Is Low Self Esteem Linked To Racism?

Is Low Self Esteem Linked To Racism? In the US, racism is a very familiar issue. Racism manifests itself in various ways including police brutality against minorities, racial profiling and affirmative action. Issue like the history of slavery and the rising resentment against immigrants are also quite well known. The truth is, racism is not a thing of the past. Perhaps it has reduced in the past century, but it is still quite alive today. Eradicating racism is one of those processes that cannot happen in an instant, but they happen over a long period of time. Slowly, but surely, we are moving in a positive direction. Low self-esteem has become a frequently repeated explanation for social and personal problems ranging from young peoples involvement in violent crimes to personal failures and racist behaviors. According to psychologists who have researched the topic, racism is about real power, it is not just something that people randomly think about. Social issues like racism are quite complex and multilayered. It partly has to do with issues of economics, political power, and domination. It is also based on how people perceive, interpret, and value differences. Basically, people act in ways that align with their perceptions. People define circumstances in ways that are real to them and also according to the values that they were raised with. It is true that racial groups have things that make them distinct; however people sometimes dwell on negative distinctions as opposed to the positive ones. We humans tend to emphasize stereotypes that relate to our most closely held values. For instance, a group that values intellect may be quick to see another group as inferior in intelligence. Similarly, if loyalty is valued by a group, then it may label others as disloyal. It seems that racism helps racists feel good about themselves and their racial group by focusing on comparisons with other groups. These issues are what give these groups an identity. There are many ways in which people try to feel better about themselves; as individuals and as a group. Seemingly, everyone likes to believe that their racial group is unique but people tend to overestimate the level of positive attributes present in the group. On the other hand, when it comes to negative qualities, people tend to underestimate those. Racism can develop because of limited information. As humans, we find ourselves putting people in categories like good versus bad and friend versus foe. Without these generalized concepts and categories, getting through the day would be highly demanding. Categorization helps us take shortcuts and helps us become more efficient in making decisions. Also, racism towards other groups often leads to feelings of anxiety when we encounter the members of other racial groups. When we are anxious, we tend to avoid what makes us anxious. We simply avoid contact with individuals by hiring someone else for a job, striking up friendships with someon e else we feel more comfortable with, and sitting down at the lunch table with those who seem to be more like us. Racism may help us feel better about ourselves, we avoid challenging our thinking. In other words, we become defensive and protective of our opinions and only reluctantly question our thought patterns. And these ways of thinking helps protect not only our self-esteem, but also privileges and benefits that we have as members of a racial group. For example, racist discrimination which in the past has limited slots available to minority groups at universities has benefitted the majority population by making more slots available to its members. So, maintaining our racist views of others allows us to feel better about our own group and to avoid challenging unfair social practices that benefit us. Furthermore, we as humans seem to put effort into maintaining our views of the world. For example, we may pay attention to information that supports our views. The more strongly we hold a stereotype, the more we tend to remember confirming information about that racial group. For instance, the more we believe that Asian people cannot drive, the more likely we will remember incidents which seem to support these views. We also discount or rationalize information that is contradictory to our belief system. People who do not act according to our stereotype of them stand out to us as different. For example the Black person who is intelligent articulate and the Asian man who is a good driver become exceptions to the rule, but the rule remains. It is almost like when we see someone from a different racial group, we look for those stereotypes that align with our thinking. Racism, Violence Immigrants in the workplace The U.S. legislative system is currently battling over the Immigration bill for workers. Resistance is fierce in the House of Congress to any plan to legalize the estimated 12 million illegal immigrants or to create a program of millions of guest workers who would in turn be put on a path to citizenship. No one accuses House leaders of acting out of racism, but some say they are responding to constituents who are. The House leadership needs to show some progress on the immigration issue to soothe angry anti-immigrant forces in the country. But the President and Senate want guest workers and a path to citizenship as part of any deal. The Democratic allegations of racism may sound like just another political strategy, but there certainly is a case to be made that racial fears are fueling some of the debate on the immigration policy. The political demand to seal the U.S.-Mexico border, and the Presidents new proposal to send 6,000 members of the Army to help, is supposed to be based on national security. But why then is no one proposing sending additional troops to secure the U.S.-Canada border? Most people want to know if the U.S. is trying to stop primarily undocumented Mexican workers rather than terrorists from crossing the border. Figuring out just how many immigrants, Hispanics or otherwise, to let into the country each year is exactly what lawmakers ought to be trying to do as they undertake immigration reform. Setting immigration targets that are in the countrys interest is, after all, the point of having an immigration policy to begin with. Policymakers should be asking questions like: what kinds of skills does America need to import? And how many of them do they need? What advantage is there is in allowing family members to join new citizens, as is currently the policy? Just as important, the debate could address the issue of race head-on: should ethnicity be a factor in granting citizenship? But until politicians define the goals of American immigration policy; who and how many do we want and for what reason, it will be impossible to eliminate the influence of ant i-immigrant forces who, whether racist or not, draw dubious conclusions and make misleading statements. In Canada, immigration reform needs to take place especially to protect long-term care facility workers who are immigrants. Long-term care facility workers include nurses, physical therapists, occupational therapists, administrators etc. Canadian long-term care facilities are violent and dangerous workplaces. This need not be the case, a study found that 43% of personal support workers endure physical violence at work on a daily basis, while another quarter face such violence every week. Most are women, and many are immigrants or from minority racial groups. Violence is a constant and ongoing part of their job. In contrast, they found that levels of violence are much lower in Nordic countries, indicating that the high level of violence in Canadian facilities is exceptional and not a necessary feature of work in long-term care. The study is part of a larger project comparing Canadian long-term care facilities with Nordic European countries. Violence in long-term care is not just a workers issue. It is an immigration issue. The vast majority of care-giving staff are women, many of whom are immigrants and women of color. Personal support workers are the ones who suffer the most. The fact is that much of the violence occurs during direct care activities. Because personal support workers provide the bulk of direct care, they are most frequently exposed to violence. This does not imply that violence does not have an impact on other workers. In fact, the researchers found that 16.8% of registered nurses and 24.6% of licensed practical nurses, and registered nursing assistants experience violence on a daily basis. These numbers are shocking, but they do not come close to the prevalence of daily violence for personal support workers (43%). Workers at 71 unionized long-term care facilities in Manitoba, Ontario and Nova Scotia were surveyed about their experiences of physical violence, unwanted sexual attention and racial comments. They also took part in focus group discussions. The workers were nearly seven times more likely to experience daily violence than workers in Nordic European countries like Denmark, Finland, Norway, and Sweden. Researchers also identified racism and structural violence. This stems from severe working conditions for caregivers who are committed to caring but robbed of the resources to do so. The researchers concluded that long-term caregivers work under conditions that not only foster violence but also render it invisible. Most violent incidents go unreported. Workers are afraid to report violent incidents, fearing that they will be blamed. Or they simply do not have the time to do so because of the paperwork involved. The verbal violence experienced by care workers often includes threats, screaming, cursing, racial insults, and demeaning remarks. The physical violence experienced by care workers typically includes being slapped or hit with an object. It frequently involves being pinched, bitten, having ones hair pulled, being poked or spit on. Having ones wrists painfully twisted is also common. Unwanted sexual attention was also frequently experienced by those surveyed. Approximately one third said they experienced unwanted sexual attention on a daily or weekly basis. Over 11% of the staff said they encountered racist comments on a daily or weekly basis. According to the research, this is likely an underestimation of workplace racism. A large number of workers from minority groups work in large urban centers with high likelihood of racism. Also, the questionnaires were available only in English and workers were required to fill them out alone, so workers with language barriers are underrepresented. In focus group discussions, many workers reported that they personally experienced or overheard racism at work. Long-term care workers link violence and racism with working conditions. Having too much to do, working with too little time and too few resources places workers in dangerous situations. Working short-staffed is a major contributor. Canadian personal support workers reported that they routinely work short-staffed. Almost half say they do so every day. And over one third felt that they are too often left alone to care for residents. When these working conditions were compared to those of the citizens of Nordic countries, they just could not match up. Immigrants and minorities are simply not treated the same as non-immigrants and non-minorities. What can one person do? I recently read the story of a lady who currently resides in Canada but was born in the Philippines. A few years ago, the woman had a very difficult decision to make. She gave birth to her son in Canada and had the impossible choice between an impoverished life for him in the Philippines, or leaving him with strangers in Canada. Now Salvador, a Filipino migrant domestic worker in Montreal, is campaigning against what she calls the systemic racism and sexism of the Canadian governments Live-in Caregiver program. Salvador entered Canada in 1995 as one of thousands of Filipino workers in the Live-in Caregiver Program (LCP). The LCP is an initiative of Citizenship and Immigration Canada, allowing foreign workers (almost always women) to enter Canada as domestic workers living in their employers home. Salvador earns $271 for a 49-hour week and after taxes takes home $221. After completing 24 months of work within 3 years of arriving, caregivers are allowed to apply for landed immigrant status. For Salvador, the choice to come to Canada was a matter of life and death for her family. She felt that she had no choice but to move to Canada. Even with the LCP, applicants pay fees to their own government, to the Canadian and Quebec governments, to the employment agency, and for their travel. For Salvador this amounted to over $4700 Canadian. This was such a large sum of money for Salvador and she struggled to gather the money. Colonialism and global capitalism have created a situation in the Philippines where its economy is dependent on transnational corporations, where low-wage contract work, poverty and unemployment are rampant, and where 2000 workers leave the country daily in search of a livelihood. It seems like the Canadian governments need for cheap labor and the Labor Export Policy of the Philippines makes the LCP a functional system. The government of the Philippines systematically pushes Filipinos out of the country, so that they can earn money abroad. Meanwhile, there are millions of dollars being sent back to the Philippines by these migrants. Salvador has been elected vice-chairperson of Pinay, a Filipino womens advocacy and support organization. Pinay gives caregivers information, advice, and guidance through the problems they may encounter with employers, agencies, and the government. Many of its members are current and former caregivers who call strongly for the LCP to be overhauled or abolished. The Canadian Filipino community in general also wants the program scrapped and campaigns across Canada on the issue. Critics of the LCP say that significant problems arise for migrant workers under the program. As caregivers live in the home, they often work unpaid overtime, including extra tasks such as cleaning, cooking and tutoring. Theoretically, live-in caregivers are granted basic rights such as access to employment insurance, pregnancy leave, overtime pay, vacations and paid holidays. The law states that people with complaints about their employers should file them with the appropriate Commissioner in Quebec. And if the caregiver is fired, they are still allowed to find another employer in the meantime. But there is a gap between the theory and the reality that caregivers face. One problem Salvador finds with this procedure is that if a caregiver is fired, whether or not she files a complaint, the 4-6 month waiting period for a new work permit is too long. In Salvadors case, when her employers learned she was pregnant, they fired her. She was not allowed to work between permits, eventually could not fulfill the 24-month requirement. She says some employers considered her to be unwanted. In contrast, a pregnant colleague heeded her employers suggestion to have an abortion, kept her job, and eventually became an immigrant. Salvador was unable to fulfill the immigration requirements because she was pregnant, gave birth and was fired. If she was a man, of course she would have no problem fulfilling the 24 months. Salvador did not comply with her first order to leave the country, as she has filed an appeal to remain in Canada on humanitarian grounds. She met with an immigration official, however, and was told to leave the country or be deported by force. According to Salvadors affidavit, the immigration officer found that the applicants volunteer work with three local community organizations did not show integration into Canadian society, because the organizations exist to help persons of Filipino origin. When a local member of the National Action Committee of the Status of Women found out about the situation, she was outraged. She could not believe that helping the Filipino Canadian community was not considered tangible. This is pure discrimination and racism. Furthermore, although an employer made known his willingness to hire her, the immigration officer expressed doubts that Salvador could find a job in Canada. But throughout her irregular employment, she had never let herself become a burden to the Canadian government. Neither was she ever a burden to the government of her country. Some of the caregivers were skilled workers such as nurses or accountants in the Philippines, but in Canada are confined to domestic care giving, jobs that Canadians do not want to do. Salvador was always willing to be a care giver, as long as she is able to obtain residency status. All she wants is a better life for her family. For example, when Canada brought in foreign nurses to fill demand, they were given status. In fact, the work of care givers allows both Canadian parents to work and contribute to Canadian society. Care givers also contribute taxes and fees to the Canadian government, which is if great benefit to them. Salvador points out that the Canadian government saves money importing the cheaper labor of women from developing countries, instead of instituting a national childcare program. Basically, the government is filling a public need with a private solution. Her affidavit states that the immigration officer suggested that her son should be left behind in Canada. It is believed that he would not suffer trauma due to separation from only one parent, as he has never seen his father. How outrageous this is. Salvadors lawyer argues that Salvador and her son should remain in Canada for humanitarian reasons. Her son is a Canadian citizen, and as a result he has all the rights accorded to a Canadian citizen, including the Constitutional right to live in Canada. If the mother is deported, his rights would be violated, either the right to live in Canada if deported along with his mother, or the right to security of the person if he stays in Canada because he would be separated from his mother, the only parent he has ever know. Salvador was refused an extension on her work permit. She should theoretically be granted all the rights and access to services of any other Canadian citizen, including access to health care. Salvador was not able, however, to renew her sons Medicare card when her employment authorization ran out. The Campaign to Stop the Exploitation of Melca Salvador has included many community members and students in research, letter-writing campaigns, media outreach, raising legal funds, organizing demonstrations, and distributing information. Petitions and letters of support have been received from migrant worker communities around the world. Their press release states that LCP critics insist deporting women live-in caregivers such as Salvador and others in several recent cases, is unjust on humanitarian grounds. These women are not disposable commodities that Canada can use and dump at will. Demands for the Canadian government include allowing Salvador to remain in Canada with her son Richard, recognizing the rights and contributions of foreign caregivers and nannies to Canada, granting Melca and all LCP workers residency now, and abolishing the LCP as it now exists. In many cases these women are overworked and underpaid but because they have to complete 24 months of work within 3 years just to apply for residency status, they put up with it. Campaign members are organizing a Canada-wide day of protest in support of Salvador, which is Thursday, October 19th. They hope to reverse her deportation order so that she can stay with her son. Unfortunately, the federal government does not seem ready to hear their critiques of the LCP. It does not seem like there are any changes planned for the LCP, not even a re-evaluation of the programs impact. Recently, several Canadian Filipino activists insisted on meeting Canadas Minister of Citizenship and Immigration, to discuss their co ncerns. Conclusion By changing our behavior, for example, putting ourselves in close situations with members of other racial groups, we increase our familiarity with these individuals. As we become more familiar with them, we naturally see that we are more alike than different. Not all contact will lead to positive attitude changes. It seems the contact is best if structured; encounters among equals who are cooperating to achieve a common goal. These kinds of behavioral activities are some of the most effective ways to change prejudice against people of other races.

U.S. Holiday Shopping

Sales among U. S. stores went stronger than expected over the weekend causing a relief for most retailers who were expecting a bleak shopping period due to overall slowdown of the economy. However, even though the figures are up, signs of more troubles were evident. Apparently, the bargain prices which helped drove shoppers to buy were so shocking that some analysts predicted that these stores will see a much worse profit slashing from their sales in the long run. Most retail experts consider the Friday after Thanksgiving Day as the overall barometer of retailing performance for holiday sales which basically account for at least 25 percent of their annual sales. The very indicator for these retailers came out when ShopperTrak released a report indicating a 3 percent increase of sales last Friday compared with last year’s performance. Moreover, the National Retail Federation (NRF) added that shoppers spent at least 7% more this year compared to 2007 with an average shipper spending about $372. 7 from Friday through Sunday. According to Kathy Grannis of the federation, â€Å"It seems that not only did retailers do a good job of attracting shoppers but it seems that shoppers were also excited again to take part in the tradition of Black Friday weekend. † Friday’s store sales which ranged from 50 to 70 percent will not provide better profits for retailers in the long run experts said. It was such an indicator that â€Å"retailers are somewhat desperate to sell†, according to Hana Ben-Shabat, of A. T. Kearney's retail practice. NRF reported that 172 million shippers visited shops and online stores after Thanksgiving weekend which is up from 147 million shoppers last year. In general, shoppers bought low-cost items like clothes, DVDs, video game CDs and other accessories. Gift card were not as popular having a 10 percent decrease in sales.

The Puritan Community in The Scarlet Letter by Nathaniel...

The Puritan Community in The Scarlet Letter by Nathaniel Hawthorne The Scarlet Letter, a novel by Nathaniel Hawthorn takes place in Boston of 1640 of Puritan community. It shows a dark, gray, violently moral society found as a kind of Puritan Utopia. The main characters in the story are Hester Prynne, Arthur Dimmesdale, and Roger Chillingworth. This novel illustrates the effects of sin on the heart and minds, how a persons downfall may be caused by the destructive human emotions of hidden guilt and revenge. In The Scarlet Letter, hidden sin destroys Dimmesdale, obsession of revenge causes downfall of Chillingworth, and exposed guilt and sin turns Hester into stronger woman than she was before. Arthur Dimmesdale faces the†¦show more content†¦Still not being able to commit his crime to public eats away at every fiber of Dimmesdales being. On Election Day, he stands on the scaffold with Hester and Pearl, the daughter between them, to finally denounce his sin of adultery with Hester. He admits his wrongdoing, and then he dies in Hesters arms, freed from the debilitating burden of his secret. Dimmesdale kept his sin inside till he is entirely destroyed and couldnt heal himself. In addition to Arthur Dimmesdale, another character of the story is Roger Chillingworth. He confronts downfall by setting his goal to seek revenge on Dimmesdale, which turns him into evil. Chillingworth responds to Hesters betrayal by sacrificing everything he has. First, he gives up his independence. Chillingworth soon becomes obsessed with his new mission in life that once he targeted Arthur Dimmesdale as a possible partner, he dedicates all of his time becoming his confidant in order to destroy Dimmesdales sanity. The obsession turns him from a peaceful scholar into a fiend. He gives up his true identity as Roger Prynne to truly corrupt Dimmesdale and to be by his side everyday. Second he pays enormous price for his vengeance, his own life. 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Due to Hester Prynne’s Isolation and the harsh judgment she received from everyone in her town, she goes throughRead MoreThe Scarlet Letter, By Nathaniel Hawthorne1488 Words   |  6 Pages In Nathaniel Hawthorne’s novel The Scarlet Letter, the main character, Hester Prynne, is a true contemporary of the modern era, being cast into 17th century Puritan Boston, Massachusetts. The Scarlet Letter is a revolutionary novel by Nathaniel Hawthorne examining the ugliness, complexity, and strength of the human spirit and character that shares new ideas about independence and the struggles women faced in 17th century America. Throughout the novel, Hester’s refusal to remove the scarlet letterRead MoreSins inThe Scarlet Letter by Nathaniel Hawthorne Essay1517 Words   |  7 Pagesto the world, if not your worst, yet some trait whereby the worst may be inferred† (Hawthorne). 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He used many themes and literary techniques in The Scarlet Letter including symbolism and irony. He emphasized the individuals role in the community and the role of women in society. Hawthorne used romanticism as opposed to the classical correctnessRead MoreScarlet Letter Criticism704 Words   |  3 PagesIn The Scarlet letter, Nathaniel hawthorne uses his novel as social commentary by depicting the puritan society as a group of hypocritical people who believe in conformity, which ultimately, turns them into a mindless horde. Nathaniel Hawthorne had deep bonds with his Puritan ancestors and created a story that highlighted both their weaknesses and their strengths. His knowledge of their beliefs and his admiration for their strengths were balanced by his concerns for their rigid and cruel rules.The

Mama Might Be Better Off Dead - 1289 Words

â€Å"Mama Might Be Better off Dead: the Failure of Health Care in Urban America† by Laurie Kaye Abraham, follows a families struggles over the course of three years in a poor Chicago neighborhood. Abraham points out specifically how the health care system in the United States has failed the different members of the poverty stricken Banes family. The main character, Jackie has the responsibility of taking care of her sick and elderly grandmother. Jackie also cares for her three young children with little help from her husband, Robert who also suffers from various illnesses. While, there are some government programs set up to help families like the Banes’, the health care system is certainly lacking. Cora Jackson is an African American woman†¦show more content†¦First of all, keeping track of a monthly spend down of an elderly, disabled patient is ridiculous. In Mrs. Jackson’s case, she needed Medicaid to cover her transportation needs. Its close to impos sible to schedule appointments and procedures if you are not sure how you are going to get there. Other patients use Medicaid for numerous reasons. A better option for Medicaid would be to take an average of a few months expenses and use that to determine eligibility for longer than a month at a time. It is common for patients to spend the same amount on medication each month. They also try to visit doctors on a regular basis. Knowing they are covered by Medicaid for longer than a month, would be a huge relief. The patients could keep their appointments without worrying about transportation costs. Also, medicine could be taken as directed instead of trying to make it last longer in fear of losing coverage the next month. Another area which needs addressing is in the area of medically necessary items. Who determines if adult diapers is necessary or a convenience? For an elderly person who does not want to walk to the wash room after going to the bathroom, I can see how diapers would be convenient. But what about the person with no legs and not adequate enough help to lift them out of bed? I would definitely say adult diapers is medically necessary for this person. As a social worker in health care, I would definitely try to be of assistance to Mrs. Jackson. First of all, IShow MoreRelatedMama Might Be Better off Dead by Laurie Kaye Abraham968 Words   |  4 PagesSection One: 310 Words In the book, Mama Might Be Better off Dead, there were two main characters that were crucial to the plot of the story, Jackie Banes and Mrs. Jackson. Throughout the book, I found Mrs. Jackson to have the best connection with public health. Mrs. Jackson was an elderly and disabled women with a variety of health care odds stacked against her. She had numerous health concerns; such as, diabetes, peripheral vascular disease, and an amputated limb (Abraham, 1993). 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That it might â€Å"dry up like a raisin in the sun,† or â€Å"fester like a sore.† Yet the play maybe more closely related to Hughes final question of the poem, â€Å"Or does it explode?† The play is full of bombs that are explosions of emotion set off by the frustration of the Younger family, who are unable to grasp the possible reality of their dreams. The family shares the dream of having a better life but compete against each other for the insurance money given to Mama after her husband’s deathRead MoreConflict, Irony, and Symbolism in Alice Walker’s â€Å"Everyday Use†754 Words   |  4 Pagescharacters is evident. When Dee arrives home to visit Mama and Maggie, readers can see the differences in personality between the three characters. Dee has changed her name to Wangero to get closer to her so- called â€Å"culture† and is collecting many objects of her past that she did not want before. On her mother’s savings for her, Dee is able to go to college and therefore is more educated. 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To really know what the author is talking about, it is better to ask them directly in person, but the unfortunate part is that they might be dead. In the play, A Raisin in the Sun, the author, Lorraine Hansberry, choose to name her play from a famous poem by Langston Hughes. It is difficult to really know why she choose Hughes’ poem but there are reasons to infer. LorraineRead MoreLaura Esquivels Like Water for Chocolate Essay1709 Words   |  7 Pagesand Josephine Esquivel.†(Gale encyclopedia, 560). From her being so tied to her culture we get a deeper point of view on the Mexican cultural practices. In â€Å"Like Water for Chocolate† we see the true cultural beliefs and ties come out of Laura through Mama and through the use of recipes as a transition into chapters. Mexican culture is always present in this novel from many different aspects of culture in the novel. We see a big conflict come from this religious belief as Tita tries to marry Pedro butRead MoreSummary Of The Piano Lesson 1750 Words   |  7 PagesAnother thing Bernice fights is her family’s history as slaves and this is shown through her daughter’s lack of knowledge of her family’s history. She says she does this to keep her daughter safe because those who are connected to the piano end up dead, and Bernice does not want her daughter Maretha to be involved. In The Piano Lesson, Bernice Charles struggles through many years of her life where she cannot accept her family’s past, until her brother’s life is in danger when she finally has to playRead MoreA Raisin In The Sun: A Dream Deferred Essay1609 Words   |  7 Pages â€Å"What happens to a dream deferred?† (Hughes l. 1) Langston Hughes asks in his 1959 poem â€Å"Dream Deferred.† He suggests that it might â€Å"dry up like a raisin in the sun† (Hughes ll. 2-3) or â €Å"stink like rotten meat† (Hughes l. 6); however, at the end of the poem, Hughes offers another alternative by asking, â€Å"Or does it explode?† (Hughes l. 11) This is the view Lorraine Hansberry supports in her 1959 play A Raisin in the Sun, in witch she examines an African-American’s family’s struggle to breakRead MoreSummary Of The Of Bed, Charity Stifled A Scream2177 Words   |  9 Pagesthat; you has ta think of the young’uns- they still need you here ta help ‘em.† Wailing miserably from the pain she felt in her chest, Charity fell to her knees, pulled her long hair around, and began cutting it with the knife. She was whacking it off so fast that she cut her head in several places before she finished. A million thoughts and memories rushed through her mind so fast that she could not separate them- even though the entire time, her mind kept asking, why? Why did he have to die? Why

Leadership Is A Good Leader And A Group - 1630 Words

Leadership is a process that occurs between a leader and another individual; between the leader and a group. Or between a leader and an organization, on a community, or a society; and that influences others, often by inspiring enlivening, and engaging others to participate in the achievement of goals. Leadership is a subtle art and skill. It is based on inherent qualities of the individual and developed over time, through life events and experiences that range from significant to life altering. Leadership involves influencing the attitudes, beliefs, behaviors, and feelings of other people. The process of leadership involves the leader and the following in an interaction. This implies that leadership is a reciprocal relationship. Leadership requires personal mastery meaning that the nurses demonstrate leadership when they show competence and mastery in the tasks they perform. Leadership is about values, and the nurses exhibit leadership through their demonstration of cultural values t hat are embraced through individual belief systems. Nurses display their personal and professional values as they serve others, values are often entwined with ethical conflicts. Leadership is about service, it’s about people and relationships, it is contextual and it is about the management of meaning. Leadership plays a vital role in nursing it is one of the four managerial functions, along with planning, organizing, staffing and controlling. Leadership is introduced early in nurse’s educationShow MoreRelatedGroup Leadership Essay What makes a good leader?1613 Words   |  7 PagesThere are a myriad of qualities that form effective leadership. It may never be agreed upon whether leadership arises from a set of innate characteristics (leaders are born) or, rather, from observable actions (leaders are made). 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Bvaria Free Essays

string(118) " learn in this study unit is that it gets them started in their studies and the way of studying and learning at EVIL\." Even after university studies, it is not always easy for refashions to stay up-to-date and at the same time trust their existing expertise. Professionals also have to be prepared to switch Jobs, get used to new working environments and stay flexible. And finally they have to deal with high expectations and the pressure to perform. We will write a custom essay sample on Bvaria or any similar topic only for you Order Now Of course there are different programmer to choose from at EVIL Wakening, and one student is different from another. But many of you aspire to become professionals often in an international context, and you will come across the situation as described above. Nice you all. So what else do you have in common? You will ark with other people (colleagues, clients, commissioners) and you have to relate to them in one way or another. That means communication is central. English is crucial: you now need to learn to use spoken and written English, so that it becomes natural to you to work and learn in that language. You will need to act professionally, that means you need to show certain professional behaviors and a ‘grown-up’ attitude. Other people need to rely on you and your sense of responsibility. You have to learn right (career) choices in life, and do things as well as you can without underperforming or overstretching yourself. This is why we try to prepare you for a professional career, so that you can be confident that upon graduation, you a have more than sufficient skills and knowledge, as well as the right attitude, to work in such changing environments, whilst keeping your head cool. So that, wherever you are and wherever you work, you are aware of the things that you still need to learn, but also of the things that you are good at and that you can rely on. And that whatever happens, you are prepared to find out and communicate with other people about what is needed. Whether you are working as an employee or perhaps later, in more senior position, managing others. In more formal terms, the goal of working on your competences F and G is therefore to develop students’ abilities to communicate and collaborate professionally in an international context, and to engage in a process of developing themselves professionally. This is done through a combined programmer of Mentoring, Training and English sessions. In the first two terms of year 1, we take the first steps towards that goal. 1. 2 General Content The study unit is offered through a combined programmer of Mentoring, Training and English sessions. Mentoring: Topics Performance and study progress of student Professional orientation Wellbeing of student Description Monitoring of study progress and support of the individual student in relation to her/ his personal and professional b ehavior and development. The mentor (a staff member from the Course Programmer) supports professional orientation: at the end of term 2 in the choice of major. Training: Communication, feedback (inch. Peer assessment skills) Teamwork, Task process and team process, exercises) Reflection Planning work and study skills Three training sessions per term in order to start understanding the above mentioned topics and begin to demonstrate skills and use tools that are practiced in the sessions. English: pre-test level 82 CHEF vocabulary acquisition listening and reading Academic Purposes Description Six sessions per term in which students first do a preliminary test. Students are instructed on vocabulary acquisition, and have the opportunity to write practice papers during the term targeted on specific purposes. Sessions further emphasize on writing skills. In addition, students practice text analysis reading comprehension with (critical) analysis. Please note that for the English sessions there is a separate annual. 2. Competences and Learning objectives 2. 1 Competence and level This study unit develops two very related competences, which are offered for students of all Bachelor programmer of EVIL in a generic way. Competence F: To communicate in an international setting Competence F is a very broad competence encompassing spoken and written English, developing skills such as listening, presenting, interviewing, writing, working in teams effectively. It is focused on communication in the professional international setting and at times this also touches on interpersonal (life) communication skills too: egg fleeting, giving and receiving feedback, cross-cultural understanding. At higher levels the practice and understanding of similar qualities may be repeated but in more complex situations, or in a different role, egg as a manager, advisor etc. Competence G: To develop professional behavior Competence G is all about learning to adopt an attitude needed for a professional: taking responsibility, performing according to your abilities and qualities, being able to adapt to the circumstances, including handling cultural differences. This includes knowing yourself well with your strengths and weaknesses, acting upon those nakedness egg by setting learning goals for yourself. Again, the focus is on qualities needed for a professional attitude but these qualities are never far from more general life qualities, egg setting priorities, making choices. It is obvious that professional behavior is often very much integrated with communication (so with competence F) and therefore the two competences are usually mentioned together. In the first year of studies these competences are offered at level 1: Please be reminded that for the English sessions there is a separate manual. 2. 2 Learning objectives The objectives for this study unit (terms 1 and 2 of year 1) are as follows: Students show knowledge and understanding of interpersonal professional communication, and of the importance developing these competencies for their studies at EVIL. Students show reflection skills focused on their teamwork experience and begin to use different instruments to study effectively, to communicate and develop professionally. Students begin to feel at ease with using the English language on a daily basis and learn to use it correctly and independently in a professional and academic context both in verbal and written forms. Level of English is based on the Common European Framework of Reference (CHEF), year 1: Bal for reading, listening, 2. Professional role The relevance of what students learn in this study unit is that it gets them started in their studies and the way of studying and learning at EVIL. You read "Bvaria" in category "Papers" This includes how to get to grips with a task as a team. Besides teamwork, we also wish to train students in becoming reflective about the quality of their (team) work: how did it go? What was my role? What did others do? How could I do better next time? In many professional situations team work is a key feature of day to day work and by starting to do this early on, we intend to train students thoroughly. We use the same teams that work together on assignments for other study units. 3. Learning methods and Learning activities 3. 1 General outline Generally speaking there are 3 methods of teaching and learning in the study unit Professional Behavior and Communication, and they complement each other. On Blackboard you will find an overview of different activities related to the first and second term of BBC under the name Timeline BBC. Mentoring: Mentoring means the monitoring of your study progress and supporting you as an individual student in relation to your personal and professional behavior and development. The mentor is usually a staff member from your Course Programmer and will also support you in your professional orientation, for example at the end of term 2 in the choice of major. In the mentoring time, you have individual meetings with your mentor. In several cases you have to prepare yourself for such meetings, for example by writing something in advance and by placing it on your own digital space on Blackboard. Usually your mentor will meet her or his group of mentoring students (10 students) all together, in the first or second week of each term. After that, 2 individual meetings will be held each term and you and your mentor have to arrange for this. Training: Each term, three training sessions (of 3 hours each) are held. These trainings are interactive group sessions, where a lot of communication skills and certain tools are being practiced and discussed, and real-life situations are simulated. Your trainer is a specialized communication trainer and he or she will not be afraid to challenge you ND invite you to go Just a little further than what you normally do. Trainings are often fun but of course it is all about very serious and real competences to be developed. In several cases you have to prepare yourself for your training, for example by self-study (reading or writing something in advance) and bringing examples from your own experience to the training room, and/or by placing something you have written on your digital space on Blackboard. English: programmer of self-study as instructed in the separate manual. At the beginning of the first term students do a preliminary test. Students are instructed on vocabulary acquisition, and have the opportunity to write practice papers during the term targeted on specific purposes. Sessions further emphasize on writing skills. In addition, students practice text analysis reading comprehension with (critical) analysis. Please be reminded that for English there is a separate manual. 3. 2 Supporting lessons Mentoring programmer Term 1 1 . Plenary introduction to BBC by the co-ordination: What is BBC, meaning of competences F Pathway of year 1 focusing on BBC Important tips (use of your digital space on Blackboard, prepare for your sessions) 2. Group meeting with your mentor: Getting to know your mentor and each other Submitting your c.v. and portrait 3. Two (2) individual meetings with mentor: Discuss progress and difficulties: study skills, team work Term 2 4. Study Abroad Event in week 1 5. Group meeting about choice of major and placement (with mentor or otherwise) 6. Two (2) individual meetings (or 3 very short ones) with mentor: Discuss results of first term, discuss reflective report written for assessment term 1 Discuss progress and difficulties: study skills, team work Training sessions 1 . Introduction to communication and Team work l: What is communication and why is it so important? What is the scope that we have in these trainings? What is Team work? The 3 aspects of team work: Product (or task), Task process, Team process. In this term we’ll focus on Task process: the ‘hardware’ of the collaboration process, or the procedures and steps involved. Practicing with task process (exercise in class). How to make sure to use this in your term team assignment? 2. Study skills: Discussing and practicing different skills: Planning, preparing, reading books, writing an action plan, summarizing, repeating, asking questions. Discussing experiences with teamwork during the term. Tips for improvement. 3. Reflection I and Practice for assessment: What is reflection and why should we reflect? Report. Practicing the procedure for the assessment. Term 4. Teamwork II: Looking back in plenary on Task process in 1st term. Lessons learnt Repeating 3 aspects of Team work, now focus on Team process: the ‘software’ of collaboration. Exercise with team work, focusing on team process 5. Face to face communication skills: Discussing and practicing different skills: listening, summarizing, asking questions, rephrasing, non-verbal reactions. Feedback: rules of giving and receiving feedback, Shari window. 6. Preparing for a Personal Development Plan: Using a format for a PDP Formulating SMART: what is it, why is it important. Practicing the use of the format in a SMART way English sessions Be reminded that for English there is a separate manual, giving you all the details of the lessons and preparations needed. 3. 3 Assignments On Blackboard you will find an overview of different activities related to the first and second term of BBC under the name Timeline BBC. In this ‘Timeline’ you also find products that we expect you to submit or upload on your digital space in Blackboard. In summary the assignments for mentoring and training (not including English) are as follows: Week 1 – Initial choice of major – for mentor, major co-ordination and programmer co- ordination. Week 2 – Submit your c.v. and portrait by uploading on your digital space on Blackboard – for mentor. Not marked Week 8/9 – Write reflective report for assessment. Exact deadline to be communicated by trainer. Upload on Blackboard – for assessor to be marked, also visible for mentor. Term 2 End of week 8 – Write and submit Personal Development Plan including initial choice of major and an image of your ‘dreamed’ first placement. Upload on Blackboard – for mentor, also visible for trainer. Not marked, but will be subsequently discussed with mentor at the beginning of term 3. In addition to the above, you are strongly advised to prepare for the individual mentoring meetings by thinking about how you are doing study-wise, what needs your special attention, what should be discussed with the mentor, This may also include writing down a number of points. 4. Examination 4. 1 General outline For this study unit, two partial examinations are organized, WAGE PAW (40%) and WAGE PAW (60%), together providing the final grade for this study unit. Together the two exams need to have a weighted average of 5,5 to pass the study unit (of 5 SEC). Examination in term 1 Type of assessment: team meeting (week 7 or 8), individual written paper (week 8/9) In week 7 or 8 a team meeting is organized for the team that worked together during term, under guidance of the trainer, in which a ‘peer assessment’ is carried out, with a duration of 45 minutes total. Immediately before this team meeting, students get 30 minutes to prepare individually. The peer assessment discusses task process (procedures, road map, methods) and team process (task sharing, team meeting skills, communication skills). Afterwards, at home, students write an individual reflection paper (based on a format) about teamwork during the term and taking on board the feedback from peers. Paper is marked. The procedure of the peer assessment will be practiced during one of the training sessions. WAGE PAW â€Å"Writing a formal paper† Examination in term 2 Type of assessment: written exam The written assessment takes place in a computer room on a stand-alone computer, o students can only use Word. Students are allowed to bring dictionaries and grammar reference books, which are clean (no notes inside) and may be inspected by the supervisor. Students get a writing assignment at the start of the assessment and then write a paper (memo, letter, report, proposal, essay) of about 350 words in 120 minutes. Topic of the paper is only known in the exam room. Paper is assessed on English proficiency using criteria such as accuracy of grammar and vocabulary, mindfulness of organization and structure of paragraphs, and awareness of style and audience. 4. 2 Criteria and grading WAGE PAW â€Å"Reflecting on team work† Bottom mark: 5 Weighing: 40% Marking criteria: Student is capable of writing a 750-1000 words reflective paper, in which the opinions of others are compared with those of self. Student uses the offered format for reflection. Student selects relevant situations and can formulate appropriate reflection questions about these situations. Student draws conclusions and lessons learnt. Weighing: 60% Students can write an accurate, formal paper Students start becoming aware of and are capable of applying basic rules of paragraphing and layouts of different types of professional and academic comments. Students start becoming aware of differences in formal and informal writing styles Students start increasing their corpus of active vocabulary in both writing and speaking. Together the two exams need to have a weighted average of 5,5 to pass the study unit (of 5 SEC). 4. 3 Resist A partial examination has to be retaken when the grade is lower than 5. When both partial exams are 5 or higher but the weighted average is lower than 5,5, the student can choose which exam to resist. Both partial examinations can be retaken in the term following the normal assessment moment. How to cite Bvaria, Papers

Understanding Oral Language and Literacy

Question: Discuss about the Understanding Oral Language and Literacy. Answer: Introduction: Language can be defined as a systematic form of words which is used by the people to express various types of thoughts and ideas to each other. In other words, we can say that language is a medium with the use of which one can easily communicate with each other and can share any type of information with each other. Language is a combination of words, and the method of using the words through different -different pronunciation techniques are also known as a language. By using the different type of languages orally various meaningful sounds are produced, which helps us to communicate with each other. There are various types of languages being used for the communication purpose on the globe (PDST, 2012). English is the national language of Australia and eighty five percent people of Australia speak only English. According to the Australian social trends 1999, more than one hundred and sixty languages are being spoken by the Australian people at their home. After the European settlement various languages such as Chinese, German, etc. are being spoken by the Australian people. According to a survey only one percent people are not able to speak English. A small percentage of the total population of the country who is not having good skills in English faces many difficulties in sectors like education, services, employment, etc. For decreasing these types of difficulties being faced by the people of the country, various programs have been introduced by the government of the country in schools and many other educational institutions (Centre for Public Education, 2012). According to a survey done in 1996, people above the age of five years spoke different- different languages other than the English at their own place. Italian was the one the common languages being used by the people of Australia. Two percent of the Australian people, of age more than five used to speak in Greek. Many other languages like Cantonese, Arabic, Vietnamese, German, Mandarin (b), Spanish, Maced onian, Tagalog, Croatian, Polish, Maltese, Turkish, Netherlandic etc. was being spoken by more than forty thousand people of Australia (Australian Bureau of Statistics, 1999). Multicultural City of the Australia is Sydney and in the Sydney a large number of people use different- different languages other than English. About sixty five percent of the people living in the Sydney are not English as their language to communicate with each other. Various researches being done from time to time, shows the importance of the language for the development of the brain of a child. When the children start communicating, they use the language consisting of both the words as well as signs. Childhood is the only stage when one can understand the basics of a language being used in the area, etc. they are living. At this age they easily seeks the orders, which helps them in understanding the various basic objects related to the language (Cherry, 2016). With the help of the language, childrens also came to know about the importance of sharing any type of information (JustLanded Team, 2016). This also helps them in deciding that what type of information they should share wit h others. With the help of the language they came to know about different- different words and sentences. This also helps them in making use of these words and sentences at right place on right time, while describing the meaning of the several words or we can say combination of several words in the day todays life. Use of various types of languages helps a child in describing its emotions, motions; aim, etc. clearly and easily. Children those who have good communication skills or in other words, children those who can make good use of their language can fetch more and more information related to any type of topic and on the other hand they can express it to others easily (Carter, 1997). This method will create a good interest among them for getting more and more useful information, which further supports in nourishing their knowledge skills. With the help of this, they will come to know that how to participate in each and every activity easily. Languages help in expanding the world of knowledge while observing various activities occurring around them. Knowledge about the language expands the understanding skills as well as it is responsible for creating a healthy development of a child(Achieve Inc, 2013). We know that as a child grows up, he/she starts using various types of words and gestures for expressing several views and making several comments on any type of topic. Taking about routine topics with the children helps in modifying their language skills and it will also introduce new words to them. Language has different effects on its development depending on the age of the children (Australian Government, 2016). In the early years in the school, the child starts listening new and using new words and sentences while the time of communicating and working with others. The method, by which the language is used by a child, creates an image of that child in front of the people with whom he/she is communicating. Social development of a child is directly related to the language which he/she is using for their communication purpose (N. Mather, 2001). If a child is not able to communicate well with others, then this will create a problem for him/her in giving their views or in sharing any type of information with their parents, teachers, friends and any other relatives in the society. Various issues related to the language can affect the learning skills of that child, which leads to slow down the development process of the child. Issues related to the language are responsible for affecting the emotional and psychosocial development of the child. The various causes created due to these issues, decrease s the working potential of the child. According to a website working for the welfare of the children known as Stop Child Abuse Now (SCAN) a child must have good language skills so that, he/she can easily communicate with others and can easily represent the various views in their mind in front of others. According to the various surveys done by the Stop Child Abuse Now (SCAN) shows that, if a child is not able to express himself or herself in front of others or he/she faces any difficulty in expressing themselves to others, then it is nearly not to be possible for him to understand their own feeling or any type of thought in their mind. According to this society or website, the only way to keep the children far away from these types of issues is to develop their language skills, because depending upon their facts this is the only way for the welfare of the children. World Health organisation (WHO) reports tell us that the first three years are the most important years of the child li fe for the development of his/her brain (Bruer, 1999). According to the world health organisation, the overall development of the brain of a child is mainly dependent on the development of language skills. Several reports of the organisation show that, a child faces several problems in his/her lifetime if and only if he/she has a lack of language skills in his/her staring years. The organisation also describes various facts like if a child a greater language development issues, then surely he/she will take to develop their skills socially, because development at the early stage of life helps in developin good social relations by working with full potential (Benitez, 2016). As we know, that the language plays an important role in everybodys life and is very important for the successful completion of any type of task or work. For the development of these types of skills, various steps should be followed or we can say following those steps is very necessary. Nowadays, most of the children want to nourish their language skills depending upon the schedules made by themselves, but in actual for a good development he/she needs to take advises from the professionals, their parents, people senior to them, etc. The advises of their parents, people elder to them or of the professionals will help them a lot in developing their language skills by knowing the use of several new words, signs and gestures (Brannagan, 2015). If a child is facing any type of problem regarding to his/her language, then he/she should say to their parents, etc. and parents, needs to take some immediate action for resolving several issues being faced by their child. Sharing these type issue s with the elders will help the child in getting an appropriate solution regarding to their problem, because the several efforts made by their elders will help them in getting appropriate resources as their solution on time without wasting much time and making delays which are responsible for increasing those such issues. While communicating with others the words, signs, gestures, etc. used by a child shows his/her actual image. The use of these signs, gestures and the words tells about that what is going in the mind of the child and creates an image in front of the other person with whom he/she is communicating or sharing any type of information. Another method of sharing any type of information with others is by using signs or by using the method of writing. Each and every child has his/her own strength of learning and developing language skills. Depending upon their strengths children use to do several experiments using different methods of the language. The future of a child mai nly depends on the development made during the early stage of the life. Different- different languages are used for differently abled children. The children those who are deaf, i.e. those who are not able to hear or can only hear a small part of the complete conversation being done around them are being trained in the sign language. Special educators help those children in making them trained for the use of sign language so that, they can also communicate with others and can express their feeling in front of others easily (Deaf Children Australia, 2014). Australia has a large number of policies introduced by the government of the country for the development of language among the children. In Australia, a large number of children are at risk related to their language development. The government makes several changes to the existing policies and it also introduces several new policies for the welfare process of the children of the Australia. As we know that language is one of the most important aspects for the development of several skills in a child (Melhuish, 2016). With the help and the use of the language a child can easily communicate with others, can express his/her feelings and emotions in front of others. If a child is able to communicate well, then only he/she will be able to actively participate in various activities being performed around them in the societies in which they are living, while expressing their views on several topics taken into consideration. If a child will actively participate in several activities then only his/her skills of solving problems can get improved. Having knowledge about the various languages being used by the people around us helps us in communicating with them easily. It also helps in learning several things happening around us, in understanding the several views made by others. Inventing new-new things and introducing those new invented things and ideas in front of others is only possible if one has a good hold on his/her language. Therefore, we can say about becoming a well-educated and literate one should firstly make his language skills, good so that, he/she can enjoy his/her language while making use of their language in several places for the betterment of their lives (Williams Jacobs, 2009). References Achieve Inc. (2013, March 16). Understanding the Skills in the Common Core State Standards. Retrieved from https://www.achieve.org/: https://www.achieve.org/files/Understanding-Skills-CCSS-Appendix-C-ELA-Literacy.pdf Australian Bureau of Statistics. (1999, June 24). Population Composition: Languages spoken in Australia. Australian Social Trends. Retrieved from https://www.abs.gov.au/AUSSTATS/abs@.nsf/2f762f95845417aeca25706c00834efa/d67b7c95e0e8a733ca2570ec001117a2!OpenDocument Australian Government. (2016, February 01). Language development: an amazing journey. Language development: an amazing journey. Retrieved from https://raisingchildren.net.au/articles/language_development.html Benitez, J. (2016). The Effect of Language Development on Social Development. The Effect of Language Development on Social Development. Retrieved from https://oureverydaylife.com/effect-language-development-social-development-16565.html Brannagan, M. (2015, January 27). Why Language Development is Important to a Child. Why Language Development is Important to a Child. Retrieved from https://www.livestrong.com/article/174703-why-is-language-development-important-to-a-child/ Bruer, J. T. (1999). The Myth of the First Three Years. In J. T. Bruer, A New Understanding of Early Brain Development and Lifelong Learning . The New York Times Company. Retrieved from https://www.nytimes.com/books/first/b/bruer-myth.html Carter, A. S. (1997, August). The Importance of Early Language for Learning. The Importance of Early Language for Learning. Retrieved from https://www.talkingpage.org/artic002.html Centre for Public Education. (2012, May). The United States of education: The changing demographics of the United States and their schools. (N. S. Association, Editor) Retrieved from Centerforpubliceducation.org: https://www.centerforpubliceducation.org/You-May-Also-Be-Interested-In-landing-page-level/Organizing-a-School-YMABI/The-United-States-of-education-The-changing-demographics-of-the-United-States-and-their-schools.html Cherry, K. (2016, April 24). An Overview of Early Childhood Development. (H. c. Standard, Editor) Retrieved from https://www.verywell.com: https://www.verywell.com/early-childhood-development-an-overview-2795077 Deaf Children Australia. (2014). Language Development and Deaf Children. Retrieved from https://deafchildrenaustralia.org.au/wp-content/uploads/2014/11/Language-Development-and-Deaf-Children-2012-v2-1.pdf JustLanded Team. (2016). Languages spoken in Australia. Languages spoken in Australia. Retrieved from https://www.justlanded.com/english/Australia/Australia-Guide/Language/Language Melhuish, E. (2016, march 08). Parents have the biggest influence over their childs language and emotional development. Parents have the biggest influence over their childs language and emotional development. Retrieved from https://theconversation.com/parents-have-the-biggest-influence-over-their-childs-language-and-emotional-development-55823 Mather, S. G. (2001, May 25). Thinking with Language, Images, and Strategies. (WTA, Ed.) https://www.ldonline.org/, https://ldonline.learningstore.org/products/WE1100.html, pp. 271-277. Retrieved from https://www.ldonline.org/article/6383 PDST. (2012). Five Components of Effective Oral Language Instruction. Dublin: PDST. Retrieved from https://www.pdst.ie/sites/default/files/Oral%20Language%20Booklet%20PDF.pdf Williams, C., Jacobs, A. (2009, September). 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