Biological and Cognitive Development Essay

Developmental psychology studies the changes and how such changes occur over a course of an individual’s life events. It seeks to understand the changes that are universal, the changes that occur regardless of the individual’s culture or experiences. Moreover, it also seeks to understand why and how individual differences occur – why some people respond one way in a particular situation while others respond quite differently. Further, developmental psychology is particularly concerned with the process by which behavior changes during an individual’s lifetime. By studying biological and cognitive development, psychologists and humanity hope to better understand, predict, and modify an individual’s behavior. BIOLOGICAL DEVELOPMENT Biological development refers to the changes in the body and brain from the moment of conception to old age. This development greatly influences people’s behavior. Three of these biological-related events are prenatal, from childhood to adolescent, and adult to aging. In prenatal development, the individual grows from a single fertilized egg cell, known as the zygote to an infant with billions of specialized cells. This period is divided into 3 stages: namely, the germinal, embryonic, and fetal changes. In the germinal stage, the zygote has become a small mass of cells; in the germinal stage, the fetus` brain and heart begin to develop, arms and legs appear, limbs and critical internal organs are rapidly developing; and in the fetal stage, the fetus` respiratory system has developed. So at the end of prenatal period, an individual have grown from a single cell into an amazingly complex individual who, on average, is about 20 inches long and weighs about 7. 5 pounds. The brain during the prenatal development begins to develop between the second and third week after fertilization, and by 3. 5 weeks a primitive nervous system is present. By the time of birth, virtually all of the approximately 100 billion neurons in the human brain are already present (Cowan, 1979). In the child development, an individual is like a virtual growing machine. By the age of 2, the average child is about 70 % taller than at birth and nearly 400 % heavier (Eichorn, 1989). As a rule of thumb, girls grow tall to about half their adult height by 18 months of age while the boys by the age of 2. Between the ages of 2 and 5 years, physical growth slows dawn and then levels off at a relatively steady rate until adolescence. The beginning of adolescence is also the onset of sexual maturation or puberty. The usual sequence of changes that occur during sexual maturation for girls are the following: breasts and pubic hair begin to develop and the onset of menstruation. For the boys, the first signs of puberty are the growth of penis and testes and the appearance of pubic hair. These early signs of sexual maturation take place during a rapid increase in height, muscle size and strength especially for the boys with growth peak at about the age of 14 years old. The girls on the other hand have their growth peak at 12 years old. However, boys grow taller than girls on average. But the growth of different parts o f the body is not uniform during the growing years. Physical growth ceases, on average, at about 18 years of age in girls and 20 years of age in boys. However, biological development does not stop until the end of life. The brain also grows rapidly during this period. At birth, the brain is about 25 % of its adult weight and size. By the age of 2, it has grown to about 75 % of its adult weight. Although all of a person’s neurons are present at birth, the number and complexity of the connections among neurons increase substantially after birth (Parmelee and Sigman, 1983), and this increase is partly responsible for the growth in brain size. Further, the increased neural connections and the development of myelin make possible more and more complex behavior and thought as an individual grows. In some areas of the brain, these developmental changes continue until adulthood (Parmelee and Sigman, 1983). The adult and aging life events are basically a declining stage. A variety of biological developments takes place as people age, including redistribution of body fat, decrease in bone mass, and decrease in muscle size and speed of contraction. Biological changes progress into old age. Many elderly people actually become shorter, partly because they slump and partly because of a decrease in bone mass. Muscle size and speed of contraction also decrease. Aging also takes its toll on internal body organs. The heart muscles become weaker, blood flow decreases, and breathing capacity continues to decline. Physical performance also declines. According to Stones and Kozma (1985), â€Å"these bodily changes are paralleled by declines in physical performance with age†. Beginning at about age 30, a person’s physical speed, strength, and endurance decline at an average rate at about 1. 5 % a year. The brain also continues to change biologically with age (Creasey & Rapoport, 1985). It decreases in size and weight, and some areas of the brain lose 50 percent or more of their neurons, specifically at the age of 50, with an average decrease of 2 % of brain volume every 10 years thereafter (Miller, Altson, and Corsellis, 1980). These age-related changes in the brain undoubtedly contribute to deteriorations of sensory, motor, and cognitive function. But just like biological changes in the body, these age-related changes in the brain are averages – the actual amount of change varies considerably from person to person. COGNITIVE DEVELOPMENT Cognitive development refers to the changes in knowledge about the world or specifically, it refers to the development of sensation and perception, of the ability to learn, to reason, and to solve problems. Just like biological development, cognitive development continues from birth through old age. The three cognitive-related events that I would like to discuss are newborn infants, childhood and aging. In infants, cognitive development begins from the moment of birth as they begin interacting with and gathering information about the world. They have all the rudimentary sensory abilities such as; they can see objects, can tell the different shapes and patterns but can’t change their focus very well. Their vision rapidly improves over the first six months to a year, although it may be several years until it is fully mature. Moreover, infants can also hear at birth but their threshold of hearing is higher and can’t discriminate well between sounds than adults. As with vision, an infant’s hearing improves rapidly over the first year, although it will be several years before it is fully mature. Further, infants have a well-developed sense of taste (Cawart, 1981) as they can discriminate among different tastes; they can also smell and react to different odors; and their sense of touch is particularly well-developed. Infant’s motor behavior consists primarily of reflexes such as rooting, sucking, and grasping. These reflexes gradually give way to coordinated voluntary actions, such as sitting and walking. On the other hand, infant’s can learn from the moment of birth. They show habituation, a simple form of learning where they stop responding to a repeated stimulus. They also learn through operant conditioning, which is making a particular response that brings about either reward or punishments. Although newborn infants can learn, they do not learn as readily as older children as their memory is not as good as that of adults. Children’s cognitive development theory is most influenced by Jean Piaget. He believed that people acquire knowledge by interacting with the world and that they construct knowledge through assimilation, which is incorporating new information and accommodation or modifying old information. He further proposed a series of four stages of cognitive development, where he described children’s basic intellectual abilities sensorimotor, preoperational, concrete operational and formal operational. According to Piaget, these stages represent qualitatively different ways of thinking that occur relatively and abruptly and in the same sequence for all children. Though many psychologists challenged and modified Piaget`s theory, arguing that cognitive development is not really stagelike, its basic tenets remain widely accepted. During Aging, changes in cognitive abilities seem to decline. This decline may be due to factors such as slow processing of information. Moreover, aging also show declines in memory performance, partly because they use fewer encoding strategies for remembering information and partly because they use fewer cues to retrieve information from memory. But long – term storage itself appears to be relatively unaffected by aging and, under favorable conditions, the elderly are nearly as good as young adults at remembering information. Further, laboratory studies indicate that performance on a variety of problem-solving tasks declines with age. But these studies also show that training and practice can markedly improve older adults` problem-solving performance. What is more, when tasks are familiar and the subjects have experience with them, they show little or no decline in performance with age. Older people have accumulated a lifetime of experience, knowledge, and wisdom that they bring to everyday tasks, and this can offset cognitive deficits that may occur (Canestrari, 1986). The picture of inevitable severe intellectual impairment that many people have of the elderly is therefore, a misconception. So, when we consider each of these life events though discussed separately, we will see that each of these two major threads in the development (biological and cognitive) of the individual are interwoven. Hence, we cannot separate one from the other and thus must be considered when studying about an individual’s development or life-span changes. References Canestrari, R. E. , Jr. (1986). Age changes in acquisition. In G. A. Talland (Ed. ) Human Aging and Behavior (pp. 169-188). New York: Academic Press. Cowan, W. M. (1997). The development of the brain. Scientific American, 241, 113-133. Cowart, B. J. (1981). Development of taste perception in humans: Sensitivity and preference throughout the life span. Psychological Bulletin, 90, 43-73. Creasy, H. & Rappport, S. I. (1985). The aging human brain. Annals of Neurology, 17,2-10. Eichorn, D. H. (1997). Biological Development: Current foci of research. In J. D. Osofsky (Ed. ), Handbook of infant development (pp. 253-282). New York: John Wiley & Sons. Miller, A. K. H. , Altson, R. L. , & Corsellis, J. H. N. (1980). Variation with age in the volume of grey and white matter in the cerebral hemispheres of man. Neuropathology and Applied Neurobiology, 6, 119-132. Parmelee, A. H. , Jr. , & Sigman , M. D. (1983). Prenatal brain development and behavior. Handbook of child psychology, Vol II (95-1550. New York: John Wiley & Sons. Piaget, J. (1983). Piaget`s theory. In W. Kessen (Ed. ), Handbook of child psychology (4th ed. ). History , theory, and methods 9pp. 103-128). New York: John Wiley & Sons

Simon Bolivars Crossing of the Andes

In 1819, the War of Independence in Northern South America was locked in a stalemate. Venezuela was exhausted from a decade of war, and patriot and royalist warlords had fought each other to a standstill. Simà ³n Bolà ­var, the dashing Liberator, conceived of a brilliant yet seemingly suicidal plan: he would take his 2,000 man army, cross the mighty Andes, and hit the Spanish where they were least expecting it: in neighboring New Granada (Colombia), where a small Spanish army held the region unopposed. His epic crossing of the frozen Andes would prove to be the most genius of his many daring actions during the war. Venezuela in 1819 Venezuela had borne the brunt of the War of Independence. Home of the failed First and Second Venezuelan Republics, the nation had suffered greatly from Spanish reprisals. By 1819 Venezuela was in ruins from the constant warring. Simà ³n Bolà ­var, the Great Liberator, had an army of some 2,000 men, and other patriots like Josà © Antonio Pà ¡ez also had small armies, but they were scattered and even together lacked the strength to deliver a knockout blow to Spanish General Morillo and his royalist armies. In May, Bolà ­vars army was camped near the llanos or great plains, and he decided to do what the royalists least expected. New Granada (Colombia) in 1819 Unlike war-weary Venezuela, New Granada was ready for revolution. The Spanish were in control but deeply resented by the people. For years, they had been forcing the men into armies, extracting â€Å"loans† from the wealthy and oppressing the Creoles, afraid they might revolt. Most of the royalist forces were in Venezuela under the command of General Morillo: in New Granada, there were some 10,000, but they were spread out from the Caribbean to Ecuador. The largest single force was an army of some 3,000 commanded by General Josà © Marà ­a Barreiro. If Bolà ­var could get his army there, he could deal the Spanish a mortal blow. The Council of Setenta On May 23, Bolà ­var called his officers to meet in a ruined hut in the abandoned village of Setenta. Many of his most trusted captains were there, including James Rooke, Carlos Soublette and Josà © Antonio Anzoà ¡tegui. There were no seats: the men sat on the bleached skulls of dead cattle. At this meeting, Bolà ­var told them of his daring plan to attack New Granada, but he lied to them about the route he would take, fearing they would not follow if they knew the truth. Bolà ­var intended to cross the flooded plains and then cross the Andes at the Pà ¡ramo de Pisba pass: the highest of three possible entries into New Granada. Crossing the Flooded Plains Bolà ­var’s army then numbered some 2,400 men, with less than one thousand women and followers. The first obstacle was the Arauca River, upon which they traveled for eight days by raft and canoe, mostly in the pouring rain. Then they reached the plains of Casanare, which were flooded by the rains. Men waded in water up to their waists, as thick fog obscured their vision: torrential rains drenched them daily. Where there was no water there was mud: the men were plagued by parasites and leeches. The only highlight during this time was meeting up with a patriot army of some 1,200 men led by Francisco de Paula Santander. Crossing the Andes As the plains gave way to the hilly jungle, Bolà ­var’s intentions became clear: the army, drenched, battered and hungry, would have to cross the frigid Andes Mountains. Bolà ­var had selected the pass at Pà ¡ramo de Pisba for the simple reason that the Spanish did not have defenders or scouts there: no one thought an army could possibly cross it. The pass peaks at 13,000 feet (almost 4,000 meters). Some deserted: Josà © Antonio Pà ¡ez, one of Bolà ­vars top commanders, tried to mutiny and eventually left with most of the cavalry. Bolà ­vars leadership held, however, because many of his captains swore they would follow him anywhere. Untold Suffering The crossing was brutal. Some of Bolà ­var’s soldiers were barely-dressed Indians who quickly succumbed to exposure. The Albion Legion, a unit of foreign (mostly British and Irish) mercenaries, suffered greatly from altitude sickness and many even died from it. There was no wood in the barren highlands: they were fed raw meat. Before long, all of the horses and pack animals had been slaughtered for food. The wind whipped them, and hail and snow were frequent. By the time they crossed the pass and descended into New Granada, some 2,000 men and women had perished. Arrival in New Granada On July 6, 1819, the withered survivors of the march entered the village of Socha, many of them half-naked and barefoot. They begged food and clothing from the locals. There was no time to waste: Bolà ­var had paid a high cost for the element of surprise and had no intention of wasting it. He swiftly refitted the army, recruited hundreds of new soldiers and made plans for an invasion of Bogota. His greatest obstacle was General Barreiro, stationed with his 3,000 men at Tunja, between Bolà ­var and Bogota. On July 25, the forces met at the Battle of Vargas Swamp, which resulted in an indecisive victory for Bolà ­var. The Battle of Boyacà ¡ Bolà ­var knew that he had to destroy Barreiros army before it reached Bogota, where reinforcements could reach it. On August 7, the royalist army was divided as it crossed the Boyaca River: the advance guard was in front, across the bridge, and the artillery was far to the rear. Bolivar swiftly ordered an attack. Santanders cavalry cut off the advance guard (which were the best soldiers in the royalist army), trapping them on the other side of the river, while Bolà ­var and Anzoà ¡tegui decimated the main body of the Spanish force. Legacy of Bolà ­var’s Crossing of the Andes The battle lasted only two hours: at least two hundred royalists were killed and another 1,600 were captured, including Barreiro and his senior officers. On the patriot side, there were only 13 killed and 53 wounded. The Battle of Boyacà ¡ was a tremendous, one-sided victory for Bolà ­var who marched unopposed into Bogota: the Viceroy had fled so swiftly that he left money in the treasury. New Granada was free, and with money, weapons, and recruits, Venezuela soon followed, allowing Bolà ­var to eventually move south and attack Spanish forces in Ecuador and Peru. The epic crossing of the Andes is Simà ³n Bolà ­var in a nutshell: he was a brilliant, dedicated, ruthless man who would do whatever it took to free his homeland. Crossing flooded plains and rivers before going over a frigid mountain pass over some of the bleakest terrain on earth was absolute madness. No one thought Bolà ­var could pull off such a thing, which made it all the more unexpected. Still, it cost him 2,000 loyal lives: many commanders would not have paid that price for victory. Sources Harvey, Robert. Liberators: Latin Americas Struggle for Independence Woodstock: The Overlook Press, 2000.Lynch, John. The Spanish American Revolutions 1808-1826 New York: W. W. Norton Company, 1986.Lynch, John. Simon Bolivar: A Life. New Haven and London: Yale University Press, 2006.Scheina, Robert L. Latin Americas Wars, Volume 1: The Age of the Caudillo 1791-1899 Washington, D.C.: Brasseys Inc., 2003.

Coca Cola s Leadership And Management Style Of The Company

Introduction The Coca-Cola Company is a global company which manufactures, distributes and markets a range of non-alcoholic beverage concentrates and syrups. It currently markets over 500 brands and 3,500 products and owns four of the top five non-alcoholic beverages in the world: Coca-Cola, Diet Coke, Fanta and Sprite. These products are manufactured and distributed through a network of distribution and bottling partners. They are a multi-billion-dollar company who operate a franchised distribution system dating back from 1889 where The Coca-Cola Company only produces syrup concentrates which are then sold to various bottlers throughout the world who hold an exclusive territory. The Coca-Cola Company owns its anchor bottler in North America, Coca-Cola Refreshments. They are headquartered in Atlanta, Georgia in the United States of America and currently employs over 700,000 people in over 200 different countries and territories throughout the world. Coca-Cola operates through six business segments: Africa, Asia, Middle East, European Union, Latin America and North America. This report will seek explain the leadership and management style of the company and how motivation affects the culture and employee engagement and performance. Leadership Approaches and Styles There are three main approaches to leadership evident within the Coca-Cola Company are as follows: I. Behavioural Theory II. Contingency Theory III. Transformational Theory Behavioural This theory isShow MoreRelatedManagement Strategy At Coca Cola1619 Words   |  7 PagesManagement at Coca Cola Sandra Lee-Sartor MGT500-Modern Management Dr. McGrath November 21, 2016 Evaluate two (2) key changes in the selected company s management style from the company s inception to the current day. Indicate whether or not you believe the company is properly managed. Provide support for your position. 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William Shakespeare s World Masterpieces - 1595 Words

Today each person has their own story to be told. All of us come from different backgrounds and have circumstances we are living through. Each of has different type of person we wish to rely on. As a result of this there are no set standards as to whom we are to date and even marry and why. Instead, it’s a matter of whom each person chooses. Miguel De Cervantes, understood this at a time, the 1600 s, where this idea of love was not normal. Back then to marry for love was considered foolish. Traditionally 16th -century love was depicted as Chivalry Romance. This means that it was to be arranged marriages between those of equal status or class as the norm. Back then love was seen as a perfect and pure concept. Cervantes did not agree with this and challenged and mocked it in his writings. 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The Hunters Moonsong Chapter Twelve Free Essays

â€Å"Good practice,† Christopher said, stopping next to Matt as he headed out of the locker room. â€Å"You’ve got some great moves, man.† â€Å"Thanks,† Matt said, glancing up from putting on his shoes. We will write a custom essay sample on The Hunters: Moonsong Chapter Twelve or any similar topic only for you Order Now â€Å"You were looking pretty good out there yourself.† He could tel Christopher was going to be a solid team-mate, the kind of guy who did his job and focused on the big picture, working to help the rest of the team. He was a great roommate, too, generous and laid-back. He didn’t even snore. â€Å"Want to skip the dining hal and order a pizza?† Christopher asked. â€Å"This is my night to beat you at Guitar Hero – I can feel it.† Matt laughed. In the couple of weeks they’d been living together, he and Christopher had been working their way through al the Wii games Christopher had brought with him to school. â€Å"Al right, I’l see you back at the room.† Christopher slapped him on the back, grinning widely. After Christopher left, Matt took his time getting his things together, letting the other guys get out of the locker room ahead of him. He felt like walking back to the dorm alone tonight. They were a nice bunch of guys, but he was sore and tired. Between footbal practices and Vitale Society pledge activities, he’d never worked his body quite so hard. It felt good. He felt good. Even the stupidest of the Vitale activities – and some of them were pretty stupid: they’d had to work in teams to build houses out of newspaper the other night – were kind of fun, because he was getting to know some amazing people. Ethan had been right. As a group, the pledges were smart, determined, talented, everything you’d expect. And he was one of them. His classes were interesting, too. Back in high school he’d gotten okay grades but had mostly just done what he had to do to pass. The Civil War, geometry, chemistry, To Kill a Mockingbird: al his schoolwork had sort of blended into the background of his real life of friends and sports. Some of what he was doing at Dalcrest was like that, too, but in most of his classes, he was starting to see connections between things. He was getting the idea that history, language, science, and literature were al parts of the same thing – the way people thought and the stories they told – and it was real y pretty interesting. It was possible, Matt thought, with a self-mocking grin, that he was â€Å"blossoming† in col ege, just like his high school guidance counselor had predicted. It wasn’t ful y dark yet, but it was getting late. Matt sped up, thinking about pizza. There weren’t a lot of people roaming the campus. Matt guessed they were either in the cafeteria or holed up in their rooms, afraid. He wasn’t worried, though. He figured there were a lot more vulnerable targets than a footbal player. A breeze started up, waving the branches of the trees on the quad and wafting the smel of grass to Matt. It stil felt like summer. In the bushes, a few early-evening fireflies blinked on and off. He rol ed his shoulders, enjoying the stretch after a long practice. Up ahead, someone screamed. A guy, Matt thought. The cry cut off suddenly. Before he could even think, Matt was running toward the sound. His heart was pounding, and he tried to force his tired legs to move faster. That was a sound of pure panic, Matt thought. He strained his ears but didn’t hear anything except his own ragged breaths. As he came around the business building, a dark figure that had been bent over something in the grass took off, its long skinny legs flying. It was moving fast, and its face was completely concealed by a hoodie. Matt couldn’t even see if it was a guy or a girl. He angled his own stride to race after the figure in black but came to a sudden halt by the shape in the grass. Not just a shape. For a moment, Matt’s mind refused to process what he was seeing. The red and gold of a footbal jersey. Wet, thick liquid spreading across it. A familiar face. Then everything snapped into focus. He dropped to his knees. â€Å"Christopher, oh no, Christopher.† There was blood everywhere. Matt frantical y felt at Christopher’s chest, trying to figure out where he could put pressure to try to stop the bleeding. Everywhere, everywhere, it’s coming from everywhere. Christopher’s whole body was shaking, and Matt pressed his hands against the soaking footbal jersey to try to hold him stil . Fresh blood ran in thick crimson streams against the brighter red of the jersey’s material. â€Å"Christopher, man, hold on, it’s going to be okay. You’l be okay,† Matt said, and pul ed out his phone to dial 911. His own hands were covered with blood now, and the phone was a slimy mess as he held it to his ear. â€Å"Please,† he said, his voice shaking, â€Å"I’m at Dalcrest Col ege, near the business building. My roommate, someone attacked my roommate. He’s bleeding a lot. He’s not conscious.† The 911 operator started to ask him some questions and Matt tried to focus. Suddenly Christopher opened his eyes, taking a deep gulp of air. â€Å"Christopher,† Matt said, dropping his phone. â€Å"Chris, they’re sending an ambulance, hold on.† The shaking got worse, Christopher’s arms and legs vibrating in a rapid rhythm. His eyes settled on Matt’s face, and his mouth opened. â€Å"Chris,† Matt said, trying to hold him down, trying to be gentle, â€Å"who did this? Who attacked you?† Christopher gasped again, a hoarse gulping sound. Then the shaking stopped, and he was very stil . His eyelids slid down over his eyes. â€Å"Chris, please hold on,† Matt begged. â€Å"They’re coming. They’l help you.† He grabbed at Christopher, shook him a little, but Christopher wasn’t moving, wasn’t breathing. Sirens sounded in the distance, but Matt knew the ambulance was already too late. How to cite The Hunters: Moonsong Chapter Twelve, Essay examples

Criticle Lense, the Crucible and the Lottery free essay sample

The quote, In literature as in life, human beings may find themselves in conflict when they live in a society that outwardly seems civilized and yet practices prejudice and injustice within, means that even when a civilization is viewed as good or peaceful, many people in the society are treated unfairly. This theme is often expressed in works of literature. In The Crucible by Arthur Miller and Shirley Jacksons, The Lottery both show how the quote is true. The Crucible supports the lens through setting, characterization, and conflict. The play has to do with the Salem Witch Trials of 1692. During this time in American history, there were nineteen people who hanged for the crime of witchcraft. The play is set in a very protestant community. In the village, people are expected to behave properly and civilly. They have strict rules about many things, such as dancing and woman wearing their hair up when outside. We will write a custom essay sample on Criticle Lense, the Crucible and the Lottery or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Arthur Miller says most of his characters play a similar and in some cases exactly the same-role in history. Abigail Williams, Reverend Parris orphaned niece, has an affair with John Proctor, a respected farmer, prior to the beginning of the play. After drinking blood to kill Proctors wife, Elizabeth, Abigail claims that Tituba, the servant, had forced her to do it. Although Abigail is described as a character who has an endless capacity for dissembling, it is her accusations that begin the witch trials. Abigail herself uses the trials to cover her own guilt and shame of the affair. The internal conflict of John Proctor is also important. He realizes that he will have to admit his affair with Abigail if he wants to save his wife. In their society, an affair was a large crime. Even those on trial were not treated fairly. If they did not confess, they were to die. However if they did confess, they would be known as witches. This is shown when John Proctor says Leave me my name, because he feels that he cannot have the town seeing him as a bad person, so he cannot sign his name to lies. The Lottery by Shirley Jackson also supports the quote using setting, irony and tone. The story is set in a small town where people know each other well. In the annual lottery, a person is randomly chosen to be killed. The setting is described as being a full summer day where flowers were blossoming profusely and the grass was richly green. People are around the town square talking casually about taxes and such. This includes Mrs. Hutchinson, a mother and wife, who enters talking to Mrs. Delacroix about how she had forgotten what day it was. When she realized the lottery was that day, she came a-running , showing how she was glad to be at the event. She shows this again when she tells her husband, Bill to, get up there. The tone is cheerful and excited. When Mrs. Hutchinson is the one to die, she ironically starts saying how it was unfair. Both works take place in seemingly good villages. The protestants are known for trying to be good while small villages are known for being close and staying together. Both towns are full of tradition, yet both towns went through injustices. Both The Crucible and The Lottery show how even nice towns have injustices. Criticle Lense, the Crucible and the Lottery By RinaRose

Recruitment and Selection free essay sample

There are four major types of legislation that affect recruitment and selection in a non-unionized workplace within Alberta. Those types of legislation being: †¢ Constitutional law †¢ Human Rights law †¢ Employment Equity legislation and †¢ Labour law/employment standards and related legislation Constitutional law as a whole is the supreme law of Canada and has precedence over all other legal means; it consists of a series of Acts and orders passed since 1867 by the British and Canadian Parliaments. Constitutional law does not directly affect recruitment and selection activities unless the recruitment and selection practices are challenged in a Human Rights Tribunal or court. Constitutional law sets limits and conditions on what federal, provincial/territorial, and municipal governments and courts can legally do to alter employment policies and practices. Therefore, the interpretation of constitutional law has a large influence on every aspect of Human Resource Management not just Recruitment Selection practices and programs. Human Rights laws across Canada prohibit discrimination in both employment and the provisions of goods and services. We will write a custom essay sample on Recruitment and Selection or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Grounds on which discrimination is prohibited in Alberta are: †¢ Race or colour †¢ Religion †¢ Physical or mental disability †¢ Age †¢ Sex (includes pregnancy and childbirth) †¢ Marital status †¢ Dependence on alcohol or drugs †¢ Family status †¢ Sexual orientation †¢ Ancestry or place of origin †¢ Source of income Human Rights legislation is enforced through human rights commissions or tribunals that have the legislated power to undertake actions that may be necessary to eliminate discrimination. Though prohibited discrimination varies across jurisdictions, there are six which all jurisdictions agree upon: race or colour, religion or creed, age, sex, marital status, and physical/mental handicap or disability. Employment equity legislation is the plan for compensation for employment disadvantages experienced by certain groups – women, individuals with disabilities, elderly employees, etc. The legislations is to eliminate barriers and give equal opportunities to individuals in the workplace. Through provision of consulting and education services, the Alberta Human Rights and Citizenship Commission support the development and creation of employment equity policies and programs. Employment equity is not only about fairness and leveling the playing field. It also helps attract and keep excellent employees who may otherwise be overlooked or avoided. Employment equity encourages employers to take advantage of the talents, skills and innovation that a more diverse workforce can offer. Finally, labour laws, employment standards and related legislation sets the stage for minimum age of employment, hours of work, minimum wages, statutory holidays, vacations, work leaves and termination of employment. These laws have little impact on the recruitment practice but take part in the selection practice by affecting what the employer is looking for and what a potential employee is looking for. Employers have a legal responsibility to ensure no unlawful discrimination occurs in the recruitment and selection process. The legislation above assists on guiding this. Direct discrimination occurs when someone is treated less favorably than another person because of a protected characteristic they have or are thought to have or because they associate with someone who has a protected characteristic. Indirect discrimination, or adverse effect discrimination, can occur when you have a condition, rule, policy or even a practice that applies to everyone but particularly disadvantages people who share a protected characteristic. Indirect discrimination can be justified if you can show that you acted reasonably, i. e. that it is ‘a proportionate means of achieving a legitimate aim’, or bona fide occupational requirement (BFOR). A legitimate aim might be any lawful decision made, but if there is a discriminatory effect, the sole aim of reducing costs is likely to be unlawful. Being proportionate really means being fair and reasonable, including showing that one’s looked at `less discriminatory? alternatives to any decision make. For a standard to be considered a BFOR, an employer has to establish that any accommodation or changes to the standard would create an undue hardship. When a standard is a BFOR, an employer is not expected to change it to accommodate an employee. However, to be as inclusive as possible, an employer should still explore whether some form of accommodation is possible anyhow. It is unsurprising that the culture of a particular work organization will influence selection decisions, with recruiters both consciously and unconsciously selecting those individuals who will ‘best fit’ that culture. In some organizations recruitment policy and practice is derived from their overall strategy which disseminates values into the recruitment and selection process. Though, individuals as well as organizations seek this ‘best fit’, providing evidence that many individuals prefer to work in organizations that reflect their personal values. Decisions made in the course of recruitment and selection process should be perceived as essentially fair and admissible to all parties, including people who have been rejected.