. Based on your readings, do worldwide executives believe blockchain has the potential to radically change the future of organizations?Writing Requirements for all Assignments:References MUST be cited within your paper in APA format. Your reference page and in-text citations must match 100%. Papers without in-text citations will earn failing grades.a minimum of 500 words Always include a cover page and reference page with all submissionsYour paper must have headings in it. For discussion posts Introduction, Prompt/Question, and Conclusion will suffice as headings. Provide the EXACT web link for all online sources – do not provide just the home page, but the EXACT LINK – I check all sourcesNo abbreviations, no contractions – write formallyWrite in the third person formal voice (no first or second person pronouns)Write MORE than the minimum requirement of the word count assignedAs always, the word count is ONLY for the BODY of the paper – the cover page, reference page, and / or Appendix (if included) do not count towards the word count for the paperIndent the first line of each new paragraph five spacesRefer to the example APA paper in the getting started folder under the content tab if you need an example. Also, a power is provided under the information tab that addresses APA format.Use double-spacing / zero point line spacing, a running header, page numbers, and left justify the margins.
Schiller International University Blockchain Is Radically Changing the World Discussion
Project InnocenceThe Innocence Project’s mission is to free the staggering number of innocent people who remain incarcerated, and to bring reform to the system responsible for their unjust imprisonment.
Review the cases on the project innocence website.
What stands out to you? Do you see any patterns?
What if anything needs to be done to rectify this problem?
If you are a proponent of the Death Penalty have these cases caused you doubt?
Post your thoughts–use facts from the cases or support your comments with other facts.
Project Innocence (Links to an external site.)
University of Central Florida Project Innocence Cases Discussion
STEAM Programming for Adults
STEAM programming for Adults STEAM, as a framework and acronym, was founded by Georgette Yakman in 2006 (Yakman 1). STEAM is an outcropping of well known STEM programming. It is inclusive of the (A)rts and fosters the application of STEM principles, without the limitations of hard science (Yakma 5). Organizations use STEAM programming to engage problem solving skills and help individuals become critical thinkers. This is done through a framework of process-based learning in a personal, collaborative, and contextual manner (Widdows 2)(STEAMPortal). “STEAM Journal” states that this framework focuses on the intersection of science and art that fosters innovation by building skills fit for the 21st century (Steam Journal). STEAM allows one to explore a learning environment in a personally relevant way that builds knowledge and skills that are cross-disciplinary, hands on, and practical (Pandora and Fredrick xix). Adding creativity and innovation (by including the arts) to STEM incorporates key components employers are voicing as critical in an ever rapidly changing technological world (STEAMPortal). Our library system has been offering children’s STEAM programming for almost a decade, since fall of 2010. Last year alone, at all the branches combined, we had over 200 programs for school children that were STEAM based. The library, as an institution, is at an intersection between the classical hyper-specialization of collections and a novel new configuration that can be harnessed to compliment community wide goals (Colegrove 4). This configuration is the library as a space of creation and not solely a place of information ingestion. A place where we engage a community to help build skills that allow adaptability to an uncertain world. We can do this by embracing the technological and social structural advances that are rapidly changing the skills needed for the jobs of tomorrow. Those structures include having both a solid liberal arts education plus specialized career knowledge in technologies (Gordon 29).If we are truly in service to our community, then it is imperative that we explore the roles of trans-disciplinary collaboration and innovation provided through STEAM programming for adults (Colegrove 8). We should evolve our services to include STEAM to help patrons personally succeed and thus contribute to a better community. Smith states “In order to stay relevant and viable, the ones that survive need to reflect the interests and needs of the communities they serve” (31). Being situated near the Quad County Tech Hub, it is important to remember and serve the disenfranchised population by providing services that help build relevant, real world skills in a technically complex world (Small 15). The “digital divide”, as a concept we are all aware of, presently goes beyond the haves and have-nots of computers and internet access for information. There is an additional divide of knowledge and skills within the context of tech competency that goes well beyond access to the Internet (Small 17). It is colloquially referred to as Industry 4.0 or Industrial Digitization 4.0 (ID4.0). The technological resources and skills needed for gainful employment in a technologically advanced society are distributed unevenly (Weiss 26-27). Though central to the mission of many libraries is to provide access to the internet for patrons (Weiss 36), I contend that we upgrade from simple computer access and training. We need to build dynamic programs that evolve with the technologies of ID4.0 and that is accomplished through STEAM. This coull be part of a new digital inclusivity philosophy. Part of our library mission is to “provide access to an immense array of ideas and information” and one of our values is to “provide services demonstrative of the technological revolution”. Our public library system could be a place where we provide relevant resources “to raise the educational attainment and employment prospects of its population” (Smith 33). I propose to start STEAM programming for adults in a trial phase at the NW County branch. It is the most remote branch with communities that have strong foundations in manufacturing. It has the least technically advanced demographic in the county (Census). The children’s STEAM programs are well attended at the NW County branch, with requests for additional afterschool programming. We have the core competencies and resources for an adult based STEAM pilot program building off our expertise with children. Everyone can agree that libraries need to embrace new organizational strategies to remain relevant and successful in todays world. (Colegrove 8) The three expected outcomes of the adult STEAM program are: These adult level programs focus on education in a fashion that can help shape future careers and possibly meet some of the needs in the modern day digital workforce (Lille 588). It opens avenues to collaborate with local employers, higher education, and government to create/maintain programs that educate for more tech savvy employees and help drive economic growth (The State of American Libraries 11). Improvement in employability and connecting patrons with enhanced skills and knowledge to employers (K-64) Libraries are transforming in the 21st century to a physical place of collaboration, idea sharing, discourse, and inspiration through social learning (Aabø and Audunson142). Most prominently it is filling the gap of a technology hub that enhances the quality of the greater communal life (Y.Chan 751). Just like Starbucks created the idea of the third place, the library is shifting to fill some of that role but with the added twist of “learning-by-doing and social interaction in today’s knowledge based economy”(Y.Chan 743). This, coupled with the demographics of NW County Branch, creates significant potential for highly sought after programming for adults as well as becoming a mainstream county library service. There are a multitude of costs, resources, and budgetary concerns for a full fledged, system wide program. For the pilot program, we have been in contact with three of the local manufacturers that are considered “Smart Factories”. The HR Departments are expressing great interest in collaboration with funding, technology, and experts to lead workshops. They too see the benefits of having a ready trained workforce that has skills and competencies of industrial digitization to ensure a competent entry level work force. There are opportunities and challenges that expanded STEAM programming for adults bring to the library. If we want to demonstrate leadership and vison, we must have a unique mindset. We should focus on programing that fills the gaps of both technical and soft skills for adults that are industry informed and incorporate trans-disciplinarian collaboration (Fathulla 3-4). Small suggests that “An assessment tool needs to be developed to assist libraries with deep, investigative methodologies on design with growth or expansion, or not, as an option” (161). The skillsets of most librarians are lacking to lead the initiative of STEAM for adults. It is therefore suggested that we develop strategies to integrate experts in the STEAM fields or those that have a foundation and knowledge of that broad field (. References Aabø, S. and Audunson, R. “Use of Library Space and the Library as Place.” Library
“The Power of Our Words” a Book by Paula Denton Essay (Book Review)
write my term paper The Most Appealing Ideas Expressed by the Author In her book The Power of Our Words: Teacher Language that Helps Children Learn, Paula Denton focused specifically on the ways in which an educator can apply speech and language in order to improve students’ understanding of what is communicated. In particular, the author reviewed various aspects of the classroom communication that help teachers deliver valuable information. The main idea of the author is very appealing. To be more precise, Denton is convinced that the kind of language used by an educator in the classroom can serve as a powerful tool for the establishment of contact between the teachers and their students. In this book, the author explored an educator’s language as a way of encouraging children, boosting their confidence, and enabling a friendly and welcoming atmosphere in the classroom. In order to support the claims made in the book, the author used examples and real-life experiences that provided a good demonstration of how the described strategies are expected to work and what effect they may produce. In addition, I found the idea of language as an instrument of enforcement very interesting. In particular, the author stated that by means of communicating the children’s strengths to them and acknowledging their achievements an educator is able to modify their behaviors and create sort of guidance that works unconsciously, leading children in the right direction, making them more decisive, self-aware, focused, and determined. Also, a separate chapter in the book is dedicated to the process of listening. Specifically, listening is explored as an active part of communication that facilitates further delivery of instruction and the needed level of student compliance. The Implications of The Ideas in the Book for Me as an Educator The ideas expressed by Denton in the book are unique in their approach to teacher-student communication and the language used by educators in particular. Also, for educators, these ideas imply the need to master some aspects of psychology that represent communication. To be more precise, in order to be able to employ language for the purpose of modifying, guiding, and enforcing certain behaviors and preventing others, educators need to be aware of psychological mechanisms according to which children’s brains work. In that way, a teacher would have an opportunity to analyze reactions and responses of their students in order to select the most suitable manners and styles of communication. Ideas of the author imply that educators need to pay more attention to unique communication patterns that occur in classrooms and use self-reflection in order to understand what kind of language could trigger them. Via this form of analysis, teachers would gain an ability to read the classroom atmosphere on multiple levels. In turn, this skill would provide educators with better control over the class that could result in the improvement of discipline. In other words, according to the author’s ideas, educators should be more focused on the language they and their students use in class. This sounds as more work and responsibilities for teachers, some of whom may even require additional learning and training. However, the aforementioned approach also implies that the teachers who manage to master the skill of advanced classroom communication are going to become more effective as professionals, more perceptive of their students’ moods, and able to maintain quiet and productive classrooms due to a stronger authority. Get your 100% original paper on any topic done in as little as 3 hours Learn More The Ideas That I Challenge First of all, it is vital to notice that the concept of communication is one of the core aspects of education that mainly happens via an interaction between a teacher and a student. It goes without saying that the quality of communication is the major driver of the effectiveness of the teaching process. At the same time, the excessive focus on communication can potentially create pressure on both of the participating sides. Attempting to communicate in a more effective or polite manner, a teacher may begin to stress out over the words they use and become distracted from the actual process of teaching. In the contemporary western society, the level of sensitivity towards words is often very high and, as a result, many simple and common terms and concepts have been successfully transformed into offensive or dangerous things to say. Consequently, communication where one or both of the parties are excessively focused on words can be turned into a very stressful practice that would inevitably result in a conflict. Moreover, another idea, I would like to challenge, is the possibility of using the encouraging language too often. Superficially, when supervisors, parents, and teachers start to employ complimenting and appreciative language when there is no actual achievement made by a student, this may result in misdirection of the latter and the creation of a belief in a child that he or she is entitled to compliments and appreciation. The same effect is produced by the renowned “participation trophies” – the rewards given to students regardless of their actual contribution to a certain activity, game, or a competitive project.
Gender Wage Gap In Japan And Germany Economics Essay
“In all of the advanced capitalist nations women were experiencing the contradictions of an education which seemed to promise self-fulfilment, and a labour market based on inequalities of class and gender” (Brinton, 1993, as cited in Threlfall, 1996, p. 270). This statement has been made more than fifteen years ago and indicated that women were not treated equally regarding work and pay. However, have circumstances changed since then? If yes, did they improve or worsen and to which extend? The aim of this paper is to analyse the existence of a gender wage gap in Japan and Germany and to evaluate possible reasons for it. Furthermore, an outlook for the future will be given at the end. 2. Gender Wage Gap in Japan The Japanese law system is regulated by the Japanese Standards Labour Law which was enacted after World War II in 1947. This Japanese Standards Labour Law contained a clause which should protect working women. In reality, this clause prevented women from working excessive overtime and during nights (Sama and Papamarcos, 2000). This is why women could not climb up the greasy pole. Furthermore, this law prohibited that women were treated differently on the basis of sex (Threlfall, 1996). On top of this, as stated by Threlfall (1996), the Standards Labour Law covered only equal wages but not promotion or retirement. During this time, employers could be sued for discrimination, but this was an expensive and time-consuming act as each case had to be dealt with separately. Additionally, many companies circumvented the danger of lawsuits by new grading of job titles (Threlfall, 1996). This changed in 1986 when the Equal Employment Opportunity Law (EEOL) was passed (Sama and Papamarcos, 2000). This law encouraged companies in Japan to treat employees equally in all aspects like wages, promotion, recruitment and hiring (Threlfall, 1996). Unfortunately, the EEOL contained no penalties for continuing discrimination and also its amendment, which was enacted in 1999, did not really improve the inequalities regarding wage and promotion between men and women (Sama and Papamarcos, 2000). Figure 1 clarifies these important labour laws in Japan. Figure 1: Legal Mechanisms and Government Initiatives Japanese Labour Standards Law of 1947 Contained protective clause for working women. Came under scrutiny in 1970s as a possible deterrent to women’s career advancement. Equal Employment Opportunity Law (EEOL) of 1986 Enacted in 1987, the EEOL called for equal pay for equal work. No penalties for violators. Employers asked only to make a good effort. June 1997 Amendment to the EEOL Enacted in 1999, the amendment lifted restrictions on midnight, holiday, and overtime work by women in effect since the 1947 Labor Standards Law. Further stiffened warnings against companies found in violation of the EEOL. No penalties attached. Source: Adapted from: Sama, L. and Papamarcos, S. (2000). ‘Culture’s consequences for working women in corporate America and Japan, Ind.’. Cross Cultural Management – An International Journal. Vol. 7, No. 2, pp. 18-29. According to Selmer (2001), the Japanese “wage system is based on seniority” (pp. 236-237). This indicates that promotion and pay rise are automatic and no subject to job duties or merit (Selmer, 2001). That means that employees get promotion and pay rise when they reach certain age levels. “The gender wage gap is measured as the median wage of men minus the median wage of women, expressed as a proportion of the median wage of men” (Evans, 2002, p. 191). As stated by the World Economic Forum (2005), “no country has yet managed to eliminate the gender gap” (p. 1). According to OECD (2007), the women’s medium wage in Japan is two thirds of that received by men. This represents twice the OECD average. Figure 2 displays the gender wage gap of several countries. Blau and Kahn (2003) stated that the gender wage gap in Japan is up to 85% (as cited in Johnes and Tanaka, 2006). This means that women earn up to 85% less than men. Recent sources indicated a gender wage gap of 65.9% for 2007 (Japanese Institute for Labour Policy and Training, 2008). The differences in the gender wage gap are subject to different data used for analysis. Some calculations include part-time workers, which are mainly female and others base their calculations on full-time employees only. Figure 2: Gender Pay Gap in 2003 Source: Adapted from: OECD (2007). ‘Highlights Japan’ [online]. Available at: URL: http://www.oecd.org/dataoecd/20/20/39696303.pdf [Accessed 29 December 2008]. 3. Reasons for the Gender Wage Gap in Japan As already stated above, Japanese firms discriminate on the grounds of gender when paying employees. This chapter evaluates several reasons for the gender wage gap in Japan. First of all, many workers in Japan get a lifetime employment contract (Ishii, 2000). Japanese firms make huge investments in employee training and that is why they want their employees to stay as long with the company as possible. Therefore, the duration of attachment to a firm plays an important role when negotiating wages. As it is most often foreseeable that women will not stay with one company for their whole life, because they want to start a family one day, they pretty much never get a lifetime contract (Ishii, 2000). Therefore, as stated by Ihsii (2000), companies make no investment in human capital when they employ women as they think they will not benefit in the future from this investment as women sooner or later leave the company. The second reason for the gender wage gap is based on different experiences. Miyoshi (2007) argued that there is no gender pay gap when people are employed directly after school, college or university. But when employees accumulate work experience, the wage gap enlarges. Miyoshi (2007) explains this fact by referring to the full-time work experience and seniority. The more full-time work experience an employee has, the more valuable he is. As women often have less work experience because of child-raising obligations and only part-time jobs, the get less money and less promotion than their male counterpart. Different characteristics of workers represent the third reason for the gender wage gap in Japan. Johnes and Tanaka (2006) explained that different characteristics like age, work experience, education and duration of work are one reason for the gender pay gap in Japan. They agree with Miyoshi when stating that differences in work experience are the reason for pay inequalities, but they extend the argument by adding other characteristics like age and education. The greater part of the gender wage gap in Japan can be explained by referring to the reasons stated above. However, there is also a smaller part of the earnings gap that can not be explained. According to Kawaguchi (2006), this part can be attributed to sex discrimination. 4. Gender Wage Gap in Germany Regarding German law, article 3 paragraph 2 of the German Constitution of 1949 states that men and women have equal rights (Maier, 2007). Furthermore, paragraph 3 states that no one should be discriminated on the grounds of gender. This right for equal treatment and payment was not practiced in reality as special wage groups for women were allowed in collective agreements until 1955 (Maier, 2007). Furthermore, Maier (2007) stated that most employees in Germany are paid according to these collective agreements, “although the coverage is declining” (p. 11). In 1980, a new paragraph was added to the German Constitution which demanded equal pay for work of equal value (Winter, 1998). But this amendment brought no chance. Later, in 2006, the General Equal Treatment Act was passed and paragraph 7 prohibited “unequal treatment within any employment relationship” (Maier, 2007, p. 18). This law stated that lower wages for women are not justified if they are based on gender. Unfortunately, German law still lacks legal measures to control the implementation of equal wage principles. Furthermore, Maier (2007) stated that it is not easy for women to claim their right for equal pay. Class actions are not allowed and thus, all women must bring their individual claim to court. As this is often an expensive and time-consuming process, many plaintiffs refrain from filing a suit (Maier, 2007). That is why Germany has a significant high gender wage gap, although the German government has a female chancellor (Plass, 2008). In reality, as stated by Plass (2008), Germany has one of the highest gender pay gaps on the European continent. Furthermore, more than 90 percent of all working women are discriminated and earn between 80 and 210 cents less per hour (Gradín, del Río and Cantó, 2006). Legal norms for equal pay in Germany are displayed in figure 3. Figure 3: Legal Norms on Equal Pay in Germany Legal basis Article/paragraph Persons covered Basic Law (Grundgesetz) Article 3 Para 2 and 3 All employees Civil Code (Bürgerliches Gesetzbuch) 612 Para 3; Replaced by General Equal Treatment Act (Allgemeines Gleichstellungsgesetz AGG) in 2006, 3, 7, 8 Any employment relationship Source: Adapted from: Maier, F. (2007). ‘The persistence of the gender wage gap in Germany’ [online]. Available at: URL: http://www.harriet-taylor-mill.de/pdfs/ discuss/Discussion Paper 01 2007.pdf [Accessed 29 December 2008]. According to the German government statistics bureau, Destatis, working women in Germany earned 24 percent less than men in 2006 (as cited in Plass, 2008). As stated by Maier (2007), this number has been reduced to 22 percent in 2007. Whereas the average difference in pay is 15 percent in the European Union (Spiegel Online International, 2008). 5. Reasons for the Gender Wage Gap in Germany Several reasons contribute to the large gender wage gap in Germany. First of all, as mentioned by Lauer (n.d.), women often do not possess the same education and skills as men do. Employers who place value on these exact skills are likely to pay women less in order to compensate the lack of skills and knowledge. Furthermore, Lauer (n.d.) also mentioned that skills and knowledge may be rewarded differently between men and women. Meaning that women with the same educational background and knowledge will earn less because these identical skills are not rewarded the same way by the employer. In addition, Maier (2007) identified the lack of legal barriers against low wages as a reason for the gender pay differences in Germany. As there exists no general minimum wage in Germany, and as the country has almost three million unemployed persons (Bundesagentur für Arbeit, 2008), it is easy for employers to fill a low-paid vacancy. Furthermore, Lauer (n.d.) identified occupational crowding of women in low paid occupations as another source for earning inequalities between men and women in Germany. There is also the fact that there is a low proportion of working women in highly paid positions (Maier, 2007). Concluding, Maier (2007) stated that factors like age, education and work experience present only a very unimportant reason for wage discrimination. Again, the unexplained part of the gender wage gap can be attributed to discrimination based on gender (Lauer, n.d.). 6. Similarities and Differences between Japan and Germany After analyzing the gender wage gap in Japan and Germany and its reasons, several similarities as well as differences can be pointed out. First of all, there is a significant high gender wage gap in both countries, although the difference in earnings is higher in Japan with around 35 percent compared to Germany with about 22 percent (Maier, 2007). Nevertheless, the German earnings gap is 7 percent higher than the European Union average (Spiegel Online International, 2008). Both countries put emphasis on the characteristics of employees. Age, work experience and education are important when negotiating wages. As women often have less education or work experience than men (Lauer, n.d.), they get paid less than their male counterpart. Furthermore, part of the gender wage gap in both countries is an unexplained part which can be attributed to gender discrimination (Kawaguchi, 2006; Lauer, n.d.). Differences between the two countries can be found in the fact that Japanese employers discriminate when investing in human capital. Due to the Japanese lifetime employment, many employers consider rather carefully whether to employ women or not. As it is obvious to them that women will leave the company some day for child-raising duties, they will thereby take away the human capital in which the company invested. 7. Conclusion Even if both countries enacted laws in the 80ies which should ensure equal pay for work of equal value, there is still a significant gender wage gap observable. Japan as well as Germany managed during the last to decades to narrow this gap, but this happened probably just because of the new laws which were enforced. When looking ahead, both countries will probably have a different future. Japan will stick to its lifetime employment system (Kato, 2001) and thereby will keep the earnings gap between men and women stable. The fact that more and more Japanese women decide to pursue their careers can possibly help in narrowing the gender pay gap (Fackler, 2007). Germany is likely to increase the gender pay gap as the coverage of collective agreements, which set equal wages for men and women, is declining (Maier, 2007). Furthermore, as long as there is no support from the government to implement the right for equal money for work of equal value, the gender wage gap will not be narrowed.
Business homework help
Business homework help. This is a paper that is focusing on the Developmental Assessment and the School-Aged Child. The paper also provides additional information to use in writing the assignment paper in detail.,Developmental Assessment and the School-Aged Child,Developmental Assessment and the School-Aged Child The needs of the pediatric patient differ depending on age, as do the stages of development and the expected assessment findings for each stage. In a 500-750-word paper, examine the needs of a school-aged child between the ages of 5 and 12 years old and discuss the following: Compare the physical assessments among school-aged children. Describe how you would modify assessment techniques to match the age and developmental stage of the child. Choose a child between the ages of 5 and 12 years old. Identify the age of the child and describe the typical developmental stages of children that age.,Applying developmental theory based on Erickson, Piaget, or Kohlberg, explain how you would develop mentally assess the child. Include how you would offer explanations during the assessment, strategies you would use to gain cooperation, and potential findings from the assessment. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.,Remember, ensure that the paper is at least three pages exclusive of the cover and the reference pages. Also, ensure that you include all the references you use in finding research for this assignment paper. References should be at least three for the paper. All references, citation, and writing should follow the APA formatting and styling guidelines. Finally, ensure you focus on the assignment topic in detail.,Attachments,Click Here To Download,Business homework help