Australian Aboriginal Dot Art Essay Example for Free

Australian Aboriginal Dot Art Essay Aboriginal art has been overshadowed by the idea that it is primarily presented in dots. It has got to the point where people believe that certain Aboriginal people own the dot and artists both Aboriginal and non-Aboriginal are hesitant to use consecutive dots within artwork. Explain how the above has evolved and where dot art has come from Dot paintings today are recognised globally as unique and integral to Australian Aboriginal art. On the surface the dot is simply a style of Aboriginal painting, like the use of cross-hatching or stencil art. Exploring deeper into the history of the Aboriginal dot painting a world of camouflage, secrecy and ritual is discovered. The term ‘dot painting’ stems from what the Western eye sees when faced with contemporary Aboriginal acrylic paintings. This painting style arose from the Papunya art movement in the 1970s. Papunya Tula artists used a process which originally mirrored traditional spiritual ceremonies. In such rituals the soil would be cleared and smoothed over as a canvas (much like the dark, earthy boards used by the Papunya Tala) for the inscription of sacred designs, replicating movements of ancestral beings upon earth. These Dreaming designs were outlined with dancing circles and often surrounded with a mass of dots. Afterward the imprinted earth would be smoothed over, painted bodies rubbed away, masking the sacred-secrets which had taken place. This ritual was shifted from ground to canvas by the Papunya Tula who eventually added an array of naturally produced colours to the restricted palette of red, yellow, black and white produced from ochre, charcoal and pipe clay. Such pieces reveal a map of circles, spirals, lines, dashes and dots, the traditional visual language of the Western Desert Aboriginal People. However these marks were permanent and due to arising interest made public, creating internal political uproar. Consequently representations of sacred objects were forbidden or concealed through the dotting technique. Now that the collecting of pieces of Aboriginal art has become so popular world-wide, a common, mistaken belief is that the Dot Painting Style of Central Australia is a recent development. This belief arises because it was in the 1960s that a Central Australian school teacher encouraged the old men of the tribe to record their art on European sheets of board, using acrylic paints. This use of acrylic paints on flat board dates from that time. However, the art style itself, with geometric designs, is seen in the petroglyphs (rock engravings) dating back thousands of years. Ancient petroglyphs showing concentric circles (non-naturalistic art style), inland South Australia The use of dots was once Australia-wide, particularly seen on body decoration when people are painted for ceremonies, and paintings in the remote Kimberley region where dots are clearly seen on the body decoration of some of the earliest human figures, likely to be older than 20,000 years. See accompanying photo. ) Dot decoration on the body of an ancient human figure, Kimberley Aboriginal Art: Traditional to Contemporary The resurgence of Australian Indigenous art has become one of the most brilliant and exciting new eras of modern art. It has grown with such amazing diversity and enthusiasm that art critic, Robert Hughes, has described it as the last great art movement. For indigenous Austr alians art has been a part of their culture and tradition for thousands of years and is recognised as one of the oldest living art traditions. Though, over the past 30 years it has progressed from being confined primarily to the tourist industry, to become a richly, evolving international art movement. Since the Renaissance of Aboriginal art during the early 1970s, Aboriginal artists have been encouraged to find new, innovative ways of incorporating cultural traditions into their imagery. This encouragement first began through an art teacher, Geoffrey Bardon, who became the catalyst for contemporary Aboriginal art. Fascinated by the traditional sand designs created by Indigenous children in Papunya, Bardon encouraged the Aboriginal community to re-create their Dreamtime stories through paintings. He introduced them to acrylic paint and from there Aboriginal art gained a more permanent form and the style, popularly known as dot art, emerged as the most recognisable form of Aboriginal art. It was a new form of art which also allowed Aborigines to, for the first time, express to the rest of Australia and the world, the ancient traditions of their culture. Many Aboriginal artists have chosen to continue practicing traditional art as a means of conserving the conventional method of creating, inherited from their tribal ancestors. Their content, which is explicitly aboriginal, is usually derived from their history and culture, as a continuation of the spiritual link they possess with their country. Research When The emergence of dot paintings by Indigenous men from the western deserts of Central Australia in the early 1970s has been called the greatest art movement of the twentieth century. Prior to this, most cultural material by Indigenous Australians was collected by anthropologists. Consequently, collections were found in university departments or natural history museums worldwide, not art galleries. Where That all changed at a place called Papunya. Papunya was a sit-down place established in the early 1960s, 240 kilometres northwest of Alice Springs in the Northern Territory (NT). The settlement brought together people from several western desert language groups: the Pintupi, Warlpiri, Arrernte (Aranda), Luritja, and the Anmatyerr, who were unaccustomed to living in close proximity to each other. Dot Painting or Aboriginal Dot Art originated in the desert using natural substances on the ground in the sand. Those pictures in the sand are not unlike the paintings we see today produced using acrylic paints. The acrylic paintings are usually done using acrylic paint and it is applied to canvas or art board with various diameter sticks dipped into paint and then applied one dot at a time. The Australian Aborigine of the western desert constructed their stories using ochre, sand, blood, coal from their fires and plant material placed together on the ground clump by clump for various ceremonial occasions. If you look at the desert landscape from the height of any small bluff or hill what you see looking down are clumps of growth scattered about a red landscape. The spinifix grass, desert hardwood bush and occasional rocks or rock outcrops make up the myriad of dots that seem to cover the landscape. Because everything in the desert has meaning to the Australian Aborigine these seemingly unimportant arrays of pattern in the desert have special meaning to the Dot painters of the western desert. If you were to ever fly over the desert low enough to see what was on the ground you would see what he dot painting has replicated for you to see. These dots are a myriad of clumps of natural splendour which might go unnoticed had you not seen a dot painting and looked to see what it was about. The arrangement of the plants, rocks and water are all part of the spirit of creation and it is because of this placement that Aboriginal people have traversed the deserts safely without printed maps for th ousands of years. The placement and arrangement of all of these natural things are in songs and these songs are often sung while the painting is being created. Nearly every painting has a song and the songs often disclose important ceremonial facts about a particular region or area. These important ceremonial places are often in the paintings but because they are sacred to Aboriginal people they are camouflaged in some way, visible to the initiated person but invisible to others who do not know what to look for. Many paintings contain these special hidden meanings and the new owners of these paintings will never know what the whole story of their purchased painting is about. Only over time may some insight be gained from looking at the painting. This is a point of pride among the Australian Aboriginal artists because they see the purchase of their art or for them the sale of their art, as a validation of their race and culture by others. This is because a value has been placed on the art. Since the Australian Aboriginal culture is depicted in all traditional paintings they are passing down their knowledge in the only way they are able, to those who have yet to understand it. The Aboriginal people do not have a written language so these painting of their stories and ceremonies are all they have to save this culture for future generations. The colour and the placement of the dots are important to depicting the visible message and camouflaging the hidden message in Aboriginal dot art. Even the over painting of an area of the work has special significance and may convey different messages. Some people gifted with a since of tactile feeling are able to feel a special vibrancy emanating from their painting. Who Many of the significant early artists at Papunya were senior men who had vivid memories of their first contact with white people. Typically, they came out of the desert as adults during the 1950s drought and their connection to ritual law was strong. The first artists collective, Papunya Tula Artists, was set up in 1972 by men from this settlement. Papunya Tula Artists was the inspiration and model for many other Indigenous artists collectives. In 2009 there are 42 desert Indigenous art communities represented by Desert. The artwork was seen as a way to keep the culture alive, and carry Indigenous stories to the world. The movement was seen as being about recollection and cultural memories linked to Dreaming’s or story types. Why the modern aboriginal â€Å"dot art† movement started? Geoffrey Bardon AM (1940–2003) Geoffrey Bardon began working as an art teacher at Papunya Special School in 1971. Concerned that the schools curriculum, appearance and ethos seemed out of step with Aboriginal culture, Bardon attempted unsuccessfully to involve his class in painting a series of murals on the school walls. Thereupon Kaapa Tjampitjinpa, Long Jack Phillipus Tjakamarra, Billy Stockman Tjapaltjarri and others created the Honey Ant Mural, which inspired many senior men to ask Bardon for painting materials and eventually begin painting in the Mens Painting Room. The Mens Painting Room, Papunya Johnny Warangkula Tjupurrula can be seen in the middle ground painting a Kalinypa Water Dreaming. His two boomerangs are placed in front of the board as percussion instruments, ready to be used to accompany the verses of the Water Dreaming, sung at intervals during the painting process, June-August 1971 Photo: Michael Jensen Convinced of the groundbreaking importance of what he was witnessing, Bardon made comprehensive photographic, moving film and written records of the artists and the paintings that they produced while he was at Papunya. From his primary research, Bardon wrote three books and made three films that initiated public interest in Western Desert art. In 1988 Bardon was awarded the Order of Australia Medal for his unique contribution to the Western Desert art movement. The Honey Ant Mural, July 1971 Geoffrey Bardon and his Arerrnte assistant, Obed Raggett, had noticed people drawing designs in the sand at Papunya. Following this precedent, they drew circles and spirals on the blackboard in an unsuccessful attempt to encourage their class of adolescent boys to paint a series of murals on a whitewashed, cement-rendered wall of the Papunya Special School. In late July 1971, after painting a series of smaller practice murals, seven painters collaborated in the painting of a monumental mural representing the Honey Ant Dreaming specific to the site of Papunya. Working under the direction of custodians Mick Wallangkarri Tjakamarra and Tom Onion Tjapangati, the artists included Kaapa Tjampitjinpa, Billy Stockman Tjapaltjarri, Long Jack Phillipus Tjakamarra, Johnny Warangkula Tjupurrula and Don Ellis Tjapanangka. The Honey Ant Mural, a bold expression of Aboriginal culture in a government settlement, occasioned great rejoicing at Papunya and inspired immense pride in the community. Geoffrey Bardon in front of the Honey Ant Mural, Papunya, August 1971 Photo: Robert Bardon  © artists and their estates 2011, licensed by Aboriginal Artists Agency Limited and Papunya Tula Artists Pty Ltd Pintupi people from the Western Desert Pintupi is the name of a Western Desert language spoken by Aboriginal people who belong to a large stretch of country in the Gibson Desert of Western Australia and the western edge of the Northern Territory. When the Pintupi arrived in the government settlements east of their traditional lands between the 1930s and the 1950s, they adopted the term Pintupi to distinguish themselves from the surrounding Aboriginal inhabitants as the people from the west. They were among the last Aboriginal people in Australia to abandon their nomadic lifestyle, the last family arriving into the newly established community of Kiwirrkura in 1984. In Papunya, the Pintupi, bound to each other by their dominant loyalties of relatedness and kinship, were ostracised due to their lack of conversance with kartiya (non-Aboriginal) customs and their perceived lack of sophistication. Diversity within â€Å"dot art† showing two different artists works. Uta Uta Tjangala Traditional Artist Uta Uta Tjangala, who is an exemplar of the historical cultural tradition, Uta Uta’s painting career and reputation is closely aligned to the artistic renaissance that began at Papunya in 1971. He was a founding member of the mens painting group, inspired other Pintupi tribesmen, and becoming one of the most senior and influential painters amongst the group. Born in Western Australia in Drovers Hills, he made the epic journey to Haasts Bluff with his family during the severe drought of the mid to late 1950’s in the company of Charlie Tarawa. Two years later, after returning to his homelands, he made the journey once more with Timmy Payungka, Pinta Pinta and their families. Uta Uta Tjangala (early years) Employed as a gardener at the Papunya school Uta Uta, then in his 40’s, became one of the original group drawing and painting on composition board with encouragement from art teacher Geoff Bardon. When supplying paints to Uta Uta and his gathering group of enthusiastic friends, Bardon suggested the men use their existing cultural symbols to depict their Dreamings and links to the land. The Pintupi men, having been pushed from their traditional homelands by government policy and European development, painted under a bough shelter behind the camp pouring into their work their acute longing for the places depicted †¦ and chanting the song cycles that told the stories of the designs as they worked . These early works aroused strong protest within Aboriginal communities when first exhibited in Alice Springs in 1974 because of the disclosure of secret and sacred knowledge. A period of experimentation followed, resulting in the development of a symbolic language of classic ideograms and the characteristic dot covered areas that veil sacred elements from the uninitiated. The large, tribally mixed population of Papunya intensified the interaction, but under the influence of artists like Uta Uta, the painting group was able to break through the political and cultural constraints toward a safer stylistic conformity, and prepare the way for personal and distinctive styles to emerge. Uta Uta in particular, with his exciting and charismatic personality as well as his bold and dynamic style, played a vital role in these developments. Bardon recalled many years later, everything that came from him was genuine . Uta Uta’s 1971 and 1972 paintings generally featured major story elements with only the barest dotted in-fill within the iconography and small sections of the background. The aesthetic balance and harmony of these works is derived through colour and weight rather than by a geometric division of the painted surface. The rather crude dotting and line work of these early paintings on board embues them with an energy and power that is less apparent in his later more technically proficient works. His paintings are far stronger and more powerful when the clean unadorned background remains, unlike paintings by his contemporary Kaapa, whose early works became more aesthetically appealing as he began to in-fill the background. In developing a style that censored the more secret and sacred content in his painting, Uta Uta added more dot-work as the years went by. He painted more Tingari sites completely surrounded by neat dots that became less and less detailed. Despite his advancing age during the late 1970’s he continued to paint as he spent increasing time at outstations west of Papunya and, at the beginning of the 1980’s, he completed what was to become one of the most important and revered works of the entire Western Desert art movement. Yumari 1981, possibly his largest and most significant painting, reveals the mythical Tingari ancestors traveling across vast stretches of country as they create sites and institute rituals. Yumari is a rocky outcrop in his home country and the key ceremonial site of the area. Story elements and natural features blend seamlessly into a beautifully balanced geometry of concentric circles and connecting lines that enclose a central, abstracted figure. This body continues rather than interrupts the intense, minutely dotted background configurations, yet still holds the central focus. The work is characterised by the sinuous movement of converging regular and irregular shapes, accentuated by outlining white dots. The predominant use of an earthy red alongside vivid yellow ochre, further emphasizes the assertive quality in this cohesive and powerful statement of Aboriginal tradition. The work was exhibited at the XVIII Bienal de Sao Paulo in 1983 and is now in the collection of the National Museum of Australia. While painting Yumari, important discussions were taking place at Papunya concerning the move back to the Pintupi homelands at Kintore. Land rights legislation during the 1970’s returned ownership of the land to its traditional owners and Uta Uta was a strong advocate for resettlement.

Challenges and Opportunities in the UK Labour Market

Challenges and Opportunities in the UK Labour Market 1: The Business dictionary defines the labour market as: The nominal market in which workers find paying work, employers find willing workers, and wage rates are determined. Labour markets may be local or national (even international) in their scope and are made up of smaller, interacting labour markets for different qualifications, skills, and geographical locations. They depend on exchange of information between employers and job seekers about wage rates, conditions of employment, level of competition, and job location. Although not as heavily regulated as many other countries, the UK labour markets are regulated in many different ways, these include protections against oppression and discrimination, enhance efficiency, attribute responsibility, improve health and safety conditions, offers security, cut costs relating to employee/employer opportunism, and encouraging behaviour from employees and employers by imposing costs and rewards. Employment regulations exist to provide flexibility to employers and job and financial security to employees. It is vital in reducing poverty, supporting growth and employment with equity. Some argue the UK is not regulated enough e.g. TUC has called for greater protection in some areas of employment and argued for measures to further support collective bargaining. Whereas, Employers have complained that increased regulation restricts flexibility, particularly in times of economic burden. For regulations to be effective they must be implemented well and enforced. Social partner institutions such as, the Arbitration and Conciliation Advisory Service (Acas), the Low Pay Commission (LPC), the Health and Safety Commission (HSC), and the UK Commission for Skills and Employment (UKCES) regulate and influence the labour market via intervention and enforcement, to improve practices within the workplace. Regulation can also exist in the form of accreditation, e.g. a licence is required to perform a particular service. The number of professionals within the UK continues to expand. In 2014 roughly 24% of workers were classified professionals. Regulation has brought an end to the closed shop, restricted the ability to strike, and trade union governance. Although employers complain about regulation, it is recognised that it provides them with a level playing field in the market place. The UK economy is recovering, all be it slower than before. Recovery has not been helped by financial problems within the Eurozone, impacting on export markets. However, employment has now surpassed pre-recession peaks in terms of jobs (2012) and hours worked (2013). More recently there has been an increase in the number of jobs at both the top and the bottom of the job market, with significant fall in skilled trades in the middle resulting in an hourglass labour market. Although long term unemployment has increased, the UK has been relatively successful at keeping people in employment; employment rate, generally increasing each year since 2012, climbing to 73.7% (ONS 2015). Unemployment rates have fallen, however those with low skill levels and the young being more harshly hit. Youth unemployment has fallen sharply, and stands at around 22%. (UKES 2014). Although it should be remembered that substantially more young individuals are staying on in education, and enter the labour market much later than in the past, as graduates. The number of self employed has continued to grow, equating to 83% of net gains in employment since 2007 (Ashworth et al 2014). However, earnings with this sector have also dropped considerably. In addition to the growing self employed, the UK has also seen a substantial increase in other less secure employment. Since 2010 there has been a 50% increase in temporary work, zero our contracts, and government training schemes (OECD 2013). Employment within administrative and secretarial roles, and low skilled manual roles, continue to decline in many industries as technology advances. The world is becoming smaller, and many tasks/roles becoming automated. Many employees will find it necessary to retrain to keep up with technology advances and the changes it inevitably brings. Technology enables change, cost savings, and investment. Employees can now work from anywhere in the country/world quickly and efficiently, with the Financial Services, Specialist Engineering, and I.T. being amongst the industries leading growth and all greatly dependant on technology. There has been an increase of higher skilled workers commanding higher pay, within some industries; these include advanced manufacturing, creative and digital sectors (HM Treasury, 2011). Evidence shows those with higher skills and qualifications are more likely to remain employed; high-lighting the importance of high skills on job market outcomes. Research shows a drop in real wages of roughly 2% each year since 2010. (UKES 2014). By the end of 2013, real wages were roughly at levels of a decade previous. Removal of the default retirement age and changes to pension schemes, has seen individuals working longer, putting pressures on employers to ensure their policies and practices relate to older employees, and older employees needing to constantly retrain to meet the demands of different roles across their working life. There has been a drop of 19,000 people on Government supported training programmes. Public sector employment has also fallen, with numbers at lowest levels since comparable records began in 1999. However there has been a significant increase within private sector. Although it still exists there has been a reduction in the gender pay gap. IFS research shows an average difference in womens pay compared to means is 18%. This increases again after women have children. Freedom of movement within an ever growing EU, in addition to an increase in migration from outside the EU, has brought a large number of migrants into the UK looking for work; the number of non-UK nationals employed in the UK grew from 986,000 to 3.22 million 2015) between September 1997 and 2015. Many of which are employed in low-skilled work. Women, people from minority ethnic groups, people with disabilities, and those aged under 25 and over 55 years are all more likely to be either unemployed or economically inactive (Brewer et al., 2012). More women in the workplace, with more part time roles, and family friendly policies available. 1971 37% climbing to 69% by September 2015. The number of employed has increased to just over 4.1 million between 1992 and 2013; those over-50 increasing by 3.2 million, under-25s falling by almost 800,000. By 2013 the number of over 50s increased to 29% from 21% in 1992. 16 to 64 year-olds with a degree or higher-level qualification increased to +20% in the last 20 years. 2014, approximately 24% of employees were classified as professionals in the UK. Goods and services traded globally, are now five times the value in 1980. 2: Employment relationships are both an economic exchange (agreement to give wages for work) and a power relation (employee agrees to accept the employers authority). The psychological contract (Rousseau 1995), relies upon reciprocal expectations between the employer and employee being met. If violated employees may become de-motivated, and inefficient. Organisations have a huge variety of methods available to them, which involve the employee in the decision making process, making them feel valued and motivated which in turn, supports both the traditional and the psychological contract, enabling a positive working relationship, innovation, and high performing teams, these include: Participation empowers and motivates the employee by involving them in decision making. Teams are also trusted to make decisions for themselves, and encouraged to take responsibility for the quality of their own work. Examples include project groups, whereby employees are delegated resposnisbility to make important decisions, suggestion schemes providing employees with a channel to make comments and put forward new ideas, delegation of responsibility to employees at all levels, particulalry those on the front line and multi directional decision making allowing decisions to feed not only top down, but upwards and sideways too. Employee participation is also sometimes referred to as Employee Involvement. Employee Involvement is the level of employee contribution. A one-on-one approach between employee and management. Employee is involved throughout the decision-making process, therefore encouraging employee ownership. Information is the methods used by organisations to communicate information to their employees e.g. newsletters, information pinned to notice boards, informal networking, emails, and a combination of cascaded briefings, face-to-face communication from senior management and employee representatives. Consultation is the process used by organisations toconsult both directly with their employees, via face-to-face upwards communication, or staff surveys for example, and indirectly via employee representatives. e.g. Joint consultation review issues deemed to be of common interest/ importance to all parties, at unionised/non-union workplaces, predominantly private sector Collective representation Predominantly in public sector and some large private sector businesses. Involves negotiation between employee representatives (unionised/non union) and senior management on pay and other conditions of employment. Partnership schemes employee representatives and employers stress mutual gains. Tackle issues via co-operation. There is a high commitment to sharing information. Employee forums groups of mixed groups unionised/non-union employees meet with managers to share information and consultation. Employees can have a significant influence on the outcome. Partnership working is where employers and employees and/or their representatives work collaboratively to make decisions and plan actions. Partnership can take shape in a formal agreement between an employer and a trade union, but it is also used to refer to a way of working in co-operation (Reilly, 2001). Employee relations today, includes both collective and individual relationships, with alternative direct and indirect channels for employee voice emerging, including communication and involvement via team briefings, staff surveys, project working groups, social media, joint consultation, collective bargaining etc. Although union membership within the UK has fallen since 1980s, and employment relations without the involvement of unions is the norm within some industries, collective bargaining still has a considerable influence on European labour regulations. Typically where an organisation is unionised a significant number of employees will be members. Unions will bargain on behalf of the employee, and/or intervene with disputes between employees and management. As they represent large number of employees they are much harder for management to ignore. They can also protect the employee from victimisation. Another major benefit of belonging to a unionised organisation is that management can be legally bound to take procedures more seriously. In addition, unions have the power to threaten industrial action. Trade unions are still a strong force, primarily in the public sector, and large private sector companies. The majority of working population however, do not have access to union representation. Some parts of the public sector do not recognise trade unions; impacting on collective bargaining, representation in grievance, disciplinary matters etc, within large parts of the private sector. Smaller firms use more informal relations for consultation, using intermediaries offering advice primarily on the internet and in publications. However, many small firms operate without procedures and as such can lead to inconsistencies in employment relations. Non-union consultative committees are becoming common place in private sector, filling part of the gap generated by the decline in collective bargaining; the consultation process giving access to management enabling dialogue. In redundancy situations where no trade unions is recognised, non-union employee representatives must be advised and consulted of redundancies of +20 employees is proposed within a 30 day period. Bryson found that direct voice makes a particular difference in union settings suggesting that more channels makes for an employee voice with more impact. Elgar defines employee voice as the ways and means through which employees attempt to have a say and potentially influence organisational affairs about issues that affect their work and the interests of managers and owners. With a mixture of direct and indirect consultation and communication methods leading to higher levels of commitment, job satisfaction and job discretion. Initially employee voice was firmly equated with trade unions and collective bargaining, but more recently is viewed as a broad range of methods enabling employees to have a say about their organisation; it can be via both formal and informal systems, direct individual channels or indirect collective representation (CIPD 2010). Mechanisms can include one-to-one conversation between employee and employer, email communication, work/project groups, social events, suggestion schemes, profit-sharing, employee consultative committees and trade union representation. Research generally supports the notion that employee voice is beneficial to the working relationship of both the individual and the organisation; where employees are allowed to express their views and opinions, put forward suggestions for improvements, they feel recognised and valued. Data shows employee,employer relationships improve as trust increases and employee engagement and in turn performance increases. (Morrison et al. 2011). Farndale et al. (2011), argues that employee voice enables employees to communicate their views, and creates the belief that their contributions are valued, creating a level of respect and trust for their managers. Employee voice allows employees to feel recognised, listened to and valued, conversely, if no mechanisms for employee voice exist, or employees believe their views will have little or no influence it is likely to affect their attitudes and relationship with management (Farndale et al 2011). Truss et al. (2006) argues that one of the major drivers of employee engagement is employees being able to feed their opinions upwards. Research therefore suggests that there is likely to be a link between employee perceptions of voice and engagement, and increased engagement is proven to increase performance. 3: Organisational misbehaviour is defined as any intentional action made by members of an organisation that defies and violates shared organisational norms and expectations, and/or core societal values, mores and standards of proper conduct. (Yoav Vardi and Yoash Wiener 1996). Misbehaviour can be both minor e.g. poor timekeeping, and major e.g. stealing company resources. It can be internal and external, with the main aim being to hurt/damage others or the organisation, e.g. mistreatment, disruption and theft. Misbehaviour usually occurs where an employee: feels that they have been unfairly treated, unclear of job role bullying and harassment in workplace lack of training lack of equality and choose to repay this perceived unfairness by mibehaving. Misbehaviour inevitably leads to more management controls. Conflict in the workplace can take many forms including: an employee becoming withdrawn from the organisation, two workers who are not getting on, employee representatives and management at stand-off, an employee with a grievance, rivalry between teams, or a lack of trust and co-operation between employees and management. Where conflict exists, an organisation may experience a drop in motivation and in turn a drop in productivity, increased absenteeism, and increased negativity on staff surveys, and a general change in behaviour. By listening to employee views can help identify conflict, and take action to prevent the conflict becoming a problem. If conflict is not managed it can lead to strike action or even tribunal claims; Intervention at an early stage by management is crucial. When negotiation cannot resolve a workplace dispute industrial action typically follows. The three main forms of industrial action are: strike action short of a strike work to rule, overtime ban, or go slow lock-out the employer stops employees from working Official industrial action is authorised by the trade union. Employees have a minimum level of protection. Employees have additional protection where the union has appropriately balloted its members. Unofficial industrial action is action which has not been endorsed by any trade union. There is usually no right to argue unfair dismissal, if dismissed whilst taking part in unofficial action. Some conflicts are extremely visible. e.g., a heated exchange between two employees, or a stand off between management and an employee representative, and may result in misbehaviour. Organisational misbehaviour is defined as any intentional action made by members of an organisation that defies and violates shared organisational norms and expectations, and/or core societal values, mores and standards of proper conduct. (Vardi and Wiener 1996). e.g unauthorised absence, pilfering or sabotage. Conflict that is ignored will frequently escalate Recent industrial action trends are: Increase in private sector strikes however public sector lost significantly more days due to large scale strikes A decline in collective conflict increase in individual conflict, including strike, grievance or disciplinary measures Significant drop in strikes since 1980s mainly due to reduced trade union density and collective bargaining, and partnership working with employers. (WERS) average days lost fell to 0.5 million by 21st century 1999 employment tribunal cases soared +100,000, peaking again in 2006/7 with 132,500 applications Pay is the principal cause of labour disputes with the exception of 2009/2010, principal cause was redundancy The number of ballots up to 650, from 484 in 2013. Increase in multiple claims. Majority relating to equal pay claims against local authorities due to 1997 national agreement to seek single status of pay across employees. It is vital that managers are trained to enable them to deal with conflict. To help managers handle conflict they should: be trained to recognise signs of conflict, handle difficult conversations, manage absence, mediation and negotiation skills speak to their employees and letting them speak freely investigate conflict situations, and give sufficient time to finding resolution encourage open communication and expression of views in meetings and appraisals for example recognise the importance of feelings listen to what their employees are saying identify development and training opportunities explain and include employees in planning treat all employees fairly ensure safe working conditions have clear procedures particularly discipline, grievance, dispute procedures, absence and bullying and harrassment to ensure consistency write mediation into contracts of employment and/or grievance and disciplinary procedures identify when outside help is needed Third party involvement Where a dispute cannot be resolved using negotiation, unions and management may agree to approach Acas to resolve the dispute using conciliation, via independent support and advice. 70% cases who used ACAS, were settled or withdrawn before proceeding to an Employment Tribunal. Conciliation is used when a potential or an actual claim has been made to an employment tribunal. An impartial, independent person supporting two or more people in dispute to resolve their differences. Parties are not required to come face to face, as can be conducted over the phone. Pre-Claim Conciliation(PCC) saves time, money and stress. It promotes a quick solution for the employer and employee which may help to avoid a permanent breakdown in the relationship. Mediation is the most widespread form of conflict resolution. It is a form of early intervention and involves an impartial, independent person, or trained employee supporting two individuals/groups reach resolution, and maintain working relationships. Mediation does not make any judgments or determine the outcomes. They use appropriate tried and tested techniques to get people talking and listening and help determine the underlying causes of the problem. The mediator will try to get the parties to compromise and protect their working relationship for the future. The plus side of this method is, it can improve communication between parties, get them talking again when relationship had broken down, it is without prejudice and is flexible so resolution can be tailored to fit. However, the downside of this method includes, success is determined by how competent the mediator, it may not protect legal rights, and is relient on employee full co-operation and good faith, if pertinent parties are missing the process is weakened. Arbitration is a dispute which is settled by an independent person who considers everyones point of view and then issues a decision which is binding. An employee who believes they have been unfairly dismissed, has a complaint under the flexible working regulations, may have their complaint heard by an independent arbitrator who is appointed by Acas, if both sides agree. The plus side of this process is, it is completely confidential, it is formal and therefore minimises bad faith, it is quicker than the courts as there is less backlog, and the process is much shorter and therefore much less expensive. On the downside, success is dependent upon the arbitrator, right of appeal is limited, and confidentiality is not suitable in all disputes. Government has hi-lighted the importance of mediation in the workplace and extended the use of conciliation in-order to encourage the resolution of workplace disputes. 2012/13, over half of the cases (22,630) referred to PCC were resolved with less than a third progressing to tribunal (Acas, 2013). References ACAS. (2008). Conflict_at_work. Available: http://www.acas.org.uk/media/pdf/f/j/Acas_Research_Conflict_at_work_03_08-accessible-version-July-2011.pdf. Last accessed 25.09.16. ACAS. (2014). Managing Conflict and Resolving Individual Employment Disputes in the Contemporary Workplace. Available: http://www.acas.org.uk/media/pdf/6/9/reframing_policy_paper_FINAL.pdf. Last accessed 25.09.16. ACAS. (2016). Disputes and conflict in the workplace. Available: http://www.acas.org.uk/index.aspx?articleid=1662. Last accessed 25.09.16. ACAS. (2014). Workplace Dispute Resolution and the Management of Individual Conflict . Available: http://www.acas.org.uk/media/pdf/q/a/0614-Workplace-Dispute-Resolution-Thematic-Review.pdf. Last accessed 25.09.16. Alessandra Sgubini, Mara Prieditis Andrea Marighetto. (2004). Arbitration, Mediation and Conciliation: differences and similarities from an International and Italian business perspective. Available: http://www.mediate.com/articles/sgubinia2.cfm. Last accessed 25.09.16. Anne Sharpe. (2014). Early Conciliation. Available: http://www.acas.org.uk/index.aspx?articleid=4018. Last accessed 25.09.16. CIPD. (2012). Managing employee relations in difficult times. Available: https://www.cipd.co.uk/binaries/managing-employee-relations-in-difficult-times_2012.pdf. Last accessed 25.09.16. CIPD. (2015). Employment Regulations and the market. Available: https://www.cipd.co.uk/binaries/employment-regulation-and-themarket_2015.pdf. Last accessed 25.09.16. CIPD. (2010). Voice and engagement: how does collective consultation contribute? . Available: http://www.cipd.co.uk/binaries/5149_Voice_and_engagement.pdf. Last accessed 25.09.16. Craig Holmes and Ken Mayhew. (2012). The Changing Shape of the UK Job Market. Available: http://www.resolutionfoundation.org/wp-content/uploads/2014/08/The-Changing-Shape-of-the-UK-Job-Market.pdf. Last accessed 25.09.16. DifferenceBetween.com. (2014). difference-between-employee-involvement-and-vs-employee-participation. Available: http://www.differencebetween.com/difference-between-employee-involvement-and-vs-employee-participation/. Last accessed 25.09.16. Rees, C., Alfes, K . and Gatenby, M. . (2013). Employee voice and engagement: connections and consequences. Available: https://pure.royalholloway.ac.uk/portal/files/23168236/postprint_IJHRM_2013.pdf. Last accessed 25.09.16. http://www.businessdictionary.com/definition/labor-market.html https://www.cipd.co.uk/Images/employment-regulation-and-the-labour-market_2015_tcm18-10238.pdf https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/343448/The_Labour_Market_Story-_An_Overview.pdf http://www.resolutionfoundation.org/app/uploads/2014/08/The-Changing-Shape-of-the-UK-Job-Market.pdf www.ons.gov.uk/ons/rel/social-trends/social-trends-41labour-market.pdf https://www.theguardian.com/money/2016/aug/23/gender-pay-gap-average-18-per-cent-less-uk-women http://www.employment-studies.co.uk/system/files/resources/files/427.pdf http://www.employment-studies.co.uk/system/files/resources/files/427.pdf https://pure.royalholloway.ac.uk/portal/files/23168236/postprint_IJHRM_2013.pdf http://www2.cipd.co.uk/NR/rdonlyres/333391D9-A8E3-4AC7-A4E1-50B8ECE66E38/0/9781843982685_sc.pdf Bibliography CIPD. (2014). managing-an-age-diverse-workforce. Available: https://www.cipd.co.uk/binaries/managing-an-age-diverse-workforce_2014.PDF. Last accessed 25.09.16. CIPD. (2016). employment-law-developments. Available: http://www.cipd.co.uk/hr-resources/factsheets/employment-law-developments.aspx. Last accessed 25.09.16. Hempsons. (2016). official-or-unofficial?. Available: http://www.hempsons.co.uk/official-or-unofficial/. Last accessed 25.09.16. Office for National Statistics. (2016). Employment and Labour Market. Available: https://www.ons.gov.uk/employmentandmarket. Last accessed 25.09.16. UK Essays. (2015). https://www.ukessays.com/essays/commerce/union-and-non-union-forms-of-employee-representation-commerce. Available: https://www.ukessays.com/essays/commerce/union-and-non-union-forms-of-employee-representation-commerce-essay.php. Last accessed 25.09.16. https://www.oecd.org/dac/povertyreduction/43280231.pdf https://assets.publishing.service.gov.uk/media/57a08a9eed915d3cfd00085c/RAND_WR957.pdf

citizen kane Essays -- essays research papers

Citizen Kane   Ã‚  Ã‚  Ã‚  Ã‚  In the movie Citizen Kane , young Charles Foster Kane is very energetic, optimistic and has a very positive outlook on life. At the same time he hates his old and bitter guardian, Mr. Thatcher, who has secluded himself from the everyday man and the only thing he is after is money and stature. Later on in life Charles Kane turns into an exact carbon copy of Mr. Thatcher, even though that is exactly what he wanted to get away from. In this essay I will prove how the used of sound, in the scenes in Thatcher ¡Ã‚ ¦s library and Xanadu, as compared to the earlier scenes in young Kane ¡Ã‚ ¦s newspaper office, help establish this development in Kane ¡Ã‚ ¦s character.   Ã‚  Ã‚  Ã‚  Ã‚  The scene in Thatcher ¡Ã‚ ¦s library starts off with the attendant being on the phone when the reporter walks in to talk to her. The non-diegetic sound is scary and creepy at the same time. It sounds very unwelcoming and gives the impression of Mr.Thatcher as being the bad guy and his library not a good place to be. At first glance we can see that it is a big hall with a huge statue of Mr. Thatcher. The floors are made out of marble and the first impression the audience gets of the room is that, it is very dark, cold and has a gloomy feel to it. The voices of the reporter and the attendant echo in the hall that gives us the impression of the place being very uninhibited and very uninviting, just as the personality of Mr. Thatcher. Once the reporter goes throug...

martin luther king junior :: essays research papers

"One of the world's best known advocates of non-violent social change strategies, Martin Luther King, Jr. synthesized ideas drawn from many differentcultural traditions." (Carson 1). However, these protest strategies onlyfurthered racial segregation, resulting in the eventual death of King. Michael King, who was later known as Martin Luther King, Jr. was born January 15, 1929, at 501 Auburn Avenue in Atlanta, Georgia. His roots were in the African-American Baptist church. After his junior year at Morehouse College, Benjamin Mays influenced him to become a minister, the president of Morehouse College. (Smith 1). He studied theologies at Crozer Theological Seminary in Chester, Pennsylvania, and at Boston University, where he earned a doctorate in systematic theologies in 1955. (Carson 1). While he was completing his Ph. D. requirements, Martin Luther King, Jr. decided to return to the south. He became the pastor of Dextor Avenue Baptist Church in Montgomery, Alabama. (Smith 2). Five days after Rosa Parks refused to obey the city's rules concerning bus segregation, African-American residents of Montgomery, Alabama launched a bus boycott. They elected Martin Luther King, Jr. as president of the Montgomery Improvement Association. (Phillips 3). King received national prominence as the boycott continued, due to his personal courage and exceptional oratical skills. (Carson 2). On charges on conspiracy, Martin Luther King, they bombed Jr.'s house, and they arrested him along with other boycott leaders. (Mark 3). Despite these actions taken against the boycott, Montgomery buses were desegregated in December of 1956. The Supreme Court had declared Alabama's laws of segregation unconstitutional. During 1957, Martin Luther King, Jr. and other African-American ministers established the Southern Christian Leadership Conference (SCLC). As president of the organization, King emphasized the importance of African- American voting rights. (Phillips 5). King published his first book, Stride Toward Freedom: The Montgomery Story. In 1959, he toured India to increase his knowledge and understanding of Gandhian non-violent strategies. By the end of that year, King relinquished the pastorate of Dextor, and returned to Atlanta, where the Southern Christian Leadership Conference headquarters was located. (Carson 2). Martin Luther King, Jr. did not arrange any mass protest activities during the first five years to follow the Montgomery bus boycott. While King was cautious, southern, African-American college students took the initiative, launching many sit-in protests during the winter and spring of 1960. (Itory 3). Conflicts between Martin Luther King, Jr. and the younger protestors were evident when the Southern Christian Leadership Conference assisted the Albany Movement's campaign both of mass protest during December of 1961 and during the summer of 1962. (Phillips 2). In 1963 Martin Luther King, Jr. and his staff guided mass demonstrations

Ital cooking - necessity or religious fervor? :: essays papers

Ital cooking - necessity or religious fervor? The party started at around 9 PM but my girlfriend and I decided to get there a few hours early to help set up. We made our way into the Bronx with my friend Leroy, a co-worker who had invited us, and reached the house at around four. We helped them string up a tarp and set up the sound system. It was a small fenced-in backyard but we stacked up the speakers and woofers seven feet high. They had apparently gotten permits earlier for the music, which was good, since I couldn’t hear myself think when the DJ was at work on his system. We had been working for a while and the yard was looking good, the woman of the house asked us if we were hungry. This was a pointless question with me since I am always hungry and we quickly followed her into the kitchen. Once inside the house, the faint smells of cooking food became much stronger while she led us into the kitchen. The kitchen was about average, just like any other person’s except there was a huge pot of soup/stew on the stove. We approached it and were offered paper cups full of delicious, hearty fish soup. This was only the beginning, as I was to discover later, the party quickly progressed and grew. Earlier in the day, there were only a few people at the house and I felt quite welcomed and comfortable. As the night went on and people continued showing up my girlfriend and I slowly became the minority. By the time the party was in full swing, the whole yard was packed and we had flowed into the neighbor’s yard to barbecue. We were two of the four white people at the party but Leroy and the hosts still made us feel comfortable. It was an eye opening experience to be the minority especially after growing up in predominantly white towns. When the guests started showing up in force Leroy, along with a few other guys, got to the business of barbecuing. The music was pumping, the red stripe was flowing and the party was going but the fire wasn’t burning. They set up a fifty-gallon-drum-barbecue in the neighbor’s yard since theirs was quickly filling and fired up the charcoal. Once the fire was good and hot, they pulled out several bags of seasoned Jerk chicken.

Pill Bug Behaviors Lab

Pill Bug Behaviors Patricia Full Tiana Crosby P. D. 4-5 9/20/2012 Introduction The pill bug is the only crustaceans that can spend its entire life on land. Their shells look like armor and they are known for their ability to roll into a ball. Sometimes children call them roly-polies. Most pill bugs live for up to two years. They are most active at night. Pill bugs do not bite, sting or transmit diseases. They are perfectly safe to handle and are the perfect specimens for this experiment. This experiment is to test the reactions and behaviors of pill bugs when put in different environments and environmental situations.In the test it was tested how they reacted when 2 different sources of food that were put into the environment which was the choice chambers. The 2 foods we used were an apple and a piece of celery. I concluded by previous observations that the pill bugs would prefer the apple which is sweet over the bitter celery. Materials and procedure * 10-20 potato bugs * 1 choice c hamber * 1 petri dish * 1 apple * 1 stick of celery * Stop watch 1. Get a choice chamber and collect the bugs 2. Cut up the apple and celery and set them in the opposite sides of the chambers 3. Put 5 potato bugs in one chamber 5 in another 4.Observe noting the data for 10 minutes recording every half a minute(30 seconds) Conclusion In this experiment we studied the behavior of pill bugs in different situations. In the situation we put 2 different food sources in the choice chamber and let the bugs decide. The data supported my hypothesis that the bugs would prefer the sweet apple over the bitter celery. At the beginning we put 5 in each chamber and let them decide which they wanted. It showed that by the end of the test all or most of the bugs were in the apple chamber eating the apple. It proves my hypothesis as valid. ( For questions see attachment)

Evolution of Computer Technology

Several centuries have been taken toward the development of inventions made by different people into modern forms. Single inventors rarely bring out modern invention. What we have now as electronic devices (the computers) are inventions of several scientists, mathematicians and engineers from different centuries. For the purpose of this mini research key terms like evolution, technology and computer shall be considered, not forgetting to take a careful look at the evolution of these inventions from different centuries/years to our present generation starting from the earliest known device.The characteristics of these devices from generation to generation and their classification according to sizes, functions and uses shall also be discussed. DEFINITION OF KEY TERMS Evolution: Evolution is a gradual development that occurs in a particular place or thing. Technology: This is the use of mechanical arts and applied science. Technology here refers to systems, methods of organization and t echniques. Computer:A computer is a programmable mechanical device that accepts information or inputs, stores and manipulates data and brings out the result or output in numerical format.COMPONENTS OF A COMPUTER SYSTEM A general purpose computer has four major components namely: arithmetic and logic unit (ALU), control unit, memory and input/output devices. These parts are interconnected by buses often made of groups of wires. ARITHMETIC AND LOGIC UNIT (ALU) This unit carries out arithmetic and logic operations. According to Stokes (2007), the set of arithmetic operations that a particular arithmetic and logic unit supports may be limited to adding and subtracting or might include multiplying or dividing functions ( sine, cosine, etc) and square roots.While others represent real numbers with the use of floating point, some can only operate on whole numbers (integers) albeit, with limited precision. Arithmetic operation could be carried out by any programmed computer. Logic operation can be useful both for creating complicated conditional statements and processing Boolean logic. THE CONTROL UNIT The control unit which is often called a control system or central controller, manages the computer’s various components. It reads and interprets (decodes) the program instructions, transforming them into a series of control signals which activate other parts of the computer.In order to improve performance, the control system in advanced computer may change the order of some instructions. FUNCTION OF THE CONTROL SYSTEM It reads the codes for the next instruction from the cell indicated by the program counters. It decodes the numerical code for the instruction into a set of commands or signals for each of the other systems. Whatever data the instruction requires from cells in memory are read by the control system. Necessary data to an arithmetic and logic unit or register is also provided by the control system.If the instruction requires an ALU or specialized hard ware to complete, it instructs the hardware to perform the requested operation. It writes the results from the ALU back to a memory location or to a register or perhaps an output device. It could be observed that the sequence of operations gone through by the control unit to process an instruction is in itself like a short computer program. MEMORY The memory of a computer is seen as a list of cells into which numbers can be placed or read. Each cell has a numbered address and can store a single number.Anything such as numbers, letters can be represented by the information stored into the memory with equal ease. Software gives significance to what the memory sees as series of numbers. In almost all modern computers, each memory cell is set up to store binary numbers in gaps of 8bits or bytes. Each byte representing 256 different numbers (Stokes 2007). Several consecutive numbers may be used to store larger numbers. Computer memory is of two types or principal varieties: The Random Ac cess Memory (RAM) and Read Only Memory (ROM).Random Access Memory according to Inyang and Umoh (2003), is a part of primary memory that holds the programs being executed and the data to be worked upon. RAM also stores the result of a processed data, waiting to be transferred to output device or secondary storage device. It is a temporary memory and the content of RAM is erased when a computer is turned off and data stored in it can instantly be accessed. The storage of RAM is expressed in megabytes and its capacity or size limited. An area of RAM set aside for storage of most frequently accessed information is the CACHE memory.It is a temporary high speed data holding area between the memory and the central processing unit. RAM has four parts: the conventional memory which consist of the first 640KB of RAM, used by operating system and device drivers; Upper Memory Bound (UMB) located between 640KB and 1MB of RAM, used by device drivers: extended memory (XMS) which include direct acc ess memory above 1MB; and Expended memory: a special part of ram that is up to 32MB and exists outside the conventional memory. Read only memory (ROM) is preloaded with data and software that never changes, so the central processing unit (CPU) can only read it.ROM is typically used to store the computer’s initial start up instructions. It retains its data indefinitely. In a personal computer (PC), ROM contains a specialized program called the BIOS that orchestrates loading the computer’s operating system from the hard disc drive into RAM whenever the computer is turn on or reset. All of the required software may be stored in ROM in embedded computers which frequently do not have disc drives. Software stored in ROM is referred to as firmware because it is more like hardware than software. INPUT/OUTPUT DEVICEMeans by which information between the computer and outside world is exchanged is known as input/output. Peripheral includes input devices like keyboard and mouse, a nd output devices such as the display and printer. Hard disc drives, floppy disc drives and optical disc drives serve as both input and output devices. HISTORY OF COMPUTER Computer technology has changed today world to a global village. Since the field of computer is a vast sea, there are many options and benefits one can get from it. Internet is constant and rapidly growing source of information.People can get information or piece of required knowledge from any part of the world by just a few clicks on the websites. There is a rise in the need of more websites and knowledgeable sources as information is much easier to access. The early men counted by means of matching one set of object with another set. The history of modern computer begins with two separate technologies: automated calculation and programmability. The earliest known computing device was called ABACUS. It is the first counting device that was developed about 500BC (Umoh and Inyang, 2003).It is made up of wood and be ads. It has a role of any number of parallel wires, rods or grooves on or in slide of small beads or blocks. Strung beads which have different values were manually used to operate abacus. Bars were used in dividing the Abacus into two parts perpendicular to the rods. Bits moved in active position towards the bars and the ones towards the frame are ignored. Each bar signifies digits and least significant digits were on the right. Abacus was used in calculating (i. e. adding, subtracting, multiplying and dividing) numbers by moving the bit complex.In the 9th century, the Persian Mathematician Abu, Abdullah Muhammad Bin Musa Al-Khwarizni developed the concept of a written process followed to achieve some goals, and published a book on the subject that gave us its modern name Algorithm. In 1623, Wilhelm Schikard, a German Scientist invented a machine that used eleven complete and six incomplete sprocketed wheels that could add and with the aid of logarithm tables, multiply and divide. M any inventions have taken several centuries to develop into the modern forms and modern inventions are rarely the product of a single inventor’s effort.Many people each added a small contribution towards the development of the bits and pieces of a computer (including the software). Each person in this work contributed a part towards the development of computers. In 1642, a 19year old French boy, a philosopher and mathematician Blaise Pascal invented a mechanical adding machine called a Mechanical Calculator. It is like a modern desk calculator and contains numbers of wheel and uses gear system to perform arithmetic operations. Computations are carried out by a process of integer counting.In 1801, Punch cards were invented by a French Weaver called Joseph Marie Jacquard. These Punch Cards allowed his loom to automatically weave intricate patterns. Different parts were used in storing different patterns of holes that produced different designs. Punch Cards are used in processin g information in computers. The fusion of automatic calculation with programmability produced the first recognized computers. Charles Babbage, British Mathematician and inventor, invented mechanical computing machine – Babbage’s Analytical Engine.In 1820, it carried out complex arithmetic operations and made decisions based on its own computations. It was self-controlled and had two important parts which are the storage unit with memory device and arithmetic unit known as the Mill. It was the world’s first digital computer. Babbage’s contributed the idea of conditional transfer which gave way to comparison of quantities and modification of programs. The idea of a sequence of punch cards to produce a more flexible design was borrowed from the Jacquard’s pattern weaving loom. It performed functions like additions, subtraction, division and multiplication.