How Play Benefits Autistic Children Essay

Autism results in several deficiencies in children that affect their educational and social lives. Autistic children feel difficulty to interact with their peers and they even cannot play individually (Sherratt and Peter p. 34). Relevant behavioral deficiencies are also found in autistic children if they have deficiency to play either individually or in group (Wolfberg, p. 23) and they feel difficult to socialize (Williams, Reddy and Costell p. 67-77). Types of Play There are different types of play in which children are engaged such as soico-dramatic play, symbolic play and functional play. In symbolic play, children use their imaginations to use any object as any other object that is not present. The object used in this type of play does not possess the properties of the object that is imagined to be present in place of the actual object (Libby, Powell, Messer, & Jordan, p. 487-497). Children use common things in their symbolic play to represent specific things such as they use sticks and imagine that they are using swords. Where as, in functional play, children do not use imaginary things, rather they use things that are really useful for their play (Libby et al. , p. 487-497). In such a play, children may cook pretend food by using toy kitchen objects such as cooking utensils that are made from plastic for playing purpose. Children play specific roles in socio-dramatic play. They use particular themes to represent specific roles. Most common socio-dramatic themes are playing school, playing hospital and playing house in which each child is given a specific role to perform. Autistic children find it hard to engage in such type of play because they do not feel comfortable in playing roles that require specific social cues, nature of pretending and language. There are different levels of playing. The child does not require any other child to play with in an isolated play. In this type of play a child plays gets involved in a particular activity and plays with an object with out the need of other children (Sherratt and Peter p. 58-74). Children involve in this type of play only when they are engaged with their favorite toy or object. Autistic children play with an object or a toy in a way that is not common to that object or toy (Wolfberg, p. 78). An autistic child with lacking playing skills does not play with a car in a way that normal children do rather that child would prefer to spin the wheels of the car and would not move the car as normal children do. There is another type of play known as common focus or dyadic play. This type of play requires a child to play with another child. This type of play cannot be played in isolation (Sherratt and Peter, p. 76-95). Usually two children get involved in this type of play. When an autistic child gets involved in this type of play, he or she is more likely to be closer to another child while play but he or she will not interact with another child. Three or more children get involved in group play (Mittledorf, Hendricks and Landreth, p. 63-86). Children involved in group playing usually play board games, non-team games that can be played in a playground. An autistic child does not get involved in this type of play as it requires social cues and peer interaction Another example of play is team play in which a common goal is set to achieved and two or more groups compete with each other to achieve their goal (Mittledorf, Hendricks and Landreth, , p. 63-86). This type of play is organized either on a playgroud or in-house such as team tag, baseball, kickball and basketball. This type of play requires social interaction, rules of play to be followed and high level of activity and thus autistic children usually find it difficult to get involved in this type of play. Some Play Strategies to Help Autistic Children Learn More Efficiently Educational decisions should be based on the individual qualities, skills and needs of every child. Autistic children should be considered in the same way. There are several factors that determine which intervention should be implemented by a teacher to teach playing skills to a child. These factors are the determination of the developmental level of the child, the language level of the child and the determination of the type of the play to be taught. Developmental Readiness It is very important to determine the developmental level of the child before considering which intervention will be implemented for the child. This type of determination is very important for the children that are passing through their early childhood phase. Lifter et al. (1993) found out that it is very important to know the developmental level of the autistic child in order to select a play to teach preschool autistic children. When children are involved in play activities that are appropriate according to their developmental level, they get involved in those activities very quickly and they do not spend much time to learn those activities. Children learn developmentally appropriate activities more quickly as compared to activities that are appropriate according to their age because at the same age, different children have different developmental levels that are necessary to know (Lifter et al. , p. 139-159). Different developmental objects are used to identify which activity is developmentally appropriate for a child to learn (e. g. , Broomfield p. 732-745). The present level of functioning of a child determines which developmentally appropriate activity should be chosen regarding of the age appropriateness because the developmental level of every child is different. Some children’s level is more advanced so the activities and skills selected for them are different from those whose developmental level is lower than their age. Same thing goes to the autistic children whose developmental levels differ from child to child. Language Development Stahmer (p. 123-141) observed the autistic children with the typical children when both types of children were involved in symbolic play. It was observed that both the groups were involved to an equal extent when their language abilities were the same. So it is advised to initially find out the language abilities and developmental level of autistic children when plan to teach play skills to such children. Mundy, Sigman, Ungerer, and Sherman (p. 349-364) found that language development is based on play skills. The language abilities of autistic children can be developed during their play with other children. The autistic children learn different aspects of language such as they learn how to take turn, their behavior is related when they request for their turn, and they are involved in joint attention and other social interactions (Baranek et al p. 20-30). Peer Involvement Peer involvement matters a lot. Typically developing children can play a great role in engaging their autistic peers in appropriate play and positive activities (Blanc, et al p. 229-245). There are different ways in which the typically developing children can be encouraged to engage their autistic peers in social activities such as programs for peer tutoring, Circle of Friends etc. Teachers can discuss with typical peers about autism through an informal method. In this method, teachers discuss with typical peers about the ways in which they should initiate their social interactions with their autistic peers and they are also taught that they should accept social initiations if made by their autistic peers. If typical peers do not encourage social interactions in a natural setting then training programs are initiated for them. It is also found that group games with same age-group play an important role in increasing positive social interactions and appropriate play (Baker et al. , p. 300-308). The researchers also pointed out that natural setting plays a great role. So, it is advised in order to get successful generalization, the setting of group games should be kept as natural as possible. There are a number of games that can be played in groups on the playground such as tag, baseball etc (Baker et al. , p. 300-308). Setting and Intervention Method Setting and intervention method are as important to consider as the type of play. Teachers should consider different types of setting when they are to select the settings to teach play skills to autistic children. There is a variety of appropriate setting for such a task including the classroom of autistic children or of typical children to give them general education, a day care setting, the home of a child, playground of the school or a local park or other areas where students can be engaged in playing. Using Peer Trainers and Peer Models Blanc et al found that children usually make other children involve with them while they are playing. Children should be encouraged to play because when they play with each other, they learn social and behavioral skills through interaction. Children who do not feel comfortable in such interactions do not go through experiences that are essential for their development. Autistic children do not prefer to play with their peers and they hesitate to socialize but they also get involved in activities when integrated settings are provided to them. This means that autistic children do not prefer non-integrated settings (Blanc, et al p. 229-245). Integrated classroom is essential when typical children are encouraged to interact with their autistic peers. Integrated classroom is useful only if an intervention is implemented, otherwise typical children would prefer to play with other typical children and they would not preferably interact with their autistic peers (Blanc et al p. 229-245). Goldstein et al. also believed that social interactions among typical and autistic peers should be increased and for that purpose they developed a number of intervention strategies that were purely peer-mediated. The main purpose of those strategies was typically to bring typical and autistic peers closer by increasing social interactions between them. In this intervention strategy, typical children were taught how to initiate social interactions with their autistic peers and how to respond when their autistic peer initiate an interaction. This intervention resulted in an improvement in the social behaviors of autistic peers. Autistic children are encouraged through this strategy to respond to any initiation made by typical peers. The social behavior of autistic children are also strengthened when they get a response from the typical peers (Goldstein et al. , p. 265-280). Group Games. The facilitation of play skills and social interactions can be increased by incorporating typical peers into games and activities with their autistic peers (Baker et al. , p. 300-308). Teachers can use the preferred topics of autistic children in which they can get involved easily to increase their social behaviors. Baker et al. (p. 300-308) suggested that group games should be developed by asking the autistic children about their favorite topics. These groups are usually very common such as tag. Children are usually inspired by movie characters so teaches should ask autistic children about their favorite movie character and they should incorporate that character into the game. In this way, autistic children are motivated and they become interested in engaging with their typical peers through social interactions. In tag game, the target autistic child and typical children are given instructions about the game and then they are encouraged to play the game. Baker et al. , found that social interactions among autistic child and typical children increase because the target autistic child is given more importance as he or she is the who has chosen the topic of the tag game, typical children become involved because they find a lot of fun in the tag game, and the target autistic child, as a result, gets motivated to increase his or her social interactions with his or her peers. Integrated Play Groups Model. Integrated play groups model can be used as another effective method to increase the play interactions among the typical and autistic children. In this type of play, the children are provided with proper guidance, support, environmental arrangements (Wolfberg, p. 52). the setting of the play area is very important to consider. Children should be engaged in activities in places where children normally play. In such a setting majority of the children should be socially competent so that they are able to integrate their autistic peer easily and comfortably. The environment of the play area should encourage play activity. The play area should be of a normal size, the materials should be arranged properly and the children should be able to access and organize the material easily (Wolfberg, p. 52). The play groups should be balanced. Wolfberg (p. 52) explained that all the members of the play groups must be familiar to each other, means that they are children who meet with each other regularly. The play groups may have children of different age groups but they should be socially competent. It is very important to determine the competencies of the target child. This element is very important to consider when developing an integrated play groups model. With the help of this feature it will be easy for the teacher to find out how much and what type of support has to be given to the target child. In order to facilitate the group play, the target child should be given the opportunity to select what type of activity he or she wants to play and this thing will help the teacher to find out the developmental level of the target child. Guided participation is also encouraged in this model. Children are guided by an adult how to involve in a play that will enhance their social behaviors. The adult should provide supportive guidance instead of directive one (Blanc et al pp. 229-245). The principle of immersion should be followed in this model, means that children should be fully immersed in the play. Through immersion, more experienced children help the less experienced children in learning their roles under the supported guidance of an adult facilitator (Blanc et al pp. 229-245). Conclusion As autistic children have to struggle for the development of play and social skills in them, the teachers should be aware of all the necessary methods that are useful to teach the autistic children the required skills. A teacher must be able to determine the developmental level, language level and peer involvement level of the target autistic child and then the teacher should design, select and implement strategies that will enhance the required skills in him or her. The learning ability of autistic children also depends on the type of play and setting in which the activity will be initiated. The researcher can conclude at this point that play is very important in childhood as children learn from each others experiences. Autistic children need to be taught how to socialize in order to make them useful citizens and for this purpose it is very important to implement strategies that are necessary to fulfill this task. Works Cited Baker, M. J. , Koegel, R. L., & Koegel, L. K. Increasing the social behavior of young children with autism using their obsessive behaviors. The Journal of the Association for Persons with Severe Handicaps, 23 (1998), 300-308. Baranek, G. T. et al Object play in infants with autism: methodological issues in retrospective video analysis. American Journal of Occupational Therapy, 59(1) (2005), pp. 20-30. Blanc, R, et al Dysregulation of pretend play and communication development in children with autism. Autism, 9(3) (2005), pp. 229-245.

Communication and Collaboration Strategy Essay

Being able to accomplish a task with a team can be both rewarding and challenging. Learning how to effectively work with a group of people from diverse backgrounds can ultimately be draining. First and foremost there has to be an understanding that everyone is not the same, personalities are different, attitudes are different, work habits are not the same, and definitely learning styles are different. Becoming more sensitive with other team members actions or behaviors is a must. This will help to guide the team as a whole in developing different work strategies to reach the success of the team. The tests that I took to determine my personality and learning style were called â€Å"Multiple Pathways to Learning and the Personality Spectrum. † My highest most dominant personality scores were about equal between â€Å"organizer, thinker, and giver† my weakest point was being an adventurer. It also revealed that I my most dominant learning style is bodily-kinesthetic, musical, intrapersonal, and interpersonal but I am also verbal-linguistic. I find that I do agree with the results of these tests and I will use these learning styles to connect to my fellow team members that are in my group and those that are yet to come. I can use these beneficial techniques in my studies and work on those benefits that I am not yet strong in. There are other different personality types that were mentioned in the tests, they include: Thinker, Giver, and Adventurer, along with Organizer. They can all have an effective way that can increase the advance of a team. Thinkers are good at solving problems, and are very efficient when constructing models, while still able to analyze things. The Givers are peaceful, helpful, and caring and are very useful when dealing with human relationships. During times of conflicts between the team givers are exceptional at resolving the conflict and are seemingly good at negotiating (Carter, Bishop, & Kravits 2007). The Adventurer are individuals who love to explore new things. They often excel at new ideas and are also problem solvers. They also are always thinking of new ways to learn and are very good a puzzles and riddles. The different learning styles that are helpful in a team environment are: visual-spatial learning, verbal-linguistic, interpersonal, and logical-mathematics. People with the Verbal-Linguistic learning style are those people who are good in remembering terms, and familiarizing sentence structures, syntax, and word meanings (Carter, Bishop, & Kravits 2007). These individuals are also good in grammar, and would excel in teaching, and discussion. The best way to communicate with these individuals would be to be as clear as possible. Individuals with interpersonal learning style like being around people so this would best work in a team environment. Always in a clear manner they have no problem expressing themselves either verbally or non- verbally. The best way to deal with these individuals would be to allow them to express their concerns and find a way to get the job done. Being kind and warm with these individuals will help to further the progress of the team. Individuals with logical-mathematics are always reasoning logically. These individuals have above average skills when it comes to scientific reasoning and using tables and charts. It is best to use logical communication skills when dealing with this learning style. Maybe make presentations with charts and graphs or just plain common sense. When dealing with a team environment you have to first set ground rules and figure out a way that everyone can have their voice heard. This will ensure that no one is left out and everyone participates without any problems or conflicts. But should they arise being patient with one another and allowing an open floor for discussion will be beneficial to resolving any conflicts and getting the job done.

Self Reliance

The Idea of American Self Reliance From the readings of Cooper, Hawthorne, and Emerson you get a coherent understanding of how each writer interpreted the notion of â€Å"American Self Reliance†. Self- Reliance is defined as the dependence on one's own efforts and abilities . There are profound strengths in promoting and practicing the idea of Self-Reliance but also evident weaknesses if the phrase is taken too literally.While making reference to Cooper, Hawthorne and Emerson's readings the following essay will discuss the otion of American Self Reliance as well as an advantage and a disadvantage that can be caused by fully living by its creed. Most of us strive for success and independence. Most take pride in themselves for being able to start from the bottom and emerge on top with no help from others. This is typically interpreted as self reliance. However, it is not always possible to rise to the top by our efforts solely. At times we all need help in succeeding in life or simply bettering ourselves.Emerson's writing persuades you to believe that man alone is completely self sufficient for him r herself. I view this as a disadvantage or weakness in thought and practice because you cannot always believe that you will never need help from anyone or anything. This type of thinking could potentially stagnant one's progress and the reluctance to ask for or accept help would be the cause. Emerson writes â€Å"To believe your own thought, to believe that what is true for you in your private heart, is true for all men, – that is genius†.I disagree with this statement because it can be interpreted negatively or positively and from the reading I deduced that Emerson only presented his statement in a positive cogitation. This quote further influences us to believe that if we feel we can accomplish anything on our own in our hearts then everyone should believe this as well and in turn this is the most intellectual way to think. Unfortunately there a re countless times when what we believe true in our hearts, whether it concerns our capabilities or accomplishments, are in reality not feasible.Certain external or internal factors beyond our control can hinder our progress. Although, with the help of others, and the renouncement of the notion of living trictly by a creed of self- reliance, one could possibly demonstrate success in their thoughtful aspirations regardless of the unknown or potential hindrances that may lie ahead. With help we are able to maneuver and the ability to maneuver in our lives is an advantage and strength. I do not disagree with the complete ideology of self reliance.Emerson writes, â€Å"What I must do, is all that concerns me, not what the people think. It is easy in the world to live after the world's opinion; it is easy in solitude to live after our own; but the great man is he who in the midst of the crowd eeps with perfect sweetness the independence of solitude†. This quote is powerful because it depicts the strength or advantage (great man) that one can have in life if they focus on self and not worry about the opinions and conformity that society attempts to influence them with.It makes reference to will-power, determination and in solitude, amidst society. Having independent thought no matter what coaxes exists is a vital aspect of self reliance. In Hawthorne's Young Goodman Brown he writes, â€Å"Faith! Faith! cried the husband. Look up to Heaven, and resist the Wicked One! . Despite the fact that Hawthorne does not specifically mention the theory of self reliance in Young Goodman Brown, it is still included metaphorically throughout the text.Here Hawthorne support Emerson's ideology of Self Reliance by showing the strong will and determination Goodman Brown had by sticking to his beliefs and resorting to the higher power (God) in the face of evil and ultimately veering away from the influence of the wicked that surrounded him. After Brown sticks to his beliefs and does not conform to those of his surrounding environment he finds imself alone again in the woods, everything having vanished.Staying committed in your beliefs and views at all times whether in solitude or among others is important and as Hawthorne depicts, can entirely alter a predicament or situation for the better. From the readings I also concluded that self reliance is not only about believing in yourself or staying true to who you are despite the influence of society it is also about not abusing the resources that god has put forth for you to flourish. James Fenimore Cooper writes in The Pioneers, â€Å"It's much better to kill only such as ou want, without wasting your powder and lead, than to be firing into God's creaters in such a wicked manner.But I come out for a bird, and you know the reason why I like small game, Mr. Oliver, and now I have got one I will go home, for I don't like to see these wasty ways that you are all practysing, as if the least thing was not made fo r use, and not to destroy'. Cooper reveals a portion of his interpretation of Self reliance with this excerpt from The Pioneers. The character who speaks these words, Natty Bumppo, was portrayed as the embodiment of American Self-Reliance, who ived free, was strong, determined, self sufficient and lived close to nature.Cooper believed that connection with nature was essential for one's development and ability to be self reliant. In this quote he portrays his distaste for killing god's creations for game and not necessity, which translate into the abuse of our natural resources. Cooper, Hawthorne and Emerson collectively make some great points and examples of American Self Reliance throughout their works. However, it is important to acknowledge that some of their ideologies can serve as strengths as well as potential eaknesses. Cooper, F.J. (2003). The Pioneers. In N. Baym, The Norton Anthology of Literature (pp. 440-449). New York : Norton & Company. Emerson, R. (2003). Self Relianc e. In N. Baym, The Norton Anthology of Literature (pp. 450-467). New York: Norton & Company. Hawthorne, N. (2003). Young Goodman Brown. In N. Baym, The Norton Anthology of Literature (pp. 613-623). New York : Norton & Company. Merriam- Webster. com. (2013, November 3). Retrieved November 3, 2013, from Merriam- Webster: http://www. merriam-webster. com/dictionary/self%20reliance

International Financial Markets Essay Example | Topics and Well Written Essays - 1500 words

International Financial Markets - Essay Example From this point, bond portfolios can be restructured in a systematic manner outlined as under: In the events when interest rates are expected to decrease, it would be advisable to restructure the bond portfolios drifting towards securities constituting long-term maturities. This will allow the portfolios to earn maximum capital gain because there is a stronger likelihood that the price of the bonds having long maturities are expected to increase by a greater amount than that of bonds having short maturities in case of a decrease in the yields. Conversely, in the events of an increase in the interest rates, it would be advisable to restructure the bonds portfolios drifting towards short-term securities as it may likely to result in decreasing the capital losses from a decrease in the prices of long-term maturities compared to the increase in the prices of securities having short-term maturities. ... ter 1 year Price of Bond 2 (5yr) after 1 year Price of Bond 3 (10yr) after 1 year Price of Bond 4 (20yr) after 1 year Price of Bond 1 (2yr) after 2 years Price of Bond 2 (5yr) after 2 years Price of Bond 3 (10yr) after 2 years Price of Bond 4 (20yr) after 2 years Bond Current Price P1 P2 2yr 109.5 104.4599 105 5yr 120.23 115.0694 109.2377 10yr 126.63 122.9504 118.6706 20yr 126.46 123.9087 121.6928 Holding Period Returns Bond 1 (2yr) Return for 1 year: 0.23 - 5.04006 = -4.81 Bond 2 (5yr) Return for 1 year: 0.85 - 5.16058 = -4.31 Bond 3 (10yr) Return for 1 year: 2.03 - 3.67964 = -1.64 Bond 4 (20yr) Return for 1 year: 3.19 - 2.55135 = 0.638 Bond 1 (2yr) Cumulative Return for 2 years: [0.23(1.0113) + 0.23] -4.5 = -4.0374 Bond 2 (5yr) Cumulative Return for 2 years: [0.85(1.0113) + 0.85] -10.99 = -9.2804 Bond 3 (10yr) Cumulative Return for 2 years: [2.03(1.0113) + 2.03] -7.96 = 3.877 Bond 4 (20yr) Cumulative Return for 2 years: [3.19(1.0113) + 3.19] -4.76 = 1.656 Bond 1-year Return 2-year Return 2yr -4.81 -4.0374 5yr -4.31 -9.2804 10yr -1.64 3.877 20yr 0.638 1.656 Task 5 Holding period return is considered as quite significant because the period covering this return pertains to the time horizon for which the investment is to be held in the portfolio. In the light of the holding period returns generated for the four bonds, it can be closely observed that if the time horizon is kept as 1 year, securities having short-term maturities, are unable to provide any returns, rather they are incurring losses. Only 20-year bond is providing the holding period return of 0.638 while rest of the other three securities, are in negative zone. On the other hand, if the 2-year time horizon for holding the securities in the portfolio is taken into consideration, it can be noted that the

Tradition paper Essay Example | Topics and Well Written Essays - 500 words

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Business Intelligence Research Paper Example | Topics and Well Written Essays - 500 words

Business Intelligence - Research Paper Example Staples (2009) explained that business intelligence is considered as the techniques to cut and dice the data to generate reports. One of the available tools for business intelligence reports is SAP Crystal Reports Solution. The main purpose of this tool is to provide a comprehensive and graphical representation of the data to organizations. Organizations can analyze their operational and service performance (with the help of these reports) to identify the weak and strong areas, as well as analyze the industry data to identify opportunities, market trends and threats in the environment. SAP Crystal Reports Solution provides an effective medium to create, securely share and manage data for effective reporting (SAP, n.d.). It is an affordable solution that facilitates faster decisions for the development of business and increased market shares. SAP Crystal Reports Solution offers scalability since it can be increased from a couple of users to 200 employees (working simultaneously), as p er need of the organization. The solution encompasses two technologies; SAP Crystals Reports and SAP Crystal Reports Server. SAP Crystal Reports provide the interactivity and viewing capabilities, while the Server provides features to share the reports in an organized manner. Server also provides the conversion of reports into document formats.

Age-related changes Essay Example | Topics and Well Written Essays - 1000 words

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Politics in Modern Art Essay Example | Topics and Well Written Essays - 1000 words

Politics in Modern Art - Essay Example The essay "Politics in Modern Art" investigates politics in modern art. The artistic movement against the polity during the 1960s and 1970s is particularly high in California. Here, there is a striking confluence of political agitation and passionately engaged art. The San Francisco Bay area took the lead role nationally with the foundation of the free speech movement.Then, the state gave birth to the Beat and hippie countercultures, which was responsible for many profound social change across the country. In writing about the contemporary art Peter Selz, Susan Landauer observed: While the civil rights and peace movements grew simultaneously in cities nationwide, California played a significant role in their development. In their wake came the Chicano labor movement in the San Joaquin Valley, the revolutionary Black Panther Party in Oakland, as well as some of the most radical manifestations of gay liberation, Red Power, and environmental activism. All of these activities was accompa nied by an outpouring of political art unmatched elsewhere in the United States. Recent commentary of the subject to date has been made by Richard Candida Smith’s Utopia and Dissent: Art, Poetry, and Politics in California. Candida explored and examined the ideological , socioeconomic and historic roots of both political ferment of the recent times and its artistic expression. He pointed out that many of the values of liberty and dissent taken up by the New Left were first articulated by the community of artists and poets.

How Entrepreneurial Firms from Developing Markets Are Using Unique Essay - 1

How Entrepreneurial Firms from Developing Markets Are Using Unique Business Models and Strategies As They Transition Into Emerging Multinationals - Essay Example The paper tells that the developed world markets have experienced an influx of multinational companies or rather corporations (MNCs) with economies for countries such as Brazil, Indonesia, Mexico among others being among the key locations for growth in the near future. In the attempt to find a niche in these global markets, most of the MNC’s have concentrated their focus on the established and wealthy elite who rank top on the economic pyramid. This has given rise to an â€Å"imperialistic form of a mindset† where the existing products are sold to the established markets in the global markets. By the maintaining the focus on the affluent consumers and some partner-organizations who participated actively in the formal economy, it implied that much of general consumer capabilities were being taken for granted. Low-income markets also referred to as the base of the economic triangle offers both tremendous opportunities to tap despite the unique challenges. In the recent ye ars, entrepreneurial firms from developing markets seem to have noted a loophole in the global market that when capitalized on can aid in the tapping of the untapped sectors of the market. Tapping on the opportunities and challenges at the base of the economic pyramid. The opportunities linked with the market at the base of the economic pyramid are gradually becoming significant to both business managers and scholars. There is evidently more than meet the sight when considering the consumers having annual purchasing power parity of 1500 dollars or even less. In fact, any business trying to find its footage in a new environment is bound to face quite a number of challenges. As a business strategy for new global ventures, entrepreneurs have been turning on to partner organizations for resources and expertise they are lacking. Just as is the requirement by most governments, it becomes indispensable that the new entrants in the global market have a corporate partner in the host country who will ensure market accessibility in the new economies. Moreover, the entrepreneurial firms that are entering the base of the pyramid strata of the market economy have had to expand dramatically the field of potential alliance partners.

Sassoon siegfried Essay Example | Topics and Well Written Essays - 1000 words

Sassoon siegfried - Essay Example Ths history books r concrnd with th Grt Wr nd how popl djustd to diffrnt circumstncs during tht priod. D Brnirs nd Sssoon hv diffrnt viwpoints nd thir writings diffr from ch othr. DBrnirs' dscriptions of wr is xcruciting, ll too rl, s th uthor tks th rdr to th y of th cyclon to xplin how good mn bcom trnsformd into morl nimls nd t th sm tim los thir souls. This is th rl horror to wr, th dstruction of th dignity tht humns r trying to striv for. nd thus th book is cvt to ll ldrs to think mor dply bout th full rmifictions of rushing off to wr. Th min chrctr of th book is Cptin Corlli who is th snior Itlin officr in villg on n occupid Grk Islnd. His humnity rchs byond indignous hostility. Th Itlin rmy occupis th islnd first, nd th Itlins hv rltivly sy-going rltionship with th islndrs. cntrl chrctr is n Itlin cptin, ntonio Corlli, who plys th mndolin. Th othr min chrctrs r young womn, Plgi, hr fthr, Dr. Inns, locl doctor who is tching his dughtr ll bout hrbl mdicins, nd Plgi's boyfrind, Mndrs, Grk prtisn fighting th Grmns. In his book Louis D Brnirs dscribs Dr Inns s vry ddictd to his job "Dr Innis hd njoyd stisfctory dy in which non of his ptints hd did or got ny wors..."( Louis D Brnirs ). Whn th cptin is injurd nd is trtd by th doctor h mts Plgi, nd thy fll for ch othr. This mks for complictd sitution, sinc th two r on opposit sids in th wr nd sinc Plgi is nggd to th prtisn, Mndrs. Things gt vn mor complictd whn th Grmns rriv nd put n nd to th sy-going rltionship btwn th islndrs nd th occupirs. s wll s bing profound story bout humn rltionships, this is lso wr story, nd th uthor shows us how popl r trnsformd by wr. Through th cptin nd his Grk finc, it is finly xprssd ffirmtion of th humn spirit. Th moving runion in old g is crtinly for th lchrymos. Yt, in ssnc, Cptin Corlli mbodis blk honsty which is th vry ntithsis of sntimntlity, nd which mks d Brnirs' ultimt ffirmtion of humnity ll th mor powrful for bing so vidntly hrd-won. Oddly nough, his rdrs sm to rcogniz this mor clrly thn h dos himslf: if thr's on thing tht nnoys vryon bout th book, it's th nding - by dlying th ultimt runion of Plgi nd th cptin for 50 yrs, d Brnirs sms to btry n uncrtinty s to whthr his rsolution hs bn truly dsrvd. Still, it coms in th nd. Indd, it is strng to rd novl so full of pin, which nvrthlss lvs on with such strong sns of joy. Myb its succss, for tht vry rson, should itslf b considrd lif ffirming on. D Brnirs smlssly mixs brod comdy with grphic dscriptions of suffring or violnc, tndr pisods nd visionry flights of fncy. His book is lso highly sxd, bwdy nd stiricl. Cptin Corlli's spcil kind of historicl romnc ws, howvr, somthing of dprtur from his rlir novls' full us of 'mgic rlism'. Sigfrid Sssoon rmins mong th bst known soldir pots of th Grt Wr of 1914-18. Mmoirs of n Infntry Officr, th bst known of his wr mmoirs, ws first publishd in 1930. Mmoirs of n Infntry Officr is th scond volum of Sigfrid Sssoon's fictionlizd utobiogrphy. Th first nd third volums r Mmoirs of Fox-Hunting Mn, nd Shrston's Progrss, rspctivly. Whn this book ws first publishd in 1930, th vrg rdr my not hv rcognizd Shrston s n unrlibl nrrtor, but upon scond rding, much of wht th nrrtor tlls us grows in irony. Ths lins from 'Convlscnc' r typicl of th gm h plys with th rdr: "Bsid th bd thr ws bowl of whit lilc nd Bibl. Opning it t rndom to try my luck, I put my fingr on th following vrs from th Pslms: 'Th words of his

Terrorism, its Causes and Responses Essay Example | Topics and Well Written Essays - 1500 words - 1

Terrorism, its Causes and Responses - Essay Example The United Nations General Assembly attempts to define terrorism as criminal actions aimed at provoking the state of terror in the public, groups of people or certain persons for unjustifiable political reasons. Such actions are intolerable and are termed terrorism despite the ideologies, religious considerations, philosophical or political reasons that might be brought forth as justification. characteristically acts of terrorism are politically motivated, violent in nature, calculated to instigate psychological fear, are advanced by organizations with clear conspiratorial command chains which are identifiable and the perpetrators and entities which are non-state. Terrorists generally exploit the media to achieve much publicity as possible and amplify their influence on the audience of the target. The objective is for the effects to be felt by an audience that goes beyond the immediate subject being targeted. Terrorism can take the type of either domestic terrorism if conducted within the confines of national borders or international terrorism is conducted by groups that are able to exert their effects beyond borders of nations. Terrorism can also take the form of Civil Disorder in which violence is utilized in order to disrupt the security & peace as well as the normal community functioning. Political terrorism on the other takes the form of violence and criminal mannerisms aimed at generating fear in an entire community or a significant part of the community in order to advance political interests. There is also Limited Political Terrorism which involves terror acts conducted out of political and ideological motivations but not aimed at gaining state control.  

Different Types of Narration Essay Example for Free

Different Types of Narration Essay There are a variety of ways to narrate a story, but essentially they can be broken down into two main groups: first person narrative, and third person narrative. In the use of the first person narrator, the story is told through the eyes of the I narrator. The first person narrator can only relate incidents that he or she has witnessed, and only he or she can interpreted the situation, therefore in this respect the first person narrative is limited. We must remember that a first person narrator in a novel is not the novelist but a character who sees things only in the light of his or her own point of view and coloured by his or her personality, therefore events are biased to the narrators opinion. This of course can be used to effect in books where the first person narrator is unreliable and therefore we are forced to see a false picture of events. For example in The Beach by Alex Garland, events are told by Richard, a backpacker in Bangkok. In the extract I have chosen, Richard recounts an encounter with Mister Duck, who, at the beginning of he book, commits suicide. In the extract below, it is only the second time that Richard meets Mister Duck, the first being when Richard was feverish. Therefore we can easily presume that Richard was hallucinating when he first met Mister Duck but in this extract, it is hard to tell, from the way Richard narrates it, that Mister Duck is imaginary: Mister Duck sat in his room on the Khao San Road. Hed pulled back one of the newspapers that covered the window and was peering down to the street. Behind him, strewn across his bed, were coloured pencils, obviously the ones hed used to draw the map. The map was nowhere in sight so maybe hed already tacked it to my door. I saw that his shoulders were shaking. Mister Duck? I said cautiously. He turned, scanned the room with a puzzled frown and, then spotted me through the strip of mosquito netting. Rich Hi. Of course, through first person narrative, we develop a more intimate relationship with the narrator because we have their character and way of thinking forced upon us, which in cases can make you sympathise more with this character, as you know their private emotions that they would not show openly. For example in The Remains of the Day the use of the first person narrator creates suspense and mystery over the intense relationship between Stevens and Miss Kenton. Also in this extract, we feel Stevens character imposed on the story as his unquestioning faith and dedication to his job cost him dearly his personal life. And finally Stevens unwavering sense of duty and reserve at all times leading him to deny his emotions eventually drive away the woman he loved. As demonstrated in the extract I have chosen: As I was bolting the door, I noticed Miss Kenton waiting for me, and said: I trust you had a pleasant evening, Miss Kenton. She made no reply, so I said again, as we were making our way across the darkened expanse of the kitchen floor; I trust you had a pleasant evening, Miss Kenton. I did, thank you, Mr Stevens. Im pleased to hear that. Behind me, Miss Kentons footsteps came to a sudden stop and I heard her say: Are you not in the least interested in what took place tonight between my acquaintance and I Mr Stevens? I do not mean to be rude, Miss Kenton, But I really must return upstairs without further delay. The fact is, events of a global significance are taking place in this house at this very moment. When are they not, Mr Stevens? Very well, if you must be rushing off, I shall just tell you that I accepted my acquaintances proposal. I beg your pardon, Miss Kenton? His proposal of marriage. Ah, is that so, Miss Kenton? Then may I offer you my congratulations. Thank you, Mr Stevens. Of course, Ill be happy to serve out my notice. However, should it be that you are able to release me earlier, we would be very grateful. My acquaintance begins his new job in the West Country in two weeks time. I will do my best to secure a replacement at the earliest opportunity, Miss Kenton. Now if you will excuse me, I must return upstairs. I started to walk away again, but then when I had all but reached the doors out to the corridor, I heard Miss Kenton say: Mr Stevens, and thus turned once more. She had not moved, and consequently she was obliged to raise her voice slightly in addressing me, so that it resonated rather oddly in the cavernous spaces of the dark and empty kitchen. Am I to take it she said, that after the many years of service I have given in this house, you have no more words to greet the news of my possible departure than those you have just uttered? Miss Kenton, you have my warmest congratulations. But I repeat, there are matters of global significance taking place upstairs and I must return to my post. Pages 218-219 In this extract we are frustrated by Stevens reserve and lack of emotion, and without the story being told form his side we might have felt Stevens to be cold hearted and distance and therefore dislike him. But in fact we pity his actions and feel moved. An autobiographical persona such as Pip in Dickens Great Expectations, are not to be taken as complete or even accurate portraits of their authors they are often no more than studies in self criticism: I was quite as dejected on the first working-day of my apprenticeship as in that after-time; but I am glad to know that I never breathed a murmur to Joe while my indentures lasted. It is about the only thing I am glad to know of myself in that connexion. For, though it includes what I proceed to add, all the merit of what I proceed to add was Joes. It was not because I was faithful, but because Joe was faithful, that I never ran away and went for a soldier or a sailor. It was not because I had a strong sense of the virtue of industry, but because Joe had a strong sense of the virtue of industry, that I worked with tolerable zeal against the grain. It is not possible to know how far the influence of any amiable honest-hearted duty-going man flies out into the world; but it is very possible to know how it has touched ones self in going by, and I know right well that any good that intermixed itself with my apprenticeship came of plain contented Joe, and not of restless aspiring discontented me. In the same way the innumerable portraits by artists of their friends, enemies or acquaintances are notoriously one sided, exaggerated and even on occasion, libellous. In a first person narrative, the use of interior monologue can be used where the reader is allowed inside the mind of the narrator and so we can hear their inner thought. For example in Ernest Hemingways A farewell to Arms, when Henry hears that his wife is gravely ill we receive an interior monologue: The nurse went into the room and shut the door. I sat outside in the hall. Everything was gone inside of me. I did not think. I could not think. I knew she was going to die and I prayed that she would not. Dont let her die. Oh, God, please dont let her die. Ill do anything for you if you wont let her die Please, please, please dear God, dont let her die. Dear God, dont let her die. Pleas, please, please dont let her die, God, please make her not die. Ill do anything you say if you dont let her die. You took the baby but dont let her die that was all right but dont let her die. Please, please, dear God, dont let her die. Here we feel that the character is deeply involved in his surroundings and what is happening, the events he is recounting are extremely emotional and moving, but this is not always the case. In Nausea by Jean-Paul Satre, it is the story of an observer of life in a small cafà ¯Ã‚ ¿Ã‚ ½, and here the narrator is totally withdrawn from his surrounding, as though watching it on television. The narrator is distanced from events and the book is almost like a third person narrative in the sense that he is telling the story of the lives of those sitting around him, but of course true to first person narration he is interpreting the situation into how he sees it: It is half past one. I am at the Cafà ¯Ã‚ ¿Ã‚ ½ Mably, eating a sandwich, and everything is more or less normal. In any case, everything is always normal in cafà ¯Ã‚ ¿Ã‚ ½s and especially in Cafà ¯Ã‚ ¿Ã‚ ½ Mably, because of the manager, Monsieur Fasquelle, who has a vulgar expression in his eyes which is very straightforward and reassuring. It will soon be time for his afternoon nap and his eyes are already pink, but his manner is still lively and decisive. He is walking among the tables and speaking confidentially to all the customers: Is everything all right, Monsieur? I smile at seeing him so lively: when his establishment empties, his head empties too. Between two and four the cafà ¯Ã‚ ¿Ã‚ ½ is deserted, and then Monsieur Fasquelle takes a few dazed steps, the waiter turn out the lights, and he slips into unconsciousness: when this man is alone, he falls asleep. The second type of narrative is third person narration. The narrator is omniscient, that is, able to move between characters, situations, and locations at any point, and granted full access to characters thoughts, feelings, and motivation. This is the advantage that third person narration has over first person, yet a sense of intimacy with the characters is harder to achieve. Some narrators might comment on the events taking place in the novel as they unfold, and even interpose their own views; the Victorian novelists such as Charles Dickens were adept at this manner of intervention, for example in A Christmas Carol, Dickens talks directly to the reader to convey his thoughts and ideas: Marley was dead, to begin with. There is no doubt whatever about that. The register of his burial was signed by the clergyman, the clerk, the undertaker, and the chief mourner. Scrooge signed it. And Scrooges name was good upon Change for anything he chose to put his hand to. Old Marley was dead as a door-nail. Mind! I dont mean to say that I know, of my own knowledge, what there is particularly dead about a door-nail. I might have been inclined, myself, to regard a coffin-nail as the deadest piece of ironmongery in the trade. But the wisdom of out ancestors is in the simile; and my unhallowed hands shall not disturb it, or the countrys done for. You will therefore permit me to repeat, emphatically, that Marley was as dead as a door-nail. Alternatively, the author might limit the narrators overt presence, and recount the narratives events as directly as possible. A third-person narrator might have a limited point of view, confined to only one or a few characters, as in much of Emily Brontà ¯Ã‚ ¿Ã‚ ½s Wuthering Heights, where the author is wholly absent and uses the characters to tell the story. Therefore she never directly interrupts the story to make a direct comment or moral judgement on the action of the characters. We notice that Emily Brontà ¯Ã‚ ¿Ã‚ ½ in Wuthering Heights uses narrators that are involved in the proceedings and therefore these people try to inflict their point of view on the reader. In this case it is to emphasise the point that the relationship between Heathcliff and Cathy is unique and not something that Nelly, or Lockwood (Wuthering Heights two main narrators) will never fully comprehend as only Heathcliff and Cathy can explain their love for each other. She rung the bell till it broke with a twang: I entered leisurely. It was enough to try the temper of a saint, such senseless, wicked rages! There she lay dashing her head against the arm of the sofa, and grinding her teeth, so that you might fancy she would crash them to splinters! Mr Linton stood looking at her in sudden compunction and fear. He told me to fetch some water. She had no breath for speaking. I brought a glass full; and, as she would not drink, I sprinkled it on her face. In a few seconds she stretched herself out stiff, and turned up her eyes, while her cheeks, at once blanched and livid, assumed the aspect of death. Linton looked terrified. There is nothing in the world the matter, I whispered. I did not want him to yield, though I could not help being afraid in my heart. She has blood on her lips! he said, shuddering. Never mind! I answered tartly. And I told him how she had resolved previous to his coming, on exhibiting a fit of frenzy. In some cases the events of the story are told through an impersonal narrative. This impersonal narrator then relates the story through the senses of different character, presenting the reader with a more rounded picture. For example in The Tesseract by Alex Garland, the story is told from many points of view, quickly changing between one characters perspective to another, each time the story being told from that characters sense and feeling. In the extract below we witness the situation from three of the character point of view The telephone made for an indifferent witness. But Seans reflection in the bathroom mirror, making contact as he turned away from the vent, was less detached. Even under pressure, the sight was arresting. His face seemed to be in a state of flux. Unable to resolve itself, like a cheap hologram or a bucket of snakes, the lips drew back while the jaw relaxed, the stare softened while the frown hardened. Fear, Sean thought distantly. Rare that one got to see what it actually looked like. Other peoples, sure, but not your own. Intrigued, he leaned close to the mirror, ignoring the footsteps that were already working their way up the stairs. Aaaah, were going to be late, said Don Pepe, breaking the tense silence of the last five minutes. Jojo nodded and nervously pushed his thumbs into the padding around the steering wheel. Yes, sir, we are. Im sorry. Jojo paused a moment before saying Yes, sir again. He was leaving time for Teroy to add his own apology. After all, hed been the one who had suggested Hotel Patay in the first place. But Teroy, sitting in the passenger seat, wasnt saying a word. No sense diverting Don Pepes irritation on to him, when he could keep his head down and his mouth shut and let Jojo take all the abuse. Fair enough. Jojo would have been doing the same if their roles had been reversed. The narrator is very important in a story as the narrator is responsible for the way a story is conveyed to its reader, or its point of view. The variety of ways that the author can manipulate the narrator and his or her point of view in order to gain maximum control over the work as a whole is often the essence of whether the reader gained the desired effect set by the author.

Marketing Strategies to Counteract Recession in Hotels

Marketing Strategies to Counteract Recession in Hotels What marketing strategy is best used to counteract the effects of a potential recession on the four star hotel industry in the UK economy? Contents (Jump to) Background and Research Aims Literature Review Proposed Methodology Research Strategy and Resources Required References Background and Research Aim Financial Management (2008) reported that, at a recent CIMA forum for financial directors in the UK, the majority of the delegates believed that the global economic crisis has had far reaching impacts, and will most likely cause a recession in the UK in the near future. This is a view which it widely matched by Campaign (2008), which argues that the coming economic downturn is likely to have adverse impacts on all industries in the UK as consumers, and hence businesses, reduce their spending. However, this article does not advocate that businesses simply give up on attracting new custom, arguing that the businesses with the most successful and creative marketing strategies are likely to be the ones who not only survive any potential recession, but also benefit from it. As such, it is clear that there are two main potential strategies for hotels as the economy begins to contract. They can either choose to contract their operations, focusing on operational efficiency and aiming to cut costs wherever possible, or they can look to use the recession as an opportunity to increase their competitiveness over and above their rivals. This can be achieved via a focus on improved efficiency, costs, quality, or general marketing. However, the argument of Campaign (2008) above tends to indicate that marketing is the main method by which hotels, and businesses in general, can differentiate themselves and maintain revenue and market share in the face of a recession. Both of these strategies are equally valid, however this piece will aim to focus on the more positive of the two: the use of a marketing strategy to counteract the effects of a recession on the UK hotel industry. The hotel industry in the UK is very broad, ranging from the cheap and basic one and two star hotels, up to the extremely luxurious five star offerings which grace many major destinations. However, the majority of attention tends to focus on these two ends of the spectrum, with little thought being given to strategic development and planning for the mid range hotels such as four star offerings. As such, this piece will concentrate specifically on the four star segment, in order to determine what factors drive consumer demand and business success in this segment, and how these factors can be used to develop a marketing strategy to help four star hotels in the UK handle the impact of a recession. Literature Review Many hotels have already started planning for a recession, particularly in the United States, where the economy is in a more advanced stage of recession than the UK. As such, there is value to be obtained from looking at the strategies taken by hotel chains in the US. In particular, Ricca (2008) considers the strategy of the Wyndham Hotel Group, which intends to improve its marketing in order to boost its performance, as well as looking to improve its inventory management and service levels. In addition, the chain will look to boost the use of its loyalty program, helping to grow the company’s brand identity as well as to drive revenue higher in the short term (Ricca, 2008). Another useful study from the literature comes from Barsky and Nash (2008) who reveal that higher end and luxury hotels tend to perform better during a recession when compared to other classes of hotel. This implies that the four stars may be able to improve their performance by aiming to become more exclu sive. In addition, Barsky and Nash (2008) argue that hotel should not aim to cut back on prices and services in a recession, but instead they should aggressively market themselves and focus on customer service, in order to be more competitive than others in the market. Further to this, a major study by O’Neill and Mattila (2006) found that the net operating margin of a hotel tends to be driven most strongly by its average occupancy level, and that the average price per room was less significant. However, this study also showed that the market segment in which the hotel operated; the hotel’s age; any affiliation to a major brand; and a hotel’s size and location also had strong effects on financial performance. This is based on data from the last slowdown in the hotel industry, in 2002, when global terrorism and the dot com crash saw many hotels in trouble. The hotels which performed best in that year were the ones which focused on driving strong occupancy, rather than looking to cut back in size or expenditure. However, O’Neill and Mattila’s (2006) study shows that the mid range hotels were the ones which suffered most in the last slowdown. Looking at the current economic context, Lloyd-Jones (2008) argues that the current state of the economy, combined with the general consensus amongst analysts that a recession is quite likely, means that hotels need to start preparing now. As such, Lloyd-Jones (2008) recommends that property managers should look to use the full range of their marketing strategy, right across the 7Ps, to achieve the most profitable balance between occupancy levels and room rates. Proposed Methodology Unfortunately, given the uncertain nature of the economy, and the fact that no one can accurately predict the nature and severity of any potential recession, it is difficult to be prescriptive about the ideal strategy for a hotel to take to mitigate the effects of said recession. As such, this piece will arguably need to take an approach more in line with contingency theory, where it can make specific recommendations based on the circumstances of individual hotels. This implies that the main methodology should be to use interviews with hotels who are preparing for a potential downturn, as well as those with experience at surviving previous downturns. By determining what strategies, if any, the most successful chains are using to overcome a potential recession, it should be possible to develop a detailed typology of the potential strategic choices hotels can make to deal with economic downturns, and the circumstances in which each strategy is most appropriate. In order to give this typology academic value, it should be firmly based in an existing academic framework. The framework chosen for this paper is the ‘7Ps’ extended marketing mix. The 7Ps are based on the 4Ps introduced by McCarthy (1960): Product, Price, Promotion and Place. However, the 7Ps extends this to include another three factors. Whilst there is some debate over what these factors should actually be, with various writers proposing People, Processes, Physical Layout, Provision of Service, and Physical Evidence; this piece will focus on the three determined by Booms and Bitners: People, Processes and Physical Layout (Kotler and Keller, 2005). This 7P framework will be used to construct the typology, and also to drive the interviews. The interviews will be semi structured interviews, conducted with some senior members of staff from a wide selection of four star hotels throughout the UK. Semi structured interviews have been chosen because they will allow the interviewer to investigate the desired range of topics, whilst also giving the interviewee the chance to provide additional details or to clarify certain points. The main themes for the semi structured interview will be: To determine whether the interviewee has worked at a hotel during a previous recession and the steps they took to overcome that recession. To determine what steps, if any, have been taken to prepare for a potential coming UK recession. To determine the extent to which these steps are marketing focused. To determine which of the 7Ps the interviewee deems most important in using marketing to overcome the effects of a recession. Research Strategy and Resources Required In order to fully ground the typology in the theoretical framework, it will be necessary to obtain a full understanding of the 7Ps framework and its application to hotel marketing. This will be achieved via a complete review of the literature around marketing and the hotel industry. As such, it will be necessary to spend a significant amount of time using libraries and online resources to review a wide range of literature on the subject. This research should also involve a detailed study of the literature around the effects of a recession on consumer demand, and strategies which businesses in general can use to handle a recession. This will be of use in helping to validate the potential strategies which emerge from the interviews, and generally in helping to direct the interviews. Ideally, the interviews will all be conducted via the telephone. This will save on travel costs and time, as well as making the process run smoother. Initially, a large number of four star hotels, around fifty, will be contacted by phone or e-mail, to enquire about the possibility of interviewing senior staff. This will hopefully allow for at least ten interviews with senior staff members across the UK. Once agreement has been obtained, the relevant staff members will be contacted to arrange an appropriate time, and length of time, for the interview. It is expected that this will simply require a telephone and a quiet room where the interviewer is unlikely to be disturbed. A recording device will also be useful, to help with transcribing the interviews later. As the data will be mainly qualitative, there will be little need for any statistical analysis tools, and an appropriate research paradigm will be selected as needed. All interviewees will be informed that the interview is being recorded, but all respondents will be guaranteed complete anonymity. References Barsky, J. and Nash, L. (2008) Are luxury hotels recession-proof? Hotel Motel Management; Vol. 223, Issue 10, p. 14. Campaign (2008) Creativity wont lose its value, even in recession. Campaign; Issue 16, p. 20. Financial Management (2008) UK FDs braced for downturn. Financial Management; June 2008, p. 6. Lloyd-Jones, A. R. (2008) The Prognosis for Hotel Occupancy and Average Rate in a Slowing Economy. Real Estate Finance Journal; Vol. 24, Issue 1, p. 29-33. McCarthy E. J. (1960) Basic Marketing: A Managerial Approach. Homewood IL: Irwin. ONeill, J. W. and Mattila, A. S. (2006) Strategic Hotel Development and Positioning. Cornell Hotel Restaurant Administration Quarterly; Vol. 47, Issue 2, p. 146-154. Ricca, S. (2008) Wyndham: Recession strategies in place. Hotel Motel Management; Vol. 223, Issue 10, p. 1-62.

Malcolm X Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"There can be no black-white unity until there is first some black unity.† (Malcolm X, March 8, 1964) Malcolm X was probably one of the most controversial elements in the civil rights movement. Due to his radical views and actions he was detested by many peoples at that time, yet still today he is seen as a key figure along with Rosa Parks and Dr. Martin Luther King Jr.   Ã‚  Ã‚  Ã‚  Ã‚  Malcolm X had become a member of the Nation of Islam in his earlier years. The Islamic faith borrows basic ideas from the orthodox teachings of Islam and combines them with the very racist views regarding whites taught by Elijah Mohammed. Malcolm was a very influential priest for the Nation of Islam. After questioning some of the views and beliefs of the Nation of Islam, Malcolm angered many of its followers. This forced Malcolm to travel on a journey overseas to Arabia to find out what his true beliefs were. When he reached Arabia, he found that it was a different society than that of which Elijah Mohammed had described it. Malcolm discovered that race played no role in determining a person’s status in society. Viewing this made a positive change in Malcolm X’s beliefs and views. This unity of human kind made Malcolm think and change his ideas about the solution to the racial problem in America. This was the most influential turning point in his lif e.   Ã‚  Ã‚  Ã‚  Ã‚  Malcolm first adopted his views and beliefs of the Nation of Islam while he was serving time in prison. By the time he had gotten out of prison, he had undergone a transformation from a drug-dealing thief to a religious priest of the Nation of Islam. Mohammed’s racist teachings were taken in by Malcolm. It was through these teachings that Malcolm X developed his radical views about race in America.   Ã‚  Ã‚  Ã‚  Ã‚  Under the guidance and teachings of Elijah Mohammed, Malcolm had targeted all whites and blamed them for position of African Americans in society. He referred to the whites as devils, which tried making the standards of blacks even lower then they already were. Malcolm X believed that complete segregation was the only way to end racial problems in America. He also said that all actions committed against blacks in history were due to the white race as a whole. Another one of his claims was that all blacks should move to Africa, a... ...was Malcolm Little, he was a drug addict, a thief, and an all around criminal. As Malcolm X, he went from a low life hoodlum to a very influential priest for the Nation of Islam. As Malik El-Shabazz, he went from teaching racial segregation to preaching racial equality and unification. He basically went from one end of the spectrum straight to the other. In the end, he became a good man, who taught what was right in his eyes. Unfortunately, Malcolm Little (a.k.a. Malcolm X, a.k.a. Malik El-Shabazz) was assassinated in the Audubon Ballroom by members of the Nation of Islam in Harlem on February 21, 1965. He was world famous at this time as â€Å"the angriest black man in America.†   Ã‚  Ã‚  Ã‚  Ã‚  Having been a significant and prominent figure in the civil rights advancement for blacks from my point of view, Malcolm X was a necessity even though some viewed his actions as flaws. His conversion from a odious black man believing in segregation was the only way, to a powerful leader in civil liberties, proved momentous in his development of becoming that powerful leader. Organizations led by Malcolm at that time united African Americans additionally supporting there movement.

Aspects Of City Life - Crime. :: essays research papers

Aspects of City Life - Crime.   Ã‚  Ã‚  Ã‚  Ã‚  Different angles can be taken with regards to crime in the city, and further to this, the main topic can be broken down into smaller areas. I have conducted two types of research; Primary - Interviews etc. Secondary - Named Sources.   Ã‚  Ã‚  Ã‚  Ã‚  The question of crime and how it affects a city is perhaps best put to those people that have either lived in a city all their lives (thus knowing what the crime is like in the area), or to those that have moved to a city from a town or village (therefore being able to make a comparison between the types of crime and their severity in the two habitats).   Ã‚  Ã‚  Ã‚  Ã‚  A city, apart from having a great deal more shops, civic and recreational amenities, and night life will also have many more people - people that need somewhere to live, meaning vast expanses of housing estates and other residential areas. In Sunderland's case all of the above are true, and, as with many other cities across the country it has a very large student population. There are two centres of higher education in Sunderland - the university, and the college, both with large subscriptions. Although both have been established for a while now, it was only fairly recently that the old Polytechnic achieved university status. This has not only increased the size of the university in terms of property but also the number of students attending it. This therefore means that the overall size of Sunderland has increased, including the numbers of shops, clubs, recreational activities and also houses.   Ã‚  Ã‚  Ã‚  Ã‚  A great deal of people in Sunderland believe that their local pubs and clubs have been 'taken over' by students and at first there was a great deal of apprehension and tension between locals and students, often resulting in violent conflict. This still exists but to a much smaller extent. However, something that can be connected with this is the mugging and burglary that happens to a small minority of students. Obviously crime occurs everywhere, no matter where you live, but students are seen as easy targets due to their vulnerability, as well as the fact that they have money and valuable possessions. The severity of some of the attacks has been such that victims have needed extensive hospital treatment due to the injuries they have sustained. Security measures at certain halls of residence have been questioned after several attacks occurred in usually safe surroundings.   Ã‚  Ã‚  Ã‚  Ã‚  The most startling aspect of violent crime in this area is that it still occurs, despite increased policing and advice to students regarding how to

Volleyball :: essays research papers

Title:Blocking in Volleyball Description: Blocking in Volleyball Blocking is a very important defensive aspect of volleyball at higher levels. Blocking is one of the hardest skills to learn, and does not always show direct results. The Body: Blocking in Volleyball Blocking is a very important defensive aspect of volleyball at higher levels. Blocking is one of the hardest skills to learn, and does not always show direct results. The block serves four basic functions. The first is to stop the ball, and hopefully return it to the opponents side for a point or side out. The second is to eliminate as a much of the court for the opposing hitter to hit into, also making the court easier for the back row to defend. The third is to deflect the ball up so that it can be used for an attack. The last function is to force the use of a secondary (possibly weaker) hitter, or a secondary hit such as a tip or half hit. The basics of the block begin at the feet. The feet should be parallel, about fourteen inches from the net, and about shoulder width apart. The weight should be on the inside of the feet, with more weight on the foot opposite the direction of the most likely movement. Knees should be slightly bent. Hands should always be kept at shoulder height, elbows flexed, and the forarms should be parallel to the net. Prior to jumping a half squat position should be assumed, with back straight, leaning slightly to the net. Ater jumping hands should go up and slide over the net as far as possible. The arms and hands should be rigid, with thumbs upward and fingers spread apart. Before contact, the arms, shoulders, and hands should be turned inward to the center of the court. The body should pike. The hands should be open to surround, and try to catch the ball. There are two main methods of movement. These include the side step and the crossover. The side step is meant for covering a short distance. The body stays square to the net. The foot closest to the direction of the movement moves first. The outer foot then follows sliding back to a shoulder width position. Setting the block involves several variables. These include the distance of the set from the net, height of the set, attacker, angle of hitters approach, what hand the hitter uses, and lastly the position of the attacking arm and elbow in relationship to the ball.

Ethical Decision Making and Behavior

7 Ethical Decision Making and Behavior As we practice resolving dilemmas we find ethics to be less a goal than a pathway, less a destination than a trip, less an inoculation than a process. —Ethicist Rushworth Kidder WHAT’S AHEAD This chapter surveys the components of ethical behavior—moral sensitivity, moral judgment, moral motivation, and moral character—and introduces systematic approaches to ethical problem solving. We’ll take a look at four decision-making formats: Kidder’s ethical checkpoints, the SAD formula, Nash’s 12 questions, and the case study method.After presenting each approach, I’ll discuss its relative advantages and disadvantages. U nderstanding how we make and follow through on ethical decisions is the first step to making better choices; taking a systematic approach is the second. We’ll explore both of these steps in this chapter. After examining the ethical decision-making process, we’ll see ho w guidelines or formats can guide our ethical deliberations. 235 236——PART III. Ethical Standards and Strategies Components of Moral Action There are a number of models of ethical decision making and action.For example, business ethics educators Charles Powers and David Vogel identify six factors or elements that underlie moral reasoning and behavior and that are particularly relevant in organizational settings. 1 The first is moral imagination, the recognition that even routine choices and relationships have an ethical dimension. The second is moral identification and ordering, which, as the name suggests, refers to the ability to identify important issues, determine priorities, and sort out competing values.The third factor is moral evaluation, or using analytical skills to evaluate options. The fourth element is tolerating moral disagreement and ambiguity, which arises when managers disagree about values and courses of action. The fifth is the ability to integrate m anagerial competence with moral competence. This integration involves anticipating possible ethical dilemmas, leading others in ethical decision making, and making sure any decision becomes part of an organization’s systems and procedures.The sixth and final element is a sense of moral obligation, which serves as a motivating force to engage in moral judgment and to implement decisions. James Rest of the University of Minnesota developed what may be the most widely used model of moral behavior. Rest built his four-component model by working backward. He started with the end product—moral action—and then determined the steps that produce such behavior. He concluded that ethical action is the result of four psychological subprocesses: (1) moral sensitivity (recognition), (2) moral judgment, (3) moral focus (motivation), and (4) moral character. Component 1: Moral Sensitivity (Recognition) Moral sensitivity (recognizing the presence of an ethical issue) is the firs t step in ethical decision making because we can’t solve a moral problem unless we first know that one exists. A great many moral failures stem from ethical insensitivity. The safety committee at Ford Motor decided not to fix the defective gas tank on the Pinto automobile (see Chapter 2) because members saw no problem with saving money rather than human lives.Wal-Mart was slow to respond to concerns raised by employees, labor groups, environmentalists, and others about wage violations, sexual discrimination, poor environmental practices, and other issues. 3 Many students, focused on finishing their degrees, see no problem with cheating. (You can test your ethical sensitivity by completing the â€Å"Self-Assessment: Moral Sensitivity Scenarios. †) According to Rest, problem recognition requires that we consider how our behavior affects others, identify possible courses of action, and determine theCHAPTER 7. Ethical Decision Making and Behavior——237 consequ ences of each potential strategy. Empathy and perspective skills are essential to this component of moral action. If we understand how others might feel or react, we are more sensitive to potential negative effects of our choices and can better predict the likely outcomes of each option. A number of factors prevent us from recognizing ethical issues. We may not factor ethical considerations into our typical ways of thinking or mental models. We may be reluctant to use moral terminology (values, justice, right, wrong) to describe our decisions because we want to avoid controversy or believe that keeping silent will make us appear strong and capable. 5 We may even deceive ourselves into thinking that we are acting morally when we are clearly not, a process called ethical fading. The moral aspects of a decision fade into the background if we use euphemisms to disguise unethical behavior, numb our consciences through repeated misbehavior, blame others, and claim that only we know the â €Å"truth. 6 Fortunately, we can take steps to enhance our ethical sensitivity (and the sensitivity of our fellow leaders and followers) by doing the following: †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Active listening and role playing Imagining other perspectives Stepping back from a situation to determine whether it has moral implications Using moral terminology to discuss problems and issues Avoiding euphemisms Refusing to excuse misbehavior Accepting personal responsibility Practicing humility and openness to other points of viewIn addition to these steps, we can also increase ethical sensitivity by making an issue more salient. The greater the moral intensity of an issue, the more likely it is that decision makers will take note of it and respond ethically. 7 We can build moral intensity by doing the following: †¢ Illustrating that the situation can cause significant harm or benefit to many people (magnitude of consequences) †¢ Establishing tha t there is social consensus or agreement that a behavior is moral or immoral (e. g. legal or illegal, approved or forbidden by a professional association) †¢ Demonstrating probability of effect, that the act will happen and will cause harm or benefit †¢ Showing that the consequences will happen soon (temporal immediacy) †¢ Emphasizing social, psychological, physical, or psychological closeness (proximity) with those affected by our actions †¢ Proving that one person or a group will greatly suffer due to a decision (concentration of effect) 238——PART III. Ethical Standards and Strategies Finally, paying attention to our emotions can be an important clue that we are faced with an ethical dilemma.Moral emotions are part of our makeup as humans. 8 These feelings are triggered even when we do not have a personal stake in an event. For example, we may feel angry when reading about mistreatment of migrant workers or sympathy when we see a picture of a refu gee living in a squalid camp. Moral emotions also encourage us to take action that benefits other people and society as a whole. We might write a letter protesting the poor working conditions of migrant laborers, for instance, or send money to a humanitarian organization working with displaced persons. Anger, disgust, and contempt are other-condemning emotions.They are elicited by unfairness, betrayal, immorality, cruelty, poor performance, and status differences. Anger can motivate us to redress injustices like racism, oppression, and poverty. Disgust encourages us to set up rewards and punishments to deter inappropriate behaviors. Contempt generally causes us to step back from others. Shame, embarrassment, and guilt are self-conscious emotions that encourage us to obey the rules and uphold the social order. These feelings are triggered when we violate norms and social conventions, present the wrong image to others, and fail to live up to moral guidelines.Shame and embarrassment ca n keep us from engaging in further damaging behavior and may drive us to withdraw from social contact. Guilt motivates us to help others and to treat them well. Sympathy and compassion are other-suffering emotions. They are elicited when we perceive suffering or sorrow in our fellow human beings. Such feelings encourage us to comfort, help, and alleviate the pain of others. Gratitude, awe, and elevation are other-praising (positive) emotions that open us up to new opportunities and relationships.They are prompted when someone has done something on our behalf, when we run across moral beauty (acts of charity, loyalty, and self-sacrifice, for example), and when we read or hear about moral exemplars (see Chapter 3). Gratitude motivates us to repay others; awe and elevation encourage us to become better persons and to take steps to help others. In sum, if we experience anger, disgust, guilt, sympathy, or other moral emotions, the chances are good that there is an ethical dimension to th e situation that confronts us. We will need to look further to determine if this is indeed the case.CHAPTER 7. Ethical Decision Making and Behavior——239 SELF-ASSESSMENT MORAL SENSITIVITY SCENARIOS Instructions Read each vignette and consider the following statement: There are very important ethical aspects to this situation. (1 = strongly disagree, 7 = strongly agree) Then briefly explain your rating for each vignette in the space below it. For more information on the ethical issues raised by the scenarios, see Item 1 under â€Å"For Further Exploration, Challenge, and Self-Assessment. † Vignette 1 One of your most important customers, a medical clinic, called yesterday.The clinic had ordered a product 10 days ago (products are normally delivered within 7–10 days), but it had not arrived. Quickly, you traced the order to the shipping office. You asked the shipping clerk about the order, and she said, â€Å"I shipped it 2 days ago! † As you left the shipping office, you glanced at her desk and saw her shipping receipts. You could clearly see that the order was shipped this morning. You called the client back with the news that the product was on its way. As you talked with the client, you learned that the delay of the product had allowed the condition of some patients to worsen quite dramatically. ___________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Vignette 2 Last Monday, you were sitting at your desk examining a request that a customer had just faxed to you. The customer was proposing a project that would make a tremendous amount of money for your company but had an extremely demanding time schedule.Just as you were about to call the custo mer and accept the project, one of your employees, Phil, knocked on the door. He entered your office, politely placed a letter of resignation on your desk, and told you he was sorry, but in two weeks, he 240——PART III. Ethical Standards and Strategies would be moving to another state to be closer to his ailing parents. After he left, you thought about the proposed project and determined that even though Phil would be gone, you could still meet all of the customer’s deadlines. You called the customer and accepted the project. ___________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Vignette 3 Earlier today, a salesman who works in Iowa called you and told you about an experience he had last week. One of his customers placed a small order of about $1,500 worth of product from corporate headquarters.The home office immediately shipped the package through a freight company, and it arrived the next day at the freight company’s warehouse in Iowa. The salesman went to the warehouse just as it was closing and talked to one of the managers. The manager said that everyone had gone home for the day, but he assured him that the package would be delivered directly to his office the next day. The salesman knew that the customer did not need the materials for at least another 3 days, but he didn’t want to wait.He placed a $20 bill on the counter and asked the warehouse manager one last time if there was anything he could do. The manager found the paperwork, got the product from the back of the warehouse, and brought it out to the salesman. ____________________________________________________________________ ____________________________________________________ ________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________SOURCE: Reynolds, S. J. (2006). Moral awareness and ethical predispositions: Investigating the role of individual differences in the recognition of moral issues. Journal of Applied Psychology, 91, 233–243. Published by the American Psychological Association. CHAPTER 7. Ethical Decision Making and Behavior——241 Component 2: Moral Judgment Once an ethical problem is identified, decision makers select a course of action from the options generated in Component 1. In other words, they make judgments about what is the right or wrong thing to do in this situation.Moral judgment has generated more research than the other components of Rest’s model. Investigators have been particularly interested in cognitive moral development, the process by wh ich people develop their moral reasoning abilities over time. Harvard psychologist Lawrence Kohlberg argued that individuals progress through a series of moral stages just as they do physical ones. 9 Each stage is more advanced than the one before. Not only do people engage in more complex reasoning as they progress up the stages, but they also become less self-centered and develop broader definitions of morality.Kohlberg identified three levels of moral development, each divided into two stages. Level I, preconventional thinking, is the most primitive and focuses on consequences. This form of moral reasoning is common among children who choose to obey to avoid punishment (Stage 1) or follow the rules in order to meet their interests (Stage 2). Stage 2 thinkers are interested in getting a fair deal: You help me, and I’ll help you. Conventional thinkers (Level II) look to others for guidance when deciding how to act.Stage 3 people want to live up to the expectations of those t hey respect, such as parents, siblings, and friends, and value concern for others and respect. Stage 4 individuals take a somewhat broader perspective, looking to society as a whole for direction. They believe in following rules at work, for example, and the law. Kohlberg found that most adults are Level II thinkers. Level III, postconceptual or principled reasoning, is the most advanced type of ethical thinking. Stage 5 people are guided by utilitarian principles.They are concerned for the needs of the entire group and want to make sure that rules and laws serve the greatest good for the greatest number. Stage 6 people operate according to internalized, universal principles such as justice, equality, and human dignity. These principles consistently guide their behavior and take precedence over the laws of any particular society. According to Kohlberg, fewer than 20% of American adults ever reach Stage 5, and almost no one reaches Stage 6. Critics take issue with both the philosophi cal foundation of Kohlberg’s model and its reliance on concrete stages of moral development. 0 They contend that Kohlberg based his postconventional stage on Rawls’s justice-asfairness theory and made deontological ethics superior to other ethical approaches. They note that the model applies more to societal issues than to individual ethical decisions. A great many psychologists challenge the notion 242——PART III. Ethical Standards and Strategies that people go through a rigid or â€Å"hard† series of moral stages, leaving one stage completely behind before moving to the next. They argue instead that a person can engage in many ways of thinking about a problem, regardless of age.Rest (who studied under Kohlberg), Darcia Narvaez, and their colleagues responded to the critics by replacing the hard stages with a staircase of developmental schemas. 11 Schemas are networks of knowledge organized around life events. We use schemas when encountering new s ituations or information. You are able to master information in new classes, for instance, by using strategies you developed in previous courses. According to this â€Å"neoKohlbergian† approach, decision makers develop more sophisticated moral schemas as they develop. The least sophisticated schema is based on personal interest.People at this level are concerned only with what they may gain or lose in an ethical dilemma. No consideration is given to the needs of broader society. Those who reason at the next level, the maintaining norms schema, believe they have a moral obligation to maintain social order. They are concerned with following rules and laws and making sure that regulations apply to everyone. These thinkers believe that there is a clear hierarchy with carefully defined roles (e. g. , bosses–subordinates, teachers–students, officers– enlisted personnel).The postconventional schema is the most advanced level of moral reasoning. Thinking at this level is not limited to one ethical approach, as Kohlberg argued, but encompasses many different philosophical traditions. Postconventional individuals believe that moral obligations are to be based on shared ideals, should not favor some people at the expense of others, and are open to scrutiny (testing and examination). Such thinkers reason like moral philosophers, looking behind societal norms to determine whether they serve moral purposes. Refer to â€Å"Leadership Ethics at the Movies: Michael Clayton† for an example of a leader who shifts to a higher level of moral reasoning. ) Rest developed the Defining Issues Test (DIT) to measure moral development. Subjects taking the DIT (and its successor, the DIT-2) respond to six ethical scenarios and then choose statements that best reflect the reasoning they used to come up with their choices. These statements, which correspond to the three levels of moral reasoning, are then scored. In the best-known dilemma, Heinz’s wife is dying of cancer and needs a drug he cannot afford to buy.He must decide whether to steal the drug to save her life. Hundreds of studies using the DIT reveal that moral reasoning generally increases with age and education. 12 Undergraduate and graduate students benefit from their educational experiences in general and ethical coursework in particular. When education stops, moral development stops. In addition, moral development is a universal concept, crossing cultural boundaries. CHAPTER 7. Ethical Decision Making and Behavior——243 Principled leaders can boost the moral judgment of a group by encouraging members to adopt more sophisticated ethical schemas. 3 Models of cognitive development provide important insights into the process of ethical decision making. First, contextual variables play an important role in shaping ethical behavior. Most people look to others as well as to rules and regulations when making ethical determinations. They are more likely to m ake wise moral judgments if coworkers and supervisors encourage and model ethical behavior. As leaders, we need to build ethical environments. (We’ll take a closer look at the formation of ethical groups and organizations in Chapters 8 and 9. ) Second, education fosters moral reasoning.Pursuing a bachelor’s, master’s, or doctoral degree can promote your moral development. As part of your education, focus as much attention as you can on ethics (i. e. , take ethics courses, discuss ethical issues in groups and classes, reflect on the ethical challenges you experience in internships). Third, a broader perspective is better. Consider the needs and viewpoints of others outside your immediate group or organization; determine what is good for the local area, the larger society, and the global community. Fourth, moral principles produce superior solutions.The best ethical thinkers base their choices on widely accepted ethical guidelines. Do the same by drawing on import ant ethical approaches such as utilitarianism, the categorical imperative, altruism, communitarianism, and justice-as-fairness theory. LEADERSHIP ETHICS AT THE MOVIES MICHAEL CLAYTON Key Cast Members: George Clooney, Tilda Swinton, Tom Wilkinson, Sydney Pollack Synopsis: George Clooney stars as Michael Clayton, the â€Å"fixer† for a large New York City firm. Clayton takes care of any messes involving clients, like hit-andrun accidents and shoplifting charges.When the firm’s top litigator (played by Wilkinson) begins to work for the other side in a $3 billion lawsuit, Clayton must get him back on his medications and under control. Karen Crowder (Swinton) is chief counsel for the conglomerate being sued for manufacturing a toxic chemical. She decides to permanently silence both the rogue lawyer and Clayton. The fixer, whose life and reputation have been tarnished by a series of poor ethical and business choices, must now decide how to respond to illegal wiretapping and murder. Swinton won a Best Supporting Actress Oscar for her (Continued) 44——PART III. Ethical Standards and Strategies (Continued) performance as the ambitious attorney who decides that corporate survival takes precedence over human life. Rating: R for language, including sexual dialogue Themes: moral reasoning, the dark side of leadership, corruption, greed, character, deception Discussion Starters 1. What factors motivated Clayton to become a â€Å"fixer† and the conglomerate’s chief counsel to protect her company at any cost? 2. Was it unethical for the law firm’s top litigator to begin to work for the plaintiffs? Why or why not? 3.What accounts for Clayton’s shift to a higher level of moral reasoning? Component 3: Moral Focus (Motivation) After concluding what course of action is best, decision makers must be focused (motivated to follow through) on their choices. Moral values often conflict with other significant values. For instance, a n accounting supervisor who wants to blow the whistle on illegal accounting practices at her firm must balance her desire to do the right thing against her desire to keep her job, provide income for her family, and maintain relationships with her fellow workers.She will report the accounting abuses to outside authorities only if moral considerations take precedence over these competing priorities. Psychologists report that self-interest and hypocrisy undermine moral motivation. 14 Sometimes individuals genuinely want to do the right thing, but their integrity is â€Å"overpowered† when they discover that they will have to pay a personal cost for acting in an ethical manner. Others never intend to follow an ethical course of action but engage in moral hypocrisy instead. These decision makers â€Å"want to appear moral while, if possible, avoiding the cost of actually being moral. 15 In experimental settings, they say that assignments should be distributed fairly but then assi gn themselves the most desirable tasks while giving less desirable chores to others. Both self-interest and hypocrisy encourage leaders to set their moral principles aside. For example, corporate executives may declare that lower-level employees deserve higher wages. However, whether they really want to help workers or CHAPTER 7. Ethical Decision Making and Behavior——245 just want to appear as if they do, these executives are not likely to pay employees more if it means that they will earn less as a result.Rewards play an important role in ethical follow-through. People are more likely to give ethical values top priority when rewarded through raises, promotions, public recognition, and other means for doing so. Conversely, moral motivation drops when the reward system reinforces unethical behavior. 16 Unfortunately, misplaced rewards are all too common, as in the case of electronics retailers who reward employees for selling expensive extended warranties on new product s. Such warranties are generally a bad deal for consumers. Emotions also play a part in moral motivation. 7 As noted earlier, sympathy, disgust, guilt, and other moral emotions prompt us to take action. We can use their motivational force to help us punish wrongdoers, address injustice, provide assistance, and so on. Other researchers report that positive emotions such as joy and happiness make people more optimistic and more likely to live out their moral choices and to help others. Depression, on the other hand, lowers motivation, and jealousy, rage, and envy contribute to lying, revenge, stealing, and other antisocial behaviors.To increase your moral motivation and the moral motivation of followers, seek out and create ethically rewarding environments. Make sure the reward system of an organization supports ethical behavior before joining it as an employee or a volunteer. Try to reduce the costs of behaving morally by instituting policies and procedures that make it easier to rep ort unethical behavior, combat discrimination, and so on. Work to align rewards with desired behavior in your current organization. Be concerned about how goals are reached. If all else fails, reward yourself.Take pride in following through on your choices and on living up to your self-image as a person of integrity. Tap into moral emotions while making a conscious effort to control negative feelings and to put yourself in a positive frame of mind. Component 4: Moral Character Executing the plan of action takes character. Moral agents have to overcome opposition, resist distractions, cope with fatigue, and develop tactics and strategies for reaching their goals. This helps explain why there is only a moderate correlation between moral judgment and moral behavior.Many times deciding does not lead to doing. The positive character traits described in Chapter 3 contribute to ethical follow-through. Courage helps leaders implement their plans despite the risks and costs of doing so while prudence helps them choose the best course of 246——PART III. Ethical Standards and Strategies action. Integrity encourages leaders to be true to themselves and their choices. Humility forces leaders to address limitations that might prevent them from taking action. Reverence promotes self-sacrifice. Optimism equips leaders to persist in the face of obstacles and difficulties.Compassion and justice focus the attention of leaders on the needs of others rather than on personal priorities. In addition to virtues, other personal characteristics contribute to moral action. 18 Those with a strong will, as well as confidence in themselves and their abilities, are more likely to persist. The same is true for those with an internal locus of control. Internally oriented people (internals) believe that they have control over their lives and can determine what happens to them. Externally oriented people (externals) believe that life events are beyond their control and are the prod uct of fate or luck instead.Because they have personal responsibility for their actions, internals are more motivated to do what is right. Externals are more susceptible to situational pressures and therefore less likely to persist in ethical tasks. Successful implementation also requires competence. For instance, modifying the organizational reward system may entail researching, organizing, arguing, networking, and relationship-building skills. These skills are put to maximum use when actors have an in-depth understanding of the organizational context: important policies, the group’s history and culture, informal leaders, and so on.Following the character-building guidelines presented in Chapter 3 will go a long way to helping you build the virtues you need to put your moral choices into action. You may also want to look at your past performance to see why you succeeded or failed. Believe that you can have an impact. Otherwise, you are probably not going to carry through whe n obstacles surface. Develop your skills so that you can better put your moral choice into action and master the context in which you operate. Decision-Making Formats Decision-making guidelines or formats can help us make better ethical choices.Taking a systematic approach encourages teams and individuals to carefully define the problem, gather information, apply ethical standards and values, identify and evaluate alternative courses of action, and follow through on their choices. They’re also better equipped to defend their decisions. Four ethical decision-making formats are described in the pages to come. All four approaches are useful. You may want to use just one or a combination of all of them. The particular format you use is not as important as using a systematic approach to moral reasoning. You can practice these guidelines by applying them to Case Study 7. and the scenarios described at the end of the chapter. CHAPTER 7. Ethical Decision Making and Behavior—â €”247 You will probably find it difficult at first to follow a format. That’s because using a format takes a significant amount of effort, and we are used to making rapid judgments mentally when faced with ethical choices. 19 Without being conscious of the fact, we quickly invoke decision-making rules we have learned though experience, such as â€Å"it is always good to obey authority† or â€Å"always be as fair as possible. † Or we intuitively come to a rapid decision based on our emotions and cultural background.Often these quick responses are good ones. But not always. There may be times, for instance, when authority needs to be disobeyed or fairness must be set aside for compassion. Our intuitions are wrong when they are based on mistaken cultural beliefs. For example, many Americans used to immediately condemn interracial couples. As time passed, society recognized that this reaction was biased, unfounded, and unjust. I suggest that, when confronted wit h ethical dilemmas like those in Case Study 7. 1, you write down your initial reaction before using a format. Later compare your final decision to your immediate response.Your ultimate conclusion after following a series of steps may be the same as your first judgment. Or you might find that you come to a significantly different decision. In any case, you should be comfortable with your solution because your deliberations were informed both by your preconscious experiences, emotions, and intuitions as well as by your conscious reasoning. 20 CASE STUDY 7. 1 PARKING LOT SHOOTING Over the past year several employees of a national fast-food chain have been shot or injured when intervening in fights or crimes occurring in the restaurant’s parking lots.As a result, corporate headquarters drafted a new policy that forbids workers from leaving the building in such emergencies, instructing them instead to dial 911. Those who violate the policy will immediately be fired. Imagine that y ou are day-shift manager at one of the company’s locations where a shooting has occurred. You call 911 but notice that the victim, who is lying right outside the door, is bleeding profusely. No one else is stepping up to help the injured man. You have first-aid training and believe you can stabilize his condition before the ambulance arrives.The shooter has apparently fled the scene. Would you disobey company policy and help the shooting victim? 248——PART III. Ethical Standards and Strategies Kidder’s Ethical Checkpoints Ethicist Rushworth Kidder suggests that nine steps or checkpoints can help bring order to otherwise confusing ethical issues. 21 1. Recognize that there is a problem. This step is critically important because it forces us to acknowledge that there is an issue that deserves our attention and helps us separate moral questions from disagreements about manners and social conventions.For example, being late for a party may be bad manners and v iolate cultural expectations. However, this act does not translate into a moral problem involving right or wrong. On the other hand, deciding whether to accept a kickback from a supplier is an ethical dilemma. 2. Determine the actor. Once we’ve determined that there is an ethical issue, we then need to decide who is responsible for addressing the problem. I may be concerned that the owner of a local business treats his employees poorly. Nonetheless, unless I work for the company or buy its products, there is little I can do to address this situation. . Gather the relevant facts. Adequate, accurate, and current information is important for making effective decisions of all kinds, including ethical ones. Details do make a difference. In deciding whether it is just to suspend a student for fighting, for instance, a school principal will want to hear from teachers, classmates, and the offender to determine the seriousness of the offense, the student’s reason for fighting, and the outcome of the altercation. The administrator will probably be more lenient if this is the offender’s first offense and he was defending himself. 4.Test for right-versus-wrong issues. A choice is generally a poor one if it gives you a negative, gut-level reaction (the stench test), would make you uncomfortable if it appeared on the front page of tomorrow’s newspaper (the frontpage test), or would violate the moral code of someone that you care a lot about (the Mom test). If your decision violates any of these criteria, you had better reconsider. 5. Test for right-versus-right values. Many ethical dilemmas pit two core values against each other. Determine whether two good or right values are in conflict with one another in this situation.Right-versus-right value clashes include the following: ? Truth telling versus loyalty to others and institutions. Telling the truth may threaten our allegiance to another person or to an organization, such as when leaders and f ollowers are faced with the decision of whether to blow the whistle on organizational misbehavior (see Chapter 5). Kidder believes that truth versus loyalty is the most common type of conflict involving two deeply held values. CHAPTER 7. Ethical Decision Making and Behavior——249 ? Personal needs versus the needs of the community.Our desire to serve our immediate group or ourselves can run counter to the needs of the larger group or community. ? Short-term benefits versus long-term negative consequences. Sometimes satisfying the immediate needs of the group (giving a hefty pay raise to employees, for example) can lead to long-term negative consequences (endangering the future of the business). ? Justice versus mercy. Being fair and even-handed may conflict with our desire to show love and compassion. 6. Apply the ethical standards and perspectives. Apply the ethical principle that is most relevant and useful to this specific issue.Is it communitarianism? Utilitarianism? Kant’s categorical imperative? A combination of perspectives? 7. Look for a third way. Sometimes seemingly irreconcilable values can be resolved through compromise or the development of a creative solution. Negotiators often seek a third way to bring competing factions together. Such was the case in the deliberations that produced the Camp David peace accord. Egypt demanded that Israel return land on the West Bank seized in the 1967 War. Israel resisted because it wanted a buffer zone to protect its security.The dispute was settled when Egypt pledged that it would not attack Israel again. Assured of safety, the Israelis agreed to return the territory to Egypt. 22 8. Make the decision. At some point we need to step up and make the decision. This seems a given (after all, the point of the whole process is to reach a conclusion). However, we may be mentally exhausted from wrestling with the problem, get caught up in the act of analysis, or lack the necessary courage to come to a decision. In Kidder’s words, At this point in the process, there’s little to do but decide.That requires moral courage—an attribute essential to leadership and one that, along with reason, distinguishes humanity most sharply from the animal world. Little wonder, then, that the exercise of ethical decision-making is often seen as the highest fulfillment of the human condition. 23 9. Revisit and reflect on the decision. Learn from your choices. Once you’ve moved on to other issues, stop and reflect. What lessons emerged from this case that you can apply to future decisions? What ethical issues did it raise? Balance Sheet Advantages (Pros) †¢ Is thorough †¢ Considers problem ownership 50——PART III. Ethical Standards and Strategies †¢ Emphasizes the importance of getting the facts straight †¢ Recognizes that dilemmas can involve right–right as well as right–wrong choices †¢ Encourages the search for creat ive solutions †¢ Sees ethical decision making as a learning process Weaknesses (Cons) †¢ It is not easy to determine who has the responsibility for solving a problem †¢ The facts are not always available, or there may not be enough time to gather them †¢ Decisions don’t always lead to action There is a lot to be said for Kidder’s approach to ethical decision making.For one thing, he seems to cover all the bases, beginning with defining the issue all the way through to learning from the situation after the dust has settled. He acknowledges that there are some problems that we can’t do much about and that we need to pay particular attention to gathering as much information as possible. The ethicist recognizes that some decisions involve deciding between two â€Å"goods† and leaves the door open for creative solutions. Making a choice can be an act of courage, as Kidder points out, and we can apply lessons learned in one dilemma to future problems.On the flip side, some of the strengths of Kidder’s model can also be seen as weaknesses. As we’ll see in Chapter 10, determining responsibility or ownership of a problem is getting harder in an increasingly interdependent world. Who is responsible for poor labor conditions in third-world countries, for instance? The manufacturer? The subcontractor? The store that sells the products made in sweatshops? Those who buy the items? Kidder also seems to assume that leaders will have the time to gather necessary information. Unfortunately, in situations like that described in Case Study 7. 1, time is in short supply.Finally, the model seems to equate deciding with doing. As we saw in our earlier discussion of moral action, we can decide on a course of action but not follow through. Kidder is right to say that making ethical choices takes courage. However, it takes even more courage to put the choice into effect. The SAD Formula Media ethicist Louis Alvin Day of Loui siana State University developed the SAD formula in order to build important elements of critical thinking into moral reasoning. Critical thinking is a rational approach to decision making CHAPTER 7. Ethical Decision Making and Behavior——251 that emphasizes careful analysis and evaluation.It begins with an understanding of the subject to be evaluated; moves to identifying the issues, information, and assumptions surrounding the problem; and then concludes with evaluating alternatives and reaching a conclusion. 24 Each stage of the SAD formula—situation definition, analysis of the situation, decision—addresses a component of critical thinking. (See Box 7. 1. ) To demonstrate this model, I’ll use a conflict involving mandatory vaccinations of health care workers. 25 Situation Definition Health care professionals are at risk for contracting infectious diseases and spreading them to their patients.For that reason, the U. S. government determined that h ealth care workers should be one of the first groups to receive flu vaccines such as the one designed to combat the H1N1 (swine flu) virus. Vaccination can reduce the likelihood of catching the flu by 70%–80% and is one of the best ways to prevent a pandemic. However, fewer than half of U. S. health workers get flu shots every year (rates are also low in Great Britain and Hong Kong). Medical personnel who fail to be vaccinated often do so for the same reasons as other Americans.They don’t like shots, it is not convenient to get them, they claim they seldom get sick, or they believe the vaccine makes them ill (though scientists deny that this happens). Health officials have tried a variety of strategies to increase the percentage of doctors and nurses receiving vaccinations, including promotional campaigns and prize drawings. However, these voluntary efforts have fallen short. Concerned about low participation rates, particularly in light of the danger posed by the swin e flu, Hospital Corporation of America, MedStar Health (Maryland), Virginia Mason (Seattle, WA), BJC HealthCare (St.Louis, MO), and the state of New York began mandatory vaccination programs. A number of clinics and doctor’s offices followed suit. Employees were told they would lose their jobs if they did not get the vaccine. Exceptions were made for those likely to have an allergic reaction (eggs are used in the production of the shots) or those with religious objections. Some health care workers and their unions immediately protested the stricter vaccination policies, labeling such programs as intrusive violations of individual rights. Day says that the ethical question to be addressed should be as narrow as possible.In our example, we will seek to answer the following query: Are mandatory flu-vaccination policies for health care workers ethically justified? 252——PART III. Ethical Standards and Strategies BOX 7. 1 THE MORAL REASONING PROCESS Situation Definiti on Description of facts Identification of principles and values Statement of ethical issue or question Analysis Weighing of competing principles and values Consideration of external factors Examination of duties to various parties Discussion of applicable ethical theories Decision Rendering of moral agent’s decision Defense of that decision based on moral theory SOURCE: From Day.Ethics in Media Communications: Cases and Controversies, 5E. Copyright  © 2006 Wadsworth, a part of Cengage Learning, Inc. Reproduced by permission www. cengage. com/permissions. Analysis Evaluation of Values and Principles. Competing principles and values are clearly present in this situation. On the one side, medical administrators and public health officials put a high value on the responsibility of medical personnel to patients and argue that mandatory vaccinations will save lives, particularly those of vulnerable populations like the sick, those with compromised immune systems, pregnant women, the very young, and the elderly.In requiring mandatory vaccinations in New York, the state’s health commissioner asserted: â€Å"The rationale begins with health-care ethics, which is: The patient’s well-being comes ahead of the personal preferences of health-care workers. †26 (The commissioner later rescinded his edict when there was a shortage of the vaccine. ) The chief medical officer of MedStar Health said the decision to require vaccinations â€Å"is all about patient safety. † On the other side of the debate are individuals, employee unions, and groups CHAPTER 7. Ethical Decision Making and Behavior——253 who put their priority on individual rights.They believe that making flu shots a condition of employment takes away the right to make personal medical decisions, and they have concerns about the safety of the vaccines despite the assurances of medical experts. Opponents also worry that mandatory programs will spread from the health ca re sector into other areas of society. Said a representative of an organization wanting to limit government expansion, â€Å"You start with health-care workers but then expand that umbrella to make it mandatory for everybody. It’s all part of an encroachment on our liberties. †27 External Factors.Some influenza strains, like H1N1, pose greater risks than other strains and spread more rapidly, making vaccinations even more important. Medical employees already have to be inoculated for other conditions like mumps, measles, and tuberculosis, and there haven’t been widespread protests about these requirements. In addition, medical personnel have to follow such mandatory safety procedures as washing their hands before surgery. Vaccinations appear to be a safety measure like hand washing. However, past inoculation programs have made some medical professionals skeptical about current efforts.Earlier vaccines did make recipients sore and could cause mild flu-like sympto ms. The H1N1 vaccine seemed to be rushed into production, raising concerns that recipients were serving as â€Å"guinea pigs. † Nurses, doctors, and home health givers, like other Americans, are increasingly worried about substances they put in their bodies. Moral Duties or Loyalties. Professor Day borrows from theologian Ralph Potter for this part of his model. Potter believes we need to take into account important duties or loyalties when making ethical choices. 8 In this case, the following duties have to be kept in mind: †¢ †¢ †¢ †¢ †¢ †¢ Loyalty to self (individual conscience) Loyalty to patients Loyalty to vulnerable populations Loyalty to fellow employees Loyalty to others in the same profession Loyalty to the public Medical officials seem primarily concerned for patients, vulnerable populations, and the larger community. Low vaccination rates threaten patients and clients and help the virus spread. Health care workers who refuse flu shots also damage the credibility of the medical profession. Why should patients be vaccinated if their doctors and nurses don’t think it is safe 54——PART III. Ethical Standards and Strategies or necessary to do so? Vaccination objectors are more concerned for their individual rights and, in some cases, their personal safety. They seem to overlook their primary duty, which is to serve their patients. Yet not all appear to be acting out of selfish motives. Some resistors are concerned about setting a precedent that could reduce the rights of their fellow citizens in the years to come. Moral Theories. Each of the ethical perspectives outlined in Chapter 5 can be applied to this dilemma.From a utilitarian perspective, the benefit of protecting personal rights has to be weighed against the dangers of spreading the flu virus. However, the immediate benefits of slowing the virus also need to be weighed against the long-term costs—loss of individual rights and govern ment intrusion. Based on Kant’s categorical imperative, we could ask if we would want everyone to be vaccinated (probably) or if we would want everyone to refuse to be vaccinated (probably not). However, employees who resist the mandatory shots should carry through on their decision regardless of the consequences, such as losing their jobs.Rawls’s theory could be applied to say that required vaccinations are justified because they protect the least advantaged members of society. Communitarianism also seems to support the mandatory vaccination position. Medical leaders put their emphasis on responsibility to patients, vulnerable groups, and the public. Objectors seem to emphasize individual rights rather than duties. Advocates of mandatory vaccinations have a stronger altruistic focus because such efforts are designed to reduce sickness and suffering. Opponents may argue, however, that they are demonstrating concern by protecting the rights of others.Decision Decisions often emerge out of careful definition and analysis of the problem. It may be clear which course of action is best after external constraints, principles, duties, and moral theories are identified and evaluated. In our example, mandatory flu vaccination programs for health care workers appear to be morally justified. Such programs put the needs of others first and reduce suffering and death. They seem consistent with other requirements placed on health care workers and support the patient-focused mission of the medical profession.Health care employees should prevent sickness, not spread it. This option also seems to be best supported by moral theory. Nonetheless, opponents of mandatory vaccination programs are right to point out that we should be cautious about requiring health CHAPTER 7. Ethical Decision Making and Behavior——255 treatments. Just because mandatory influenza vaccinations are justified for health care workers does not mean that we should require all citi zens to be vaccinated (that’s a different question for analysis) or force citizens into other medical treatments. Balance SheetAdvantages (Pros) †¢ Encourages orderly, systematic reasoning †¢ Incorporates situation definition, duties, and moral theories Disadvantages (Cons) †¢ Failure to reach consensus †¢ Limits creativity †¢ Ignores implementation The SAD formula does encourage careful reasoning by building in key elements of the critical thinking process. Following the formula keeps decision makers from reaching hasty decisions. Instead of jumping immediately to solutions, they must carefully identify elements of the situation, examine and evaluate ethical alternatives, and then reach a conclusion.Three elements of the SAD formula are particularly praiseworthy. First, the formula recognizes that the keys to solving a problem often lie in clearly identifying and describing it. Groups are far less likely to go astray when members clearly outline the question they are to answer. Second, Day’s formula highlights duties or loyalties. In the case of vaccinations, prioritizing loyalties is key to supporting or opposing mandatory vaccination programs. Third, the formula incorporates moral theories directly into the decisionmaking process. The strengths of the SAD model must be balanced against some troubling weaknesses.Day implies that a clear choice will emerge after the problem is defined and analyzed. Nevertheless, that may not always be the case. Even in our example, there is room for dispute. While it appears as if mandatory vaccinations are morally justified, those who put a high value on personal freedoms will likely remain unconvinced. They raise valid concerns about the long-term impact of such programs as well. Focusing on a narrowly defined question may exclude creative options and make it hard to apply principles from one decision to other settings. Finally, the formula leaves out the important implementation stage . 56——PART III. Ethical Standards and Strategies Nash’s 12 Questions Ethics consultant Laura Nash offers 12 questions that can help businesses and other groups identify the responsibilities involved in making moral choices. 29 She argues that discussions based on these queries can be useful even if the group doesn’t reach a conclusion. Managers who answer the questions surface ethical concerns that might otherwise remain hidden, identify common moral problems, clarify gaps between stated values and performance, and explore a variety of alternatives. 1. Have you defined the problem accurately?The ethical decision-making process begins with assembling the facts. Determine how many employees will be affected by layoffs, how much the cleanup of toxic materials will cost, or how many people have been injured by faulty products. Finding out the facts can help defuse the emotionalism of some issues (perhaps the damage is not as great as first feared). 2. How wou ld you define the problem if you stood on the other side of the fence? Asking how others might feel forces self-examination. From a company’s point of view, expanding a local plant may make good sense by increasing production and efficiency.Government officials and neighbors might have an entirely different perspective. A larger plant means more workers clogging already overcrowded roads and contributing to urban sprawl. For example, considering the company’s point of view may impact the decision you reach in â€Å"Focus on Follower Ethics: Paying Back Microsoft† on page 258. 3. How did this situation occur in the first place? This question separates the symptoms from the disease. Lying, cheating customers, and strained labor relations are generally symptoms of deeper problems.Firing an employee for unethical behavior is a temporary solution. Probe to discover the underlying causes. For example, many dubious accounting practices are the result of pressure to pro duce high quarterly profits. 4. To whom and to what do you give your loyalties as a person or group and as a member of the organization? As we saw in Chapter 1, conflicts of loyalty are hard to sort through. However, wrestling with the problem of ultimate loyalty (Work group? Family? Self? Corporation? ) can clarify the values operating in an ethical dilemma. 5. What is your intention in making this decision? . How does this intention compare with the likely results? These questions probe both the group’s intentions and the likely products. Honorable motives CHAPTER 7. Ethical Decision Making and Behavior——257 don’t guarantee positive results. Make sure that the outcomes reflect your motivations. 7. Whom could your decision or action injure? Too often groups consider possible injury only after being sued. Try, in advance, to determine harmful consequences. What will happen if customers ignore label warnings and spread your pesticide indiscriminately, for example?Will the guns you manufacture end up in the hands of urban gang members? Based on these determinations, you may decide to abandon your plans to make these items or revise the way they are marketed. 8. Can you engage the affected parties in a discussion of the problem before you make your decision? Talking to affected parties is one way to make sure that you understand how your actions will influence them. Few of us would want other people to decide what’s in our best interest. Yet we often push forward with projects that assume we know what’s in the best interests of others. 9.Are you confident that your position will be as valid over a long period of time as it seems now? Make sure that your choice will stand the test of time. What seem like compelling reasons for a decision may not seem so important months or years later. Consider the U. S. decision to invade Iraq, for instance. American intelligence experts and political leaders tied Saddam Hussein to terror ist groups and claimed that he was hiding weapons of mass destruction. After the invasion, no solid links between Iraqis and international terrorists or weapons of mass destruction were discovered.Our decision to wage this war doesn’t appear as justified now as it did in the months leading up to the conflict. 10. Could you disclose without qualm your decision or action to your boss, your CEO, the board of directors, your family, or society as a whole? No ethical decision is too trivial to escape the disclosure test. If you or your group would not want to disclose this action, then you’d better reevaluate your choice. 11. What is the symbolic potential of your action if understood? Misunderstood? What you intend may not be what the public perceives (see Questions 5 and 6).If your company is a notorious polluter, contributions to local arts groups may be seen as an attempt to divert attention from your firm’s poor environmental record, not as a generous civic gest ure. 12. Under what conditions would you allow exceptions to your stand? Moral consistency is critical, but is there any basis for making an exception? Dorm rules might require that visiting hours end at midnight on weekdays. Yet, as a resident assistant, is there any time when you would be willing to overlook violations? During finals week? On the evening before classes start?When dorm residents and visitors are working on class projects? 258——PART III. Ethical Standards and Strategies Balance Sheet Advantages (Pros) †¢ Highlights the importance of gathering facts †¢ Encourages perspective taking †¢ Forecasts results and consequences over time Disadvantages (Cons) †¢ Is extremely time consuming †¢ May not always reach a conclusion †¢ Ignores implementation Like the ethical checkpoints, the 12 questions highlight the importance of problem identification and information gathering. They go a step further, however, by encouraging us to engage in perspective taking.We need to see the problem from the other party’s point of view, consider the possible injury we might cause, invite others to give us feedback, and consider how our actions will be perceived. We also need to envision results and take a longterm perspective, imagining how our decisions will stand the test of time. Stepping back can keep us from making choices we might regret later. For example, the decision to test nuclear weapons on U. S. soil without warning citizens may have seemed justified to officials waging the Cold War. However, now even the federal government admits that these tests were immoral. NW E FOCUS ON FOLLOWER ETHICS PAYING BACK MICROSOFT? S Software giant Microsoft made an embarrassing error when it engaged in the first widespread layoffs in the firm’s history. Company officials overpaid an average of $4,000–$5,000 to 25 out of the first 1,400 workers it furloughed. After discovering the error, the firm sent a letter ask ing for repayment from the 25 laid-off workers, requesting a check or money order and apologizing for the inconvenience. Contents of the letter soon appeared on the Internet and in the national media. Microsoft officials then backed off their attempts to get the money back.According to a company spokesperson, â€Å"This was a mistake on our part. We should have handled this situation in a more thoughtful manner. We are reaching out to those impacted to relay that we will not seek any payment from CHAPTER 7. Ethical Decision Making and Behavior——259 those individuals. †1 While Microsoft decided to drop the matter because of negative publicity, the fact remains that some employees received more than they were promised. Except for a clerical error, the company did nothing wrong and has a legal right to ask for restitution.One outplacement expert noted that just because Microsoft is a large company doesn’t mean it should have to automatically pay the cost for this mistake. â€Å"What if they’d put an extra three zeros on it? † he wondered. â€Å"Of course they’d expect to get it back. †2 If you were one of the laid-off workers overpaid by Microsoft, would you give the money back? Why or why not? Would your response be different if the amount of the overpayment was much bigger and the company much smaller? Notes 1. Microsoft will not seek overpaid severance. (2009, February 23). TECHWEB. 2. Microsoft will not seek overpaid severance. Sources Chan, S. P. 2009, May 6). Microsoft may not be done cutting jobs. The Seattle Times, p. A1. Microsoft will not seek overpaid severance. (2009, February 23). TECHWEB. I suspect that some groups will be frustrated by the amount of time it takes to answer the 12 questions. Not only is the model detailed, but discussing the problem with affected parties could take a series of meetings over a period of weeks and months. Complex issues such as determining who should clean up riv er pollution involve a variety of constituencies with very different agendas (government agencies, company representatives, citizens’ groups, conservation clubs).Some decision makers may also be put off by the model’s ambiguity. Nash admits that experts may define problems differently, that there may be exceptions to the decision, and that groups may use the procedure and never reach a conclusion. Finally, none of the questions use the ethical standards we identified in Chapter 5 or address the problem of implementing the choice once it is made. The Case Study Method The case study method is widely used for making medical diagnoses. At many hospitals, groups made up of doctors, nurses, and other staff members 260——PART III. Ethical Standards and Strategies eet regularly to talk about particularly troublesome cases. They may be unable to determine the exact nature of the illness or how to best treat a patient. Many of these deliberations involve ethical is sues such as whether to keep a terminally ill person on life support or how to respond to patients who demand unnecessary tests and procedures. The group solicits a variety of viewpoints and gathers as much information as possible. Members engage in analogical reasoning, comparing the specifics of a particular case with similar cases by describing the patient, her illness, and relationships with her family.Instead of focusing on how universal principles and standards can be applied in this situation, hospital personnel are more concerned with the details of the case itself. Participants balance competing perspectives and values, reach tentative conclusions, and look for similarities between the current case and earlier ones. Medical ethicist and communication scholar David H. Smith argues that the case-based approach is a powerful technique because it is based on narrative or story. 30 When decision makers describe cases, they are telling stories.These narratives say as much about t he storyteller as they do about the reality of the case. â€Å"Facts† are not objective truth but rather are reflections of what the narrator thinks is true and important. Stories knit these perceptions into a coherent whole. When discussing the fate of patients, it is not enough to know medical data. Hospital personnel need to learn about the patient’s history, the costs and benefits of various treatment options, and other factors such as the wishes of relatives and legal issu