Case Study on Jewish Culture Example | Topics and Well Written Essays - 500 words - 1

On Jewish Culture - Case Study Example Therefore, the supervisor did not do something helpful to Lisa’s request. The accommodations vary depending on an employee for instance in our case study when the employee needs days off for her religious holidays and Sabbath. Therefore, the employer has to arrange and make sure that his or her employee gets time off to meet her religious obligations (Anti-Defamation League, 2012, pp. 2). This can be possible through lateral transfers to other departments in the hospital, voluntary assignment substitutions, shift swap between the employees, flexible scheduling by allowing her to work on other national holidays in place of the days she needs the off day, and through use of her free time to work to allow her early departures from work. The supervisor can also allow Lisa who is a Sabbath observer from Friday night to work for longer hours from Monday to Thursday so that she can get her off days on Fridays to Saturday evening. The supervisor did not show any situation of being culturally competent since he was not able to use the domain workforce issues. This would help him or her in assessing organizational culture and issues associated with the staff’s culture (Purnell, 2013, pp. 3-4). This type of framework is important for organization’s management in helping them to guide the development of a care plan for the Jewish staff since their counterpart, the non-Jewish are not aware of the orthodox practices of Jewish. If the supervisor has been culturally competent, he would find a way of making Lisa feel satisfied as well as ensuring there are no hardships in work because of Lisa’s absence. For an effective meeting in order Lisa could pass her concerns and see them accepted, she should have an overview of her concerns in form of slides so that the team could know all that is going on (parker & Hoffman, 2013, pp. 33). Through this, Lisa can find expectations and know

The Right to Privacy in the Information Age Essay -- Exploratory Essay

  Ã‚  Ã‚  Ã‚   In a day in the life of Joe, an ordinary American, he drives to the office, owrks at a computer, browses in a shop at lunch time, then picks up some milk and a video on the way home, where a pile of junk mail and bills await him. At every stop alo ng the way, his doings can be watched, monitored, tabulated, and sold. On this typical day, Joe, our ordinary American, does not realize how technology has changed his private life. Joe's driving route may be tracked by a sophisticated traffic system. At work, his employer can listen in to his business conversations on the telephone, and tap into his computer, e-mail, or voice-mail. At the shopping center, the secret closed-circuit camera may seek him out personally. The shop is allowed to put peepho les in the fitting rooms. Some have hidden microphones, too. If he uses his credit card, not only does the card company keep tabs on when, where, and what he buys, it may sell that data to other marketers. A purchas e of out-door furniture means catalog s selling barbecue grills, mowing machines, or lawn seed are likely to be piled as junk mail in his mail box. Quickly he sits down at his desk and fills out the Reader's Digest Sweepstakes Entry form, hoping that this time Ed McMahon will arrive at his door with the big check, so he eagerly supplies personal information which, unknowingly to him, will be sold to other marketers and distributed to databases throughout the world. Joe is unaware of others who, on this typical day in the electronic age, ha ve peered into his private life.    Technology plays a significant part in today's society. As technology advances, new controversies arise, many involving privacy rights. Medical, workplace, and consumer pri... ...per, Michael. "With Success of Cameras, Concerns over Privacy." New York Times 5 Feb. 1997: B4. Dowd, Ann Reilly. "Protect Your Privacy." Money Aug. 1997: 107-108, 112. Everett-Green, Robert. "Cyberspace." 1996 Encyclopedia Britannica Book of the Year. 1996. Goode, Stephen. "Are Privacy Rights Still Inalienable?" Insight Magazine on the News 19 Aug. 1996: 18-19. Houlder, Vanessa. "The Blessing and Curse of E-mail." World Press Review June 1997: 33-34. Long, Robert Emmet. Rights to Privacy. New York: H.W. Wilson Co., 1997. "Medical Privacy is Under Attack." [http://www.ACLU.org] 26 Oct. 1997. "Workplace in America." [http://www.ACLU.org] 26 Oct. 1997. "We Know You're Reading This." Economist 10 Feb. 1996: 28. "William Faulkner: On Privacy." The Annals of America Chicago: Encyclopedia Britannica, Inc., 1968.   

Education Programs for Gifted Students

Started in the 1970's, America's Gifted & Talented programs are used to enhance the curriculum of students included in either category in order to challenge and strengthen their unique abilities. These students are usually provided a separate class with specialized lessons in all areas and a teacher with a special degree in gifted education. I feel that it is important that the teacher was a gifted student who would know what the students must face as â€Å"above average† members of their school. The job market for gifted education offers a wide range of opportunity and gifted teachers are needed all over the country. One of the earliest programs for gifted and talented students was set up in 1974, at The Old Donation Center, in Virginia Beach. Students scoring within the top 3% of students on an assessment test are referred here to be further challenged. These students are considered gifted and have special teachers and classes to promote development of their talents and minds. Programs like this began to pop up around the nation in the 70's; however, gifted students were looked down upon by teachers,parents, and peers. Many people considered them to be â€Å"freaks† because they were different. They didn't understand the implications of the terms â€Å"gifted† and â€Å"talented†. Most people simply expected gifted students to act more mature or to be geniuses, even though gifted students are the same as other children in their needs as human beings. Some gifted students were forced to grow up too fast and some simply ignored the fact that they were smarter than others, thus, they were lost in the shuffle. The irony of it all is that gifted-ness seems to run in families and the children of these repressed gifted students are, themselves, gifted. But what exactly is a â€Å"gifted† student? Students (elementary & secondary) are given a repertoire of tests. These tests check IQ, psychomotor ability, specific academic aptitude/talent, creative and productive thinking, leadership ability, and skills in the visual and performing arts. The main requirement, the IQ, is tested by a standardized IQ test (remember, however, that IQ tests are not always perfectly accurate). Ratings are given to each bracket of IQ scores: If a student receives a rating of â€Å"gifted† or higher (130+), he/she is considered to be a gifted student and is introduced into the designated programs. These students are given the opportunity to choose classes that are meant to teach them how to use their minds for critical thinking, reasoning, and artistic pursuits. Students in these classes are also exposed to culture, literature, and other subject areas that are not usually covered in what they term â€Å"normal classes†. The gifted classes are mainly in an open format allowing the student to create the parameters of his/her work and allowing them to be creative in their learning experience. Each class is presided-over by a teacher that has specialized degrees in gifted education. Almost every school in the United States has a need for a gifted class, making job opportunities endless; there are never enough. Gifted teachers must have both a degree in education (secondary or elementary) and a degree in special education (gifted). These teachers are individuals that must have stamina, people skills, and open minds. It is also important (to the students) that the teacher himself/herself was also classified as gifted. It sets a common bond, shows them that the teacher understands the problems they face as so-called â€Å"smart kids†. These students are often ridiculed by their peers and looked-down upon by their teachers. They are often separated from others their age by a barrier that can only be described as their â€Å"intelligence†. This is why, often, gifted teachers have degrees in administration, counseling, or psychology. All teachers that I interviewed told me that a continually upgraded education is a must (as are additional degrees). In order to keep up with the students one must attend seminars, workshops, special classes, etc. There is no end to the amount of education that could help you to understand gifted students and the role of their â€Å"teacher†. Also, if a teacher has extra educational qualifications, he/she could be asked to step up to the position of administrator or, more often, counselor. This means pay raises. Though the average salary for teachers is approximately $27,500 per year, it is â€Å"a worthwhile undertaking† according to Jane Mansueto, â€Å"It is incredible to work with gifted students. They are incredible! † She went on to remark that it is fascinating to imagine that they are of the same level of intelligence as the teacher and what they must be feeling inside. She feels that the students are not bothered by what their peers think, but actually tend to understand that other's opinions mean little compared to their own. Mrs. Mansueto taught at Elm Grove Middle School for 5 years. She commented on her role as a gifted teacher to consist of â€Å"one part mentorship, one part hardship, and one part friendship†. When asked what kind of hours she keeps, she laughed and asked if she was supposed to have time off. According to Mrs. Mansueto, unlike a â€Å"normal† teacher, a gifted teacher has no books to go by or preset material to teach, or, for that matter, a preset subject to teach. They are given a blank page and, using input from students, must draw up lessons from every subject area and constantly challenge the inquisitive minds of the gifted. Jane Mansueto attended Trinity College where she majored in both elementary education and gifted education. Her favorite part of being a gifted teacher is being with the students, working hand in hand with them to plan and carry out projects and trips. Though the pay is average, and there is not much room to be promoted if you wish to remain in the classroom, gifted teaching has its personal rewards. Jeff Simpleton, a gifted teacher as well as a former gifted student, states, â€Å"I really think that by being gifted, I am in touch with what they have to go through. They know that I can understand. † Mr. Simpleton's class consists of 6 high school students, who have many problems due to the intelligence barrier and a kind of isolation that has built up over the years between themselves and their classmates. They seem to feel that they have a reputation that they must live up to. The students try to please everyone†¦ hey push themselves with sheer motivation and determination and drive. Mr. Simpleton feels that this is â€Å"what makes them so great†. He feels hat anyone with a sense of adventure and a need for something new day after day would find teaching a gifted class to be the perfect job for them. Gifted teachers are important to the development of their students minds. They are understanding individuals who must work hard to make the curriculum interesting and challenging. With the proper education it is possible to go far as a teacher of the gifted.

Troubles Of An Expanding Society Slavery, Language, And...

Troubles of an Expanding Society: Slavery, Language, and Imperialism In England, 1611, William Shakespeare’s romance The Tempest debuted in the city of London. England, at this time, was experiencing exploration with the founding of the New World and the strange inhabitants it provided. The timing of this play is crucial to understanding the motifs and themes presented. The English had just invaded Ireland, had not yet colonized New England, had made contact with the Indians, but had not yet experienced war with them. In this particular moment in history, England was encountering the unknown and differentiating the aspects of civilization from savagery (Takaki 1). Also, in 1609 there was a maiden voyage of roughly five hundred colonists†¦show more content†¦Slavery is one of the main themes repeated throughout the play and Shakespeare uses Caliban and Ariel to portray this. Caliban can be seen as a representation of two civilizations conquered and integrated into English society: Ireland and America. Ireland was claimed by England in 1 494 and Ireland’s population was originally viewed as savages living outside the realm of civilization. Their style of herding was almost nomadic and relied upon established tribal organizations. The English described the Irish as dominated by sloth, being barbarous in nature, and living as animals, but despite all of these discrepancies and slight resistance from the Irish, the English believed that they could civilize the unknown. English society expressed the same ideology when the frontier advanced from Ireland to the New World. The Indians seemed to lack what the English thought established civilization: cities, Christianity, clothing, letters, and swords. Colonialists also captured many Indians from America and brought them to the streets of London to parade them around for the populous to marvel at for a small fee. This is seen in The Tempest when Stephano considers, in his drunken state, to capture Caliban and bring him back to Naples saying â€Å"If I can recover hi m and keep him tame and get to Naples with him, he’s a present for any emperor that