Airport Noise and Pollution Can Effect Your Health

Airport Noise and Pollution Can Effect Your Health Researchers have known for years that exposure to excessively loud noise can cause changes in blood pressure as well as changes in sleep and digestive patterns, all signs of stress on the human body. The very word â€Å"noise† itself derives from the Latin word â€Å"noxia,† which means injury or hurt. Airport Noise and Pollution Increase Risk for Illness On a 1997 questionnaire distributed to two groups (one living near a major airport, and the other in a quiet neighborhood), two-thirds of those living near the airport indicated they were bothered by aircraft noise, and most said that it interfered with their daily activities. The same two-thirds complained more than the other group of sleep difficulties, and also perceived themselves as being in poorer health. Perhaps even more alarming, the European Commission, which governs the European Union (E.U.), considers living near an airport to be a risk factor for coronary heart disease and stroke, as increased blood pressure from noise pollution can trigger these more serious maladies. The E.U. estimates that 20% of Europe’s population (about 80 million people) are exposed to airport noise levels it considers unhealthy and unacceptable. Airport Noise Affects Children Airport noise can also have negative effects on children’s health and development. A 1980 study examining the impact of airport noise on children’s health found higher blood pressure in kids living near Los Angeles’ LAX airport than in those living farther away. A 1995 German study found a link between chronic noise exposure at Munich’s International Airport and elevated nervous system activity and cardiovascular levels in children living nearby. A 2005 study published in the prestigious British medical journal, The Lancet, found that kids living near airports in Britain, Holland, and Spain lagged behind their classmates in reading by two months for every five-decibel increase above average noise levels in their surroundings. The study also associated aircraft noise with lowered reading comprehension, even after socio-economic differences were considered. Citizen Groups Concerned About Effects of Airport Noise and Pollution Living near an airport also means facing significant exposure to air pollution. Jack Saporito of the U.S. Citizens Aviation Watch Association (CAW), a coalition of concerned municipalities and advocacy groups, cites several studies linking pollutants common around airports (such as diesel exhaust, carbon monoxide and leaked chemicals) to cancer, asthma, liver damage, lung disease, lymphoma, myeloid leukemia, and even depression. A recent study pinpointed ground taxiing by planes at busy airports as the source of large amounts of carbon monoxide, which in turn appears to increase the prevalence of asthma within 10 kilometers of the airport. CAW is lobbying for the clean up of jet engine exhaust as well as the scrapping or modification of airport expansion plans across the country. Another group working on this issue is Chicago’s Alliance of Residents Concerning O’Hare, which lobbies and conducts extensive public education campaigns in an effort to cut noise and pollution and rein in expansion plans at the world’s busiest airport. According to the group, five million area residents may be suffering adverse health effects as a result of O’Hare, only one of four major airports in the region.

Managing, Evaluating and Developing Human Resources Essay

Managing, Evaluating and Developing Human Resources - Essay Example It has ensured that employees, no matter their level of experience, gain the necessary skills and get better opportunities for training. For improved employee performance, all employees should be computer literate and proper courses should be designed to enable them encounter technology as it evolves. Training and development is a strategy aimed at developing and improving the skills of an employee. According to Pride, Hughes and Kapoor, â€Å"employee training is the process of teaching operations and technical employees how to do their present jobs more effectively and efficiently† (2011, p. 264). Companies which want to stand still in competition opt to provide constant training to their employees on any technical occurrence. Employee training has been eased with the introduction of internet based training, because it saves cost and time. Williams says that â€Å"during the late 1990s, the learning support organisation at Telcordia technologies... began to actively pursue online delivery of performance support materials for the software applications that they supported† (2004, p. 8). This shows that technological training has been a long time training strategy, but has been growing steadily and also evolving with the changes in technology. When analysing what to offer in training, employers have to consider what is needed for the training. What appears to be most essential in training is motivation. Training also varies depending on what the management considers most crucial. Some employees have to be trained on technological skills, but since training may be expensive, its advisable that the company classify what is most essential. Training is important for employees so that they can be equipped with skills, attitude and knowledge required to do their job well. They are taught on how to interact with the customers and managers use this opportunity to motivate them. Technology came due to

Case Studies (Laura Martin) Research Paper Example | Topics and Well Written Essays - 1000 words

Case Studies (Laura Martin) - Research Paper Example In the DCF analysis, the Net Present value has been calculated as the present value of the future net free cash inflows or the revenue of the business, minus the expenses, or the present value of the costs incurred (Mauboussin, 5). In most cases, these two are discounted using the company’s WACC (Stearns, 29). This assumption though made by Laura Martin is a flawed assumption. Mainly, free cash flows depend on the demand in the market, prices in the market, and other external factors in the market, with the market compensating firms; because of taking marketing risks (Chan et al, 3). In most cases, costs should be discounted at a rate higher than the risk free rate (Stearns, 3). This means that discounting the cash flows and the costs at similar rates will significantly reduce the costs; such actions would lead to overhaul of the firm (Chen et al, 3). Martin in these calculations used the beta approach, which measures the co-movements of firms’s equity prices of 1.07 in forecasting 10 years of cash flows in the market and which is affected by so many market variables (Mauboussin, 16). However, equity prices are unstable and change each time depending market business conditions. The multiple analyses assumed that the firm would realize the stated future sales revenue at the end of the forecast period (Chen et al, 3). Firms that have comparable acquisitions, particular in the same industry are used as a base in finding an appropriate range of multiples to use (Stearns, 24). Though multiples are very plausible, they have a problem in that there is no possibility of having a company that is comparable to Cox as firms do use various valuation approaches.. The ‘stealth- Tier’ can be incorporated into the DCF and the multiples analysis. The unused cable capacity of Cox communications can be included into the discounted cash flow analysis, through

Preschool Education in The United States Essay example -- Education

Preschool programs began in the United States during the first quarter of the twentieth century. In 1925, the first public preschool began in Chicago at Franklin School. After the 1970’s the popularity of preschool increased since women were entering the workforce and people believed that children needed early preparation before they attended elementary school. Barbara Wiler, Ph.D., deputy executive director of the NAEYC says, â€Å"Good Preschools provide children with rich experiences that give them skills, information, and attitudes that prepare them for the primary grades and for life. † (WKRLIP, P1) Preschool isn’t like kindergarten. It’s a stepping-stone that will prepare young students for the years of schooling they will have later in life. The NAEYC Accreditation was made to help families find the best care for their children. It provides the early childhood education field with a convincing outcome and ensures the quality in children’s daily experiences. Early Childhood Education plays a key role in academic development in children because they learn soft skills, job skills, and are personality fixed by age 4. Soft skills include paying attention, focusing, being curious, open to new experiences and controlling your temper. These skills are important in getting a job. It can help children become more self motivated and open minded. As they grow older it will benefit them because they will be willing to take risks, be able to retain information that they learned and have the urge to experience new things. When they can’t do something right, they will ask and try to fix any imperfections that they once had. These skills are not taught in other areas of schooling. Preschool is the most important grade that p... ...2/139583385/preschool-the-best-job-training-program. Barnett, W. Steven., and Hustedt, Jason T. Preschool: The Most Important Grade. Educational Leadership Apr2003, Vol.60 Issue 7, p54, 4p, 1 Color Photograph. October 31, 2011. http://web.ebscohost.com. Ames, Gillespie., and Haines, Jacqueline., The Gesell Institute’s Child from One to Six: Evaluating the Behavior of the Preschool Child, October 20, 2011. P30,40-41 NAEYC. August 17, 2011. NAEYC Early Childhood Education Program Standards and Accreditation Criteria. P5, 7-8. Personality Development: Age 2-6. September 1, 2011. P1-2. http://www.cliffsnotes.com/study_guide/Personality-Development-Age-26.topicArticleId-26831,articleId-26775.html. What Kids Really Learn in Preschool. Parenting; Fall99 Special issue, Vol. 13 Issue 7, p74, 4p, 3 Color Photographs. October 31, 2011. http://web.ebscohost.com.

Abortion Persuasive Speech

Introduction Abortion is one of the most debatable and controversial issues that exist today in our society. There are people who support the idea that it should be a choice of each and every woman – whether to do it or not, while others claim that no one has a power to decide, whether to bring life on the planet, or put an end to it. (writings) I believe that there is no other option than to choose life. 1. ) In my opinion many women are very unaware of how fast a baby develops. A. ) At three weeks the heart begins to beat with the child's own blood and the backbone spinal column and nervous system are forming.Also liver, kidneys and intestines begin to take shape. B. ) By week five eyes, legs, and hands begin to develop. C. ) By eight week the baby can begin to hear and every organ is in place, bones begin to replace cartilage, and fingerprints begin to form. D. ) At week twelve the baby has all of the parts necessary to experience pain, including nerves, spinal cord, and th alamus. Vocal cords are complete and the baby can suck its thumb. E. ) By twenty weeks the baby recognizes its' mothers voice and you can tell the sex. (Development) 2. Most women facing an unplanned pregnancy who opt for an abortion do so early on; just over 61% take place in the first 8 weeks of pregnancy, and 88% occur in the first trimester, before the 13th week of pregnancy. Only 10% of abortions occur in the second trimester, between the 13th and 20th weeks of pregnancy. (Lowen) A. ) There are two different types of abortions: Surgical abortions and Medical Abortions. a. As the name suggests, medical abortions do not involve surgery or other invasive methods but rely on medications to end pregnancy. Lowen) i. A medical abortion involves taking the drug mifepristone; often called ‘the abortion pill,' its generic name is RU-486 and its brand name is Mifeprex. Mifepristone is not available over the counter and must be provided by a health care professional. A woman seeking a medical abortion can obtain one through a doctor's office or clinic and should expect two or more visits to complete the process, as another drug, misoprostol, must be taken to terminate the pregnancy. (Lowen) b.All surgical abortions are medical procedures that must be done in a health care provider's office or clinic. There are several different surgical abortion options. ii. Aspiration is an abortion procedure that can be performed on a woman up to 16 weeks after her last period. Aspiration, also known as vacuum aspiration, suction aspiration or D&A (dilation and aspiration), involves the insertion of a tube through the dilated cervix into the uterus. Gentle suction removes fetal tissue and empties the uterus. iii.In some circumstances, a spoon-shaped instrument called a curette is used to scrape the uterine lining to remove any remaining tissue. This procedure is called a D&C (dilation and curettage. ) iv. Dilation and evacuation (D&E) is typically performed during the second trimester (between the 13th and 24th week of pregnancy. ) Similar to a D&C, a D&E involves other instruments (such as forceps) along with suction to empty the uterus. In later second-trimester abortions, a shot administered through the abdomen may be necessary to ensure fetal demise before the D&E begins. Lowen) Conclusion All in all I believe that medical and/or surgical abortions should be illegal. I don’t believe anything can justify an abortion, because you are intentionally ending a human life. Works Cited Development, Fetal. http://www. nrlc. org/abortion/facts/fetaldevelopment. html. n. d. Lowen, Linda. http://womensissues. about. com/od/reproductiverights/a/AbortionTypes. htm. n. d. writings, Paper. http://www. paperwritings. com/free-examples/persuasive-speech-on-abortion. html. n. d.

MCPHS Acceptance Rate, SAT/ACT Scores

Massachusetts College of Pharmacy and Health Sciences (MCPHS) is a private university with an acceptance rate of 84%. The college uses the Common Application, and applicants must submit at least one letter of recommendation, an essay, and scores from either the SAT or ACT.   Considering applying to MCPHS? Here are the admissions statistics you should know, including average SAT/ACT scores of admitted students. Why MCPHS? Location: Boston, MassachusettsCampus Features: Located in the citys Longwood Medical and Academic Area, students have easy access to several major medical research and clinical institutions. MCPHS has additional campuses in Worcester, MA and Manchester, New Hampshire.Student/Faculty Ratio: 15:1Athletics: No varsity sportsHighlights: MCPHS is near dozens of Boston area colleges, and the school wins high marks for the earning power of its graduates. Students can choose from over 100 programs across the schools three campuses. Acceptance Rate During the 2016-17 admissions cycle, Massachusetts College of Pharmacy and Health Sciences had an acceptance rate of 84%. This means that for every 100 students who applied, 84 were admitted, making MCPHSs admissions process moderately selective. Admissions Statistics (2016-17) Number of Applicants 5,526 Percent Admitted 84% Percent Admitted Who Enrolled (Yield) 17% SAT Scores and Requirements Massachusetts College of Pharmacy and Health Sciences requires that all applicants submit either SAT or ACT scores. During the 2016-17 admissions cycle, 76% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th percentile 75th percentile ERW 520 620 Math 520 650 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of MCPHSs admitted students fall within the top 35% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to MCPHS scored between 520 and 620, while 25% scored below 520 and 25% scored above 620. On the math section, 50% of admitted students scored between 520 and 650, while 25% scored below 520 and 25% scored above 650. Applicants with a composite SAT score of 1270 or higher will have particularly competitive chances at Massachusetts College of Pharmacy and Health Sciences. Requirements MCPHS does not require the SAT writing section. Note that MCPHS considers the highest SAT score from a single test date. Subject tests are not required for admission to Massachusetts College of Pharmacy and Health Sciences. ACT Scores and Requirements MCPHS requires that all applicants submit either SAT or ACT scores. During the 2016-17 admissions cycle, 23% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th percentile 75th percentile Composite 22 28 This admissions data tells us that most of MCPHSs admitted students fall within the top 37% nationally on the ACT. The middle 50% of students admitted to MCPHS received a composite ACT score between 22 and 28, while 25% scored above 28 and 25% scored below 22. Requirements MCPHS does not require the ACT writing section. Note that MCPHS does not superscore ACT results; your highest combined score from a single test administration will be considered. GPA Massachusetts College of Pharmacy and Health Sciences does not provide data about admitted students high school GPAs. Self-Reported GPA/SAT/ACT Graph Massachusetts College of Pharmacy and Health Sciences Applicants Self-Reported GPA/SAT/ACT Graph.   Data  courtesy of Cappex. The admissions data in the graph is self-reported by applicants to the Massachusetts College of Pharmacy and Health Sciences. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in with a free Cappex account. Admissions Chances Massachusetts College of Pharmacy and Health Sciences, which accepts over three-quarters of applicants, has a slightly selective admissions process. If your SAT/ACT scores and GPA fall within the schools average ranges, you have a strong chance of being accepted. The most qualified applicants to MCPHS will have taken 4 years of math including calculus or pre-calculus, AP Biology and/or AP Chemistry, four years of English, and at least one history course. Success in challenging coursework, including AP, IB, Honors, and dual enrollment classes is one of the best ways to demonstrate college preparedness. In the graph, the blue and green data points represent accepted students. The graph presents very little rejection and waitlist data (the red and yellow dots, respectively), but we can see the typical range of grades, SAT scores, and ACT scores for admitted students. Most admitted students had grades that were in the B range or higher, and almost no students were accepted with grades in the C range. The university has holistic admissions, which explains why some students with grades and scores below the norm were admitted, and why a few students who seemed to be on target for admission did not get in. The admissions folks will take into consideration letters of recommendation, Common Application essay, and an additional required supplemental essay explaining your reasons for wanting to attend MCPHS to study for a future career in health. All admissions data has been sourced from the National Center for Education Statistics and Massachusetts College of Pharmacy and Health Sciences Undergraduate Admissions Office.

Challenges of Managing Diversity in the Workplace - Free Essay Example

Sample details Pages: 9 Words: 2744 Downloads: 1 Date added: 2017/06/26 Category Management Essay Type Review Did you like this example? Introduction This paper aims to critically explore the key benefits and challenges of managing diversity within the workplace. It begins by examining the concept of diversity and the drivers for it, and then, drawing on examples from the current literature, reviews the different benefits and challenges of managing diversity in the workplace. The paper also identifies some of the different approaches organisations can take to effectively implement the management of diversity at work, and concludes by summarising the key learning points. Understanding workplace diversity In essence, the concept of diversity incorporates values and behaviours associated with acceptance and respect. It requires the understanding that each individual is unique, a recognition of individual differences, and goes beyond a simple tolerance of each other to a more embracing approach to the valuable dimensions of diversity contained within every individual (Patrick and Kumar, 2012). The term managing diversity itself first originated in the United States in the late 1980s and emerged as a result of anti-discrimination law and social equality issues (McDougall, 1996). It has since become to be viewed as a contemporary alternative to the more traditional equal opportunity approaches (Noon, 2007), and asserted to be proactive and results-focussed (CIPD, 2005). The issue of workplace diversity has become increasingly debated in management circles due to expanding globalisation, changing demographics in the labour market and a greater awareness and acknowledgment more gene rally that there are differences between individuals (Hite and McDonald, 2010). This has meant that the issue of managing diversity has become one of importance and significance in both public and private sector organisations (Kirton and Greene, 2009; Farhad, 2007). According to Patrick and Kumar (2012), the biggest driver for high level management of diversity is the need to tap into the creative, cultural, and communicative skills of all employees and to use those skills to improve organisational policies, products, service, and customer experiences. Other drivers for diversity include changes in legislation and societal awareness of it as an issue and this has meant that organisations are being forced to give a greater focus to the issue of managing and promoting diversity (Holbeche, 2009). In the UK, the Equality Act came into force in 2010 and consolidated all grounds of discrimination, and previous legislation, into a single statute. This Act placed new duties on employers around the management of diversity within their workforces and employment practices and requires organisations to visibly demonstrate what action they are taking to address it (Kumra and Manfredi, 2012). Don’t waste time! Our writers will create an original "Challenges of Managing Diversity in the Workplace" essay for you Create order Benefits of workplace diversity There are numerous cited benefits for organisations that have a diverse workforce, such as it acting as a source of real competitive advantage (Herring, 2009) and being associated with increased profitability (Ng and Wyrick, 2011). It is claimed that diversity in the workforce can increase productivity and organisational effectiveness by harnessing the contribution of a wider range of perspectives (Choi and Rainey, 2010) and through the creation of stronger teams (Herring, 2009). In addition, it is argued that successfully managing diversity can result in more satisfied and committed employees delivering potentially enhanced financial performance for the organisation (Patrick and Kumar, 2012). It has been suggested that organisations which are considered to be inclusive have a wider talent pool from which to recruit the most qualified and effective candidates thereby giving them competitive advantage over rivals (Edwards, Watkins, and Stevens, 2007). Similarly, it has been propo sed that organisations that actively promote diversity in its workforce benefit from increased retention rates of existing employees (McKay et al., 2007). In relation to innovation and creativity, it has been argued in the literature that a diverse workforce can enhance this. In particular, it has been found that racial and gender heterogeneity can result in more diverse types of information and ideas being shared within an organisation leading superior problem solving and decision-making (Richard, Kirby and Chadwick, 2013). Furthermore, diversity in the workforce can deliver business advantage when dealing with diverse customer bases or international markets (Podsiadlowski et al, 2003), as organisations with diverse employees tend to have a better understanding of the requirements and obligations of the legal, political, social, economic, and cultural environments in which they operate (Patrick and Kumar, 2012). Diversity also helps in this respect by expanding an organisatio ns perspective and its strategic tactics, the design of new operations, and the assessment of emerging trends within its sphere of business (Martin, 2014). Challenges of workplace diversity A number of challenges associated with diverse workforces and their management have also been identified. According to Ewoh (2013: 109), one of the main barriers that exist to managing diversity in the workplace relates to the language and terminology that is used to discuss it. He claims that many commentators on diversity claim that the problem stems from its definition and how the concept of diversity can be distinguished from those relating to positive action and equal opportunities. Foster and Harris (2005) claim that this ambiguity can make the implementation of diversity management problematic, and it has been claimed that the conceptual relationship between diversity and equal opportunities is blurred making it a complex issue to address for managers (Maxwell, 2004). It has been argued that diversity has the potential to reduce group cohesiveness and increase conflict in teams and between employees and managers (Skerry, 2002). In particular, cultural diversity amongst em ployees has been found to be problematic. Culturally diverse employees have different opinions, beliefs, norms, customs, values and traditions and when such workers are placed in a group setting to achieve an organisational goal with mutual effort and collaboration, these differences of views and beliefs have the potential to hinder the development of unity (Martin, 2014). Some studies have also shown that this can also lead to reduced staff morale and productivity (Roberson and Kulik, 2007; Wrench, 2005). Furthermore, approaches to managing diversity have been criticised for failing to sufficiently take into consideration the structural disadvantage that exists for many minority groups within the workforce (Wrench, 2005) and for not being able to adequately confront the dominant ideologies and power relations that exist (Noon, 2007). Challenges also exist in relation to developing human resource policies and practices that meet the needs of a diverse workforce. According to T ung and Baumann (2009) people from different ethnic groups and cultural backgrounds hold different values when it comes to areas such as pay, reward and incentives and therefore organisations cannot assume that individuals from different ethnic groups will react in the same way to monetary based performance systems or financial schemes. Similarly, people from different cultural backgrounds may also hold different work ethics (Moran et al, 2014), and there may be variances in terms of acceptance of authority which has implications not only for policy development but also day to day management practice (YÄ ±ldÄ ±z, 2013). As well as considering diversity in terms of the protected characteristics, organisations also have the challenge of embracing diversity in a wider sense. For example, Hunter and Ogungbure (2013) explore diversity in the workplace in relation to contemporary appearance such as hairstyles, tattoos and body piercings, and argue that they may impact on co rporate culture and other organisational employment practices. In particular, they claim it can become particularly problematic for organisations when it is claimed that such outward body alterations are associated with religious beliefs. This is an area that is relatively unexplored but may also present practical challenges for organisations. Implementation approaches for managers and leaders of diversity According to Stevens, Plaut and Sanchez-Burks (2008), approaches to cultivating and managing diversity in organisations can be done in a number of ways. They claim that some organisations demonstrate their commitment to promoting diversity via a range of diversity initiatives that are implemented into daily practice, whereas others choose instead to adopt a colour blind approach to diversity. The colour blind approach focuses on realigning workforce group identities with an overarching identity (Hogg and Terry, 2000), with the aim of decreasing the emphasis on individual differences. It stems from the notion of treating everyone the same but has been criticised for being exclusionary and appealing only to nonminority groups (Markus et al, 2000). In contrast, the multi-cultural approach is based on the assumption that the differences between people are a source of strength for organisations and these differences need to be embraced and nurtured (Stevens, Plaut and Sanchez-Burks, 2008). With such an approach, a range of strategies are used to promote diversity including targeted networking and mentoring programmes aimed at specific minority groups, diversity days where the cultural background of different groups of staff is celebrated, and the provision of targeted and generic diversity training (Paluck, 2006). However, it has been claimed that with both of these approaches, organisations face real challenges in that neither approach will be welcomed by all staff. The multicultural approach can be seen by non-minority groups as posing a threat to their social identity (Verkuyten, 2005), and the colour blind approach is felt to take insufficient account of the structural disadvantages faced by minority groups (Noon, 2007). To overcome these limitations, Stevens, Plaut and Sanchez-Burks (2008) propose a new approach to managing diversity which they term all-inclusive multi-culturalism. They claim that this approach offers an alternative to the more traditio nal colour blind and multicultural ideologies by having a specific focus on employee inclusion, and the formation of high quality authentic relationships between employees that are resilient, transparent and which promote on-going learning. They claim that in order to implement such an approach, organisations need to create environments that are considered to be more inclusive by all members of the workforce with the implementation of policies and practices that are framed as benefiting everyone and the use of language and communication that does not label different groups or single them out. Similarly, Richard, Kirby and Chadwick (2013) argue that in order for diversity management to be effectively implemented, and to avoid the common pitfalls, organisations must develop mechanisms whereby cooperation and collaboration across all roles is supported and create an inclusive environment that promotes belongingness. According to Ewoh (2013: 114), in order to create such an enviro nment that enables diversity to be managed, diversity leaders across an organisation must be identified and supported. In addition, clear objectives relating to diversity must be communicated alongside the provision of appropriate training to help managers and leaders deliver these. He further claims that support and commitment from the top is essential along with recognition that bottom-up input and engagement from diverse workers is needed to enhance the quality of decision making and the development of more innovative and sustainable policies. In agreement with this, Guillaume et al (2014), argue that effective leadership is essential to making any strategy for managing diversity in an organisation work. They identify leadership at the middle management level as being particularly crucial given that it is most likely that it is individuals at this level who will be tasked with implementing in practice an organisations diversity management policies and procedures, and be responsib le for reinforcing the enactment of related diversity management practices in day to day work. Conclusion From the critical review presented above it is clear that there is increasing focus on the issue of diversity within the workplace as a result of increasing globalisation, changes in the labour market and external regulatory drivers. There are many benefits identified from effectively managing workplace diversity including increased productivity, innovation and creativity, improved employee relations, and more effective working with diverse customer bases and international markets. There are also, however, a number of challenges for organisations in implementing the management of diversity effectively and in avoiding some of the identified disadvantages which can result in negative outcomes such as increased team conflict and reduced team cohesion. In addition, the ambiguity around the term managing diversity itself adds another level of complexity for organisations and individual managers in embracing this agenda effectively. A number of strategies and approaches have bee n identified for implementing the effective management of diversity and all focus on creating inclusive cultures within organisations which require strong leadership and reinforcement in practice. It is clear that with the ever increasing diversity in the labour market, this is an important issue that organisations need to continue to review and address both now and in the future. References Choi, S. and Rainey, H. G. (2010), Managing diversity in U.S Federal Agencies: effects of diversity and diversity management on employee perceptions of organizational performance, Public Administration Review, Vol. 70, No.1, pp. 109-121. CIPD (2005) Managing Diversity: Linking Theory and Practice to Business Performance, London: CIPD. Edwards, B. D., Watkins, M. B. and Stevens, F. G. (2007). Its not black and white: Differential applicant reactions to targeted recruitment efforts. Unpublished manuscript, Auburn University. Ewoh, A.I.E. (2013) Managing and Valuing Diversity: Challenges to Public Managers in the 21st Century, Public Personnel Management, Vol. 42(2), pp. 107à ¢Ã¢â€š ¬Ã¢â‚¬Å"122. Farhad, A. (2007) Strategic human resource management, London, Thomson Learning. Foster, C. and Harris, L. (2005) Easy to say, difficult to do: diversity management in retail. Human Resources Management Journal, Vol. 15 (3), pp. 4-17. uillaume, Y.R.F.,. Dawson, J.F., Priola, V., Sacramento, C.A., Woods, S.A., Higson, H.E., Budhwar, P.S. and West, M.A. (2014) Managing diversity in organizations: An integrative model and agenda for future research, European Journal of Work and Organizational Psychology, Vol. 23(5), pp. 783-802. Herring, C. (2009), Does diversity pay?: race, gender, and the business case for diversity, American Sociological Review, Vol.74, pp. 208-224. Hite, L. M. and McDonald, K. S. (2010), Perspectives on HRD and diversity education, Advances in Developing Human Resources, Vol. 12, No.3, pp. 283 à ¢Ã¢â€š ¬Ã¢â‚¬Å" 294. Hogg, M. A., Terry, D. J. (2000). Social identity and self-categorization processes in organizational contexts. Academy of Management Review, Vol. 25, pp. 121-140. Holbeche, L. (2009) Aligning human resources and business strategy, Oxford: Elsevier. Hunter, D and Ogungbure, A (2013) Impression Management and Diversity: Challenges of Diverse Employees and Contemporary Appearances in the Workplace, Journal o f Knowledge Human Resource Management, Vol. 5 (12) pp.40-46. Kirton, G. and Greene, A. (2009), The costs and opportunities of doing diversity work in mainstream organisations, Human Resource Management Journal, Vol. 19, No.2, pp.159- 175. Kumra, S. and Manfredi, S. (2012) Managing Equality and Diversity: Theory and Practice, Oxford: Oxford University Press. Markus, H. R., Steele, C. M. and Steele, D. M. (2000). Colorblindness as a barrier to inclusion: Assimilation and non-immigrant minorities. Daedalus, Vol. 129, pp. 233-259. Martin, G.C. (2014) The Effects Of Cultural Diversity In The Workplace, Journal of Diversity Management, Vol. 9 (2), pp. 89-92. Maxwell, G. (2004) Minority report: taking the initiative in managing diversity at BBC Scotland. Employee Relations, Vol. 26 (2), pp. 182-202. McDougall, M. 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