standard English, which is a dialect in use by educated speakers of English throughout the world, and ‘Received Pronunciation, which is the accent of English usually associated with a higher social or academic background, with the BBC and the professions, and that most commonly taught to students learning English as a foreign language.†23 So one has to clearly differentiate between Received Pronunciation (RP) and Standard English (SE). So, why is Standard English so different from the other accents then? Wakelin defines that â€Å"Standard English is the sort of language used when communicating beyond the family, close friends and acquaintances, whereas dialect is nowadays often kept for intimate circles.†24 So it can be seen as the most relevant English accent which can be understood everywhere and is compatible to every region in England. This type of English as being called â€Å"normal English† by Randolph Quirk25 is being taught children and adults all around the world. The following graphic tries to illustrate the violation which arises when both Standard English and regional accents clash. 11 People with different mother tongues learn English as their first or as another foreign language. They all refer to the same Vocabulary, use the same grammar and expressions which have been set by the Standard English-norm. 3.1. Comparison to English accents The chapter of â€Å"English Sounds† prepares the learning schoolchildren with the explanation that English words are often being pronounced differently than they are written and defines some words by using the phonetical alphabet.26 I want to show the differences of Standard English and English accents by directly comparing several words to each other. Referring to the pronunciation I want to compare the word but which is being pronounced with a short [u] in South England and with a long [oo] in Northern England27 whereas schoolchildren learn to pronounce the word but with an [28? There is one area of England where the ‘y’ sound has been lost as a result of a historical process. This can be found in words like beauty [booty], music [moosic] and few [foo]29 and is probably going to spread more with the years. 11 Whereas in foreign schools it is still being taught that music should be pronounced [‘mju:zik]30 and beautiful [‘bju:t?f?l]31. The pronunciation of milk also differs. â€Å"Camden Market† teaches the children to pronounce it [mà ¯Ã‚ ¿Ã‚ ½lk]32 but the pronunciation according to the modern dialectology says that â€Å"in a large area of southeastern England this consonant has aquired a short ‘oo’-like vowel in fron of it, or, especially in London itself, has disappeared altogether, leaving only the ‘oo’ behind.†33 So in this case the word milk is being pronounced [mioolk] which is being defined as a quite a recent change but spreading rapidly through the country. Now shifting over to the less problematical field of lexical variations it can be said that there are several words with the same meaning – but regionally fixed. Words like the Standard English term gymshoe are known as the general term but in England they have more expressions for that. In the southern region they are called plimsolls, in middle English they are called pumps and people living in and around Newcastle talk about sandshoes.34 The word ear has also has different regional variations. In the North they talk about lugs and around Nottinghamshire one can also hear them talking about tabs. The Eastern part of England also might use lug. Standard English, of course, only teaches ear. 4. Summary On the whole it there is a big gap to be found between the English which is being taught in schools and the English which is being spoken in England. My analysis makes it quite clear that several difficulties occur when a person who has been learning English for five years and thinks he is now prepared for the linguistic challenge in England. The reality is different, as my paper shows. There is nearly nobody who speaks accent-free English but on the other hand Standard English mixes into the accents more and more. The loss of pure dialects is being mourned about in the whole country. The dialects are no longer ‘pure’, if they ever were, but contain a large admixture of Standard English or pseudo-Standard forms, as Wakelin35 mentions. The main reason for this development might be the result of the following problem: 11 In England is that people often get discriminated because of their language. The dialect is a clear social marker these days. Many countries have problem with racism, but in England people sometimes get discriminated against if they sound different. For example: A Scouse accent refers to a very rough area and there are chances are that the speaker is a thief A Posh accent: If people talk like this then they are supposedly educated, and can be trusted. Others would think your a rich person, and that your stuck up and you went to a boarding school. A Brummie accent: If a person speaks like this, then chances are that people think he is stupid. A Geordie accent: For some reason, the geordie accent is more comforting to southerners in England out of all the northern accents. Even though a Geordie can live in just as much a rough area, than a scouser if not rougher. A Yorkshire accent: There is a saying about this dialect called â€Å"Yorkshire born, yorkshire bread, thick in the arm and thick in the head?† A Cornish accent: If somebody talks like this most people think they are a farmer. The significance of accents and their cultural and social associations is well represented in films and on television in Britain. The critically acclaimed 1964 file â€Å"My fair Lady† based on George Bernard Shaw’s 1912 play, Pygmalion is often referenced in linguistic discussions as a example of how social class and accent were, and are still, inextricably linked in Britain. Over the past years, numerous television series have also provided viewers with a glimpse of the lives and accents of the Cockney population of London. The Cockney English section talks more about the current, very popular long running television series â€Å"EastEnders†. This opposes my supposition that Standard English might not be the right form to teach people English or should only form the basis of the linguistic education. The fact that the dialects are slowly dying and Standard English is spreading all over the world questions this. Additionally, more and more immigrants from mainly the Asian region bring in a new Standard English which I have been mentioning in point 2.1. At the end, I would say that English language teaching should be more concerned about real life and the real speech avoiding throwing the young learners into a cold pool when they enter the country. 11 A possible solution for this could be to strengthen the bonds of international relations between schools. Pen-friendships and school-exchanges could provide the basis of a more reality-based teaching which would undoubtedly also have the effect of arousing the children’s enthusiasm of learning English. 5. Literature Baugh, A.C.: A History of the English Language, p. 235 Davis, Lawrence M.: English Dialectology. Alabama/USA: 1983, p. 8 Edelhoff, Christoph (Hrg.): Camden Market. Hannover: 1998, p. 146 Hughes, Arthur and Trudgill, Peter: English Accents and Dialects, London: 1996. p. 1 Trudgill, Peter: The dialects of England. Oxford: 1990, p. 51 Wakelin, Martyn F.: English Dialects. An Introduction. London: 1977, p. 5 Quirk, Randolph: The Use of English. London: 1962, p. 95 Internet: http://www.cockneyrhymingslang.co.uk/ http://www.derek.co.uk/cockney.htm http://www.geordie.org.uk/ http://www.phespirit.info/cockney/ http://www.usingenglish.com/glossary/standard-english.html 1http://www.usingenglish.com/glossary/standard-english.html 2Hughes, Arthur and Trudgill, Peter: English Accents and Dialects. London: 1996, p. 1 3s. a. 4Orientierungsstufe Westhagen/Wolfsburg 5Baugh, A.C.: A History of the English Language, p. 235 6Davis, Lawrence M.: English Dialectology. Alabama/USA: 1983, p. 8 7Most common accent in and around London 8http://www.geordie.org.uk/ 9Trudgill, Peter: The dialects of England. Oxford: 1990, p. 67 10Trudgill, Peter: The dialects of England. Oxford: 1990, p. 67 11see above 12Hughes, Arthur and Trudgill, Peter: English Accents and Dialects. New York (1996), p. 92 13Trudgill, Peter: The dialects of England. Oxford: 1990, p. 71 14see above, p. 72 15see above, p. 73 16see above, p. 72 17see above, p. 74 18http://www.derek.co.uk/cockney.htm 19http://www.phespirit.info/cockney/ 20= street and market sellers 21http://www.cockneyrhymingslang.co.uk/ 22Wakelin, Martyn F.: English Dialects. An Introduction. London: 1977 23Wakelin, Martyn F.: English Dialects. An Introduction. London: 1977, p. 5 24Wakelin, Martyn F.: English Dialects. An Introduction. London: 1977, p. 5 25Quirk, Randolph: The Use of English. London: 1962, p. 95 26Edelhoff, Christoph (Hrg.): Camden Market. Hannover: 1998, p. 146 27Trudgill, Peter: The dialects of England. Oxford: 1990, p. 51 28Edelhoff, Christoph (Hrg.): Camden Market. Hannover: 1998, p. 146 29Trudgill, Peter: The dialects of England. Oxford: 1990, p. 57 30Edelhoff, Christoph (Hrg.): Camden Market. Hannover: 1998, p. 179 31see above, p. 173 32see above, p. 178 33Trudgill, Peter: The dialects of England. Oxford: 1990, p. 60 34see above, p. 102 35Wakelin, Martyn F.: English Dialects. An Introduction. London: 1977, p. 5

The Cask Of Amontillado Analysis Essay - 779 Words

In the short story, The Cask of Amontillado by Edgar Allan Poe, the reader finds out the series of events that leads to a man named Fortunados death. The narrator and protagonist of the story is a man named Montresor, who had previously been insulted by Fortunado. Montresor commits murder in the end through acts of manipulation for the sake of revenge. The Cask of Amontillado is a story to tell the reader that a person will be punished for their wrongdoings and moral weaknesses. Poe tells this lesson through several creative uses of irony, foreshadowing, and symbolism. At the beginning of the story, it is made clear that Fortunado is not a very pleasant man. The narrator, Montresor claims The thousand injuries of Fortunado I had†¦show more content†¦His punishment is death. Fortunados death is forshadowed many times. One of the first examples of this is when Montresor pulls a trowel out of his cloak. Strangely, perhaps in his drunk, ignorant state, Fortunado does not question why Mont would have a trowel on his person. Later, the same trowel is used in Montresors plan to kill Fortunado. Fortunado also overlooks his cough, which is caused by the niter on the walls. He is too blinded by pride and his drunken state to sense the danger of the niter around him, Montresors strange calm, and the piles of human remains around him. This could be related to how humans often view their sins. They are ignorant of signs that they need to change as they continue through life in ignorant bliss. It is only too late that they realize the error of their ways. Poe also uses irony to further the impact of this lesson. Not only will those who do wrong be punished; they may be punished in unexpected ways. Fortunado was simply enjoying the festivities of the carnival when karma chooses to strike in the form of Montresors revenge. Montresors revenge also comes as a shock to Fortunado, because Fortunado had not seen any sign that his friend would want to kill him. In Fortunados mind, he had been completely decent and fair to Montresor. The irony in this is that the punishment for his deeds had come from someone he saw as a friend and in a time of celebration. Even as a stone wall was being built around his final restingShow MoreRelatedThe Cask Of Amontillado Analysis Essay1247 Words   |  5 PagesWithin Edgar Allen Poe’s work â€Å"The Cask of Amontillado† a man essentially murders his friend over jokes that were more or less aimed towards him. We as readers were never completely told what Fortunato did to warrant his untimely de ath, but we do know whoever the narrator was retelling this ‘account’ to, they steadily become aware that what Montresor was taking as insults most likely were fallacious and erroneous claims and most likely were small jests. 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The story relates a horrible revenge made even more horrible by the fact that the vengeance is being taken when no real offense had been given. In a short space and with ultimate technical skill, Poe creates a nightmare, guaranteed to give the reader a sleepless night.   Ã‚  Ã‚  Ã‚  Ã‚  The plot of the story is a simple one. Montresor tales revenge on his friend FortunatoRead MoreThe Cask Of Amontillado Analysis Essay1170 Words   |  5 Pagesâ€Å"The Cask of Amontillado† â€Å"The Cask of Amontillado† is a suspenseful tale of trickery, revenge, and murder. It tells of Montresor, who had a nefarious plan to punish his friend for the pain he had caused him. This short-story was written by Edgar Allan Poe, an American storyteller. His dark imagination helped shape the horror genre. In â€Å"The Cask of Amontillado,† Poe creates a suspenseful mood by including a pattern of grim diction, haunting images, and threatening details. 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He believes that he was once respected. As for Fortunato, he is the antagonist. He is married and is well respected. He is also part of the Masons a secret club. Even though Montresor is the â€Å"bad guy† in this story weRead MoreCask of Amontillado Imagery Analysis Essay703 Words   |  3 PagesAlyssa Becker â€Å"The Cask of Amontillado† Imagery Analysis In â€Å"The Cask of Amontillado,† Edgar Allen Poe uses many examples of imagery, such as the descriptions of the carnival, characters, the walk through the catacombs, and much more throughout the story to build suspense and intrigue for the readers and add to the mystery of Montresor’s underlining actions of the revenge and deception of the foolish Fortunado. 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Poe’s style of writing is described as â€Å"Dark Gothic.† Poe uses irony to create a comedic effect which only foreshadows the horror ahead; his short story writing still giving readers the full effect of the story; Poe felt a story should be read in one sitting, with each event occurring in order keeping with the storyline as he states in his essay â€Å"The Philosophy of

Empathy Is The Absence Of Empathy - 1207 Words

It has been said that empathy is about finding echoes of another person in yourself (Mohsin Hamid). It has also been suggested that evil is the absence of empathy (John Connolly). According to the Merriam-Webster dictionary, empathy is defined as â€Å"the action of understanding, being aware of, being sensitive to, and vicariously experiencing the feelings, thoughts, and experience of another of either the past or present without having the feelings, thoughts, and experience fully communicated in an objectively.† The ability to empathize is an important part of social and emotional development, affecting an individual’s behavior toward others and the quality of social relationships, creating a leeway for building a trust bond. In Shakespeares’Othello, there are a number of apparent cases where the characters, one in specific, portrays the lack of empathy and remorse, manipulation, pathological lying and impassivity. With the evidence gathered, I am urged to beli eve that the lack of empathy not only affects the individual, but it also extends and directly affects others in a society. The lack of empathy gets any early start in Othello. Act I Scene I opens with Roderigo and Iago having a slight argument. Rodergio lusts after Desdemona and he is paying Iago to assist him in consolidating his scheme to get her. He has just learned that she has married Othello, a general, and argues that their plan isn’t progressing forward. Iago, which is Othello’s ensign, shows deception andShow MoreRelatedTheme Of Empathy In The Grapes Of Wrath1096 Words   |  5 Pageson and on until nothing, everything had ended in a large thud. The thought of calling the police or doing nothing swirls through the thoughts of all that could hear the commotion. The idea of helping others in their time of need is caused by the empathy people feel about the situation and will determine if police will show up or not. In the novel The Grapes of Wrath, by John Steinbeck, the same ideas circulate through characters littered throughout the book. The dustbowl is in full effect with thousan dsRead MoreThe Construct Of Empathy, By Great Thinkers From Various Disciplines1669 Words   |  7 Pages The construct of empathy attracts the interest of academics from various fields of study, particularly in subfields of psychology. Its function and associated processes in moral development have been discussed for centuries by great thinkers from various disciplines. Hoffman (1982) defines empathy as â€Å"an affective response more appropriate to another’s situation than one’s own†. Nonetheless, the notion of empathy has always been a complex concept, and the lack of uniformity in the usage and understandingRead MoreAnalysis Of Frans De Waal s The Peloponnesian War1358 Words   |  6 PagesFrans de Waal states that human morality is based upon five main factors; reciprocity, justice, fairness, empathy, and compassion. He names them the pillars of morality whose components are essential and without them we’d see a lack of human decency. Oresteia by Aeschylus displays the horrors that ensue when we break de Waals pillars. The main plot of this trilogy is revenge killing. History of the Peloponnesian War by Thucydides revolves around power hungry nations that will do anything to growRead MoreMy Current Field Placement As A Social Work Intern Essay943 Words   |  4 Pagesconcepts; empathy, boundaries, social taboo and focused listening. In applying these concepts, I was able to identify my obstacles, weaknesses, strengths and develop my social work skills. The following scenarios will focus on my strategies with applying the concepts, the obstacles I encountered and ways in which I could have improved the concepts. Through self-reflection, I was able to select four cases where I was able to apply the above-mentioned concepts. Empathy. Shulman defined empathy as â€Å"helpingRead MoreNursing Is A Calling, A Lifestyle, And A Passion. Becoming1713 Words   |  7 Pagesand mental well-being. Nursing requires us to recall that we are human and to recognize so is everyone else. Without exception, every person is affected by their environment, their health, and their relationships with others including their nurse. Empathy is paramount in a nursing philosophy; the ability to place yourself in another’s shoes and determine the best course of action for optimal outcomes in their specific situation is the true definition of a great nurse. Being an empathetic nurse allowsRead MoreAnalysis Of The Movie Wit791 Words   |  4 Pages2001). That is what nurse Susie Monahan from â€Å"Wit† advises her dying patient Vivian Bearing suffering from unbearable pains due to stage IV ovarian cancer after eight painful rounds of chemotherapy. Nurse Sue seems to be a bit distant with lack of empathy and compassion at the beginning of the movie (in the episode when Vivien is vomiting after the fifth round of chemotherapy and two days of not eating anything) becomes a great and proud example of the nurse who passionately advocates for her patientRead MoreThe Effects Of Violent Media On Children And Youth990 Words   |  4 Pagesskills. The level of empathy in individuals has been linked to prosocial behaviors and absence of empathy increases people’s tendencies to engage in aggrasive behaviors. Mà ¶ÃƒÅ¸le, Kliem, Rehbein (2014) investigated the possible longitudinal relationship between violent media usage on aggressive behaviors with the impact of empathy on school students. They used 1207 students and observed them for two consecutive years. The authors used the observational study to measure the level empathy involving aggressiveRead MoreEssay on Bystander Effect1079 Words   |  5 Pagesreputation. Among inter nal traits, we found empathy the most influential to helping behavior. With reference to Mark Ottoni Wilhelm and Renà © Bekkers (2010), empathy is a thinking process involving considerate evaluation of a situational factor from a moral perspective and is said to be the prerequisite of providing others with help. Hence, we believe that empathy can induce significant influence on helping behavior of the participants. Therefore, effect of empathy would be the proposed independent variableRead MoreWho Was The Real Monster?1442 Words   |  6 Pagesher book. Each of the viewpoints from both Victor and the creature has an effect on the conflict. She contrasts the story of Victor with how the creature grew up and why the creature acted as a monster throughout the book. The lack of acceptance, empathy, guidance, communication, and the fact that the creature did not have a name all contribute to the central conflict. The fact that looking at the story through the eyes of not only Victor, b ut the creature, helps to fabricate the structure of theRead MoreI Am An Interesting And Thought Provoking Module1559 Words   |  7 Pagesstrengths and facilitated my ability to develop throughout. This essay will specifically reflect on team working and active listening. Detailing the need for them, its effects on patients and health professionals as well as the consequences of their absences. At the beginning of this module I undertook a Belbin Team Role questionnaire which aimed to discover what role I would fulfil in a team (Belbin 2012). It concluded that I was an ‘Implementer’ and had strengths in being practical and efficient,

The Dream Team The Dreams Team - 1107 Words

The Dream Team The dream team was in full effect. We are just one happy team. Tick yeah, we was complete opposite. Dysfunctional is all we could do. Our coaches always told us â€Å"To be a team we need to act like one.† I guess we didn’t understand that. â€Å"We need to be cohesive with each other†, Could we do this. Lets try to start our senior year with bang! Well it did start off with a bang, but the wrong kind of bang. I wonder if they know the definition of team. As far I know there is no â€Å"I† in team. Season start- not even three weeks in it, and we are yelling at each other. It was like it wasn’t in our fate to be a team. It didn’t matter how many times our coaches said â€Å"That we need to learn how to play one whole† it was like they could never get through their thick skull. Me and Kayleah, Jurey, and Louise the seniors on the team and the co-captains, would always try to set examples for the girl to follow. Saying, â €Å" We can not get anything done if the team does not work together† â€Å" Well it is not just us you know, it is you guys too.† The girls hissed Calmly saying, â€Å"We are a team and we should be working as one. No one better then any one.† â€Å" I agree with you.† Confidently said Louise. â€Å"Well me and Kayleah feel the same way.† Quietly said Jurey. Why can’t we just try to work together? I just cannot figure it out, yet they have cliques. To be just one team it is like a chore. I was livid- it just didn’t make sense to talk to otherShow MoreRelatedLeading A Team Into Change Due Date1556 Words   |  7 PagesAssignment 3: 1500 word essay: Leading a team into change Due date: 12 Dec 2014 Submitted by: Criselda Hipolito- Bacalzo Teamwork is said to be the capability to work as one. The power to direct individual achievement toward organizational purpose. It is a drive that permits average people to reach unattainable tasks, making the impossible possible. In order for a team to be effective, it has to be composed of the right mix of people, the correct attitude and the same goal. According to one of myRead MoreThe Distillation Dream Team Co993 Words   |  4 PagesThe Distillation Dream-Team Co.â„ ¢ BREAKING NEWS: METEOROLOGIST FEAR DEVASTATING DROUGHT TO SPREAD WEST IN THE UNITED STATES! CALIFORNIA ALREADY HARD HIT! Currently in the Western United States, the country is going through a major drought crisis. California reaches worst level; as it spreads to the Western states. More than 58 percent of the state was in an â€Å"exceptional drought† stage, according to the latest U.S. Drought Monitor map. The drought that began almost three years ago has also â€Å"nearlyRead MoreThe Dream Team Era Essay2145 Words   |  9 PagesThe Dream Team Era During the summer of 1992, the NBA took center stage as the world watched the greatest team in sports ever assembled joke, pose, and finally play its way to the gold medal at the summer Olympic games. The team was named the Dream Team and it featured eleven of the NBAs best players. Names like Michael Jordan, Earvin Magic Johnson, and Larry Bird headlined the games and the play of Scottie Pippen and Sir Charles Barkley stole the show. After only eight games, the worldRead MoreThe Dream Team Of Quality Management1434 Words   |  6 Pages W. Edwards Deming and Joseph Juran, at times are considered the Dream Team of quality management in the workplace. â€Å"Along with Edward Deming and Joseph Juran, Crosby forms the troika of management gurus who made quality the buzzword in corporate USA, Europe and Japan in the 1970s and 1980s.† MANAGEMENT: Beyond zero-defects. (1998) W. Edward Deming, Joseph Juran and Philip Crosby at one time or another have been described by the Japanese as being among their greatest teachers in the qualityRead More The Dream Team Era Essay example2087 Words   |  9 Pages The Dream Team Era During the summer of 1992, the NBA took center stage as the world watched the greatest team in sports ever assembled joke, pose, and finally play its way to the gold medal at the summer Olympic games. The team was named the â€Å"Dream Team† and it featured eleven of the NBA’s best players. Names like Michael Jordan, Earvin â€Å"Magic† Johnson, and Larry Bird headlined the games and the play of Scottie Pippen and â€Å"Sir† Charles Barkley stole the show. After only eight games, the worldRead MoreTeam Work Makes a Dream Work1871 Words   |  8 Pagesan important component of the effective functioning of any organisation. Choose an organization of your choice and demonstrate through a case study approach, how teams operate and function in an organization. Weigh up factors that promote or inhibit successful teamwork in an organization. Discuss the characteristics of successful work teams in your essay. Table of Content 1. Introduction1 2. Background information on National Development Agency1 2.1. Organisational Structure2 2.2. Operation of NDA2Read MoreFriday Night Lights : A Town, A Team, And A Dream1500 Words   |  6 PagesFriday Night Lights: A Town, A Team, and A Dream is a 1990 non-fiction novel wrote by H.G. Bissinger. The story chronicles the pressures and expectations of the Permian Panthers football team in socially divided Odessa, Texas. Throughout the story, challenges are presented with each of the protagonists: James â€Å"Boobie† Miles, Mike Winchell, Don Billingsley, Gary Gaines, Brian Chavez, and Ivory Christian. The book begins with the author talking about his motivation to write the book. Also the authorRead MoreRacial Tensiona and Low Expectation on Black Athletes in Football1205 Words   |  5 Pagesinevitably ran through the heart of town† (Bissinger 91). The tracks are the symbol of the barrier, tension, and attitude that stand between the two races. To the Odessan whites, African Americans are often considered extraneous, with few hopes and dreams to follow. It is also a common part of everyday language to blurt out the word â€Å"nigger,† without ever categorizing it in a racist context. To escape the predisposed perception, the football stadium, where the night lights shine, is the solitary premisesRead MoreEssay on Friday Night Lights by Buzz Bissinger907 Words   |  4 Pagesto be considered unfair. Even though football is a â€Å"team sport†, pressure on individual players is unnecessary. Some players have the burden of the team, the city, their family, an d their future, resting on their shoulders. These players are put under pressure that is physically and emotionally damaging, not to mention future ruining. Boobie Miles experiences many types of pressure in this novel. Boobie, the player that carries the football team, has the mentality of a child. He gets angry easilyRead MoreEssay on Friday Night Lights2246 Words   |  9 Pages economic crisis. The lights on Permian High School’s football field are the only sanctuary for the west Texas town. Socially and racially divided, Odessa’s mass dependence on high school football constructs glorified expectations for the football team to temporarily disguise the disappointments that come with living in a town tagged as the â€Å"murder capital† of America. In Friday Night Lights, H.G. Bissinger reveals the ugly truth behind a town whose integrity relies on a few young men. Bissingers

Disgrace Essay Free Essays

In Disgrace by J. M. Coetzee we are introduced to David Lurie, the protagonist and narrator of this novel. We will write a custom essay sample on Disgrace Essay or any similar topic only for you Order Now David Lurie is a 52 year old divorced man, who lives in Cape Town, South Africa, as a respected romantic poetry professor at a university. His life is full of sexual, non-committed relationships. After being accused of inappropriate behavior with a student, Lurie loses his job at the university and must move in with his daughter, Lucy, in the country. Throughout the novel we see many references to animals, especially in relation to Lurie. Because he is the narrator of the novel, these animal references lead the reader to believe Lurie is describing himself through these animals. Lurie uses descriptions of animals as a way to describe how he feels about himself. We see Lurie go from a sexually charged predator, to a strange beast who has been hunter, to a dog-man, and then finally to a helpless dog who is ready to be put out of his misery. David Lurie is a predator at the beginning of the novel. He is a man searching for sex, and for the most part he is successful at it. His first sexual interest he introduces us to is Soraya, a prostitute who he has been going to see for a long time. Lurie describes them having sex by comparing them to snakes engaged in intercourse, â€Å"lengthy, absorbed, but rather abstract, rather dry, even at its hottest† (Coetzee 5 ). Being the narrator, this shows the reader how David views himself, as well as Soraya, as cold, scary, almost evil, creatures, like snakes. Snakes give off a very negative emotion because they are dangerous animals, and this comparison leads us to believe David too must be a dangerous animal. Soraya eventually tries to cut ties with David, but David being the predator he is cannot let his prey go. He is able to find Soraya’s home phone number and when he calls her she is livid he would cross that line. â€Å"But then, what should a predator expect when he intrudes into the vixen’s nest, into the home of her cubs? † (Coetzee 10). Soraya is a mother, and feels like David calling her home is going to be a threat to her family, especially her children. The next instance where we see David describing himself as a predator is during his first sexual encounter with his student, Melanie. David is very persistent in sleeping with Melanie, and once he has finally chased her down he describes the experience as â€Å"like a rabbit when the jaws of the fox close on its neck† (Coetzee 25). He is well aware by making this statement that Melanie does not want to be in this situation with him, but he does not care, he has been chasing this prey for too to just let it go. This is not the last time David engages Melanie regardless of her strong reluctance however, and Melanie eventually has enough and reports Lurie to the University where he teaches. David Lurie goes from being the predator, to now being the one who is being chased. He is being chased by the University committee who is investigating David’s indiscretions with Melanie. The committee is described by Lurie as â€Å"hunters who have cornered a strange beast and do not know how to finish it off. † (Coetzee 56). The tables have turned and Lurie is now this strange beast that has been hunted down. David refuses to apologize however, and instead loses his job. Lurie could have simply said sorry for his actions and he would have had a chance to keep his position at the University, but in his mind he did not do anything wrong. He compares himself an old neighbor’s dog, saying that every time a â€Å"bitch† would be in the yard the dog would become so excitable that he could not be controlled. The dog was not allowed to go through with his natural desires, which caused the dog to act strange and just run around the garden â€Å"with its ears flat and its tail between its legs, whining, trying to hide. (Coetzee 69 ). David sees himself in this dog, he is being punished and being told he is not allowed to do something that feels so natural to him. He says that the dog would have preferred to be shot over being denied its natural urges. David chose to be shot (lose his job) when he refuses to express that he did anything wrong by sleeping with Melanie. After losing his job David must go live with his daughter, Lucy, out in the cou ntry. While living with Lucy, David goes through a lot, and through helping take care of her dogs we see a softer side of him through his descriptions of these dogs. â€Å"The dogs are brought to the clinic because they are unwanted,† (Coetzee 146) Lurie says. He cares about the dogs because he too feels unwanted. â€Å"Well, now he has become a dog-man. † (Coetzee 146) David is one with these dogs, abandoned and miserable, unable to live the lives they want to be living. The dogs and David are trapped out in the country on a farm just waiting for the end. David finally does give up and we see this through his decision to put down the dog that he had become very close to, Driepoot, the young dog David â€Å"has come to feel a particular fondness for† (Coetzee 214-215). David had bonded with Driepoot, even signing his Opera to the dog at one point. He felt sorry for Driepoot, he felt very much like the dog. In the end of the novel, by choosing Driepoot to be put down â€Å"a (his, the dog’s) time must come, it cannot be evaded† and carries the dog, â€Å"the one who likes music† (Coetzee 219), to Bev where he will be killed. In the last sentence of the novel David states that he is â€Å"giving him up† (Coetzee 220), which is essentially David stating the he is the one giving up. Like Driepoot, David Lurie is being put out of his misery. David Lurie’s life goes through dramatic changes throughout the novel Disgrace. A once respected professor, he becomes â€Å"a mad old man who sits among the dogs singing to himself. † (Coetzee 218). Lurie uses descriptions of animals as a way to describe how he feels about himself. He goes from a predator whose main focus in life is satisfying his sexual desires, to a man who feels like a ‘strange beast’ that has been hunted by the University. David then turns to his daughter’s farm where he begins working with dogs and we see a softer David Lurie, a man who feels like the abandoned dogs who are waiting for their end to come. By the end of Disgrace we see that David is ready to accept his own end, he wants to be put out of his misery just like he does for the dog he has bonded so much with. Works Cited Coetzee, J. M. Disgrace. New York: Penguin, 1999. Print. How to cite Disgrace Essay, Essay examples

Managing Diversity and Equal Opportunity Management

Question: You are a HR manager in a small to medium size organisation. The Managing Director has asked you to review the salaries of all the male and female managers as she has become aware of the burgeoning pay gap between men and women in the workplace. You conduct an audit and discover that the pay differential between the male and female managers is significant. The male managers salaries are 15% higher than those of the female managers. You are required to produce a report with recommendations on how the company will address the pay differential between male and female managers. Answer: Introduction The report is based on the context of maintaining equality in the workplace of the various organisations across the globe. The entire report focuses on the article published in the BBC news regarding the statistics of the differentials between the pay of male and female employees in the workplace of the organisations operating in the United Kingdom. The report focuses on some of the legislations which have been established in the society to ensure the maintenance of equality and diversity in the workplace of the organisations (Kirton, 2010). The presence of inequality causes the employees to be treated differently based on a number of factors. In some cases, the gender of the employees becomes one of the factors which causes the employees to be treated differently by the management of the organisation. In this report, we focus on such situations in which the employees in the workplace of the organisations are treated in different way and also given different number of opportunities. There are a number of legislations established in the United Kingdom and Europe which forces the organisations to maintain diversity and equality in the workplace of the organisations, which in turn allows the employees of the organisation to have an effective and efficient workplace of complete various business functions assigned to them. The equality act of 2010 implemented in the United Kingdom requires the management of the organisations operating in the country to maintain equality and diversity in the workplace for the employees. This law for equality is based on a number of previous laws such as the sex discrimination act of 2002 (Mullins, 2007). The provided case could be related to the gender equality law established in Europe which has received updates in the year of 2013. This law forces the organisations operating in the country of Europe to treat the employees in equal way in terms of the salaries, bonuses, behaviours, facilities, benefits, rights and responsibilities. We will go into a deeper level of these amendments to analyse the situation in the small to medium size organisation regarding the differences between the pay grades and bonuses on the male and female employees. In the process of analysing and solving the situation in the small to medium size organisation provided to us, the report will further analyse the various amendments for maintaining diversity and equality in the workplace of the organisations operating in the United Kingdom (Pynes, 2008). Analysis Equal Pay Act 1970 The Equal Pay Act was one of the first legislations of the government of the United Kingdom against the differential behaviour to the male and female employees in terms of payment, bonus or employment conditions. The act was established in the year of 1970 against the differences present in the workplace of the organisations operating at that time in the markets of the United Kingdom (Shen, 2009). The Equal Pay Act of 1970 has received a number of updates over the years and has been superseded by the Equality Act of 2010, which requires all the organisations operating in the United Kingdom to gain and maintain the diversity in the workplace of the organisation. This diversity in the workplace of the organisations operating in the United Kingdom results by treating all the employees in similar and equal way in terms of various concepts of employment, which in turn allows all the employees to feel equal in terms of a number of factors. The significance of the Equal Pay Act of 1970 and various updates it received along with time can be defined in terms of the features and rights provided to the employees of the organisation in the situations of being treated differently. The various updates of this act along with it allow the employees to claim against the management of an organisation or the supervisors in the organisation based on a number of factors. The presence of a number of these factors and situations allows the employees to claim against this act. Some of these conditions and situations are mentioned in this section according to the actual content of the Equal Pay Act of 1970 (Stevens, 2008). The employee who has similar work in comparison to the other employees working in the organisation is allowed to claim against this Equal Pay Act of 1970, which in turn causes the management of the organisation to become responsible for the claim against any of the managers or supervisors working in the any of the business functions included in the business model of the organisation. The employee is also allowed to claim under this act if the evaluation of the work done by the him or her is similar or better than the evaluation of the work done by all the other employees in the organisation (Herring, 2009). The employee in the workplace of an organisation is allowed to make a claim under this act of employment if the work done by the employee allows the organisation to gain similar value or revenue in comparison to the other employees in the workplace of the organisation. This act of employment allows the employees in the workplace of an organisation to have a right of a pay equal to the employees having similar work with the creation of similar values (Wajcman, 2013). The updates of this act also includes a number of occupations which are not covered by this act of employment, such as ministers of religion, monks, priests, actors, models etc. Ethical obligations The previous section of the report focused on the legal obligations of the organisations operating in the industries of the United Kingdom to maintain diversity and equality in the workplace. But the responsibilities of the organisations to gain and maintain diversity and equality in the workplace of the organisation should not be just a legal obligations to the management of the organisation. This section focuses on the responsibilities of the organisations to maintain diversity and equality in the workplace as the ethical obligation. The business ethics is defined as the framework which allows the management of the organisation to maintain the quality of the business processes in the workplace (Zanoni, 2010). According to the implemented framework of business ethics, the management of the organisations develop and implement a number of strategies and guidelines which allow them to gain and maintain equality in the workplace. The implementation of the business ethics allows the empl oyees in the organisation to feel more confident and involved in the business model of the organisation. These guidelines and best practices developed by the organisations and various other regulatory bodies in the societies across the operating countries require the management of the organisation to gain and maintain equality in the workplace of the organisation. So the maintenance of diversity and equality in the workplace of the organisation is also an ethical obligation of the management of the organisation (Freeman, 2010). Factors causing pay differentials There are a number of factors which causes the differences in the payment to the male and female employees in the workplace of the organisation. The social factor which causes the differential pay between the male and female employees of the organisation could be a result of the social values of the country in which the organisation is operating. The people living in the societies across the globe have different values and beliefs which could also allow them to believe the work done by the males to have more work than the work done by the females. The industrial factor which causes the differential pay between the males and females in the workplace of the organisation is the notion of more capability of the male employees to complete the business activities in the corresponding industry (Eagly, 2010). Another organisational factor causing the differential pay between the males and females in the workplace of the organisation is the monopoly of the managerial employees in the workplace of the organisations. Current initiatives There are a number of initiatives in the industries of the United Kingdom which aims at addressing the gender gap in the industries across the country. The government of the country has developed and implemented a number of strategies and guidelines which requires the organisation to maintain equality (Dobbin, 2009). The organisations operating in the industries in the United Kingdom have to comply with a number of best practices which in turn allows the management of the organisations to maintain equality in the workplace. There a number of public and private sector agencies which aim at the presence and maintenance of equality and diversity in the workplace of the organisations. Strategy This section of the report focuses on the strategy which allows the management of the organisation to maintain a non-disciplinary pay structure within the organisation. This strategy allows the management of the organisation to define the pay structure of the employees in terms of a number of factors such as the market value of the skills held by the individuals and the relative value of the various business functions completed by the individual in the workplace of the organisation (Barak, 2013). The management of the organisation should define the pay structure of the entire organisation based on the roles and responsibilities held and maintained by the employees working in the various business functions across the entire organisation. The management of the organisation should also have a business ethics framework implemented in the workplace which in turn allows the pay structure to be independent of the gender of the employees of the organisation. Conclusion The presence of inequality causes the employees to be treated differently based on a number of factors. In some cases, the gender of the employees becomes one of the factors which causes the employees to be treated differently by the management of the organisation. In this report, we focus on such situations in which the employees in the workplace of the organisations are treated in different way and also given different number of opportunities (Bateman, 2011). The report included a number of legislations established in the United Kingdom and Europe which forces the organisations to maintain diversity and equality in the workplace of the organisations, which in turn allows the employees of the organisation to have an effective and efficient workplace of complete various business functions assigned to them. The entire report allowed us to analyse and understand the concepts related to the equality and diversity in the workplace of the organisations operating across the country of the United Kingdom. This allows us to look into the issue present in the small to medium sized organisation for which I am appointed as the human resource manager. The next section of the report includes a number of recommendations which allow the management of the organisation to maintain diversity and equality in the workplace of the organisation (Avery, 2007). Recommendations This section of the report mentions a number of recommendations which allow the management of the organisation to maintain diversity and equality in the workplace of the organisation. The management of the organisation should have effective framework implemented in the workplace of the organisation which allows the employees to be treated equally. The management should ensure the awareness regarding the effects of inequality in the workplace on the business of the organisation among the senior managers of the organisation (Ahmed, 2007). The management of the small to medium sized business should develop and implement effective and efficient rewards program which allows the employees in the workplace to be cautious and motivated to treat all of their fellow co-workers equally. The management of the organisation should focus on the process of maintaining diversity in the organisation by allowing the human resources program to allow the recruitment of diverse people into the organisation. The management of the organisation should focus on increasing the pay grade of the female employees depending on their performances in the business processes. This allows the pay gap between the employees of different gender to be closed a bit. This allows us to understand the process of maintaining the pay scale in the organisation. The management should develop and implement a strategy to efficiently increase the pay of the female employees and decrease the pay of the male employees to close the gender gap in the payment in the organisation (Colgan, 2007). References Ahmed, S. 2007. The language of diversity. Ethnic and Racial studies, 30(2), 235-256. Avery, D. R., McKay, P. F., Wilson, D. C., Tonidandel, S. 2007. Unequal attendance: The relationships between race, organizational diversity cues, and absenteeism. Personnel Psychology, 60(4), 875-902. Barak, M. E. M. 2013. Managing diversity: Toward a globally inclusive workplace. Sage Bateman, T. S., Snell, S. 2011. Management: Leading collaborating in a competitive world. McGraw-Hill/Irwin. Colgan, F., Creegan, C., McKearney, A., Wright, T. 2007. Equality and diversity policies and practices at work: lesbian, gay and bisexual workers. Equal Opportunities International, 26(6), 590-609. Dobbin, F. 2009. Inventing equal opportunity. Princeton University Press. Eagly, A. H., Chin, J. L. 2010. Diversity and leadership in a changing world. American Psychologist, 65(3), 216. Freeman, R. E. 2010. Strategic management: A stakeholder approach. Cambridge University Press. Herring, C. 2009. Does diversity pay?: Race, gender, and the business case for diversity. American Sociological Review, 74(2), 208-224. Kirton, G., Greene, A. M. 2010. The dynamics of managing diversity. Routledge. Mullins, L. J. 2007. Management and organisational behaviour. Pearson Education. Pynes, J. E. 2008. Human resources management for public and nonprofit organizations: A strategic approach (Vol. 30). John Wiley Sons. Shen, J., Chanda, A., D'Netto, B., Monga, M. 2009. Managing diversity through human resource management: An international perspective and conceptual framework. The International Journal of Human Resource Management, 20(2), 235-251. Stevens, F. G., Plaut, V. C., Sanchez-Burks, J. 2008. Unlocking the benefits of diversity all-inclusive multiculturalism and positive organizational change. The Journal of Applied Behavioral Science, 44(1), 116-133. Wajcman, J. 2013. Managing like a man: Women and men in corporate management. John Wiley Sons. Zanoni, P., Janssens, M., Benschop, Y., Nkomo, S. M. 2010. Unpacking diversity, grasping inequality: Rethinking difference through critical perspectives.