Exchange Relationship Essay Example for Free

Exchange Relationship Essay 1. Introduction Sociologists have long accepted that exchange relationship is a preliminary part of human interaction (Homans 1958; Emerson 1972; Blau 1986). In general, it is accepted by people that who have treated them well should be rewarded and those who have treated them unfriendly or bad should be punished (Gouldner, 1960; Perugini, Gallucci, Presaghi, Ercolani, 2003; Eisenberger, Lynch, Aselage, Rohdieck, 2004). The concept of exchange relationship is a joint activity of two or more people in which individual has something the other values. The specific task in exchange relationship is to bring benefit for people by exchanging behaviors or goods that many people cannot achieve alone (Thibaut Kelley 1959; Homans 1961; Emerson 1972). Exchange relationship originally formulated by Thibaut and Kelley (1959) and Emerson (1972). It is developed and extended by Emerson and Cook (1978) and Molm (1989). Exchange relationship between two people, who exchange resources with each other. People could be individuals or groups. Each individual resource in the exchange relationship are items in that peoples behavior that produce consequences of value for the other people (Emerson, 1972). Firstly, the valued consequences of among people may be tangible objects like money or goods, social rewards such as status or approval, or psychological states such as happiness or self-esteem. The exchange relationship provides people with opportunities to exchange resources, the relations changing in the frequency with opportunities are used after a period of time and the value and distribution of exchange. Since people provide valued benefits for one another, they are depends on each other or interdependence. Interdependence between people varies directly with the value of the benefit other people can provide, or conversely with the availability of the benefit to themselves from alternative sources (Emerson, 1972). These alternatives are other exchange relations as well, connected to each other in larger exchange networks. If exchange in one relation affects the other relation, the two relations are connected. Network connections are positive to the degree that exchange in one relation is accompanying by exchange in the other. On the other hand, negative to the degree that exchange in one relation is without accompanying by the other (Emerson, 1972). Exchange relationship had been used as a fundamental to social stability. According to the Gouldner (1960) existence of the mutual exchanges of benefits is to make the social system to be stable. Flynn and Brockner (2003) stated that both givers and receivers prefer to engage in the exchange in ways that strengthen the relationship with one another. They do not want to engage the exchange relationship in the ways that harm the particular relationship in order to make a stable social system. Exchange relationship serves as a starting mechanism to initiate the social interaction. As refer to Emerson (1972) indicated that the consequences for social relation and social structure are regularly resulting in the exchange relationship as the dependent variable. It is believe that people always form a relationship is resulting from the exchange with attention to gain a certain benefits. It also can help people to interpret, cope and adapt to the relationship formed through the exchange relationship (Larsen Buss, 2005). The exchange relationship has been at the heart of economics theory from the beginning and anthropologists such as Malinowski (1922), Mauss (1925) and Strauss (1969) focused attention on the social implications of exchange. These varied social science perspectives share the observation that exchange can be done through different forms of interaction, including negotiation, gift-giving, and even implicit understandings of direct or indirect reciprocity among individuals in networks, groups, or communities. The resulting social structures and the consequences for social relations are often taken as dependent variables in exchange relationship (Emerson, 1972) 2.0 Content 2.1 What is Ethics? The word ethics comes from the Greek â€Å"ethos† which means the customs, habits and morals of people (Trimble Dickson, 2010). Ethics is defined as a set of moral principles or values. This is the most common way of defining â€Å"ethics† as norms for conduct that distinguish between acceptable and unacceptable behaviour (Resnik, 2011). According to Crommelin and Pline (2007) stated that ethic distinguishes between what is good and bad; determines moral duty and obligations; and establishes principles of conduct for an individual and a professional group. According to Velasquez (2001), he defined ethics as â€Å"The principle of conduct or behaviour that govern an individual or a group of people.† Ferrell, Fraedrich and Ferrell (2010) have also defined ethics as â€Å"Inquiry into the nature and ground of morality†¦Ã¢â‚¬  In fact, ethics is deï ¬ ned as the systematic reï ¬â€šection on what is moral. Morality is the judgment of standards and conducts which an individual or group has about what is right and wrong, or good and bad (Velasquez, 2001). Essentially, ethics is the process of examining the moral standards of a person or society in which the degree of reasonableness in applying the moral standards to concrete situations is determined. In short, people need to systematically reflect on what people think is right or wrong. In regards to this, developing a body of moral standards that are reasonable for people to accept and apply to the choices people have to make in life, is the ultimate aim of ethics (Velasquez , 2001). Ethics is a requirement for human life. It is important in adaption of human behaviour (Gintis, Bowles, Boyd Fehr, 2003). Ethical behaviour versus unethical behaviour are based upon the degree to which a proposed act is perceived as right versus wrong, good versus evil, fair versus unfair (Roman, 2003). Human actions would be random and aimless if without ethics. According to Landauer and Rowlands (2001), people are able to organize their action to accomplish their most important values through a degree of rational ethical standard is taken. Humans feel honour toward ethical action and shame toward acting unethically because of human nature as moral beings. So, any flaw in ethics will reduce ability to be successful in the effort. 2.2 Exchange Relationships Exchange relationships refer to the dyadic interaction in which the giving and receiving resources is predicted on the expectation of equitable resources being provided directly in return (Homans, 1958; Blau, 1964). Thus, Blau (1964) defined exchange as unilateral acts of giving that either reciprocate previously rendered favors or are given with expectations of reciprocation. As Gouldner (1960) has pointed out that the need to exchange for the benefits received serves as a starting mechanism of social interaction. When people are thrown together, and before common norms or goals or role expectations have crystallized among them, the advantages to be gained from entering into exchange relations furnish incentives for social interaction, and the exchange processes serve as mechanisms for regulating social interaction, thus fostering the development of a network of social relations and a rudimentary group structure. Therefore in exchange relationships, trust and commitment are the key component to constructs and promote a long-term relationship (Gouldner, 1960; Ganesan, 1994; Sanzo, Santos, Vazquez, Alvarez, 2003). It is well accepted that the trust and commitment are desired dominant sentiments in any exchange relationship. According to the Sanzo, Santos, Vazquez, Alvarez (2003) found that the trust and commitment have a great influence in the exchange relationship directly. These two components serve as a variable to moderate in the exchange relationship. In other words, in order to build an exchange relationship, trust and commitment is the component must take into consideration. 2.2.1 Components in Exchange Relationship a) Trust Most of the researches consider trust as an antecedent of successful exchange relationship (Stanko, 2007; Cater Zabkar, 2008). Trust has long been considered fundamental to exchange relationships (Deutsch, 1962; Blau, 1964). It is one of the most important elements in exchange relationship (Gundlach, Gregory, Achrol, John, Ravi Mentzer, 1995; Geyskens, Inge, Steenkamp, Nirmalya, Jan-Benedict, Kumar, 1999). It is defined as the willingness to rely on an exchange partner with whom one has confidence (Moorman, Christine, Deshpande, Rohit, Gerald Zaltman, 1993; Morgan Hunt, 1994). The existence of trust is a central component in exchange relationship when one party has confidence in an exchange partner’s reliability and integrity (Morgan Hunt, 1994). Hon and Grunig (1999) define trust as one party’s level of confidence in and willingness to open oneself to the other party. An exchange relationship evolves in a slow process, starting with minor transactions in which little trust is required because little risk is involved (Blau, 1964). For instance, Hansen and Riggle (2009) had indicated that the relationship between ethical sales behavior and buyer commitment to the salesperson is completely mediated by buyer trust in the salesperson. Partnering relationships with other individual depend on exchange processes that are characterized by high levels of trust between the parties involved in an exchange (Morgan Hunt, 1994). An exchange relationship requires trusting others to discharge their obligations. If partners in exchange relationship trust each other more, they are more emotionally involved and less consciously weighing the benefits against the costs of that relationship (Wetzls, 1998). In other words, the receiver in an exchange relationship will tend to neglect their obligation to make a reciprocate toward the giver because of the trust build in the exchange relationship make the both partners less concern about the benefits gain compare to the cost invest in the relationship. b) Commitment Commitment in exchange is defined as the belief of an exchange partner that an ongoing relationship with each other is important to warrant maximum efforts aimed at maintaining it, including short-term sacrifices (Kumar, Nirmalya, Scheer, Lisa, Steenkamp, Jan-Benedict, 1994; Morgan Hunt, 1994; Geyskens, Inge, Steenkamp, Nirmalya, Jan-Benedict, Kumar, 1999). Research suggests that commitment is at the core of all exchange relationships and it is an essential ingredient in successful long-term exchange relationships (Anderson Narus, 1998). This means that commitment is a good indicator of long-term exchange relationship. This is because commitment includes an attitudinal component signifying an enduring intention by the parties to develop and maintain a stable long-term relationship (Anderson, Barton, Erin Weitz, 1992). Hon and Grunig (1999) reflect commitment as the extent to which the exchange parties feels that the relationship is worth spending time and energy to maintain. As indicated by Moorman, Zaltman, and Deshpande (1993), commitment defined as an enduring desire to maintain a valued relationship. 2.2.2 Interdependence in Exchange Relationship Interdependence plays pivotal roles in the exchange relationship. A shared concept among all exchange relationship derived by researcher is interdependence between people (Thibaut Kelly 1959; Homan, 1961; Blau, 1998). An individual’s behavior in exchange relationship is dependent on the other’s behavior in order to drive the interaction. According to the Blau (1998) states that interdependence is not in itself sufficient enough for exchange relationship to exist between two people. Blau (1998) suggests that there is another criterion to meet the existence of exchange relationship which is interaction with another specific individual which whom one is interdependent. Interdependences occur when someone has performed a favor to an individual is required to reciprocate that favor by that particular individual. If that person fails to reciprocate then they are seen as ungrateful and interdependence is not obtained. However, if the favor is reciprocated then it induces the other to reciprocate in kind and encourages both parties to continue such exchange. Each individual’s behavior in this exchange is dependent on the other’s behavior in order to drive the interaction. If one was to fail to reciprocate, the exchange would then halt and interdependence would no longer exist. 2.3 Importance of Exchange Relationship in Individual Behaviors Exchange relationship is an important and normal phenomenon that happening everywhere and everyday in human life. Most of the studies have examined that either how givers respond to favor they have performed (Cialdini, 1993; Latane Darley, 1970) and how a receivers respond to that favors have been done for them (Gergen, Ellsworth, Maslach Seipel, 1975; Nadler, 1991). The exchange relationship is purportedly maintained by invoking the norm of reciprocity which is stipulates that people should help those who have helped them (Gouldner, 1960). The norm of reciprocity act as a social rule that maintains, among other thing, that people should return favors and other acts of kindness (Gouldner, 1960). Blau (1964) establish the notion that individuals prefer to maintain balance in their exchanges. For individuals to enter into mutually beneficial exchange relationships, they have able to commit to fulfill their contractual obligations. A lender will not lend without being assured that the borrower will not invest the money in a hopeless venture or take the money and run. Particularly, neither givers nor receivers prefer to engage in favors exchange in ways that strengthen their relationship with one another (Flynn Brockner, 2003). This means that they will do not want to engage in favor exchange in ways that harm their relationship. A proper structure of our relationships in a manner will enables us to benefit from exchange. For instance, an individual would enter into exchange relationship unless assured that the exchange can indeed make him better off and that the other party would act in manner that will make him better off. 2.4 Exchange Relationship in Organization The relationship between employees and their organizations has often been described as an exchange relationship (Mowday, Porter, Steers, 1982; Eisenberger, Huntington, Hutchison Sowa, 1986; Rousseau, 1989). Member of organizations often request favors to perform tasks or obtain resources they might not be able to perform or obtain alone (Blau, 1964). Exchange relationship between the leaders and subordinates develop from the interactions between these parties and motivated by the mutual benefits derived from the exchange (Blau, 1964; Brown Trevino, 2006). An effective exchanges relationship must be created between the parties in order to increase their dependence upon each other for long term survival. Leader and subordinates have closer relationships, the latter will tend to receive better performance evaluations and more promotion opportunities. In addition, mutual trust, respect and care are more likely to happen between subordinates and their employers (Graen, Novak, Sommerka mp, 1982). In return, the subordinates will show more loyalty and respect toward their leader. Organizational commitments have emphasized the importance of employee perceptions of the exchange relationship with the organization. Many scholar like Major, Kozlomski, Chao and Gardner (1995) and Lee (2001) indicate that the high quality of the leader-member exchange relationship such as employees empowerment, attracting reward and compensation is positively correlated with the organizational commitment and negatively correlated with turnover. This is because they tend to be satisfied with the organization. A large number of studies have shown that employees who feel that they have been empowered are likely to remain more committed to their organizations (Allen Meyer, 1990; Liden, Wayne Sparrowe, 2000). Empowered employees will consider themselves more capable of influencing their work and organization in a more meaningful way and more willing to stay in the organization. This is where the exchange relationship exists when a employees had empowered by their managers will willing to remain and work for the organization as a return. There are two important frameworks for exchange relationship in organization which are psychological contracts and perceived organizational support. Psychological contract is means that an individual’s belief regarding the terms and conditions of an exchange relationship with another party in organization (Rousseau, 1989). Perceived organizational support captures an individual’s perception concerning the degree to which an organization values their contributions and cares about their well-being (Eisenberger, Huntington, Hutchison Sowa, 1986). These two frameworks are similar in that they are both grounded in exchange relationship as the explanatory mechanism for their consequences on employees’ attitude and behavior. The psychological contract and perceived organizational support are also both positioned as key means by which an employee globally evaluates the employment relationship with the organization. Perceived organizational support is one-sided in that it focuses on the employer’s side of the exchange as perceived by employees. Psychological contract includes an employee and employer perspective which is the contingent relationship between an employee’s perception of the reciprocal obligation between that individual and the employer (Jacqueline, Shapiro Conway, 2005). 2.5 Relationship Between Exchange Relationship And Ethics Exchange relationship and ethics are two concepts that correlated. These two concepts are explained in theory which is able to enhance the understanding of the concept. Exchange relationship is a dyadic interaction between two parties by giving and receiving resources while ethics are the basic concepts of human conduct. An ethical action can build a long-term exchange relationship. According to Hansen (2011) says that someone who had perceived as an ethical people will more likely to gain a trust from others and develop an exchange relationship easily with them. As mentioned above, trust is one of the elements in building an exchange relationship. In other words, behave ethically can gain trust easily from others party. Exchange relationship can be developed through the trust between two parties (Brower, Schoorman Tan, 2000). Besides that, commitment tends to be higher between the parties who involved in exchange relationship due to ethical behavior. This is because they perceived ethical behavior can make them constantly engage in particular relationship. By referring to Gouldner (1960) norm of reciprocity which act as a social rule that maintains, among other things, that people should return favors and other acts in kindness. This means that peoples should treat others as how they want to be treated. If an individual act ethically will tend to influence people around them to act ethically. This is a learning process take place where people learn to behave ethically during interaction in exchange relationship. Therefore, people will learn to behave ethically to affect others to act ethically so that they can be gain the ethical treatment from the others as well. According to the Brown and Trevino (2006), ethical individuals are a role model for the others to follow because they tend to seek to do the right thing and conduct their personal lives in an ethical manner. For instance, an ethical leaders in organization are in the habit of seeking out â€Å"what is right† (Brown Trevino, 2006). This means that they are tend to make a fair and balanced decision from a means rather than just an ends perspective (Brown Trevino, 2006). Most studies consider how the managers’ ethical attitudes and behaviors influence those of their direct subordinates and how the subordinate respond toward it (Porter, Allen Angle, 1983; Ginzel, Kramer Sutton, 1993; Pfeffer, 1997). Leaders who are perceived as ethical will positively influence employee work behavior (Mayer, Kuenzi, Greenbaum, Bardes, Salvador, 2009). In other words, a manager who acts ethically can make a great influence toward employee’s behavior in exchange relationship. By referring to the relational leadership theory (Brower, Schoorman Tan, 2000) stated that an ethical leader are likely to develop the exchange relationships between the leader and subordinate because ethical leaders exemplify the essential of trustworthiness in the eyes of their subordinate. In an organization, the subordinates who perceive their leader to be an ethical people will be more likely to perceive this leader as a trustworthy leader and intend to continue in the exchange relationship development process with that leader (Hansen, 2011). In other words, an ethical leader who are honest, seek to do the right thing and holding high moral standards will lead their subordinate to perceive them as a trustworthy leader. This perception of trustworthiness on the ethical leader will act as a catalyst to the development of the exchange relationship between the leader and subordinate (Brower, Schoorman Tan, 2000). Exchange relationships between ethical leaders and their subordinates develop from interactions between these parties and are motivated by the mutual benefits derived from the exchanges (Blau, 1964; Brown Trevino, 2006). Ethical leaders are more likely to develop a strong exchange relationship with their subordinate because they are trusted by their subordinates. Scholars have been suggested that exchange relationships are related to discussions of ethical leadership (Brown, Trevino Harrison, 2005; Brown Trevino, 2006). Exchange relationships require a significant amount of trust the part of exchanging parties. In other words, keeping the definition of ethical leadership in mind that characterizes ethical leaders as being ‘trusted’ by their subordinates, it is quite likely that a subordinate who perceives his or her leader to be an ethical leader will also perceive this leader to be trustworthy. 3.0 Conclusion Exchange relationship is important in human interaction. Exchange relationship is a dyadic interaction between the individual in order to gain something from other and reciprocate something as return. Norm of reciprocity serves as a guideline for individual to deal in the exchange relationship. In exchange relationship, Batson (1993) claims that an individual assume that benefits are given with the expectation of receiving a benefit in return while the receipt of benefits incur in a debt or obligation to return a comparable benefits. The benefits that issue must be intentionally given and may include anything of use or value, tangible or intangible; they need not involve money or things for which monetary value can be calculated (Clark Mills, 1979). Ethic is study of moral principle while it helps in govern our decision making and moral choices (Ianinska Zamor, 2006). Human actions always judge by others in term of ethical or unethical. Without ethic act as guide for human, human a ction will tend to be aimless. From the study, exchange relationship is required the involvement of trust and commitment elements. These two elements is important in generate a successful exchange relationship. Trust and commitment is the key component in promoting a long-term exchange relationship (Gouldner, 1960; Sanzo, Santos, Vazquez, Alvarez, 2003). These two elements serve as a starting point for an exchange relationship to be generated. Before an exchange relationship build, the two party must have a certain degree level of trust between them. Without a minimum level of trust, it is hard to deal in exchange relationship. This is because exchange involves a certain level of risk need to be taken (Blau, 1964). Besides that, interdependent is also play an important role in exchange relationship. Interdependent will occur when each of the party who delivered some favors to another party is required a return for that favour from the recipient. Therefore, the exchange relationship only can be exits through interd ependent individuals. For the individual behaviour, exchange relationship will not run away from their interaction. It is focus on how the parties perform and respond to the favour in exchange relationship (Cialdini, 1993; Latane Darley, 1970; Gergen, Ellsworth, Maslach, Seipel, 1975; Nadler, 1991). A mutually benefits is expected by both of the party in exchange relationship. Therefore, individual will expect toward the benefits to be gained when making an exchange with particular individual. Exchange relationship is vital for organization as well. As the most scholar had study the exchange relationship between the employees and organization widely (Mowday, Porter, Steers, 1982; Rousseau, 1989; Eisenberger, Huntington, Hutchison Sowa, 1986). In deep, the leader and employees move in a same direction because of willingness to exchange their value each others. For instance, the manager empowered their employee and the employees feel satisfy then they tend to perform well and commit in their duty as well as the organization (Allen Meyer, 1990; Liden, Wayne, Sparrowe, 2000). At the end, the organization is the greater beneficial receiver. Next, study on relationship between exchange relationship and ethics is the main discussion part. The researches have widely examine this topic by reflect it in the organization (Brown Trevino, 2006; Porter, Allen Angle, 1983; Ginzel, Kramer Sutton, 1993; Pfeffer, 1997). It is explain that how a person to behave ethically in exchange relationship. Normally, a person will get influence by the ethical individual in exchange relationship. For instance, Mayer, Kuenzi, Greenbaum, Bardes and Salvador (2009) claim that the ethical leader can influence their subordinate behavior in the organization. Employees will perceive the ethical leader as their role model. These means that employees will tend to be trust on their leader due to the moral principle hold by their leader. In other words, leader established a positive behaviour toward their subordinate, the subordinate will tend to act the same way in manner. In exchange, employees to be more commitment toward their leader as well as org anization due to the ethical leader had gain a trust from their employees. Last but not least, two relevant theories had been established to explain the concept of exchange relationship and ethics. Social exchange theory and leader member exchange theory had been used to provide a clear understand of the topic. Social exchange theory is the human fundamental activity aid to clarify about social behaviour through the exchange relationship. This theory explain that in exchange relationship, an individual should reciprocate on the favour that given by the giver on a pro quo basis (Brown Mitchell, 2010; Blau, 1964). In general, social exchange theory had involved three main types of exchange which are negotiated exchange, reciprocal exchange, and generalized exchange. Each of the type served in different situation in term of risk involvement. Another theory that been used is leader member theory. This theory helps in explain how the exchange relationships occur among the employer and employees. From this theory, the exchange relationship among the leader and employee is related to the quality of the relationship. Throughout this relationship, leader and subordinate will generate a trust among them to establish the exchange relationship. A high quality of relationship involves showing mutual respect, concern and sharing of decision control (Dienesch Liden, 1986; Liden Maslyn, 1993). Therefore, exchange for benefits can be developed easily between the leader and subordinate.

Social Exclusion and Social Capital Theories: Urban Areas

Social Exclusion and Social Capital Theories: Urban Areas Introduction The idea of social exclusion, the forces within society which have contributed to it, and results of social exclusion are all issues that have been described in the following terms by Musterd, S and Ostendorf, W ((1998) p1): ‘The excluded lose the opportunities, the means and finally the ability to participate in society, which is expressed by a lack of labour market participation, low school participation, a weak position in the housing market, limited political participation and restricted socio-cultural integration†¦[1]’. Levitas, R (1998) has a slightly different view of social exclusion and her views have been described in the following way: ‘The MUD moral underclass discourse is rooted in neo-conservatism. Levitas describes this discourse as equating social exclusion with the development of an ‘underclass’†¦.[2]’ Therefore, while there are those who question the very existence of social exclusion problems: ‘†¦..the term does not necessarily imply either a positive or a negative state. It is simply a way of describing the established patterns of human relations in any given society†¦.[3]’, what the arguments of Levitas (1998) and Musterd, S and Ostendorf, W (1998) show is that social theorists have mapped an increasing trend within society which has entrenched wide gaps between social groups in terms of wealth and social status, and this trend has been noticed particularly in regard to urban areas and in terms of low income families. Social exclu sion has led to an explosion at both extreme ends of the socio-economic scale, with increases in households that have a low income, seen to expand proportionally with increases in the amount of households with high income and skills that are highly sought after. Those at the bottom of the scale are frequently referred to as ‘excluded’ and those at the top are those who benefit from social inclusion. The broad policy of redistributive justice has been seen as a way to redress this socio-economic imbalance. Redistributive justice refers to a process whereby the political process encourages the distribution of property and wealth, by introducing schemes such as taxation, which can channel wealth from the wealthy to the poor in society. This concept has been associated with Marxism, Socialism and Pluralism. Therefore, whether one accepts the discourse of an underclass propelling social exclusion, or whether one simply holds the view that social exclusion is mainly caused because of socio-economic reasons, it is plain to be seen that the UK government has recognised social exclusion as a problem which needs to be addressed in terms of policy. The effectiveness and coherence of these policies is of course, open to interpretation and criticism and two government policies will be examined in this essay to highlight the problem of social exclusion and to critique the government’s response to it. Two specific policies have been chosen by the writer with which to use as a focal point in the further discussion of the topic of social exclusion. The first policy is a policy called ‘Programme for Partnership’ which is aimed at narrowing the gaps that social exclusion imposes with regard to those living in urban areas of Scotland. The second scheme within the social capital and social exclusion area is the ‘Tackling Exclusion from Education’ scheme which proposes to see social exclusion as a problem which starts at an early age and which aims at improving the problems of social exclusion through the improvement of the education system in the UK. Urban and the City Few people doubt that the problems of social exclusion emanate in a substantial way from city life and problems associated with deprived urban areas. This scenario can be seen to produce an ‘underclass’ that live in these areas. As Martin (2004) has demonstrated underclasses, whatever their construction are a product of post industrialisation. Martin argues: ‘There are various interpretations of the term underclass. Indeed, Bovenkerk (1984) and Mann (1992 in Mann 1999: 150) argue that Murrays account of the underclass sounds remarkably like Marx and Engels accounts of the lumpenproletariat, and the term itself has been attributed to the work of the Swedish economist Gunnar Myrdal. According to Gans (1995: 2) the underclass is a redefinition of an economic term originally introduced by Myrdal in 1963 to describe the workers being forced out of a new economy, now often called postindustrial..[4]’ Therefore the first chosen policy which will be discussed in regards to the urban and the city topic is one which is aimed at dissipating the problems of an urban underclass. The scheme has only recently been announced by government and it relates to urban regeneration in Scotland. The scheme itself has been entitled ‘Programme for Partnership’ and it involves formulating ideas which will influence the long term lifestyles and opportunities of those living in deprived urban areas. This programme has held at its core the idea of ‘regeneration partnerships’ which encourages a level of cohesion between agencies charged with the responsibility of dealing with the problems of social exclusion in urban Scotland. For example, through directing resources to target inequality in the healthcare system, the ‘Programme for Partnership’ is intending to indirectly deal with the problems within the educational system such as low attainment which can be linked with poor health. This scheme therefore has been aimed at reducing inter-related problems linked with city life which combine to produce what has been described as: ‘†¦Ã¢â‚¬ ¦the horrible reality of being cut out of our credit-based, plastic card economy†¦[5]’. Other initiatives which have have been borne from this ‘Programme for Partnership’ initiative have been aimed at tackling the problems associated with homelessness, which is another sign of social exclusion. What the Partnership initiative has recognised is that homelessness is not a singular problem which randomly befalls those it affects. Homelessness, a problem endemic in urban areas can often be associated with poverty, low educational attainment, drugs, poor healthcare (particularly for the mentally ill) and family problems including abuse. Therefore, the government has formulated a new Code of Practice which encourages urban social service actors to develop strategies to deal with poverty which incorporate a holistic approach to dealing with the social problems that cause social problems, and not just isolated problems. The Cabinet Office’s social exclusion unit and the Scottish Office work closely to supervise and to help implement the ‘Programme for Partnership’ scheme. The Scottish Executive has recently been quoted as saying: ‘Part of the social justice strategy is the†¦.development of person-centred services (and) involves the breaking down of the old vertical hierarchies, such as the historical division between the UK Benefits Agency and Employment Service, which have recently been merged†¦[6]’. Yet, rhetoric does not solve the problem of social exclusion, and this scheme may be of little use if its effectiveness cannot be measured and attuned to the fluid distribution of the problems of social exclusion in urban areas. There is a fundamental problem which arises when one attempts to tackle a broad problem with an inter-agency approach and this problem involves measuring the success and/or failure of the policy, and targeting appropriate solutions within this grey area. The resulting subterfuge may be of benefit to a government seeking reelection, but how far it has gone to reduce continuing problems associated with social exclusion in urban areas is difficult to see through the rising crime rates, the continuing problems of anti-social behaviour and rising poverty, problems which those in urban areas are particularly susceptible to. Social Capital and Social Exclusion As we have seen earlier from the explanation of social exclusion provided by Musterd, S and Ostendorf, W (1998), the problem of social exclusion mainly affects those at the lower end of the socio-economic scale. The government has recognised that this problem in many ways reflects the way that poor children are treated in the education system. Statistics have suggested that there are links between a person’s educational and social development and this is particularly true of those who enter the educational system from a deprived background. Commentators such as Archer (2003) have pointed to a core problem relating to social exclusion and the educational system: ‘†¦.educational inequalities not only persist, but in some cases have increased†¦[7]’. Therefore the New Labour government have recently launched the ‘Tackling Exclusion from Education’ scheme, which is a scheme again aimed at local authorities and which encourages them to develop sch emes aimed at improving literacy in young people and teenagers. This scheme therefore aims to facilitate the progression of young people within the education system and one of its objectives is to tackle problems associated with emotional and behavioral difficulties in young people, problems which contribute to the problems that have been described above in an urban context. Truancy is also a big issue in this regard and the ‘Tackling Exclusion from Education’ scheme encourages local authorities to introduce pilot schemes within schools to look at alternatives to excluding children, and to improve attendance records. In this way the problem of failure in the educational system can be seen as a root cause of those problems described in the above urban and city section, as problems in school often persist into later life, and these problems can often be seen within cities. Linked with this Education initiative are schemes aimed at improving confidence among young people, and these schemes include out of hours activities which are funded by the National Lottery. As Majors (2001) has argued, ‘England is experiencing an education revolution. Few would deny that in the four years since the Labour government came to power they have made major advances in education and social inclusion.†¦[8]’. Yet, again, this scheme suffers from the same inadequacies as the later scheme. The difficulty again lies with separating rhetoric from success. While it is true that the problem of social exclusion can be tackled in the ways described above, it is not clear whether these schemes are actually effective, in light of the poor comparison Britain makes with other Western European educational systems. An intrinsic problem which has dogged other areas of political life is recognised as ‘political spin’. This New Labour propensity to cloud probl ems with ‘spin’ has permeated the social sector as much as it has the political sector. This leads to a problem of measurement and of recognition and the increasing inconsistency that can be seen from looking at what the government says it is achieving and reconciling this with poor educational attainment, truancy and other problems which afflict poor, young people in British state schools. Conclusion This essay has looked at the idea of social exclusion both in urban areas and in terms of social capital. In many ways social exclusion, begs questions about the definition of freedom; questions about redistributive justice which Marx and Engels have asked many years ago. Therefore, few could argue that the problems of social exclusion emanate in large part from industrialisation and this has been a theme of the essay. While Bashford and Strange (2003) have argued that: ‘†¦new political imaginings of freedom†¦ (and)†¦the invention of liberty as an inalienable right†¦[9]’ have improved the situations of many, the problem of social exclusion persists, as it argued by Rosenfeld and Tardieu (2002): ‘The very poor are shut out; the social institution is shut in. Both live with a sense of defeat and mutual misunderstanding To the extent that there are overtures from either side, these seem doomed to failure and make no sense to the other side. Nothin g is going on; there are no surprises, no exchanges, no meeting points. There is no story to tell†¦.[10]’. Therefore government policy which aims to target these problems must address social exclusion, not just in terms of description, but in terms of effectual strategy which measures success and failure in a fair and unbiased way. Bibliography Books and Articles Archer, L. et al. (2003) Higher Education and Social Class: Issues of Exclusion and Inclusion. Publisher: RoutledgeFalmer. Place of Publication: New York. Publication Year: 2003. Bashford, A. and Strange, C. (2003) Isolation: Places and Practices of Exclusion. Publisher: Routledge. Place of Publication: New York. Publication Year: 2003. Bollens, S. (2002) Urban Planning and Intergroup Conflict: Confronting a Fractured Public Interest. Journal Title: Journal of the American Planning Association. Volume: 68. Issue: 1. Page Number: 22+. Johnson, M. (2001) It May Not Grab the Headlines, but Tackling Financial Exclusion Is Social Democracy in Action. Magazine Title: New Statesman. Volume: 130. Issue: 4530. Publication Date: March 26, 2001. Majors, R. (2001) Educating Our Black Children: New Directions and Radical Approaches. Publisher: RoutledgeFalmer. Place of Publication: London. Publication Year: 2001. Martin, S. (2004) Reconceptualising Social Exclusion: A Critical Response to the Neoliberal Welfare Reform Agenda and the Underclass Thesis. Journal Title: Australian Journal of Social Issues. Volume: 39. Issue: 1. Publication Year: 2004. Page Number: 79+. Musterd, S. and Ostendorf, W. (1998) Urban Segregation and the Welfare State: Inequality and Exclusion in Western Cities. Publisher: Routledge. Place of Publication: London. Publication Year: 1998. Riddell, S. and Tett, L (2001) Education, Social Justice, and Inter-Agency Working: Joined Up or Fractured Policy. Publisher: Routledge. Place of Publication: New York. Publication Year: 2001. Rosenfeld, J. and Tardieu, B. (2002) Artisans of Democracy: How Ordinary People, Families in Extreme Poverty, and Social Institutions Become Allies to Overcome Social Exclusion. Journal Title: Social Theory and Practice. Volume: 28. Issue: 3. Publication Year: 2002. Internet Sources The Scottish Stationary Office (Undated) Social Exclusion in Scotland: A Consultation Paper. Available at:  http://www.scotland.gov.uk/library/documents1/socexcl.htm >>. United Nations Research Institute for Social Development. (1994) Social Integration: Approaches and Issues. Available at:  http://66.249.93.104/search?q=cache:cbPDnQ4TsgkJ:www.unrisd.org/unrisd/website/document.nsf/ab82a6805797760f80256b4f005da1ab/510920da18b35a6880256b65004c6a7b/%24FILE/bp1.pdf+social+integrationhl=enct=clnkcd=17 >>. Anonymous (2002) Social Inclusion/Exclusion. Available at:  http://66.249.93.104/search?q=cache:aRXxsOaWPLkJ:www.rwbsocialplanners.com.au/SOCIAL%2520INCLUSION.pdf+moral+underclass+discoursehl=enct=clnk>>. Footnotes [1] p1. Musterd, S. and Ostendorf, W. (1998) Urban Segregation and the Welfare State: Inequality and Exclusion in Western Cities. Publisher: Routledge. Place of Publication: London. Publication Year: 1998. [2] Anonymous (2002) Social Inclusion/Exclusion. Available at: www.rwbsocialplanners.com.au/SOCIAL%20INCLUSION.pdf+moral+underclass+discoursehl=enct=clnk>>. [3] United Nations Research Institute for Social Development. (1994) Social Integration: Approaches and Issues. Available at: http://66.249.93.104/search?q=cache:cbPDnQ4TsgkJ:www.unrisd.org/unrisd/website/document.nsf/ab82a6805797760f80256b4f005da1ab/510920da18b35a6880256b65004c6a7b/%24FILE/bp1.pdf+social+integrationhl=enct=clnkcd=17 >>. [4]p1. Martin, S. (2004) Reconceptualising Social Exclusion: A Critical Response to the Neoliberal Welfare Reform Agenda and the Underclass Thesis. Journal Title: Australian Journal of Social Issues. Volume: 39. Issue: 1. Publication Year: 2004. Page Number: 79+. [5]Johnson, M. (2001) It May Not Grab the Headlines, but Tackling Financial Exclusion Is Social Democracy in Action. Magazine Title: New Statesman. Volume: 130. Issue: 4530. Publication Date: March 26, 2001. [6]p3. Riddell, S. and Tett, L (2001) Education, Social Justice, and Inter-Agency Working: Joined Up or Fractured Policy. Publisher: Routledge. Place of Publication: New York. Publication Year: 2001. [7] p2. Archer, L. et al. (2003) Higher Education and Social Class: Issues of Exclusion and Inclusion. Publisher: RoutledgeFalmer. Place of Publication: New York. Publication Year: 2003. [8] Majors, R. (2001) Educating Our Black Children: New Directions and Radical Approaches. Publisher: RoutledgeFalmer. Place of Publication: London. Publication Year: 2001. Page Number: 1. [9] Bashford, A. and Strange, C. (2003) Isolation: Places and Practices of Exclusion. Publisher: Routledge. Place of Publication: New York. Publication Year: 2003. Page Number: 3. [10] Rosenfeld, J. and Tardieu, B. (2002) Artisans of Democracy: How Ordinary People, Families in Extreme Poverty, and Social Institutions Become Allies to Overcome Social Exclusion. Journal Title: Social Theory and Practice. Volume: 28. Issue: 3. Publication Year: 2002. Page Number: 519+.

Essay --

In the late eighteenth century, the Industrial Revolution made its debut in Great Britain and subsequently spread across Europe, North America and the rest of the world. These changes stimulated a major transformation in the way of life, and created a modern society that was no longer rooted in agricultural production but in industrial manufacture. Great Britain was able to emerge as the world’s first industrial nation through a combination of numerous factors such as natural resources, inventions, transport systems, and the population surge. It changed the way people worked and lived, and a revolution was started. As stated by Steven Kreis in Lecture 17, â€Å"England proudly proclaimed itself to be the "Workshop of the World," a position that country held until the end of the 19th century when Germany, Japan and United States overtook it.† A major cause for the Industrial Revolution was the enormous spurt of population growth in England. The increase in population meant that there were more people in surplus from agricultural jobs, and they had to find work in industrial factories. Enclosure brought forth a great increase in farming production and profits. Farming was improved through the use of crop rotation, enclosures, and the division on farms across England. Crops that were grown consisted of turnips, barley, clover, wheat. This improvement in farming caused a population explosion, which soon led to a higher demand for goods. The new means of production demanded new kinds of skills, new regulation in work, and a large labor force. The goods produced met immediate consumer demand and also created new demands. In the long run, industrialization raised the standard of living and overcame the poverty that most Europeans, who lived d... ...ndustrialization spread to the United States then across Europe. The BBC website indicates France, by contrast, was home to some of the finest scientific minds, but had an absolute monarchy which wielded great control over economic and political life. In Britain people believed that through industrial production they could create untold wealth - and the government believed that it was its responsibility to make this happen. In conclusion, the Industrial Revolution had profoundly impacted Europe in the 18th century. The Industrial Revolution also had considerable impact upon the nature of work, people, geography, and technology. It significantly changed the daily lives of ordinary men, women, and children. All of these factors came together in the late 18th century to create the unique conditions in England that culminated in the first-ever Industrial Revolution.

Elian Gonzalez :: essays research papers

At this point, it probably doesn't make much difference if or when Elian Gonzalez is finally extricated from the clutches of his Miami relatives. The damage has already been done. In 10 or 15 years, Elian's much-discussed psychic injuries will or will not have manifested themselves in some regrettable way, but we'll just have to wait and see. And when we get the news of his inevitable breakdown, we'll sit around and tsk-tsk, trying to remember specifics of the half-year melodrama that brought Elian so relentlessly into our homes and water-cooler conversations. Chances are we won't be able to remember exactly what the arguments were for keeping Elian here or for sending him home. Instead, we'll remember media-crafted images, because that's what this whole case has been about. There's no legal or emotional logic; there's only the mind-numbing parade of made-for-television snapshots: The self-righteous Miami Cuban-American community, chanting and mugging for the cameras; the indignant lawyers; the self-serving talking heads and the political posturing. If we're really lucky and concentrate hard, we'll remember the bemused expression of the little boy himself. Who do we have to thank for this montage of manipulation? The media, of course (yours truly included). What began as a human catastrophe (refugees drown at sea, motherless boy picked up by kindly fishermen) has been turned into something far less redeeming than a circus. When this fifth-rate soap opera began, there was talk of various positive, if peripheral, consequences. Could this little boy's plight push the U.S. government into a more reasonable relationship with Cuba? Would there be a heartwarming and speedy reunion between Elian and his father? Might the members of the American media be able to act like adults and take this for what it is: an intensely private family tragedy of a little boy lost? In retrospect, we should have known things would be bad. Elian's damp arrival on our shores interrupted a couple of spectacularly slow months in the nation's newsrooms — there was nothing to hold us back, so we stampeded down to Miami with our microphones amped and our camera lights blazing. Six months later, according to the media mavens at Newswatch.org, Elian has become the most covered media object since O. J. Simpson, surpassing JFK Jr. and even Diana in network stories. Various networks and CNN have cut a deal with the Miami relatives allowing cameras into the house, should INS officials or federal marshals finally make a move to retrieve Elian.

Risks and Benefits of Plastic Surgery Essay -- Cosmetic Surgery essays

Risks and Benefits of Plastic Surgery Plastic surgery is a growing entity which needs to be assessed more carefully. Messages within the media indirectly contribute to the rising rate of plastic surgery. Desires to meet the idealisms of media representations are often so consuming that people demand plastic surgery despite all of its associated risks and controversies. To compensate for this up and coming surgical trend, technology has developed more reasonable and attainable options for the public. Millions of operations are now able to be performed on those wishing to fulfill specific gratifcations toward their own personal appearance and/or self-esteem. This is a serious problem in that people are unaware or just simply disregard the risks and controversies associated with unnecessary surgeries. Physical: In order to understand how plastic surgery is detrimental, it is necessary to look at the negative impact it can leave on a person or persons. The most obvious of the problems associated within the industry is the unnecessary risk it poses to one's physical health and well-being. Mybodypart.com, the largest network of Plastic Surgeons backed by the American Board of Plastic Surgery, claims that there are a great deal of potential risks which are associated with aesthetic surgeries. These include complications from bleeding, suture reaction and wound separation, Necrosis, nerve damage, allergic reactions to anesthesia, scarring, and any other complications associated with routine surgical procedures. Bleeding normally continues up to 3 days post surgery and can cause problems clotting, or hemotoma, making the patient(s) susceptible to infection or seromas, which is a collection of tissue fluid. Sutures are foreign... ...ducation/procedures/psychological_aspects.cfm Cosmetic Surgery. (2004). In The new Harvard guide to women's health (p. 179). Cambridge , MA & London , England : Harvard University Press Mybodypart.com (2006) Plastic Surgery – Virtual Plastic Surgery. Retrieved March 12, 2006, from http://www.mybodypart.com/plastic-surgery.html National Research Center for Women & Families, (2006). What you need to know . . before you get breast implants. Retrieved March 5, 2006, from http://www.breastimplantinfo.org/what_know_3.html ( U.S. Food and Drug Administration, FDA/Office of Public Affairs, FDA Consumer, 2000). Retrieved on March 5, 2006 from http://www.fda.gov/fdac/features/2000/300_laser.html http://www.worth1000.com/entries/209000/209256fKmj_w.jpg http://www.epregnancy.com/images/plastic_surgery_hdr.jpg http://www.campaignforrealbeauty.com/index.asp

Communication in Health & Social Care Essay

1. Understand why effective communication is important in the work setting 1.1 – Identify the different reasons people communicate To express needs; to share ideas and information; to reassure; to express feelings; to build relationships; socialise; to ask questions; to share experiences People communicate in order to establish and maintain relationships with others, to give and receive information and instructions, to understand and be understood, to share opinions, knowledge, feelings, emotions, to give encouragement and show others they are valued. see more:people from different backgrounds Communication is an essential tool a carer can use to meet the needs of those they are caring for. It is a basic requirement of my job role to communicate with individuals and their families, other members of staff on a daily basis. Communicating with other staff members ensures effective team working and continuity of care. It also ensures any health and safety issues are recognised and reported. All carers attend hand over at the beginning of each shift and also complete communication books after attending an individual, thereby keeping other staff informed and aware of current situations within the workplace. Individuals communicate with carers to express their needs and preferences and to ensure they are met. As a carer I would discuss the options and choices available to the individual to allow them an informed choice regards their care. 1.2 – Explain how communication affects relationships in the work setting Effective communication is more than just talking, and is essential for the well-being of the individuals you care for. It includes body language, gestures, facial expressions, positioning and appearance. It is important to be aware of non-verbal communication when interacting with individuals at work. Communication is a fundamental relationship-building skill in the workplace. If people don’t communicate well they limit their ability to connect on any meaningful level and, at the extreme, can create conflict. Positive communication skills like listening, open questions, calm tone of voice. These help bring people together because they are behaviours that lead to creating relationships. Workplace relationships also become a lot stronger when people can clearly and effectively communicate what they need and allow others to do the same. 2. Be able to meet the communication and language needs, wishes and preferences of individuals 2.2 – Describe the factors to consider when promoting effective communication It is impossible to do without communication in health and social care, we have many reasons to communicate and it is essential communication is done effectively without misunderstanding others or being misunderstood. We communicate with: Patients, residents, clients, Health care professionals, Managers and supervisors, Family and friends. Factors to consider: – that most communication is non-verbal, that information must be factual and concise and not be littered with personal opinions (and documented in the same manner). Documented care should be dated, timed and signed. This last point is particularly important when maintaining medication records). There are many other factors to consider when promoting effective communication such as: – environment – is the location correct, it is noisy, do you need privacy, is the communication able to flow freely whilst doing a task or is a formal place required. – proximity – the better you know a person the closer you will be and sharing information is easier – closeness can encourage effective communication. Do you need to reposition yourself or say chairs around you to ensure you make effective use of the space around you so it is not a barrier to communication. – body positioning/body language – do you need to lean towards the person to encourage communication and show them you are interested but going too close can be invading someone’s â€Å"space†. Standing directly in front of someone may be interpreted as being too direct. Body language needs to be considered – arms crossed can be perceived as defensive and not open to communication. Standing over a person may also seem intimidating – do you need to kneel down onto someone’s level. – touch – A light touch on a person’s arm or hand can communicate caring and understanding, but sometimes touch can feel intrusive, even threatening. Touch is a safeguarding issue and you must never impose yourself physically on a vulnerable adult. You also need to consider the method of communication and what is the best way for effective communication such as – written (emails, texts, letters, reports etc), verbal (face to face or over telephone). You will also need to consider cultural differences when promoting effective communication. Acknowledging and responding to the cultural aspects of a person’s identity and care needs are strategies that are likely to enhance communication. Avoid general assumptions that beliefs about issues such as diet, personal care practices, sleeping arrangements and ‘health’ are shared by all service users. Another factor is language differences – Language is a central feature of any communication process. There is often an assumption in care settings that the language of the dominant culture should be used, which in most cases is English. Where care professionals are involved, this may also include use of technical health or social care jargon. Avoid using jargon where possible as it can confuse service users who are unfamiliar with the specialist terms. Physical difficulties influence the way individuals are able to communicate. This is another factor to consider. You need to be sensitive to the specific needs of individuals so communication is facilitated from the start. For example, if a person has difficulty enunciating (speaking clearly) following a stroke, allow enough time for a conversation to take place, check frequently that you are receiving their message correctly and reassure the person that they don’t need to rush. You also need to fact in those people with hearing difficulties or those who are visually impaired. You need to consider whether the person’s hearing aid is in and working, speaking clearly and concisely, ensure you speak directly to the person’s face or in front of them. Use facial expressions to aid understanding. With visually impaired ensure you introduce that you are there before launching into a conversation, use light touches on the body to let someone know you are there and make sure clearly end a conversation and let the person know if you are leaving. 3. Be able to overcome barriers to communication 3.1 – Explain how people from different background may use and/or interpret communication methods in different ways Diversity is something to be celebrated however everyone being different can cause issues with communication. We are all different and interpret information in different ways so we need to ensure we consider peoples differences when communicating. Cultural differences can mean people interpret communication differently. What is acceptable in one culture may not be in another e.g. a handshake between a man and woman may not be allowed, addressing the opposite sex may not be allowed, personal care of the opposite sex may not be allowed. People may also not be competent in communicating effectively – they may not have had a formal education or have special educational needs therefore it is important to consider how that individual can interpret information and in turn communicate themselves. In simple terms a person’s personality also affects how they communicate and respond to communication. A quiet introverted person may not be heard about a loud extrovert person. Also that person may not be able to digest information in a room that is full of loud, noisy people. Similarly a person who likes noise and a room full of chatter may not prefer a quiet environment and could â€Å"switch off†.

Hostile Mint Case Study

Case – 1 Hostile Mint it’s probably the last place you might expect to find a hostile work environment. First of all, it’s a federal workplace. And even more surprising, it’s heavily guarded against intrusion. But the situation inside the U. S. Mint in Denver was anything but a safe place for 71 women who brought a complaint to the facility’s equal employment opportunity (EEO) officer in 2003. When the organizers of the complaint began to fear that they were the investigation targets instead of the complaints, 32 of the women decided to take the matter to the U. S. Equal Employment Opportunity Commission (EEOC). Their contention: The Denver Mint was a hostile work environment. These allegations were the culmination of a number of incidents that had occurred over a long period of time. The Denver Mint, which opened in 1863, has 414 employees, of which 93 are women. One woman who started working at the Denver Mint in 1997 said, â€Å"She found the atmosphere completely hostile toward females. † When she filed an EEO charge claiming discrimination, she was retaliated against by having most of her job duties reassigned and being required to work at home. Events leading to the current complaint started in 2001, when another female employee who was inspecting a men’s room for cleanliness saw a loose ceiling tile, removed it, and found 40 to 50 sex magazines. Some months later, this same employee was checking for rats in an attic and found a stash of pornographic magazines. Both times she made these discoveries, she was with a male colleague. Later, she would say in a statement given to the main office of the U. S. Mint that to her knowledge no action was every taken to address the situations. Another female employee filed a claim of retaliation and sexual harassment with the facility’s EEO officer in 2000. It was 2003 before she got a hearing with the EEOC and an administrative judge ruled in favor of the Mint. However, when she filed her claims in federal court in 2005, a jury found that she â€Å"worked in an environment hostile to women and awarded her $80,000. † In 2001, the facility’s new superintendent held a women’s forum attended by the then-director of the U. S. Mint. However, the highest-ranking woman at the Denver Mint—the administrative services chief, Beverly Mandigo Milne—said, â€Å"Nothing changed. † The final straw that triggered the complaint was the demotion of the mint’s acting EEO manager in February 2003. The month after the demotion, the 71 women filed the petition alleging a hostile work environment. An individual from the San Francisco Mint was assigned to investigate; however, the women claimed that the investigation never focused on the facts, but on Milne. One of the women said, â€Å"They believed that Beverly coerced everyone into filing the petition. † That was when 32 of the women took the matter to the EEOC. Despite the filed petition, hostile situations still continued. One woman said that in 2004, a male co-worker offered to pay her for sex. Another woman said that after she returned after a short bereavement leave following her husband’s death in 2005, a male supervisor propositioned her. On March 31, 2006, the U. S. Mint and the female employees who had filed the class complaint reached a proposed settlement. The terms of the settlement included a payment of $8. 9 million for damages, fees, and costs. The joint press release of the United States Mint and Class Couns