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Class 3, Assignment 3 – Module Diversityvvv
Class 3, Assignment 3 – Module Diversity
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Introduction
Diversity in the workplace is an important aspect, especially in today’s work environment. It helps create an opportunity for all to exercise their skills and experience, while also adding an advantage to the company’s way of doing business through providing diversified work solutions.
Definition
Workplace diversity simply explained is the uniqueness, differences, and similarities that employees in a company boast of and the considerations that a company considers as a means of recruiting and hiring talent without biasness. This can be seen in form of race, gender, culture, psychological, and social characteristics. This way, companies are able to give all and sundry a chance to put their skills and talents to work, as they gain experience in their field of work. At the same time, the company is able to enjoy greater benefits through profits and a wide skill set from its employees (Saxena, 2014). Workplace diversity also means that an organization looks for the best, possible means of meeting the needs of all its employees through the organization culture. This is made possible through meeting a threshold that cuts across all the differences and maximizes on the benefits and value.
Diversity Creation
In this day and age, organizations are finding it important to create a diverse working environment. For this to be achieved, it is important for organizational decision makers to take several aspects into consideration. First, the organizational heads have to consider the goals in place that they are striving to achieve through creating a diverse working environment (Kalache, 2019). This will give clarity to those in charge of diversity policies so that they align the policies with the organizational needs. Ensuring that the company employees are educated on the need for diversity is another consideration. This will create awareness across the company as the company heads strive to create diversity. In the process, the heads get to learn about the groups and people represented within the company. With this information, they are then able to create diversity in a manner that meets the needs of all while also considering those who may join the company later on (Shemla, 2018). This line of thought also helps the company heads understand what their employees think of the ideas put forward regarding the creation of a diverse environment. This would show that the heads value the thoughts of their own, thus informing on the best diversity implementation efforts.
Desired Outcome
As a result, the desired outcome would be a greater availability of experience and knowledge resulting in more effectiveness, increase in ideas on how to solve problems, greater flexibility in the organizational culture and activities due to a diverse group, and greater creativity. These lead to better organizational performance (Hofhuis, Van Der Rijt, and Vlug, 2016). To get here, the decision makers should have goal clarity, lend their ears to employees, bring their ideas to fruition, and align company goals with the needs. This helps with achievement of a diverse workplace.
Conclusion
To summarize, workplace diversity helps show people of all backgrounds that they are appreciated and that their efforts help improve and provided an added advantage to how business is done. Diversity creation takes into consideration the needs of the masses and aligns them with the company policies and organizational culture. The outcomes from this process are beneficial to the employees and the company, thus resulting in an improved society.
References
Hofhuis, J., Van Der Rijt, P.G., and Vlug, M. (2016). Diversity climate enhances work outcomes through trust and openness in workgroup communication. SpringerPlus, 5(1), 714.
Kalache, S. (2019, Mar 6). Six Ways to Diversify Your Workforce. Forbes. https://www.forbes.com/sites/forbessanfranciscocouncil/2019/03/06/six-ways-to-diversify-your-workforce/#54441f3b1568Saxena, A. (2014). Workforce diversity: A key to improve productivity. Procedia Economics and Finance, 11(1), 76-85.
Shemla, M. (2018). Why workplace diversity is so important and why it’s so hard to achieve. Forbes: RSM Discovery.
My Sisters Keeper
My Sister’s Keeper
Have you heard of “designer babies”? Or perhaps you saw or read My Sister’s Keeper, a story about a young girl who was conceived through In Vitro Fertilization to be a genetically matched donor for her older sister with leukemia? The concept of selecting traits for one’s child comes from a technology called preimplantation genetic diagnosis (PGD), a technique used on embryos acquired during In Vitro Fertilization to screen for genetic diseases. PGD tests embryos for genetic abnormalities, and based on the information gleaned, provides potential parents with the opportunity to select to implant only the “healthy”, non-genetically diseased embryos into the mother. But this genetic testing of the embryo also opens the door for other uses as well, including selecting whether you have a male or female child, or even the possibility of selecting specific features for the child, like eye color. Thus, many ethicists wonder about the future of the technology, and whether it will lead to babies that are “designed” by their parents.
Today’s post is an exploration of the ethical issues raised by prenatal and preimplantation genetic diagnosis, written by Santa Clara Professor Dr. Lawrence Nelson, who has been writing about and teaching bioethics for over 30 years. Read on to examine the many ethical issues raised by this technology.
Prenatal and Preimplantation Genetic Diagnosis
Background:
The overwhelming majority of people on earth, due to a wide range of reasons, beliefs, bodily motives, and attitudes–some good, some bad, and some in the moral neutral zone–reproduce. They are the genetic, gestational, and/or social (rearing) parents of a child. Birth rates in some countries are at a historic low (Japan‘s is beneath replacement with the consequent deep graying of an entire society). In others, mostly in the developing part of the world where infant and maternal morbidity and mortality (not to mention poverty and disease) are quite high, birth rates remain similarly high.
In the economically developed part of the world, the process of making and having babies has become increasingly medicalized, at least for those fortunate enough to have ready access to the ever more sophisticated tools and knowledge of obstetrical medicine. From the time prior to pregnancy (fertility treatments, in vitro fertilization) to birth (caesarean delivery, high tech neonatal intensive care) and in between (fetal surgery), medical science and technology can help many to reach the goal any good parent should want: the live birth of a healthy child to a healthy mother.
“Medical and biological sciences can together determine whether a fetus will (or might) have over a thousand different genetic diseases or abnormalities”
Parallel to obstetrical medicine, science and technology have progressed immensely in another are over the last 30 or so years. The Human Genome Project (and the related research it has stimulated) has generated an amazing amount of knowledge about the nature and identity of normal–and abnormal–human genetic codes. Now the medical and biological sciences can together determine whether a fetus will (or might) have over a thousand different genetic diseases or abnormalities. Ultrasound examination can look into the womb (quite literally) and see developmental abnormalities in the fetus (such as neural tube defects like spina bifida and anencephaly). Even a simple blood test done on a pregnant woman can determine whether the fetus she is carrying has trisomy 21 (down syndrome), a genetic condition associated with mental retardation and, not infrequently, cardiac and other health problems.
Pregnant women who have health insurance that covers obstetrical care (and many millions of American women do not), particularly if they are older (>35 years), are more or less routinely offered prenatal genetic diagnosis by their obstetricians. Chorionic villus samplingis a medical procedure that takes a few fetal cells from the placenta and can be done around 10 weeks after the woman’s last menstrual period. These cells can then be analyzed to determine the presence of genetic abnormalities. Amniocentesis is a medical procedure that obtains fetal cells from the amniotic fluid and is usually done later in pregnancy, typically after 14 weeks following the woman’s last menstrual period. When done by experienced medical professionals, both procedures carry about a 0.5% risk of spontaneous abortion. The genetic analysis done on these fetal cells can determine the presence of fatal genetic diseases (such as Tay-Sachs, trisomy 13 and 18), disease that can cause the born child much suffering (children with Lesch-Nyan, for example, compulsively engage in self-destructive behavior like lip chewing, while children with spinal muscular atrophy have severe, progressive muscle-wasting), and conditions that typically cause mental retardation (such as Fragile-X and Emanuel syndrome).
Although tremendous strides have been made in genetic science’s ability to detect chromosomal abnormalities, precious little success has been achieved in treating genetic disorders directly either prenatally or postnatally. Some symptomatic treatment may well be available, but almost nothing that will actually cure or significantly ameliorate the effects of the disease. A pregnant woman who wishes to avoid the birth of a child with genetic disease has little alternative but to seek termination of the pregnancy.
The science and technology of assisted reproduction (in this case in vitro fertilization [IVF]) meets the science and technology of obstetrical medicine in preimplantation genetic diagnosis (PGD). Embryos are created in vitro by mixing oocytes taken from the woman who intends to gestate one (or more) of them from a donor, and sperm taken from her partner or a donor. Genetic analysis is performed on one or few cells from each embryo, the loss of which does not affect the embryo’s ability to develop normally once implanted in a womb. Only those embryos free of detectable genetic abnormalities are then implanted in the woman’s womb in the hope that they will then attach to the uterine wall and develop normally. While success rates for implantation vary, many women have given birth following PGD. The main advantage of PGD over chorionic villus sampling and amniocentesis for many women and couples is that it avoid the need for a surgical abortion to end an undesired pregnancy, although it does result in discarding the affected embryos.
Should people be able to select the sex of their baby?
5. Both PrGD and PGD identify the sex of the embryo or fetus. This raises the question of whether it is ethically permissible for an embryo to be discarded or a fetus to be aborted because of sex. The selection of an embryo’s sex via PGD is done for two basic reasons: (1) preventing the transmission of sex-linked genetic disorders; and (2) choosing sex to achieve gender balance in a family with more than one child, to achieve a preferred order in the birth of children by sex, or to provide a parent with a child of the sex he or she prefers to raise. [2] While little extended ethical debate exists regarding the former, sex selection for the purpose of preventing the transmission of sex-linked genetic disease, the latter is the subject of heated ethical disagreement.
The ethical objections to sex selection for nonmedical reasons can be grounded both in the very act of deliberately choosing one sex over the other and the untoward consequences of sex selection, particularly if it is performed frequently. Sex selection can be considered inherently ethically objectionable because it makes sex a determinative reason to value one human being over another when it ought to be completely irrelevant: females and males as such always ought be valued equally and never differentially. Sex selection can also be ethically criticized for the undesirable consequences it may generate. Choice by sex supports socially created assumptions about the relative value and meaning of “male” and “female,” with the latter almost universally being considered seriously inferior to the former. By supporting assumptions that hold femaleness in lower social regard, sex selection enhances the likelihood that females will be the targets of infanticide, unfair discrimination, and damaging stereotypes.
Proponents of the ethical acceptability of sex selection would argue that a parent’s desire for family balancing can be–and typically is–morally neutral. The defense of family balancing rests on the view that once a parent has a child of one sex, he or she can properly prefer to have a child of the other sex because the two genders are different and generate different parenting experiences.
To insist [that the experience of parenting a boy is different from that of parenting a girl] is not the case seems breathtakingly simplistic, as if gender played no role either in a person’s personality or relationships to others. Gender may be partly cultural (which does not make it less “real”), but it probably is partly biological…. I see nothing wrong with wanting to have both experiences. [3]
An opponent of sex selection for family balancing can argue that good parents–whether prospective or actual–ought never to prefer, favor, or give more love to a child of one sex over the other. For example, a morally good and admirable parent would never love a male child more than a female child, give the male more privileges than a female, or give a female more material things than a male simply because of sex or beliefs about the child’s “proper”gender. A virtuous and conscientious parent, then, ought not to think that, or behave as if, a child of one sex is better than one of the other sex, nor should a good parent believe or act as if, at bottom, girls are really different than boys in the ways that truly matter.
“Sex selection is at least strongly ethically suspect, if not outright wrong”
The argument in favor of sex selection for family balancing has to assume that gender and gender roles exist and matter in the lived world. For if they did not, then no reason would exist to differentiate the experience of parenting a male child from that of a female. However, it is precisely the reliance upon this assumption to which the opponent of sex selection objects: accepting–and perpetuating–gender roles inevitably both harms and wrongs both males and females, although females clearly suffer much more from them than males. While some gender roles or expectations are innocuous (e.g., men don’t like asking for directions), the overwhelming majority (e.g., males are–and should be–aggressive, women are–and should be–self-sacrificing) are not. Consequently, given that sex selection is inevitably gendered and most gender roles and expectations restrict the freedom of persons to be who they wish to be regardless of gender, sex selection is at least strongly ethically suspect, if not outright wrong.
[1] Steinbock B. Disability, prenatal testing, and selective abortion. In Parens E, Asch A (eds): Prenatal Testing and Disability Rights 2000; Washington DC, Georgetown Univ. Press: 108-123.
[2] Ethics Committee of the American Society for Reproductive Medicine. Sex selection and preimplantation genetic diagnosis. Fertility and Sterility 1999; 72(4): 595-598.
[3] Steinbock B. Sex selection: not obviously wrong. Hastings Center Report 2002; 32(1): 23-28.
My Side of the Story Scar in The Lion King
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My Side of the Story: Scar in The Lion King
In Disney’s The Lion King, Scar is portrayed as a villain. The film begins by immediately painting him as a ruthless character, one that is focused on power, selfish gains, and personal glory. His life begins in the shadows of his elder brother, Mufasa, and later to Simba, his nephew. He is bitter and angry at the choices made regarding his life, pitting him against his own brother and consequently being exiled out of the family. No one pays attention to him, right from the start. Mufasa, the already crowned future King receives all of the attention, leaving Scar marginalized and bitter. He is forced to seek attention in other ways, and even then, he is ignored and only comes second to his own brother. In adulthood, his brother continues the same line of treatment, focusing on his role as the king. Scar desires to be seen and to be heard, even when this means turning against his own family and blood.
As a former leader of the military-like Lion Guard, Scar’s role as a leader were obvious. He commanded respect and performed his tasks with extreme efficiency. Being marginalized within the Disney society has turned him into an intelligent and always-on-the-defence individual. He is always ready for a confrontation and has his claws extended at all times. He is aware of his poor genetics and takes pride in being different. Marginalization, according to Duchak (72), leads to an urge for power and attention. These two are some of the consequences of Scar’s lonely and isolated adulthood. He was not always angry, resentful, greedy, and jealous. These qualities were brought out by the powerful cobra bite. At the time, he had no one to talk to and he could only deal with his pain and loss of strength alone. Emerging out of the experience stronger, Scar begins to look out only for himself, to create the best outcome for his own life, to put his interests first, and to march forward with the knowledge that he had no one else to turn to for help.
The marginalized and deviant positions in the constructed Disney society fails to mention the role of every other character in Scar’s life that contributed to shaping him as an antagonist. This should be better mentioned because Scar was a very different character in his youthful days. He was a revered leader, a loyal servant, and an efficient manager in the Lion Guard. He executed his role with minimal effort, commanding other lions and delivering results. He was aware of the command chain and respected it. Yet, he was left out of decisions, was made to feel unequal, and was never appreciated for his efforts in keeping the kingdom safe. The sort of treatment he received created an atmosphere of resentment, disgust, and loathing to his brother and the nephew who was already crowned as the next King even before he could walk. He sees the world differently from what the Disney society portrays. First, he is all alone and left to fend for himself. After his role as a Lion Guard leader expired, he was left without a position of power, despite being of royal blood. He therefore seeks all of the elements that were never accorded to him, despite his success: respect, obedience, power, authority, and control. He was tired of always coming second, being compared to his successful brother, rejection, criticism, incompetence, disrespect, and failure.
In the eyes of the lion kingdom, Scar has weaker genes and therefore disabled. He cannot be the king with such notable qualities. He is excluded from leadership on the basis of inequality, biasness, and discrimination. All his life, the society had ignored him and never took the time to understand who he is as a leader and as an individual. He grew up always coming second to his more abled brother. Mufasa, in contrast, has the right genes. He is the “right” leader in the eyes of the society because he fits the societal constructs of what is required. He is not dark, weak, or of a frail appearance compared to his brother Scar. These characteristics and qualifications are open for every one to see. They create a low sense of self-esteem in Scar because they are mentioned from a very early age. Hurley (221) talks about self-image and how it affects young ones in ways they see themselves in relation to what the society constructs. Scar carries some lifetime scars inflicted upon him by the very society he fights to protect. He is openly discriminated and expected to take the treatment with his mouth shut while laying down. If Scar could retell his story, he would talk about the open discrimination, the unappreciative nature of his lion family, how his appearances and shortcomings were used against him, the manner in which “good” and “bad” genes determined the next leaders, and how effort and merit were awarded on the basis of a bias outlook. He is right to be angry and resentful. The discrimination against him due to his appearance and genes, things he had no control over, was uncalled for and a reason to become tougher in order to survive.
Scar is angered by the way Mufasa’s looks, age, and appearance give him an edge over him as the next leader and the favorite to rule the Pride Lands. Mufasa and Scar are brothers, yet the poor treatment that Scar continues to receive in comparison to his brother teaches them both to discriminate. Lippi-Green (79) discusses the role of society in creating a spirit of discrimination. No individual is born biased or with a desire to discriminate. These are elements that are inculcated in societies using the culture, popular belief, and actions. They are easily reflected on the next generation who inherit stereotypes, biases, and other discriminatory views on different matter. Scar was a victim of such a society. The privileged position held by Mufasa made Scar an automatic failure. He was viewed as a lesser lion, despite possessing abilities and leadership qualities that were not very evident in his brother. Scar’s bitterness is arguably understandable seeing that he was discriminated on the basis of a more privileged brother.
The deviant identity that defined Scar led to him being labeled an outlaw, the antagonist, coldhearted, and wicked. Overcome by the demands of the society and always being in the shadow of his brother, he intelligently plots for the elimination of the latter and assumes control of the kingdom, albeit short lived. Upon the return of the young Simba, he is forced into exile, partly as a strategy to plot for another hostile takeover and partly because of Scar’s need to regroup. His nature as a less-attractive and least likely to rule pushes him to the edge. He believes that he was unfairly left out of the reigns of power. He opposes the leadership of his brother and that of the younger Simba. He sees the two as the main reasons why he could not become a legitimate king. He associates all of his childhood issues with the selection of Mufasa and Simba as kings over him. He uses any means necessary to remain in power and to defeat the inner emotional and psychological issues that emerge as a result of years of playing second fiddle to a much talented brother and nephew. His inferiority complex is a direct result of the society’s construct regarding what a leader is supposed to look like and what he should possess. The discrimination based on his genes and brute strength haunts him and has, inadvertently, created a monster. He uses his intelligence to plot and execute in ways that no other lion is able to comprehend. Ultimately, even in isolation and exile, he remains a threat to the Pride Lands throne. He is giving the protagonists a taste of the bitter treatment and living in constant fear, elements that have been present in all of Scar’s life.
In conclusion, Scar’s story would be very different from what Disney has created and disbursed to the whole world. He is judged as a coldhearted murderer and a power-hungry menace, yet all he wanted was to be accepted as a legit member of the society. The society has created and fueled a monstrous individual, one who is angry, bitter, resentful, and does not understand why all others are presented as holy and unblemished. Scar’s thoughts on the society he was alienated from would be in the lines of an ungrateful and evidently discriminatory group. He remembers the days he fought faithfully to keep the entire Pride Lands safe. He is quick to retell of his loyal service to the throne without complaint. He waited patiently for his turn to be a leader and performed his roles as expected. Now, the very society he fought for sees him as a menace. The bold presence of a discriminatory and an unequal system of leadership has risen to a point that it does not care who is hurt in the process.
References
Duchak, Oksana. “Marginalization of young people in society.” International Letters of Social and Humanistic Sciences 18 (2014): 70-79.
Hurley, Dorothy L. “Seeing white: Children of color and the Disney fairy tale princess.” The Journal of Negro Education (2005): 221-232.
Lippi-Green, Rosina. English with an accent: Language, ideology, and discrimination in the United States. Routledge, 1997.