The Phenomenon Of Bipolar Affective Disorder Has Been A Mystery Since

The phenomenon of bipolar affective disorder has been a mystery since the 16th century. History has shown that this affliction can appear in almost anyone. Even the great painter Vincent Van Gogh is believed to have had bipolar disorder. It is clear that in our society many people live with bipolar disorder; however, despite the abundance of people suffering from it, we are still waiting for definite explanations for the causes and cure. The one fact of which we are painfully aware is that bipolar disorder severely undermines its' victims ability to obtain and maintain social and occupational success. Because bipolar disorder has such debilitating symptoms, it is imperative that we remain vigilant in the quest for explanations of its causes and treatment. Affective disorders are characterized by a smorgasbord of symptoms that can be broken into manic and depressive episodes. The depressive episodes are characterized by intense feelings of sadness and despair that can become feelings of hopelessness and helplessness. Some of the symptoms of a depressive episode include anhedonia, disturbances in sleep and appetite, psychomotor retardation, loss of energy, feelings of worthlessness, guilt, difficulty thinking, indecision, and recurrent thoughts of death and suicide (Hollandsworth, Jr. 1990 ). The manic episodes are characterized by elevated or irritable mood, increased energy, decreased need for sleep, poor judgment and insight, and often reckless or irresponsible behavior (Hollandsworth, Jr. 1990). Bipolar affective disorder affects approximately one percent of the population (approximately three million people) in the United States. It is presented by both males and females. Bipolar disorder involves episodes of mania and depression. These episodes may alternate with profound depressions characterized by a pervasive sadness, almost inability to move, hopelessness, and disturbances in appetite, sleep, in concentrations and driving. Bipolar disorder is diagnosed if an episode of mania occurs whether depression has been diagnosed or not (Leiby,1988). Most commonly, individuals with manic episodes experience a period of depression. Symptoms include elated, expansive, or irritable mood, hyperactivity, pressure of speech, flight of ideas, inflated self esteem, decreased need for sleep, distractibility, and excessive involvement in reckless activities (Hollandsworth, Jr. 1990). Rarest symptoms were periods of loss of all interest and retardation or agitation (Gurman, 1991). As the National Depressive and Manic Depressive Association (MDMDA) has demonstrated, bipolar disorder can create substantial developmental delays, marital and family disruptions, occupational setbacks, and financial disasters. This devastating disease causes disruptions of families, loss of jobs and millions of dollars in cost to society. Many times bipolar patients report that the depressions are longer and increase in frequency as the individual ages. Many times bipolar states and psychotic states are misdiagnosed as schizophrenia. Speech patterns help distinguish between the two disorders (Turner,1989). The onset of Bipolar disorder usually occurs between the ages of 20 and 30 years of age, with a second peak in the mid-forties for women. A typical bipolar patient may experience eight to ten episodes in their lifetime. However, those who have rapid cycling may experience more episodes of mania and depression that succeed each other without a period of remission (DSM III-R). The three stages of mania begin with hypomania, in which patients report that they are energetic, extroverted and assertive (Hirschfeld, 1995). The hypomania state has led observers to feel that bipolar patients are addicted to their mania. Hypomania progresses into mania and the transition is marked by loss of judgment (Hirschfeld, 1995). Often, euphoric grandiose characteristics are displayed, and paranoid or irritable characteristics begin to manifest. The third stage of mania is evident when the patient experiences delusions with often-paranoid themes. Speech is generally rapid and hyperactive behavior manifests sometimes associated with violence (Hirschfeld, 1995). When both manic and depressive symptoms occur at the same time it is called a mixed episode. Those afflicted are a special risk because there is a combination of hopelessness, agitation, and anxiety that makes them feel like they could jump out of their skin(Hirschfeld, 1995). Up to 50% of all patients with mania have a variety of depressed moods. Patients report feeling dysphoric, depressed, and unhappy; yet, they exhibit the energy associated with mania. Rapid cycling mania is another presentation of bipolar disorder. Mania may be present with four or more distinct episodes within a 12-month period. There is now evidence to

Anne Moodys Journey Essays

Anne Moodys Journey Essays Anne Moodys Journey Paper Anne Moodys Journey Paper The first step Moody took on her journey of activism was to join the NAACP and SNCC. The majority of work done by Anne Moody while working for these two organizations was voter registration drives. During Moody’s stay at college, she would often travel to the delta and stay in the Freedom House. Here, Moody and her colleagues would plan and execute the voter registration drives. Moody would also organize rallies. Unfortunately, these rallies were poorly attended, and not much was accomplished. Many Negroes were too afraid to vote and did not attend the rallies because of the threat of losing their jobs. The tactic of making Negroes aware of their civil rights in a nonviolent and passive manner failed from the beginning of Moody’s inception into the Movement. Moody’s â€Å"nonviolent† sit-in at the Woolworth’s lunch counter may be her most famous act not just during the Movement, but possibly her life. The idea behind the sit-in was to request service at the segregated lunch counter of Woolworth’s. As the sit-in progressed, the white population became more aware of what was happening, and they started heckling and threatening Moody and her fellow activists. Nonviolence turned to violence when a white man rushed Memphis, one of the sit-in members. He was beaten up and arrested. Moody was dragged out by her hair, and her friend was taken from her seat by force. A few days after the sit-in, a group of Negro ministers went to the mayor with demands. The mayor ignored them. The nonviolent sit-in was supposed to be a message to the community and the country. Unfortunately, the sit-in, in the eyes of Anne Moody, was a failure because it had accomplished nothing. The March on Washington should have been a high point for civil rights activists everywhere, but for Moody, it was another disappointment. She recalls, â€Å"Thousands of people just took off, leaving most of their leaders at the podium. It was kind of funny to watch the leaders run to overtake the march. The way some of them had been leading the people in the past, perhaps the people were better off leading themselves† (Moody, 334). Moody had begun to realize that passive strategies were not an effective and practical way to change laws. She had begun to realize that Negroes might have to meet violence with violence if they ever wanted their voices to be heard. During Martin Luther King’s speech, Moody thinks, â€Å"We had ‘dreamers’ instead of leaders leading us† (Moody, 335). Her uncertainty with the Movement had reached an all time high by this point. She believed that the leaders were out of touch with the black community, as seen by the emphasis on voter registration rather than the poverty in the rural south. On her way back to Mississippi, Moody wondered if she and the other 250,000 people at the march had made any impact on the government, a clear indication that her confidence was slowly decaying. Moody had begun working in Canton, Mississippi rallying the local black population and canvassing for voter registration. Every time it appeared that progress was made, there was a catastrophe. A church was bombed, people were beaten and killed, and black women were raped. The organizations in Mississippi decided to create a â€Å"Freedom Vote. † The Freedom Vote resulted in 80,000 blacks voting. Unfortunately, there were 400,000 blacks of voting age living in Mississippi. After the voting campaign, Moody was worn out and tired. She left the movement and made her way to New Orleans to stay with her grandmother and sister. After some time passed, she received her diploma from Tugaloo College and found herself back in Canton. She was persuaded to go to Washington and testify about the racism in Mississippi. On the bus, people were singing freedom songs in high spirits. A fellow activist named Gene turned to Moody and said, â€Å"We’re gonna git things straight in Washington, huh? † (Moody, 424). She thought to herself, â€Å"I wonder. I really wonder† (Moody, 424). The statement shows Moody’s doubts and frustration with the Movement. She had nothing to show for all her hard work in Canton, and there was no progress for equality on a national scale. By this time, Moody believed that more radical and militant action was required in order to gain the civil rights that whites had enjoyed for hundreds of years. Moody, Anne. Coming of Age in Mississippi. New York: Bantam Dell, 1968.

Engineering and Construction Essay Example | Topics and Well Written Essays - 500 words

Engineering and Construction - Essay Example Engineering has brought about advancements in communication and also changed how companies work. Exponential advance in technology has created mind-boggling opportunities for the future generation. Many universities especially in Asia are becoming increasingly utilitarian and mainly focusing on advancing cutting-edge research and the economy. This focus will bring about the creation of new and better technology that will not only help the human race but better it. Robotic machines as the future and new sources of unlimited energy like nuclear power are soon to be discovered. Engineering has affected human beings in both positive and negative views. The invention of the cell phone 1973 changed global communication in the world. It created a new way of communicating with its inventors, Dr. Martin Cooper of Motorola and John F. Mitchell first demonstrated using a handset weighing 2kgs. In 1983, cell phones became commercial through the DynaTAC 8000X (first cellphone to go viral). This advanced in technology brought the world to a global village. Recently, one can make a call to anywhere in the world, therefore, connecting people from all depths and corners of the continent. This has brought people closer, businessmen conducting seminars and meetings via Skype, new people interacting via Facebook. All this made possible by advanced technology in computer and the mobile network. A new technology that will hit the market in a global way is the electric vehicle. Productions have already commenced in Japan but in small productions. Once it goes world, which is major superpower countries it has it will help saves fuel consumption, reduce global warming by a notch and be economically accessible. The computer technology is an important asset in the modern day world. Most advancements in technologies are made possible by use of computers.  Ã‚  

The Development of Fashion Design in Twenty Century Research Paper

The Development of Fashion Design in Twenty Century - Research Paper Example The paper "The Development of Fashion Design in Twenty Century" explores the 20th-century fashion design development. The development of fashion design involves the development of the industry of fashion that is responsible in designing accessories and clothing. This industry was depended on fashion houses and firms that are governed by specific designers. This industry started in the 19th century by one designer who had his label sewn in the created garments (Whitten 15). Starting from trees, and leaves to what people experience now in fashion world, the history of fashion design was influenced by many factors changing over to the twenty century. In attempts to unravel the historical trends in fashion and design, this paper explores the development of Fashion Design in the Twenty Century. The design started by the dress maker to the Queen of France who could be described to have started the fashion transition from some few dress makers to fine designers with a highly valued profile. This was referred to as the fashion minister as a sarcasm since she established one shop around Paris with a collection that was greatly influenced by the Parisian style. This trend continued up to when the trend was altered by the revolution of the French that made the renowned designer to flee to exile in London. In whatever appears like the modern sense, Charles Frederick from Paris has been reported as the first designer, who had a huge business that employed different anonymous seamstresses, and tailors.

Summary, Analysis, and Response Paper for Media Studies Assignment - 1

Summary, Analysis, and Response Paper for Media Studies - Assignment Example The film explores the impact of technology on the generation born in the age of the internet and other similar technologies. The film examines how people have changed their lives in the face of the new technologies. This includes examining issues such as multitasking and the impact that overreliance on technology has on human development. Essentially, the documentary is an investigative report on the impact of technology on human life in the 21st century. The movie is organized in terms of various episodes that report on different matters regarding the implications of technology. There are five episodes discussing issues such as living faster as a result of relying on technology, the implications that technology has on human relations, the impact of technology on military development and wars, the emergence of virtual worlds, and finally the impact of technology in education and the learning process. The directors of the film interviewed different professionals in various fields including psychologists and technology experts, as well as delving into the lives of specific correspondents who relied on technology for most of their lives. In the first episode, the main argument raised is that people are increasingly spending more time on the internet and other similar technologies. Surprisingly, most of the people who spend the most time on the internet are children aged between 8 and 18. Therefore, this episode poses the question as to where the future of man is headed to if such children continue to spend an average of 50 hours on the internet. In the second episode, the documentary argues that technology has changed relationships among human beings in terms of how people view parenting and the concept of love. The film follows up in the third episode by discussing the impact of technology on waging war in the contemporary world.

Knowledge-based organization

Knowledge-based organization Knowledge-based organization Introduction Most organisations in one way or another have embraced the notion that to operate effectively in todays economy, it is necessary to become a knowledge-based organization (Alvesson, 1993). But few truly understand what that means or how to carry out the changes required to bring it about. Perhaps the most common misunderstanding is the view that the more a companys products or services have knowledge at their core, the more the organization is, by definition, knowledge based. The knowledge-based society of the 21st century is characterized by knowledge generation as the primary source of wealth and social well-being. This economic development, facilitated by networked actions of a variety of global actors utilizing new information and communication technology (ICT) including Internet technologies, is fundamentally changing the rules of the game of performing in both private and public organisations. Accordingly, new concepts, frameworks, models and theories are required in order to increase our understanding of the principles of the creation and use of knowledge and information as a resource. This development both in theory and in practice is evident because, contrary to the traditional factors of production, knowledge and information are partly intangible in nature. It is therefore vital for organisations to provide a holistic view of contextual factors which have an impact on the creation, processing, storage, maintenance and use of information and know ledge as a resource. Moreover, organisations must know more about the means that affect processes related to knowledge and information. Knowledge-Based Organisation in Malaysia In the early 1980s, when the Japanese advances in the economy and began to make great impacts on the business state of affairs, knowledge work began to make headway to the workers levels. The Japanese enterprises show their way to knowledge work at the workers levels through such practices as QCC activities, 5S activities, Kaizen suggestion schemes and the like. These practices continue to contribute to improving productivity and competitiveness in production. By mid 1980s, Japan has overwhelmed other western companies and organisations with their low cost and high quality products by it techniques and quality tools. Malaysia as any other countries in the world is moving towards improving their information technology facilities and services. After achieving independence on 31 August 1957, Malaysia was basically a resource-based country and depending on the extraction of natural resources. The need to provide jobs for the local population then was one of the primary foci of the economic development plans. In order to compete with Japanese organisation success Malaysian government in the Malaysian Context of Industrial Development has emphasis learning in every national agenda. The Ministry of International Trade and Industry (MITI) Malaysia launched the First Industrial Master Plan, 1986-1995 (IMP1) in 1986 with the main focus is to rationalize the industrial growth process and the growth of manufacturing industry. The Malaysian Prime Minister first mooted Vision 2020 in 1991 and it is Malaysia national vision for the countrys continuing development into a developed nation (Ahmad Sarji Abdul Hamid, 1993). Even with the success of the IMP, the Total Factor Productivity (TFP) growth recorded over the period 1992-1997 was below the expected level. The manufacturing-based industrialization strategy will only take the country into an industrial society and this will not be sufficient to achieve the post-industrial/advanced industrial society and a civil society as envisaged in the Vision 2020 (NITC, 1998). As Malaysia prepares to become a knowledge-based economy, new strategic focus calls for the nation to work towards the digital economy and a knowledge-based economy. The national response to this is the National IT Agenda (NITA) to direct the progress and the Multimedia Super Corridor (MDC, 1999) and its associated programs that aim to create the IT waves towards this new economy (NITC, 1998). Organisations will have to refocus their strategies to be globally competitive. The new competitive strategy will be knowledge-based, and organisations will have to be knowledge-focused. Even if production of tangible outputs is the core business, the competitive strategy will have to be knowledge-based. In other words, the competitiveness of an organisation will be its knowledge rather than is physical outputs. The proposition here is that managing and exploiting organisational knowledge or knowledge management is a strategic focus for organisation to achieve competitiveness, and the learning organisation is the outcome of this strategic process. Knowledge Management initiatives are developing in a wide variety of government sectors in varying countries around the world and this conference will provide and intergovernmental forum for the discussion of best practice in public sector knowledge management. A recent survey reveals that 73% of governments feel they have made mistakes in setting up their online systems and 56% say that the work has taken longer than expected. Nonetheless, 89% are not yet tired of implementing e-government. By placing individual services on-line, government departments could achieve cost savings of up to 25 percent. If departments collaborate to provide a one-stop shop for a handful of services-say, by creating a World Wide Web site where you apply for a drivers license, pay a traffic ticket, and make an appointment for an emission inspection-the figure raises to 45 percent. Getting departments to collaborate is the tricky part. What is Knowledge? Knowledge as we all know comes from a cycle that involves the transformation from data to information and to knowledge. Information if it is not interpreted accordingly will not be knowledge. Knowledge is an organised combination of data, assimilated with set of rules, procedures, and operations learnt through experience and practice and without meaning knowledge are just information or data (Bhatt, 2001). It is only through meaning that information finds life and becomes knowledge (Bhatt, 2000). McDermott describes six characteristics of knowledge that distinguish it from information (McDermott, 1999): 1. Knowledge is a human act. 2. Knowledge is the residue of thinking. 3. Knowledge is created in the present moment. 4. Knowledge belongs to communities. 5. Knowledge circulates through communities in many ways. 6. New knowledge is created at the boundaries of old. In today competitive environment, organisations are competing which each other to achieve a high competitive advantage. In this era information is now considered as the most important assets in organisation. Information comes from knowledge and knowledge comes from the mind and experience of an individuals. Davenport and Prusak (1998) have provided the following definition of knowledge: Knowledge is a fluid mix of framed experiences, values, contextual information, and expert insight that provides a framework for evaluation and incorporating new experiences and information. If originates and is applied in the minds of knower. In organisations, it is often becomes embedded not only in documents of repositories but also in organizational routines, processes, practice, and norms. Knowledge management emphasizes on the inter-personal communication over the mere capture and storage of knowledge. Organizational intellectual assets and capital are the most priority aspects of the knowledge management efforts. Knowledge is the important elements in a value-chain. This value chain includes data, information, knowledge, wisdom, and the conceptualisation of knowledge management as a process of refinement, leveraging data and information to the more valuable level. These value-added elements can help organisations in problem solving and decision-making to improve performance and increase innovations. Innovation is an ongoing process in which organisations create problems, define them, and then develop new knowledge for their solution (Beveren, 2002). Knowledge Management Knowledge management is an emerging trend. This is because organisations have started to realize the importance of knowledge in order to achieve competitive advantage. Recent years have seen an explosive increase of interest in knowledge management. As well as a massive outpouring of books and articles on KM, many organizations have embarked upon their own KM programmes. A recent KPMG survey (KPMG, 1998) of 100 leading UK firms found that a staggering 43% of respondents were undertaking some kind of KM initiative. For an organisation to survive they must be able to move one step further from their competitors and would be able to differentiate themselves between other. Creating and sustaining a competitive advantage a one way of achieving goals. To coupe with these rapidly changing environments, organisations needs to know what are their corporate knowledge assets and manage these assets to sustain competitive advantage. Knowledge belongs to the family of progressively increasing corporate assets, like management systems, brand identity, customer information and corporate reputation (Pascarella, 1997). Knowledge is a person, highly personal asset and represents the collective expertise and efforts of networks and alliances. Knowledge management has becoming the most critical aspect in organisation to achieve competitive advantage. Nonaka (1991) stated that in an economy where the only certainty is uncertainty, the one sure source of lasting competitive advantage is knowledge. According to McCampbell (1999), to have a successful knowledge management projects, knowledge management was at least partially responsible for a major transformation of one large consulting firm and the transformation was all-embracing in terms of a marked improvement in financial result for the firm while engaged in knowledge management practices. Knowledge Management is multi-disciplinary approach and has now becoming very powerful concept. It is rapidly growing practice used as strategic tool for organisation to produce efficient and productive product and services. This concept helps organisations to seek and maximize value by helping people innovate and acclimatize in the face of change. As the world is moving towards a global knowledge economy, proper management and practice of knowledge can transform services and product and put value into it. As global competition based on knowledge intensive products or services swiftly increase, it is little wonder that organisations are seeking ways to harness knowledge through business strategies and knowledge management tools and techniques (Vandermerwe, 1997). Many organisations are already thriving in our increasingly knowledge-intensive world, often referred to as the new or knowledge economy. These organisations are achieving success by focusing on how knowledge can be used to deliver value to the organisation and its stakeholders. Knowledge management helps people prepare for an environment of constantly shifting demographics, industries, economies, and customer needs by ensuring that people have the expertise and information they need in order to properly assess business problems and opportunities. Knowledge Management is a process that helps organisations to find, select, organize, disseminate, and transfer important information and expertise necessary for activities such as problem solving, dynamic learning, strategic learning and decision-making (Gupta, Iyer and Aronson, 2000). Knowledge management caters the critical issues of organizational adaptation, survival and competence in face of increasingly discontinuous environmental change. Essentially, it embodies organizational processes that seek synergistic combination of data and information processing capacity of information technologies, and the creative and innovative capacity of human beings (Malhotra, 1998). Tacit and Explicit Knowledge There are two types of knowledge. Knowledge that cannot be articulated is called tacit knowledge. In organisations, tacit knowledge is the personal knowledge used by members to perform their work and make sense of their worlds (Choo, 2000). Tacit knowledge is also as important as explicit knowledge. The only problem that occurs is that tacit knowledge is hard to be explained and communicate. As Michael Polanyi the chemist-turned-philosopher who coined the term, put it, We know more than we can tell. Polanyi used the example of being able to recognize a persons face but being only vaguely able to describe how that is done. Contrast to tacit knowledge, explicit knowledge is the knowledge that has been articulated, capture in the form of text, tables, diagrams, product specifications and so on (Cortada, 2000). Explicit knowledge is also knowledge that is expressed formally using a system of symbols and can therefore be easily communicated and diffuse (Choo, 2000). This type of knowledge is the most recognized and captured by organisations. Most organisations concentrate more on explicit knowledge because it is easy to understand and capture (Barlow, 2000). Both tacit and explicit knowledge are very important and critical to organizational information or knowledge management system development. It is just a matter of identify and captured it to make it as an valuable assets. TACIT EXPLICIT INDIVIDUAL DEPENDENT Personal Tacit Self-Motivated Creativity Know-How Know-What Know-Why INDIVIDUAL INDEPENDENT Cultural Tacit Organisational Tacit (e.g. Causal Ambiguity) Regulator Assets (Copyrights, Patents, Trademarks) There are three types of explicit knowledge resident in any organisation 1. Cognitive knowledge, 2. Advanced systems skills, and 3. Systems understanding. In Figure 1, Meso and Smith (2000) described cognitive knowledge, also termed know-what is the basic mastery of a discipline that professionals achieve through extensive training and certification (Quinn et al., 1996). Advanced skills or know-how refer to the ability to apply rules of a discipline to complex real-world problems (Quinn et al., 1996). Systems understanding, also termed know-why is the deep understanding of the web of cause-and-effect relationships underlying a discipline (Quinn et al., 1996; Nonaka, 1991). The creation of new knowledge comes from the ongoing innovations form learning organisations. Therefore, organizational learning occurs at the intersection of tacit and explicit knowledge during the interaction of the various employees, departments or teams in an organisation (Nonaka, 1991). Sustainable competitive advantage results from innovation. Innovation in turn results from the creation of new knowledge (Meso and Smith, 2000). Knowledge Creation It is process how organisation gathers internal and external information in one system. Knowledge creation refers to the ability of an organisation to develop novel and useful idea and solution (Marakas, 1999). Nonaka (1994) identifies four mechanisms for knowledge creation: 1. Socialisation whereby one individual shares tacit knowledge with other. Sharing of experiences through observation, imitation and practice; 2. Combination whereby one pieces of explicit knowledge is combined with other; 3. Externalisation whereby tacit knowledge is made explicit; and 4. Internalisation process of experiencing knowledge through an explicit source, where explicit knowledge is converted into tacit. Meanwhile Rovertson (2001) has identified four types of organisational knowledge: 1. Conscious, which is an individuals explicit knowledge; 2. Automatic, which is an individuals implicit knowledge; 3. Objectified, which is explicit, social knowledge, and 4. Collective, which is implicit, social knowledge. Knowledge Capture Knowledge can be captured inside and outside organisation. The captured knowledge then will be integrated within one system in organisation as a resource. The purpose of knowledge management is to integrate internal and external knowledge at all time in order to cope with environmental changes both within and outside the organisation, to solve existing problem as well as to innovate for business expansion. Beveren (2002) provides a model where information is acquired through the sensors and processed in the brain by using prior knowledge (see Figure 1). Where: Knowledge is the stock of conceptual tools and categories used by humans to create, collect and share information. During the processing of information, new knowledge can be acquired or created for future use, when more or new information is acquired and processed. Knowledge Dissemination Knowledge dissemination in corporate knowledge is involving with the activity to disseminate or distributes knowledge to members in organisation. Knowledge benefited to organisation if they can disseminate. Knowledge needs to distributed and shared if an organisation to leverage value from it (Bhatt, 2000). Beveren (2002) illustrates how knowledge is transformed into information within the brain to be communicated externally through language or demonstration (see Figure 2). Language in this model includes all forms of communication, such as written, verbal and body language. In this model, the prior knowledge contained in human brains is required for the creation of information, just as the creation of knowledge often requires the input of information through the sensors to the brain. The initial formation of prior knowledge has been a huge area of debate for many years and has been discussed from two opposed positions, the empiricists and the nativists. Organizational Learning 2.5.3 Knowledge Sharing The organisational creation of differential knowledge, at its central part, springs unpredictably and unknowingly from social interchanges between competent organisations. Thus the importance of organizational behaviour in adapting to change is self-evident. Unfortunately, our understanding of the processes of organizational change is quite limited. The basic facts of human cognition are that our brains have the capacity to establish an extremely large number of possible networks of connections, but only a small fraction of this potential can be realized. Indeed, the growth of knowledge and the possibility of innovation depend on the incompleteness of present connections (Loasby, 2000b). Knowledge sharing only takes place on a significant scale where organisations have organized themselves into communities of practice. These communities need to be integrated to the companys strategy and its organizational structure.The phenomenon of communities of practice is known under different names. The World Bank, for example, is leveraging global knowledge sharing to attain its goal of becoming a clearinghouse for expertise on sustainable development (Wah, 1999) and they are called thematic groups; in Hewlett Packard they are learning communities or learning networks; in Chevron they are called best practice teams, and in Xerox they are know as family groups (Denning, 2000). Many practitioners pf knowledge managementincreasingly see knowledge sharing as a better description of what they are about than knowledge management. Advantages of knowledge sharing as a term include its commonsense comprehensibility, along with a certain degree of inter-activity implicit in any sharing. Drawbacks of knowledge sharing include the possibility that even sharing is insufficiently interactive, and that it implies (falsely) that the existence of knowledge precedes the sharing process, thereby (wrongly) separating knowledge management from knowledge creation and innovation and research. Knowledge Exploitation Knowledge exploitation is one of the vital parts in corporate knowledge. Knowledge exploitation means making knowledge more active and relevant for the organisation in creating values. If an organisation did not find it easy to locate the right kind of knowledge, the organisation may find it difficult to sustain its competitive advantage (Ganesh 2001). There are certain indicators for an organisations ability to create, disseminate and apply knowledge. Demarest (1997) identified six key questions an organisation has to answer to participate in knowledge management effectively: 1. The culture, actions and beliefs of managers about the value, purpose and role of knowledge; 2. The creation, dissemination and use of knowledge within the organisation; 3. The kind of strategic and commercial benefits a organisation can expect by the use of effective knowledge management; 4. The maturity of knowledge systems in the organisations; 5. How a organisation organise for knowledge management; and 6. The role of information technology in the knowledge management program. Using Demarests model, McAdam (2000) in his research on A comparison of public and private sector perceptions and use of knowledge management found that in terms of knowledge construction, organisations recognised the need for both a scientific and a social construction of knowledge if the benefits of knowledge management were to be realised. Knowledge embodiment was found to be highly dependent on employee interchange, which must be recognised as a source of knowledge and key to the success of knowledge embodiment in organisations dissemination and use. Approaches to knowledge dissemination as part of a KM system were found to be mainly ad hoc. There was little systematic use of the more sophisticated methods available. The use/benefits of knowledge management within the organisations studied was based mainly on reduced costs, and improved quality and efficiency. Creating, managing and transferring knowledge is the top of agenda for a growing number of organisations in the Chase study. They believe knowledge management would improve performance and result such as improved decision making, increased responsiveness to customer, improved efficiency of people and processes, increased ability to innovate and improved products and services (Chase, 1997). Although organisations recognised the importance of creating, managing and transferring knowledge, the research findings also found that many of the organisations still have been unable to translate this competitive needs into strategies. Other conclusion from his study is that the best practice organisations are experiencing great difficulty in translating knowledge management theory into practice. Communities of Practice In todays organisations community of practice seems very important for employees to contribute and share their tacit and explicit knowledge for the organisation development. Community of practice can be define as a group of practitioners who share a common interest or passion in an area of competence and are willing to share the experiences of their practice. Community of practice can play an important role in leveraging knowledge in organisation. Gamble and Blackwell (2001) defined community of practice as collections of individuals bound by informal relationship who share a similar work role in a common context. They are groups that: 1. Come together voluntarily for a shared purpose; 2. Have members that identify themselves as part of the community; 3. Repeatedly engage in activities with other member s and communities; 4. Have interactions that last for an indeterminate period of time. An essential ingredient of knowledge sharing programs in large organisations is the community of practice. In undertaking knowledge sharing programs, most organisations have found sooner or later that the nurturing of knowledge-based communities of practice is a sine qua non to enabling significant knowledge sharing to take place. Such communities are typically based on the affinity created by common interests or experience, where practitioners face a common set of problems in a particular knowledge area, and have an interest in finding, or improving the effectiveness of, solutions to those problems (Denning, 2000). Launching and nurturing communities of practice for knowledge sharing programs can be accomplished in a variety of ways (Denning, 2000). 1. Endorsing informal communities that already exist. 2. Asking practitioners what issues they care about. 3. Instructing leaders to form communities. 4. Launching purely virtual communities. 5. Launching communities among the incorrigibles. Communities of practice can add value into organisations in several important ways: 1. Community of practice can help to drive strategy. 2. They can start new lines of business. 3. They can solve problems quickly. 4. They transfer best practice. 5. They develop professional skills. 6. They help companies recruit and retain talent. Organisational Culture Organizational culture is a critically important aspect for facilitating sharing, learning, and knowledge creation. It is not homogeneous and sometimes has subcultures (McDermontt and Odell, 2001). An open culture with incentives built around integrating individual skills and experiences into organizational knowledge will be more successful (Gupta, Iyer and Aronson, 2000). Goh (2002) argues that one cultural dimension critical to knowledge transfer is co-operation and collaboration. Recent research on co-operation in organisation may help increase organizational understanding of the dynamic knowledge transfer. Knowledge transfer requires the willingness of a group or individual to work with others and share knowledge to their mutual benefit. Without co-operations and collaboration culture knowledge transfer form individuals and groups will not be successful. Culture plays significant function in the success of knowledge management implementations. McDermontt and Odell (2001) used a definition of culture that helped to see its multiple levels (Figure3). Following Schein (1985), McDermontt and ODell defined culture as: The shared values, beliefs and practices of the people in the organisation. Culture is reflected in the visible aspects of the organisation, like its mission and espoused values. But culture exists on a deeper level as well, embedded in the way people act, what they expect of each other and how they make sense of each others actions. Finally, culture is rooted in the organisations core values and assumptions. Often these are not only unarticulated, but so taken-for granted that they are hard to articulate, invisible to organizational members. Because of these layers of culture, people can often act in ways inconsistent with the organisations articulated mission and values, but consistent with its underlying or core values. Following this definition, in an organisation with a knowledge sharing culture, people would share ideas and insights because they see it as natural, rather than something they are forced to do. They would expect it of each other and assume that sharing ideas is th e right thing to do. In order to achieve high level of collaborations and co-operations, there is a fundamental variable needed. It is a matter of trust. A high level of trust is therefore an essential condition for a willingness to cooperate. Trust belongs to the area of human factors in knowledge management. It is defined as expectations and acts that the members of the community direct to each other. In organisations trust supports and enables collaboration and knowledge sharing which are processes related to knowledge management. Collaboration and knowledge sharing are based on organizational culture and climate, which can either support or prevent them (Yoon, 2000). In order to overcome cultural barriers to sharing knowledge has more to do with how organisations design and implement their knowledge management effort than with changing the existing organizational culture (McDermontt and ODell, 2001). It involves balancing the visible and invisible dimensions of culture; visibly demonstrating the importance of sharing knowledge and building on the invisible core values. The companies we studied felt they are still learning how to do this effectively. McDermontt and ODell (2001) derive five critical aspects about aligning knowledge sharing with the organisation culture. 1. To create a knowledge sharing culture, make a visible connection between sharing knowledge and practical business goals, problems or results. 2. Match the overall style of your organisation rather than to directly copy the practices developed by other organisations. 3. Link sharing knowledge to widely held core values. By linking with core values of the organisation values, you make sharing knowledge consistent with peers expectations and managers considerations. 4. Human networks are one of the key vehicles for sharing knowledge. To build a sharing culture, enhance the networks that already exist. Enable them with tools, resources and legitimisation. 5. Recruit the support of people in your organisation who already share ideas and insights. Managers need to encourage and even pressure people to share their knowledge. Build sharing knowledge into routine performance appraisal. There must be a well-built culture of continuous improvement and learning, linked to problem seeking and problem solving and focused on specific values such as product quality and customer service. Employees are encouraged to gather relevant information and to use and share that information in problem solving and implementing innovative solutions and practices (Goh, 2002). Organisational Knowledge Structures Organisational knowledge structure is different than organisational culture and climate in at least two significant ways. The concept of knowledge structures deals with goals, cause-and-effect perspective, and other cognitive essentials. Furthermore knowledge structure is more clearly linked to an organisations plan for survival and more subject to change than an organisations culture, neither of which changes readily of provides specific strategies for action for an organisation (Lyles, 1992). In developing knowledge structures, there are three stages that individuals go through to reach agreement (Weick and Bougon, 1986): 1. Agreement on which concepts capture and abstract their joint experience; 2. Consensus on relations among these concepts, and; 3. Similarity of view on how these related concepts affects each party. Human resource is an important asset and within these resources lays the knowledge useful for organisations. In order to develop organizational knowledge the role of individual knowledge is very important. Organizational Change The organisations creation of differential knowledge, at its core, springs unpredictably and unknowingly from social interchanges between competent organisations. Thus the importance of organizational behaviour in a

Review Of An Inspector Calls :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"An Inspector calls† takes place in 1912, where there are great social divisions and distinctions. Written by JB Priestley in 1945 this allows for hindsight which eventually leads to dramatic irony. There are many examples of this, all of which are said by Mr Birling, â€Å"Just because the Kaiser makes a speech or two, you’ll hear some people saying that war is inevitable. Well I say to that - fiddlesticks† This play was first published after the second world war and so the audience will know just how wrong Mr Birling really is. Mr Birling also makes a statement about the ill-fated Titanic. â€Å"Unsinkable, absolutely unsinkable.† The audience should know the tale of the Titanic very well and this just demonstrates again how wrong Mr Birling can be. I think that the hindsight and the dramatic irony was used because it helps to better establish the time period of the play and it also shows that Mr Birling isn’t nearly as clever as he thinks he is.   Ã‚  Ã‚  Ã‚  Ã‚  Mr Birling as he put it is a â€Å".....hard headed,practical business man.† and it seems he is not much more than that. He is not much of a father to Eric or Sheila ,although he does love them he is not very good at showing it. What he does now how to do however is run a business. Also he is very ignorant as I illustrated earlier, with his â€Å"predictions† which couldn’t have been more wrong. Mr Birling acted very authoritive with Inspector Goole and was completely taken aback when the Inspector didn’t treat him with the respect he thought he deserved. He is also ruthless, as it is proven when at least twice he offered the Inspector a bribe just to keep his mouth shut. When everything comes out about Eva Smith he is more worried about his reputation than the fact that he helped in leading a young girl to suicide. And when it turns out that there is no Inspector Goole he feels much better because he knows now nothing will come of it. I don’t think it would have mattered whether Eva had been a lie or not, Mr Birling would never learn anything.   Ã‚  Ã‚  Ã‚  Ã‚  Sheila Birling is much more considerate and distressed when she hears of Eva Smiths death. She believes she is partly responsible with the rest of her family and Fiance. I think Sheila was jealous of Eva Smith as when she was in Millwards ,a shop at where the Birlings were very good customers, she got Eva Smith sacked because she thought Eva was laughing at her expense.

Counseling gifted students

The child who is gifted has different sets of needs and challenges which are indeed complex ones. The bigger bulk of responsibility lies in the hands of the parents and then the school. A lot of studies have been conducted to establish what these needs are, how one gifted child differs from another, and the varying interventions that may be employed to enhance and meet the unique requirements of the gifted child. This paper attempts to explain in precis guidelines in counseling the gifted students according to how they conduct themselves within and outside the academe.This will include a discussion of some issues that address the parents’ roles and those that may be acquainted with the students. Discussion Giftedness comes in diverse ways, and educators, parents alike follow some hard and fast rules in determining students who fall into specific categories of giftedness. This definitely spells problems as findings in studies show. ~Background Terman brought the Binet intellige nce inventory to the United States in the early 1920s. This intelligence test became widely used for categorizations of giftedness as well.Eventually, other tools were developed to classify giftedness since the measurement of intelligence was no longer sufficient to put people or children into the categorizations. For instance, many who got average or below average scores in the tests possess creativity in other areas not just measured in the IQ tests. During Lewis Terman’s time, he succeeded to identify many with 130 and above IQs who faired and did well in professional work. Gone was the picture of a â€Å"puny, pasty-faced bookworm† (Papalia et al., 2001)which used to depict someone with high intelligence. What emerged were profiles of well-adjusted, vocationally superior students and adults. With this sample, there was not one who came out as a person as close to the intellectual capacity as that of Einstein. Einstein was thought to be described as possessing the i nsatiable drive and the â€Å"furious impulse to understand† (Papalia et al. , 2001 in Michelmore, 1962, p. 24). Today, many specialists look into the minds of a gifted student by defining and measuring creativity.This entails that a person possesses the ability to provide a novel idea or solution to a problem, make solutions which others have not discovered before, or finding very unusual solutions. It takes into consideration that high creativity may not be found with the high academic intelligence criterion. Classic researches by Anastasi and Schaefer 1971, Getzels in 1964, 1984, Getzels and Jackson in 1962, 1963, all reveal the â€Å"modest correlations† linking IQ and creativity (Papalia et al. , 2001).From this development, Guilford proposed the two kinds of thinking: the convergent and divergent. IQ tests measure convergent thinking which looks for accurate and single correct answer or solution. The tests for creativity seek divergent type of thinking (Papalia e t al. , 2001 in Guilford, 1956, 1959, 1960, 1967, 1986 & Torrance, 1966, 1974). ~Interventions and Enrichment Programs are varied depending on the institution in which the student/s is enrolled; however, most schools are mandated and are trained to identify or recognize children with gifted or exceptional abilities.The US Department of Education identifies the basic two approaches employed in meeting the complex needs of this oftentimes marginalized segment of students. Enrichment enlarges and intensifies skills and knowledge base by providing the student with additional classroom projects or activities; field trips can be very important to enhancing a student’s creativity and coaching by an expert in the child’s specific talent or interest. Another approach is acceleration which is oftentimes urged by experts and educators.Children skip a grade or take a placement test to be classified in a specific or particular subject or advanced courses. The counseling course then often takes a route along these two approaches. Once the child is identified as possessing some remarkable qualities that are unusual to his age or group, the parents are advised to provide the enrichment the child needs. In whatever the case, teachers often are placed in positions to identify these creative streaks and expected to make the necessary interventions to help the student make use of his talents.In most cases, children suffer some debilitating â€Å"handicaps† due to their unusual creativity; such as a combination of ADHD and the giftedness (they call it â€Å"twice exceptional) (Mahoney, 2007). This is where parents and especially teachers must be fully trained to spot complications that go with being gifted. ~What a teacher can do for gifted students One of the glaring realities of academics is that with normal schooling, majority of the school materials are based on developmental norms. This only means one important and relevant thing concerning the gifted st udent: they are highly inappropriate for him.Hence, even if many of these teachers may be willing to find ways to help them, the teachers may have deficiencies in handling their cases or the experience to know what efforts to pursue that are more applicable to these students. For instance, the regular manner of teaching is the reductionistic method; the taking of large chunks of information and breaking these into â€Å"bite sized† portions for schoolchildren. However, in stark contrast, the minds of the highly exceptional have the capacity to â€Å"swallow† large portions of these materials in a single time.They thrive on more complex and difficult subjects. Because of this scenario, students who receive â€Å"normal school† treatment may be forced to go at the slow pace and may appear incapable among their peers. Teachers must be made aware that alongside other difficulties, specific manifestations may be evident as symptoms of their difficulties; e. g. , havi ng messy school work because their hands cannot cope with the speed of their minds, or may even be poor spellers and poor performers in rote memorization. In other words, these students with their contrasting difficulties just don’t seem to fit.Students with exceptional abilities need the help of not only one or two people but if possible many individuals. It takes a concerted and coordinated effort from different entities for many students with giftedness to benefit from. There is first and foremost the contribution of the educational community as important and crucial partners to assure that the following outcomes be attained: 1) Every individual with exceptionalities be provided with individualized assistance and encouragement from a professionally competent as well as caring or empathic specialist.This means that students with exceptionalities are recipients of the expertise of teachers with the right trainings; school counselors with sufficient skills and knowledge in gu iding individual students with more than average capabilities; and an educational pool of experts within the community whose aims or goals are to keep on innovating the strategies to enhance the students’ abilities. 2) That the educator whose practice is geared towards giftedness be empowered and provided with the right opportunities for teaching and learning effective means of this specific profession.This implies that not only in the national, regional level, every teacher or instructor in each local institution both in the private and public arena be given the chance for the basics in detecting giftedness and guiding problems and challenges that exceptional students face. 3) That validated and effective instructional practice and training be used in the specialty ensuring the students of updated methods and processes in the field of giftedness (Coleman, 2000). ~The School Counselor’s roleThe rationale for laws that are put in place requiring every school employing t he services of a school counselor is well supported by researches for the special and constant needs of students who come with different degrees and measures of difficulties. Because the viewpoint of highly gifted students is definitely beyond what ordinary students may envision their circumstances, academics and life in general may be, this heightened perception always entail disadvantageous results in their manner of conducting their lives. At the outset, with this picture, children must have caring adults who see their world and the way they perceive things.What are the basic needs that children or students have with highly exceptional abilities? Two primary needs are important to examine: the need for these students to feel comfortable with their giftedness that create both immense possibilities as well as their corresponding difficulties, and the need to cultivate, expand, and utilize their potential. In addition, the powerful internal drive to highlight and build on these abil ities may be frustrated or blunted by several means with dire consequences resulting to a student’s paralyzing emotional injury.The goal then for the parents, teacher or school counselor is to magnify on the child becoming an asset rather than emphasizing on such possibilities as pursuing and achieving fame, high economic status or even a Nobel Prize. It is important that the goal for the educational community is for gifted students who will develop into an individual adult who will become comfortable with his innate capabilities and has used them productively. ~Issues of Confidentiality and the need to disclose Many problems are faced by students who are highly creative.This includes the need to conform to the majority, seemingly lacking in motivation, lack of insights into their asynchronicity, the parental lack in terms of knowledge or understanding into their child’s dilemmas, underachievement and a host of others. These are further complicated by lack of experts i n the local level. To be specific, school counselors will have to examine the eventualities when counselees are confronted with concerns such as confidentiality and the need to disclose. Psychotherapy or counseling with minors is quite a challenging work considering that its very nature poses many complications in many areas.There are ethical and legal issues to consider aside from protecting confidentiality for the minor client. The therapist must have acquired a comprehensive knowledge (a priori knowledge, as expected from a professional psychotherapist) with regards to the complexities involved in an issue/s he or she will be dealing with to steer clear further unnecessary complications. Applying ethical standards, to breach the confidentiality of things of which the counselor has become a privy to because of the client’s trust might be necessary considering the overall scenario.For one thing, the patient is still a minor. The parents must be involved in the whole process of counseling until emotional and mental healing is achieved (ASCA, A. 7. , A. 8. , and B. 1, 1998). In surveys conducted, there is a common sentiment by teens that eventually, when there is endangerment and/or threats that may be involved, they consent to having that confidentiality breached. They would still want their parents or caregivers to be finally involved and included in their dilemma (Isaacs & Stone, 1999).Based on this study, the minors expect that though their privacy ought to be respected, they also recognized that there are still certain limitations to this confidentiality. At the bottom of this problem is the premise of collaboration of parents, the child, the school with the teachers and school counselor in active roles and the other aspects of the society. What is crucial here is the time and effort expended to thoroughly explain the limitations of confidentiality and other provisions existing within the helping relationship (Isaacs & Stone, 1999).It is not foolpro of and perfect but so far the best approach in every situation where minors are the primary clients. Reference: American School Counselor Association. 1998. Ethical Standards for school counselors. Alexandria. VA: Author. Retrieved February 18, 2008. Bourg, Allison, 2007. Counseling the Gifted: Andy Mahoney puts talent, experience to good use. Retrieved February 28, 2008. Coleman, M. R. 2000. Conditions for special education training: CEC Commission Technical Report.Arlington, VA. Isaacs, M. L. , & C. Stone. 1999. School Counselors and confidentiality: Factors affecting professional choices. Professional School Counseling, 2(4). 258 -267. Accessed February 8, 2008. ProQuest Database. Isaacs, M. L. , & C. Stone. 2001. Confidentiality with minors: Mental Health Counselors’ attitudes toward breaching or preserving confidentiality. Journal of Mental Health Counseling. 23(4), 342-357; Accessed February 18, 2008. Papalia, Diane, Sally W. Olds &Ruth D. Feldman. 2001. Human develop ment, 8th ed. McGraw Hill. U. S. A.

To Studyplan Essay

To Studyplan Essay To Studyplan Essay Euneris February 06, 2014 Sashi’s Case Study As a teacher, I am interested in the well-being of Sashi and I would like help her develop her skills as better as she would can. I would give Sashi the opportunity to enroll her in my classroom because every child is special and every child needs opportunities in their life to grow and development their skills as best they can regardless of their special needs. The first step to help Sashi with her developmental delays and her social/emotional skills, I will give her one to one attention the first weeks to get to know her better and build her confidence with me. That way, I would see what she enjoys and what kind of activities she is interesting, I can include activities like dancing and singing into her daily activities, and I will provide to her activities that include cutting, gluing paper, working with play dough, reading books, etc. Giving Sashi one to one attention, planning activities that will help her with her developmental skills, redirecting her through consistent routines would help her to learn about routines and the importance to follow directions. For Social/emotional: Dancing activities in group or parallel play with the water table or in the sand box will encourage her to build a good relationship with her classmates. When I talk with Sashi’s parents, I will ask them if they are have any type of help to help Sashi with her developmental delays, if not, I will talk to them about the IEP that the state

Labor Unions essays

Labor Unions essays A labor union is as defined in the dictionary, an organization of wage earners formed for the purpose of serving the members' interests with respect to wages and working conditions. Today there are about 16 million workers in the U.S. that belong to a labor union. The pressure upon the employers to raise wages and improve working conditions in a major goal of the labor unions. Labor unions have been around for a long time. The earlier unions were called craft unions, consisting of only a couple members who worked in the same craft. The way unions negotiate for an employment contract is by collective bargaining. Collective bargaining is negotiation between the representatives of organized workers and their employer or employers to determine wages, hours, rules, and working conditions. When in collective bargaining, the unions represent its members in negotiations rather than have each worker negotiate individually with an employer. In order for the collective bargaining process can st art a union shop must be organized. A union shop is a business or industrial establishment whose employees are required to be union members or to agree to join the union within a specified time after being hired. Once a union shop is formed the union will look to negotiate a labor contract, which is a written agreement between the employer and the union representing employees. The labor contract sets the conditions of employment. Although many union contracts are worked out through collective bargaining, there are times when this process fails to bring agreement between the union and management. In looking to achieve the unions goals, labor unions may use a variety of tactics. For example: striking, picketing, boycotting, slowdown, and in some cases illegal methods. A strike is when workers stop working for the purpose of gaining concessions from management. Strike is labors most powerful weapon because of the financial loss imposed upon the emp...

The Cabulliwallah Essay Example | Topics and Well Written Essays - 500 words

The Cabulliwallah - Essay Example Cabuliwallah is kind and generous in that when he first met with Mini he offered her nuts and raisins. On subsequent visits to the house he had always a present for her. According to the writers excerpt, Minis family was wealthier and financially stable but despite this, he didnt expect a reward for his hospitality nature. When he gave mini nuts and raisins, minis father offered to pay for them but as Cabuliwallah was leaving, he gave the money to mini. As soon as he was out of jail, he proceeded to Minis house with almonds, raisins and grapes though he had little money. Cabuliwallah is hot tempered and quick to anger. When his customer refused to pay for the Rampuri shawl he had sold to him, he responded with anger and hit the man. He even went on and called the customer all sorts of names. He didnt take into account that in the neighbourhood there other customers, his friends, underage children and his dear friend Mini. Minis father is charismatic in that he always knew how to respond to various situations. When Cabuliwallah asked for Mini, he had her brought out in order to make sure that her fears fade away. He assured her of security which made her to familiarize with the visitor. When his wife raised concerns of the security of their child, he investigated what the peddler and the child shared before he made the decision to send him away. Minis father is caring and always wants the best for everyone in the family in that he investigated the repercussions the decisions will have on his family before making the decisions. He always ensured that whenever a family member raised concerns on various issues, and sought to make the best decision. Before he made the decision to send or not to send the peddler away, he investigated what the peddler shares with the kid. Cabuliwallah works in the informal sector of the economy whereas Minis father works in a more formal setup. It is apparent that Cabuliwallah is

Investing in Human Capital Coursework Example | Topics and Well Written Essays - 1000 words

Investing in Human Capital - Coursework Example Employees are seen as assets current and future value which can be improved through investing resources on them, especially knowledge. Organizations which upholds these practices always communicate to their employee on a regular basis.   The practice of employee’s security is the one that is surprising. The business world is rapidly changing and companies are embracing policies that not only affect the operations of the organization but also the employees. It is for this reason that employees need a guarantee that despite the internal changes that occur within a given organization will not affect them. If however they are affected negatively, then, the organization would be able to compensate them accordingly. Employee security takes place in many forms for instance, in manufacturing industries where employee are exposed to machines every day, there are risks involved. Some of them include the risk if being cut by machines, exposure to chemical compounds among other. The employer of such an organization must ensure that his employees have medical assurances and cover. This will motivate employees to keep working in spite of the unconducive working environment. This is because, in case of an accident, the company will be liable and they will not have to dig their pockets to cater for any medical expenditure. Employment status of an employee is also a security to them. During the time of economic booms, many companies employ a lot of people. On the other hand, during the recession, these organizations dismiss a lot of employees. This is discouraging and such organization ends up building bad image and this may lead to its collapse.