Expressive Art Therapy The Rosebush Technique

Expressive Art Therapy The Rosebush Technique The purpose of this paper is to research Expressive Art therapy and to present one structured art activity, the Rosebush fantasy, which is an effective strategy proven in school counseling. Allowing children to draw is giving them the ability to use another language to share feelings, ideas, perceptions, fantasies, and observations of how they view themselves, others and the environment in an effective, non-threatening way. The rosebush fantasy technique is used as an expressive art therapy method to access the emotional world of children in a non-verbal way (Ray et al., 2004, p.277). Clients with various problems can be reached through expressive art therapy as a tool for awakening dormant creativity which can be used through artistic self-expression. It restores the creative/inspiration that clients store deep within by expressing through art. Psychotherapy can assist clients verbalizing their unspoken and unresolved conflicts whereas expressive art therapy will assist the clients to express themselves in a creative understanding without relying on verbal means. Clients of all ages can use expressive art therapy to gain a better understanding of their unconscious through interpretation in their artwork that may show developmental phases and of psychic structure. This therapy is mean for accessing unseen resources and may provide clients a tool for expressing their internal conflicts that they can use throughout their lifespan art therapy is an engaging and effective way for many clients, children and adults to create art that is meaningful and have an emotional effect. It is a way for clients to become more aware of their self perception. Children may be more receptive to expressive art therapy than adult clients who may prefer the verbal approach, but clients of all ages can benefit from art therapy. These therapies also help the study of the ego and the relationship between graphic form and character development (Synder, 1997, p. 74). According to Corey (2009), Carl Rogers theory of creativity is using expressive art to enhance personal growth for individuals and groups. Carl Rogers approach known as expressive art therapy broadens the person-centered approach to spontaneous creative expression that symbolizes deep, inaccessible feelings and emotional states. Drawing, moving, music, painting, sculpting, writing and improvisation are all various artistic forms used in expressive art therapy. This approach is to integrate the mind, body and spirit and are based on the humanistic principles but given fuller form to Carl Rogers notion of creativity (p.181). By using creative approaches to counseling students respond positively. Traditional talk therapy is not as effective as art therapy. Art allows the child to connect with the counselor through images rather than words. Counselors developed an alternate non-verbal technique for children who do not possess the developmental ability to integrate feeling, thoughts, and experiences (Ray et al., 2004, p. 277). According to Ray et al. (2004), J. Stevens saw that adults tend to alienate unpleasant experiences that were causing distress to themselves. Rosebush Identification Fantasy was created so that adults could reconnect with those unpleasant aspects of their experiences. He reported that the participants responses to the rosebush exercise were a result of their own projection of their own experiences. Participants imagined themselves as a rosebush and identified their experiences onto the rosebush. V. Oaklander, a Gestalt child therapist, recognized that both client and therapist can have fun through fantasy and the process of expression of feelings. She adapted the rosebush Identification fantasy for the use of children. The technique can be used to reveal the childs subjective phenomenological world by using this art activity. This technique allows the child to communicate and share themselves with the counselor in a non-traditional format (Ray et al., 2004, p. 277). The rosebush fantasy drawing begins with a short relaxation exercise that focuses on muscle relaxation and concentration on breathing. Playing soothing music in the background can be helpful to relax children and allows them to clean their minds of intervening thoughts. The therapist will then ask specific question that will define the self as the rosebush such as, What kind of rosebush are you? Are you small or big? Do you have flowers? Who is taking care of you? Do you have thorns? When the counselor feels that the child has had enough time to process those questions they ask the child to open their eyes and draw themselves as the rosebush. The counselor allows enough time to complete the drawing. The meaning of this exercise is how the child interprets and explains the rosebush. The counselor may ask the child to describe the rosebush. The counselor may create the creativity by having the child tell a story of the rosebush and what kind of environment the rosebush is in. If the co unselor attempt to connect the childs drawing to their real-life situation the child may become threatened. The counselor may also ask, Is there anything in this drawing that reminds you of your own life? (Ray et al., 2004, p. 277). Drawings can quickly bring to surface issues relevant to counseling that can improve the counselors ability to mediate effectively with the client. Direct questions can be threatening when asking children their actual situation. By using their descriptions of their rosebush fantasy, drawing becomes less threatening. By allowing the child to draw a fantasy the child has emotional distance from the reality of life. The child is able to express details verbally about the rosebush that correlates with their view of self in a safe way. The rosebush technique can be presented in an individual or group session. In an individual session the therapist can have a better understanding of the clients world. To help understand perspectives of others and present themselves to others, this technique is beneficial for a group format (Ray et al., 2004, p. 277). The rosebush technique allows clients to use another language to express their feelings, thoughts, emotions and perceptions of how they view the world. Art drawing is a vehicle to help clients channel their emotions in a non-verbal way and allows the client to feel safe with the counselor. Expressive art therapy is an effective way of counseling that does not involve in traditional verbal communication between counselor and client. It allows the client to feel safe in a non-threatening way to express ones hidden feelings through art.

Schematics

SCHEMATIC DIAGRAMS FLAT COLOUR TELEVISION 6 2005 YA270 AV-21MT15/P, AV-21MP15/T, AV-21MT35/P, AV-21VA15/P CD-ROM No. SML200507 BASIC CHASSIS CW2 COLOR EXIT CLOSED CAPTION 100+ VNR ECO CINEMA SURROUND BASS RM-C1287 COPYRIGHT  © 2005 Victor Company of Japan, Limited No. YA270 2005/7 AV-21MT15/P, AV-21MP15/T, AV-21MT35/P, AV-21VA15/P STANDARD CIRCUIT DIAGRAM NOTE ON USING CIRCUIT DIAGRAMS 1. SAFETY The components identified by the symbol and shading are critical for safety. For continued safety replace safety ciritical components only with manufactures recommended parts. Type No indication MM PP MPP MF TF BP TAN (3)Coils No unit Others : Original setting position when shipped : DC 20k? /V :H :V : Othters (5)Voltage values 20 µs / div 5ms / div Sweeping time is specified (4)Power Supply : B1 : 9V Respective voltage values are indicated (5)Test point : Test point (6)Connecting method : Connector : Wrapping or soldering : Only test point display : B2 (12V) : 5V : [ µH] : As specified : Ceramic capacitor : Metalized mylar capacitor : Polypropylene capacitor : Metalized polypropylene capacitor : Metalized film capacitor : Thin film capacitor : Bipolar electrolytic capacitor : Tantalum capacitor . SPECIFIED VOLTAGE AND WAVEFORM VALUES The voltage and waveform values have been measured under the following conditions. (1)Input signal (2)Setting positions of each knob/button and variable resistor (3)Internal resistance of tester (4)Oscilloscope sweeping time : Colour bar signal : All DC voltage values Since the voltage values of signal circuit vary to som e extent according to adjustments, use them as reference values. 3. INDICATION OF PARTS SYMBOL [EXAMPLE] In the PW board : R209 R209 (7)Ground symbol : LIVE side ground : ISOLATED(NEUTRAL) side ground : [? : [k? ] : [M? ] : EARTH ground : DIGITAL ground : Receptacle 4. INDICATIONS ON THE CIRCUIT DIAGRAM (1)Resistors Resistance value No unit K M Rated allowable power No indication : 1/16 [W] Others Type No indication OMR MFR MPR UNFR FR (2)Capacitors Capacitance value 1 or higher less than 1 Withstand voltage No indication Others : [pF] : [ µF] : DC50[V] : DC withstand voltage [V] : Carbon resistor : Oxide metal film resistor : Metal film resistor : Metal plate resistor : Uninflammable resistor : Fusible resistor : As specified 5. NOTE FOR REPAIRING SERVICE This model's power circuit is partly different in the GND. The difference of the GND is shown by the LIVE : ( ) side GND and the ISOLATED(NEUTRAL) : ( ) side GND. Therefore, care must be taken for the following points. (1)Do not touch the LIVE side GND or the LIVE side GND and the ISOLATED(NEUTRAL) side GND simultaneously. if the above caution is not respected, an electric shock may be caused. Therefore, make sure that the power cord is surely removed from the receptacle when, for example, the chassis is pulled out. 2)Do not short between the LIVE side GND and ISOLATED(NEUTRAL) side GND or never measure with a measuring apparatus measure with a measuring apparatus ( oscilloscope, etc. ) the LIVE side GND and ISOLATED(NEUTRAL) side GND at the same time. If the above precaution is not respected, a fuse or any parts will be broken. Since the circuit diagram is a standard one, the circuit and circuit constants may be subject to change for improvement without an y notice. NOTE Due improvement in performance, some part numbers show in the circuit diagram may not agree with those indicated in the part list. When ordering parts, please use the numbers that appear in the Parts List. Composition resistor 1/2 [W] is specified as 1/2S or Comp. AC indicated : AC withstand voltage [V] Electrolytic Capacitors 47/50[Example]: Capacitance value [ µF]/withstand voltage[V] (No. YA270)2-1 CONTENTS SEMICONDUCTOR SHAPES †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2-2 USING P. W. BOARD †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ -2 BLOC K DIAGRAM †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2-3 CIRCUIT DIAGRAMS MAIN PWB CIRCUIT DIAGRAM [AV-21MT15/P, AV-21MP15/T] (1/4), (2/4) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2-5 MAIN PWB CIRCUIT DIAGRAM [AV-21MT15/P, AV-21MP15/T] (3/4), (4/4) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2-7 MAIN PWB CIRCUIT DIAGRAM [AV-21MT35/P] (1/4), (2/4) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. -9 MAIN PWB CIRCUIT DIAGRAM [AV-21MT35/P] (3/4), (4/4) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2-11 MAIN PWB CIRCUIT DIAGRAM [AV-21VA15/P] (1/3) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 2-13 MAIN PWB CIRCUIT DIAGRAM [AV-21VA15/P] (2/3), (3/3) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2-15 PATTERN DIAGRAMS MAIN PWB PATTERN [AV-21MT15/P, AV-21MP15/T, AV-21MT35/P] †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. -17 MAIN PWB PATTERN [AV-21VA15/P] †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2-19 VOLTAGE CHARTS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2-21 WAVEFORMS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 2-22 SEMICONDUCTOR SHAPES TRANSISTOR BOTTOM VIEW FRONT VIEW TOP VIEW CHIP TR E C B ECB E CB (G)(D)(S) ECB E C B B E C IC BOTTOM VIEW FRONT VIEW TOP VIEW OUT E IN IN E OUT 1 N 1 N 1 N CHIP IC TOP VIEW 1 N 1 N USING P. W. BOARD P. W. BOARD ASS'Y NAME MAIN P. W. BOARD AV-21MT15/P SCW-1714A-H2 AV-21MP15/T SCW-1715A-H2 AV-21MT35/P SCW-1706A-H2 AV-21VA15/P SCW-1728A-H2 2-2(No. YA270) BLOCK DIAGRAM MAIN PWB IC701 MAIN MICRO COMPUTER/ IF VIDEO RGB SYNC DEF. PROCESS R 108,109 SCL SDA TU001 TUNER IC702 MAIN MEMORY 127,128 SCL1, SDA1 SCL0, SDA0 I2C BUS MICRO COMPUTER G B DIGITAL SIGNAL PROCESS R G B IC351 RGB OUT V01 98,99 IF LED 97 REMOTE 119 KEY_IN 122 SV_DET 29, 30 SIF IN I/O PORT PEAKING SCAN VELOCITY MOD. U/V DELAY SIF DETECT VIF DETECT/AGC/AFT SOUND TRAP SKIN TONE U/V TINT SATURATION ROUT GOUT BOUT OSD SELECT 85 86 87 CRT SOCKET PWB SF101 SAW FILTER SF102 SAW FILTER 24, 25 VIF IN 79 Y J801 S-VIDEO VIDEO-1 S_VIDEO INPUT V L R J802 Y VIDEO-2 COMPONENT VIDEO INPUT CB CR J803 L R SW1 Y1 C1 CVBS1 L1 R1 80 PB 78 PR 55 V2 58 Y/V1 59 C1 VIDEO SELECT B-Y R-Y VIDEO C IDENT. Y 51 V3 COLOUR DEMOD BASE-BAND DELAY LINE R G B BASS [AV-21MT35/P] J805 BASS SPEAKER OUTPUT RGB MATRIX & GAMMA V. DRIVE COMB FILTER Y DELAY ADJ. SYNC SEP. VDA,VDB 22, 23 V2/Y PB PR L2 R2 49 L1 50 R1 56 L2 57 R2 34 L3 35 R3 AUDIO SELECT H. DRIVE HOUT 67 J801 HEADPHONE SPEAKER L 20 A_L AUDIO SELECT AUDIO CONTROL A_R 60 61 9 3 OUTPUT J804 VIDEO L R V-OUT L-OUT R-OUT 48 36 37 IC601 AUDIO AMP 13 23 VOUT LOUT ROUT SPEAKER R Q983 Q984 1. 8V REG Q981 Q982 1. 8V REG 1. 8V 1 IC401 V. OUT Q522 H. OUT 5 V VIDEO-3 INPUT (FRONT) J806 VIDEO J807 AUDIO-L J808 AUDIO-R V1. 8V V3 L3 R3 REMOCON RECEIVER POWER LED D901 RECT T921 SW TRANSF. IC972 3. 3V REG IC975 5V REG IC973 12V REG H DY01 DEF YOKE 3. 3V_STB 5V 8V 12V 32V B1 T522 FBT SCREEN FOCUS TV/VIDEO VOL+ VOL- CH+ CH- MENU AC IN F901 S901 L951 POWER SW IC901 POWER REG PC901 VOLTAGE FEEDBACK IC951 ERROR AMP EHV (No. YA270)2-3 2-4(No. YA270) CIRCUIT DIAGRAMS MAIN PWB CIRCUIT DIAGRAM [AV-21MT15/P, AV-21MP15/T] (1/4), (2/4) CN00C QGA2501F1-06 MAIN PWB ASS'Y (2/4) (FRONT LED) SCW-1714A-H2 [AV-21MT15/P] SCW-1715A-H2 [AV-21MP15/T] IC302 S9648 ECO R325 0 R326 X R322 X D303 R323 X X D807 X C807 .1 Q308 X C317 10/50 C806 100/16 R822 1K R824 470 S805 QSW0619-003Z S804 QSW0619-003Z S803 QSW0619-003Z S802 QSW0619-003Z S801 QSW0619-003Z IC801 RPM7238-H5 REMOTECON RECEIVER MAIN PWB ASS'Y(4/4) (CRT SOCKET) CN10T CN00T QJL001-065631 VIDEO-3 INPUT POWER LED (RED) D808 LH22440-T16 J806 QNN0281-003 J808 QNN0282-001 J807 QNN0281-002 R324 R328 0 R329 X R327 39K 0 J809 K801 X C825 NCB31HK-152X C826 NCB31HK-152X R817 X D814 *8 R630 270 1/2W QNS0155-001 R632 270 1/2W CN00S QGA2501C5-04Z SPEAKER R823 47 1/2W Y809 X CN10A QJL001-050600-E R762 220 R763 220 220 220 R764 R765 R627 X REMOTE PW_LED ECO_IN KEYIN R628 X LC805 QQR1199-002 B_MUTE R_AOUT L_AOUT Y_GND A_GND GND GND CN00A QJL001-050600-E R3 VDO_DET PROTECT S_REDUCE A_MUTE 4. 5/OTHER 5V ECO_IN REMOTE PW_LED SDA1 KEYIN SCL1 1. 8V PW V1. 8A 1. 8V 1. 8V S_V_DET 5V 3. 58/OTHER D341 *3 D342 *3 5V V3 L3 Y810 X R821 470 R820 330 R819 220 R818 180 R626 0 R629 0 R631 1K R633 1K C615 1000/25 C616 1000/25 R816 75 SDA1 SCL1 C1_GND D343 *3 Q341 *2 C1 R344 22 R961 1. 8K V12A S_V_DET R740 15K R788 0 D714 MA8030/H/-X D D707 *3 R794 2. 2K C792 . 1 G S L713 *4 W-A1 R755 1. 2K R750 10K 5V Q706 SSM3K02F-X D349 X R753 1. 2K D344 X D345 *3 Y1/CVBS1 Y_GND LC801 QQR1199-002 Y801 X R801 75 Y819 BW C D706 MA8036-X C777 . 1 C778 47/16 R760 100 SCL0 SDA0 R761 100 Q612 *1 R787 4. 7K R342 X 3. 3K 3. 3K 220 4. 7K *3 *3 C341 100/16 L304 X R320 X R319 X C316 X IC301 X C342 X C315 X C314 X C313 X X MC C312 X C311 X L303 X 3. V C305 X MC C310 X C309 X L302 X V2/Y V Y U PB PB_GND 0 0 R315 0 S1 1/50 22/50 C772 . 22 Q708 *2 R795 100K Q707 *1 Q705 SSM3K02F-X G .22 D Y717 QUY160-075Y 5V *3 0 Y802 X D817 *8 V1 L715 *4 C771 S R783 10K R776 15K C775 . 22 R758 3. 3K C767 VCC SDA L712 SCL WP 100 R976 1K 3. 3V_STB Q791 *1 SCL0 SDA0 C793 4. 7/50 Y791 X PW R790 1K R793 D713 MA8039/H/-X R736 100 X301 X C302 X R307 X R308 X R 310 X R311 X R321 X C318 X VDO_DET L1 R802 0 C821 NCB31HK-152X R1 R803 0 C822 NCB31HK-152X Y818 0 IC702 CH CH J801 QNZ0454-002 L1 VIDEO-1 S-VIDEO INPUT C770 . 1 D709 R745 R743 C783 R741 L714 R785 D711 C768 D712 R748 2. 7K R759 3. 3K 100 1K *4 .22 R730 0 R757 4. 7K C794 X R747 VSS R777 R771 A0 A1 A2 R739 0 R742 220 R744 220 R754 220 C303 X CH CVBSO/PIP Q307 X R318 X C776 . 1 MC R752 100 R751 100 100 R749 1K R1 R309 X R312 C304 X MC CVBSO/PIP_GND GND P_ON/OFF R984 47K R983 3. 9 1/2W R982 47K Q982 *1 R738 10K R981 3. 9 1/2W POWER SDAO S_REDUCE PROT VDO_DET A_MUTE ROTATION VER_PROTECT P25/PWM4 REMOTE SCLO SDA1 PW_LED PW_LED SCL1 TIMER TIMER ECO_IN VssC3 S_V_DET VssC1+P1 KEY_IN DecV1V8 V3. 3P VssC2 V1. 8C3 V1. 8C1 4. 5/OTHER 3. 58/OTHER P12/Int2 P00/I2SDI1 V1. 8C2 Q981 2SA562TM/Y/-T L711 *4 C766 . 22 C764 . 1 C765 100/16 L710 *4 L709 *4 R313 X V1. 8A D982 UDZS2. 0B-X VssP2 VssC4 1. 8V L701 *4 L702 *4 C701 . 22 C702 . 22 V1. 8C4 V3. 3A3 VrefP_Sdac 470/16 Q306 X Q305 X V1. 8ADC VssADC V3. 3A2 V1. 8A GndA RefAd V3. 3RefAdP 1. 8V D981 UDZS2. 0B-X R314 X Y817 0 R737 0 Q704 *1 R985 4. 7K R986 4. 7K Q984 *1 Q983 2SA562TM/Y/-T C763 . 22 C761 . 1 C762 100/16 L708 *4 C760 . 22 L707 *4 C759 100/16 R735 100 Y715 QUY160-100Y MC C306 X LC802 QQR1199-002 Y803 X D810 *8 R804 75 V2/Y_GND Y804 Y805 X X CONT PW R792 33 1/2W BL_GND PW 3. 3V_STB 8V A_VCC A_GND 5V 12V 3. V NECK H_DRIVE HFB ABL EW P_ON/OFF VDRA+ VDRBPROTECT V12A 32V TU001 QAU0353-002 TUNER K103 QQR1114-001Z L001 X K101 QQR1114-001Z L703 *4 CH VrefN_Sdac C704 C790 . 1 27p VrefP_Sdac IC701 VrefN_Sdac C705 7p CH VrefP_Sdac XtalIn XtalOut VssA1 GND RefAdN V3. 3A1 C307 MC X MC C308 X C703 LC803 QQR1199-002 Y816 X R805 75 J802 QNN0349-002 8V A_VCC A_GND 5V 5V 12V 3. 3V NECK H_DRIVE HFB ABL EW P_ON/OFF VDRA+ VDRBPROTECT V12A 4. 5/OTHER L003 QQL244J-4R7Z R317 C758 . 22 Bout R734 100 Gout K301 X Y806 X D811 *8 Y825 BW R806 75 C706 7p L717 *4 CH X701 QAX0799-001Z R756 10K ANALOG Rout C757 560p BLKIN CH BCL V5P3 Gnd3 DIGITAL R733 100 R732 1K K701 QUY160-150Y Y822 X L301 X PR PR_GND Y_GND LC804 QQR1199-002 Y807 X VIDEO-2 COMPONENT VIDEO INPUT R316 Y808 X Y824 QUY160-200Y SCL1 SDA1 NECK C823 NCB31HK-152X R2 L2 NECK CONT L718 *4 D812 *8 NECK CONT R731 1K MC C756 . 1 L706 *4 D708 *3 C785 2. 2 C707 . 1 C709 . 01 C710 6800p C708 100/16 C711 2. 2/50 C712 . 22 TF C784 X V5P1 MC R701 12K MC Ph2 Ph1 Gnd1 SecPll Dec8G EW MC VDRBMC VDRA+ R704 100 Vif1 Ysync Yin/G2/Y Yout Uout/INSSW2 J803 QNN0348-001 C755 10/50 C779 10/50 C753 . 1 C752 . 1 C751 . 1 C754 . 1 D753 *8 Y705 0 MAIN MICRO COMPUTER/TELETEXT DECODE/ IF VIDEO RGB SYNC DEF. PROCESS B3/Pb G3/Y R3/Pr INSSW3 PB GND V2/Y PR PR_GND BASS J805 X A_GND 5V C824 NCB31HK-152X C713 10/50 C714 EW . 022 MC R782 1. 2K NC R729 X D751 *8 Y706 0 Y821 QUY160-050Y 3. 58/OTHER CF101 QAX0349-001 R101 68 R005 75 C002 10/50 IF NC 32V LOCK 5V BM SDA D103 SCL AS BT AGC D104 C101 . 01 MC C111 220/16 C106 . 01 MC R702 X C715 . 001 R703 100 C716 . 001 OPEN SF102 QAX0723-001 VDRBVDRA+ C110 . 1 L101 QQL244K-1R0Z 8. 2K C780 . 1 C750 . 1 R809 0 V_OUT R808 X R807 100 1/2W C804 470/16 MC C001 . 01 Y008 0 C717 SF101 X X TF C718 . 15 R705 39K Vif2 Vsc Iref C749 . 1 Uin/B2/Pb Vin/R2/Pr V5Comb VssComb R728 Ssif/RefIn/Avl/RefOut R815 75 Q801 KTA1267/YG/-T D813 *8 J804 QNN0349-001 R104 100 L002 QQL244J-4R7Z C004 470/16 R001 220 x x R003 3. 9K R102 R107 X D101 X Q101 2SC5397/CD/-T C748 . 1 C809 X C746 . 1 100 R727 R726 27K 560 S_REDUCE OFF_MUTE R_AOUT L_AOUT BASS C003 . 1 R002 220 1. 8K 22 MC C107 X X X X GndIF Sif1 Sif2 V8AudioSwitches IfVo/FmRo/DvbO C109 0 X C747 10/50 L716 *4 L_OUT C802 10/50 R810 390 Y007 R109 R110 GND R_OUT D805 X R811 82K OUTPUT D102 C719 R706 Y003 X .01 220 Hout QssO/AmO/AudeEm MC AGC MC EHT R105 R103 Q102 X Y004 X FbiSo CVBSO/PIP Audio2InR Audio2InL C720 . 001 R707 22K DecsDem Y3/Cvbs R_OUT AgcSsif V_OUT L_OUT SifAgc HP_R HP_L Gnd2 V5P2 C005 . 0022 SVM R724 R778 LC701 X Y703 X X X R722 X Q702 X R725 X C803 10/50 D806 X R812 390 Q103 X A_R A_L PllIf NC R3 R1 R2 C4 C1 V3 MC 47/25 MC .01 V2/Y R813 82K L3 L1 L2 .01 C006 33/16 27 MC R004 27K C105 X MC MC C108 X R708 10K MC C736 . 01 C744 . 1 C739 1 C781 1 C782 1 MC C727 3300p C723 C724 C732 2. 2/50 R723 X H_DRIVE IC601 AN5277 AUDIO AMP NC L_R_MUTE B_MUTE GND_B B_OUT L_OUT ROUT GND VCC STB C103 C104 R106 C102 R108 D710 *8 X D704 *8 C741 . 1 X 1 1 HFB C745 . 1 C735 . 1 C740 . 1 5V D702 *8 C737 . 1 C738 1 U V R715 390 C729 2. 2/50 C742 10/50 Y ABL R709 1M C721 X Q803 *6 Q805 *2 Q804 *6 W-A D606 X Q611 *6 R636 0 R640 1K X R721 R720 R797 X R798 X RIN Y702 X BIN LIN NC NC NC NC NC NC NC NC RF D703 *8 10/50 C730 22/50 R772 2. 2K R773 3. 9K R774 2. 2K R775 3. 9K R710 X C725 . 1 C726 10/50 C728 . 1 R711 2. 2K R712 3. 9K R713 2. 2K R714 3. 9K Y707 0 R007 X C734 L704 R786 75 R769 X R770 X CVBSO/PIP_GND C602 10/50 10K C786 L705 Y1/CVBS1 R719 CVBSO/PIP C1_GND V_OUT Y_GND R_OUT L_OUT V2/Y ABL A_L R3 R1 R2 C1 L3 8V 5V V3 L1 L2 X D S SCL1 A_R R637 5. 6K R604 10K A_R Y005 0 HP_R HP_L Q002 X R601 0 R662 X R602 0 C656 100/50 C601 10/50 R606 C604 2. 2 1/2W . 22 C603 . 22 G R618 R617 X C611 X D SDA1 C743 10/50 R717 R718 R768 100 3. 9K 2. 2K D001 X C733 R008 X G Q001 X S D602 X C605 . 22 OFF_MUTE A_MUTE B_MUTE 12V HP_R A_B A_B C655 X R605 C612 X A_VCC HP_L P_ON/OFF V12A D604 X L651 X CF702 X CF701 X C722 X R767 X D610 C662 10/50 *3 R619 X Y701 X R639 5. 6K R625 X Q701 X R607 2. 2 1/2W Q603 *6 Q604 X Q605 *6 C653 X R659 X C659 X C654 X C608 220/16 Y704 QUY160-075Y Y708 X Y709 BW Y711 QUY160-150Y Y713 X Y714 BW Y716 X Y719 0 Y720 X Y721 X C773 . 1 Y811 X Y812 X C609 33/50 R610 100K D651 X R652 X C651 X C652 R657 X X R658 X D608 x CP Q606 X MAIN PWB ASS'Y (1/4) SCW-1714A-H2 [AV-21MT15/P] SCW-1715A-H2 [AV-21MP15/T] R663 X C665 X R651 X R653 X R654 X IC651 X C660 X R664 X C657 X N D607 *3 R612 100K R613 X R614 100K R615 X R635 X D603 *3 R656 X IC651 X C607 220/16 Q601 *2 R649 1K Q602 *2 R655 X C610 220/16 N C658 X R611 10K Q609 *6 R634 0 R608 X R609 27K D609 x C661 10/50 ! CP650 ICP-N25-T Q607 *1 R623 33K R620 10K R621 2. 2K NOTE) 1. Refer to the part list for the part number of IC701 and IC702. 2. Refer to page 2-21 for voltages of this circuit diagram. 3. Refer to page 2-22 for waveforms of this circuit diagram. Y101 QUY160-075Y Y102 X Y103 X Y106 X Y107 X GND GND K102 QUY160-150Y K104 QQR1114-001Z K105 QUY160-150Y K106 QUY160-150Y K107 QUY160-150Y C112 0 GND GND R622 10K Q608 *1 C613 10/50 C617 x Y722 QUY160-150Y R616 X R624 68K GND GND Q610 X D605 X GND Y006 0 R766 X R638 X C606 . 22 5V 5V A_L CS21177 (No. YA270)2-5 2-6(No. YA270) R814 100K R006 X C731 R716 2. 2K X *4 D701 *3 3. 9K Y710 BW C614 *4 .1 .1 X MAIN PWB CIRCUIT DIAGRAM [AV-21MT15/P, AV-21MP15/T] (3/4), (4/4) P_ON/OFF PROTECT 3. 3V_STB BL_GND H_DRIVE VDRA+ A_GND A_VCC V12A VDRB- NECK HFB . 3V ABL 12V 32V 8V 5V EW PW IC351 ABL PROTECT STB TP-47G TP-47R TP-47B TDA6107AJF/N1 ! ! F901 QMF51E2-4R0-S RY901 QSK0061-002 ! PW ABL D956 *3 R963 22K HFB C966 100/16 EW VDRBVDRA+ R964 27K NECK PROTECT D957 *3 D976 X P_ON/OFF H_DRIVE P_ON/OFF HFB EW VDRBX ! R356 QRE121J-222Y CN0PW QGA7901C1-02 MAIN PWB ASS'Y(1/4) CN00T D370 150 150 150 L357 BW S901 QSW0750-001 NECK D594 X R596 X R351 100 ! VA901 QAF0060-621 R910 X ! C910 QFZ9072-224 Q955 *1 CH D595 X Q592 X R595 X Q591 X R355 QRE121J-222Y R357 QRE121J-222Y C351 1000p ! R597 X VDRA+ R358 QRZ0107-152Z R359 QRZ0107-152Z R360 QRZ0107-152Z SG351 X ! SK351 QNZ0536-001 C352 4. 7/250 X X L355 BW LF901 QQR0673-004 IC971 X CONT D593 X L356 BW ! C353 QFKC2EK-104Z AC110V-AC240V 50Hz/60Hz R352 R353 R354 Y901 X Y902 X Y903 X Y904 X GND SUB 32V VIN PROTECT 5V R421 10K Q422 *1 Q421 *1 IC401 LA78040N PROTECT D472 X THERMAL PROTECTION PUMP UP Vcc -Vcc R473 68K C422 QCS32HJ-180Z 2. 2K SG353 X SG352 X R380 R381 D351 FR105SGT-T2 12V 5V 8V C971 D354 D355 C972 C974 X C973 X X R971 X 3. 3V_STB V. OUT D591 X R592 X D592 X R593 C592 X X D356 L971 X X L351 QQL244J-220Z R594 X C593 X VO NC CN *9 *9 *9 ! SK351 QNZ0536-001 CNDEG QGZ5004C1-02 ! 22/50 CN0E1 Y906 X Y905 X Y907 X

Cheating Has Become More Prevalent Among Business Students...

Enclosed is my analysis of my findings from the surveys given to students in the business school at Bayview University, where I will highlight and describe the results from the data collected about cheating based on the survey data. Included in this report will be my analysis of the survey and my advice on what to do about the accusations of cheating based on the results from the data. With a recession during 2008 and 2009, many Wall Street executives, financial managers, and other corporate officers were being accused of unethical behavior. In an attempt to possibly explain this behavior, the Chronicle of Higher Education published an article in 2009 that suggested that cheating has become more prevalent among business students. According to the article, 56% of business students admitted they had cheated some time while trying to obtain their degree. This statistic compares unfavorably with only 48% of nonbusiness students admitting to cheating some time during their college career. The faculty is divided on the concern of cheating with some members believing it more widespread here than other universities, and others thinking that is not a major problem here. Survey: The dean of the College of Business at Bayview University wants to conduct a study to investigate concerns about cheating. In order to gain insight on this issue, there was an anonymous exit survey that was given to 100 business students that are in this year’s graduating class. The survey contains threeShow MoreRelatedAcademic Dishonesty and Prevalent Cheating Strategy1787 Words   |  8 PagesCheating in School: A Growing Epidemic? Marc Ryan Calimba Charry Fe M. Cornelia Zephanie Marie R. Danieles Dianne Rachelle Y. Dela Rama Shirley Serojano Introduction: â€Å"Cheating’s OK!† This line is most likely heard by many of us. Cheating is widespread that even a Catholic Institution of St. Paul University Dumaguete (SPUD) is not exempted to have student cheating on exams. Cheaters only need to master the skills of cheating without actually acquiring knowledge and skills measured by the test.Read MoreEssay on Academic Dishonesty: A Corruptive Social Norm1412 Words   |  6 PagesCheats Cheaters come in all shapes and sizes. In fact, 75% of all students openly admit to some form of academic dishonesty throughout their educational career (Cheating Fact Sheet). With so many people who openly admit to academic dishonesty, certain categories of students tend to exhibit more cheating behaviors than others. One classification consists of students in a group. Studies have found that cheating is more prevalent in group oriented settings, such as fraternities and sororities (AndermanRead MoreAgents Issue Falsified Documents Abroad: A Report992 Words   |  4 Pagesdocuments are becoming more prevalent as a means for Chinese students to attend school abroad. Many Chinese agencies are creating forged transcripts and fake essays for a Chinese student base desiring to attend foreign universities. In 2011, approximately 340,000 Chinese citizens attended foreign schools, per the Ministry of Education. Seemingly, in mostly urban areas, many consulting agencies have profited greatly by receiving service fees for assisting prospective students in the application processRead MoreDigital Exams On The Rise Essay1390 Words   |  6 Pagescomputers into exams? Traditionally, exams have always been done on paper, but with sustainability among one of the prevalent issues today, universities have started to explore other methods of student assessment, with the most obvious proposal being digital exams. Depending on the course subject, writing exams on a laptop may increase efficiency or it may create unnecessary problems for both students and their professors. With academic assessment, however, there is significant divergence of opinionRead MoreThe Future of Academic Honesty - Paper5010 Words   |  21 PagesMarshall University Graduate College ABSTRACT Cheating has permeated many facets of American life. Reports on cheating are found in business, the media and on college campuses. Perhaps one of the more disturbing trends is reports on increasing cheating among grade and high school teachers and administrators. This makes the behavior, motivation and training of education students relevant for scrutiny. The paper examines academic dishonesty among college students training to be teachers. The study uncoversRead MoreBusiness Ethics : Ethical And Ethical Issues1360 Words   |  6 Pages INTRODUCTION: Business ethics can be defined as the set of moral values and codes or standards of conduct in an organization. According to Wikipedia – â€Å"Business ethics (also corporate ethics) is a form of applied ethics or professional ethics that examines ethical principles and moral or ethical problems that arise in a business environment. It applies to all aspects of business conduct and is relevant to the conduct of individuals and entire organizations.† The particulars and specifics of theRead MoreCheating on Exams7796 Words   |  32 Pagesand Rationale of the Study 1.1 Background Cheating on exams has become a popular phenomenon all over the world regardless of the levels of development. For instance, Baerthlein (2008), from Germany, described that over the past decade, cheating has become more and more common as an act of academic dishonesty. Referring to the latest statistics she expressed her concern on the alarming rate as more than two thirds of high school students admitted cheating on an exam last year. The same trend wasRead MoreAn Analysis of Freakonomics, by Steven D. Levitt1585 Words   |  7 Pagesand present the data as numbers and graphs Levitt takes anomalies within the data to reveal truths obscured. It’s Levitt’s sociological take on economics that has set him apart from his peers with his heavy focus on incentives, choices, and the consequences they have. Freakonomics mirrors Levitt’s method since it’s a collection of stories he has uncovered or read, and the core economic principles are hidden within each story throughout the book, sometimes even in plain sight like how there are exactlyRead MoreAnalysis Of The 17th And 17th Centuries By Ben Jonson1489 Words   |  6 Pagesstealing. It appeared also in July 1607, when Thomas Legge, Master of Gonville and Caius College, Cambridge, referred to the fact that someone had kidnapped his ideas for a play, The Destruction of Jerusalem. The use of Latin or French was common among the educated and upper classes of that time, many of whom would have been familiar with one or both languages. Alexander Pope (1688–1744), another English poet and satirist, was a great imitator. According to one source, he borrowed anything and everythingRead MoreInternet and Its Affect on Business2146 Words   |  9 PagesInternet and it’s Affect on Business Capella University Technology has been able to provide advancements in quality of life across the world. One of the biggest forms of technology is the use of the internet in a variety of different business sectors. One of the fastest growing forms of Internet use revolves around online schooling. The result is not only because of the access of the Internet, but the vast amount of resources now available just a click away. Online schooling provides several

Holocaust the Japanese-American Internment - 1195 Words

Humanity. It is disconcerting to think about what we the humans have done to our own race. All because we believe in trying to find a difference such as our ethnicity, intellect, or looks to try to find how we are better than some. Hitler did this to the Jews as he wanted the world to have the Aryan race with the Holocaust, and America did this to the Japanese during the Japanese internment. The Holocaust and the Japanese internment are very different from one another yet they are both very similar to each other. The Holocaust was the systematic mass slaughter of Jews and other groups deemed inferior by the Nazis. The Holocaust began when Adolf Hitler, the fascist leader of Germany that would lead the world into World War II. He and†¦show more content†¦Everyone that even looked to be Japanese would be mistrusted and be labeled as â€Å"the enemy.† On February 19, 1942 President Roosevelt issued an executive order which rounded up every Japanese person that lived in the US as they were seen to be threats to the nation. Many endured names such as being called an â€Å"alien.† In March, the government shipped the Japanese to relocation camps where they were sure to be not in contact with the enemy. Any former possession that the internees might had had were usually gone shortly afterwards as their lands would be repressed. Despite the fact that most of these Japanese were Nisei, native-born American citizens whose parents were Japanese, and that some volunteered for mili tary service they were still put into these camps. They were housed in barracks and used communal areas, for washing and eating. Over half of those taken in were merely children. These camps were then overseen by military personnel. All internees over the age of 17 were given a loyalty test were they were asked questions. 120,000 Japanese were taken in, and only 60,000 survived. In 1988, the U.S. Congress passed legislation which awarded formal payments of $20,000 each to the surviving internees. At the end of the war some remained in the US and rebuilt their lives, others however were unforgiving and returned to Japan. Both the Holocaust and the Japanese internment are eerily similarShow MoreRelatedJapanese Internment Camps during WWII1584 Words   |  7 Pagesdiscrimination near World War II (WWII) were the Jewish people and Japanese Americans. Both groups faced very different types of discrimination by different oppressors with different motives yet their treatment was very similar and many events paralleled each other. The treatment of Japanese in WWII internment camps was as harsh as the Holocausts treatment of the Jewish people. The lead up to the Japanese Americans internment took place over many decades leading up to WWII. It began in theRead MoreNight By Elie Wiesel1661 Words   |  7 PagesNight is an account of the Holocaust and persecution of the Jewish people, written by Elie Wiesel. Elie Wiesel wrote, â€Å"Never shall I forget that night, the first night in camp, which has turned my life into one long night, seven times cursed and seven times sealed. Never shall I forget that smoke. Never shall I forget the little faces of the children, whose bodies I saw turned into wreaths of smoke beneath a silent blue sky† (Night). Remembering the events of the Holocaust and the atrocities that occurredRead MoreWar Crimes Against Harry Truman1743 Words   |  7 Pagestime a large amount also believe he should have been punished for his actions. Which side one believes to be true depends on the perspective of the situation. An American might believe President Truman was justified for allowing the atomi c bombs to be dropped in order to save hundreds of American soldiers. From the point of view of a Japanese, dropping this massive, deadly, destructive bomb on a town of innocent citizens would be considered inhumane. War crimes are defined by the ICRC as any actionRead MoreJapanese Internment Essay : Japanese American Internment1084 Words   |  5 Pages1 David Ly Mr. Carelback US History April 23, 2016 Japanese-American Internment Essay Humanity has seen great horrors throughout the course of history, one them being the Holocaust during World War II. As we look down upon the Germans of that time, the U.S. had their very own holocaust. President Roosevelt issued the Executive Order #9066 on February 19, 1942, which allowed the relocation of tens and thousands of Japanese Americans to internment camps, stripping them of their rights; the reason beingRead MoreInternsment And Japanese Internment Camps750 Words   |  3 Pages10/17- Claim- For years, people have argued over whether Japanese Internment camps( interment means putting a person in prison or other kind of detention, generally in wartime. During World War II, the American government put Japanese-Americans in internment camps, fearing they might be loyal to Japan.) are an Americanized version of concentration camps. Some say that the Japanese Internment camps were just as brutal and inhumane as concentration camps in Nazi Germany. Others will tell you they wereRead MoreWhy Should The Internment Of Nisei Be More Controversial?988 Words   |  4 Pageswould the internment of Nisei be more controversial?) Issei is a term used to describe Japanese immigrants, or those born in Japan but who have moved to America. Such people were prohibited by law from converting into naturalized Americans, despite how long they had lived in the United States. Nisei, on the other hand, defines U.S. citizens born to â€Å"Issei† parents-or Japanese immigrant parents. Nisei are more accurately called â€Å"Japanese Americans,† or referred to as â€Å"non-aliens.† The internment of NiseiRead MoreJapanese Americans in American Concentration Camps783 Words   |  3 PagesJewish people kept in Concentration Camps throughout the Holocaust, this is not it. Japanese-Americans were persecuted due to the fact that they looked like citizens of Japan, who had attacked the United States on December 7th, 1941 at the naval base, Pearl Harbor. This hatred toward the group was due to newspapers creating a scare for the American people, as well as the government restricting the rights of Japanese-Am ericans. The Japanese-Americans were mistreated during World War II for no other reasonRead More`` Night `` By Elie Wiesel1618 Words   |  7 Pagesemotions, rationality and morality. Notably, Elie Wiesel testifies to the consequences of war in his memoir, Night. It details his experience enduring the Holocaust during World War II. Wiesel describes his early childhood being centered around his religion, Judaism, and a strong believer experiencing no waver in his faith. However, during the Holocaust, as Wiesel grows older and sees the cruelty of mankind, he proclaims, â€Å"As for me, I had ceased to pray. I concurred with Job! I was not denying his existenceRead MoreThe After Effects Of War1623 Words   |  7 Pagesemotions, rationality and morality. Notably, Elie Wiesel testifies to the consequences of war in his memoir, Night. It details his experience enduring the Holocaust during World War II. Wiesel describes his early childhood being centered around his religion, Judaism, a nd a strong believer experiencing no waver in his faith. However, during the Holocaust, as Wiesel grows older and sees the cruelty of mankind, he proclaims, â€Å"As for me, I had ceased to pray. I concurred with Job! I was not denying his existenceRead MorePearl Harbor : As A Cause1137 Words   |  5 Pages Then on December 7 of 1941, the day of the attack on our homeland, thousands of service members died and our fleet of navy ships in Hawaii was crippled. A pivotal event in American history, Pearl Harbor was a cause of relocation camps and America’s entrance into World War II. A major effect of Pearl Harbor was the Japanese â€Å"relocation camps† in America. With some aspects similar to those of Nazi Germany’s concentration camps in Poland. In the first few months of the war Japan had defeated many

The Police Guiding the Youth of a Generation Essay

The Police were a huge success in their abilities to influence and survive in a society of climatic endeavors. Throughout the Soviet onslaught in the 1980’s and the Arab oil wars in the 70’s, the music industry has thrived from the variety of conflicts around the globe. Soon after the Space age, The Police put out a popular song titled, â€Å"Message in a Bottle†, this song defined the bands culture with its unique definition pertaining to the climate of the world at that time. More importantly, influential music from that band produced a great change in society from their music – with only five-thousand words, twenty-five songs, three people, and one band – who changed it all. The Police were a three part band composed of Andy Summers the†¦show more content†¦The commercials director had only one condition, that they dye their hair blond for the shoot. The band was blessed to get this opportunity as later known because the blond hair became a trade mark of the band. The band’s first album was a hardship for them; they had a small studio and low budget, provided by Copeland’s older brother, Miles. Later that year in 1978, Miles heard the song Roxanne and graced them with a record deal from AM Records, this song was later banned along with another song, â€Å"Can’t Stand Losing You†, from their first album, Outlandos d’Amour, because they portrayed vulgar topics. Regatta de Blanc, their second album was a major success across Europe, topping the charts for almost four weeks and producing two best sellers, â€Å"Message in a Bottle’ and â€Å"Walking on the Moon† This album debuted in 1979, The Police s first world tour followed. Later in 1980 The Police released their third album, Zenyatta Mondatta. This album contained the songs â€Å"Don’t Stand so Close to Me† and â€Å"De Do Do Do, De Da Da Da†. The only other albums they produced were â€Å"Ghost in the Machine† (1981) and â€Å"Synchronicity† (1983). The Police were unable to play together after that due to Copeland breaking his collarbone he was unable to play the drums. From this unfortunate event comes a new light, as each of the three members went on to host successful solo careers. Many years later in 2007 The Police promised to hold a reunion tour. Some people were quite skeptical thoughShow MoreRelatedCriminology Essay661 Words   |  3 Pages during the day the biggest problem comes in the form of medium to large groups of youths acting in a manner that could be seen as intimidating to the elderly, or less secure, members of our local community. This is mainly in the form of cau sing a general nuisance including shouting, swearing, skateboarding, taking drugs and playing loud music etc. I believe that the current ‘hoodie’ trend does not help our youth, in general, because hiding away under a hood can be very intimidating to other. AtRead MoreMothers Reclaiming Our Children ( Roc )1529 Words   |  7 Pageshave their chances limited or adversely affected exclusively in relation to criminal activities. The racial differences tend to contribute the minorities receiving brutal treatment from the police officers. The children get to face longer and worse juvenile experiences as compared to the white kids. The police violence cases have gained popularity in the recent years with some of the community members terming the scenarios as post-racial experiences (Gilmore, 2004). Arguments have been establishedRead MoreThe, Meridian Hill, And Lynne Rabinowitz1290 Words   |  6 PagesCivil Rights Movement. However, the relationship of genders and the racial and generational dynamics mold and influence the actions of the characters. In this essay, I will argue that Meridian is forced to constantly collide and reconcile with past generations, Truman is self conflicted with the idea of abandoning his African roots, and Lynne is conflicted with the idea of white guilt. Read MoreMy Life On The Eastside Of Oklahoma City960 Words   |  4 Pagesencompassed all age groups and genders. My most vivid memory was watching a police officer pull a gun out of a sixth grade female studentâ⠂¬â„¢s purse in middle school and the numbed reaction on my part towards the situation. I wasn’t raised to be an uncaring child whose programming set him on a path of delinquency. It was quite the contrary. I was loved deeply and was raised to be respectful in a manner that older generations would call â€Å"Old School.† Yet I found myself in a moralistic battle of idealsRead MoreThe Themes Of The Book, March By John Lewis And Andrew Aydin1315 Words   |  6 Pagesexist in the north. Later, John met Jim Lawson and began attended his workshops about non-violent protesting, and lastly his first arrest. These highlights during his youth would become eye-opening to Lewis that what he was putting himself through to take down segregation in the south was a risk for his life to save future generations. The Bible that John received was a spark in his childhood and in his belief in God that he wanted to become a preacher once he was older. Reading scriptures to his chickensRead MoreHow Income Inequality Is Hurting America1271 Words   |  6 Pagesbankruptcies filed across the nation, according to The Merna Law Group, P.C.. If the income gap between the upper and the lower classes was not so high, debt could potentially be decreased. Not only does income inequality put a strain on the family unit by guiding people into debt, but it also diminishes the quality of life and life expectancy for many Americans. A study conducted by Harvard University’s School of Public Health found that women that live in areas with bigger gaps in income are twice as likelyRead MoreThe Vs. The Purple Crayon And The Frog King Or Iron Heinrich1723 Words   |  7 PagesFairy tales, beyond their value as charming escapes into realms of fantasy and wonder, are meant to teach children morals and demonstrate to them the traits they need to successfully function in society. These tales are sustained, generation after generation, in our collective consciousness as literary manifestations of our values. But to what extent is this consciousness collective? Are these morals consistent globally or do they vary from culture to culture?According to Bruno Bettelheim, moralsRead MoreThe Inequality Of Black Men And White Men Essay2094 Words   |  9 Pagesson of a woman in an abusive relationship. The mothers boyfriend by the name of George, he is a police officer, but a violent alcoholic. George came home drunk and almost beat the mother to death in front of Charlie. George left the mother in the kitchen barley alive. Charlie thought that he lost his mother so he goes into the room where George is passed out and reaches for the phone to call the police, but comes across Georges gun, points his gun at him and shoots him in his head out of fear. TheRead MoreThe Punitive And Rehabilitative Approach As An Indispensable Part Of The Criminal Justice Reform Issue3487 Words   |  14 Pageswrongdoers in the country has always been increasing. The statistics indicate that the current methods used to try juvenile cases in the world are faulted. In 1985, statistics indicate that there were 72,000 youths incarcerated in the American prisons, but by 2005, the number had soared to 100,000 youths incarcerated. The swift change in the juvenile system, which will be discussed later in this paper, contributed to this increase. Additionally, this also shows that the criminal system is no longer effectiveRead MoreJamaicas International Debt Crisis1805 Words   |  8 Pagesneoliberal policies actually exacerbated the problem. Therefore the guiding determinant of Jamaican economic policy-making post-1970 seemed to be the need to manage the public debt within the existing socio-economic system, in a manner that is responsive to the needs of the public. The solution to the problem lies in a series of policy reforms designed to increase the productive capacity of the region, the empowerment of the youth through education, and the unification of the people through the notion

Multicorporate structure Free Essays

As early as the 1980’s there has been significant effort to create management practices in the industry that parallel business strategies because of the realization of the need for sustainability as much as quality services (Alexander et al, 1988). The advocacy is now influencing current health administrators to adopt these practices on a structural level: organization are being reengineered operationally and to accommodate non-traditional and non-medical specific functions such as marketing, public relations and organizational development (Griffith White, 2006). Healthcare organizations that have multicorporate structures consider themselves not only healthcare providers but as an organization that has to be professionally productive socially responsive and operationally independent. We will write a custom essay sample on Multicorporate structure or any similar topic only for you Order Now This is not to infer that traditional healthcare organizations preclude these characteristics only rather that multicorporate structured healthcare organization follow more closely the structure of an enterprise Going Multicorporate Structured Technology, communication, culture and politics have changed perceptions regarding the industry and thus are changing the means of delivering services. For example, in evaluating accounting and financial management (A/FM) performance, the adaptation of performance benchmarking principles have allowed for early threshold performance measurements of health programs (Griffith White, 2006, pp. 455-456). In an effort to measure productivity levels of technology programs the Australia’s health and social services, the Australian Government Productivity Commission (2006) considered the marginal effectiveness propensity of the inclusion of technology in medical procedures as well as sensitivity analyses and compared them to the influence of technology in other government services to determine the impact to health services. This effort supports Griffith and White’s view of the need for sophisticated surveillance and forecasting activity in multicorporate structured organizations (pp. 564-565). In a similar effort, the United Kingdom based Democratic Health Network (2006) established community support and communication networks to support and monitors health awareness and delivery of services. The effort has developed significant funding for community-based health activities as well for the Democratic Health Network itself, greater participation in programs and higher satisfaction rating of health services. According to Griffith and White, these efforts can be considered as part of the healthcare organization’s marketing strategy because the efforts create awareness, reinforces the significance of the organization to the public, and at the same time allows for insights that can be developed to strategic advantages (pp. 610-613). Conclusion Considering the demands on healthcare today, there is need to develop effective channels for services, streamline operations and maximize resources. According to Leatherman (2001), there has been a recognized need in the health care industry to reevaluate its social roles and the social developments affecting the nature of current health care needs. This can only be accomplished if an organizations structure is able to respond to healthcare professionals and the public effectively, which can only be possible if the organization’s structure allows for the development of such competencies. The need for multicorporate structures does not invalidate the social mandate of healthcare institutions but only endeavors to make a strategy-based and sustainable enterprise. The adoption of corporate practices in healthcare is an effort to institute administrative and competitive competencies in healthcare organizations. References Alexander, J. A., Morlock, L. L. and Gifford, B. D. (1988). The effects of corporate restructuring on hospital policymaking. Health Serv Res   June; 23(2): 311–337. Griffith, John R. and White Kenneth R. (2006). The Well-Managed Healthcare Organization, Sixth Edition. Chicago, IL: American College of Healthcare Executives Leatherman, S. (2001) Measuring up: Performance indicators for better healthcare. OECD Observer No. 229 Australian Government Productivity Commission (2006). Impacts of Advances in Medical Technology in Australia. Retrieved August 11, 2007, from http://www.pc.gov.au/study/medicaltechnology/finalreport/mediarelease.html Democratic Health Network (2006). Accountability of the Health Service. Retrieved August 11, 2007    How to cite Multicorporate structure, Essay examples

Managing Diversity in Workplace

Question: Discuss about the Managing Diversity in Workplace. Introduction In the growing diversity of the workforce in the Australian workplace, it is essential for the Australian Government as well as employers and managers to develop effective strategies for improving the environment of the diversity in the Australian workplace. This report is aimed at promoting the diversity in the working environment, workplace, culture, and service delivery. This report will describe the diversity challenges and opportunities confronting by the employers and managers. This will also discuss the diversity management as a subject of attention for the managers (Hartel and Fujimoto, 2014). The diversity management programs and strategic initiatives will also be addressed to reduce the diversity related issues and challenges. Workforce diversity challenges and opportunities The workforce diversity involves broad mix of the workforce from different cultural, ethnic, and racial backgrounds of different cultures, castes, religions, and genders. The workforce diversity occurs because of the diverse workforce related to differences in values, physical abilities, caste, gender, sexual orientation, religions, cultures, and race. The workforce diversity also occurs due to the minority groups and indigenous people that create complexities for the employers and managers while managing the HRM practices within the organizations (Assaf, 2015). The workforce diversity includes dimensions- Primary dimension (inborn differences, such as ethnic, race, religion, gender, physical abilities, and sexual orientation) and Secondary dimension (education, religion, believes, marital status, work culture and family background). The discrimination, prejudices, biases, and inequality of the employment practices within the organizations are such growing diversity issues that preve nt the employment of the skilled, qualified, and experienced employee in the companies for the relevant job posts. The Australian Public Service (APS) agencies are confronting challenges in establishing and maintaining the workplace diversity and capable workforce in the Australian workplace. The race and ethnicity creates the complexities to the HRM practices of the employers and tend to hire the employees by preferring the racism, casteism, and reliogionism issues while recruiting the employees. These discriminating employment practices prevent the skilled and qualified employees to get employment based on their abilities (The Australian Department of Human Service, 2015). For ex- the minority groups suffers from the discrimination in employment because of the different cultural, physical and social traits and characteristics that create inequality of the employment practices for the minority groups employees. The termination of the growing ageing workforce is an example of the discriminating employment practices based on the physical abilities. The potential and experienced ageing employees are withdrawn or terminated by most of the employers from their organizations without any appropriate reasons on the basis of ageing or growing ages by ignoring their valuable contributions and extraordinary efforts to the organizations (The Australian Public Service Commission, 2015). The employers and managers also face diversity on the basis of color of the employees. Some employers in Australia give employment preferences to the while people (from countries Australia, Europe, USA and white groups) by ignoring the selection of the black people (Indians, Africans, and other black group people) entirely. The sexual advancements or unwelcome conduct of the sexual nature creates barriers to the ethical working practices. Glass ceiling is a case of the gender discrimination and sexual harassment that prevents the women or lady staffs to get equal employment opportunities. For example, glass ceiling is an invisible barrier that keeps the female employees and other minorities out of the employment. The glass-ceiling creates obstacles to the personal accomplishment and career development of the female employees by preventing them from getting equal employment opportunities on the basis of skills level and disabilities (The Australian Human Rights Commission, 2015). The locality is another growing diversity issue from the Australian industry perspective that prevents the outsider candidates or overseas employees from getting the equal employment opportunities because the some of the Australian companies only prefers the local Australian employees by ignoring the skills, qualification level, and job competences of the outsider employees. Attention to Workplace Diversity by the managers and employers Due to the growing complexities and issues of the diversity in the workplace, the most of the employers and senior managers are paying attention to the management of the workforce diversity at the work place. The employers and managers are being urged to identify and value diversity by perusing for the diversity management programs for improving the workplace environment of the diversity in the workplace. The managers are taking several initiatives for managing the workforce diversity within the organizations (SBS, 2015). The employers are now becoming more competitive and innovative by allowing the diversity in the workplace within their organizations that embraces the employment of the skilled, talented, and experienced workforce on the basis of their abilities and job competences. The most of the employers in Australia allow workforce diversity in their workplace or work environment and are looking for the skilled, capable, and multicultural workforce for improving the workplace e nvironment. The Human Rights Commission of the Australian Government provides the legislations and inclusions for the employers to follow the legal guidelines for reducing the workforce diversity related problems and issues. The Australian Anti-discrimination legislations, such as Age Discrimination act, 2004, Racial Discrimination act, 1975, Disability Discrimination act, 1992, Sex Discrimination act, 1984, Fair Work Act, 2009, Work, Health, and Safety act, 2011, and Human Rights and Equal Opportunity Commission act, 1986 provide the rules and regulations for the employers related to the human rights, age, sex, race, and disabilities. The Workplace Gender Equality act, 2012 provides the legislations related to diversity at the workplace based on the gender or sexual orientation (French, Burgess, and Strachan, 2009). The sexual harassment legislations of the Australian government enforce the employers to provide the security to the female employees during their employment period. The equal pay a ct provides the directions related to equal payment for the employees of same grade or levels. With globalization of the businesses, rising migration, and increasing competitiveness, the most of companies are becoming more attentive to the workforce diversity management. The Australian employers are focusing on recruiting, retaining, and motivating the best workforce for ensuring the harmonious working environment. The workforce diversity management promotes the fairness, accountability, and equality in the employment practices and workplace environment for enhancing value, motivation, and job satisfaction of the employees. The employers promote workforce diversity to attract, identify, recruit, and retain the best employees having good skills, educational qualifications, and adequate knowledge and work experiences for giving their valuable services to the organizations (SBS, 2015). The businessmen are focusing on creating a diverse work environment where the talents from different ethnic and cultural backgrounds perform at their best for achieving the organizational goals and objectives as well as maximizing the stakeholders value. The workforce diversity management has become a subject of attention that that the employers and managers are focusing to promote the diversity in the working environment for maximizing the employee morale, job satisfaction, value, and motivation and to realize them that they are important part of the organization. The most of the Australian companies are promoting the workforce diversity management principles at the workplace for enhancing productivity, creativity and innovation, and loyalty and confidence of the employees. Todays, the workforce diversity principles are applied to most of the Australian organizations for getting a significant competitive advance, improving organizational decision-making, meeting stakeholders perspectives, and satisfying the diverse needs of the customers through good service delivery (Optus, 2015). For example, the employment of the employees from the indigenous backgrounds and with disabilities is the key priority of the Australian Human Service De partment and The Australian Public Service Commission to promote the workforce diversity in the Australian workplace. The Diversity Council Australia says that the Asian-Australians are at the position of board members, managerial positions, senior executives, and professionals. The workforce diversity management is being promoted throughout the Australian organizations to assist in retaining the highly talented, skilled, and experienced workforce, enhancing corporate reputation, improving innovation and creativity among the employees, enhancing customer satisfaction and service levels, and strengthening cultural values throughout the organization. The workforce diversity management also reduces inter-organizational conflicts, employee disputes, communication difficulties, lower turn-over and absenteeism, and lower employee motivation. For example, according to a report from Hays Plc. an Australian recruitment consulting agency, more than 58% of the Australian employees are more likely to see diversity in the workplace. From the survey of 239 employees and 348 candidates, the diversity map shows the diverse workforce on the basis of genders, age, multi-cultural, indigenous, and disabilities (Canas and Sondak, 2014). From the survey report of Hays recruitment , it is found that 66 % employees see the organization gender diverse, 66% workforce look the organization cultural diverse from various cultural backgrounds, 69% see organization as a diverse workforce of different age groups of employees, 30% say that the organization has diversity with Aboriginal and Torres strait workforce, and 26% see the diverse organization with disable workforce. Workforce Diversity Programs and initiatives The workplace diversity program 2014-2017 of the Australian Public Service (APS) Commission provides information to the employees about the importance and relevance of the workplace diversity. It reinforces the National Archives commitment to the workforce diversity and embedding the diversity in day to day operations, workplace environment, culture, and customer service delivery. This program provides directions related to attracting, recruiting, and retaining the employee from the diverse cultural backgrounds, providing them a discrimination-free work environment that is professional flexible, innovative, and engaged, and integrating the diversity principles into the management practices (Bendi, Bleijenbergh, Henttonen, and Mills, 2015). This program encourage the employment of the workforce from the Indigenous Australian backgrounds, people from different cultural and linguistic backgrounds, people with disabilities, mature age workers, and LGBTI people (Lesbians, Gay, Bisexual, T ransgender, and Intersex people). For example, the diversity report of National Archives of APS shows that APS 57.5% workforce account for the women employees, APS 44% employees are over 45 years aged, APS 2.9% are disable employees, and 2.3% from Indigenous backgrounds. The individual approaches, such as learning and empathy are used to manage the diversity within the organizations. While, on the other hand, training, testing, and mentoring are organizational approaches used to manage the diversity within the organization. The equal opportunities of the training and development and learning could be provided for all staff members for reducing the diversity of the workplace by improving their skills, knowledge, and work competences of the diverse workforce (CTI Reviews, 2016). The coaching and mentoring are also workforce diversity management programs that focus on educating the employees for the awareness of the diversity needs of the organization and teaching them about different cultural patterns, environmental conditions, and business requirements in the environment of risks and uncertainties. The training, learning, coaching, and mentoring improve the problems-solving skills, decision-making skills, managerial skills, communication skills, technological knowledge and job competences of the staff members for preparing them to work in the diverse work environment (Barak, 2016). The employers are accepting the diversity challenges by focusing on integrating CSR and ethics into the HRM practices for providing the equal treatment to all employees by recruiting the skilled and deserving candidates on the basis of their capabilities, skills, knowledge, and work experiences. For example, the ethical code of conduct is a diversity management initiative that some employers follow by issuing a code of ethics to all its employees that will treat all employees in same manner based on the equality, transparency, fairness, and accountability of the working practices. The employers in Australia have been recruiting the over half diverse workforce for the technical, operations, marketing, managerial, accountants, and labor class jobs that will assist in developing the productive workplace by combining the skills, knowledge, efforts, and performances of the diverse workforce for the attainment of common goals and objectives. The cross-cultural technological training is also a part of the cultural diversity management programs, provided by the top technological companies, such as Intel, Apple, Samsung, for reducing the cultural diversity impact at the workplace. The cross-cultural training provides the employees an understanding of the different cultures, traditions, languages, and regional issues. The diversity training programs is provided for enhancing the awareness of the diversity and educating the employees about the business care for diversity. Through diversity training, the managerial staffs and executive employees learn the norms, values, cultures, customs, traditions, and language preferences of different cultural environments (Deresky and Christopher, 2015). The employee participation and engagement is an initiative adopted by the employers and managers for reducing the diversity related issues by allowing the participation of all employees in the company meetings, seminars, events, decision-making process that will assist to enhance the employee motivation, morale, and job satisfaction. Conclusion From the above studies, it can be concluded that the workforce diversity has become an increasingly issue for the Australian firms affecting the HRM practices, strategies, and planning. The employers and managers are now becoming more attentive to the workforce diversity management by reducing the discrimination, prejudice and inequality on the basis of age, race, gender, sex, religion and gender. The most of the employers in the Australian context are paying great attention to manage the diversity issues and challenges in the workplace by integrating the CSR and ethics into the HRM practices for providing the equal treatment to all employees that will assist to overcome the growing diversity challenges and discriminating employment practices. The diversity map shows the organization with the diverse workforce including the employees from different age groups, races, cultural background, genders, and physical and mental abilities. References Assaf, J. (2015). Diversity in the Workplace. [Online]. Available at: https://www.dss.gov.au/our-responsibilities/settlement-and-multicultural-affairs/programs-policy/a-multicultural-australia/programs-and-publications/1995-global-cultural-diversity-conference-proceedings-sydney/economic-aspects-of-diversity/diversity-in-the-workplace. (Accessed: 8 April 2017). The Australian Department of Human Service (2015). Workplace Diversity and Inclusion. [Online]. Available at: https://www.humanservices.gov.au/corporate/careers/workplace-diversity-and-inclusion. (Accessed: 8 April 2017). The Australian Public Service Commission (2015). Workplace Diversity Program 2014-2017. [Online]. Available at: https://www.naa.gov.au/about-us/employment/workplace-diversity-program/index.aspx. (Accessed: 8 April 2017). Australian Human Rights Commission (2015). Cultural Diversity in the Workplace. [Online]. Available at: https://www.humanrights.gov.au/news/speeches/cultural-diversity-workplace-0. (Accessed: 8 April 2017). Barak, M. E. M. (2016). Managing Diversity: Toward a Globally Inclusive Workplace. Canada: Sage Publication. Bendi, R., Bleijenbergh, I., Henttonen, E., and Mills, J. A. (2015). The Oxford Handbook of Diversity in Organizations. London: Oxford University Press. Canas, K. and Sondak, H. (2014). Opportunites and Challenges of Workplace Diversity: Theory, Cases and Exercises. Australia: Pearson Education. CTI Reviews (2016). Opportunities and Challenges of Workplace Diversity: Business, Business. London: Cram 101 Textbooks Reviews. Deresky, H. and Christopher, E. (2015). International Management: Managing Cultural Diversity. Australia: Pearson Higher Education. French, E., Burgess, J., and Strachan, G. (2009). Managing Diversity in Australia: Theory and Practice. Australia: McGraw-Hill. Hartel, J. E. C. and Fujimoto, Y. (2014). Human Resource Management. Australia: Pearson Education. Optus (2015). Why Diversity in the Workplace is important. [Online]. Available at: https://blog.optus.com.au/business/diversity-workplace-important/. (Accessed: 8 April 2017). SBS (2015). Australian Companies Promote Workplace Diversity. [Online]. Available at: https://www.sbs.com.au/news/article/2015/02/03/australian-companies-promote-workplace-diversity. (Accessed: 8 April 2017). SBS (2015). Australian Employers Encouraged to create Workplace Diversity. [Online]. Available at: https://www.sbs.com.au/news/article/2015/06/26/australian-employers-encouraged-create-workplace-diversity. (Accessed: 8 April, 2017).