Regulations relating to health and safety - Free Essay Example

Sample details Pages: 29 Words: 8675 Downloads: 2 Date added: 2017/06/26 Category Statistics Essay Did you like this example? Chapter 1 Introduction On the 1st January 1993 six regulations relating to health and safety came into force in Great Britain, these six regulations would ultimately have a major impact on how safety is managed today and would significantly influence the future development of the Safety and Health profession. The regulations themselves were based on European Community Directives, designed to create a common standard of health and safety legislation across all member states. In what has become known to Safety and Health Professionals as the six-pack regulations, it included; Don’t waste time! Our writers will create an original "Regulations relating to health and safety" essay for you Create order The Management of Health and Safety at Work Regulations 1992 The Workplace (Health, Safety and Welfare) Regulations 1992 The Manual Handling Operations Regulations 1992 The Health and Safety (Display Screen Equipment) Regulations 1992 The Provision and Use of Work Equipment Regulations 1992 The Personal Protective Equipment at Work Regulations 1992 The introduction of these regulations realised a move away from prescriptive legislation, such as the Factories Act 1961, and Railways Shops and Premises Act 1963 which had traditionally spelt out in detail what should be done (HSE, 2003, p.4) to a risk assessment based approach to managing safety and health in the workplace. Importantly the introduction of the Management of Health and Safety at Work Regulations (MHSWR) required employers to appoint one or more competent persons to assist him in undertaking the measures he needs to take to comply with the requirements and prohibitions imposed upon him by or under the relevant statutory provisions (HMSO, 1992, p.3). Arguably the MHSWR focused many employers attention on the need to employ Safety and Health Practitioners in some capacity; this in turn heralded a period of unprecedented training and recruitment for such roles. Today the spotlight has turned to the future development of the profession, and the maintenance of individual competence through Continuing Professional Development (CPD). Aims and objectives The aim of this research document is to identify current attitudes towards the increasingly important task of Continuing Professional Development (CPD), for those employed as Safety and Health Practitioners or in professions that further the improvement of workplace safety and health standards. This may be through enforcement such as Environmental Health Officers (EHO), employed by local government or specialised roles such as Occupational Hygienists responsible for measuring workplace noise and dust exposure levels to ensure compliance with legislative standards. For clarity many but not all Safety and Health Practitioners employed to directly manage an organisations safety and health or consultants employed in this field would typically belong to professional bodies such as Institution of Occupational Safety and Health (IOSH), or the International Institute of Risk and Safety Management (IIRSM). Whereas those employed as EHOs would firstly belong to the Chartered Institute of Environmental Health, with perhaps secondary membership of IOSH as they may have elected to specialise in workplace safety and health over food safety. Other specialists that may hold membership of IOSH in addition to their own professional institutes may include Occupational Hygienists (British Occupational Hygiene Society) and Occupational Health Nurse Practitioners (Association of Occupational Health Nurse Practitioners UK). Background With the role of the Safety and Health Practitioner becoming increasingly important to businesses, the profession should rightly seek to, firstly attract and retain the best calibre of recruits to its ranks! For the Safety and Health profession this hasnt always been easy. Caught in what Harrison (2009) describes as the Talent Wars the profession finds itself competing amongst many others that do not have the somewhat negative associations the world of Safety and Health has developed. As a result Safety and Health management has not been the career of choice of many individuals; Kletz argued that; At one time safety was considered a suitable job for one of the less able employees. Those days have largely passed and the standard of safety professionals has improved greatly over the last 20 years but many companies still think that safety is a suitable home for those for those who have a few years to go before retirement. Kletz, 1990, p. 321 One would argue the statement made in 1990 has just as much relevance today. Kletz identified that businesses should look beyond traditional stereotypical boundaries perhaps companies will allocate more of their best people to safety and loss prevention when they realise that the right sort of person will not just worry about hard hats and tripping hazards.(Kletz, 1990, p.321) From the latter part of this statement one conjures up the traditional view of the safety person as being a solitary policeman type figure in the workplace. This outdated view of how Safety and Health Practitioners work still contributes to the negative image of the profession held by certain sections of the national press, a number of which have wasted little time in publicising stories that have more to do with poor or ineffective management than improving actual workplace safety and health? In possibly the most widely carried story; the BBC including many national newspapers reported a head teacher has bought safety goggles for his pupils to wear when they play conkers in the playground (BBC, 2004, p.1). Although the decision to purchase the goggles was taken by the schools headmaster, when it came to reporting the story it became another example of health and safety gone mad! The press on this occasion preferring not to question the lack of any professional advice available to the Headmaster and how he came to his decision in its absence! In return should there be any surprise that the media is held in low esteem by Safety and Health professionals? In a recent reader survey in Health and Safety at Work magazine Safety and Health Practitioners were unanimous in their opinion both the media and risk averse decision makers were responsible for the professions poor image; Table 1 :Whos most to blame for health and safetys poor public image? 1. The media 44% 2. The HSE 2% 3. The safety profession 7% 4. Risk-averse decision-makers 47% HSW, 2008 If the profession is to break this cycle of negative public portrayal one would argue the modern day workplace requires an equally modern and professional Safety and Health Practitioner. One who is not only an expert in his or her field, but also possessing the traits of a diplomat, as well as a management and compliance systems specialist? The development of the modern day safety and health practitioner The introduction of the six pack regulations in 1993 heralded an increase in the need for businesses to either employ dedicated or have access to professionals able to assist management in meeting their Safety and Health responsibilities. Since 1993 recruitment to the profession has been drawn from a vast mix of disciplines, including construction trades such as scaffolders and electricians; production staff and administrators to name just a few. Such a large influx resulted in an increasing the need for initial training and ultimately CPD courses to meet the developing needs of Safety and Health Practitioners. For those first entering the profession a wide range of qualifications currently exist, including the ever popular National Examination Board for Occupational Safety, National General Certificate, promoted by NEBOSH as a first step towards a career in health and safety, accepted by the Institution of Occupational Safety and Health (IOSH) in meeting the academic requirements for Technician Membership of IOSH (Tech IOSH) (NEBOSH, 2009, p.2), and National Vocational Qualifications at levels 3 to 5. Further courses such as the NEBOSH Construction Certificate and Diploma are also on offer to prospective candidates and are held in high regard by employers. In addition training providers such as the British Safety Council have for a number of years offered their own awards including a level 6 Diploma award. Many have entered the profession because of transferable skills in areas such as engineering, which may be employed in the many technical aspects of the profession; such as machinery gua rding design. However such routes into the profession do not exclude individuals from attaining accredited safety qualifications which are seen as the building blocks for future development. It is important to recognise that such courses provide initial development for individuals either in the early stages of their career or for those wishing to advance their careers. However the increasing drive for professionalism, new legislation technology and increasing movement of Safety and Health Practitioners between different sectors of the economy, has given CPD a critical role in maintaining competence throughout an individuals career. To attract new talent and support professional development opportunities there has been a veritable explosion in the variety and availability of courses accredited by IOSH in safety and health management. Higher education establishments across the United Kingdom increasingly offer courses including; Glamorgan University MSc Safety, Health and Environment Management University of Wales Institute Cardiff MSc Occupational Health and Safety Greenwich University BSc Occupational Safety, Health and Environment For those entering higher education or wishing to pursue a post-graduate degree course the profession has become an increasingly popular choice. It would however be unfair to focus solely on the university sector for the increasing availability of courses. Course providers registered with the National Examination Board for Occupational Safety and Health (NEBOSH) now number 400 course providers across 80 countries (NEBOSH, 2009, p.2). Similarly IOSH Course providers number over 300 globally who cover a wider range of industries such as construction, healthcare and public and service sectors. They include a diverse range of organisations including further education colleges, and large and small consultancies that have developed in response to increasing demand from businesses. More specialist organisations allied to specific industries, such as the UKs Mines Rescue Service, and local authority Fire and Rescue services have increasingly brought their specialist expertise and training skills to the wider marketplace to deliver either NEBOSH accredited courses or general fire and safety awareness courses. In addition to accredited courses most consultancies and organisations deliver numerous short courses typically of 1 or 2 day duration designed to either refresh and update knowledge or inform attendees of the latest legislative developments and their impact, which contribute towards individuals CPD. The professional safety and health practitioner The spread of industrialisation and the introduction of new technology has brought society many new professions over the last three decades, examples include social workers and information technology specialists, who are now readily accepted professionals in their own right. The challenge for the modern day Safety and Health Practitioner is to gain equal professional acceptance in the workplace and in wider society. This leads one to question our understanding of the words profession and professional in relation to the work of the Safety and Health Practitioner. As already identified poorly researched press reports have in the main presented a poor image of the profession. Secondly our image of professions are often linked with the traditional professions and professionals such as lawyers, pharmacists and accountants, who often work in small practices or partnerships in many cases readily accessible to the public through locally, based high street practices, if and when their services are required. When used the public rightly expect a quality assured service from such professionals, based on up to date knowledge, experience and ethical practices. In light of the growing need for multi-disciplined Safety and Health professionals and the requirement to demonstrate increased professionalism that expected from an organisation whose members are able to attain Chartered status, is the word clearly defined and understood by those of us who promote the concept? What is expected from a profession and professional person in the modern age? Firstly Madden and Mitchell define a profession as; A discrete body of individuals applying advances learning or scientific knowledge and expertise to provide a service to clients and bound together by a membership of a professional body which assumes responsibility for monitoring professional standards and which confers benefits and may impose sanctions on members Madden and Mitchell, 1993, p.8 One would argue this particular definition is heavily weighted to the client (customer) and the governing professional body, essentially missing out the beneficial impact that professions have upon wider society and the advancement of learning in their specific fields of expertise. A much more succinct and publicly recognisable definition of what it is to be a professional is given by McGill and Beaty who argue; The term professional is associated with work which is valued highly in society. The professions lawyers, doctors, social workers, accountants- are highly trained and often highly paid members of society. In this sense the term professional is a kitemark given to those who complete a rigorous and demanding training and then continue to develop their speciality within the profession through further formal training and experience. The professions are characterized by codes of conduct which they require of their members and also a degree of individual autonomy and responsibility for their working practice. McGill and Beaty, 2001, p.184 The recognition of the importance of further training, experience and individual autonomy could almost have been written with the Safety and Health Practitioner in mind. Rapidly evolving health and safety legislation over the last 15-20 years coupled with advancing workplace technology, has introduced the potential for new risks to emerge in the workplace, such as stress. This has required Safety and Health Practitioners to constantly update their knowledge and skills, just as McGill and Beaty suggest. One would also add a further challenge that faces every professional besides the maintenance of technical knowhow and that is maintaining the personal motivation to learn. When referring to learning in this particular context it is not based on short duration learning but the acceptance of lifelong continuous professional development. OHoule (1980) argued the need and commitment to lifelong learning was a reflection of the standing of a profession. Drucker captures the responsibility for learning and the autonomy of the professional in the following quotation; No one can motivate him(sic), he has to motivate himself. No one can direct him, he has to direct himself. Above all no one can supervise him. He is the guardian of his own standards, of his own performance and of his own objectives. He can be productive only if he is responsible for his own job. Drucker, 1973, p.47 Another key driver in the professionals quest for up to date knowledge is todays litigious society. The professional is more than ever being held accountable for his or her actions, and will find themselves increasingly questioned on the validity of the advice they give and to demonstrate competency to practice. Watkins and Drury argued that; The shift away from trusting professionals to do their work properly because they are professionally qualified, towards accountability, has resulted in the need for effective measures of competence, skills and service. This is welcomed by true professionals since it brings with it opportunities to establish more open relationships with customers to enhance personal growth and development. Watkins and Drury, 1995, p.31 A far cry from when the word of the professional in whatever field was accepted without question. The need for Safety and Health Practitioners to develop both their knowledge and professionalism throughout their career is clear. Employers expectations of the profession are high, and rightly so. Failure to develop ones knowledge ultimately brings doubt as to individual competence to practice. This over-riding need to maintain competency demonstrates the importance of CPD for Safety and Health Practitioners, but has such importance been recognised by employers? The mix of new legislation, maintaining competence and customer expectation regarding the delivery of a quality assured service creates a heady mix of priorities in addition to everyday work activities for the Safety and Health Practitioner. Educational researchers such as Field have provided some warning of the impact on continuing professional development that legislation alone can bring; Environmental regulations, health and safety legislation and food hygiene regulation all require training to set standards and often generate further training needs as managers and other try to keep abreast of the implication of the latest legislation (Field, 2000, p.74). Training in this case; creating a perpetual cycle of further training in ever more detail in an attempt to improve job related knowledge. The challenge for Safety and Health Practitioner is recognising the importance of CPD to professionalism and the planning and prioritising of the right mix of learning opportunities that develo ps competence, which as Renkema (2006) argued translates into improved lifetime employability in an ever changing workplace. 2 Literature Review Meeting the challenge of continuing professional development Continuing Professional Development has now become a familiar task for professionals, a point supported by research into professional associations in the UK by the Professional Association Research Network (PARN) at Bristol University who found that of the 162 respondents, 62% had developed a CPD policy and programme (PARN, 2001, p.1). With such a high proportion of institutions actively involved in developing and running CPD programmes, it is important to look at some of the key drivers behind such schemes. CPD for Safety and Health Practitioners has now become a well established activity, with a scheme established as far back as 1992 (IOSH, 2008). In addition to any employer funded training CPD is actively supported by IOSH through a network of monthly branch level meetings and activities that allows members to participate in what are generally free CPD activities. The development of a CPD scheme for IOSH members was integral in the decision to award Chartered status to the profession, which from 2005 has enabled members to attain Chartered Safety and Health Practitioner status after meeting the qualifying criteria set by IOSH. Establishing a CPD scheme is only one part of the equation, ensuring ongoing active participation is another. Like many other professionals Safety and Health Practitioners are faced with numerous demands on their time from either work or their home lives, all too often CPD must be fitted in as and when allowed. Research by Dowsell et al into CPD found that; courses made heavy demands on workers free time; 48 per cent of those interviewed thought their participation in continuing professional development put a strain on their home and family lives and 10 per cent thought it was causing a serious detrimental effect.Dowsell et al conclude that for those in employment, having time to engage in professional development is extremely important. Dowsell et al, 1999. P. 23 One would argue that the difficulties identified are not unique or specific. Safety and Health Practitioners are faced with the same pressures as other occupations when considering responses: to changes in technology and knowledge; demands for quality and accountability (Rapkins, 1995, p.49). IOSH (2008) have long campaigned for CPD to be viewed as an everyday routine activity and not as an additional burden, such a statement could be seen as an attempt to remove some of the everyday concerns that have grown up amongst Safety and Health Practitioners on the subject. This leads one to the question what barriers exist to participation in CPD? Research by Lifelong Learning UK an independent employer led skills council found that trainers in the lifelong learning sector identified specific barriers to CPD. Participants who took part in the research were able to choose more than one option; Table 2: Perceived barriers to CPD Time 50% Cost 28% Lack of organisational support 25% Lack of opportunity 22% Awareness 17% Personal motivation 12% Lifelong Learning UK, 2008, p.14 Barriers to CPD are not unique to any one sector or profession. Research by Friedman et al identified the following barriers; Time, cost, and access were the most frequently cited barriers to carrying out CPD. Clearly, time pressures at work, combined with the demands of home and family, make undertaking CPD a difficult task for many, however motivated they may be. Another barrier affecting CPD participation is that professionals are not homogenous. A range of factors such as differences in career stage, preferred learning style, individual ambition affect the likelihood of taking part in CPD. The lower likelihood of older professionals participating in CPD was mentioned because of their comfortable positions or because they regarded themselves as carrying out activities which will achieve the aims of CPD without following a formal CPD programme Friedman et al, 2001, p.6 Employers increasingly need to recognise the benefits of CPD to their businesses and are ideally positioned to offer greater support to overcome the barriers that have been identified, but how should this be achieved? Francis et al (1997) argued for CPD to be linked to longer term business planning, also stating that companies viewed CPD in the narrow confines of cost to the business without looking at longer term benefits. Research by Friedman et al (2001) supported this point and argued for a greater link with company appraisal schemes as a means to encourage participation in CPD whilst at the same time offering an organisational support framework such as time and resources to the individual. Friedmans approach is backed by research by Kingston University Hull (2006) which identified the incorporation of personal development plans into CPD as a key element in the ability of professionals to align professional development needs with those of the employer. Importantly this supposes the act of appraisal is purely centred on personal development and not as Craft (1996) argued used to determine accountability, through audit cultures and numerous regimes relating to satisfying bureaucracy rather as Sachs (2003) argued, satisfying the professional needs of the individual professional. Importantly not all academics share Freidmans approach to CPD. Millar (1991) took the view that professional themselves should carry the burden of time and cost of CPD to advance their careers, to be recouped later through higher salaries. With such divergent views, significant barriers regarding responsibility for resourcing CPD remain to be overcome. To place oneself solely in the hands of the employer to achieve the required CPD criteria invites problems, especially when training is often the first activity to be cut when the corporate purse strings tighten (Adults Learning, 2003). As a result Safety and Health Practitioners risk having CPD activities limited or even curtailed for reasons outside their control. As the profession matures there should be increasing recognition that Safety and Health professionals have to take greater responsibility for their own learning following initial qualification, just as other professions such as teaching have done have done. This may only be achieved through improved planning for and practising a range of informal or formal CPD activities. Failure to develop professional knowledge can have a serious impact upon employers and the individual professional, a point recognised by IOSH the outcome of failing to perform at an acceptable level can be critical. It is essential to refresh, maintain and develop the skills needed for competent performance (Harvey, 2005, p.22). To adopt the mantle of a professional in ones chosen field, then participation in CPD should be ultimately viewed as a necessity and not as an optional extra which only the high academic professional would posses, but in fact viewed by many as a necessity and a right to practice safely and effectively (Davies, 1997, p.5). Harris (2009) supports Daviess view in that becoming professionally qualified should not be seen as the end of learning but in fact the beginning of a career long journey. The rise of continuing professional development Research by Eraut argued that the continual development of professional knowledge is ultimately linked to moral probity, service orientation and codes of conduct (Eraut, 1994, p.2). Erauts comments indicate that professionalism comes at a price in terms of time and dedication. This ultimately manifests itself through the delivery of a professional service to an employer or client, where advice and guidance is based on up to date knowledge and competence to practice. However as an upside Rueschemeyer argued that there were certain benefits associated with the status of a professional; Individually and in association, collectively, the professions strike a bargain with society in which they exchange competence and integrity against the trust of client and community, relative freedom from lay supervision and interference, protection against unqualified competition as well as substantial remuneration and higher social status. Rueschemeyer 1983, p.41 Rueschemeyer comments support the importance of CPD as a vital component in demonstrating to those that use our services that post qualification, the professional has continued to update his or her knowledge. Rueschemeyers comments regarding the relative freedom of the professional must be accompanied by a degree of self discipline, and willingness to participate in CPD; not just for individual benefit but for the advancement of the profession as a whole. Both established Health and Safety professionals and new entrants to the profession could be forgiven for thinking that CPD schemes are a relatively new process in the quest to maintain professional standards! However research by Friedman (2000, p.23) identified that CPD in the UK originated in the late 1970s, but was only formally adopted and defined by professional associations from the mid-1980s. This is supported by Lester who states that it is only in the last ten to fifteen years of the twentieth century have professional bodies taken systematic steps to ensure their members continue their development on an ongoing basis (Lester, 1999, p.2) In the United Kingdom such schemes may now be found across a diverse range of professions including; Nursing, Teaching, Environmental Health, Legal and Occupational Safety Health to name just a few. Common to all CPD schemes is the maintenance of professional and ethical standards set by the respective professional body thereby ensuring public confidence in both the professional and the respective institution. What has driven this apparent explosion of interest in CPD in recent years? Firstly one would argue the current rate of technological change in our society remains significant, forcing a constant revaluation of our knowledge. This particular point is supported by Zia (2004, p.1) who argues; As a result of increase in the rate of evolution of knowledge, technology and industrial organizations, it is shocking to realize that while in the sixties the knowledge acquired in engineering schools remained valid for about fifteen years, today this time span has decreased to about 3 years. That is to say the average period of renewal of engineering knowledge has reached the same duration as that of studies in a school of engineering in Europe. Zia, 2004, p.1 Secondly the recognition by professional institutions of the need to further develop themselves, and in doing so enhance not only the organisations status and that of its members; but as Weightman (1994) argued, professional institutions should also influence the broad range of competencies required to practice effectively. Safety and Health professionals are no longer able to rest on their laurels following initial qualification; and as Friedman (2000) argued, in order to provide professional and competent advice the process of learning must continue after initial training. At the core of all CPD schemes is the need for professionals to embrace the much wider concept of lifelong learning. A phrase all too often used, but what does it mean in practice? Jarvis (2008) describes it as a number of processes that ultimately delivers a continually changing person. Kronkol (2005) viewed CPD as a structured approach to lifelong learning, arguably more comprehensive which involves greater self reflection and critical thinking, which leads one to question if they are one of the same. Some may even view it negatively as the latest in a long line of politically driven statements relating to education (Biesta., 2004). Cropley (1979) argued there were two distinct approaches to lifelong learning: minimalist and maximalist. The minimalist approach equates with in service, recurrent formal education and training in what Attewell et al (2005) describes as achieving certificated training. The maximalist approach views it as involving a fundamental transformation of societ y as a whole so that society becomes a learning resource (Cropley, 1979, p.5). Research into lifelong learning by Smith et al supports Cropleys work in that it identifies the almost limitless boundaries for learning and promote the concept that it should include both informal and formal learning. Based on Cropleys comments the current status of lifelong learning in connection with CPD remains somewhat narrowly focused towards the minimalist approach, centred on formal training. One would argue this narrows the professionals view of what might constitute CPD, and creates a dependency culture where CPD should be provided to the professional, usually by the employer, based on narrow concept of traditionally run classroom based learning. Whereas the maximalist view requires the professional to look much more broadly as to where learning opportunities may come from, and seeking out a greater mix of experiential learning opportunities as opposed to the narrowly focused academic or classroom based route to learning. In support of Smith et al, Longworth (2003, p.12) argued that lifelong learning is a much wider concept learning means giving ownership of learning to the learner him or herself and not the teacher a 180-degree shift of emphasis and power from the provider to receiver.One would argue that Longworths approach shares much with Cropleys maximalist approach, where the receiver of learning has to take charge or one would argue responsibility. However the concept in both cases assumes that both the individual and societal attitudes towards the ownership of learning are positive and flexible enough to allow learners to identify and accept broader learning opportunities. This ultimately takes individuals away from the narrow concept of traditional classroom delivered learning, which is routinely focused on a narrow area of development, which arguably fails to deliver a more rounded professional. Wider and more productive opportunities for learning may include as Neil et al (xxxx) suggests industrial placements, private or group research mentoring or coaching, such activities may take the Safety and Health Practitioner away from what are considered core competencies, in return these broader CPD activities create a much more rounded professional. However both Longworths and Cropleys approach fails to take into account the continuing wider influence of the learning provider, the employer, providers of training or the politics and financial considerations that are generated by the need maintain CPD activity, illustrated by Figure 3. The eternal triangle: economics, organizations and the individual. Demand for professional development and qualifications at individual level. Employer doubt at organizational level National policy stressing qualifications This leads one to argue that CPD is frequently and narrowly portrayed by governing institutions and providers of training as a means of staying ahead in the employability stakes. Is it right or even correct to dwell solely on this particular point? Research by Friedman identified that; Again and again throughout the research, such tension were in evidence. For example, a set of guidelines will intersperse its promotion of CPD as a dynamic and empowering process with looming extracts, which function essentially as faceless warnings, about the need to take control of ones career given the insecurities and precariousness of the modern workplace. These positive and negative aspects sit uneasily together, the veiled threat and the happy vision of an empowered, enlightened future. Sanctions and accreditation, the two sides of the motivational coin, are used selectively, and at times in an apparently ad hoc way. For all the vaunted dynamism of the CPD process, it also contains a great potential for instability and internal conflict. Friedman et al. 2001, p.205 Does this veiled threat create the potential for CPD to be seen more of an uncomfortable chore than something that is integral to practicing competently. In truth how many of us have left the compilation of our CPD records to the last minute, trusting more to luck than good planning to achieve the required points under the required headings! Equally how many of us in the profession have chased attendance on courses solely for the purpose of accumulating points, whilst only giving a brief thought to how such learning fits into our view of maintaining professionalism and personal competency! Such concerns are not unique in the professions Farhan (2001, p.614) argued that significant risk existed with many professional institutes schemes with a credit mentality of collecting points, certificates or hours, and encourages attendance rather than facilitating learning Defining continuing professional development Have such debates, whilst important to our understanding of CPD led us away from improving our understanding of current attitudes towards CPD, its origins; and the very reason for our own participation in such schemes. Friedman (2000, p. 3) stated that Simply put, Continuing Professional Development is the term for a framework of learning and development activities, which are seen as contributing to ones continued effectiveness as a professional. Therefore without continuous professional development professionals run the risk of becoming out of date as research and technology advance our boundaries of knowledge. Friedman (2000, p.3) rightly argues the point that you can never know everything and learning doesnt stop with a formal qualification. One would also argue that in support of CPD there should be consideration of professional obligation(Tomlinson, 1997, p.19) to those who request our services, and thereby place great trust in the abilities of professionals to remain current in our knowledge. Friedmans statement implies that CPD embraces both the traditional formal course attendance and more informal updating of knowledge through activities such as the reading of technical journals, presenting technical papers and reports or attendance at IOSH branch meetings, which supports Neil et al research regarding sources of CPD. Hodkinson argues this moves us away from the traditional and often implicit model in which learning opportunities are concentrated in the early stages of a job or career (Hodkinson et al, 2002, p.30). Jarvis (1995, p.16) refers to this model as the front end model of education. As a relatively young profession is there sufficient recognition that; Development takes place in a number of contexts and through a variety of activities not simply by taking a refresher course or two. Furthermore, the link between course taking and greater job effectiveness as a result is thought to be tenous. Less structures, but perhaps more job specific activities such as on the job learning, mentoring or writing technical articles have correspondingly begun to be seen as equally viable and valuable means of CPD. Friedman, 2000, p.3 Continuing professional development schemes Continuing Professional Development now covers a multitude of professions and perhaps unsurprisingly no single description is able to capture or summarise its meaning. Each profession is distinct and is governed by its own governing institution that by necessity pursue separate agendas in relation to CPD. However a number of broad definitions exist from different professional bodies and institutions that give us an indication of its purpose. The following definition is perhaps the most clear in terms of its objective; the maintenance and enhancement of the knowledge, expertise and competence of professionals throughout their careers according to a plan formulated with regard to the need of the professional, the employer and society (Madden Mitchell 1993, p.12). This particular definition clearly identifies the long term commitment that is required when participating in CPD. Arguably the statement is not affiliated to any single professional institution and may be viewed as purely academic in its approach. It does however provide us with a baseline of the individual components that when brought together define CPD. Another important component not identified by Madden and Mitchell in the management of CPD schemes is the ability to apply sanctions against members for not complying with the requirements of the relevant instituitions CPD scheme. For example Chartered Safety and Health Practitioners failing to comply with the terms of IOSHs scheme may ultimately lose their Chartered status. The Construction Industry Council a forum of professional bodies in teh construction industry states that CPD is the systematic maintenance, improvement and broadening of knowledge and skill and the development of personal qualities necessary for the execution of professional and technical duties (CIC, 1986, p.3). This is possibly one of the most frequently quoted descriptions of CPD used today, interestingly the same definition is also utilised by the Institution of Civil Engineers. The definition when compared to many others appears narrow, omitting the need for CPD to be a career long process with the commitment to lifelong learning. The Chartered Institute of Environmental Health, which has a large number of number of members enforcing health and safety regulations in commercial business premises has the following broad definition of CPD; The process of maintaining professional competence and, hence, the purpose of CPD, is one of continual development and enhancement of professional expertise through the constant evaluation of existing skills and knowledge in practice, and the willingness, with appropriate caution, to discard old and adopt new techniques to improve professional performance. It follows that, from the point of view of the individual, CPD must be a personal commitment throughout ones working life and not just a matter of obtaining basic and postgraduate qualifications during the early part of ones career. CIEH, 1999, p.4 Failure to comply with the institutes rules around CPD is liable to bring sanction aginst individual members. This may range from attendance at a CPD Compliance Panel, where an explanation is sought for failure to comply with CPD requirements to worst case scenario of membership of CIEH being withdrawn The largest professional body for Safety and Health Practitioners in the United Kingdom, the Institution of Occupational Safety and Health (IOSH) has for some time championed the benefits of CPD in developing new skills or refreshing existing knowledge, which ultimately contributes to making Safety and Health Practitioners more knowledgeable in the workplace. In response other professional bodies that represent Safety and Health Practitioners such as the International Institution of Risk and Safety Management (IIRSM) are also now developing their own CPD schemes. Whilst also seeking collaborative working with IOSH to ensure standards match those of other bodies However as individuals and as a profession are the problems and practical benefits associated with undertaking CPD fully recognised. Research by the Professional Association Research Network (PARN) at the University of Bristol suggests it is not CPD in its current form is both confused and contested and that many professionals find the concept bewildering and its practice difficult (PARN, 2001, p.1) Methodology Introduction The aim of this research study was to identify Safety and Health Practitioners current attitudes towards CPD. The literature review firstly identified that a considerable amount of research into Continuing Professional Development has already been undertaken and widely published by academics, both in the UK and abroad. Much of the research has focused on identifying the approach, impact and effectiveness of current CPD practices and processes, and its link to the much publicised process of lifelong learning amongst the professions. From the literature review the teaching and medical professions in particular stand out as examples where considerable work has been carried out into CPD. What has focused these two particular professions on the need to formalise and develop their CPD schemes? For the teaching profession the increasing use of school inspections the introduction of school league tables, and advances in teaching delivery methods has helped to focus head teachers on the need for a structured approach to CPD. Craft (1996) wrote that increasing change in the profession and demands for quality teaching staff has driven the profession to develop a formal approach to the practice of CPD, where previously it was viewed as a voluntary practice. Eraut (1994) brings a more pragmatic view to the subject when he links the individual professional to CPD through the introduction of fresh knowledge and ideas, mixed with a degree of self analysis to aid the process of self development. The whole process of CPD and professionalism is brought full circle by Calderhead et al (1997) who argues that ongoing research following initial training eventually brings a greater understanding of both the profession and personal values that the individual first brought to teaching. Surprisingly very little research information has been identified that specifically relates to CPD for Safety and Health Practitioners. Information that is available has the tendency to focus on promoting the benefits of specific and numerous commercial courses which their promoters claim contribute to meeting an individuals CPD requirements, and not on the wider practical issues relating to participation, workplace application and its contribution to maintaining professionalism. The profession however has not been entirely neglected by academics! During research by Friedman (2000) into UK CPD policies and programmes he reviewed IOSHs CPD programme against other institutions and delivered positive comments on its structure, method of operation and sanction based approach to CPD. Research design Based on the findings of the literature review the study was based on a survey approach, with the target research group clearly defined as Safety and Health Practitioners (Czaja et al, 1996). The survey would be focused on identifying what Safety and Health Practitioners felt were the critical outputs from their participation in CPD activities; and the level of support and recognition given to CPD and its importance in maintaining and developing an individuals career by their employer (Ryan, 2001). The survey adopted the use of a questionnaire, issued either electronically or by post. A list of organisations employing Safety and Health Practitioners was firstly identified, this was achieved through use of the Personnel Managers Yearbook and through local industry knowledge. Telephone contact was then made with individuals to explain the purpose of the research study and to invite their participation. At this early stage time was taken to explain ethical considerations regarding issue s of anonymity of individual persons and organisations, and the right to withdraw from the research at any time (Somekh and Lewis (2005). Kent supported early discussion with respondents on matters of confidentiality, before data collection commenced. Due to the random selection of participants no particular membership grade or institution was targeted in the research. As background information there is however a single predominant Safety and Health institution in the UK at the present time, which is IOSH which has the largest membership of any professional safety institution in the world, whose membership currently stands at just over 36000 members, located in the UK and abroad. Alternative data collection methods were considered for the survey and included; face to face interviews with participants. This approach allows the researcher to explore answers directly with respondents and their clarify responses; Ryan (2001) also identified the importance body language with this particular type of interview, which enables additional data to be gathered. Some researchers such as Silverman (2006) argue that face to face interviews allow researchers to explore individual experiences more deeply, especially if respondents felt they had been previously ignored. As a data collection method it was recognised that its use was not without pitfalls Buckingham (2004) et al identified that, interviewees responses could be influenced by the impression they form of the interviewer, as a result they may not be totally open in their responses to questions or even over elaborate. In some cases the interview process or the interviewer may become intimidating, especially if respond ents become agitated or stressed by questioning, ultimately leading to a loss of information (Oppenheim, 1992). This particular situation may be brought about by a numerous factors including the lack of competence on behalf of the interviewer or the environment in which the interview is conducted (Flick, 2009). For this research study face to face interviews would have been prohibitively costly to administer (Jupp, 2006), as respondents would be located over a wide geographical area. This would potentially lead to difficulties in the coordination interviews and corresponding travel arrangements, which could also be disrupted by factors such as weather of road motorway accidents all outside of ones control. The use of telephone interviews was also considered for the data collection survey, especially as it offers greater speed of response for the researcher (Hakim, 2000). However significant time would have to be allocated to firstly contacting potential respondents to seek their participation; and to arrange a mutually agreeable time to conduct the interview (Czaja et al 1996). This particular method is particularly susceptible to workplace time pressures, as it would be much easier for respondents to postpone or cancel the interview, as more pressing local concerns vied for their limited free time. Buckingham (2006) et al argued that additional problems could be encountered with communication, especially where the assumptions are made by the interviewer that those being interviewed would fully understand the question as the author originally intended. Ultimately this could lead to what Phelan (1996) et al describes as a potential source of confusion and frustration for the researcher. Ethical considerations Approval for the research study was firstly obtained from the UWIC Ethics committee (Appendix X). Telephone contact was first made with individuals to explain in detail the purpose of the research study and to invite their participation. Following initial contact it would ne natural for possible respondents to ask how they had been selected, often wary it was important for individuals to be reassured as to their selection criteria. (Oppenheim, 1992). My own background and experiences as a practising Safety and Health Practitioner proved helpful in this area, with discussions centred on the wish to involve as many sectors; within both the private and public sectors as possible. At this early stage time was taken to explain ethical considerations regarding the issue of anonymity of both individual persons and organisations. Silverman (2006) argued it was basic right of respondents to be fully informed to enable consent to be given. Questionnaires did not seek respondents or employers names, ensuring anonymity once the data was collated. Respondents were also informed they had the right to withdraw from the research at any time (Somekh and Lewis (2005). Kent in Burton (2000) supported early discussion with respondents on matters of confidentiality whether it related to matters of verbal or written communication, thereby ensuring overall confidence developed in both the project and individual researcher. Following the introductory telephone call and agreement to participate, a covering letter accompanied each questionnaire issued, the letter included information on the researcher, aims of the study, contact address and telephone number should respondents have required further information (Ryan, 2001, p.40), the letter also covered details concerning confidentiality of the data collected (Ryan, 2001). The process of initial telephone contact, followed up by a letter to confirm details from the initial introductory telephone call, helped to build a relationship with the respondent. It was felt that this particular approach paid dividends, as a number of respondents expressed an interest in viewing the findings. Jupp (2006) supported this type of approach where he argued research relationships should be seen as a continuous and not one off process. The more informed the respondent are the more likely they would be to cooperate further, if required as the research study developed. Participation criteria The inclusion criteria applied to the research study involved respondents that possessed certain characteristics the researcher required. They included; Qualified Safety and Health Practitioners, either in the early stages of their career through to those in senior management positions In full or part time employment Employed in either the Public or Private sector or self employed as consultants Exclusion criteria Safety and Health Practitioners who were not qualified were excluded from the survey, for the following reasons. Respondents would be unable to obtain membership of a professional institution at a level required to participate in a CPD scheme. Such a group would be outside of the parameters of the research questionnaire contents. Questionnaire design The questionnaire adopted a qualitative approach in its overall design and divided into parts 1 and 2. A qualitative approach offered the respondents the opportunity express their personal views on the points raised, and the priority they attach to them at the time of completing the study questionnaire (Bryman, 2008). Importantly the length of the questionnaire would be critical to reduce the risk of respondents switching off and not completing the questionnaire. When planning a research questionnaire Both Denscombe (2007) and Presser et al (2004) identified that the design of questions should avoid any possible hint of duplication and the elimination of all but the most vital questions. This would help to retain respondents interest and most importantly reduce the time and effort devoted to its completion. The questionnaire was kept to a maximum of length of 2 sides of A4 (Appendix X) Consideration was given to the structure of questions and statements, and the elimination of techni cal jargon, which had the potential to confuse respondents. Black (1993, p.25) argued that to the unwary, terminology often gets in the way of understanding, particularly when technical terms assume common everyday meaning. Part 1 of the questionnaire focused on collecting data relating to gender, membership grade of professional institution and length of membership in years, and participation and frequency of attendance at professional institution meetings. In total part 1 of the survey questionnaire would be made up of 7 questions which required respondents to tick the most appropriate answer displayed. Benefits of using this type of question for the respondent is that it is simpler to tick an item than have to write out an answer (Buckingham, 2006, p.74). Part 2 of the questionnaire would include 3 open questions in total, these allowed respondents the freedom to expand on their answers if they so wished, or to add any additional comments on their own personal experiences of CPD. LoBionda-Wood and Haber as quoted by Ryan (2001, p.35) state this type of question allowed more information to be extracted from respondents. A total of 12 individual statements relating to the output from CPD activities were also included in part 2, along with 3 tick box questions relating to clear reporting structures, funding and barriers to CPD. The statements were based on the Likert scales, a score was then assigned to individual statement, Table (X) gives a breakdown of values. Table (X) Likert scale values Value Statement 1 Strongly disagree 2 Disagree 3 Neither agree or disagree 4 Agree 5 Strongly agree Respondents were then able to identify on the scale how much they agreed or disagreed (Polit and Beck 2006). The statements were designed to gauge the application of skills and knowledge gained through CPD and identifies how Safety and Health Practitioners interact, to expand organisation and team knowledge, and their own influence in their organisation. A small number of open questions were included these enabled participants to expand on their answers if they so wished. Procedure Each participant in the study received a questionnaire either by post, in which case it was accompanied with a stamped addressed envelope to encourage a reply or electronically with the questionnaire as an attachment. To assist respondents a cover letter was included with every questionnaire issued. This included information on the researcher, aims of the study, contact address and telephone number should respondents have required further information (Ryan, 2001, p.40). Both parts 1 and 2 of the questionnaire included instructions on how to complete the questions (Ryan, 2001). Respondents were requested to return their completed survey questionnaires either by post or electronically within 10 days. The timeframe for the completion of data collection was six weeks, which took into consideration major public holidays (Ryan, 2001). Test questionnaire The reference to test over the more frequently used pilot questionnaire is based on the participating numbers. Goldenberg et al argued a pre-test was essentially small in number, whereas Presser (2004) et al argued a pilot study would include a larger sample number. A test of the survey questionnaire was carried out with the participation of 6 Safety and Health Practitioners at my employers premises. Those selected to participate in the test would be based on a single control site, and were made up of permanent employees and contract staff, covering a variety of construction and engineering maintenance disciplines. On completion of the test the control site then played no further part in the research study. The purpose of the test was to ensure the questionnaire was presented logically, and was easy to read with no ambiguity. Those taking part in the test were also asked to feedback on the time taken to complete it. McMillan et al (2007) stated that test surveys offered a much wider contribution as they allow researchers to identify future discussion threads within the final report. On the basis of the feedback a small number of changes were made in the order that questions were presented to respondents. Location The research study involved the participation of Safety and Health Practitioners employed in both the private and public sectors. Respondents were located across England and Wales, and employed in a diverse range of commercial and non commercial activities including; Power generation, Police service Charities Local government Engineering Health Further and Higher Education Chemical processing Construction Manufacturing Results Analysis of Results Discussion Conclusion Recommendations Bibliography/References Appendicies 7

Recruitment And Selection Methods Used By Ohio Bath...

Recruitment and Selection The recruitment and selection methods used by organizations can make the difference in attracting highly talented employees. Attracting skilled candidates requires employers to use several techniques, including advertising job openings, establishing an employer brand, and actively pursuing desirable candidates. In addition, the company needs to offer potential employees an incentive to work for the company. Attractive compensation and benefits attract highly-skilled candidates. However, monetary rewards are not always the answer. Companies can also appeal to talented candidates by offering employees work-life flexibility and career advancement opportunity. One recruitment method that Ohio Bath Solutions uses to recruit talented employees is social networking. Social networking is growing in attractiveness as a recruiting method. It is an effective method to seek out both young and experienced business professionals. Greg Wright (2015) contends that by using social networking, [organizations] can easily tell job seekers why [their] company is a great place to work or why [its] benefits or office locations are better than those of competitors† (para. 4). One social networking site that is a great resource for recruiting is Linkedin. Linkedin is a site for business professionals. It enables its users to set up professional profiles. Profiles include the user’s photo, resume, professional networks, affiliations, and interests. 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Dancing Naked Summary Free Essays

In Pittsburgh there are many young adults having sexual contact and getting pregnant and these are only one of the places with lots of young pregnant women. McKeesport high school in Pittsburgh everyone thinks it’s normal to see two or three pregnant girls at a time walking down the halls, but it doesn’t mean people don’t gossip about them. National Campaign to Prevent Teen pregnancy statistics show that teens are waiting until the age of 16 to have sex, that is 2 years longer then they use to. We will write a custom essay sample on Dancing Naked Summary or any similar topic only for you Order Now Teen pregnancy rates in Allegheny County reached an all time low in 2003, with 984 births with girls of the age of 19 and under. In 2000 the number was 1,197 and in 1990 it was about 1,620. Pittsburgh schools teach a lot of health education a few of class sessions are spent discussing healthy relationships. Most teachers bring outside providers to teach the benefits of abstinence and danger of sexually transmitted diseases.The federal government supports this educational strategy, allotting Pennsylvania more than $6million in the federal funds for abstinence only until marriage programs in 2005 according to the state Health Department. â€Å"We don’t teach these stuff because we know it’ll be successful, but because we think it’s the right message to be sending† Denny Pattyn, founder of The Silver Ring Thing, an organization that brings young people together.While the faith-based message must be watered down in schools, Pattyn said, it allows teens to make a disciplined decision about sexual contact with others. In 1995 when teen pregnancy was at its height, 1,400 young women the a ge of 15 to 19 were interviewed, and another 1,200 young women from various regions were interviewed in 2002 for their sexual activity and contraceptive use. While many think giving students the hard facts about sexual contact and pregnancy will leave young adults better informed, and to make the right decisions. How to cite Dancing Naked Summary, Papers

Foundation of Management and Governance-Free-Samples for Students

Question: Discuss about the ERG Theory and Problem Definition. Answer: Analysis using motivation theories Expectancy theory The Vrooms expectancy theory the actions and behavior of an individual is a result of his conscious choice among the available alternatives that aim at maximizing the pleasure of an individual along with minimizing the pain. According to HemaMalini and Washington (2014), the performance of an individual is based upon the factors such as knowledge, skills, abilities and experience. The theory uses expectancy, instrumentality and valence to understand employee motivation. Expectancy is the belief that an action shall result in improved performance. In the given case study, the articled clerks expect proper wages and working hours. However, the improper wages and working conditions lead to dissatisfaction and affects their performance. Instrumentality is the belief that the improved performance shall lead to a valued outcome. The clerks lack instrumentality as they believe that an improved performance shall not lead to desired outcomes that is proper wages and working conditions. Valanc e refers to the importance that an individual attaches to the outcome (Parijat and Bagga 2014). In this case, the clerks lack valence as they lack the motivation to work harder for a desired outcome. Other motivational theories ERG Theory of work motivation: The ERG theory of work motivation is an extension of Herzberg motivation hygiene theory and Maslows need hierarchy theory. The ERG theory stands for existence, relatedness and growth. These are the three sets of needs, which are the focal point of ERG theory (Lazaroiu 2015). Existence needs are associated with all types of material and psychological desires of an individual that are both work and not work related. Existence needs include fringe benefits, perquisites and physical working conditions. In the given case, the existence needs of the clerks of the organization are not satisfied due to improper remuneration provided to them. Relatedness needs are related to the need for satisfactory social and interpersonal relationships. The seniors do not provide the clerks with any help. Even the staff does not cooperate with Steven Tully that reflects that there is a lack of relatedness in the organization. These needs depend on the sharing mutual understanding and interactive influence and sharing of thoughts and feelings with family members, co- workers, supervisors and friends. Growth needs is related to the development of an individuals potential and desire for personal growth and competence (Zeb et al. 2014). In the given case study, the existence needs of the articled clerks were not satisfied as they were not paid fair remuneration. On the other hand, the relatedness and growth needs of Steven Tully were not satisfied as he did not receive the cooperation of his colleagues. Herzbergs motivation-hygiene theory Herzberg found that there are some job conditions, which primarily operate to dissatisfy employees in case of their absence but their presence does not motivate them in a strong way. Herzberg named some job conditions as maintenance or hygiene factors, which are extrinsic in nature. In the given case study, the articled clerks did not receive fair amount of compensation for their job done that led to dissatisfaction. The articled clerks worked more than 70 hour per week whereas working more than 40 hours per week seemed to be troublesome for them. The inappropriate extra working hours led to dissatisfaction. On the other hand, another set of job conditions primarily operate to build strong motivation and high level of job satisfaction. Herzberg named such job conditions as motivational factors. According to Lazaroiu (2015), the hygiene or maintenance factors involve company policy and administration, technical supervision, interpersonal relations with the supervisors, interpersonal r elations with peers, interpersonal relations with subordinates, salary, job security, personal life, working conditions and status. Whereas the motivational factors include achievement, recognition, advancement, work itself, possibility of growth and responsibility (Miner 2015). On the other hand, the credit for the extra hours worked by the articled clerks was taken by the seniors that led to further dissatisfaction. The seniors did not offer any help to the juniors that led to demotivation among the juniors. Even Steven Tully was dissatisfied from his work as the company did not maintain its hygiene factors as a result of which there was a lack of good interpersonal relationships between the employees of the organization. Maslows need hierarchy theory According to Maslows need hierarchy theory, the needs of men develop in a sequential as well as hierarchical order and an individual will not try to meet his higher level of needs until the basic lower level needs are fully satisfied. Under this theory, once the needs at the particular level in the hierarchy of needs are reasonably satisfied they are no longer a motivating factor. Instead, only the needs, which are not satisfied become the motivators and such needs are capable of motivating individuals. Maslows need hierarchy postulates human needs into five levels where each level represents a group of needs. The basic human needs are physiological needs, safety or security needs, social needs, egoistic or esteem needs and self- actualization needs (Taormina and Gao 2013). Physiological needs are primarily the needs arising out of physical survival. These needs are the most basic and powerful and form the foundation of the hierarchy. These needs are need for food, thrust, sleep, clothing and shelter, which arise out of physiological or biological tension (Rasskazova, Ivanova, and Sheldon 2016). Until these basic needs of physiological drives are reasonably satisfied to the degree needed for the proper functioning of the body then the upper levels of needs will provide him with little motivation. In the given case study, the basic needs of the employees of Acme and Associates were not satisfied. The basic physiological needs were not met as they were not paid a fair remuneration. Once the physiological needs are reasonably met, safety or security needs become predominant and become motivators. These include both emotional and physical dimensions as security from loss of satisfaction of physiological needs, need for protection against danger, threat, los s of job and property stability and also an orderly environment. Since the physiological needs of the articled clerks were not met, the need for security and safety did not arise. When both the physiological and safety needs are reasonably met we need for belongingness becomes uppermost (Maslow 2013). These needs include the need for meaningful relations with others, friendship, love, affection, respected place in the group, trust, admiration and social intercourse. In case of Steven Tully, his need for belongingness was not satisfied as the seniors staff in Acme and Associates did not put their clients through him. This caused dissatisfaction in Tully. When the physiological, safety and need for belongingness are reasonably satisfied, egoistic or esteem needs arise. These needs are basically concerned with a feeling of self- confidence and self- worth, achievement, status, prestige, reputation, competence and power. In this case study, none of the employees of the organization reac h the stage of esteem or egoistic needs as their lower level needs are not satisfied. The self- actualization needs are the highest level of need in Maslow's model of Hierarchy. When all other needs in the hierarchy have been reasonably met, the need for self- actualization comes in the hierarchy of needs that refers to the desire for self- development to realize ones own potentialities (Kaur 2013). Main problems defined Primary Problems Secondary Problems Lower wages provided to the clerks Inappropriate reward system Inappropriate job design. Lack training and cooperation among the employees and absence of help from the seniors Inappropriate planning Inability of the employees to satisfy the changing desires and needs of the customers Lack of experience in mining industry Decreased profits Fall in the employee productivity High rate of employee turnover Increase in the number of customer complaints Poor quality of services Table 1: Main problems defined (Source: Authors work) References HemaMalini, P. H., and Anthea Washington. "Employees' motivation and valued rewards as a key to effective QWL-from the perspective of expectancy theory." TSM Business Review 2, no. 2 (2014): 45. Kaur, Avneet. "Maslows need hierarchy theory: Applications and criticisms." Global Journal of Management and Business Studies 3, no. 10 (2013): 1061-1064. Lazaroiu, George. "Employee Motivation and Job Performance." Linguistic and Philosophical Investigations 14 (2015): 97. Lazaroiu, George. "Work Motivation and Organizational Behavior." Contemporary Readings in Law and Social Justice 7, no. 2 (2015): 66. Maslow, Abraham Harold. A theory of human motivation. Simon and Schuster, 2013. Miner, John B. Organizational behavior 1: Essential theories of motivation and leadership. Routledge, 2015. Parijat, Pranav, and Shilpi Bagga. "Victor Vrooms expectancy theory of motivationAn evaluation." International Research Journal of Business and Management (IRJBM) 7, no. 9 (2014): 1-8. Rasskazova, Elena, Tatiana Ivanova, and Kennon Sheldon. "Comparing the effects of low-level and high-level worker need-satisfaction: A synthesis of the self-determination and Maslow need theories." Motivation and Emotion 40, no. 4 (2016): 541-555. Taormina, Robert J., and Jennifer H. Gao. "Maslow and the motivation hierarchy: Measuring satisfaction of the needs." The American journal of psychology 126, no. 2 (2013): 155-177. Zeb, Alam, S. Rehman, Gouhar Saeed, and H. A. Ullah. "Study of the Relationship between Reward and Recognition and employees Job Satisfaction: A Literature Review." Abasyn Journal Of Social Sciences 7, no. 2 (2014): 278-291.

Lewinsky Vs. Clinton Essays - Lewinsky Scandal, United States

Lewinsky Vs. Clinton Perhaps the biggest presidential scandal since the Nixon administration came to light in January 1998. This is when the now infamous Monica Lewinsky first appeared on our television sets. The American population did not know Ms. Lewinsky until the scandal broke. After the media was informed of the activities between President Clinton and Monica Lewinsky the little known woman was instantaneously the topic of conversation all over the world. The intention of this paper is not to figure out who was right or wrong in the scandal, the reasoning behind it is to show how the mass media shapes and implements our own ideas and opinions about people. Every opinion we have is somehow related to who and what we see around us. The way that these things are portrayed on television or in magazines influences our overall attitude towards them. In many situations we have only the media to rely on when learning about certain events. Sometimes you can check more than one source to get a different opin ion, but more times than not the overall image generated by all media platforms of a person or event is very similar. In this sense it is very hard sometimes to get a fair perspective of the occurrences. The views that the American public has towards Bill Clinton and Monica Lewinsky have been directly affected by how the mass media portrayed each individual. Susan Douglas' book Where The Girls Are is a reflection of just how controlling the mass media is over the opinions and ideas of the people that it reaches. Douglas talks about the ways in which the mass media forms an individual's character. She focuses on the effects that the media has on women as they grow-up in America. If this is true then perhaps Monica Lewinsky was shaped in such a way that she felt obligated to give in to the president's wishes of having a relationship. After the scandal broke the media then proceeded to shape the publics opinion of Ms. Lewinsky. It is very easy for our opinions to be swayed if we know nothing about the subject or individual. One place that is near impossible to hide from the public and media is the White House. Bill Clinton has been plagued by scandal since entering the White House in 1992. As the Lewinsky scandal began President Clinton was just recovering from the Whitewater scandal. Before Lewinsky, Clinton was accused of having a sexual relationship with Gennifer Flowers while he was the governor of Arkansas. Clinton denied these reports during his 1992 campaign. However, in a deposition a few years later the president admitted to having an affair with Flowers. Paula Jones who worked for him while he was governor also sued Clinton. Jones disputed that Clinton treated her unfairly after she refused to have a sexual relationship with him. Despite these repeated scandals Mr. Clinton has maintained a fairly supportive reaction from the mainstream media. I strongly feel that Clinton's lack of accountability is due to the fact that most of the scandals that he has been involved in pertain to sexual relatio nships with women. The male dominated media portrays this in a lighthearted way. On the other hand, the females involved in all of these scandals have been made out to be unjust sluts looking for a big payday. Contradictory to Clinton's past is that of Monica Lewinsky. Monica grew up in Beverly Hills California. Her father owned a chain of cancer treatment clinics. When researching the depictions that those close to Ms. Lewinsky have, a very different person is revealed. Monica is very, very energetic and very charismatic and has tremendous ideas and no matter what task you give her, she gets involved and goes to it, said her dad, Dr. Bernard Lewinsky. Richard Makoff, Lewinsky's former headmaster, said, I remember her being a nice kid and pretty normal young lady. The only extra-curricular activity she was involved in was chorus. Monica graduated from Lewis and Clark College in Portland, Oregon in May 1995. The following summer, Monica arrived at the White House as an intern (Aiken). The media has shown Monica Lewinsky in a totally different light than her father and

flag desecretation essays

flag desecretation essays Through traditional costing methods there is a high probability that some products will receive more costs than they should. This is because there is no clear distinction between the activities that generate the cost and the products associated with it. Activity Based Costing (ABC) was created to identify key differences in costcreation activities and to more accurately allocate costs to their cost driver (Kinsella, 2002, p. 52). There are major benefits associated with using an ABC system, so why dont more companies use it? Straight-forward in theory, ABC proved more difficult to put into practice. Instead of gaining more ground with companies, ABC fell to the wayside, because most companies viewed it as extremely cumbersome. Once at the top of Bains List for management tools, it has now fallen to the 22nd slot (Easier than ABC, 2003, p. 1). Now with the economy at an all time low, companies are re-examining ABC to see if it can help them to align the activities with the cos t they produce. For a company to succeed with ABC they need to look at the companies who have implemented an ABC system successfully, those who have been unsuccessful with ABC, and try to make a determination if an ABC system is right for their company. Advocates of ABC describe it as one of the greatest tools in management accounting, working wonders for all that ails an organization (Tatikonda, 2003, p. 1). Several companies have implemented an ABC system successfully and reaped many benefits from it. After the 09/11/2001 tragedy most airline companies had losses exceeding $10 Billion. Not Southwest Airlines, they sustained their record of 30 years of annual profits and they attributed much of their success to their ABC system (Sherrat, 2003, p. 60) Many companies expected the heydays of the 90s to end and prepared for it by installing an ABC system deep into their organizations. This helped managers to understand what ...

The tensions inherent in the public representation of complex issues Essay

The tensions inherent in the public representation of complex issues - Essay Example The newspapers, television channels and the internet were filled with various speculations about the incident. As usual the inefficiency of the government was criticized heavily. The lack of transparency in the Malaysian governments operation, their subdued efforts to keep the relatives of the missing informed and the lack of any guaranteed report about hijack or crash fueled the media wheels effortlessly. They represented the issue as if it was the sole mistake of the Malaysian government. The frustrated relatives of the missing people were shown mourning constantly in every TV channel. The issue was represented in such a way flight travel in South Asian countries is risky, as the governments there function passively and are non-transparent. The discretion of President Razak in handling the issue with the domestic means he had and his timely decision to use the help from Australia, a country quite near the crash site rather than the US situated on the other half of the world, went unmentioned in nearly all the reports. As John Berger (1972) mentions, "what the modern means of reproduction have done is to destroy the authority". The international media reproduction about a flight crash simply crushed the image of a well developed country into that of a poor backward country without any authorization of proof. The influences of such representation were so high, that even the stock market of the country underwent a great blow. The way the issue was represented in the international media was absolutely partial and judgmental. The media highly overshadowed the diplomatic efforts taken by the Malaysian government to search for the flight on a multinational level, highlighting its efforts to decline help from the US government. This led to the extent of the US President Obama reconsidering his trip to Malaysia due to security reasons. Several rumors about a couple of people travelling

Poverty Issue In Canada Essay Example | Topics and Well Written Essays - 2000 words

Poverty Issue In Canada - Essay Example However, the issue of poverty in Canada is very much alive and as the paper analyzes, there are several dimensions to the incidence of poverty in Canada. To quote the preeminent expert on Canadian poverty, Christopher Sarlo, â€Å"Poverty is not a MAJOR problem in Canada. This is not to say that there is no poverty, but, to underscore the fact that the issue is multi-dimensional, meaning that there is no one reason for poverty in Canada nor there is widespread poverty like in the developing world† (Sarlo, 1996). The point here is that like in other countries in the developed world, poverty in Canada affects some sections more than the others and hence it remains â€Å"hidden† from public view. Historically, the issue of Poverty in Canada was very much like that of the countries under British occupation and there were landed gentry and huge numbers of people who were struggling to make ends meet. The country was divided into concentrations of people who were living in conditions that could be described as appalling whereas there were huge swathes of land owned by a few who could be described as living pleasantly and were well-off. The history of poverty in Canada goes back to the 18th century where the British-North American lands were experiencing the industrial revolution that saw a high proportion of people being lifted out of poverty whereas the others continued to suffer under deprived conditions. In the 20th century, the onset of the Great Depression in the 1930’s witnessed the hitherto well-off slipping into lower income categories because of the losses suffered by them on account of the economic crisis. In the same way that the current economic crisis has pushed many middle class families into lower income brackets, the Great Depression affected Canada by reducing the middle class to a state of penury. After that the history of poverty has matched the cyclical processes of growth and

Truth-Telling and Confidentiality (TT&C) Precis Assignment Essay

Truth-Telling and Confidentiality (TT&C) Precis Assignment - Essay Example Secondly, he points out that we maintain our privacy so as to keep some aspect of our behavior or life a secret because if other people knows about these secrets it might be embarrassing for them. The third reason to maintain our privacy as he points out, mostly relates to an individual’s medical records. It is important to keep an individual’s medical record private in order to protect that individual from dealing with the consequences of making such record public. The last reason that Rachels points out, for maintaining our privacy is to protect individuals from giving too much information to corporate or institution that are just looking for a specific detail about the individual’s life (Rachels 156). However, Rachels argues that the reasons he has pointed out here does not give the complete understanding of why privacy is important for two reasons: First, they all bases on the unusual situation in which an individual has something to hide and might harm him if let out. Second, in another perspective, the invasions of privacy that result in harm or an embarrassment is objectionable because our sense of privacy cannot just be justified in terms our fear of embarrassment or harm (Rachels 157). He gives his account on the importance of privacy basing on social relationship and an individual’s appropriate behavior. He states that privacy is only important if we are to maintain our social relationship with different kinds of people that we would like to socialize with, since our relationship to other people mostly depends upon how we act towards them (Rachels 157). He further states that people vary the way they behave towards each other according to the social responsibility t hey have towards them. Similarly, Rachel further reiterates the importance of privacy basing on the individuals privacy and his or her personal relationship. According to this account, he argues that the ability of an individual to control who

Impact of British Colonization on the Gulf

Impact of British Colonization on the Gulf 1. Introduction The term ‘colonization’ is used to refer to the active spread of political and economic power over a region, on the part of a country which has occupied the location, and which is normally far in advance of it, in terms of military and technological prowess. It can be defined by the movement of foreign nationals to the location, or by an official seizure of power over the region, either via political or military means. This process can be triggered by many different things – a swollen population, economic upheaval, social disturbances, and even religious conflicts within the region being colonized. Yet, all of these factors can be linked with expansionism, intrusive humanitarianism and the goals relating to national development, to at least some degree. The act of colonization can be led by the government, or it can be an independent endeavor, helmed by big business. However, before the process can be started, any and all native citizens are first required to be restrained and integrated, or adapted to the customs of the invaders; or else, an agreement has to be drawn up, via the obligation of a treaty or official alliance. The British Empire was made up of the states, domains, provinces, dependencies and terrains which were governed and controlled by Great Britain. It has its beginnings in the foreign trading routes created by Britain, between the 16th and 18th century. At its peak, it was the biggest overseas kingdom ever seen and, for more than a hundred years, it was the primary world leader. By the end of 1922, Britain controlled more than 458 million people around a fifth of the global population. The empire itself stretched across more than 33,000,000 km squared, which is approximately a quarter of the area of the planet. Unsurprisingly ten, its political, legal and cultural norms travelled far and wide. At its strongest point, the adage ‘the empire on which the sun never sets’ was commonly used to refer to the British Empire, as its huge surface area meant that the sun would always be shining in at least one of its newly acquired domains (see Exhibit 1). [1] 1.1 Definition of colonization According to the Collins English Dictionary, the word colonialism can be defined as ‘the strategies and regulations of a power, in spreading influence over vulnerable populations or regions.’ The Merriam-Webster Dictionary actually provides no less than four definitions, which include ‘something representative of a colony,’ and ‘influence by one power, over a vulnerable region or population.’[2] The Stanford Encyclopedia of Philosophy utilizes the word ‘colonialism’ to refer to ‘the practice of European invasion, and the spread of political influence, across the planet – this includes the United States, Australia and portions of Asia and Africa.’ It explores the disparity between colonialism and imperialism, claiming that ‘as a result of the complexity of constantly separating the two words, this definition will refer to colonialism as a widespread notion, relating to the process of European political control, from the 16th to the 20th century, which culminated in the national emancipation protests of the sixties.’[3] 1.2 Objectives of colonization 1.2.1 Political Purpose The political purpose can be assimilate in improve the colonial position in competition for advanced positions on the ladder of the international forces, in order to expand its influence in the international community and make it more powerful to control the international resolutions and directed to its advantage. [4] 1.2.2 Economic Purpose Colonization can be to have new source for raw materials that country needed, the Europe industrial revolution that happened in the late eighteenth century and early nineteenth century create a need for new source of raw materials for the new industrials. The industrial revolution created a wild manufacturing movement, spread across large factories in the colonial states and that led to have surplus in the goods, and colonization allow them to have new markets to sell their products. Get cheap labor, the colonial powers worked to move millions of people from areas colonized to other areas, in order to employ low-wage or trade them as slaves. At present, many of the industrial countries transfer some of its factories to developing countries, to take advantage of cheap labor in these countries. Secure transportation routes was one of many purpose for colonization, many countries resort to colonize new areas to secure transportation routes to different areas, in order to protect property and maintain its vital interests, and use commercial stations. [5] 1.2.3 Culture Purpose When you look at the linguistic map of the world, we find that the colonial language to replace the local language in the colonial countries; Most of the Spanish colonies in America, the Latin used Spanish as an official language, and English is the official language of a number of British colonies such as India and Nigeria, and South African, as French is the official language in the French colonies, such as Chad, Mali, Senegal, and the Portuguese language is the official language of Mozambique as a former Portuguese colony. If we apply it to the second language in a number of countries, we find that they colonized the language, as is the case with English in Iraq, Egypt and Jordan, which is in line with what the world Tritscka said of that language is the basis of the booming trade, as the nation does not lose its colonies associated language and culture, even if interrupted political association. [6] 1.2.3 Religious Purpose Colonization has been associated with the presence of a number of campaigns and missions consignments religious missionary, a number of them have succeeded in evangelizing sectors of the population of the colonies, and was the most prominent cases of success in this area in African countries such as South Sudan and southern Nigeria. 1.3 Types of Colonization It is common for scholars to make a clear distinction between two closely related manifestations of colonialism. ‘Settler colonialism’ refers to mass movements, usually driven by religious, political or economic motives. ‘Exploitation colonialism’ did not involve as many migrants, and instead placed emphasis on the availability of goods for international trade, usually at the centre of the empire. This latter definition relates to the use of trading stations, as well as bigger domains in which migrant colonists would manage most of the political and economic logistics. Yet, they would still lean heavily on native assets for labour and goods. Just before the culmination, and eventual eradication, of the slave trade, if native labour was not accessible, it was common for slave workers to be shipped to America, by migrant colonists from either Britain, France, Holland, Spain or Portugal. For instance, a plantation based settlement would be an exploitation colony. Yet, invading forces would take advantage of both types of colonialism, in various different domains, contingent on what sort of cultural, economic and topographic conditions confronted them. ‘Surrogate colonialism’ is used to refer to a colonisation venture, funded by a dominant power, in which the majority of the migrants are not native to this power. ‘Internal colonialism’ relates to imbalanced organisational influence, shared between regions of a nation state – the primary motivator of manipulation is the government itself. 2. Colonization in the Arabian Gulf The unique location of the area was the cause of the greed of others and a direct motivates them to attacks; in order to control the strategic location, and undermine its authority in this vital region. Arabian Gulf experienced multiple stages of the foreign presence began to phase control of the Portuguese, followed by the Dutch occupation stage then stage British colonization. Portuguese ambition to expand began in the fifteenth century, that ambition stemming from the desire to explore, and the desire to spread Christianity around the world. This expansion began in the Indian Ocean during their trips to west coast of Africa and southern deserts; and in order to get the goods and slaves. The fall of Portuguese in 1625 after the Battle of Bandar Abbas had a big role in paving the way for the Dutch and the British to enter the region, and in a short time its became a Dutch trading station at Bandar Abbas which was the most active and successful areas; where traded sugar and spice and Indian fabrics, copper, iron, have concluded with Shah Abbas I in 1623 a contract for the silk trade. With the beginning of the seventeenth century, the Dutch became dominant force in the Indian Ocean and the Arabian Gulf. The Arabian Gulf was a battle field for European conflicts, specifically the British and French, but in 1810 the British navy campaign managed to hit the island of Mauritius, which was the start of the French attacks against the British rule; enabling them to become the only dominant force in the region. British’s began in this period to conduct surveys in the ports, and in the pearl banks; to identify the nature of the area, which has increased the denominators activity in tracking the British ships in the Indian Ocean (1811- 1818), Until they got to a distance of about 60 km from Bombay, which prompted the British to develop plans to destroy the power of denominators and weaken their union; because they see in them a group of pirates, sending a campaign led by General Kiir to Ras Al Khaimah, as a result, the British took control complete control over Arabian Gulf. Login began with the Gulf sheikhs in the peace treaties, the best known: Treaty (General Peace 1820). Since that time, British placed a naval force in Ras Al Khaimah, and then force in Qeshm; and to oversee treaties signed. 3. The impact of British colonization in the Arabian Gulf Any colonization will leave impact on the colonist, its can be positive or negative and to be more realistic it usually will be mix between them and the British colonization is no different, the Gulf area which was one of British colonists suffered politically, economically, and socially and in the same time they benefit from that colonization. The British colonization on that time ended a lot of wars and fights between tribes in Gulf and secure the area which gave people there the feeling of safety, British colonization organized the trading between the gulf and India and eliminate the pirates by agreements with the gulf presidents at that time mostly with Oman and United Arabic Emirates, on other hand British Colonialism altered the geographical map of the Gulf and drew the boundaries and appointed leaders over the Gulf countries. After WWII, the British were in Palestine, Iraq, Arabian Gulf, the Indian Subcontinent, Malaya, and Brunei. It replaced the educational, legal, and economic institutions. British colonialism replaced Muslim self-rule under Islamic Law, which had been in existence from the time of the Prophet Muhammad, by their European lows. The Muslim world’s centuries of long struggle with Western colonial rule was followed by authoritarian regimes installed by European powers. The absence of stable states has led many to ask whether there is something about Islam that is antithetical to civil society and rule of law. The answer to this question lies more in history and politics than in religion. Modern Muslim states are only several decades old and they were carved out by European powers to serve Western interests. British set the borders for Iraq and Kuwait and created a new entity called Jordan. Such arbitrary borders fed ethnic, regional, and religious conflicts including the Lebanese Civil War between Christians and Muslims, the occupation of Lebanon by Syria, the Gulf War, which resulted from Saddam Hussein’s claim to Kuwaiti territory, and the Israel-Palestinian conflict. One of the biggest borders problems that stile exist the one between United Arabic Emirates and Saudi Arabia, without a doubt the origin of the border problems due to the maps that drawn by the British to the region but also Saudi Arabia greed that have borders problems with all Gulf countries contribute take that problem to other level. The dispute between Saudi Arabia and the UAE, has begun after the independence of the United Arab Emirates in the early seventies of the last century. The dispute was about the Buraimi Oasis, which was at the same time a subject of dispute between Abu Dhabi and Oman, which ended up sharing the region. And away from the logic, Saudi Arabia imposed on the UAE unfair deal when dropped their demands in the AL-Ain area and desert Dhafra according to Jeddah agreement to the border with the UAE in 1974, attached to it by recognizing the UAE, and got in return some areas. That agreement separated UAE and Qatar, and give Saudi Arabia 80% of the oil that was between the countries (see Exhibit 2). We can see on that example how the British colonization even after it withdrew from the area produced contrasting appreciations, it give the preference for Saudi Arabia over UAE and a lot of oil that belong to Saudi Arabia today could be belong to UAE or at least could be joint field between the two countries. Also these borders separated UAE from Qatar which give the advantage to Saudi Arabia again, before the British colonization there was prosperous trade between UAE and Qatar throw their borders but after the new borders set they had to pass Saudi Arabia to reach each other which lead to weakness this trades and in the same time benefit Saudi Arabia (see Exhibit 3). Political and economic models were borrowed from the West to replace the Islamic political and economic systems after independence from colonial rulers in the mid-twentieth century, creating overcrowded cities lacking social support systems, high unemployment, government corruption, and growing the gap between rich and poor people. Rather than leading to a better quality of life, Westernization led to the breakdown of traditional family, religious, and social values. Many Muslims blame Western models of political and economic development as the sources of moral decline and spiritual malaise. On other hand, the British colonization period strengthens the bonds between Gulf countries and western countries, and these relations still existing until today, and we can clearly see it in the trading products between countries and how Gulf countries rely on Europe and epically on British to import lot of goods. On other level we can see the influence of that colonization on the political system, where all Gulf countries leaders are from the royal family and not elected by people, on social and culture level the British colonization had a big influence on the people in the gulf region, because of all other factors we mentioned before and how close the Gulf become from British the people started to gain some habits from British culture. For example most people in Gulf and other colonies with was colonized by British like Egypt and Iraq started drinking tea and consider it necessary part of their daily life, which is originally an English habit. Another culture effect we noticed is the language influence, lot of our words that we used today are taken from English language for example in Kuwait we say the â€Å"tire† while it’s in Arabic language â€Å"Etar† and there are lot of other wards. But the language influence didn’t stop there. In recent years, the subjects of global English, and language based imperialism, have been explored in great depth – not least in the Arabian Gulf, where Arabic is still the main tongue, even if it is gradually becoming less used and less prevalent, particularly in regards to the proportion of speakers. In many ways, the English language is now a representation of the internationalization and transformation, resulting from the hydrocarbon profits which support many of the Gulf nations. As these countries attempt to expand their economies, retain skilled professionals, and prepare natives for life on the international stage, the English language has become a much talked about issue in discussions on religion, politics and society. In fact, it is regularly held responsible for the decay of Islamic lifestyles. Whilst the prominence of the English language certainly comes with disadvantages, a high proportion of young workers seem to understand its benefits, and are much more willing to utilize it within business, law and science sectors. According to many of these people, poor English skills are one of the biggest limitations on the development of private sectors. According to the research of Karmani, which has monitored the development of the English language learning sector, in economic and social terms, in Arabic countries – these motivations, linking back to the fifties and seventies are entrenched in the political world, and have become reciprocally aligned.[7] A lot of workers in the Gulf come from domains which used to be controlled by the British Empire (regions like India and Pakistan), so the English language continues to have an important function for many. It can function as a primary ‘lingua franca,’ particularly in regards to disparate emigrant populations, and between Arabs and emigrants. In some of these nations, the emigrant population accounts for more than 81% (CIA, 2011).[8] A collective anxiety, across the Gulf nations, relates to the decay and possible abandonment of Arabic, as a written and verbal tongue. In fact, there are lots of people, across the Emirati and the Arabic regions, who are extremely worried about the impact that this kind of linguistic transition is bound to be effecting on the integrity of the Arabic spoken in the UAE. 4. Conclusion Colonialism is a practice of domination, which involves political and economic control over the colonist areas. Economic Instability, political weakness, revolutions and other factors can be the reason of colonization. The goal of colonization can be increase its power and influence globally, find a new source of row materials, widens its culture over the world, and expand its religious. Arabian Gulf went throw many colonialisms, the British colonization was the last one which controlled the area to achieve specific goals one of them to secure the trades that have established with India. Although that, Arabian gulf got freedom for a while now but we still can see that the impact of that colonization exist on several levels: political, economic, and social. Here we have to mention that the impact of the colonization is not always negative there are some positive impacts, like the economics relationship that existing between British and most Gulf countries and also the improvement in education process in these countries. On other hand colonization some time can create preference for one country over other country, like the dispute between Saudi Arabia and UAE over boards and how Saudi Arabia took over the oil fields. Exhibit 1 British Empire Exhibit 2 UAE-Saudi Arabia Boarder Exhibit 3 UAE-Qatar Boards [1] Colonization. The Columbia Encyclopedia, 6th ed.. 2014. Encyclopedia.com. (November 17, 2014). [2] Colonialism. Merriam-Webster. Merriam-Webster. 2010. Retrieved 5 April 2010. [3] Margaret Kohn (2006). Colonialism. Stanford Encyclopedia of Philosophy. Stanford University. Retrieved 5 April 2010. [4] Anton Mata (1993). â€Å"Tarak Al-Estiamar in Arabian Gulf†. Beirut. Dar Al-Jeal. [5] Anton Mata (1993). â€Å"Tarak Al-Estiamar in Arabian Gulf†. Beirut. Dar Al-Jeal. [6] Jameil Baiton (2002). â€Å"Tarek Al-arab Al-hadeth†. Beirut. Dar Al-Amal. [7] Karmani, S. (2005). Petro-Linguistics: The Emerging Nexus Between Oil, English, and Islam. Journal of Language, Identity and Education, 4.2, 87-102. [8] CIA Factbook. (2011). United Arab Emirates. 18 Nov. Web. https://www.cia.gov/library/publications/the-worldfactbook/geos/ae.html