British Parliament Short Summary Essays - Legislatures,

British Parliament: Short Summary The British parliament consists of the Queen and two chambers, the House of Commons and the House of Lords. The functions of the parliament are to pass laws, to provide taxes and to control the actions of the government. The Queen still plays a role, but only a formal one. In law, she is the head of the executive, a part of the legislative and the head of the judiciary. The house of commons The members of the house of commons are elected directly by general majority in geographically defined parliamentary constituencies.The minimum age for franchise is 18 since 1969. At present, the house of commons is consisting of 659 MPs which are distributed on the base of the number of inhabitants (around 60.000 in each constituency in the United Kingdom) and the total number of MPs which is fixed only by the house of commons itself. The parliament has a quorum when 40 MPs are present. The legislative period lasts 5 years by law in case of special national crisis, for example war, there can be exceptional decisions to break up the period earlier or lengthen it. All of the members of the house of commons can be elected again. It is not possible for any member of the house of lords, certain clericals, employees of the government, peace lawyers or officers charged with realization of elections to be candidate for the house of commons. Theoretically every member of parliament can initialize bills of law, practically most of the bills are initalized by the ministers in charge.The bills passed by parliament are mostly rather general they get passed more detailed either through royal prescriptions(decrets) or are prepared by the ministries in charge and then proclaimed by the crown. The cabinet appears along the pinciple of collective responsibility as a unit. If the parliament votes against an important legislative intiative or puts up a vote of no confidence, the consequence is usually the resignation of the whole cabinet and new elections. The prime minister can also dismiss single ministers. This guarantees the prime ministers power as regards the ministers. Ministers of the cabinet have the possibility to resign from their position without giving up their membership in parliament. House of lords The house of lords consists of the clerical and the secular lords. The secular lords are hereditary peers, peers appointed for life who are especially in charge of some tasks in the field of justice and the lords of Appeal or Law Lords, honorous jurists plus some other peers who are usually appointed because of their achievements in politics or other important areas of life. The clerical lords are the archbishops of Canterbury and York, the bishops of London, Durham and Winchester plus the 21 senior bishops of the church of England. The house of lords has around 1200 members of which only one third regulary take part in the sessions. It has a quorum when three members are present. A draft bill can first be introduced to the house of lords by government. Financial bills always go first to the house of commons. If a bill is adopted by the house of commons it is led to the house of lords. There it has not to be voted on again to become law. The house of lords can?t block the passage of financial bills. Also any other bills since 1949 can?t be blocked by the house of lords in case they passed the house of commons within two following sessions. This means that the house of lords has only a put off- function. It can block the passage of a bill for one year maximum. The limited function of the house of lords makes clear that a non- elected chamber can only be in a consulting or revising function. This chamber is especially suitable for these tasks because its members are not involved in the classical obligations of party policies. Bibliography Sourses came from my head Political Issues

Modern Equality essays

Modern Equality essays Through the eyes of a modernist great emphasis is placed on the individual. The freedom and progress of the individual are two very important factors of this perspective and the rationale in which the individual goes about obtaining these factors. This rationale being one of tolerance to the individuals thought and opinions which may challenge tradition but acknowledging that it may be truth as long as it is made valid by facts obtained through the scientific method. This essay will explore the modern perspective of equality and the way in which we came to know it today. Immediately prior to the Protestant Reformation, the beginning point for most theologies of government was that the Christian citizen was obligated to submit to the civil ruler. Even moral corruption or incompetence alone were hardly sufficient reasons to revolt against the ruler. Government was viewed as established by divine providence. The early sixteenth century consensus held the following: "Government per se is divinely ordained by God in the Scriptures; bad rulers were sent by God to chastise the nation for their sins; rebellion causes more harm to innocents than to the guilty." (1)William Tyndale stated: "God hath made the king in every realm judge over all, and over him there is no judge. He that judgeth the king judgeth God, and he that layeth hand on the king layeth hand on God . . . If the subjects sin, they must be brought to the king's judgement. If the king sin, he must be reserved unto the judgement, wrath and vengeance of God." (2) The Reformation created a confessional landscape in which a ruler of one faith often confronted a sizeable number of his subjects who espoused another faith. At a time when toleration was seldom thought of and almost never practiced, such monarchs would typically try to impose a uniformity of belief, giving nonconformists a painful choice between conscience and crown. Medieval sources contained precedents for rebelli...

Ethical Responsibility in Technology Essay Example | Topics and Well Written Essays - 500 words

Ethical Responsibility in Technology - Essay Example The agent is required to act in the best interests of the principal while performing what is required of him. But in most instances, the principal is unable measure the behavior of the agent and control the outcome of the contract, which puts him at a disadvantage vis--vis the agent. (Eisenhardt, 1989). Problems arise when there exists a conflict between the interests of the principal and the agent, which is the case in most contractual relationships. In general terms fiduciary duty is the obligation of a person to act in the best interests of another. In case of a principal and agent, it is the fiduciary duty of the agent to act in the best interests of the principal. This duty includes due diligence and due care by the agent in performing his services for the principal. "A fiduciary duty is an obligation to act in the best interest of another party." (Breach of Fiduciary Duty Law and Legal Definition, 2007). It has been stated the relationship between an agent and principal and the fiduciary duties of an agent. The principals in this instance are the future customers of Vista software who bought 'vista compatible' machines on the promise of Microsoft.

California Proposition 32 Essay Example | Topics and Well Written Essays - 1000 words

California Proposition 32 - Essay Example Against: From the votes cast on the 8th of November 2012, we understand that a lot of people were opposed to the enactment of the proposition 32. Some of those against the proposition include league of Women voters in California, rights groups and politicians. They argue that Proposition 32 will lead to the exemption of big businesses based in Wall Street and therefore this will not contribute to equal political reforms (Castro 2012). Some argue that it tends to shield PACs have no restrictions in raising funds for their political motives and therefore it would be unfair to prevent unions and other interest groups from raising funds. Beneficiaries: In case Proposition 32 had passed, the major beneficiaries would have been business people who would have relied on the law for the purposes of controlling their employees. Since the power of unions would have been diminished in the process of influencing political decisions (Laffer 109). It is not only the unions that would have been disa dvantaged but also interest groups who represent a bulk of workers and voters. This is because rich people who have the power of influencing politics through the use of super PACs and other means. Since the proposition failed, it is these business people and other interest groups that will feel the impact since they will still have to contend with unions and special interest groups in politics. Gains: The unions and special interest groups will the groups that were the winners of the defeat of Proposition 32.... Some argue that it tends to shield PACs have no restrictions in raising funds for their political motives and therefore it would be unfair to prevent unions and other interest groups from raising funds. Beneficiaries: In case proposition 32 had passed, the major beneficiaries would have been business people who would have relied on the law for the purposes of controlling their employees. Since, the power of unions would have been diminished in the process of influencing political decisions (Laffer 109). It is not only the unions that would have been disadvantaged but also interest groups who represent a bulk of workers and voters. This is because rich people who have power of influencing politics through use of super PACs and other means (Resmovits 2012). Since the proposition failed, it is these business people and other interest groups that will feel the impact since they will still have to contend with unions and special interest groups in politics. Gains: The unions and special i nterest groups will the groups that were the winners of the defeat of proposition 32. This is because they still showed all other groups that they are in control of the politics in California. Workers will benefit from the defeat of the proposition since employers will not have control over minimum wages and other issues. The main gainers will be the workers, unions, special interest groups and some politicians such as Democrats who have the support of the unions (Castro 2012). As at 3rd some $ 60.5 million had been pumped into the support for proposition 32 while another $ 73.3 million had been used to oppose the proposition. Loopholes: There

MIH514 - Cross-Cultural Perspectives Module 3 - Case Essay - 1

MIH514 - Cross-Cultural Perspectives Module 3 - Case - Essay Example the arrests made by the law enforcers and should one look at the actual picture, arrests are not indicators that the people arrested are the actual offenders (The Sentencing Project 2008). Moreover, based on the study, African Americans and Latinos are most likely incarcerated and in many instances receive longer sentence compared with their white counterparts. Statistics even show that African-Americans are often stopped and searched for contraband compared to their white counterparts. These are clear manifestations of racial disparity and clearly are not helping the society at large to deal with the real crime problems. Decision making bodies in the criminal justice system should make it a point that there should be no racial prejudice when dealing with criminal offenders, but instead the bail system results in higher rates of minorities being jailed before trial compared with whites in the same scenario. Minorities are also less likely to receive fair trial because of their â€Å"reduced access to defense counsel and community resources and treatment options† (The Sentencing Project 2008). Racial disparities can be seen in the following examples: The widely discussed phenomenon â€Å"driving while black†. Study reveals that whites are less likely to be stopped and searched for contraband by police while the minorities are often being stopped and questioned (The Sentencing Project 2008). While racial disparity is an issue in the criminal justice system, mental health services in the system is equally an important matter. The Council of State Governments Justice Center in a report says that 16.9% of adults in a sample of local jails are suffering from serious mental illness. The record shows that 14% of serious mental illnesses are found in men and 31% are found in women. According still to this report, if these rates were applied to 13 million jail admissions reported only in 2007, this would mean that every year there are 2 million bookings of a person who

Critical Enquiry Reflection Sheet Social Work Essay

Critical Enquiry Reflection Sheet Social Work Essay The moment of learning that has grabbed my attention in this supervision session is that I need to research and identify my practice framework when working bi-culturally with tangata whenua and cross-culturally. During my sixth supervision session my supervisor assessed me using the second direct practice observation relating to my second learning outcometo demonstrate competency when working with young people cross-culturally. This assessment led to discussions around my practice cross-culturally as I have been closely working with young people and their families who are of a different culture from my own. Also in my practice at the alterative education centre where I am placed two days a week I am the only pakeha person there. My supervisor stated in the assessment that Working in the school setting as the only female and pakeha person, has enabled her to identify the differences in culture but also helped her to work cross-culturally with other staff and clients. Family visitation has also helped her to identify areas that need more training in. When my supervisor asked me to identify how I work bi-culturally with tangata whenua and cross-culturally with clients I was unable to articulate easily how I practice in this setting. My response was that in the alternative education setting because I am the only pakeha person there, I work biculturally and cross-culturally: By respecting the Maori culture of the centre Removing my shoes when I enter I have had to learn the words in order to participate in the morning waiata and karakia I eat my lunch with the young men and the other tutors each day as sharing food together is part of the Maori culture Following on from this I have stated that during home visits with clients and their families I respect the different cultures; by removing my shoes and accepting food and beverages from cultures where the sharing of food is important. These responses were very vague and did not give a clear answer as to how I practice bi-culturally and cross-culturally. I am aware that I have been trained at university to practice from a bi-cultural and multi-cultural perspective but I have found it hard to articulate how I do this. As my supervisor has noted I have identified through this supervision session that I need to critically reflect on my practice cross-culturally and identify the areas that I need more training in order to become a competent bi-cultural and cross-cultural practitioner. For the benefit of cross-cultural practice and working with tangata whenua I as a social worker need to recognise that: As a professional helper, one can feel uneasy when challenged by striking difference is the first step towards self-reflection. This attitude has a better chance of leading to genuine accommodation of the client than pretending to be politically correct. The creation of collegial support structures and the cultivation of a climate of trust and open sharing within the service setting might encourage this attitude, to be affective in cross-cultural practice (Tsang George, 1998, p.87). Looking backward The assumptions and biases that are present in this moment of learning is my own cultural awareness; In Tatum (2000) she discuses the concept of identity and what it means for the individual and how the roles of the dominant over the subordinate can influence a persons view of themselves: This looking glass self is not a flat one-dimensional reflection, but multidimensional. How ones identity is experienced will be mediated by dimensions of one self: male or female; young or old, wealthy or poor, gay, lesbian, bisexual, transgender or heterosexual; able-bodied or with disabilities: Christian, Muslim, Jewish, Buddhist, Hindu, or atheistà ¢Ã¢â€š ¬Ã‚ ¦ (Tatum, 2000). The role and the devaluation associated with it will differ in relation to the socio-cultural context that the subordinate person/s and the dominant groups are part of (Wolfensberger, 1972, as cited in (Wills, 2008b). Discourses are systemic ways of talking, discussing something of significance. They are the consequence of a combination of social, political even economic factors and often have voices of authority. Discourses are often informed by beliefs, ideas and understandings that are implicit; taken for grantedà ¢Ã¢â€š ¬Ã‚ ¦even ideologicalà ¢Ã¢â€š ¬Ã‚ ¦Some forms of discourse are legitimated and validated but still one cannot be confident, and assume that such discourses have become established as a result of well-rationalised, carefully researched, developed and rigorous argument/debate (Wills, 2008a). Looking inward Looking outward Looking forward I identify to the families that although I am from a different culture to them I have been university trained to work cross-culturally and I am happy to enter into discussions around what this means for our social work relation Question construction 300 Literature300 In defining competence one must also consider the meaning of culture. Essentially, culture is understood to relate to some shared elements which connect people in a common way of experiencing and seeing the world. These perceptions of the world guide day-to-day living, influence how decisions are made and by whom, and determine what is perceived to be appropriate and inappropriate behaviour within any given context (Connolly, Crichton-Hill Ward, 2005 p.17, as cited in SWRB, 2007, p.5) To work with Maori clients the social worker must competently understand what Te Ao Maori means, the same goes with working with other cultural and ethnic groups. Using Tsang and Georges conceptual framework of attitude knowledge and skills the SWRB created its competence standards of practice. To understand what competent practice for Maori and other cultural and ethnic groups means for social workers in New Zealand I will be critically discussing in this essay; what the ANZASWs standards of practice are that inform competence and what it means for social work practice in New Zealand, I will identify and describe the constituent elements of Te Ao Maori the Maori world view, critically examine Tsang and Georges conceptual framework and apply their framework to an aspect of Te Ao Maori in a practice setting. Members of the ANZASW are accountable to the association and expected to abide by their policies and procedures, competent social work practice being one of them, the following ten standards for social work practice in Aotearoa New Zealand were set and ratified by the National Executive of NZASW (now ANZASW) in June 1990: The social worker establishes an appropriate and purposeful working relationship with clients taking into account individual differences and the cultural and social context of the clients situation. The social worker acts to secure the clients participation in the whole process of the working relationship with them. The social workers practice assists clients to gain control over her/his own circumstances. The social worker has knowledge about social work methods, social policy, social services, resources and opportunities. In working with clients, the social worker is aware of and uses her/his own personal attributes appropriately. The social worker only works where systems of accountability are in place in respect of his/her agency, clients and the social work profession. The social worker constantly works to make the organisation and systems, which are part of the social work effort, responsive to the needs of those who use them. The social worker acts to ensure the clients access to the Code of Ethics and objects of the New Zealand Association of Social Workers. The social worker uses membership of the New Zealand Association of Social Workers to influence and reinforce competent social practice. The social worker uses membership of the New Zealand Association of Social Workers to influence and reinforce competent practice (NZASW, 1993). To illustrate how these standards for practice work in professional social work practice I will select one standard and show how two aspects of the standard apply. For standard four: the social worker has knowledge about social work methods, social policy and social services, this standard can be shown in practice with how Child, Youth and Family services work within a bicultural framework and the Treaty of Waitangi: Child, Youth and Family acknowledges its duties and obligations to the tangata whenua as a Crown partner to New Zealands founding document, the Treaty of Waitangi. We are committed to ensuring that services we deliver and purchase are fully responsive to the needs and aspirations of Maori, and that our actions are consistent with the Principles for Crown Action on the Treaty of Waitangi. Our commitment is reflected in a key result area improved outcomes for Maori, the alliances and partnerships we have built and continue to foster with iwi and Maori social services groups and communities, our human resource policies, and in our work programme (especially the development and implementation of a strategy for improving outcomes for Maori children, young people and their families) (CYF, 2008). In relation to the social policy part of this standard the CYFs social workers are aware of the legislations of Aotearoa New Zealand and how other aspects of the law: Child, Youth and Familys statutory role is defined by the following legislation: The Children, Young Persons, and Their Families Act 1989 The Adoption Act 1955 The Adult Adoption Information Act 1985 The Adoption (Inter-country) Act 1997(CYF, 2008). Child, Youth and Family services are an excellent example of how an agency has set guidelines and policies around the standards set out by the SWRB and ANZASW to implement competent practice by their social workers. In the next part of this essay I will identify and describe the constituent elements of Te Ao Maori the Maori world view. To understand the Maori world view we must examine what are the Maori behaviour and conduct in social relationships or korero tawhito are; then what the Maori social structures of whanau, hapu, iwi mean and what the three classes of Maori society are, and what mana and tapu mean for Maori people who are the tangata whenua of Aotearoa. Korero tawhito are they ways in which Maori behave and conduct themselves in social relationships: Korero tawhito reflected the thought concepts, philosophies, ideals, norms and underlying values of Maori societyà ¢Ã¢â€š ¬Ã‚ ¦ The values represent ideals, which were not necessarily achievable but something to aspire to (Ministry of Justice, 2001, p.1). These underlying values of Maori society are the ways in which Maori people socially interact with each other. The next step in understanding what the Maori world view is, is to understand Maori social structures: The Maori social structure was based on decent, seniority and the kinship groupings. Maori recognised four kin groups: Whanau the basic unit of Maori society into which an individual was born and socialised. Hapu the basic political init within Maori society, concerned with ordinary social and economic affairs and making basic day-to-day decisions. Iwi the largest independent, politico-economic unit in Maori society. An iwi would be identified by its territorial boundaries, which were of great social, cultural and economic importance (Ministry of Justice, 2001, p.2). The kin group a person belongs to affects their world view because it influences their place within society. The fundamental concepts of mana and tapu are those which govern the framework of Maori society: Mana was inherited at birth, and the more senior the descent of a person, the greater the mana. Tapu invariably accompanied mana. The more prestigious the event, person or object, the more it was surrounded by the protection of tapu. The complex notions of mana and tapu reflect the ideals and values of social control and responsibility. The analysis of mana endeavours to identify the role of mana in relation to responsibility, leadership and birthright. The examination of tapu illustrated how tapu operated and affected the everyday lives of Maori (Ministry of Justice, 2001, p.6). In examining the elements of Te Ao Maori I have examine the different concepts of Maori behaviour and conduct korero tawhito, the Maori social structures of kin and class and what mana and tapu mean. Theory 300 CRITERION FOR CULTURALLY APPROPRIATE THEORY/MODEL OF SOCIAL WORK PRACTICE Identifies and is based upon beliefs and values of Pacific Islands culture. Explains problems and concerns in a manner that is relevant to Pacific Islands understanding. Uses Pacific Islands helping traditions and practices. Incorporates a Pacific Islands understanding to change the process. Can differentiate aspects of the behaviour which are associated with Pacific Islands cultural patterns from those resultant in dominant palagi cultural interpretations. Avoids cultural pathological stereotyping. Encompass macro and micro levels of explanations and interventions. Incorporates the experiences of the community and individuals in New Zealand Society. Can guide the selection of appropriate knowledge and practice skills from other cultures. (Adapted from Meemeduma, P. (1994). Cross cultural social work: New models for new practice, Advances in social work welfare education, Montash University.) Ethics 300 Skills 300 The Social Work Registration Board of Aotearoa New Zealand released in 2007 a policy statement in regard to the competence of registered social workers to practise social work with Maori and different ethnic and cultural groups in New Zealand. The release of this document was to set the levels of competency that are needed for social workers to work effectively in a positive way to empower those who are disadvantaged by society.   As Mason Durie comments, cultural competence about the acquiring of skills to achieve a better understanding of members of other cultures (SWRB, 2007, p.5). To be competent when working with other cultures one must understand the differences and similarities between other cultures and know what is culturally appropriate and inappropriate; the social worker needs to respect the clients culture and use recourses available to them to effectively work with the client to achieve the best possible outcome Bicultural code of Ethics In the next part of this essay I will critically examine Tsang and Georges (1998) Integrated Conceptual Framework for Cross-cultural Practice of attitude, knowledge and skills. I will do this by describing the three elements and examining these elements by assessing their significance and importance in social work practice with mana whenua. To understand what the significance and importance of Tsang and Georges conceptual framework in relation to mana whenua we must first examine what mana whenua are: Mana whenua(noun):territorial rights, power from the land power associated with possession and occupation of tribal land. The tribes history and legends are based in the lands they have occupied over generations and the land provides the sustenance for the people and to provide hospitality for guests (Maori Dictionary, 2008). Now we know what mana whenua means the next apart is to describe the three elements of the framework: Attitude Commitment to justice and equity Valuing difference Other-directed: Openness to cultural difference Self directed: Critical self-reflection Knowledge Specific cultural content Systemic context of culture Acculturation and internalized culture Dynamics of cross-cultural communication and understanding Skills Management of own emotional response Professional intervention within institutional contexts Communication, engagement, and relationship skills Specific change strategies (Tsang and George, 1998, p.84). The concept of attitude relates to the social workers own behaviour and their use of self as a tool when working with clients, the concept of knowledge relates to the knowledge theories behind cross-cultural practice and knowledge learnt from a practitioners own experiences. The concept of skills relates to the practical aspect of working with clients. To use the element of attitude when working with mana whenua, one needs to be aware of their own limitations, lack of knowledge and understanding of other cultures: This awareness has both self-directed and other-directed implications. The other-directed expression of this awareness is an openness to cultural difference and a readiness to learn form a client. Such openness is based on acknowledgement and positive regard for the cultural differences that exist between the client and the practitioner, respect for client cultures, and readiness to accommodate alternative world views or ways of life. The self-directed expression of this awareness is a readiness to engage in self-reflection, including the examination of possible cultural biases, assumptions, values, and ones emotional experience and comfort level when challenged with difference (Tsang and George, 1998, p.84). For a social worker to be aware of their own limitations and lack of knowledge is the first step in establishing a working relationship with mana whenua, their own ability to acknowledge the differences and similarities between their own culture and their clients culture is a huge component of their attitude when working with their clients. Supervision is needed in this context for the social worker to be able to discuss with others their own reflections and feelings associated when working cross-culturally, for personal and professional growth. Knowledge is the next element in which the cross-cultural practice framework discusses the four elements of knowledge: We can identify four areas of cross-cultural knowledge. First is the knowledge of specific cultural content as captured by the cultural literacy model. In agreement with Dyche and Zayas (1995), it is probably not realistic to expect cros0cultural practitioners to be knowledgeable in a large number of cultural systems. It may be more practical for practitioners to focus on the other three kinds of knowledge: the systemic context of culture, acculturation and internalized culture, and the dynamics of cross-cultural communication and understanding. Consistent with an ecological perspective adopted by many social workers, cross-cultural clinical practice is understood within the broader systemic context of current structural inequalities, racial politics, histories of colonization, slavery, and other forms of racial oppression (Tsang and George, 1998, p.85). For a worker to work effectively cross-culturally they must understand and have knowledge of other cultures, historically, ethnically, their value and belief systems, their customs and day-to-day living. To have a comprehensive understanding of a clients total living and life experience a practitioner must have an appreciation of the effects of their socio-political systems. In this context in New Zealand it would be effective for social workers working with mana whenua to have knowledge of the Treaty of Waitangi and what it means for Maori people and the political aspects that go with it. The final element of Skills in Tsang and Georges model related to the specific skills a social worker needs when working biculturally with the mana whenua and cross-culturally: Social work skills are specific courses of action taken by practitioner to achieve positive changes needed by their clients à ¢Ã¢â€š ¬Ã‚ ¦ Appropriate attitude and knowledge in cross-cultural practice, therefore, must be translated into specific professional behaviour which addresses practitioner, client, institutional and contextual realities. A variety of skills have been recommended by authors in cross-cultural practice, covering professional behaviour within institutional contexts; communication skills, specific interviewing skills such as ethnographic interview, relationship-building skills, and change strategies (Tsang and George, 1998, p.85-86). Practice skills can not be effective without the social worker having a sound understanding of knowledge and the appropriate attitude when working with mana whenua. Skills are the practical component on Tsang and Georges model, and when working with mana whenua the practitioner must use the appropriate skills from their knowledge base for their work to be effective. Their interactions with their clients are an important part of their role as a social worker. Mana whenua need social workers with the specialist cross-cultural skills. In this part of the essay I have examined Tsang and Georges model of attitude, knowledge and skills by describing the three elements and examining the elements by assessing their significance and importance in social work practice with mana whenua and other cultures. Evidence 300

Changing Career Patterns :: Jobs Work Essays

Changing Career Patterns This project has been funded at least in part with Federal funds from the U.S. Department of Education under Contract No. ED-99-CO-0013. The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. Digests may be freely reproduced and are available at http://ericacve.org/fulltext.as Choi Joon Seo, a 31-year-old Korean who worked as regional marketing manager for Nike in Hong Kong, resigned his job so he could pursue his dream of building his own sports marketing company. (Jung et al. 2000) Heidi Miller of Citigroup and Mary Cirillo of Deutsche Bank, two of the most senior women in U.S. banking, resigned their jobs to look for new career challenges in e-commerce. (Currie 2000) Alan Goldstein, in response to his growing interest in computer technology, resigned from his career as trauma surgeon at Kings County Hospital in New York, and, at age 49, formed his own software company. (Mottl 1999) Glenn Gainley, after working his way to vice president in charge of business units at Symbios, Inc., quit his job at age 40 and returned to school to pursue a teaching career. (Black 1999) These examples of career changes reflect a common trend—increased job mobility. The linear career path that once kept people working in the same job, often for the same company, is not the standard career route for today's workers. Today, many workers are pursuing varied career paths that reflect sequential career changes. This set of ongoing changes in career plans, direction, and employers portrays the lifetime progression of work as a composite of experiences. This Digest explores how changing technologies and global competitiveness have led to redefinition of interests, abilities, and work options that influence career development. Influences on Career Mobility Job mobility no longer carries the stigma once associated with job change, although it can be emotionally stressful. Corporate upheavals of the early 1990s and low unemployment rates during the last part of the decade have caused changes in job search and hiring practices. Companies, especially those in technology fields that are in dire need of qualified, skilled, and experienced employees, are driven to recruit workers away from their current employers. Workers, who see job mobility as a way to find work that is appealing, challenging, and offers growth potential, are viewing career change as a way to progress through the uncertainties of the workplace.