The Decline of Our Sea- a Paper on Overfishing free essay sample

The Decline of Our Sea SCI 275 Environmental Science Steve List-Instructor The fishermen across the world invest their lives into their boats and their men. They venture out into the open water and catch all that they can. The fisherman knows that this is what all the other fishermen are doing as well; it is a survival of the fittest. The man with the most fish wins, they get the biggest check. The world is home to six billion people and there are not enough fish in the seas to feed the world. According to the video, there is a problem with overfishing and the ocean is being harvested of all its fish faster than it can repopulate. There are not enough fish left to allow this resource to thrive for our future. According to Scientist Jeremy Jackson, it is reversible; there is still hope. Overfishing is not just fisheries taking fish from the sea; although that is the larger part of it. We will write a custom essay sample on The Decline of Our Sea- a Paper on Overfishing or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Fisheries also bycatch, which means they accidently catch other fish when fishing for certain species. Bycatching is causing depletion of other species and it is wasteful. Fisheries also harm habitats and breeding grounds by fishing and dragging equipment and nets. The fisheries create pollution as does the rest of the world, causing severe damage to our oceans. Climate changes also serve as an issue. Water temperatures are changing and causing damage to fragile ecosystems. All of these factors are taken into place as we create a plan, and help repopulate and save our oceans. We must sustain and maintain this resource for our future generations. My plan is to utilize a catch share system. This system has been studied for many years now in the United States. This plan will help the fisheries, save jobs and help our oceans to provide for a great future. The Environmental Defense Fund (EDF) has researched the plan and stands behind it to save the fish and the fisheries. Fishermen will be required to meet a conservation goal and will be accountable for what they catch. They will be allowed to fish in certain zones and catch a certain number of fish. With this plan in effect, the fisheries will be able to still fish and the resource can replenish itself. It is a win-win situation for both parties. Fisherman may view the plan negatively, believing that they are being too restricting with a catch share plan. Fisheries make money from what the catch, if they are limited; it may mean less money for them now. The fishermen have to see the plan as a long term goal. The plan has already worked in the Gulf of Mexico according to the EDF. The plan was initiated for red snapper in January of 2007. Fisherman in that area are now able to fish year round for the first time in a decade, gaining 25% more in earnings and bycatch is down by 70%. Environmentalists will see the plan as a positive approach to saving our oceans. There will be fewer fishermen on the water, therefore less pollution. The fishermen will have restrictions and limits on the number of fish they catch, therefore allowing replenishment of the fish naturally. This may be looked at negatively as well; there will be a decrease in jobs in the fisheries. Manpower will be reduced as less fish can be caught. As of now, over 200 million people worldwide are employed by fisheries. The environmentalists and the fisheries will need to work together to make the catch share plan work. The two must realize that it will not happen overnight and it will take time to reverse the effects we have caused. As the catch share plan is put in place; we will work in zones allowing fisheries to catch and reduce bycatch, thus reducing the chances of eliminating other species of sea life. As time goes on, the fish will repopulate and harvesting can be opened a little more at a time. This plan will increase revenues for fisheries since certain fish are diminishing and will replenish later. The catch share plan will allow fisheries to stay open; jobs will not be eliminated and communities worldwide can enjoy the nourishment of the catch. With the plan in effect the fish population can repopulate and communities can thrive on the additional earnings that large catches can bring in when zones are opened. People all over the world can still continue to apply for fishing licenses as leisure and can enjoy a wide range of fish species in their diet. With the catch share plan in place, we can keep fisheries open, create new jobs, and allow the fragile oceans to thrive. We can reverse the damage that we have caused on our ecosystem and make a difference for generations to come. References Burnham, Katharine (2008). New Study Offers Viable Solution to Overfishing. Retrieved June 18, 2009, from http://www. edf. org/pressrelease. cfm? contentID=8458 Jeantheau, Mark (2005). Pretty Mermaids are Always Over Fishing for Compliments: The Causes and Effects of Overfishing. Retrieved June 19, 2009, from http://www. grinningplanet. com/2005/06-07/overfishing-article. htm

Red Badge Of Courage Essays (450 words) - Emotions,

Red Badge Of Courage The Red Badge of Courage begins with the Youth (Henry) preparing to leave to war. He has fabulous ideas concocted in his mind about victory and heroism. The Youth soon finds that victory and heroism are a small part in the splendor of war. The Youth's mind soon becomes burdened with thoughts of death and running away from battle. Sure enough, in the midst of battle, the Youth flees the battlefield. The Youth must learn to deal with the shame he feels on deserting his comrades. When he returns to his camp he lies and says that he was separated during combat and was shot. The Youth is given another chance to fight and prove he is not a coward. As the book progresses, the Youth learns to deal with his shame by feeling honored for being a hero. In the end, the Youth becomes a man. He learns that the most important lessons in life can be seen by opening his eyes. I personally was attracted to the Youth. All his thoughts and wild imagination impressed me. He would describe death as a being that could swallow him whole, and ramble on about wonderful sunsets. The Youth was also a very troubled soul. He worried a lot over things he might do and not the things he would do. For instance, on page 34, he questions others in hope that their answers would comfort him. He feels disassociated from others, "The Youth, considering himself separated from the others..." (p29). Page 35 quotes, "He was a mental outcast." He lacked self confidence and "continually tried to measure himself by his comrades." (p22). Despite his sorrow, the Youth was creative and compared ideas and objects to other ideas and objects. "The battle was like the grinding of an immense and terrible machine." I believe that the Youth brought the book to life through his life. At times I would find myself thinking, "I've thought that too!" For example on page 127, the Youth announces that his life should be lived to his expectations and not everyone else's. I strongly agree with him on that idea. When the Youth was involved in hard situations, I pondered on what I would do and what decisions I would make. To illustrate, on page 80, when the youth ran, I decided I would have stayed and fought for my dignity if nothing else. At the end of the book, Henry learns how important life truly is and why. He learned that war deals with death shame, and sorrow, not just victory and freedom. On page 266, Henry becomes a man. "He had been to touch the great death, and found, after all, it was but the great death." Henry looked death in the eyes and fulfilled his dream of becoming a hero. He had earned the Red Badge of Courage.

Hengist and Horsa - Legendary Founders of Kent

Hengist and Horsa - Legendary Founders of Kent Hengist and Horsa were known for being the first leaders of Anglo-Saxon settlers known to come to England. Tradition has it that the brothers founded the kingdom of Kent. Occupations KingMilitary Leaders Places of Residence and Influence EnglandEarly Europe Important Dates Arrival in England: c. 449Death of Horsa: 455Beginning of Hengists reign over Kent: 455Death of Hengist: 488 About Hengist and Horsa Although very likely actual people, the brothers Hengist and Horsa have taken on legendary status as leaders of the first settlers of Germanic stock to come to England. According to the Anglo-Saxon Chronicle, they were invited by the British ruler Vortigern to help defend against invading Scots and Picts from the north. The brothers landed at Wippidsfleet (Ebbsfleet) and successfully drove off the invaders, whereupon they received a grant of land in Kent from Vortigern. Several years later the brothers were at war with the British ruler. Horsa died in battle against Vortigern in 455, at a place recorded as Aegelsthrep, which is possibly present-day Aylesford in Kent. According to Bede, there was at one time a monument to Horsa in east Kent, and the modern town of Horstead may be named for him. After the death of Horsa, Hengist began ruling Kent as king in his own right. He reigned for 33 more years and died in 488. He was succeeded by his son, Oeric Oisc. The kings of Kent traced their lineage to Hengist through Oisc, and their royal house was called Oiscingas. Numerous legends and stories have sprung up about Hengist and Horsa, and there is much contradictory information about them. They are often referred to as Anglo-Saxon, and some sources label them as Jutes, but the Anglo-Saxon Chronicle calls them Angles and gives the name of their father as Wihtgils. There is a possibility that Hengist is the source for the character mentioned in  Beowulf  who was associated with a tribe called Eotan, which  may have been based on the Jutes.

BCA Compliance for atypical location requirements Assignment

BCA Compliance for atypical location requirements - Assignment Example The sustainability, quality and durability of the structure need to be considered. The structure should be in a position to meet the required standards in relation to the location that it is situated. The ability of the building to withstand harsh conditions, withstand frequent harsh conditions without failure are vital to its performance characteristics. The minimal reports on damages during fire, explosions, vibration among other factors make the structure meet the compliance standards. Some of the actions that need consideration for satisfaction are; the loads both live and dead that the structure is exposed to, force of wind, tremors and earthquakes, marshy grounds and snow. In areas prone to bush fires, the class I buildings should be in a position to offer resistance to the bushfires and minimize the risks involved in the loss of lives and building. Exit doors during emergencies should be installed to ease evacuation by the occupants during fire outbreaks. The design and the construction of the structure should allow minimal risks from the bushfire. It should be easily accessible to vehicles to help the fire fighters and the occupants ease of movement during the crisis. The location of the structure need to be in a place with abundant water supply. The fire fighters can also easily access the building and the water source. The bushfire shelters are designed for emergency cases. These structures must be designed in a way that they can be temporarily used for shelter by the victims affected directly or indirectly from the bushfire. Several factors need to be considered during the location of the private bushfire shelters. Analysis of vegetation, buildings within its vicinity and any other materials that are inflammable need consideration during the designing and construction process. The structure should be readily accessible and provide a maximum tenability

Competitive Forces and SWOT Analysis Case Study

Competitive Forces and SWOT Analysis - Case Study Example This paper will also discuss the most significant threat to the Whole Foods market, and explain how this company can employ its opportunities and strengths to attain a sustained competitive lead in the market. In addition, this article will include a complete SWOT analysis, and also identify opportunities and threats facing the organization. Question 1: Trends in retailing of organic foods and its impact on the Whole Foods Market There is a variety of trends in the retailing of organic foods. These trends impact the Whole Foods industry and the market at large tremendously (Steve, 2002: 1). Sales of natural products across all retail and directly to consumer channels have grown to about $68 billion in the year 2008; a 10% increment over the prior year. The congress passed an act on organic foods production in 1990. USDA established standards that were official for organically grown products in the United States by regulating agencies responsible for labeling of organic products (Stev e, 2002: 3). 31% of organic food sales were sold by mainstream supermarkets, 22% through sovereign small store chains, and 24% through leading food stores. Some of the top processors of organic foods in the market are General Mills, Kraft, Heinz, Kellogg’s, Dean Foods, Campbell soup, Hunt, Tyson foods, Coca cola and Del Monte (Porter, 1980: 295). Research carried out by the USDA depicts that, in 2000, surplus organic products were sold in conservative supermarkets than in the ordinary food stores (Thompson, Strickland & Gamble, 2010: 23). Most of the common organic foods sold included wine, pasta, beef, yogurt, vinegar, canned fruits and vegetables, apples, tomatoes, cucumbers, broccoli and lettuces among others. Despite the fierce competition in the price of organic products, consumer demands still remain high. The factors that have increased demand for organic products include health consciousness, healthy eating patterns, consumer concerns, soil, and water. Question 2: Ass ess the competitive situation of the firm by applying Porter’s model and hence, analyze each aspect relative to the business Porter’s five forces analysis comprises of a framework for industry analysis and business strategy development (Porter, 1980: 215). Porter refers to these forces as the micro environment. He developed these five forces in reaction to the then-prominent SWOT analysis, which he identified as ad hoc and un-rigorous (Fine, 2009: 3). These forces have been applied in enterprises so as to stabilize them hence, making them more profitable. These forces include intensity of competitive rivalry, risk of new competition, bargaining command of customers, bargaining supremacy of suppliers, and risk from substitute services and products. Most profitable markets yield substantial returns that attract other new firms. The fresh foods market earned over $350 million in 2008. Moreover, the Whole Foods achieved sales worth $6.5 billion in the same year (Thompson, Strickland & Gamble, 2010: 14). The competitive strength and strategy of the Whole Foods Company immensely attributed to success in their sales. Over 90,000 items were sold to consumers from the Whole Foods Company which had 284 stores in that period (Thompson, Strickland & Gamble, 2010: 20). This company was facing slight competition from the Fresh Markets Company where some products were being substituted for others by the customers. The

Nonviolent Direct Action in the Civil Rights Movement

Nonviolent Direct Action in the Civil Rights Movement Who was the NAACP (National Association for the Advancement of Colored People) lawyer who successfully argued the NAACPs Brown v. Board of Education? Answer: Martin Luther King. Question: Name several people who were involved in the Montgomery Bus Boycott. Answer: Martin Luther King and Rosa Parks. Question: Who was the first President of the Student Nonviolent Coordinating Committee (SNCC)? Answer: Martin Luther King. Question: Who organized the famous March on Washington? Answer: Martin Luther King. Question: Who started the sit-in movement of the 1960s? Answer: Martin Luther King. (Armstrong 2002) Does the preceding list of questions and answers sound familiar? If you teach high school history, the answer is probably yes. However, this does not tell the whole story. In reality, Martin Luther King was just one member of the larger Civil Rights Movement sweeping the country. In order to illuminate the larger picture to our students, alternative strategies need to be considered. One such strategy is presented here. This lesson plan tackles the Civil Rights Movement from the perspective of nonviolent direct action. I am not arguing that King is not an important historical figure of the Civil Rights Movement, because he certainly is. The problem, however, is that since the early 1970s, the struggle for civil rights has been taught almost solely in relationship to King and his life. Students graduate from high school viewing the civil rights movement synonymously with Martin Luther King Jr. Such connections are understandable, if grossly uninformed. Students are denied the opportunity to immerse themselves in the complicated and varied histories of the civil rights movement. (Armstrong 2002) According to Armstrong, in the past, most high school history teachers relied on textbooks to help them convey the civil rights movement to their students. Unfortunately, the vast majority of textbooks present a narrative of the civil rights movement of King as the embodiment of the Civil Rights Movement. As a result, textbooks typically begin the movement in 1954 and 1955 with the Brown v. Board decision and the Montgomery Bus Boycott, and end in 1968 with the assassination of King. (Armstrong 2002, 6) However, this is only a narrow view of what many historians consider a much longer struggle for racial civil rights. One way to open up this narrative is to provide students with access to primary documents. This lesson incorporates three primary documents one from each of the leading groups that advocated nonviolent action during the civil rights movement. This methodology not only presents students with alternative perspectives, but it also exposes students to a core tool used by historians. (Armstrong 2002) In any history course, whether it is second grade, high school, or graduate level, aspects of the story will be left out. History is a vast and ever-expanding field, and it is impossible to include everything in one course. However, by showing our students how to think and act like historians, we can give them the opportunity to explore these topics further in the future. National Standards The National Standards for United States History: Era 9 Postwar United States, Standard 4 requires students to understand the struggle for racial and gender equality and the extension of civil liberties. (National Center for History in the Schools 2005) Time This lesson should be divided into three class sessions of approximately one hour. Student Objectives To analyze primary source material. To analyze the role of nonviolent direct action in combating racism. To analyze the role of different organizations combating racism in the Civil Rights Movement. Congress of Racial Equality (CORE) Student Nonviolent Coordinating Committee (SNCC) Southern Christian Leadership Conference (SCLC) Background Nonviolent Action According to Gene Sharp, Nonviolent action refers to those methods of protest, resistance and intervention without physical violence in which the members of the nonviolent group do or refuse to do certain things. (Sharp 1969) These methods can be divided into three basic groups: nonviolent protest, noncooperation, and nonviolent intervention. Each group contains different examples of nonviolent actions. Nonviolent protest includes such actions as parades, marches, and picketing. Noncooperation includes such actions as walkouts, strikes, and boycotts. And nonviolent intervention, the most militant forms of nonviolence typically refers to sit-ins. (Wirmark 1974) Each of these methods of nonviolent action was employed during the Civil Rights Movement. Three of the leading organizations which advocated the use of nonviolent action were the Congress of Racial Equality (CORE), the Student Nonviolent Coordinating Committee (SNCC), and the Southern Christian Leadership Conference (SCLC). Congress of Racial Equality (CORE) CORE was founded in 1943, and specialized in nonviolent action to combat racial discrimination. Its first focus was on sit-in demonstrations with the goal that public places, such as restaurants, would become desegregated. (Wirmark 1974) As the Civil Rights Movement evolved, so too did the goals of CORE, who began to sponsor freedom rides during the early 1960s. [See Figure 1] (Woodward 1966) From 1962-1964, CORE concentrated on voter registration drives throughout the South. It was also responsible for sponsoring direct action protests against unfair housing measures and other types of discrimination against African Americans in the North. Though all three organizations (CORE, SNCC, and SCLC) employed nonviolent techniques in their quest for equality, it was CORE who initiated the practice. (Meier and Rudwick 1973) Student Nonviolent Coordinating Committee (SNCC) On February 1, 1960, a group of young African American students were refused to be served in a coffee shop in North Carolina. In protest, the students sat in silence in the shop. This type of protest, known as a sit-in, rapidly spread throughout the country, bringing many young college students into the civil rights cause. [See Figure 2] (Woodward 1966) The SNCC, the youngest and most militant of the organized groups, came out of the sit-in movement. Students who had participated in sit-ins wanted to control student demonstrations, and thus founded the SNCC in 1960. (Wirmark 1974) By 1966, the SNCC had gained national attention with its use of the slogan Black Power. Some of the most important leaders of the SNCC were Bob Moses of Mississippi, Charles Sherrod of Georgia, and Bill Hansen of Arkansas. These men were most effective because they truly believed in the morality of their cause. They were courageous in the face of adversity and influenced others to not give up hope. (Stoper 1977) Southern Christian Leadership Conference (SCLC) After the successful Montgomery bus boycott, Martin Luther King, Jr. founded the SCLC to bring together the church leaders who had been organizing the boycott. [See Figure 3] Inspired by the actions of CORE, King wanted to apply nonviolent action on a large scale. (Wirmark 1974) Unlike the other two organizations, the SCLC acted as an umbrella organization. It brought together various civil rights groups across the South and the rest of the nation. It also differed from other civil rights groups because it was primarily made up of religious groups. Charles Morgan, a member of the SCLC board of directors said of the group, SCLC is not an organization, its a church. (Fairclough 1987, 1) King was certainly a significant force behind the SCLC, but its successes cannot be accredited solely to his larger-than-life personality. The SCLC was extremely effective in combating racial discrimination and segregation, and this was due partially to King, partially to its belief in a higher moral ca use, and partially to its commitment to nonviolent action. (Fairclough 1987) He will meet the anger of an individual or group in the spirit of good will and creative reconciliation; he will submit to assault and will not retaliate in kind either by act or word. A member will never engage in any action in the name of the group except when authorized by the group or one of its action units. When in an action project a CORE member will obey the orders issued by the authorized leader or spokesman of the project, whether these orders please him or not. If he does not approve of such orders, he shall later refer the criticism back to the group or to the committee which as the source of the project plan. No member, after once accepting the discipline of the group for a particular action project, shall have the right of withdrawing. However, should a participant feel that under further pressure he will no longer be able to adhere to the Rules for Action, he shall then withdraw from the project and leave the scene immediately after notifying the project leader. Only a person who is a recognized member of the group leader in a particular project shall be permitted to take part in that group action. Guarantees from the Local Group to the Individual Each member has the right to dissent from any group decision and, if dissenting, need not participate in the specific action planned. Each member shall understand that all decisions on general policy shall be arrived at only through democratic group discussion. A CORE member shall receive the uncompromising support of his CORE group as he faces any difficulties resulting from his authorized CORE activities. Day Two Handout -Page 2 Student Nonviolent Coordinating Committee Statement of Purpose We affirm the philosophical or religious ideal of nonviolence as the foundation of our purpose, the presupposition of our faith, and the manner of our action. Nonviolence as it grows from the Judeo-Christian tradition seeks a social order of justice permeated by love. Integration of human endeavor represents the crucial first step towards such a society. Through nonviolence, courage displaces fear; love transforms hate. Acceptance dissipates prejudice; hope ends despair. Peace dominates war; faith reconciles doubt. Mutual regard cancels enmity. Justice for all overcomes injustice. The redemptive community supersedes systems of gross social immorality. Love is the central motif of nonviolence. Love is the force by which God binds man to himself and man to man. Such love goes to the extreme; it remains loving and forgiving even in the midst of hostility. It matches the capacity of evil to inflict suffering with an even more enduring capacity to absorb evil, all the while persisting in love. By appealing to conscience and standing on the moral nature of human existence, nonviolence nurtures the atmosphere in which reconciliation and justice become actual possibilities. Day Two Handout -Page 3 Southern Christian Leadership Conference: This is SCLC Aims and Purposes of SCLC The Southern Christian Leadership Conference has the basic aim of achieving full citizenship rights, equality and the integration of the Negro in all aspects of American life. SCLC is a service agency to facilitate coordinated action of local community groups within the frame of their indigenous organizations and natural leadership. SCLC activity revolves around two main focal points: the use of nonviolent philosophy as a means of creative protest; and securing the right of the ballot for every citizen. Philosophy of SCLC The basic tenets of Hebraic-Christian tradition coupled with the Gandhian concept of satyagraha truth force is at the heart of SCLCs philosophy. Christian nonviolence actively resists evil in any form. It never seeks to humiliate the opponent, only to win him. Suffering is accepted without retaliation. Internal violence of the spirit is as much to be rejected as external physical violence. At the center of nonviolence is redemptive love. Creatively used, the philosophy of nonviolence can restore the broken community in America. SCLC is convinced that nonviolence is the most potent force available to an oppressed people in their struggle for freedom and dignity. SCLC and Nonviolent Mass Direct Action SCLC believes that the American dilemma in race relations can best and most quickly be resolved through the action of thousands of people, committed to the philosophy of nonviolence, who will physically identify themselves in a just and moral struggle. It is not enough to be intellectually dissatisfied with an evil system. The true nonviolent resister presents his physical body as an instrument to defeat the system. Through nonviolent mass direct action, the evil system is creatively dramatized in order that the conscience of the community may grapple with the rightness or wrongness of the issue at hand. Supplementary Materials Visual Aids These photographs can be used to supplement this lesson plan. Pass them out to the class or incorporate them into your classroom presentation. More visual aids can be found at: www.loc.gov/rr/print/. Figure 3: Dr. Martin Luther King, Jr. in front of SCLC Headquarters in Atlanta. Figure 1: Background Map: 1961 Freedom Rides [New York]: Associated Press News Feature. ca. 1962 Figure 2: Tottle House Occupied during a Sit-in by some of Americas most effective organizers. Atlanta, Georgia, ca. 1963 Civil Rights Timeline *Adapted from http://www.africanaonline.com/2010/08/civil-rights-timeline/* 1954 Brown vs. Board of Education: U.S. Supreme Court bans segregation in public schools. 1955 Bus boycott launched in Montgomery, Ala., after an African-American woman, Rosa Parks, is arrested December 1 for refusing to give up her seat to a white person. 1956 December 21 After more than a year of boycotting the buses and a legal fight, the Montgomery buses desegregate. 1957 At previously all-white Central High in Little Rock, Ark., 1,000 paratroopers are called by President Eisenhower to restore order and escort nine black students. 1960 The sit-in protest movement begins in February at a Woolworths lunch counter in Greensboro, N.C. and spreads across the nation. 1961 Freedom rides begin from Washington, D.C: Groups of black and white people ride buses through the South to challenge segregation. 1963 Police arrest King and other ministers demonstrating in Birmingham, Ala., then turn fire hoses and police dogs on the marchers. Medgar Evers, NAACP leader, is murdered June 12 as he enters his home in Jackson, Miss. Four girls killed Sept. 15 in bombing of the Sixteenth Street Baptist Church in Birmingham, Ala. 1964 July 2 President Johnson signs the Civil Rights Act of 1964. 1965 Malcolm X is murdered Feb. 21, 1965. Three men are convicted of his murder. August 6. President Johnson signs the Voting Rights Act of 1965. The act, which King sought, authorized federal examiners to register qualified voters and suspended devices such as literacy tests that aimed to prevent African Americans from voting. The Rev. Martin Luther King Jr. is assassinated in Memphis, Tenn., unleashing violence in more than 100 cities. In response to Kings death, Seattle residents hurled firebombs, broke windows, and pelted motorists with rocks. Ten thousand people also marched to Seattle Center for a rally in his memory. 1992 The first racially based riots in years erupt in Los Angeles and other cities after a jury acquits L.A. police officers in the videotaped beating of Rodney King, an African American.

Diversity in the Workplace Essay

Discrimination are more common in workplaces, because some people only think of discrimination as making a distinction and judgment of a person based on color of skin. Discrimination goes far beyond color of skin. A person can be disseminated agonist for their age, disability, gender, religion, or even for being pregnant. In a workplace there are standards and policies in place to decrease the chances of a person being discriminated against. When the staff is diverse in a workplace, discrimination less likely to happen. The Equal Employment Opportunity Commission indicates that it is â€Å"illegal to discriminate against a job applicant or an employee because of the person’s race, color, religion, sex, national origin, age or disability† (). I experienced discrimination in the workplace, and after making an EEO (Equal Employment Opportunity) complaint on a supervisor, she became more discriminatory towards me. The supervisor would make racist statements, once she found out I put an EEO complaint in on her, she would deliberately change my schedule, and put me on shifts that I could not work, to get me to quit. Most places do not give â€Å"set schedules† which means a person works the same shift and works the same hours on the same days. However, the position I worked, was a set schedule position. After going through weeks of the hostile environment, and continued derogatory statements, I quit as it was stressing me out, which caused me to lose severe weight. There are federal and state legislation that supports fair and impartial practices in the workplace. Federal legislations that supports fair practices include: †¢Title VII of the Civil Rights Act of 1964 (Title VII), which prohibits employment discrimination based on race, color, religion, sex, or national origin; †¢The Equal Pay Act of 1963 (EPA), which protects men and women who perform substantially equal work in the same establishment from sex-based wage discrimination (Scott, 2014). †¢the Age Discrimination in Employment Act of 1967 (ADEA), which protects individuals who are 40 years of age or older; †¢Title I and Title V of the Americans with Disabilities Act of 1990, as amended (ADA), which prohibit employment discrimination against qualified individuals with disabilities in the private sector, and in state and local governments; †¢Sections 501 and 505 of the Rehabilitation Act of 1973, which prohibit discrimination against qualified individuals with disabilities who  work in the federal government; †¢Title II of the Genetic Information Nondisc rimination Act of 2008 (GINA), which prohibits employment discrimination based on genetic information about an applicant, employee, or former employee; and †¢The Civil Rights Act of 1991, which, among other things, provides monetary damages in cases of intentional employment discrimination (Scott, 2014). There are responsibilities that human resource managers should uphold to protect the employees from discrimination in the workplace. It is important for human service mangers to strive to have a diverse workplace, while maintaining awareness of equal employment legislation and affirmative action (Lewis, Packard, & Lewis, 2012). Human service mangers objectives should include, but are not limited to promoting awareness of workplace diversity, develop and maintain a highly skilled, diverse and effective workforce, where all employees and members are valued, encouraged and provided with opportunities to develop their potential (Workplace Diversity, 2014). It I s also import to develop a supportive workplace culture which allows employees and members to balance their work and personal life, and provide a discrimination and harassment free workplace; and embrace workplace diversity principles in recruitment and selection processes (Workplace Diversity Plan, 2014). It is important for human service mangers and others who make decision to be aware of the effects of their practices (book). Their practices could either mak e the organization more effective and receptive, or continue discrimination against, women, elderly people, color people, and others (Lewis, Packard, & Lewis, 2012). There are many strategies involved in risk management. One strategy is human resources being accountable and responsible for providing information and recommendations about local, state and federal laws pertaining to equity and human rights, including an affirmative action place (Lewis, Packard, & Lewis, 2012). When human resource management are aware of their practices, human service organizations less likely to have cases of discrimination in the workplace. Another strategy is providing training in diversity and equity to increase knowledge and understanding of critical issues, improve job-related skills, develop leadership, and ensure responsive, sensitive support for individuals (Workplace Diversity Plan, 2014). Diversity within the workplace are paramount for human service workers and for management of human service organizations, because human  service organizations can offer services to a more diverse community with staff, who are culturally competent. This makes them able t o give services to all group of people leaving no error for discrimination. When a human service organization is committed to helping children who are sexually abused, these is no room for discrimination. Diversity is important in the dream organization called ChildFocus Sexual Abuse Organization (CFSAO), as many children will be from different ethnic backgrounds, with different beliefs, and different social-economics statues. The experience explained above consists of a supervisor making racist statements. In the CFSAO, diversity would have a huge influence on the clients as well as the human service workers. Racism would have a negative impact on the sexual abused children, which would further traumatize and victimize a child. It is necessary for the staff to be culturally competent, and sensitive to the experiences of all sexually abused children and their families. Culturally competency would apply to the development and management aspects of human services, because it provides human service workers with effective services that are equally accessible to each of the diverse groups that the organization serves. In conclusion, there are federal and local laws that protect people from being discriminated in the workplace. The human resource managers should be aware of their practices during the interview and hiring process, by hiring a more diverse group of people for a human service organization. This would decrease the chances of human service workers or clients from being discriminated against. There are strategies that can help human service agencies decrease discrimination in a workplace which can include promote awareness in the workplace diversity, and develop a supportive workplace culture which allows employees and members to balance their work and personal life (Work Diversity Plan, 2014). It also important for human service workers to be culturally competent, so they are capable of serving all groups of people from different backgrounds.