A Critical Discussion of Research Methods and Approaches The WritePass Journal

A Critical Discussion of Research Methods and Approaches Introduction: A Critical Discussion of Research Methods and Approaches Introduction:Research Philosophy:Theoretical Perspective:Research Approach: Inductive and Deductive ResearchResearch Methodology/ Strategy: Case StudyReferencesRelated Introduction: Progressing further from the literature review, a research methodology is proposed and formulated concentrating on the design, implementation and careful analysis of the data to achieve the main research objective which is to analyse what staff at Asda think of the electronic training and induction which takes place within the company.   This would be carefully analysed in further details. Research Philosophy: Saunders et al (2007) defines research philosophy as the manner in which knowledge is being developed and interpreted.   Literature by Saunders et al (2007) indicates that there are three important variables that must be considered when looking at a research philosophy.   These are Ontology, Epistemology and Axiology respectively. Ontology is mainly concerned with the nature of reality; it raises questions on how the world functions and various views that people hold within.   Whereas, Epistemology is the way knowledge is demonstrated and how it can be justified.   Axiology is a branch of philosophy which studies judgements about value and it stresses upon that what role the researcher’s value play in the research.   (Saunders et al 2007). This research is taking place in Asda store in Edinburgh and the philosophical approach it will adopt is Epistemology.   Epistemology as defined by Baker and Foy (2008) is the branch of philosophy which is concerned with the nature of knowledge and mainly concerns at what does and what does not constitute as warranted knowledge. According to Easter-by-Smith et al (2004), adopting a research position is vital in research because of the following reasons.   First, it helps to clarify the research design.   Second, it identifies which design will work and which will not.   Third, it allows the researcher to stay within the research objectives and also indicate some limitations of a particular research approach and last it can help the researcher to introduce his or her personal experiences in the research process.   However, there are two philosophical positions that have emerged from within the rank of Epistemology.   These are Objectivism and Constructivism.   (Saunders et al 2007) Further, Johnson and Clark (2006) argues that the most important issue is not which philosophical space the research occupies but on how well the research is reflected and defence against the alternatives the researcher could have adopted.   More so, the theoretical perspective history presents a graphical illustration of the philosophical positions below: Theoretical Perspective: Objectivism as an epistemological stance holds the view that social entity exists in reality and is independent of people’s perceptions.   However constructivism is opposite to objectivism.   Truth and meaning do not exist in some external world and people construct their own meaning in different ways, even in relation to the same phenomenon.   (Remeyi et al 2005) This research will mainly adopt a constructivist approach because it is about looking at people’s views and beliefs.   However, there is a very little element of objectivism in the research as to look at past figures and study the previous trends of young and older workers beliefs and views.   Therefore, focusing mainly on constructivism thus, making it fairly justifiable for using this constructivist approach.   This correlate with the theoretical perspective of interpretivism.   Saunders et al (2007) defines interpretivism as an epistemological approach which is necessary for the researcher to understand the difference between the humans in the role as a social actor.   This approach is adopted by those who regard the business world as too complex to permit the discovery of definite laws.   According to Saunders et al (2007), interpretivism refers to way people make sense of the world around them, which bears different perceptions of the way people judge, think a nd feel about organisational operations.   However, proponents of interpretivism are criticised for undermining the general ability of research findings.   Reasons for adopting this philosophical approach is that the staff at Asda is going to base and construct their own understanding and knowledge on electronic training and induction which is offered to them therefore they will have their opinions and feelings about it and whether they like it or not. Remeyi et al (2005:104) nicely summarised the underpinning features of objectivism and constructivism in the table below:- Objectivism Constructivism Basic beliefs: World is externally and objectiveObserver is independent World is socially constructed and subjectiveObserver is part of what is been observed Focus on meaning Researchers should: Focus on factsLook for causality and fundamental lawsReduce phenomena to simplest elements Formulate and test hypothesis Try to understand what is happening Look at totality of each situation Preferred methods: Operationalise concepts so they can be measuredTake large samples Use multiple methods to establish different views of phenomena Small samples investigated in depth or over time Source:Remeyi et al (2005:104) Research Approach: Inductive and Deductive Research There are two major approaches to a research development namely induction and deduction.   Deductive approach is similarly to that of the scientific research.   It involves the development of a theory which is subjected to a rigorous test.   (Collis and Hussey2003) Deductive approach in a research works from a more general to more specific and conclusions can be drawn from an available theory. (Saunders et al 2007). For instance: Herzberg’s Two Factor theory can be used to identify job satisfaction within a workplace. Inductive approach on the other hand works the other way round moving from much specific to broader generalisation and conclusions are based on the facts identified in the research findings.  Ã‚   The purpose of this is to get a feel of what is going on so as to understand something in a much better way.   (Saunders et al 2007) Inductive approach will be suitable for this research because the research objectives are context specific, gathering general ideas and views of people and the research will be carried out to get a better understanding of the workplace systems and finally conclusions will be arrived from the research findings. Research Methodology/ Strategy: Case Study According to Remeyi et al (2005) research strategy provides the overall direction of the research and has identified several research strategies namely action research, case studies, forecasting, survey, ethnography, grounded theory and archival research. Robson (2002) defines case study as a strategy for doing research which involves an investigation of a particular existing fact within its real life context using multiple sources of evidence.   Morris and Wood (1991) states that the case study strategy is of a greater interest if the researcher wishes to gain a rich understanding of the context of the research and the process being enacted.   Case study strategy also generates answers to the questions, for this reason the case study strategy is often used in explanatory and exploratory research. For the purpose of this research, the researcher will focus on case study strategy.   The use of this strategy will comfortably accommodate better understanding and provide rich picture of the current situation and training systems in place within Asda. Purpose of the Research: Descriptive, Exploratory or Explanatory: The classification of the research purpose most often used in the research methods is among one of the following: exploratory, descriptive or explanatory.   However, the research project may have more than one purpose.   (Saunders et al 2007) Robson (2002) points out, that the purpose of enquiry within the research can also change over time. Descriptive Study: Robson (2002) states that, the aim of descriptive research is to portray an accurate and exact profile of people, events or situations. Exploratory Study: An exploratory study is very valuable way of finding out what is happening or to seek new insights, to ask questions and to assess phenomena in a new light.   It is a very useful if the research is about clarifying and understanding of any problems and there is also a willingness to change direction in exploratory study.   (Robson 2002) Explanatory Study: This involves a research which focuses on studying a situation or a problem in order to explain the relationships between variables.   (Saunders et al 2007) This research is going to use exploratory study because it involves getting a general understanding of electronic training given to staff in Asda and exploring any problems within the workplace faced by the employees finally willing to make any adjustments according to the needs and requirements of the employees. Qualitative and Quantitative Data: Saunders et al (2007) describe qualitative data as non-numerical data and which has not been quantified.   Carter and Litter (2007) hold the view that qualitative research enables the researcher to rely on words rather than using numerical data when carrying out the investigation.   The researcher can pose open the questions about the nature of things as they happen in real life rather than putting out to test already established hypothesis. However, on the other hand quantitative data as described by Saunders et al (2007) as numerical data that have been quantified and it is the data that can be measured. Carter and Little (2007) describe quantitative data as data which is based on facts and figures. This research is mainly focused on Qualitative method because it involves describing things for instance getting feelings of staff over induction and training method used in Asda which is the main objective of this research.   The qualitative data will be collected from interviews to get a general feeling of things.   However, there is also little Quantitative analysis involved within the research because the researcher will gather some numerical data by giving out the questionnaires in order to access the effectiveness of electronic induction and training.   Previous figures can also be collected from management for accessing the effectiveness of e-training but the main focus still relies on the qualitative analysis.   Quantitative data can be represented by using pie charts, bar charts or reports.   Easterby-Smith et al (2004) states that the combination of both methods of research enhances and maximises the quality of the research. Data Collection Methods: This research is based on a realistic philosophical stance based on inductive approach, the research strategy being a case study, the purpose of the research being exploratory using both qualitative and quantitative analysis but mainly emphasising on qualitative analysis.   Data collection methods are simply how the information is gathered.   There is a wide range of data collection methods available namely:   surveys, sampling, questionnaire, observation, interview, focus groups.   (Easterby-Smith et al 2004) However for the purpose of this research the researcher is going to use three methods to collect data (questionnaire, semi-structured interview and focus group discussions) for the purpose of triangulation. Questionnaires: A questionnaire is a set of carefully prepared questions designed with the aim of collecting reliable data from selected participants.   (Remeyi et al 2005) Oppenheim (1992) defines a questionnaire as a tool for collecting and recording information about a particular issue of interest.   It is made up of a list of questions and it should always have a definite purpose which is related to the objectives of the research.   Questionnaires are commonly used to gather straightforward information relating to people’s behaviour or to look at basic attitudes and opinions of people relating to a particular issue.   The questionnaire can be designed using both open and closed ended questions to get both qualitative and quantitative data. For the purpose of this research, the researcher will distribute the questionnaires to the permanent staff specially focusing on staff that has been to both electronically and classroom based training sessions.   Reason for using a questionnaire is that it will enable the researcher to get a clear picture about the effectiveness of e-training.   A sample size of about 30 staff will then be chosen.   This will include 25 shop floor workers, 2 team leaders, 2 line managers and 1 personal training buddy.   The questionnaire will be in the form of both open and closed ended questions to get a mixture of quantitative and qualitative data.   The questionnaire is focused to those employees and managers who can share and express their views in interviews and focus group discussions. Further, Cohen et al (2000) states that advantages of a questionnaire is that the feedback is anonymous which encourages openness and honesty and it gives the opportunity to each employee to participate.   The use of questionnaires gives the following advantages: it is cost and time efficient in collecting and analysing data.   However, questionnaires also possess some sort of difficulty for example open ended questions may require the respondent to give detailed answers which may be a challenge to some respondents whereas, closed ended questions may limit the in-depth enquiry of relevant information.   (Easterby-Smith et al 2004)  Ã‚  Ã‚   The researcher will carry out a pilot test using five questionnaires to check that the questions are easily understood and that there are no particular problems relating to the length, sensitivity and sequence of questions. One to one Interviews: According to Easterby-Smith et al (2004) one to one interviews can take various forms: structured, semi-structured and unstructured.   This requires a face-to-face conversation between the interviewee and the interviewer and the sequence of questions are open ended. This research will adopt a semi-structured interview.   Remeyi et al (2005) states that semi-structured interview provides an opportunity to probe complex issues in a relaxed atmosphere. The reason for carrying out the research in a semi-structured interview technique is because it provides quick and rich evidence because the respondent can provide detailed insights of facts.   Participants for the semi-structured interview will be selected on the basis that they have gone through both electronic and classroom trainings programmes.   The sample for the interview would be five members mainly: 1 personnel manager, 1 departmental manager, 1 line manager and 2 shop floor workers.   The interview questions will be drawn out from the literature review however; the researcher may add any relevant questions or drop any issues which may seem inappropriate while conducting the interview. Focus Group Discussions: A focus group discussion is a group of people who have been brought together to discuss a specific topic in depth.   According to Saunders et al (2007) focus group discussions involves the use of comprehensively group interaction whereby participants are chosen because they have something to contribute on the topic.   A focus group can precede both quantitative and qualitative data. The researcher will use focus group discussions as third method to gather data.   Reasons for doing a focus group discussion is because one session of a group discussion produces a large amount of information in a relatively short period of time.   The research will involve five participants in the focus group discussion; 1 line manager, 1 team leader, 1 training buddy and 2 shop floor workers and the sessions will last for 25 minutes. Triangulation: According to Wolf (2010:145) ‘’triangulation refers to the combination of different research modes or looking at the same topic from different angles.’’ As stated above, three methods have been adopted for this research.   They will better explore the outcome of the e-training process thus enhancing validity.   The reason is to provide broader breadth and depth of the research objectives and also offer greater clarity about the gaps in philosophical commitment during data collection and analysis levels.   (Cox and Hassard 2005) Validity and Reliability of Research Design: Validity and reliability are very important criteria in evaluating a research.   According to Joppe (2000), validity determines whether the research truly measures that which was intended to measure or how truthful the research results are.   Remeyi et al (2005) refers to validity as representing a good fit between theory and reality, in the same sense that when a description of a process is evaluated; best fit between theory and reality can be traced.   The primary reason for considering this is to indicate how the research will be accepted as a piece of academic writing. Since the research will include little bit of quantitative data, statistical validity will be very paramount to ensure consistency and integrity.   Also validity of qualitative data will be prompted whether the researcher has gained full access to knowledge and information about the case study.   (Remeyi et al 2005) Reliability is that similar observations should be made by researchers on different occasions and the concern is that how replicable the study is.   (Remeyi et al 2005)  Ã‚   This is achieved by keeping the data which is been collected safely and to enable others to investigate if any doubts arise in the research results.   This provides transparency and trust in the philosophy, approach and methods used in collecting and analysing data since they are open for scrutiny.   (Remeyi et al 2005). Research Ethics: The researcher will bear in mind the ethical issues; these will be in accordance with research ethics framework presented by the University of Bolton Institutional Repository and also the Economic and Social Research Council: to ensure the design and the research itself will respect honesty and quality standard.   Its been guaranteed that the intended used methods shall be clearly understood by the participants and privacy will be respected in terms of when gathering data and anonymity of respondent.   Finally, the author will observe the widely cited suggestions given by Remeyi et al (2005) relative to the theft of ideas, choice of sampling, obtaining assistance from others, misrepresentation of work done and lastly to avoid illegal and unlawful conducts with the entities of the organisation being studied. Evaluation of Overall Research Design: The research philosophy, approach, strategy and methods adopted for the research are judged by the researcher as the most suitably fit for the research objectives.   However, the researcher is aware of the lapses in the research design and these might cause hindrance in convincing conclusions.   The researcher has envisaged the following possible limitations and has outlined backup plans. Firstly, the issues could rise in the inclusion and exclusion of sampling criteria may rise constraints in the research design.   For example: age discrimination and ethnicity might be a problem and overall logistic costs and general feasibility of the research design can hinder the collection of sufficient data.   Also selected participants maybe unavailable due to being absence, some participants being on sick leave, workers taking pre-booked holidays and most importantly the busy schedule of management may cause disruptions in the research.   In addition, the current management within the department might be altered through transfers hence; this might slow down the research process completely. Secondly, the sample of 30 participants may not provide a broader picture of the electronically based training and induction in Asda. Thirdly, errors and non-responsive attitude of the participants might cause problems in the sample representation. Furthermore, by using a case study strategy it makes it difficult to generalise the outcomes of the research since it may not present a wider view of the store or Asda organisation.   This can raise questions about the validity and reliability of the research.   Also, the time available to carry out the research is limited.   This limits the collection of vital information through semi-structured interviews and focus groups discussions which might cause some loop holes in the research process. Accurate and appropriate data collection analysis tools maybe difficult to find sometimes.   Again, since the purpose of the research objective seems to be limited and focuses on a more tangible issue such as technology; this might limit participants interest in the research thus can cause setbacks in the research process.   Equally important is that access to vital information about the personnel department might cause constraints in the research itself; as stated by Wolf (2010) it is common for researcher to encounter accessibility difficulties during the data collection stages of their research. Finally, the research project is the first independent project carried out by the researcher of such magnitude, although the author has written essays for up to three thousand words but this may cause inaccuracies in the overall research design. The use of questionnaires will target wide sample size, this will ensure appropriate response.   Interviews and focus group discussions will enable the researcher to obtain valuable information for limited time since management will be involved. As data analysis and interpretation of data is concerned, the researcher will apply simple co-efficient method by comparing between samples, the higher co-efficient reflecting higher score and vice versa.   (Cavusgil and Das 1997) With regards to internal and external validity of the research, the author will ensure causality between the research objectives, literature review and the research design and also ensure that the research design matches with other research patterns. In addition, triangulation has been adopted to provide richness in the data collected.   Similarly, the author will follow the recommendations provided by Gilbbert and Ruigrok (2010) to ensure external validity; generality in external setting does not mean that case study should give up generalisability but the key is to distinguish between statistical and analytical generality. With respect to ethical concerns, the research will guarantee transparency through careful documentation and organisation of the research process with relevant materials to be kept secured to facilitate retrieval for any further investigation. Furthermore, the author will ensure for the sample criteria all cultures are respected.   Inclusion criteria will follow the provisions of Equality and Discrimination Act 2010.   The author will use random sample in order to avoid any representation errors. Also with regards to accessibility, the author will keep closed contact with the management.   More so, the author works within the company as a seasonal staff during the holidays and has been working there for three years so this makes it easy for the management and employees with regards to communication flow so the communication gap has been eliminated.   The issue of cost especially travelling and other logistics from Bolton to Edinburgh will be handled since Edinburgh is the author’s main UK residency place. In short, the research design coupled with the research objectives and the literature review are fundamental in critically evaluating the process of electronic training and induction in Asda Edinburgh. References Baker, M.A., Foy, A. (2008) Business and Management Research, 2nd Ed, Argyll: Westburn Publishers Carter, S.M., Little, M. (2007) Justifying Knowledge, Justifying Method, Taking Action: Epistemologies, Methodologies and Methods in Qualitative Research, Journal of Qualitative Health Research, vol.17, no.10, pp.1316-132 Cavusgil, S.M., Das, A. (1997) Methodology Issues in Cross-cultural Sourcing Research – a Primer, Marketing Intelligence and Planning Journal, vol.15, no.5, pp.213-220 Cohen, L., Manion, L., Morrison, K. (2000) Research Methods in Education, 5th Ed, London: Rouledge Falmer Collis, J., Hussey, R. (2003) Business Research: A Practical Guide for Undergraduate and Postgraduate Students, 2nd Ed, Basingstoke: Macmillan Cox, J.W., Hassard, J. (2005) Triangulation in Organisational Research: A Representation, Organisation Science Journal, vol.12, pp.109-133 Easterby-Smith, M., Thorpe, R., Lowe, A. (2004) Management Research: An Introduction, 2nd Ed, London: Sage Publications Gibbert, M., Ruigrok, W. (2010) The ‘What’ and ‘How’ of Case Study Rigor: Three Strategies Based on Published Work, Journal of Organisational Research Methods, vol.13, no.4, pp.710-737 Johnson, P., Clark, M. (2006) Business and Management Research Methodologies, Sage Publications Joppe, M. (2000) The Research Process, The Quantitative Report Journal, vol.8, no.4, pp.597-607.   Available from: nova.edu/ssss/QR/QR8-4/golafshani.pdf  Ã‚   [Accessed on 25th April 2011] Morris, T., Wood, S. (1991) ‘’Testing the survey method: continuity and change in British industrial relations’, Work Employment and Society, vol.5, no.2, pp.259-82 Neuman, W.L. (2000) Social Research Methods, 2nd Ed, London: Allyn and Bacon Oppenheim, A.N. (1992) Questionnaire Design, Interviewing and Attitude Measurement, 2nd Ed, London: St. Martins Press Remeyi, D.W., Money, A., Swartz, E. (2005) Doing Research in Business and Management: An Introduction to Process and Method, London: Sage Publications Robson, C. (2002) Real World Research, 2nd Ed, Oxford: Blackwell Saunders, M., Lewis, P., Thornhill, A. (2007) Research Methods for Business Students, 4th Ed, Harlow: Pearson Education Wolf, F. (2010) Enlightened Eclecticism or Hazardous Hotchpotch? Mixed Methods and Triangulation, Journal of Mixed Methods Research, vol.4, no.2, pp.144-16

Thoughts on Being Humble Essays

Thoughts on Being Humble Essays Thoughts on Being Humble Essay Thoughts on Being Humble Essay What is the purpose of being humble, when should we be humble, and is being humble overrated? Do people only dislike other people for being cocky because they doubt themselves? Personally, I do not mind it much when people brag about what they have achieved or have done. More often than not, I know they never intentionally mean any harm by doing so. Why should I mind? They’re only excited about their life, right? It is always easy to remain humble when everything is good and dandy, but the moment someone criticizes them, they tend to withdraw, especially if the person criticizing does so in a tone which may not be â€Å"soothing† enough. I know people who swear on their lives they are humble, yet, they are not. They are so deep in their beliefs that it is never their fault that they instantly create excuses to justify their reasoning, and if you try to point out their lack of logic, they will not listen at all. They are so involved in their own ego that thinking something else almost seems impossible. If someone was truly humble shouldn’t that mean they are also understanding and relaxed? If you disagree or would like to add anything, please leave a comment below explaining your reasoning so we may correct this article. ) I have come to conclude that many people believe they are humble when in fact, they are not. First of all, I strongly believe that your environment shall be a strong determinant on whether it is the right place and time to be humble. Not everyone will have read articles like you are reading this one, therefore, not everyone may be as understanding as you. Do not mistake being humble with being confident because there is a difference. Confidence is having a strong locus of control. That means you truly believe that you will obtain the positive outcomes you desire no matter how the process goes. An example of being humble is being able to maintain composure when someone criticizes you, and not letting your ego get the best of you. Again, it is ALWAYS easy to remain positive when everything is going good. It is during stressful situations that one’s true character shows. We must strive to remember how to behave during tough situations. In contrast, I can understand why it isn’t a good idea to be humble also. In other countries, people tend to be less direct, or more humble during business or discussions. America tends to be more direct, and if people who tend to be more direct are less understanding and less able to recognize one who is less direct during a conversation, we must remember that there is a potential that the humble person may be perceived as a weak individual, whether it be physically, mentally, or via business. I propose we be humble, confident, and persistent. We can prove ourselves to ourselves by consistently making things happen by REMEMBERING to take positive action. Let us advance in life by remembering to remain humble during proper moments because it is those moments which shape our destiny. Being humble is the same as having a student mentality, and it is much more difficult to learn when we lack a student mentality. We simply become less receptive to knowledge. Also, you may want to keep in mind that cockiness and talking about what you want to do may cause people to resent you, and people often do not like to see cocky or arrogant individuals rise above levels which they themselves have yet to achieve. It is easier to rise above when we remain humble because people will like us better. Another good reason to be humble is because we never know when the tables might turn and it will be us in their shoes that would appreciate that respect and humbleness back. Some champions I know agree with the following statement: â€Å"Those who are humble are capable of taking over the world. Those who aren’t feel they need to prove something to the world. Remember, there’s always a dog bigger and badder than you. † Now this: â€Å"At home I am a nice guy: but I don’t want the world to know. Humble people, I’ve found, don’t get very far. † – Muhammad Ali In conclusion, I would like for you to remember one thing. If someone is not so humble, strive to be more understanding of them. Strive to remember how our world works. I am confident they are better than they may seem.

HP TouchPad2 Project Assignment Example | Topics and Well Written Essays - 2000 words

HP TouchPad2 Project - Assignment Example Herein, details about the external and internal project determinants are provided alongside a PERT and Gantt chart for the project. 1. Please analyze external factors which could influence the project for the organization, which are the following factors: basic legal, political, social, and economic environments The HP TouchPad2 development project may face a number of external influences. The main legal determinant in the current project entails the question of patents. Expert Reviews (2012) details the legal wars that have characterized the technology sector pitting the industry heavyweights against each other. Infringing on patents, which are meant to protect innovations may result in halting of the project, accompanied by delays and associated budget inflations. There is no directly conceivable influence of politics on the current project. However, several governments have sought to introduce tablets into the education system as exemplified by plans by the Thai government to prov ide first graders with tablet PCs (Bangkok Post, 2012). In case such occurs, the demand of tablets would go up, increasing the pressure to finish the project in time or even earlier. Social influences on the current project may arise from the view that the post-PC technological revolution has been documented as a social as much as it is a technological one. Martin (2012) reports that modern day computing has become more casual and intimate, freeing the end user from the desk. New devices ought to identify with this view and satisfy the social trends of consumer. Hence, it is conceivable that certain elements of the HP TouchPad2 may need to be removed or added in order to keep with trends in the society. The recent economic crisis translates to a situation where investments receive more scrutiny on their potential returns on investment. In HP’s case, recent developments on the financial front may translate to economic difficulties during the HP TouchPad2 project; HP has tradit ionally concentrated on printer business, where the current reducing revenue flows may predict financial challenges for the project. Moreover, HP had $25 billion in long debts as of 2010, which may lead to budget constraints for the current project (Moran, 2010). However, the decline revenue from printing gives an extra incentive for the current tablet project as the firm seeks to diversify. Besides, proper project management alongside strict adherence to the project timeline will ensure that the project does not incur extra costs that would lead to financial challenges during the project. 2. Please analyze internal factors which could influence the project for the organization, which are the following factors: managerial, operational, and financial issues. 2. A. Project Management Project management is an ultimate determinant of the outcomes of a given project. The project manager has to first constitute the project team which is then tasked with defining the project’s scope , mission and objectives. The team then manages the initiation, planning, execution, monitoring and control and finally closing of the project. The specific activities involved in this case include generating work breakdown structures, scheduling, PERT and gantt charts, costing,

Amtrak Essay Example | Topics and Well Written Essays - 500 words

Amtrak - Essay Example The company’s train service connects nearly 500 destinations in 46 states. The company information indicates that Amtrak served 30.2 million passengers and achieved ticket revenue of $1.9 billion in 2011 fiscal year (AMTRAK, 2008). It would be recommendable for the Amtrak to introduce its railroad services to Denmark, one of the most developed economies in the world. Although Denmark is an economically and industrially developed country, its railroad industry is still struggling to provide superior services to passengers. â€Å"Railroad transport is not competitive in Denmark and is only being sustained by higher subsidies than other modes of transport† (OECD, 1999, p.77). Denmark remains to be one of the Western European countries with limited number of long distance bus transpiration. Today, a large number of passengers depend on bus transportation for their journeys, and hence Amtrak services are most likely to be accepted by the Denmark’s railroad passenger industry. Currently, the country has roughly 2,600 km of railway lines and passenger trains are a common mode of transport in Denmark. In addition, the country has well developed infrastructure facilities, which is a vital element for railroad passenger industry. Denmark has some major rail connections to its adjacent countries including Germany and Sweden. Although there are numerous positive factors for Amtrak to introduce its services in Denmark, some operational barriers exist in the new global country. The OECD report (1999, pp. 77-78) reflects that increased governmental regulations have become a growth impediment to Denmark’s railroad passenger industry. The report also points out that Denmark does not effectively seize transportation opportunities provided by its neighboring countries. As a result, such government level restrictions may limit the operational efficiency of the company in Denmark. In addition, Denmark has only limited number of electrified

Winters Bone Essay Example | Topics and Well Written Essays - 500 words

Winters Bone - Essay Example Ree sets out to look for her father, where she goes through the world of a drug user as his father is a drug producer, and Ree ends up consulting the local crime boss. She is told that her father died in a met lab fire or could have left town to avoid the trial for which he is out on bail. Ree’s father fails to show up for trial and the bondsman looks for Ree and informs her that there is about a week before their property is seized, where she then explains her findings about her father being dead. Ree then visits the local crime boss again to ask about her father and gets a beating by the boss’s women, who then offer to show her dad’s bones. They take him to the place where takes her father’s badly decaying body, which she takes to the sheriff, and she receives the bond and her uncle Teardrop tells her he knows who killed her father. This sad movie dwells on the issues of family and drugs, as well as crime as a whole and how the two vices affect a family. The drugs affect Ree’s family in that her family becomes dysfunctional following the charging of his father on account of being part of a methamphetamine manufacturing ring. The effects on the family go deeper in that even Ree’s uncles are part of the drugs world to the point that they cannot play a part in assisting Ree to find her father. In addition, the theme of drugs is also seen in the role of the local crime boss whose women are on drugs too, for which Ree’s father is killed. In relation to crime, the local crime boss, seems to be aware of all occurrences revolving the activities and whereabouts of Ree’s father. This is as seen in the case where he refers to Ree’s father as having died in a fire or even left town to avoid charges. Crime goes on to be portrayed in the murder of Ree’s father, where they find his remains under a boat. The issue of family is also shown in how Ree is dedicated to protecting her family even at a young age, where she

Positive and Negative Affective Outcomes

Positive and Negative Affective Outcomes Work stress is a significant problem in the industry. This article explains stress as demands of the job and a person inability to meet those demands. Stress can be both positive and negative. This research has examined the positive and negative effects of stress. For positive stress term Eustress is used and for negative stress the term distress is used. This is a study of one hundred and forty four employees from three New Zealand organizations about stressful work-related events, its effect on performance and moral of the employees. Unlike other studies this research has also focused on positive outcomes of the stress if stress is effectively coped. Cognitive appraisal scale(CAS) was used for primary appraisal. The job related effective wellbeing scale ( jaws ) was used to measure the relation of the employees with their job. Factors which were identified as coping strategies for stress were systematic problem solving, social support, positive reappraisal, self-controlling, confro nted coping, escape-avoidance, accepting responsibility, and distancing. With respect to our research from this article we can identify that stress can be both positive eustress and negative distress. From this research we can identify some variables like Organizational and situational variables such as managerial style and support, work control, organizational culture and employment stability are likely to impact on employees stress. Individual difference variables such as anxiety personality type and optimism/pessimism also affect how an employee takes stress. Article: Positive and Negative Affective Outcomes of Occupational Stress Much research over the last decade has emphasised the negative consequences of excessive work-related demands on an individuals physical and psychological health and wellbeing. While there is as yet no single agreed-upon definition of stress, the present research defines it as a relationship between the person and the environment that is appraised by the person as taxing and endangering his or her well-being (Lazarus Folkman, 1984, p19). Occupational stress arises from demands experienced in the working environment that affect how one functions at work or outside work. Past research has predominantly focused on the negative aspects of stress. This is not surprising given the documented impacts of stress on health, wellbeing and work-related performance. However the positive psychology movement proposes that, instead of focusing on human pathology, research attention should also be directed towards positive health, growth and wellbeing (Seligman Csikszentmihalyi, 2000). It has been argued that stress is a part of life and cannot be avoided, and that stress can result in beneficial outcomes as well as negative ones (Selye, 1973, 1974). If negotiated appropriately, stress can be energizing, stimulating and growth producing for the individual as abilities are extended and new accomplishments made (Quick, Nelson, Quick, 1990). There is increasing interest in the potential for positive outcomes from the stress process including stress-related growth and positive personal changes (Folkman Moskowitz, 2004; Somerfield McCrae, 2000). If a stressful situa tion is resolved successfully then positive, rather than negative, emotions may predominate but there is a need for further to identify the stress-related processes associated with positive and negative emotions (Folkman Moskowitz, 2004). Good health encompasses more than just avoiding disease: it also involves the attainment of positive wellness, emotional, intellectual, spiritual, occupational, social and physical (Nelson Simmons, 2003, p 98). Acknowledging the positive response to the stress process may impact on how stress in the workplace is managed. Distress and Eustress The term eustress was coined by Selye to denote the positive aspects of stress in contrast to distress representing the negative aspects (Selye, 1974). Other influential writers have also suggested that stress is not inherently maladaptive (Hart, 2003; Hart Cotton, 2002; Karasek, 1979; Lazarus, 1999; Lazarus Folkman, 1984; Tedeschi Calhoun, 2004). In the context of the workplace, stressful events can lead to perceptions of positive benefit (Campbell-Quick, Cooper, Nelson, Quick, Gavin, 2003; Nelson Simmons, 2003). However although many researchers have investigated distress, eustress has been neglected until recently. Eustress is defined as a positive psychological response to a stressor as indicated by the presence of positive psychological states. Distress (or stress in keeping with common terminology) is a negative psychological response to a stressor, as indicated by the presence of negative psychological states (Simmons Nelson, 2001). Simmons and Nelson (2001) found eustress and distress to be distinguishable by affective state. Hope, meaningfulness and positive affect were significant indicators of eustress (Nelson Simmons, 2003). Meaningfulness is the extent to which work appears to make sense emotionally and to be worth investing effort in. Hope is the belief that one has both the will and the way to succeed. State positive affect reflects a condition of pleasurable engagement, energy and enthusiasm. Eustress was also associated with task engagement or absorption (Campbell-Quick et al., 2003; Rose, 1987). Task engagement denotes being enthusiastically involved in and pleasurably occupied by the demands of the work at hand (Nelson Simmons, 2003, p 103). This is similar to the concept of flow (Campbell-Quick et al., 2003) in which people are so actively involved in the task that nothing else seems to matter (Csikszentmihalyi, 1990). Distress on the other hand is indicated by negative work attitudes and psycholo gical states such as negative affect, anger, job alienation and frustration (Simmons, Nelson, Neal, 2001). Eustress is similar to the concept of morale defined as the energy, enthusiasm, team spirit and pride that employees experience as a result of their work (Hart Cotton, 2002, p. 102). Distress and eustress/ morale are not mutually exclusive: they can occur simultaneously in response to the same demand and are likely to result from different processes (Hart, 2003; Hart Cotton, 2002). The stress process There is at least some consensus that stress should be seen as a process or interaction between demands and the individuals ability to deal with them (Sulsky Smith, 2005). One conceptualization of this process is the cognitive-transactional model (Lazarus, 1966). The focus of this model is on individual and situational factors that interact with the appraisal of demands to produce outcomes (McGowan, 2004; Sulsky Smith, 2005). Antecedents to Eustress The transactional model considers stress to be a process involving appraisals of threat or challenge (primary appraisal), coping (secondary appraisal) and reappraisal. Primary appraisal involves a decision as to whether a demand (potential stressor) is both relevant and stressful in that it is seen to represent a potential threat to the individuals goals, beliefs or expectations (Lazarus, 1966; Lazarus, 1999). Demands can also be appraised as irrelevant or relevant but benign. A demand appraised as irrelevant or as benign (offering the chance to preserve or enhance wellbeing) does not initiate the stress process as there is no potential threat to overcome (Lazarus, 1999). If a demand is appraised as relevant and stressful then further appraisal takes place. Stressful appraisals include an appraisal of threat or loss, where the individual perceives the demand as exceeding the resources available to cope with it; but also of challenge, when resources are high relative to the demand and there is potential for mastery and personal growth (Lazarus Folkman, 1984). Threat and challenge appraisals represent distinct constructs and are associated with diff erent patterns of physiological arousal (Quigley, Barrett, Weinstein, 2002; Tomaka, 1993; Tomaka, Blascovich, Kibler, Ernst, 1997); subjective experience of strain and affect (Maier, Waldstein, Synowski, 2003), coping expectancies and performance (Boswell, OlsonBuchanan, LePine, 2004; Skinner Brewer, 2002). Threat and challenge appraisals represent distinct constructs and can occur simultaneously (Lazarus Folkman, 1984). Whether a challenge or threat was initially appraised, in order to reduce the demand some form of coping action is taken (Lazarus Folkman, 1984). Coping responses are influenced by initial appraisals. Challenge appraisals have been associated with more use of problem-focused coping (Bjorck Cohen, 1993; McCrae, 1984) while threat appraisals were linked to more emotion-focused coping (McCrae, 1984). While some coping research has linked emotion focussed coping with an increase in distress, the effectiveness of any particular coping strategy depends on its appropriateness (Folkman Moskowitz, 2004; Lazarus Folkman, 1984). Hypothesis 1: Challenge appraisals will be positively associated with task-focused coping. Hypothesis 2: Threat appraisals will be positively associated with emotion-focused coping. Research has predominantly focussed on negative outcomes and has only recently acknowledged that positive emotion can arise in stressful situations as a result of effective coping. Coping responses such as relaxation, direct action/task focussed coping and positive reappraisal can lead to the experience of increased positive affect while inappropriate or maladaptive coping responses may lead to negative affective reactions (Folkman Moskowitz, 2004). Eustress is not simply the result of a positive experience with positive events. It arises from effective negotiation of the stress process rather than a process of passive savouring (Simmons, Nelson, Quick, 2003). Hypothesis 3: Eustress will be positively associated with task-focused coping. Hypothesis 4: Distress will be positively associated with emotion-focused coping. Outcomes of Eustress Eustress has been shown to have a positive impact on subjective as well as objective performance (Skinner Brewer, 2002; Tomaka, 1993), possibly as a result of the increased motivation provided by task engagement. Hypothesis 5: Eustress will be positively associated with satisfaction with the outcomes of the stress process. Hypothesis 6: Distress will be negatively associated with satisfaction with the outcomes of the stress process. Over the long term eustress may result in positive changes in wellbeing, growth, flexibility, adaptability and performance (Quick et al., 1990), while distress may give rise to the stress outcomes commonly discussed in everyday language, for example the negative effects on physical and psychological wellbeing. Simmons and Nelson (2001) found that eustress was related to positive perceptions of health among nurses. Edwards and Cooper (1988), in a review of research on the effects of positive psychological states on health, found that positive psychological states produced an improvement in health both directly through physiological processes and indirectly by facilitating coping with stress (Edwards Cooper, 1988). Although long-term outcomes are beyond the scope of the present study, an increase in motivation, work performance and positive work-related affective states may also increase long-term job satisfaction. Method Three New Zealand organizations participated in the study. These were a public sector organization where fulltime administrative, clerical and management roles predominated; a retail business with part-time and full-time roles and a University department including fulltime teaching, research and administrative roles. Response rates for the three organizations were 52% (85 responses), 44% (26 responses) and 34% (33 responses) respectively. Participants were 74 males (51%) and 67 females (47%). Ages ranged from 18 (11%) less than 21 years, 50 (35%) between 21 and 36 years, 54 (38%) between 37 and 55 years, and 21 (25%) above 55 years in age. Three respondents did not indicate age or gender. The mean time respondents had spent within their current organization was six and a half years (SD = 7.32). There were significant differences between the three organizations only on tenure (F(2,132)= 15.62, p Measures Before answering the questions on appraisals and coping, participants were asked to identify one specific stressful event they had recently experienced at work and to answer the questions in relation to that event. Primary appraisals were assessed by the eight-item Cognitive Appraisal Scale (CAS; Skinner Brewer, 2002). Four questions each related to threat and challenge appraisals. Question two was reworded to relate to a work setting (grade changed to outcome) and all questions were given in the past tense to indicate an event that had already been encountered. Although the CAS assesses both frequency and intensity for each item, no difference in responses were found between frequency and intensity measures (Skinner Brewer, 2002) and so were replaced by a six-point scale where 1 = strongly disagree and 6 = strongly agree. Questionnaire (WCQ) assessed coping strategies used by participants to manage their stressor event (Folkman Lazarus, 1988). The measure assesses actual coping (as opposed to trait coping) by focussing on how the recently experienced event was negotiated. The 66 items of this scale assess eight forms of coping: planful problem solving, positive reappraisal, seeking social support, confrontive coping, escape-avoidance, distancing, self-controlling and accepting responsibility. Coping data were recoded into task-focused and emotion-focused coping as reported below. The Job Related Affective Wellbeing Scale (JAWS) was used to assess participants emotional reactions to their work (van Katwyk, Fox, Spector, Kelloway, 2000). Participants were asked to rate on a scale of 1 to 5 the degree to which they had experienced 30 different emotions over the past 30 days. As the scale focused on recent emotional experience, it tapped state affect and is a valid representative of immediate stress process responses. The emotional responses covered two dimensions: positive/negative affect and arousal. This provided four quadrants: negative affect/low arousal (e.g. My job made me feel bored), negative affect/high arousal (e.g. My job made me feel anxious), positive affect/low arousal (e.g. my job made me feel calm), and positive affect/high arousal (e.g. my job made me feel enthusiastic). Skinner and Brewer (2002) found an association between threat appraisal and negative active affect (e.g. anxiety) but not negative deactivated affect (e.g. boredom) and between challenge appraisals and positive-active affect (e.g. excitement) but not positive deactivated affect (e.g. calm). Emotions should be considered in terms of both valence and level of activation (Skinner Brewer, 2002). High-activation affective responses are consistent with the meaning of threat and challenge, or the need to act to avoid failure and its negative consequences on one hand or to achieve success and its benefits on the other. For the present research eustress was conceptualised as the positive affect/ high arousal quadrant and distress was conceptualised as the negative affect/ high arousal quadrant of the JAWS. The outcome measure for this study was a single item that asked respondents to rate their level of agreement with the statement I felt positive about the outcomes of the situation. Responses were coded so that 1 = strongly disagree and 6 = strongly agree. The limitations of this measure were recognised and addressed as far as possible during the data analysis. Performance and other outcome data were not available for this study. To correct for the unreliability of the single outcome indicator the error term was fixed at a specific value (Bollen, 1989). The fixed value was determined by multiplying the proportion of error variance (1 [rho]) of the indicator by, the variance of the indicator, where [rho] =.80. Statistical Analyses A two stage approach was adopted for the data analysis using confirmatory factor analysis (CFA) and structural equation modelling (SEM; see Anderson Gerbing, 1988; Schumacker Lomax, 1996). Stage one involved the building of measurement models for each of the measures used in this study. The rationale for building measurement models is that it allows for the best indicators of a construct to be identified and thus provides evidence for validity of the measure. Given the current sample size it was decided that for the final structural model at least four items for each construct would be used. In essence, this not only increased the subject-variable ratio but also served to identify the most unidimensional set of items to specify a construct. Unidimensionality is an important aspect when exploring structural relationship between various constructs as clear unambiguous measures allow for better predictive validity (Anderson Gerbing, 1988; Schumacker Lomax, 1996). For the CAS a two factor model, challenge and threat, was tested with the final model being specified with the strongest loadings in each subscale. For the JAWS only two factors were tested, high-pleasure high-arousal, and low-pleasure high-arousal, again using the best indicators for these hypothesized constructs. For the WCQ a second order measurement model was tested with eight factors: planful problem solving (PPS), positive reappraisal (PR), seeking social support (SS) self-controlling (SC), confrontive coping (C), distancing (D), accepting responsibility (AR) and escape avoidance (EA). The four best fitting items were used to specify each factor (Anderson Gerbing, 1988). For the full structural model two higher-order factors (task-focused and emotion-focused coping) were specified using subscale scores as observed indicators. Task-focused coping strategies were planful problem solving, positive reappraisal, seeking social support and self-controlling. Emotion-focused coping strategies were confrontive coping, distancing, accepting responsibility and escape avoidance. Having identified the measurement models for each factor a structural model was specified using the hypotheses stated above (see Figure 1). [FIGURE 1 OMITTED] Model Fit For all CFA and SEMs both absolute and incremental goodness-of-fit indexes were used. Absolute fit was assessed using the chi-square statistic. Incremental goodness-of-fit measures were the comparative fit index (CFI; Bentler, 1992), Tucker-Lewis index (TLI) and the root mean square error of approximation (RMSEA; Steiger Lind, 1980). The CFI and TLI indexes have coefficient values ranging from zero to 1.00, with values of .90 and higher being traditionally viewed as representing good fit (Bender, 1992). Fit values for the RMSEA suggest adequate fit where values fall between .08 and .10 and acceptable fit where RMSEAs are below .08 (Byrne, 2001; MacCallum, Browne, Sugawara, 1996); Hu and Bentler (1999) suggest that a RMSEA less than or equal to .06 indicates good model fit (Hu Bentler, 1999). Results The results for the measurement models are presented in Table 1. For the CAS the model fit was good and suggested a reasonable approximation to the data. The reliabilities were .78 and .72 for the challenge and the threat scales respectively. For the WCQ model fit was again reasonable. For each of the lower order factors the reliability estimates were: planful problem solving =.66, social support = .66, positive reappraisal = .79 self-controlling = .63, confrontive coping = .69; escape-avoidance = .77, accepting responsibility = .60, and distancing = .56. For the higher order factors, task-focused and emotion-focused coping, the reliability estimates were .74 and .65 respectively. Results for the JAWS again suggested that the specified two factors were reasonably approximated with reliability estimates of .90 for the positive affect high-arousal (eustress) and .81 for negative affect high-arousal (distress). Correlations, means and standard deviations are presented in Table 2. As expected, challenge appraisal was associated positively with task-focused coping, with eustress and with subjective performance. Although threat appraisal was positively associated with emotion-focused coping it was not associated with distress or subjective performance. Task-focused coping was associated with emotion-focused coping, suggesting that respondents who used more task-focused strategies also used more emotion-focused strategies. Emotion-focused coping was positively associated with distress and negatively associated with subjective performance. Eustress and distress were, respectively, positively and negatively associated with subjective performance. All results for the final structural model were standardized. For the final model the goodness-of-fit was reasonable ([chi square] = 734.1; df = 294: TLI =.92; CFI = .93; RMSEA = .10). All specified paths in the model were statistically significant and in the hypothesized direction (see Figure 1). Hypotheses 1 and 2, that challenge appraisals would be associated with task-focused coping and threat appraisals would be associated with emotion-focused coping, were supported. Hypotheses 3 and 4 that linked eustress and distress to task and emotion-focused coping respectively were also supported. With regard to subjective perceptions of performance in the stress situation, hypotheses 5 and 6 were supported. Eustress was positively associated and distress was negatively associated with subjective performance. Overall the results support the hypothesised model. Discussion The aim of this study was to investigate the antecedents and outcomes of the stress process and to include positive (eustress) and negative (distress) affective outcomes. The research showed support for the hypothesised structural model. The relationships between primary appraisal and coping support one of the key propositions of the cognitive-appraisal model of stress: the choice of coping strategy is affected by appraisals as to whether a demand represents a threat or a challenge. Previous research has found threat appraisals to be associated with greater use of emotion-focused coping (Lowe Bennett, 2003) and this was supported by the present study. Emotion-focused coping was in turn associated with distress and dissatisfaction with outcomes. Challenge appraisals were not related to emotion-focused coping but were related to greater use of task-focused coping strategies. The implications of these findings for stress management in organisations are considered below. As predicted, challenge appraisals were associated with eustress and perceptions that the stress processes had been effectively managed. The choice of coping strategies was also an important influence on affective outcomes: task-focused strategies which focused on addressing the demand were associated with eustress while emotion-focused strategies which failed to address the demand were associated with distress. This suggests that, as proposed by Lazarus and Folkman, when people face a demand it is not the demand in itself but the ways in which the demand is managed that impact upon outcomes. Implications for research The outcome measure in this study was limited to self-reported satisfaction with the outcome of the stress process. Further investigation should examine a broader range of outcomes including objective measures of performance and long term variables including physical and psychological health, both of which have been shown to be affected by work-related stressors. Further research is also needed to address several other issues including the precursors to threat and challenge appraisals and mediators of the stress process. A range of factors may affect primary and secondary appraisal processes. Individual difference variables such as anxiety (Skinner Brewer, 2002), personality (Penley Tomaka, 2002) and optimism/pessimism (Riolli Savicki, 2003) have been linked to differences in appraisals, coping and outcomes. Organisational and situational variables such as managerial style and support, work control, organizational culture and employment stability are also likely to impact upon the stress process. Further research into these factors is important to help build effective strategies for managing workplace demands. Implications for practice Work-related stress is a major problem with serious implications for health and wellbeing but managing it is far from straightforward. This may account for the documented ineffectiveness of stress management interventions(Beehr ODriscoll, 2002; Sulsky Smith, 2005). In managing the stressors at work, it is important to identify, assess and control stressors, but also to avoid removing the rewarding aspects of the job. Distress is not the inevitable consequence of occupational stressors: when demands are managed appropriately growth and positive change can occur as challenges are faced and overcome. Although distress has become a major concern, it is often not feasible to remove all stressors from work and this may not in fact be desirable. Recognition of the potential for positive outcomes of the stress process raises the possibility of identifying ways to increase the task-focused management of work-related demands to increase enjoyment, satisfaction and performance. The challenge lies with providing the tools required to increase the effective management of workplace demands. Any suggestion that cognitive-appraisal models of stress imply that stress is an individual problem, best addressed by teaching positive appraisal and coping, is flawed. Primary appraisal includes a subjective assessment of the balance between demands and resources. Increasing resources or reducing demands is more appropriate and more consistent with legal requirements than attempting to retrain individuals to appraise demands positively, and training in effective coping has been shown to have only limited impact(Folkman Lazarus, 1988). Coping strategies are rarely used singly, and no one strategy or combination of strategies is always effective. The ability to use a repertoire of coping strategies flexibly is important. One component of stress management could be to encourage the use of task-focused and flexible coping behaviour and to promote learning that can be generalised to new situations, but stress management begins with consideration of organisational issues. Leadership, pe er support, organisational culture and policies, work design and reporting arrangements are important as are job analysis, staff selection and training to enhance role clarity and the fit between the person and the work environment. Effective systems for motivation and performance management are essential.

Misconception On Hispanics :: stereotyping

Miss conceptions In today’s society we stereotype the Hispanic race as being lazy and having lot’s of children. People perceive the Hispanic race this way but reality we are all the same. We work hard to get were we are today in society. Many people have bad images of the Hispanic race because they see one Hispanic person who dress a certain way or even acts a certain way and they assume we are all bad people. For example if you see a Hispanic man that is baldheaded and has on baggie clothes people assume that he is a gangster by the way he looks. But what they wouldn’t know is who he really is he could be a straight â€Å"a’† student but only assume he is bad by his appearance. As in Brent Staples essay Black Men and Public Spaces when the man is passing through the park and the women assumes he’s going to hurt her because of the way he looks and how he is acting the woman starts to run away. That is peoples bad miss conception of others beside themselves. Garcia 2 Some Hispanic people try to go their whole life denying who they really are. Like in Passing when Joan Steinau Lester tells us that all of us developed different ways of coping with stereotypes of our groups and of ourselves (260). Most Hispanic people chose to pass because they grew up around hardship and racial slurs from other that thought themselves to be better. Others chose to pass because they seen it done to other Hispanics and did not want to encounter the same reaction. So rather than face who they are and were they come from these people chose to pass and avoid all the negative reactions. Instead of trying to pass Hispanic people should overcome and try to better themselves by getting a good education and get those good jobs. So they wouldn’t have to pass they could be proud of who they are and were their family comes from. So they don’t have to feel like an airborne plant, flourishing without roots (Holman 258). Hispanic people have avoided these harmful situations by passing our by staying far from those who belittle them and not getting into confrontations. Hispanics have not put themselves in an environment where they could be harmed. They surround themselves in all Hispanic communities were they feel comfortable and they don’t have to feel like an outsider in their own community.