Thomas v. Indiana Employment Security

Regardless of whether the State's refusal of joblessness pay advantages to the candidate, who ended his activity since his strict convictions denied him from taking an interest in the creation of weapons, comprised an infringement of his First Amendment option to free exercise of religion Facts: Petition Thomas was a Jehovah’s witness who worked at the Blaw-Knox Foundry and Machinery Co. He was at first employed to work in the move foundry until he was moved to another office that created turrets for military tanks.Since his primary capacity was identified with the creation of weapons he asked that he be moved to another office. Having discovered that the entirety of the rest of the divisions at Blaw-Knox were weapons related he requested a lay-off from his organization. At the point when this was denied, he quit from his activity contending that he was unable to chip away at weapons without abusing the standards of his religion. Subsequent to leaving his business he requested joblessness remuneration from the Indiana Employment Security.During his hearing, he proclaimed that he believed that adding to the creation of arms disregarded his religion. The meeting ref presumed that Thomas’ strict conviction blocked him from creating or supporting straightforwardly in the production of things utilized in fighting. The official anyway denied him his advantages on the ground that his end from business did not depend on great motivation regarding his work as required by the Indiana rule. The Board received the referee’s controlling and denied the benefits.On request, the Indiana Court of Appeals turned around the choice of the board and decided that the subject Indiana rule inappropriately troubled Thomas’ option to free exercise his religion. The Supreme Court of Indiana abandoned the choice of the Court of Appeals and denied Thomas his advantages Decision: The State's disavowal of joblessness pay advantages to candidate damaged his First A mendment option to free exercise of religion Reasons/Rationale In coming to this end result, the Supreme Court originally needed to respond to the inquiry whether Thomas without a doubt quit his work due to religion.It is all around settled that solitary convictions established in religion are ensured by the Free Exercise Clause. As indicated by the Supreme Court, the assurance anyway of what is a strict conviction or practice is as a rule a troublesome and sensitive errand. The Supreme Court found that Thomas left business since he felt that creation of arms abused his religion. For this situation, the ref had discovered that Thomas quit his work because of his strict feelings. This was insisted by the Review Board.The Indiana Supreme Court anyway reasoned that Thomas had simply settled on an individual philosophical decision instead of a strict decision. It must be focused on that strict conviction isn't decreased to a philosophical decision just in light of the fact that there ar e contrasts among the loyal in their translation of their sacred text. The reality in this way that a partner didn't consider creation of weapons as a genuine infringement of their religions ought not influence Thomas’ purpose behind stopping his business. It is likewise irrelevant and unimportant if the loyal is experiencing issues articulating his views.The free exercise of religion secured by the First Amendment isn't restricted to convictions which are shared by the entirety of the individuals. Having discarded the primary inquiry, the subsequent inquiry is whether the resolution abused the free exercise of religion by Thomas. As per the Supreme Court, it is all around settled that when the state necessitates that specific lead is commanded by a strict confidence be first conformed to before an advantage is gotten or when it denies such an advantage in light of inability to agree to such direct, the state is as a result putting a weight upon religion.In this case, in the event that we are to maintain the understanding given on the Indiana resolution, at that point we are in actuality expressing that the worker ought not leave for strict grounds else he won't be qualified for benefits. In spite of the fact that the impulse practiced by the state for this situation is backhanded, the encroachment upon free exercise is regardless significant. This anyway doesn't imply that the state can't limit the free exercise of religion. In the event that there are additionally convincing interest which could legitimize the state from confining the free exercise of religion then the weight might be allowed.The closes, notwithstanding, don't legitimize the methods. For this situation, the explanations for the order of the resolution don't legitimize infringement of the free exercise of religion. There is no proof that will demonstrate that the quantity of individuals who wind up in the bind of picking among advantages and strict convictions is sufficiently huge to m ake across the board joblessness or even to genuinely influence joblessness which is dreaded by the lower courts. There is in this way no intrigue more significant than the free exercise of religion.Neither is there any legitimacy on the contention that to propel the installment of advantages to Thomas will add up to cultivating a strict confidence. The award of advantages given to Thomas is a minor confirmation of the commitment of the state to get unbiased in issues of the strict confidence of the individuals. Disagreeing Opinion of Justice Rehnquist Justice Rehnquist proclaimed that the finish of the larger part that the State of Indiana is naturally required to give direct monetary help to an individual exclusively as a result of his strict convictions really adds mud to the effectively muddied waters of the First Amendment.According to him this presentation of the greater part is unmistakably incorrect as it doesn't resolve the strain between the Free Exercise Clause and the Es tablishment Clause of the constitution. It is the dispute of Justice Rehnquist that the lion's share read the Free Exercise Clause too comprehensively. In spite of the fact that it maintained the free exercise of religion by Thomas, it anyway basically abused the necessities of the Establishment Clause by inclining toward religion over another.

A Definition of Collaborative vs Cooperative Learning Essay

I have been looking for a long time for the Holy Grail of intuitive learning, a differentiation among shared and agreeable learning definitions. I am drawing nearer to my tricky objective constantly however I am as yet not totally happy with my impression of the two ideas. I accept my disarray emerges when I see forms related with every idea and see some cover or between idea use. I will make an unassuming endeavor to explain this inquiry by introducing my definitions and investigating those of different creators who have explained my reasoning. Joint effort is a way of thinking of communication and individual way of life though collaboration is a structure of connection intended to encourage the achievement of a finished result or objective. Synergistic learning (CL) is an individual way of thinking, not only a study hall method. In all circumstances where individuals meet up in gatherings, it proposes a method for managing individuals which regards and features singular gathering members’ capacities and commitments. There is a sharing of power and acknowledgment of duty among bunch individuals for the gatherings activities. The hidden reason of shared learning depends on accord working through participation by bunch individuals, rather than rivalry in which people best other gathering individuals. CL experts apply this way of thinking in the homeroom, at board of trustees gatherings, with local gatherings, inside their families and by and large as a method for living with and managing others. Agreeable learning is characterized by a lot of procedures which assist individuals with associating together so as to achieve a particular objective or build up a finished result which is typically content explicit. It is more mandate than a collaboratve arrangement of administration and firmly constrained by the instructor. While there are numerous components for bunch investigation and reflection the major methodology is instructor focused though community learning is more understudy focused. Spencer Kagan in an article in Educational Leadership (Dec/Jan 1989/1990) gives an incredible meaning of helpful learning by seeing general structures which can be applied to any circumstance. His definition gives an unbrella to the work helpful learning experts including he Johnsons, Slavin, Cooper, Graves and Graves, Millis, and so forth. It follows underneath: â€Å"The auxiliary way to deal with helpful learning depends on the creation, examination and orderly utilization of structures, or substance free methods for arranging social cooperation in the homeroom. Structures typically include a progression of steps, with prohibited conduct at each progression. A significant foundation of the methodology is the qualification among â€Å"structures† and â€Å"activities†. â€Å"To represent, instructors can structure numerous astounding helpful exercises, for example, making a group wall painting or a blanket. Such exercises quite often have a particular substance bound goal and therefore can't be utilized to convey a scope of scholarly substance. Structures might be utilized more than once with practically any topic, at a wide scope of evaluation levels and at different focuses in an exercise plan. † John Myers (Cooperative Learning vol 11 #4 July 1991) brings up that the word reference meanings of â€Å"collaboration†, got from its Latin root, center around the way toward cooperating; the root word for â€Å"cooperation† stresses the result of such work. Co-usable taking in has generally American roots from the philosophical compositions of John Dewey focusing on the social idea of learning and the work on bunch elements by Kurt Lewin. Collective learning has British roots, in view of crafted by English educators investigating approaches to assist understudies with reacting to writing by playing a progressively dynamic job in their own learning. The helpful learning convention will in general utilize quantitative strategies which take a gander at accomplishment: I. e. , the result of learning. The communitarian custom adopts a progressively subjective strategy, dissecting understudy talk because of a bit of writing or an essential source ever. Myers calls attention to certain contrasts between the two ideas: â€Å"Supporters of co-employable learning will in general be more educator focused, for instance while framing heterogeneous gatherings, organizing positive between reliance, and showing co-usable abilities. Community oriented learning advocates doubt structure and permit understudies more state if framing friendhip and premium gatherings. Understudy talk is worried as a methods for working things out. Disclosure and contextural approaches are utilized to show relational aptitudes. † â€Å"Such contrasts can prompt disagreements†¦. I fight the debate isn't about research, yet progressively about the ethical quality of what ought to occur in the schools. Convictions as to whast ought to occur in the schools can be seen as a continuum of directions toward educational program from â€Å"transmission† to â€Å"transaction† to â€Å"transmission†. Toward one side is the transmission position. As the name recommends, the point of this direction is to transmit information to understudies as realities, aptitudes and qualities. The change position at the opposite finish of the continuum stresses individual and social change in which the individual is said to be interrelated with the earth instead of having authority over it. The point of this direction is self-realization, individual or authoritative change. † Rocky Rockwood (National Teaching and Learning Forum vol 4 #6, 1995 section 1) portrays the distinctions by recognizing the equals the two of them have in that the two of them use gatherings, both appoint explicit undertakings, and both have the gatherings offer and look at their strategies and ends in entire class meetings. The significant distinction lies in the way that agreeable arrangements solely with conventional (sanctioned) information while synergistic ties into the social constructivist development, affirming that both information and authority of information have changed drastically in the only remaining century. â€Å"The result has been a change from â€Å"foundational (psychological) comprehension of knowledge†, to a nonfoundational ground where â€Å"we comprehend information to be a social build and learning a social process† (Brufee, Collaborative learning: Higher Education, Interdependence, and the Authority of Knowledge, 1993). Rockwood states: â€Å"In the perfect synergistic condition, the expert for testing and deciding the suitability of the gathering item rests with, first, the little gathering, second, the entire gathering (the entire class) lastly (yet constantly comprehended to be liable to challenge and amendment) the imperative information network (I. e. the order: topography, history, science and so on ) The idea of non-central information challenges the item obtained, yet additionally the procedure utilized in the procurement of essential information. â€Å"Most significantly, in helpful, the power stays with the educator, who holds responsibility for task, which includes either a shut or a closable (in other words essential) issue ( the teacher knows or can foresee the appropriate response). In synergistic, the instructorâ€once the undertaking is set†moves all power to the gathering. In the perfect, the group’s task is constantly open finished. † â€Å"Seen from this poi nt of view, helpful doesn't engage understudies. It utilizes them to serve the instructor’s closures and delivers a â€Å"right† or adequate answer. Collective does genuinely enable and conquers all the dangers of strengthening (for instance, having the gathering or class consent to an embarrassingly shortsighted or unconvincing position or produce an answer in strife with the instructor’s). † â€Å"Every individual, Brufee holds, has a place with a few â€Å"interpretative or information communities† that share vocabularies, perspectives, narratives, qualities, shows and interests. The activity of the educator id to assist understudies with figuring out how to arrange the limits between the networks they as of now have a place with and the network spoke to by the teacher’s scholarly control, which the understudies need to join. Each information network has a center of essential information that its individuals consider as given (yet not really total). To work autonomously inside an information network, the juvenile researcher must ace enough material to get familiar with the network. † Rockwood closes: I would say, helpful speaks to the best way to move toward authority of essential information. When understudies become sensibly acquainted, they are prepared for synergistic, prepared to talk about and assess,†¦. † Myers proposes utilization of the â€Å"transaction† direction as a trade off between taking hard positions supporting either technique. â€Å"This direction sees instruction as an exchange between the understudy and the educational program. Understudies are seen as issue solvers. Critical thinking and request approaches focusing psychological aptitudes and the thoughts of Vygotsky, Piaget, Kohlberg and Bruner are connected to exchange. This viewpoint sees instructing as a â€Å"conversation† in which instructors and understudies learn together through a procedure of exchange with the educational program to build up a mutual perspective on the world. † It is obvious to me that in embraced the exercize of characterizing contrasts between the two thoughts we risk polarizing the instructive network into a we versus them attitude. There are such huge numbers of advantages which acrue from the two thoughts that it would be a disgrace to lose any bit of leeway picked up from the understudy educator associations made by the two techniques. We should be mindful so as to keep away from a one-size-fits-all mindset with regards to training ideal models. As a last idea, I think it profits educators to teach themselves about the horde of

A Stanford MSx Student Shares his Thoughts

This interview is the latest in an Accepted.com blog series featuring  interviews with current MBA students, offering readers a behind-the-scenes look at  top MBA programs. And now for a chat with Erik Moon, a recent graduate from Stanford MSx. Accepted: First, can you tell us a little about yourself? Where are you from? Where and what did you study as an undergrad? Where did you go to business school? Erik: First of all, Im a bit older than the typical MBA student. Im in my early 40s and have nearly 20 years of experience in product management, project management and operations in telecom, data centers and corporate IT. Ive spent about  half my career in Silicon Valley and the other half in Northern Virginia – so the two primary schools I was interested in were UVA / Darden and Stanford GSB. I did my undergrad (BS Economics) as well as a masters degree (MS Information Systems) at George Washington University in Washington DC. I just graduated (2014) from the Stanford MSx program (previously known as the Sloan Fellows program). It is a full-time one-year  program for experienced professionals. The summer / fall quarters are spent taking  mostly core classes (like an MBA  1st year) and the winter / spring quarters are mostly electives (like an MBA 2nd year). Accepted: Whats the difference between Stanford Sloan and Stanfords MSx degree?   Erik: Same thing The Sloan program has almost 60 years of history as a degree program for experienced professionals. The program has changed significantly in the last few years to make the curriculum more flexible and incorporate the opportunity for many more  electives than in years past. It is a 4-quarter full-time degree program, so Stanford doesnt like to call it an EMBA – so students are not able to continue work while taking classes, but many students (approx 30%) are sponsored by their employers. Accepted: What is your favorite thing about Stanford? And if you could change one thing about the program, what would it be? Erik: That is a huge question! My favorite thing about Stanford has to be the optimism – the students all expect to be doing great things some day. People dont come to Stanford just to slowly climb into middle management. The GSB motto –  Change lives. Change organizations. Change the world. – is not an  exaggeration If I could change one thing, I would want to increase awareness of the MSx program. It is a hidden gem that many people have simply never heard of in their b-school search. I think the branding (not wanting to call the program an EMBA) makes it very confusing. When mid-career applicants ask if Stanford GSB has an EMBA, the first answer is NO – then these applicants simply look elsewhere. But if they ask the right question – Does Stanford GSB have a mid-career graduate business degree  program? – they would find the best executive-level business degree at the best b-school in the world. Accepted: Can you share some advice to incoming students, to help make their adjustment to b-school easier? What do you wish you wouldve known when you started the program? Erik: Since it is only a 1-year program, it is important to understand exactly what you want to get out of your short time on campus and quickly figure out how to get it. It requires a lot of initiative and focus when there are lots of life changes and distractions all around. You cant sit back and expect all the good things to come to you – students need to actively seek opportunities and grab it. That said, Stanford GSB has an acronym – FOMO. Fear Of Missing Out – there are so many events, clubs, guest speakers, presentations, brown-bag-lunches and other things happening that it is really easy to get frustrated or swamped. You have to come to the realization that you will never be able to attend everything. Again, important to quickly determined what you will get the best value for your time and prioritize! Accepted: Can you tell us about Stanfords unusual six-point grading system? Erik: I blogged about this here:  http://sloanlife.com/2014/08/02/gsb-grades-the-elusive-h/ Bottom line: Get your highest possible marks as early as possible and anchor your GPA nice and high while youre taking relatively straightforward core classes. This affords you the freedom to later take classes you WANT to take and not worry at all about the grades. Accepted:  Were you involved in any clubs on campus? How central to student life is club involvement? Erik: Not at all central, but the clubs are great ways to find other students with similar interests (and usually get a lot of free food / beer). I mostly spent my time with Entrepreneurship Club and High Tech Club. Participation is completely optional and you could certainly get by with never attending a club event Accepted: Now that youve graduated, what are you up to? Erik: I’m currently working on a startup – Hinted.com – were building a platform for personal and professional feedback. Accepted: Looking back, what was the most challenging aspect of the b-school admissions process? How did you approach that challenge and overcome it? Erik: I should have gotten off my ass and applied sooner I could easily  have  done this 3-4 years ago The GMATs were a perfect excuse for me to procrastinate. In retrospect, should have just bitten the bullet a long time ago when the quant material was a lot more fresh in my mind. Accepted: Do you have any other advice for our business school applicant readers? Erik: Apply to the best school you know you will get into first (and that you would be willing to go to) – and apply early! This will take off all the pressure. Once you have this acceptance, you can go pursue the dream schools top down, instead of inching upwards. This is the approach I took – I first applied to UVA Darden GEMBA and was accepted. I was completely willing to take that program – but then I started realizing that maybe I should try getting into more exclusive programs. I applied to Stanford MSx and intended to apply to Wharton San Francisco. I was accepted into Stanford and didnt even have to fill out another application. Also, if you want to go to a top school, dont even bother applying until you can post a 700 GMAT or better. The application process is simply too competitive. You also need to distinguish yourself in some way. You can have a 750 GMAT, a 3.9 GPA and great work experience and not look like an interesting candidate. Find something interesting about yourself where you can truly say that you have world-class talent / skills / experience to differentiate yourself. Dont hold back – you are your own best advocate – your b-school application is not the time for modesty (but dont lie either). Demonstrate how you will take what Stanford (or other school) will give you and leverage that to give back to the community. For one-on-one guidance on your b-school application, please see our MBA Application Packages.   You can read more about Erik’s b-school journey by checking out his blog, Sloan Life. Thank you Erik for sharing your story with us – we wish you loads of luck! Related Resources: †¢Ã‚  The Stanford MSx Program for Experienced Leaders †¢Ã‚  What Stanford is Looking for: Personal Qualities and Contributions †¢Ã‚  Stanford GSB 2015 MBA Questions, Deadlines, Tips

Fossil Fuels ( Oil, Coal, Natural Gas ) - 1743 Words

Fossil Fuels (Oil, Coal, Natural Gas) Debbie Burrell SCI2000 Gwynedd Mercy University Abstract Fossil fuels are non-renewable sources of energy that were form billions of years ago. The three different types of fossil fuels in the world include: oil, coal and natural gas. Although each of the three types of fossil fuels are extracted differently they are all processed and used as the world’s primary sources of energy. Being the world’s primary sources of energy, fossil fuel experience advantages as well as disadvantages as an energy source. The use of fossil fuels, as an energy source, impact the environment as well as social, economic and political aspects of the world. Fossil Fuels; Beginning of†¦show more content†¦The Three Different Types of Fossil Fuels Fossil Fuel; Oil Oil is a non-renewable fossil fuel found all around the globe. According to Energy.gov, â€Å"Oil reserves are found all over the world... The top oil producing countries are Saudi Arabia, Russia, the United States, Iran, and China.† (Energy in the 21st Century, 2013). According to an article from Adventures in Energy, there are three ways oils is extracted from the Earth (Extracting Oil and Natural Gas, 2008). The three way oil is extracted are: Primary Recovery, Secondary Recovery and Enhanced Recovery (Extracting Oil and Natural Gas, 2008). Each type of recovery is a form of drilling for the oil. Enhanced recovery is used to extract the large amounts of oil left behind by the primary and secondary recoveries (Extracting Oil and Natural Gas, 2008). Some recoveries use steam, water, chemical injections and other methods to extract the oil from the Earth (Extracting Oil and Natural Gas, 2008). When processed oil is used for many household items and everyday mo tor activities. The most commonly known source of oil use is fuel, â€Å"gasoline. It is used to fuel most cars in the United States† (Energy in the 21st Century, 2013). Oil other uses include, â€Å"heating oil, diesel fuel, jet fuel, and propane†¦ It can also be used to make many common household products, including crayons,

Leadership And Management Leadership - 1126 Words

As we know that, leadership is nothing. But the influencing flowers. Leadership includes three fundamental clusters of skills creating vision, garnering commitment to that vision, an managing progress toward the realization of that vision. powerful and effective leaders plays very vital role to reach the maximum production for any organization. This is why, Organizational renowned scholars have been studying of this very significant topic of leadership for literally hundreds of years. Because. It is very complex, not simple one. According to Chester I Bernard in his book Organization and Management leadership is one kind of quality of behavior which guides people to their tasks in organized effort. Another scholar Secker Hudson in his book Organization and Management, he defined, leadership is nothing but influencing sub-ordinate works to achieve the organizational goal (maximum productivity). Since, we know every leader must deal with three important tasks, people, task and environment. Each task is different from another. This is why, the leaders have to different in different situations. There are four by which a leader can influence sub-ordinate workers. These are the following. (i) power influence (ii) Trait (iii) Behavior and (iv) Contingency and situational. First of all is power influence:- Power means ability to do something. The term of power is not related to authority. A man can apply power, in absence of authority also. Very renowned scholarShow MoreRelatedLeadership And Management And Leadership1569 Words   |  7 PagesLeadership is about seeking constructive change and management is about establishing order (Northouse, 2015). Warren Bennis (1997) wrote in  Learning to Lead: A Workbook on Becoming a Leader  that â€Å"There is a profound difference between management and leadership, and both are important. 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Gender Equality In Human Resource Practices †MyAssignmenthelp.com

Question: Discuss about the Gender Equality In Human Resource Practices. Answer: Introduction Gender inequality in the workplace has always been a critical issue. Women, especially in the professional sector, do not share the same opportunities, resources and rewards with the men. In fact, there has been a prolonged history of activism and regulation surrounding the fact that women are not treated as equal to men in the workplaces. However, the progress towards achieving gender equality in the workplace has been slow and is demonstrated by the fact that there is a huge disparity between the representation of men and women in the management especially in practices like gap in gender pay and other activities. This paper focuses on the extent to which the human resource practices of organizations are able to implement gender equality in their management. The first section discusses the problem of gender inequality in the management practices in general. The second section highlights the problem in relation to the human resources (HR) strategies. The third section discusses the p roblems with regard to HR practices like management of diversity, performance management, learning and development, employee motivation and rewards. The fourth sections provides solutions to mitigate the gender gap in the HRM practices. The Problem of Gender Equality in the Workplace Even though the society has evolved better over the past years, gender inequality in the workplace remains a problem to a significant extent. Women are often treated with less importance than the men in the professional sectors. They are offered unequal opportunities, unequal pay as well as unequal representation in the workplace. It is an established fact that on an average, women earn less than what men earn for equal work. In fact, women often face hindrance to represent at the highest and top-level management positions in organizations (Parcheta, Kaifi Khanfar, 2013). Women are often the victims of institutional discrimination, which includes discrimination through HR policies like recruitment, training and development, payment and rewards, performance evaluations as well as with regard to promotions (Cals, Smircich Holvino, 2014). Women also face personal discrimination with regard to the decision-making policies of the HR. Personal discrimination also occurs in the enactment policies of the HR. Australia too has witnessed the long history of gender discrimination in the workplaces. However, several regulatory steps have been taken in this regard. Equal Employment Opportunity (EEO) was legislated and enforced by the departments of state and federal governments in Australia to ensure the establishment of opportunity units that are equal. Such an act of legislation ensured employment of womens advisors to focus on the positive action on the basis of mission driven by human rights and social justice. Apart from the legislation of the EEO and other acts on sexual discrimination, the Workplace Gender Equality Act (WGEA) was passed in the year of 2012 (Bidwell et al., 2013). However, despite such measures only 7% of the Australian business organizations have implemented HRM strategies that aim at gender equality (Fujimoto, Azmat Hrtel, 2013). It has been evident in various scenarios that various flexible practices of work might seem to have consequences on gender equality even if unintentional. For example, in many cases it has been seen that the access to the flexibility of balance in work and personal life varies in between genders. That is to say, women who has access to flexible work practices are often said to have negative outcomes with respect to their careers. Gender discrimination is seen in the implementation of the health practices of the HR department as well. Many a times there has been cases of low maternity leaves or pre-natal leaves affecting the health of the mother as well as the child. Furthermore, sexual harassment is another crucial issue lying at the core of the gender issues related to the HR practices. It is also important to mention that given to the context of gender discrimination; it is not just women who suffer. Only a few organizations exist who have equal provisions or opportunities as men and women to the transgender community (Kulik, 2014). Discrimination on the basis of gender in the spheres of payment, performance evaluation, rewards and recognition, training and development in the workplace is a long established issue. Gender Issues in the HR Strategy Framework Gender awareness is often a neglected area in the human resource strategic framework. It is therefore important to include gender awareness in the strategic policies of human resource management. This would ensure an understanding that gender equality affects the career patterns, occupational choices and working practices. There are a number of instances where issues relating to equal opportunities on the basis of gender arises. Such instances include the existence of terms and conditions for the employees that set such standards of requirements that becomes difficult to meet for one sex than another due to the various constraints at the familiar or structural level. Gender issues regarding the HR strategies may also include the instances of restructuring of workforces, especially retrenchment, where the employees who suffer are mostly women (Kakabadse et al., 2015). Even in the recruitment policies gender inequality forms a place as the number of women recruited on an average is mos tly less than the average number of men who are recruited. Furthermore, category bias is also a gender issue that arises in most HR policies. For example, a group of transgender or female workers is often treated with lesser significance than a group of workers that predominantly comprise of men (Wajcman, 2013). There is a serious issue regarding the under-representation of women in the field of policy-making and at senior levels (Cook Glass, 2014). This is mostly due to the failure in improving the rates of participation of women in higher education and due to the lack of policies within the human resources strategic framework that address the issues related to gender. Many organizations do not possess provisions or policies in support of the health of the second sex. For example, career progression of women faces resistance in their pregnancy period. Many organizations do not have HR policies that provide allowance and benefits for women in the pregnancy period. In fact, some wom en may have to work in shifts even during their pregnancy. The maternity breaks may even cause hindrance in the career path of women as some HR policies consider the maternity leaves as any other normal life slowing down the womans career progression to the mans career progression (Jonsen et al., 2013). Therefore, it is safe to say that though most organizations are aware of the regulations and importance of policies that offer equal opportunities and equal provisions through various prerequisites of legislation, only a handful of them have implemented programs that work beyond the positive fulfillment of the legal requirements. Gender Issues Related to the HR Management Concepts Gender inequality in the management of HR and its practices in the workplace can also be understood with regard to the concepts around which the HR framework is built. Management of Diversity Diversity in the workforce acknowledges the fact that people are different in many ways especially concerning age, gender, social status, race, marital status, sexual orientation, disability, religion, culture and ethnicity (Barak, 2016). Among these, the issue of gender inequality is the most common and oldest of all the diversity issues in the world. Diversity management in the HR practices aims at overcoming the segregation of labor markets by addressing the issues of inequality on the basis of individual differences like gender (Popescu, 2016). The diversity management practices of HR have recently gained momentum because of the increasing awareness of the importance of the management of HR and a repercussion that has been created due to the perceptions of unequal treatment of women. Performance Appraisal Many organizations have adopted and implemented EEO in their HR policies for their systems of performance appraisal. In this context, Australian organizations have implemented an objective and fair approach in their process of performance appraisal (Gray Kish, 2013). However, in spite of positive measures taken by some organizations towards mitigating the gender gap in the workplaces, performance related appraisals and payment systems are often known to be against women and biased (Nankervis et al., 2013). Studies suggest that there is a high correlation between the demographic similarity of subordinates and supervisors based on their gender and the outcomes of the HR management including performance ratings and role conflicts and ambiguity. This is evident in the processes of performance appraisals that tend to provide women with lower performance ratings than men. This is supported by the fact that many Australian organizations do not involve women on their panels comprising the s ystem of performance appraisal (Fujimoto, Azmat Hrtel, 2013). Training and Development Training and development form an essential agenda of the HR practices making way for the improvement of the professional skills of the employees. This field of the HR practices faces much discrimination on the basis of gender. This is demonstrated in the necessity for flexibility in the planning of careers associated with the provision of flexible arrangements of working for the female employees. In this context of career structures, the discrimination is mostly indirect. For example, more than often female employees are imposed with requirements for training overseas in spite of having family obligations (Lombardo Mergaert, 2013). The other most indirect discrimination that can be seen in workplaces is the setting of boundaries between professional groups and the intra-occupational statuses that does not allow a group of workers to enhance their skills through formal recognition. This is often seen in the division of professional training between men and women who are at a disadvan tage of suffering lesser training and educational development than the men. Rewards, Recognition and Compensation Payment inequality is a major issue in the HR management practices. It is a well-known fact that women of the same qualification as men who perform the same work in the same industry are often offered with lesser payment than the men. Even though there have been significant regulations against this practice that have reduced the gender pay gap to a significant extent, inequality in the gross income based on gender is still a problem on the global level (Lips, 2013). Furthermore, women are seldom recognized and given their due credit in accordance to their work performance (Bidwell et al., 2013). That is to say, women suffer unequal treatment even in the context of professional recognition and reward (Karamessini Rubery, 2013). Many organizations do not address the contributions of the women to the organizations success and fail to reward them appropriately as compared to the men which leads to the de-motivation of the female employees affecting the organizations performance. Recommendations to Mitigate the Gender Gap in the HR Practices The gender gap within the HR management practices can be successfully mitigated by taking up a few measures. It must be ensured that the HR policies are in line with the various laws and regulations that seek to prevent any kind of gender discrimination in the workplaces. Women must be provided with flexible work hours. Policies must be created that allow women to be placed at higher positions in the organizations hierarchy. There must be implemented a strict guideline of ethics on the context of gender issues and must be followed by every employee. There must be policies and regulations in the workplace that provides for strict action to be taken against anybody who practices gender discrimination. Women must be allowed to participate extensively in training programs, which must be designed in flexible manner keeping in mind their convenience. There must be strict policies of equal payment and equal reward based on equal assessment of equal work for both men and women. Conclusion Gender inequality in the workplace has always been a dominant issue in the practices of the HR management. In spite of many regulations against the gender discrimination at workplaces, organizations have consistently failed to address the gender issues within the HR framework. Women, in the professional fields, suffer from gender discrimination regarding, payment, career opportunities, recognition and other aspects involved in the HR framework. Such discrimination often leads to the dissatisfaction and de-motivation of the female employees in the workplaces hampering the organizational performance. Therefore, it can be concluded that there is an immediate necessity for the mitigation of the gender gap within the HR policies and for the creation of a better work environment for every employee. References Barak, M. E. M. (2016).Managing diversity: Toward a globally inclusive workplace. Sage Publications. Bidwell, M., Briscoe, F., Fernandez-Mateo, I., Sterling, A. (2013). The employment relationship and inequality: How and why changes in employment practices are reshaping rewards in organizations.Academy of Management Annals,7(1), 61-121. Cals, M. B., Smircich, L., Holvino, E. (2014). Theorizing Gender-and-Organization. InThe Oxford handbook of gender in organizations. Cook, A., Glass, C. (2014). Above the glass ceiling: When are women and racial/ethnic minorities promoted to CEO?.Strategic Management Journal,35(7), 1080-1089. Fujimoto, Y., Azmat, F., Hrtel, C. E. (2013). Gender perceptions of work-life balance: Management implications for full-time employees in Australia.Australian Journal of Management,38(1), 147-170. Gray, B., Kish-Gephart, J. J. (2013). Encountering social class differences at work: How class work perpetuates inequality.Academy of Management Review,38(4), 670-699. Jonsen, K., Tatli, A., zbilgin, M. F., Bell, M. P. (2013). The tragedy of the uncommons: Reframing workforce diversity.Human Relations,66(2), 271-294. Kakabadse, N. K., Figueira, C., Nicolopoulou, K., Hong Yang, J., Kakabadse, A. P., zbilgin, M. F. (2015). Gender diversity and board performance: Women's experiences and perspectives.Human Resource Management,54(2), 265-281. Karamessini, M., Rubery, J. (Eds.). (2013).Women and austerity: The economic crisis and the future for gender equality(Vol. 11). Routledge. Kulik, C. T. (2014). Working below and above the line: the researchpractice gap in diversity management.Human Resource Management Journal,24(2), 129-144. Lips, H. M. (2013). The gender pay gap: Challenging the rationalizations. Perceived equity, discrimination, and the limits of human capital models.Sex Roles,68(3-4), 169-185. Lombardo, E., Mergaert, L. (2013). Gender mainstreaming and resistance to gender training: A framework for studying implementation.NORA-Nordic Journal of Feminist and Gender Research,21(4), 296-311. Nankervis, A. R., Baird, M., Coffey, J., Shields, J. (2013). Human resource management: strategy and practice. Parcheta, N., Kaifi, B. A., Khanfar, N. M. (2013). Gender inequality in the workforce: A human resource management quandary.Journal of Business Studies Quarterly,4(3), 240. Popescu, G. H. (2016). Gender, Work, and Wages: Patterns of Female Participation in the Labor Market.Journal of Self-Governance and Management Economics,4(1), 128-134. Wajcman, J. (2013).Managing like a man: Women and men in corporate management. John Wiley Sons.

Rousseau`s Social Contract Essays - Libertarian Theory, Sovereignty

Rousseau`s Social Contract Jean-Jacques Rousseau was a fascinating individual whose unorthodox ideas and passionate prose caused a flurry of interest in 18th century France. Rousseau's greatest work were published in 1762 -The Social Contract. Rousseau society itself is an implicit agreement to live together for the good of everyone with individual equality and freedom. However, people have enslaved themselves by giving over their power to governments which are not truly sovereign because they do not promote the general will. Rousseau believed that only the will of all the people together granted sovereignty. Various forms of government are instituted to legislate and enforce the laws. He wrote, "The first duty of the legislator is to make the laws conformable to the general will, the first rule of public economy is that the administration of justice should be conformable to the laws." His natural political philosophy echoes the way of Lao Tzu: "The greatest talent a ruler can possess is to disguise his power, in order to render it less odious, and to conduct the State so peaceably as to make it seem to have no need of conductors." Rousseau valued his citizenship in Geneva where he was born, and he was one of the first strong voices for democratic principles. "There can be no patriotism without liberty, no liberty without virtue, no virtue without citizens; create citizens, and you have everything you need; without them, you will have nothing but debased slaves, from the rulers of the State downwards." In the civil order, there can be any sure and legitimate rule of administration, men being taken as they are and laws as they might be. In this inquiry we shall endeavor always to unite what right sanctions with what is prescribed by interest, in order that justice and utility may in no case be divided. We enter upon this task without proving the importance of the subject. We shall be asked if we are the prince or the legislator, to write on politics. We answer that we am neither, and that is why we do so. If I were a prince or a legislator, I should not waste time in saying what wants doing; I should do it, or hold my peace. As we were born citizens of a free state, and a member of the sovereign, we should feel, however feeble the influence of our voice can have on public affairs, the right of voting on them makes it our duty to study them: and we are happy, when we reflect upon governments, to find the inquiries always furnish us with new reasons for loving that of our own country. Man is born free; and everywhere he is in chains. One thinks himself the master of others, and still remains a greater slave than they. How did this change come about? we do not know. What can make it legitimate? That question can be answered. If we took into account only force, and the effects derived from it, "as long as a people is compelled to obey, and obeys, it does well; as soon as it can shake off the yoke, and shakes it off, it does still better; for, regaining its liberty by the same right as took it away, either it is justified in resuming it, or there was no justification for those who took it away." But the social order is a sacred right which is the basis of all other rights. Nevertheless, this right does not come from nature, and must therefore be founded on conventions. Before coming to that, we have to prove what has just been asserted. The most ancient of all societies, and the only one that is natural, is the family: and even so the children remain attached to the father only so long as they need him for their preservation. As soon as this need ceases, the natural bond is dissolved. The children, released from the obedience they owed to the father, and the father, released from the care he owed his children, return equally to independence. If they remain united, they continue so no longer naturally, but voluntarily; and the family itself is then maintained only by convention. This common liberty results from the nature of man. His first law is to provide for his own preservation, his first cares are those which he owes to himself; and, as soon as he reaches years of discretion, he is the sole judge of the proper means of preserving himself, and consequently becomes his own master. The family