MAnaging Conflict Essay -- essays research papers

Managing Conflict What is conflict? Conflict is a natural disagreement resulting from individuals or groups that differ in attitudes, beliefs, values or needs. It can also originate from past rivalries and personality differences. Other causes of conflict include trying to negotiate before the timing is right or before needed information is available. Causes of conflict. 1. Lack of communication. There is a lack of communications. Failure to share ideas and feelings (between wife and husband for example) allows the other person to "fill in the gap." We "read in" what we think the other person will say or anticipate how the other person will respond. Then, we often suspect negative things which provokes anxiety, leading us to look for the worst. If this continues, trust becomes lower and we may become suspicious and defensive. 2. Value Conflict There is a value conflict in which two people have different attitudes, beliefs and expectations. These differences may interfere in making decisions if we are inflexible and hold rigid, dogmatic beliefs about the "right way" to do things. Different values and beliefs predispose two people to choose different goals or different methods to achieve the same goals. And, since each goal requires an investment of time, effort and some sacrifice, we cannot pursue one goal without sacrificing the other to some extent. 3. Lac...

Legal Writing

555 P. 2d 696 Supreme Court of New Mexico. Zelma M. MITCHELL, Plaintiff-Appellee, v. LOVINGTON GOOD SAMARITAN CENTER, INC. , Defendant-Appellant. No. 10847. Oct. 27, 1976. Appeal was taken from an order of the District Court, Bernalillo County, Richard B. Traub, D. J. , reversing a decision of the Unemployment Security Commission and awarding benefits to discharged employee. The Supreme Court, Sosa, J. , held that employee’s insubordination, improper attire, name calling and other conduct evidencing wilful disregard of employer’s interests constituted ‘misconduct’ disqualifying her from receiving certain unemployment benefits. Reversed. Attorneys and Law Firms *576 **697 Heidel, Samberson, Gallini & Williams, Jerry L. Williams, Lovington, for defendant-appellant. Gary J. Martone, J. Richard Baumgartner, Joseph Goldberg, Albuquerque, for plaintiff-appellee. OPINION SOSA, Justice. This case presents the issue of whether petitioner’s actions constituted misconduct so as to disqualify her from certain unemployment compensation benefits. On June 4, 1974, petitioner-appellee Zelma Mitchell was terminated for alleged misconduct from the Lovington Good Samaritan Center, Inc. On June 12, 1974, Mrs. Mitchell applied for unemployment compensation benefits. Finding that Mrs. Mitchell’s acts constituted misconduct, a deputy of the Unemployment Security Commission disqualified Mrs. Mitchell from seven weeks of benefits pursuant to s 59-9-6(B), N. M. S. A. 1953. On July 24, 1974, Mrs. Mitchell filed an appeal. The referee of the Appeal Tribunal reversed the deputy’s decision and reinstated these benefits to Mrs. Mitchell on August 28, 1974. On September 13, 1974, the Center appealed the decision of the Appeal Tribunal to the whole Commission pursuant to s 59-9-6(E), N. M. S. A. 1953. The Commission overruled the Appeal Tribunal and reinstated the seven week disqualification period. Mrs. Mitchell then applied for and was granted certiorari from the decision of the Commission to the District Court of Bernalillo County pursuant to s 59-96(K), N. M. S. A. 1953. On January 16, 1976, the District Court reversed the Commission’s decision and ordered it to reinstate the benefits to Mrs. Mitchell. From the judgment of the District Court, the Center appeals. The issue before us is whether Mrs. Mitchell’s actions constituted misconduct under s 59-9-5(b), N. M. S. A. 1953. Mrs. Mitchell started work at the Center in Lovington on July 4, 1972 as a nurse’s aide. After approximately one year on the job in addition to her normal duties she also served as a relief medications nurse two days per week. On June 4, 1974, she was terminated. The testimony concerning the events leading up to her termination that day is somewhat contradictory but basically is the following. Mrs. Mitchell arrived punctually to work at three p. m. The director of the Center, Mr. Smith, questioned her about why she was already filling in her time card. Mrs. Mitchell answered that she filled in eight hours, which she would work that day as long as she did not ‘break a leg or die. ’ Mr. Smith replied, ‘Well, I’m not so sure about that. ’ Mrs. Mitchell then became defensive and stated that she had supported him when the Director of Nurses, Mrs. Mary Stroope, sought to have him fired as director. Mrs. Stroope, in the vicinity, overheard this comment, denied it, and called Mrs. Mitchell a liar. At various times during this exchange Mrs. Mitchell referred to Mr. Smith, Mrs. Stroope, and others as ‘birdbrains. This occurred in a crowded area where the Center’s employees were checking in and out, so Mr. Smith told both to go into his office. There, Mrs. Stroope apologized to Mrs. Mitchell for calling her a liar and Mrs. Mitchell apologized for saying that Mrs. Stroope had circulated a petition to replace Mr. Smith. However, tempers soon flared again and Mr. Smith resolved to fire Mrs. Mitchell. Mrs. Mitchell then demanded her check. Mr. Smith paid her for that day, a week’s vacation, and another week’s salary for being terminated, which he was not required to do since Mrs. Mitchell failed to give him two weeks’ notice. 577 **698 Appellee Mitchell argues that the events of June 4, 1974, do not constitute misconduct within the meaning of s 59-9-5(b), supra. Appellant Center argues that these events were the last of a series of acts of misconduct, and the ‘birdbrain’ incident should be considered the ‘last straw’ resulting in her termination. Mitchell counters that the prior acts of misconduct should not be considered. The alleged acts of prior misconduct are the following. On April 2, 1974, Mrs. Mitchell went to work at the Center out of uniform (she wore gold pants rather than navy blue). On that day the Federal Regulation Inspectors visited the Center. Mrs. Mitchell stated that she did not know that the federal inspectors would be there that particular day. The Director of Nurses reprimanded her and told her to go home and to change into the proper attire, which Mrs. Mitchell refused to do. The following day Mrs. Mitchell again came to work out of uniform but this time she was directed to go and did go home to change. On May 24, 1974, Mrs. Mitchell was switched from medications to the floor routine. Angered, Mrs. Mitchell refused to give medications, even though the charge nurse and Mrs. Stroope explained to her that the reason for the switch was that she was familiar with both jobs whereas the replacement nurse, Carol Skurlock, was unfamiliar with the floor routine. Mrs. Mitchell stated that she did not like being replaced by a ‘white’ nurse’s aide (Carol Skurlock). Mrs. Mitchell considered herself and Carol to be just ‘birdbrain against birdbrain,’ apparently because neither she nor Carol was a licensed nurse. From May 24 to June 4 Mrs. Mitchell refused to perform her duties as a relief medications aide. On May 15, 1974, and other days, Mrs. Mitchell sang while counting medications and was not very co-operative, which caused Betty Clarke, R. N. , to complain that Mrs. Mitchell’s actions were unethical and time-consuming. The term ‘misconduct’ is not defined in the Unemployment Compensation Law. The Wisconsin Supreme Court in Boynton Cab Co. v. Neubeck, 237 Wis. 249, 259-60, 296 N. W. 636, 640 (1941) examined the misconduct subsection of its unemployment compensation act, found no statutory definition of misconduct, and formulated the following definition: . . ‘misconduct’ . . . is limited to conduct evincing such wilful or wanton disregard of an employer’s interests as is found in deliberate violations or disregard of standards of behavior which the employer has the right to expect of his employee, or in carelessness or negligence of such degree or recurrence as to manifest equal culpability, wrongful intent or evil design or to show an intenti onal and substantial disregard of the employer’s interests or of the employee’s duties and obligations to his employer. On the other hand mere inefficiency, unsatisfactory conduct, failure in good performance as the result of inability or incapacity, inadvertencies or ordinary negligence in isolated instances, or good faith errors in judgment or discretion are not to be deemed ‘misconduct’ within the meaning of the statute. We adopt this definition. Applying this definition of misconduct to the facts of the case before us, we hold that Mrs. Mitchell’s acts constituted misconduct. *578 **699 Mrs. Mitchell’s insubordination, improper attire, name calling, and other conduct evinced a wilful disregard of the interests of the Center. Although each separate incident may not have been sufficient in itself to constitute misconduct, taken in totality Mrs. Mitchell’s conduct deviated sufficiently to classify it as misconduct under the above test. Appellee’s argument that the ‘last straw’ doctrine should not be used is hereby rejected. The district court is reversed and the decision of the Commission is reinstated. McMANUS and EASLEY, JJ. , concur. 764 P. 2d 1316 Supreme Court of New Mexico. Billie J. RODMAN, Petitioner–Appellant, v. NEW MEXICO EMPLOYMENT SECURITY DEPARTMENT and Presbyterian Hospital, Respondents– Appellees. No. 17721. Nov. 30, 1988. The District Court, Bernalillo County, Ross C. Sanchez, D. J. , upheld administrative decision denying unemployment compensation to claimant. Claimant appealed. The Supreme Court, Ransom, J. , held that incident precipitating claimant’s termination demonstrated willful disregard for her employer’s interests. Affirmed. Stowers, J. , specially concurred and filed opinion. Attorneys and Law Firms **1317 *759 Juan A. Gonzalez, Legal Aid Society of Albuquerque, Inc. , Albuquerque, for petitioner-appellant. Connie Reischman, New Mexico Employment Sec. Dept. , Albuquerque, for respondents-appellees. OPINION RANSOM, Justice. An administrative decision of the New Mexico Employment Security Department denying unemployment compensation to Billie J. Rodman was reviewed on certiorari by the district court. Rodman now appeals to this Court from the order of the district court affirming the administrative decision. Rodman had been employed by Presbyterian Hospital as a unit secretary for nearly eight years when, on February 17, 1987, she was terminated under hospital personnel policies following a â€Å"third corrective action† notice. Prior restrictions had been placed on Rodman’s conduct due to personal problems adversely impacting upon her place of work. At issue is whether the misconduct which warranted termination from employment rose to the level of misconduct which would warrant denial of unemployment compensation under NMSA 1978, Section 51–1–7 of the Unemployment Compensation Law. The Department reasonably summarizes the substantial evidence as follows: Rodman was reprimanded in June of 1986 for receiving an inordinate number of personal telephone calls and visitors at her work station, which was disruptive to her own work and to her co-workers. The formal reprimand set forth conditions to prevent further corrective action. Rodman was to have no personal telephone calls during work hours outside of a designated break or dinner time, in which event they were to occur in an area not visible to patients, physicians, or other department staff. When leaving the department for dinner, Rodman was to report to her immediate supervisor and was not to leave the hospital. Rodman was to make every effort to resolve the matters in her personal life that were causing problems at work. Nevertheless, according to the testimony of her supervisor, extremely disruptive telephone calls continued. The doctors were beginning to comment on it. The staff was getting more distressed. According to her supervisor, â€Å"[A]gain we talked about the visits, the behavior at the desk. When it got pretty bad with the phone calls, Billie would slam charts, push chairs and be a little abrupt with the people she worked with. † Another written reprimand in November of 1986 warned Rodman that her job was in jeopardy if the disruptive behavior continued. The supervisor established restrictions prohibiting the claimant from having visitors at the department and instructed her to notify security if there was a potential problem. On February 15, 1987, Rodman began work at 1:00 o’clock in the afternoon. She had spoken to her boyfriend’s mother earlier in the day to tell her that she did not want him to use her car as she had broken off their relationship. The boyfriend’s mother called her at work and told her the boyfriend had her car keys. Rodman told the mother to have the boyfriend call her at work. When he did, she informed him that she could not talk to him at her duty station, and he hung up on her. He called her back and left a number where he could be reached. She left the work area and went to the break room to call him. After returning to her duty station, Rodman got another telephone call from her boyfriend who told her to go downstairs to the lobby to meet him and pick up the keys. When she refused, he told her that if she did not come down he would come up to her department. Claimant eft the department to confront her boyfriend, and, because her supervisor was at lunch in the hospital cafeteria, Rodman notified a co-worker, a registered nurse, that she was leaving. Rodman testified, â€Å"I didn’t want any kind of confrontation at the desk, so I went downstairs. † Before she left her desk, Rodman called the employer’s security guard and asked him to meet her in the lobby because she anticipated that a problem could develop. When Rodman got to the l obby, her boyfriend started yelling and forced her outside. In doing so, he tore her shirt. At this point the security guard arrived and observed them arguing. Rodman was in the passenger seat of her car. The security guard instructed the boyfriend to return the keys, but the boyfriend jumped into the driver’s seat, locked the doors and drove off. About thirty-five minutes later, Rodman returned to her work station, after having changed her torn shirt. She resumed working, but, as the shift progressed, more telephone calls were received for her in the department. The supervisor became frustrated with the volume of calls and the behavior of Rodman. It was determined that Rodman should be sent home. Thereafter she was terminated. The Appeals Tribunal of the Department of Employment Security found on the basis of the evidence that the appellant had proven unwilling to restrict her personal contacts while at work, as requested by her employer. The hearing officer dismissed as without **1319 *761 merit Rodman’s contention that she could not stop her acquaintances from calling or visiting her at work. The hearing officer concluded that Ms. Rodman’s behavior was unreasonable, had caused many problems for her work section, and constituted misconduct connected with work under Section 51–1–7(B). The Meaning of â€Å"Misconduct† in New Mexico’s Unemployment Compensation Law. Given the remedial purpose of the Unemployment Compensation Law, New Mexico courts, like most jurisdictions, interpret the provisions of the law liberally, to provide sustenance to those who are unemployed through no fault of their own, and who are willing to work if given the opportunity. Wilson v. Employment Sec. Comm’n, 74 N. M. 3, 14, 389 P. 2d 855, 862–63 (1963); Parsons v. Employment Security Comm’n, 71 N. M. 405, 409, 379 P. 2d 57, 60 (1963). Like most states, New Mexico also provides that an employee who is determined to have been discharged for â€Å"misconduct† is ineligible for unemployment compensation benefits. 51–1–7(B). Two purposes are served by this statutory bar: first, it prevents the dissipation of funds for other workers; second, it denies benefits to those who bring about their own unemployment by conducting themselves with such callousness, and deliberate or wanton misbehavior that they have given up any reasonable expe ctation of receiving unemployment benefits. Given the remedial purpose of the statute, and the rule of statutory construction that its provisions are to be interpreted liberally, the statutory term â€Å"misconduct† should not be given too broad a definition. Accordingly, in adopting the majority definition of the term, this Court wrote in Mitchell v. Lovington Good Samaritan Center, Inc. , 89 N. M. 575, 577, 555 P. 2d 696, 698 (1976): â€Å"[M]isconduct† * * * is limited to conduct evincing such wilful or wanton disregard of an employer’s interests as is found in deliberate violations or disregard of standards of behavior which the employer has the right to expect of his employee, or in carelessness or negligence of such degree or recurrence as to manifest equal culpability * * *. M]ere inefficiency, unsatisfactory conduct, failure in good performance as the result of inability or incapacity, inadvertencies or ordinary negligence in isolated instances, or good faith errors in judgment or discretion are not to be deemed â€Å"misconduct† within the meaning of the statute. Where an employee has not acted with the requisite degree of â€Å"fault† under Mitchell, he or she has not sacrificed a reasonable expectati on in continued financial security such as may be afforded by accrued unemployment compensation benefits. It is therefore possible for an employee to have been properly discharged without having acted with such willful or wanton disregard for an employer’s interests as would justify denial of benefits. This Court recognized in Alonzo v. New Mexico Employment Security Department, 101 N. M. 770, 689 P. 2d 286 (1984), that even an act of willful disobedience which leads to termination will not always rise to the level of â€Å"misconduct† when the act is an isolated incident in an otherwise favorable employment history and the incident does not cause a significant disruption of the employer’s legitimate interests. Trujillo v. Employment Sec. Dep’t, 105 N. M. 467, 472, 734 P. 2d 245, 250 (Ct. App. 1987) (where employment contract gave employer the right to draft employees to work overtime in emergency situations significantly affecting the employer’s interests, it was â€Å"misconduct† for appellees to have refused to report for overtime work). Alonzo and Trujillo demonstrate that there are two components to the concept of misconduct sufficient to justify denial of benefits. One is the notion that the employee has acted with willful or wanton disregard for the employer’s interests; the other is that this act significantly infringed on legitimate employer expectations. *1320 *762 Totality of circumstances and the â€Å"last straw† doctrine. Often, the courts have been confronted with a series of minor infractions by the employee, where each incident showed a willful disregard of the employer’s interests, but no single incident was serious enough to justify denial of benefits. In su ch cases, courts have applied a â€Å"totality of circumstances† or â€Å"last straw† test to determine whether, taken together, this series of incidents constitutes misconduct sufficient to disqualify the claimant from receiving benefits. Mitchell v. Lovington Good Samaritan Center, Inc. 89 N. M. 575, 555 P. 2d 696 (1976). Rodman recognizes the â€Å"last straw† doctrine, but contends that the district court erred in applying the rule in this case because her infractions of February 15 were the result of acts of third parties over whom she had no physical or legal control. Appellant contends that she may not be denied unemployment benefits where the â€Å"last straw† which led to her termination was not willful or intentional, especially where, under the employer’s personnel policy, she could not have been discharged at all before this final incident. The Department contends that it is immaterial whether the precipitating act was a willful or intentional violation of the employer’s rules, where the record indicates that the claimant had a history of previous acts which demonstrate a willful or wanton disregard for the employer’s interests, and the employer discharged the employee for the accumulation of events, including the precipitating event. Fort Myers Pump & Supply v. Florida Dep’t of Labor, 373 So. 2d 429 (Fla. Dist. Ct. App. 1979). Although Fort Myers does offer support for the appellee’s position, we believe termination for a series of incidents which, taken together, may constitute â€Å"misconduct† is distinguishable from termination for a single incident following one or more corrective action notices. In the latter event, as here, we hold that the â€Å"last straw† must demonstrate a willful or wanton disregard for the employer’s interests for unemployment benefits to be denied. If substantial evidence existed that Rodman’s conduct on February 15, considered in light of the totality of ircumstances including her previous history of personal phone calls and unauthorized visitors, showed a willful or wanton disregard for her employer’s interests, then Rodman’s benefits were properly denied. Although the evidence in this case is amenable to more than one reasonable interpretation, we conclude that there was a substantial basis for the district court to decide t hat Rodman’s actions on February 15, when considered in light of the restrictions which had been placed upon her and her previous failure to comply with those restrictions, demonstrated a willful disregard for her employer’s interests. Therefore, the decision of the district court is affirmed. IT IS SO ORDERED. WALTERS, J. , concurs. STOWERS, J. , specially concurs. 769 P. 2d 88 Supreme Court of New Mexico. In re Claim of Lucy APODACA. IT’S BURGER TIME, INC. , Petitioner–Appellee, v. NEW MEXICO DEPARTMENT OF LABOR EMPLOYMENT SECURITY DEPARTMENT, BOARD OF REVIEW and Lucy Apodaca, Respondents–Appellants. No. 17952. Feb. 22, 1989. Employer filed writ of certiorari to challenge Employment Security Department’s award of unemployment compensation to fast-food restaurant employee who refused to retint her purple hair. The District Court, Dona Ana County, Lalo Garza, D. J. reversed award of benefits. Employee appealed. The Supreme Court, Ransom, J. , held that evidence supported Department’s award of benefits. Reversed and remanded. Attorneys and Law Firms **89 *176 Jose R. Coronado, Southern New Mexico Legal Services, Inc. , Las Cruces, Connie Reischman, New Mexico Dept. of Labor, Albuqu erque, for respondents-appellants. Kelly P. Albers, Lloyd O. Bates, Jr. , Las Cruces, for petitioner-appellee. OPINION RANSOM, Justice. A determination by the Board of Review of the New Mexico Employment Security Department awarding unemployment compensation to Lucy Apodaca was reversed by the district court on certiorari. Apodaca appeals the district court decision, arguing that the court erred in finding the administrative determination was unsupported by substantial evidence and was contrary to law. We conclude substantial evidence supports the Board of Review decision that the conduct leading to Apodaca’s termination did not constitute misconduct warranting denial of unemployment compensation under Section 51–1–7(B) of the Unemployment Compensation Law. Accordingly, we reverse the district court. Apodaca was employed as a counter helper from August 1986 to August 1987 with It’s Burger Time, Inc. Apodaca’s supervisors had no complaints concerning the performance of her work. Several times during the summer of 1987, Apodaca approached the store manager, John Pena, to ask how the owner, Kevin McGrath, would react if she were to dye her hair purple. Pena did not at first take the question seriously. When Apodaca persisted, Pena told her that he would have to ask McGrath. Apparently, he never did so. After several weeks, Apodaca went ahead and dyed her hair. McGrath saw Apodaca’s tinted hair for the first time at work two days later. He instructed Pena to give Apodaca a week to decide whether she wanted to retain her new hair color or her job. In a letter to the Board of Review, McGrath wrote that he had a good sense for community standards and believed he could not afford to wait until â€Å"this incident [took] it’s [sic] toll on my business. † Apodaca had signed the company handbook upon being hired, which instructed employees about acceptable hygiene and appearance. The handbook said nothing specific about hair color. Pena relayed McGrath’s message to Apodaca and suggested she make up her mind quickly so he could find someone to replace her if necessary. Two days later, Apodaca told Pena she had decided to keep her hair the way it was. She was then terminated and applied for unemployment benefits. The Department initially determined that Apodaca was ineligible for compensation because she had been terminated â€Å"for refusing to conform to the standards of personal grooming compatible with the * * * work [she was] performing. † The claims officer concluded this constituted misconduct under Section 51–1–7(B). Apodaca appealed to the Appeals Tribunal, which affirmed the denial of her benefits after a hearing. She appealed the Tribunal’s decision **90 *177 to the Department’s Board of Review. After reviewing the record of the hearing, the Board concluded that the employer failed to show how the color of Apodaca’s hair affected its business; therefore, her refusal to return her hair to its original color did not rise to the level of â€Å"misconduct† required for denial of her benefits. For review of the Board’s decision, the employer filed a writ of certiorari with the Dona Ana County District Court. The district court determined Burger Time’s request to Apodaca to change the color of her air was reasonable and enforceable and Apodaca’s refusal of that request was misconduct. The court concluded that the Board of Review’s decision was not supported by substantial evidence and was contrary to the law and reversed the decision granting Apodaca her benefits. This appeal followed. In reviewing the district court decision, we look first to see whether the court erred in concluding that the Department’s decision was unsupported by substantial evidence. Because we conclude that the court erred in this determination, it is unnecessary for us to examine the findings and conclusions adopted by the court. Misconduct and the employer’s interest. Both Apodaca and Burger Time agree that the definition of â€Å"misconduct† as used in Section 51–1–7(B) is to be found in this Court’s opinion in Mitchell v. Lovington Good Samaritan Center, Inc. , 89 N. M. 575, 577, 555 P. 2d 696, 698 (1976): â€Å"[M]isconduct† * * * is limited to conduct evincing such wilful or wanton disregard of an employer’s interests as is found in deliberate violations or disregard of standards of behavior which the employer has the right to expect of his employee, or in carelessness or negligence of such degree or recurrence as to manifest equal culpability. * * [M]ere inefficiency, unsatisfactory conduct, failure in good performance as the result of inability or incapacity, inadvertencies or ordinary negligence in isolated instances, or good faith errors in judgment or discretion are not to be deemed â€Å"misconduct† within the meaning of the statute. Apodaca d oes not deny that her refusal to redye her hair was an intentional and deliberate act. At issue in this case is whether an employee who refuses to alter her personal appearance in conformity with the employer’s personal beliefs about acceptable community standards has engaged in misconduct. The employer argues, and the district court apparently agreed, that so long as the request is reasonable and the employee is given adequate time to comply, refusal amounts to â€Å"insubordination and misconduct. † We disagree. In Alonzo v. New Mexico Employment Security Department, 101 N. M. 770, 772, 689 P. 2d 286, 288 (1984), we recognized that termination for an isolated incident which does not â€Å"significantly affect[ ] the employer’s business† may not form the basis for denial of benefits on the grounds of misconduct. In Alonzo, an employee was terminated after refusing to wear a smock when working at the cash register as required by company policy. Id. at 771, 689 P. 2d at 287. As here, the employee’s previous work history was completely satisfactory, and there was no evidence that the employer’s business interests had been affected. Alonzo should be compared with Trujillo v. Employment Security Department, 105 N. M. 467, 471–72, 734 P. 2d 245, 249–50 (Ct. App. 987), which held that failure to report for overtime work pursuant to an employment contract provision allowing the employer to draft employees in emergency situations constituted misconduct, when the evidence demonstrated that the orders directing employees to report early to work were explicit and not confusing. In Trujillo, unlike Alonzo, failure to comply with the employer’s request was recognized as having significantly affected the employer’s interest. See also Thornton v. Dep’t of Hum an Resources Dev. , 32 Cal. App. 3d 180, 107 Cal. Rptr. 92 (1973) (refusal of restaurant employee to shave beard immediately or be terminated was not misconduct when employer failed to show that beard was unsanitary or otherwise detrimental to business); cf. Lattanzio v. Unemployment Comp. Bd. of Rev. , 461 Pa. 392, 336 A. 2d 595 (1975) (claimant’s refusal to report back to work was for good cause when employer demanded he shave beard but no evidence supported contention that requested alteration in appearance was essential to performance of duties other than employer’s vague assertion that claimant’s â€Å"modish† appearance might reflect unfavorably on business). In this case, there is absolutely no evidence that the color of Apodaca’s hair significantly affected Burger Time’s business. McGrath and Pena both testified they received no customer complaints regarding the color of Apodaca’s hair. Apodaca’s immediate supervisor, testifying in her behalf, reported that the only comments she heard were compliments and that Burger Time’s customers had readily registered complaints in the past when they found something amiss. Under these circumstances, the Board of Review could properly decide that Apodaca’s refusal to retint her hair did not rise to the level of misconduct. Burger Time argues that none of our previous cases require an employer to demonstrate its business was affected by an employee’s refusal to comply with a request from the employer. However, it is well established in New Mexico that the party seeking to establish the existence of a fact bears the burden of proof. See Newcum v. Lawson, 101 N. M. 48, 684 P. 2d 534 (Ct. App. 1984); Carter v. Burn Constr. Co. , 85 N. M. 27, 508 P. 2d 1324 (Ct. App. ), cert. denied, 85 N. M. 5, 508 P. 2d 1302 (1973); Wallace v. Wanek, 81 N. M. 478, 468 P. 2d 879 (Ct. App. 1970); cf. Moya v. Employment Sec. Comm’n, 80 N. M. 39, 450 P. 2d 925 (1969) (when claimant sought to establish that he ought not be disqualified from receiving benefits because the position for which he refused to interview was not suitable employment, he bore burden of proof on this issue). In this case, pursuant to Department regulations requiring an employer to report why a claimant was fired or have that claimant’s benefits charged against the employer’s account, Burger Time submitted a letter stating that Apodaca refused to comply with company grooming standards. At each subsequent stage of the administrative process and before the district court, Burger Time sought to establish that Apodaca was terminated for misconduct. It therefore fell upon Burger Time to show that Apodaca’s refusal to change the color of her hair amounted to misconduct under the standard considered in Alonzo and Trujillo. This, Burger Time failed to do and thus failed to meet its burden of proof. Moreover, Apodaca presented uncontroverted testimony that no customers complained, and some complimented her for her hair. We do not question Burger Time’s right to establish a grooming code for its employees, to revise its rules in **92 *179 response to unanticipated situations, and to make its hiring and firing decisions in conformity with this policy. However, as we noted in Rodman, â€Å"It is * * * possible for an employee to have been properly discharged without having acted [in a manner] as would justify denial of benefits. † 107 N. M. at 761, 764 P. 2d at 1319. 2 Definition of misconduct and the right to terminate. Although not directly presented on appeal in this case, we note that in their decision letters both the Appeals Tribunal and the Board of Review used the following definition: â€Å"The term ‘misconduct’ connotes a material breach of the contract of employment or conduct reflecting a willful disregard of the employer’s best interests. (Emphasis added. ) We rejected this definition in Rodman, 107 N. M. at 763, 764 P. 2d at 1321, as inconsistent with the Mitchell standard requiring a willful or wanton disregard of the employer’s interests. The use of the term â€Å"or† implies that any breach of the employment contract sufficient to warrant discharge of the employee serves as adequate grounds for denial of benefits, whether or not the employee acted in a willful or wanton manner. Where an employee has not acted with the requisite degree of ‘fault’ under Mitchell, he or she has not sacrificed a reasonable expectation in continued financial security such as may be afforded by accrued unemployment compensation benefits. † Id. at 761, 764 P. 2d at 1319. The decision of the trial court is reversed, and this case is remanded for entry of judgment consistent with the decision of the Board of Review. IT IS SO ORDERED.

The Transition From High School Into College Essay

The transition from high school into college is undoubtedly a very important time in the lives of many young people. It is a huge step, and a huge change. There are some who cling to their fading high-school life, reluctant to let go and move on. Many of my friends would fall under this category. Some of them seem more prepared for the increasingly near future than others, and they will have varying degrees of success in beginning their college experience, be it near home or hours away. But Natalie is different than they are. Rather than getting caught up in the sentimentality of it all, she is embracing the looming future with open arms. Natalie Rogers is ready to move on. She is an 18-year-old senior at Coleman High School, and she feels absolutely prepared to move into the next stage of her life. This puts her in the national minority. According to a country-wide survey, 45% of high school seniors feel prepared for college and a career. She’s not alone, however, in looking forward to the freedom and independence generally associated with college life. â€Å"I’m really excited that I get to be on my own, make a lot of my own decisions, and kind of learn how to be independent. Because I haven’t gotten a lot of that†. One thing that has become apparent to me is the value that Natalie places on independence. However, in certain situations, she does consider herself to be dependent on others, sometimes very much so. I asked her if she considered herself to be an independentShow MoreRelatedThe Transition From High School Into College897 Words   |  4 Pages The transition from high school into college can be one that many students can struggle with. There are so many things that have to be adjusted to that things can seem overwhelming at times. This is something that those who choose to go to college have to go through though. One of the big things that students find difficult is the ability to adjust to the style of writing that is required in this higher level of education. They are accustomed to the typical format of shallow writing that is satisfactoryRead MoreCurrent Levels Of Academic Achievement And Functional Performance926 Words   |  4 Pages Transition Plan Student Name: Projected Date of Graduation: Date of Transition Plan: Participants in the Plan: A) Current Levels of Academic Achievement and Functional Performance: 1. Strengths of Student: Jayland is a high school student who is bright, talkative and personable. Jayland excels in Science winning the science fair on his project on rocks. Jayland got A’s while taking online course work as he finds it easy to use the computer. Jayland is in an AP science class and honors EnglishRead MoreTransition Interview : Susan Nixon, The Coordinator Of Learning And Programming At Old Dominion University Essay781 Words   |  4 Pages Transition Interview For my transition interview I interviewed Susan Nixon, who is the coordinator of learning and programming at Old Dominion University. Her job entails helping students with disabilities transition from high school to college. When students with disabilities are in high school they have an IEP or 504 to help them. However, when they come to college they no longer have an IEP, they become protected under the Americans with Disabilities Act. During my interview with Ms. NixonRead MoreCollege Graduation Speech Outline1497 Words   |  6 PagesI. INTRODUCTION A. How many years have you been in school? How many of you ever thought that once I enter college that I will have a lot of freedom? Have you ever considered how much your life will change once you enter college? B. Many of you upcoming freshman probably think that college is the same school except you have more freedom, especially now that you are consider as an adult but your whole life changes completely from how you behave in front of people, or whom you talk to, butRead MoreCollege Education : High School College886 Words   |  4 Pagesthe freshman myth is high school seniors that get affected by the transition from college life. They are overly optimistic and confident in their ability to manage the challenges they will encounter in college. This freshman myth being blamed on by high school because in high school there is no help preparing students for the transition from high school to college, giving future students high expectation on academic, social and personal experiences for when entering college. But this becomes a dominoRead MoreTransitions Of Career Development And Transition Programs836 Words   |  4 PagesTransitions occur throughout life and there are numerous tran sitions students face within the school setting. Since school counselors support students in academic, career and college, and social and personal development, school counselors are in key positions to provide students with opportunities, equity, and access to programs that support smooth transitions and college and career readiness (Erford, 2015). Career development and transition programs are important because they support they can provideRead MoreCollege Dropouts Essay929 Words   |  4 PagesMany high school students succeed with a little leniency through their four years. The transfer from high school to college becomes overwhelming and a struggle for some. For students do not comprehend the importance of changing more than their location during the transition. A student must be psychologically, physically, and emotionally mature to pursue college and not venture into a point of no return. Dropping out of college makes the outlook of the conversion difficult to acquire. Indiv idualsRead MoreThe Little Things Count : College Versus High School1083 Words   |  5 PagesWhen the little things count: college versus high school When you change from the world being a reliant teenager to an young adult you go through a series of life transitions and educational stages. Society marks the educational jump from being a teenager to an adult in a stereotypical way, you are expected to go from high school to college. While attending high school it is the goal of those teachers to prepare you for this aperture into the unknown. Learning important lessons like getRead MoreStruggles with Stages of Development and Transition Points and How It Affects Identity1674 Words   |  7 PagesStruggles with Stages of Development and Transition Points and How It Affects Identity There are many developmental milestone events and transition points that help form the identity of an individual. As one transitions from milestone to another, they are not necessarily losing or gaining anything, but are adapting to their new stage in life (Bjorklund, 2011). These transitions can affect other domains of human development including: physical changes, cognitive changes, personality or identity, socialRead MoreThe Transition Times. Graduation Is One Example Of A Time1240 Words   |  5 PagesThe Transition Times Graduation is one example of a time of celebration and honor. It is the reward you receive for multiple years of difficult work and perseverance. It is also an extremely bittersweet occasion because often times you are required to make difficult decisions. Decisions that could take you away from everyone and everything you have ever known. This is known as a time of transition. Honestly, it seems a bit anticlimactic that after all the emotions and preparation you do beforehand

Teaching Conversational Skills Tips and Strategies

Teaching conversational skills can be challenging as not only English skills are required. English students who excel in conversation tend to be those with self-motivated, outgoing personalities. However, students who feel they lack this skill are often shy when it comes to conversation. In other words, personality traits that dominate in everyday life tend to appear in the classroom as well. As English teachers, its our job to help students improve their conversational skills, but often teaching is not really the answer. The Challenge Generally speaking, most English learners feel that they need more conversation practice. Grammar, writing and other skills are all very important, but, for most students, conversation is the most important. Unfortunately, teaching conversational skills is much more challenging than teaching grammar  as the focus is not on accuracy, but on production. When employing role-plays, debates, topic discussions, etc., some students are often timid in expressing their viewpoints. This seems due to a number of reasons: Students dont have an opinion on the subject.Students have an opinion but are worried about what the other students might say or think.Students have an opinion but dont feel they can say exactly what they mean.Students begin giving their opinion but want to state it in the same eloquent manner that they are capable of in their native language.Other, more actively participating students, feel confident in their opinions and express them eloquently making the less confident students more timid. Pragmatically, conversation lessons and exercises should first focus on building skills by eliminating some of the barriers that might be in the way of production. Here are some suggestions to help free up students in conversation. Point out that its not necessary to always speak the truth in class. In fact, not worrying about exactly what happened can help free up students.Create lesson plans that focus on functional skills such as asking for permission, disagreeing, etc. rather than open-ended lessons that students might find vague.Set micro-tasks such as the use of specific verbs, idioms, etc. within overall speaking tasks.  Use tasks such as information gathering or problem-solving activities that encourage students to communicate in English in order to complete the tasks. Here is a closer look at some of these ideas: Focus on Function   Its important to help students become familiar with language functions rather than focusing on a grammar-based approach when developing lessons to help with conversational skills. Start off simple with functions such as: Asking permission, stating an opinion, ordering food in a restaurant, etc.   Explore grammar issues by asking what linguistic formulas should be used to achieve the desired results. For example, if you are comparing two sides of an argument which forms might be helpful (comparative, superlative, would rather, etc). Use formulas to encourage correct usage such as: How / What about Verb Ing for making suggestions - How about taking a trip to San Diego?Would you mind Verb Ing for making requests -  Would you mind giving me a hand?Would you rather Verb or Verb  for asking for preferences -  Would you rather take the train or drive? Expand this approach slowly by asking students to create short role plays using cue cards. Once students become comfortable with target structures and representing differing points of view, classes can move onto more elaborated exercises such as debates and group decision-making activities.   Assign Points of View Ask students to take on a specific viewpoint. Sometimes, its a good idea to ask students to try to state opinions that they dont necessarily share. Having been assigned roles, opinions, and points of view that they do not necessarily share, students are freed from having to express their own opinions. Therefore, they can focus on expressing themselves well in English. In this way, students tend to concentrate more on production skills, and less on factual content. They also are less likely to insist on literal translations from their mother tongue. This approach bears fruit especially when debating opposing points of view. By representing opposing points of view, students imaginations are activated by trying to focus on all the various points that an  opposing  stand on any given issue may take. As students inherently do not agree with the view they represent, they are freed from having to invest emotionally in the statements  they make. More importantly, from a pragmatic point of view, students tend to focus more on correct function and structure when they do not become too emotionally involved in what they are saying. Of course, this is not to say that students should not express their own opinions. After all, when students go out into the real world they will want to say what they mean. However, taking out the personal investment factor can help students first become more confident in using English. Once this confidence is gained, students - especially timid students - will be more self-assured when expressing their own points of view. Focus on Tasks Focusing on tasks is quite similar to focusing on function. In this case, students are given specific tasks they must complete in order to do well. Here are some suggestions on tasks that can help students practice their conversational skills: Create student surveys to gather information.Teamwork activities such as treasure hunts.Board games.Build something - group activities such as a science project or presentations allow everyone to join in the fun. Quick Review Decide whether the following statements are true or false. Its a good idea to have students report their experiences truthfully and in great detail.General conversational activities are best for more advanced students while beginner should focus on functions.Assigning a point of view helps students focus on linguistic accuracy rather than stating exactly what they believe.Problem-solving teamwork  tasks should be avoided as they are not realistic.Outgoing students tend to be better at conversational skills. Answers False - Students shouldnt have to worry about telling the exact truth because they might not have the vocabulary.True - Advanced students have the linguistic skills to deal with broader issues.True - Assigning a point of view can help free up students to focus on form rather than on content.  False - Problem solving requires teamwork and conversational ability.True - Motivated outgoing students tend to allow themselves to make mistakes and thus speak more freely.

Death in Masque of the Red Death by Edgar Allan Poe

Masque of the Red Death by Edgar Allan Poe In the short story â€Å"Masque of the Red Death† By: Edgar Allen Poe he delivers the theme of age old inevitability of death and futility of trying to escape death, the setting of his story is based during a time when the bubonic â€Å"black† plague took over Europe. The black plague was a bacterium that survived in rats and rodents, human beings became infected when they got bitten by the fleas that lived on these rodents and rats; you knew you had gotten infected by several symptoms such as bleeding in the lungs, high fever and delirium but the most outstanding symptom was bubos. Now Bubos are painful lymph nodes that appear usually in the armpits, legs, neck or groin areas, if the infected†¦show more content†¦Shortly after their discovery each and every invited wealthy guest fell to their untimely death from becoming infected by the â€Å"red death†. Now the reason why the wealthy thousand died was because the â€Å"Red Death† infiltrat ed the whole castle by the unwelcomed guest that appeared earlier in the short story, in the end darkness, decay and the red death have at last triumphed. In conclusion death knows no difference between the wealthy persons and the less fortunate people to death we are all the same, when your time comes you cannot escape death by running, hiding, or confining yourself and your friends in a castle guarded by tall walls and iron gates Edgar Allan Poe born in 1809 to traveling actors from Boston, at the delicate age of one his mother died of tuberculosis, overwhelmed by such sorrow his father deserted him at the age of two left in abandonment he was adopted by a lovely couple Mr. and Mrs. John Allan. As time passed he only studied a brief time at the University of Virginia, his behavior and gambling habits kept him from becoming successful at UVA. In 1836 he married a young woman named Virginia who happen to be only fourteen years of age and his cousin, In 1846 he lost his wife to a long lifetime illness because of his loss he became addicted to more than just drinking he became addicted to drugs such as morphine and opium. The last twelve years of his life he worked as a journalist, editor and creative writer. Sadly in 1849 Edgar Allan Poe diedShow MoreRelatedThe Masque Of The Red Death By Edgar Allan Poe Essay1712 Words   |  7 PagesEdgar Allan Poe is a well known profound writer because of his great works of fiction through short stories and poetry. Often times inciting fear and suspense into readers by the use of tone and subject in a various literature ways. Evidently in stories such as The Masque of the Red Death, The Tale-Tell Heart, and The Raven being that they are all well known. Poe an unforgettable writer, because of his horror stories and writing style has created stories and poems that are classical and often spokenRead MoreThe Masque Of The Red Death By Edgar Allan Poe1769 Words   |  8 Pagesâ€Å"isolation† is used, most people think of it as an action performed in solitude. It brings to mind an empty space in which one person resides, far from all others. However, isolation does not always occur in a singular sense. In â€Å"The Masque of the Red Death† by Edgar Allan Poe, isolation is used by a large population as a means of safety. In â€Å"The Thing Around Your Neck† by Chimananda Ngozi Adichie, isolation occurs among crowds of people and even in the company of someone close to one’s heart. In bothRead MoreThe Masque Of The Red Death By Edgar Allan Poe2034 Words   |  9 Pagesatmosphere exudes a dream-like quality, which calls into question if the events are simply a product of one’s imagination. This situation is comparable to that of â€Å"The Masque of the Red Death† by Edgar Allan Poe. Originally published in 1842, this narrative t ells the story of a wealthy noble, Prince Prospero. An extremely deadly plague, the Red Death, has devastated the land, and Prince Prospero invited a group of a thousand friends to one of his abbeys to hide away from the disease. Everything about the partyRead MoreEdgar Allan Poe s The Masque Of The Red Death1300 Words   |  6 Pagesmovement took action during the mid-eighteen hundreds in which Poe wrote his short story, Masque of the Red Death According to Edgar Allan Poe in his short story, â€Å"The Masque of the Red Death† â€Å"No pestilence had ever been so fatal, or so hideous.† Even though plagues had been common throughout the years, none of them had been as hideous as society was during the Movement. In his short story â€Å"The Masque of the Red Death†, Edgar Allan Poe demonstrates that people are naturally born evil, during the Anti-TranscendentalismRead MoreEdgar Allan Poe s The Masque Of The Red Death1225 Words   |  5 Pagesstories of tribes, to colonial poems, to the twisted mind of Edgar Allan Poe, there is a connection. Poe’s â€Å"The Masque of the Red Death† may not seem to portray the ideas of religion but through close examination, the association will become less cloudy. Poe’s use of symbolism, narrator, word choice, helps readers unmask the idea of religion. Poe’s use of symbolism is very evident throughout the story of â€Å"The Masque of the Red Death†. Much has been made about the meaning of the rooms that fillRead MoreThe Masque Of The Red Death By Edgar Allan Poe And Shirley Jackson1219 Words   |  5 Pagesa writer masterfully orchestrates their piece of literature to capture and intrigue an audience, the author utilizes a certain depth in the piece, where their vernacular elicits emotions. The short stories written by Edgar Allan Poe and Shirley Jackson, â€Å"The Masque of the Red Death† and â€Å"The Summer People†, produce an unexpected ending. The key to creating feelings of tension and suspense lies within their command of literary elements. Each of these aspects contribute toward the bigger pictureRead MoreLiterary Analysis Of Edgar Allan Poe s The Masque Of The Red Death1409 Words   |  6 PagesA Literary Analysis of Edgar Allan Poe’s â€Å"The Masque of the Red Death† Edgar Allan Poe is popularly known as a Gothic short story writer. He has produced many gruesome stories, including the short story â€Å"The Masque of the Red Death†. In this short tale, Prince Prospero decides to lock himself and his friends of the court into a magnificently decorated abbey to escape becoming ill of a disease which has caused half the people in his land to perish. The Prince provides indulgences and throws partiesRead MoreMasque Of The Red Death By Edgar Allan Poe Analysis758 Words   |  4 PagesEdgar Allen Poe is famous for his distinct style of writing. Authors use stylistic elements to create an effect on their writing that develops a voice. Factors such as Edgars past has influenced his writing and has contributed to his style. In his literary works, Poe uses figures of speech such as irony, similar point of views, and allegory to establish his voice as an author. Figures of speech such as irony are used by Poe to create his style. In Masque of the Red Death it states, No pestilenceRead MoreComparative Essay- Rachel Orbach In â€Å"The Masque of the Red Death† by Edgar Allan Poe, and â€Å"To900 Words   |  4 Pages Comparative Essay- Rachel Orbach In â€Å"The Masque of the Red Death† by Edgar Allan Poe, and â€Å"To Build a Fire† by Jack London, both authors use similar protagonists who unwillingly have to face their death. Prince Prospero, in â€Å"The Masque of Red Death†, is avoiding a deadly plague by hiding in his castle with his kinsmen, and the man in â€Å"To Build a Fire† is traveling in the freezing weather trying to abstain from hypothermia and death. Prince Prospero and the man, while different from one anotherRead MoreCompare And Contrast The Style Of Edgar Allan Poe And The Masque Of The Red Death1018 Words   |  5 Pagesjust by reading it once. Edgar Allen Poe has a very distinct style one will see. Through themes, symbolism and tone, Poe is easily distinguished from other writers by having a style that is very dark, and suspenseful. Poe uses recurring themes that set him apart and emphasize the dark suspenseful style. One of the most common themes he uses is death, found in almost all of Poes works. In A Cask of Amantillado, it is centered around Montressor killing Fortunato, death being the only thought he

Behavior and Environment Human Decision Processes

Question: Discuss about the Behavior and Environment Human Decision Processes. Answer: Introduction: There are many problems related with the problem of littering and making the park dirty that includes blocking of drains, high cost expense for cleaning of the park, and polluting the parks environment (Stern, 2000). It is important for keeping the environment clean and green of the Sydney Olympic Park. However, there has been growth of the littering and it has been continuously rising with the passage of time. Targeted elements for the problem The Littering is the process of throwing away and leaving the waste rubbish in a state of lying around at public places (Bateson et al., 2013). The waste materials include cigarette butts, plastic bags, and other paper items. The main cause for the problem of littering is the human habit of throwing away of the garbage and waste materials anywhere. The laziness of people to throw away the trash in the dustbin had resulted in causing the problem of littering. Hence, it is important for making them realize the importance of keeping the park clean. The Government had spent around $300 million for cleaning the littering and garbage that has been lying in the city all over (Steg Vlek, 2009). The garbage or waste that should be targeted for removal from the park includes cigarettes, wrappers, and plastic bags. These items when get into the drain, blocks the pipeline overflowing the drain water. It would help in maintaining the clean surroundings of the Sydney Olympic Park. Change implementation for Littering The use of information intervention would be helpful for dealing with the issue of littering. The information intervention is useful for providing information, facts, and significance to people with the aid of comprehensive instructions (Heyduck Glattacker, 2013). The people who are daily visitors of Sydney Olympic Park should be targeted for the intervention and be provided with instructions on how to keep their surroundings clean. The intervention would help in assisting people for getting accustomed to the process of keeping their surrounding clean by making them aware of the problems of littering and their bad affects on the environment. The following sections would help in forming and intervention strategy for dealing with the problems of the littering of waste all around Sydney Olympic Park to keep the park clean and green. Hence, an intervention should be made for making people aware of the growing problems due to the littering so that they could develop a habitat for keeping their surrounding clean. Explanation of Intervention Strategy The intervention process used for dealing with the issue of littering at Sydney Olympic Park would be Information Intervention that has been targeted for youngsters (group intervention). The following sections have highlighted the intended achievements from the intervention for littering problems and the process involved in dealing with those problems. Achievements from intervention strategy The intervention strategy had been made for developing ways for dealing with the littering problems (issue in drainage system and polluting the environment of the park). These strategies (making people aware about bad effects of littering and making proper waste disposal system) would be helpful for dealing with the problems of littering of waste materials around the Sydney Olympic Park. The littering of the park is a result of isolated behavior from people in terms of physical and social context (Bamberg, 2013). The intervention would result in sustaining the parks quality and environment. Basically youngsters are targeted for intervention strategy as they are amongst the largest polluters of the Sydney Olympic Park. The type of intervention used is Information intervention and the procedure followed is based on the littering behavior of the targeted groups. Processes involved in the group intervention for littering The processes involved in the group intervention on the issues of littering and finding of the solutions for those issues at Sydney Olympic Park is based on the Theory of Planned Behavior and it includes the following processes- Use of Social Norm: The primary method for making youngsters aware about the problems of littering is by focusing on peer groups in place of individuals (Shaw et al., 2014). Influencing the most significant individual from the group would also help in diverting the whole group towards the aim of the intervention. Group norms and commitments are more likely to be followed by group members than an individual norm or commitment. Influence their attitude: The use of clear and short messages would help in attracting more youngsters for getting acquainted with the goals and norms of the intervention (Neelakantan et al., 2013). It is important for exposing the youngsters about the problems and issues of the littering. The biodegradability of the litters should be made aware to them so that they focus more on keeping the park clean and green. Behavior Control: The proper waste disposal methods and techniques should be made aware to the youngsters. The empty dustbins and recycling bins must be present in the park for facilitating the proper disposals of waste and trashes. Justification of the Intervention Strategy The intervention strategy has been developed for targeting the youngsters and making them understand about the problems of the littering for the Sydney Olympic Park. The Theory of Planned Behavior would be helpful for supporting the process for intervention of littering (Werner et al., 2012). The primary reason behind the solution for the issue of littering is the peer influence on people. However, some other influences like realization of bad effects of littering, personal norms, amount/proximity of dustbins, and sense of community can be used for implementing the solutions for the littering in Sydney Olympic Park. The main reasons behind the use of group intervention strategy using Theory of Planned Behavior are In the social age, youngsters are more easily influenced from the trends and hence, peer influence would be more effective than individual influence The use of information about the bad effects of the littering would be helpful for making them aware about the necessity for keeping the environment clean and green Presence of proximate garbage disposal system (dustbins and recycle bins) would be helpful in tending people to use them instead of throwing garbage here and there (littering) The barriers to the intervention strategy and their mitigation processes are listed in the table below- Barriers and Risk Factors Mitigation Strategies Lack of Information on the Littering Review of a number of literature and interviews of experts for getting prior and complete information on the effects of littering Unable to influence youngsters Implementing reward system and competition for keeping the park clean and it would attract more youngsters for keeping the park clean Absence of dust bins and recycling system Get support from the local communities for developing waste disposal system at the park Table 1: Barriers for Littering Intervention and their Mitigation Strategy (Source: Cognis et al., 2014, pp-405) References Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50, 179-211. Bamberg, S. (2013). Applying the stage model of self-regulated behavioral change in a car use reduction intervention.Journal of Environmental Psychology,33, 68-75. Bateson, M., Callow, L., Holmes, J. R., Roche, M. L. R., Nettle, D. (2013). Do images of watching eyes induce behaviour that is more pro-social or more normative? A field experiment on littering.PloS one,8(12), e82055. Cornish, M. A., Thys, A., Vogel, D. L., Wade, N. G. (2014). Post-deployment difficulties and help seeking barriers among military veterans: Insights and intervention strategies.Professional Psychology: Research and Practice,45(6), 405. Heyduck, K., Glattacker, M. (2013, July). Review of a Common Sense Model-based patient information intervention in the context of rehabilitation. In27th Conference of the European Health Psychology Society(Vol. 19). Neelakantan, P., Gerrard, G., Lucas, C., Milojkovic, D., May, P., Wang, L., ... O'Brien, S. (2013). Combining BCR-ABL1 transcript levels at 3 and 6 months in chronic myeloid leukemia: implications for early intervention strategies.Blood,121(14), 2739-2742. Shaw, W. S., Besen, E., Pransky, G., Boot, C. R., Nicholas, M. K., McLellan, R. K., Tveito, T. H. (2014). Manage at work: a randomized, controlled trial of a self-management group intervention to overcome workplace challenges associated with chronic physical health conditions.BMC public health,14(1), 1. Steg, L., Vlek, C. (2009). Encouraging pro-environmental behaviour: An integrative review and research agenda. Journal of Environmental Psychology, 29, 309-317. doi:10.1016/j.jenvp.2008.10.004 Stern, P. (2000). Toward a coherent theory of environmentally significant behaviour. Journal of Social Issues, 56(3), 407-24. Werner, C. M., Cook, S., Colby, J., Lim, H-J. (2012). Lights out in university classrooms: Brief group discussion can change behaviour. Journal of Environmental Psychology, 32, 418426. doi: 10.1016/j.jenvp.2012.07.001

Blacks Struggle To Reach American Dream Essay free essay sample

, Research Paper Struggle for the American Dream The American Dream is what Americans want out of life. It consists of people # 8217 ; s household programs, calling programs, and the type of life style they want to populate. Lorraine Hansberry wrote the drama, A Raisin in the Sun, in 1958. A Raisin in the Sun provides many good illustrations of inkinesss fighting to accomplish their American Dreams. The drama Tells of a household, the Youngers, who want the American Dream. The characters Mama, Ruth, Walter, and Beneatha all show how they attempt to carry through their single dreams ; they struggle through racism, differing positions, and money jobs ( severally ) . Mama and Ruth both had dreams of traveling out of the ghetto and traveling to a better vicinity. Mama truly wanted to travel out so her household could be happier. She was driven to utilize the insurance money from Big Walter # 8217 ; s decease to purchase a house, alternatively of puting it into spirits like Walter wanted to. This is shown in Mama # 8217 ; s Act I statement, # 8220 ; Well-whether they drinks it or non ain # 8217 ; t none of my concern. But whether I go into concern selling it to # 8216 ; em is, and I don # 8217 ; t want that on my leger this late in life # 8221 ; ( p.42 ) . Ruth was split between desiring to travel out or to put the money like Walter wanted to. She was really happy though when Mama announced that she had bought a house. Ruth was really unfastened in denoting her felicity excessively, # 8220 ; Well-well! -All I can state is-if this is my clip in life-MY TIME-to say adieu so I say it loud and good, HALLELUJAH! AND GOOD-BYE MISERY I DON # 8217 ; T NEVER WANT TO See YOUR UGLY FACE AGAIN! # 8221 ; ( p.94 ) . Ruth truly wants to acquire out of the ghetto because it has merely provided her with wretchedness and sadness, she thinks now is her clip to be happy. Mama and Ruth besides had to defy attempts from Mr. Linder to maintain inkinesss from traveling into Clybourne Park. Linder and the people of Clybourne Park were racist and afraid of inkinesss traveling into and polluting their vicinity. After hearing what Linder has to state, the household is even more content on traveling into Clybourne Park to demo that they aren # 8217 ; T afraid. Then there is Walter and his struggle with Mama and Ruth about what to make with the money. Walter Younger # 8217 ; s American Dream is to be rich and live an excessive life like the people for which he chauffeurs. He wants to utilize the insurance money from his pa # 8217 ; s decease to put in a spirits shop in Springfield. Willy Harris, Bobo, and Walter all program on puting 10 thousand dollars each into the shop. Walter and Mama have differing positions about what to make with the money because he wants to put in liquor alternatively of purchasing the house. Mama is dead set against the whole spirits shop thought. This is shown in Act II when she says, # 8221 ; there ain # 8217 ; t gon na be no investme nt in N o spirits stores† ( p.70 ) . This leaves Walter really unhappy because his dreams have been crushed, â€Å"So you butchered up a dream of mine-you-who ever speaking ’bout your children’s dreams † ( p.95 ) . Mama refused to even listen to Walter’s thought, she wouldn’t have him speaking about puting in spirits in her â€Å"house† . After they buy the house for 35 hundred dollars, Mama trusts Walter to take the remainder to the bank for him and Beneatha to divide. She talks to him one dark about how he’s the adult male of the house and should hold more say in how things are done. She tells him to take the staying 65 hundred to the bank and set it in separate histories for him and Beneatha. Alternatively of traveling to the bank like he was supposed to, Walter used the staying 65 hundred dollars to put in the shop. He finds out subsequently that Willy ran off with all the money, and there is none left. Beneatha is dumb when she find s out all their money is gone. Mama is really huffy at him, particularly since he broke her trust. This causes the household to rethink the thought of purchasing a house because they don’t have any other money now that Walter lost it. Beneatha # 8217 ; s American Dream is to travel to school and go a physician after college. When she was younger, she and her friends used to travel sleighing down the ice-covered rock stairss of people # 8217 ; s houses. One twenty-four hours her friend, Rufus, split his face open on the pavement and had to travel to the infirmary. The following twenty-four hours the physicians had fixed him all up. This event is what inspired Beneatha to go a physician when she grew up. This is shown in an Act II conversation with Agasai, # 8220 ; I ever thought it was the one concrete thing in the universe that a human being could make. Repair up the ill # 8221 ; ( p. 133 ) . After Willy Harris bargains their money, she begins to halt lovingness. Beneatha starts believing that her dream wasn # 8217 ; t deep plenty and that it was a kid # 8217 ; s manner of seeing life. The drama, A Raisin in the Sun, is a good beginning of illustrations of inkinesss non carry throughing their dreams. In the drama, the Younger household struggles to accomplish the American Dream. Mama and Ruth fight off racism from the people of Clybourne Park although they do finally carry through their dream of traveling into a house. Walter and Bennie struggled with their dreams, but they didn # 8217 ; t carry through them. Because of Willy Harris running off with the money, Beneatha didn # 8217 ; Ts have money to inscribe into medical school and prosecute a calling in the medical field. It has now been 40 old ages since the clip of the drama and most African Americans are still fighting to accomplish the American Dreams of freedom and equality. Unfortunately, there are still people like Mr. Linder that are racist and that think they are superior to inkinesss because they are white.