Developments

Chile underwent a change in 1990 to a democratic form of government.  As a result of this transformation to democracy, the labor movement within Chile has undergone massive development.  As developments have been undergone, several areas of the labor movement have especially experienced change, including collective bargaining,

Under the prior authoritarian rule of Augusto Pinochet, collective bargaining negotiations by labor units was strictly limited to “initial wage readjustments, the time period for inflationary adjustments, and the levels of inflation adjustments”.  (Frank, 2002)  In his in-depth study of the labor movement in Chile, Professor Volker K. Frank explicitly states that “the most important of all changes concerns the new law on collective bargaining”.

The reform that came about during the early 1990s involved a corporations last offer to a union and their rights to proceed with the business of their corporation based on the union reaction, as well as the rights of the union to strike based on a corporation following certain criteria.

Because the first reforms that impacted the labor movement in the early 1990s fell short, more reforms were enacted in the middle 1990s.  Professor Frank explains that “This new legislation envisions major changes that would indeed limit the employers’ abusive powers, which a very flexible labor market has given them in the first place. In this sense, unlike the first reform of 1990–92, this second one does move much more toward a ‘protective’ labor market”.  (Frank, 2002)

This major development in the labor movement is most key because of the enhanced protection afforded the laborer by a government becoming more democratic.

The labor movement in Chile is far more complicated than reforms to collective bargaining laws or limitations on abusive powers.  By first analyzing those key changes, however, one can better understand the tremendous development Chile has indeed undergone.

Reference

1. Frank, V. K.  (2002)  The Labor Movement in Democratic Chile, 1990-2000.  University of
2. Notre Dame: Helen Kellogg Institute for International studies.

Moral development 0-19 There is no moral development between the ages 0 and 18 months. 18mths to 2years- Is sensitive to adult approval and disapproval and will actively seek to make adults happy despite their tantrums. 2 to 3years- appears independent and wants to be good, but is not yet mature enough to be able to carry out most promises they make. 3 to 4years- Begins to know right from wrong. Finds other’s opinions of self to be important. Is more self-controlled and less aggressive.

Uses extreme verbal threats such as, “I’ll kill you,” without understanding. 4 to 5years- Is becoming aware of right and wrong; usually has desire to do right; may blame others for own wrongdoing. 5 to 6years- Is interested in being good, but may tell lies or blame others for wrongdoings because of intense desire to please and do right. Wants to do what he/she believes is right and avoid what is wrong. 6 to 7years- Is very concerned with personal behavior, particularly as it affects family and friends; sometimes blames others for own wrongdoing. to 8years- May experience guilt and shame. 8 to 12years- Is very conscious of fairness and is becoming highly competitive. Argues over fairness; has difficulty admitting mistakes but is becoming more capable of accepting failures and mistakes and taking responsibility for them. Is clearly acquiring a conscience; is aware of right and wrong; wants to do right, but sometimes overreacts or rebels against a strict conscience. Has strong sense of justice and a strict moral code. More concerned with what is wrong than what is right.

Has strong need to fit in with peer-group morals. 12-16years- Knows right and wrong; tries to weigh alternatives and arrive at decisions alone. Is concerned about fair treatment of others; is usually reasonably thoughtful; is unlikely to lie. 16-19years- Is confused and upset about differences between stated values and actual behaviours of family and friends; experiences feelings of frustration, anger, sorrow, and isolation. May be interested in sex as response to physical-emotional urges and as a way to participate in the adult world.

Different psychologists have put forward stage theories of development which discuss that people go through many stages in definite orders, with challenges associated to diverse capacities arising from each stage and age. Erik Erikson proposed a theory of psychosocial development that happens in eight different stages over a person’s life p.

He proposed that people face fresh challenges during each stage: generativity vs. self-absorption autonomy vs. shame and doubt: trust vs. mistrust initiative vs. guilt, identity vs. role industry vs. inferiority, confusion, intimacy vs. isolation, and integrity vs. despair.

As Erik Erikson stated, the identity search marks an imperative step in adolescence. Adolescents may pass through an identity crisis, in which they struggle to comprehend themselves and make decisions on their future. Identity foreclosure occurs when a person hastily obligates to roles or values that others recommend.

Foreclosure status is whereby a person has makes a commitment minus attempting identity examination. The sense of commitment and the quality of this commitment plus the manner in which it’s derived varies. Foreclosure status has so many characteristics. The adolescents in this status tend to assume commitments handed to them by others like their parents.

They are able to put across a commitment but unable to explain how they got to that decision. Here they also tend to take for granted the recipe knowledge. They are obedient to people in authority and respect strong leadership. They also conform to the significant expectations of the other. They need strong social approval in making decisions. Moreover they are affectionate and loving when at home.

They are unlikely to offer direction or leadership that is creative because of fewer analytic knowledge and rigidity in their commitment. The following is an example of a girl in a foreclosure status: Mary’s mother is a lecturer in women and gender studies and is totally involved in feminist issues. Mary admires her mum so much.

She is a woman who is strong and as a single parent, has struggled to fend for her daughter while establishing her personal career. Mary believes that she, too, will be an independent and strong woman. She likes avoiding people especially men who don’t recognize her that perspective or just by attempting to bring let out her feminine personality.

She undoubtedly maneuvers clear of her maternal grandmamma who is very artsy and unpleasantly very disorganized. Mary’s performance at the university is promising and the selection of her courses shows her unwavering interest in politics, psychology and more importantly feminine/women studies. Foreclosure comes from some sort of adversity or roadblock

when a person delays commitment to an identity then an identity moratorium occurs. He or she may experiment with different roles and values. When a person is concerned in exploring varied identities and does not make any commitments, then it is in order that the person is in the moratorium state. The adolescents in this stage are the most anxious. They have well developed moral development.

They are able to describe their feelings deeply. They like to exercise a socially mature influence, good debaters, socially in-depth and effective, they are good critical thinkers about everything they say and do. An example of a moratorium status is as follows. Tom has switched his college major many times that it will take him 6 years to graduate.

Because his parents have incidentally refused to cater for his tuition ,room and board expenses, tom has tried so many of jobs, ranging from cleaner to shoe salesman. He likes jobs that allow him think and be alone; his friends are very much the like him.

He performs well but his record has many incompletes. He has had one satisfying intimate relationship and is looking anxiously for another. When a person lacks a clear sense of identity but still hasn’t explored issues related to identity development then identity diffusion happens. Here they engage intense immediate experiences that heighten their sense and provide an immediate pleasure.

They tend to avoid making decisions with less developed moral reasoning. They always belong to the negative identity. In terms of sexual orientation, they are more experimental. Here is an example of a boy who is identity diffusion state. Dan is a freshman in the nearby university close to his former high school.

He travels home almost every weekend but does not enjoy himself whenever he’s there. He avoids talking to his high schoolmates friends or parents, prefers to surfing the web in his room. Occasionally he engages in impulsive shopping sprees and there after discusses elatedly over his new electronic appliance he has purchased..

He gets annoyed if his parent asks about it. Dan is registered for courses that  he has been informed that are simple, and he doesn’t have strong interest in his studies or his grades. Dan apparently has few goals and doesn’t care much about finding it Identity achievement happens when a person considers other possibilities and commits to a certain direction in life and identity. In this case an individual has explored varied identities and made a commitment to one.

The adolescents in this category are the ones that are natured by their parents well and have democratic family. They tend to be involved in occupation, political and religious belief exploration. They can think critically and have reasonable mind in that they make informed decisions. However they can be convinced to change their mind.

They are the most highly adaptive and complex adolescents. They are more of future oriented and can identify things coming in their future. Moreover they have self esteem and high level of reflective ability. They develop good relationships with their colleagues. Here is an example of identity achievement status girl. Melissa has parents who are both doctors. At the university she was a Spanish Major, spending a semester in Spain studying culture and art.

During her graduation she surprised her parent that she had enrolled for medical school. She arrived at that decision after having an intimate relationship with a hospice nurse and working as a hospital volunteer during summer.

Conclusion
In our fast changing world, it is believed that identity crises are very many currently as compared to the Erikson’s days. Exploring diverse areas of your life within your family, romantic relations and your role at work can help improve your individual identity.

References

Erickson, H.E (1970). Reflections on the dissident of contemporary youth, international journal on psychoanalysis
Marcia, E. J (1980). Identity in adolescents. In Adelson J.(Ed.), Handbook of Adolescence Psychology. Wiley: New York

Skinner views are that children learn language through imitation, and they copy from how their parents talk. He thought that children learn mostly through positive and negative reinforcement. When an adult feels as if the child is learning how to say a word from their babble such as ‘baby’ they will repeat it continuously so that in the end result the child will learn how to say the word. (6-12 months) Bowlby thought that a mother and a new born would need to bond with close contact for a good long term development.

His views were that babies wanted to be close with the main parent/carer at all times to feel safe and when it was achieved, the babies constant need for attention would stop. When the baby is put in a new environment or separated from their main carer they will feel unsafe and start their crying for attention so they can be close with their carer again. This theory is called ‘attachment’. (0-3 months) Darwin believed that children were born with basic emotions; babies learn appropriate emotional responses from watching other people around them and observing how they react to things.

They check their parent’s facial expressions or body language before responding positively or negatively to a situation (Squire 2007:105). (0-3 months) Schaffer views were that there were three stages of development in infancy, in stage 1 it showed that the baby was more drawn to people than inanimate objects and would smile more around a human than if left with inanimate objects like toys. In stage 2, the baby will be around 3 months and will be able to recognize the difference between their parent/carer and other strangers, babies may not mind being held at this stage because they’re too young to see the strangers as a threat.

In stage 3, around 6 months a baby will form a stronger bond with their main caregiver and will try to seek attention. The child may become distressed when their carer is out of sight and will also cry around strangers because they may be scared. (0-3 months) Piaget believed that children learnt through first-hand experience and discovering things and exploring rather than just being told or shown. He thought that that the parents/carers should make sure that they are providing resources to help the child develop further.

Letting children play freely will benefit the child as long as there are boundaries put in place to make sure it is safe for the child to explore e. g. if the child was playing outside in the garden, they will need to be supervised because they may hurt themselves or eat something they shouldn’t. The gates should also be checked to make sure that the child can’t get out. (1-2 years) Vygotsky believed that the level of development for a particular child was known as ‘the zone of actual development’ but he thought that a child was capable of more if encouraged and assisted by their parents.

The difference between the two levels was the ‘zone of proximal development ‘Adult intervention is necessary if the child is to move on from one level to the next. For example if a child is learning how to stand up without holding onto anything the next step would be for their parents to assist them in taking a few steps with them or providing a walker for the child to learn independently. (2-3 years) Factors affecting development

Smoking while pregnant will cause the baby to have low birth weight and there will be a higher change of you’re the baby being stillborn. There will also be a higher chance of cot death. Smoking may cause miscarriage or premature birth. Smoking around new-born can affect new-borns even though they are outside the womb because they are inhaling second hand smoke, it can cause severe respiratory diseases and it can delay growth of their lungs. (0-3 months)

Children in the age range of 7-12 mostly socialize with their own gender because they go through the stage when they may dislike the opposite gender and think there gender is the best. The NIH Study shows that girl’s brains develop before than a boys brain does and that girls reach maturity before boys. (7-12 years) Children living in better conditions are more likely to have a healthy lifestyle which affects their physical development, they will be more likely to be able to go on a lot of holidays, pursue hobbies like music and dance and art.

They will be more likely to have the clothes that everybody wants and the school may be in an area where there are better schooling opportunities which will increase the chance of emotional stability. Children living in poverty are unlikely to have poor housing, diet and education. There may be higher crime rates in the area which would influence the children’s social and emotional behaviour. They may also have fewer chances to join clubs or join into hobbies they like or to go on holidays. (3-7 years)

The purpose of the project is to envelope the business processes and functionalities of Bear Bar enterprise into an information system which would manage all its resources and cover up the negative aspects of the system. All the internal and external factors which make the enterprise function in a diligent manner would be taken care by the proposed system. The information system would make the enterprise to flow in a planned, organized and decisive manner.

Each department would be able to capture, nurture and share effectively valuable business information so as to remain synchronized with the latest events and decisions can be framed accordingly. Order tracking, fulfillment, inventory and supply dynamics can be managed optimally. Contents Executive Summary 2 Introduction and Purpose 4 Proposed system: 5 Lists of Input and Output information and sources: 6 1. Feasibility analysis: 6 2. Systems planning and requirements gathering: 7 3. Systems Analysis and Design: 8 4. Database Model: 8 5. Coding: 9 6. Implementation and Training: 10

7. System feedback and maintenance: 10 8. Systems Review and Maintenance schedule: 10 9. Sequence of activities: 12 Advantage to the Bead Bar: 13 Conclusion 16 Introduction and Purpose The primary objective is to organize information and operate in a planned and controlled manner to capitalize on the strengths, weaknesses, opportunities and threats of the organization. The proposed information system would departmentalize the operations of the various departments and make the organization accessible to its stakeholders in a pre-approved and designed manner.

Not everyone would be allowed to access all kinds of information and all activities can be tracked so as to ascertain the state of the organization at every point of time. The involvement of EIS, MIS, DSS, TPS and knowledge work systems would ensure that different variants of stakeholders manage the system with their given privileges to drive the enterprise. Proposed system: We desire to create a company website which can be accessed through the internet so that all the franchisee locations are able to access it and perform the business functions of recording and updating the system for all the business changes.

All the franchisee locations are connected with the help of public data carriers so that it is able to access the company website to perform their functions. Each such franchisee would have their access privileges to enter the transaction section and operate their business process. The president and the owner, vice president’s of all the departments would have an Executive Information System (EIS) Management Information System (MIS) to manage their operations. The accounts department may use Transaction Processing System (TPS) and the ground level workers can use Knowledge Work System to measure worker output, productivity and others.

Lists of Input and Output information and sources: Prior to outlining the input and output information, the system development life cycle must be in place so that the analysis is done accordingly. The correct nature of the inputs and the outputs would make the system design vary accordingly as it requires to capture the information and put it into a frame to interpret in a decisive manner to take further decisions. The systems development life cycle for Bead Bar is as follows: 1. Feasibility analysis:

The new proposed system and the present working system are analyzed so that the ROI (Return On Investment) is obtained. The proposed system is further analyzed for economical, technical, schedule and other feasibilities so that it stands in front of all difficulties in the development of the project. The Bead bar enterprise’s key management people are involved in the process of feasibility analysis. All the inputs, outputs and external environment are studied in detail so that the underlying intricacies would be researched well for their impact and development.

Inputs: Bead Bar’s inputs are in the form of company’s short and long term objectives, its financial base and credibility for years to come, its general strategic plans, consent of the advisors and directors, risk handling strategies and many others. Outputs: The feasibility has outputs in the form of higher management approval for the sustenance of the systems development, its full length use to cover all business functions, risk mitigation strategies and many others. 2. Systems planning and requirements gathering:

After the system is thoroughly checked for all its inputs and outputs, the requirements phase takes the lead. All the key stakeholders of the departments and the users of the system must be taken into account for gathering the crucial departmental functions, requirements and its interaction with other departments to achieve the central goal of the enterprise. Input: It must be in the form of the users of the system who are better-off to understand and figure out the exact ground level happenings in the business.

Their view of the workings of the enterprise must be captured so that appropriate implementation can be done. Output: The valuable information fetched from the users of the system must be given a representation and frame it accordingly to fix it into a system. 3. Systems Analysis and Design: Bead Bar’s system requirements are studied and the system is analyzed and designed accordingly. The flow of data is analyzed so that the system captures the entire business cycle and their functions. Inputs: It would come from the requirements gathering phase and the order of business flow.

Outputs: It would result in helping the analysts and designers in the process of database handling and further development of the system. 4. Database Model: The database model for Bead Bar is as follows, which shows the interaction of the different entities of the business. Figure 1 : Database Model 5. Coding: The above design is given a representation of the business and the various functions are finally implemented at this stage. Inputs: It is in the form of requirements gathered from the previous stages and the design documents. Outputs: It results in actual implementation of the system so that it can be viewed physically.

6. Implementation and Training: This stage correlates with actual planting of the system at the Bead Bar so that the present system is replaced and the proposed system takes its place. The users must be trained to operate the business functions with the system, store and retrieve data whenever it is demanded. 7. System feedback and maintenance: The general working of the system must be responded back so that any form of negative points would be highlighted and discussed to take advantage of the system and technologies involved. 8. Systems Review and Maintenance schedule:

The review and maintenance schedule must include the following: Preventative maintenance – Maintenance schedules are a necessity for keeping the resources of a system in good health. The hardware, network equipments, communication programs and software must be periodically checked whether it is up and running (Mawer, 2000). It is likely to include the following: • hardware maintenance for checking the regular running equipments(electrical fans, filters, batteries, etc) • periodic replacement of hardware resources to keep it according to changing atmosphere (e.

g. developmental plan revisions) • system software also requires timely maintenance (fixing bugs, developing newer versions, revisions, etc) • reports must be seriously checked for their correlation with system requirements (creating error logs, testing strategies, performance measures, etc) • Maintenance and updation of system documentation for future reference and updations. Remedial maintenance – It is performed to bring the system to running condition after correcting the hardware or software fault (Mawer, 2000).

The remedial service is likely to include: • Create a Help Desk concept which will log and action any reports from the customer in the event of a fault. • On-site or remote login concept of issue resolution. • Engaging a third party service to resolve and manage the resolution. • Updating documentation every time an event has taken place. In this case both the technical and non-technical staff must be made aware of the support strategies so that their response time is optimized for better handling the issues of the customer timely and professionally.