School District

The Roosevelt School District in Maricopa County has at least 21 public schools under its direct administration and around fifty private and public middle and high schools all located around the district. Private and Catholic schools however, are not administered by the district in the sense that they are autonomous in terms of management, implementing policy guidelines, instructional materials, and salary compensation for teachers. The Roosevelt Elementary School District in Maricopa County is considered large in size with its total number of students attending with 11, 902 and six hundred ninety-one certified teachers (Classroom Dollars and proposition 301 results). The district’s student ratio per teacher since 2004 up to 2006 was at seventeen students per teachers. How is a teacher’s pay determined? Salaries of teachers in Arizona are based on the â€Å"per-pupil† amount of funds allocated to the district. Based on the comparative information, the average teacher-student ratio that receives a standardized salary of 42,500 is 17 students per one teacher (Classroom Dollars Proposition p. 61). That is, a teacher handling seventeen students on a regular basis is qualified to receive standardized salary. The salary of a teacher is determined by the funding formulas of the state and the municipalities where the school is located (College of Education Paper). The general implication of this system is that the bigger the number of the students the bigger budget allocation for the district, and the better income for the teacher, because according to the paper, the teachers salaries comes from the operations and maintenance budget (College Education paper p. 91). This budget comes from local taxes and from the state. The fund is transferred to the district which turn is responsible for local budgeting. How is salary structured? The district employed a standardized salary compensation for certified teachers based on their qualification and competency. It means that teachers had to be certified that their course are aligned to the teaching profession. Further more, the district implements performance based scheme for teachers wherein teachers are expected to yield positive results towards the district goal based on individual and school performance (Class room dollar and proposition). Since 2004, the Roosevelt Elementary School district offered an annual average salary of $42, 500. These compensation schemes are standardized based on performance, competency, and educational qualification as indicated by the five point’s performance evaluation standard employed by the district (Class room dollar proposition). These performance indicators according to the paper published by the College of Education of the University of Arizona entitled Who will Teach our Young Children includes the degrees of certifications, scores on professional knowledge test, and the years of experience in teaching. All these form the structure of the standardized salary of the teachers at Roosevelt Elementary districts schools (Who will Teach our Young Children, p. 61). Are there incentives for teachers to earn more money and is this an effective pay system? The district offers an up to more than five thousand dollars incentives to all it employees including teachers, librarians and other staffs. The incentives were given in form additional salary benefits of the eligible employees (Class room dollar proposition). The paper published by the College of Education of the University of Arizona points out that the current incentives and benefits systems implemented by the district are given only to the most productive teachers and those teaching positions that requires â€Å"special skills† or expertise (College of Education Paper, p. 95). Although this performance-based incentives is defined by the state law or other policy and funded by the state, and can be earned yearly by anybody who had done exemplary performance (p. 1), it is quite apparent that these incentives and benefit system is an ineffective system for teachers. The College paper published by the University of Arizona expressed pessimism that it this incentive system will soon prevent districts from fiving special incentives (p. 95) to deserving teachers. Thus, according to paper, researchers are â€Å"looking at ways† (p. 95) to lure more teachers. Why the incentive system is not effective? The benefit system is ineffec tive because there are no clear guidelines about the funding for teacher compensation. These affect the district budgeting because budget defends on â€Å"per-pupil† allocation. However, continues efforts to increase compensation, and benefits and incentives for teachers are a welcome agenda for teachers at Roosevelt Elementary School District. Does the teacher union have to say about the subject? Unfortunately, there is no teacher union at Roosevelt Elementary School District or in any other district in Maricopa, Arizona. This is one factor one why researchers are looking for more effective ways of providing teacher’s salaries, incentives and benefit system. The salaries of teachers are decided only by the school board (College of Education Paper, p. 92). While the teachers union can provide bargaining for justifiable salaries, incentives and other fringe benefits, this does not happen at Roosevelt Elementary School District or to any other school district in Maricopa, Arizona, due to lack of teacher’s union. Reference Class Dollars and Proposition 301 Roosevelt Elementary School Districthttp://www.auditorgen.state.az.us/Reports/School_Districts/Districts/Roosevelt_ESD/2008/Roosevelt_ESD.pdf College of Education, The University of Arizona Who will teach our Children? http://www.aztownhall.org/pdf/92nd_Workbook_complete.pdf   Oct.27-30, 2008.

A visit to Subir Raha Oil Museum at ONGC Essay

As a part of the curriculum of the programs offered at UPES, the students of first semester MBA Energy Trading and MBA Oil & Gas were taken to Subir Raha Oil Museum, ONGC in Dehradun. Being the students of the petroleum industry, this visit gave us a rich and holistic picture about how oil it is created in the nature, how various methods are used to detected it, the various challenges which the industry faces during its extraction and processing, how oil is refined and finally how it is effectively distributed via various means. Along with all this, the visit also gave us an in depth picture on how an oil industry functions around all these areas. We learnt about the intrinsic details of drilling & refining of oil and also about how the life is in offshore drilling platforms like the â€Å"Jack-Up Rig†, through video films. Accompanied with our faculty Dr. Somya Sharma, Course Coordinator of MBA Energy Trading, the students were very excited to know the details of the oil industry which in this museum, was depicted in innovative ways and with various working models which really grasped our attention. All in all, the visit was enriching and brought us closer to the industry. ONGC is the foremost exploration and production company in India. It is responsible for most of the exploration effort, established reserves and oil and gas production in India. ONGC possesses the fiscal, technical and managerial strength to rank as a world-class oil and gas company. Describing their Museum in detail, it was inaugurated on 14th August 2005. Earlier it was The headquarters of the Oil and Natural Gas Corporation Limited and this was set up in Tel Bhawan also known as Patiala House, at Dehradun in 1956. The place was once the palace of the maharaja of Patiala house and was brought by ONGC for an amount of INR 6 lakhs. The museum is divided into different sectors of the oil industry. First section told us about what oil is and its vast history. It refreshed our knowledge on how oil is formed on earth, the various grades of oil found in different places and how it gets deposited in various traps in the earth’s crust. We also saw a Foucault pendulum which shows the indubitable fact of earth’s endless rotation about its axis. In this section, there were samples of different types of crude oil and several charts explaining their qualities at different temperature and the viscosity  effect they exhibit while transporting the respective crude oil. The second section gave us an insight on the exploration and production of oil. Here we were shown scaled down models of various types of rigs and the ships used by ONGC for the E&P activities. These models were enclosed in aquariums with exotic fishes in it, which really fascinated us. Third section told us about the transportation methods and refining technologies used in this industry. An extensive description was provided about various IT technologies used by the ONCG in every aspect of their activities. After that there were several kiosks set up which explained about the different distillates obtained from the crude oil and the various catalysts used to obtain those distillates. A beautiful working model was also present which depicted the cracking of the crude. After the above technical section, we came across an exhibit which showed the several of the ONGC’s refineries both existing and upcoming, marked on a detailed map of our country. There were also several charts explaining the various safety policies and the extreme measures which the ONGC takes in order to protect their employees and the environment. We were also given an insight into the future plans and goals of ONGC, wherein they are planning to venture into the field of several new fuel types like the coal bed methane, gas hydrates under the ONGC VIDESH LTD program. The rest of the section told us about the infrastructure of ONGC, the vast assets and basins they own and the several services they provide in petroleum industry. There was an attractive display of how the oil industry had influenced the world of philately in various nations. And also, there was an amazing exhibits of fossils from pre historic era and an amazing collection of unique rocks like the flexible rock – â€Å"Itacolumite†. Outside the museum, there was a incredible display of several types of drill bits, a christmas tree, several types of blow out preventer, a coiled tubing unit, a sucker rod pump and a thumper truck. All of this, not only makes this museum, the first compressive museum on oil in the entire nation but also a pioneering ecology of the oil industry in the entire sub-continent. It was a cornucopia of information on oil industry from which the students of the MBA Energy trading and MBA Oil & Gas immensely benefited from.

A Review On Enterprise Resource Planning Systems Information Technology Essay

A Review On Enterprise Resource Planning Systems Information Technology Essay INTRODUCTION â€Å"An enterprise resource planning (ERP) systems is that they integrate across functions to create a single, unified system rather than a group of separate, insular applications†. As ERP system is providing optimal solutions and strong control over the company operations, every business is looking forward for this adoption. Since currently available ERP softwares are charging at higher level of licencing and supporting costs, businesses are in the necessity of finding an open source alternative. This document provides the feasible open source alternative option to the current market leader in the proprietary ERP – SAP ECC. Open Source ERP Systems: The following are the popular open source ERP systems available in the latest market. Though there are many number of open sources are available like Opentaps, Ofbiz, ERP5, and so on here only considered few which are moderately fulfil business requirements in compare with SAP solutions. Adempiere This is one of the major ERP leaders in the open source technologies and has been resulted most successful in small and medium industry users mainly in Retail, Trading, Manufacturing and service sectors. [Adempiere Release Manual]. This is highly motivated and active community based software and is in the top 5 positions according to sourceforge.net. Compiere In the current era, Compiere is the most popular open source ERP+CRM application. It is a comprehensive solution for SME’s. This provides solutions in Distribution, Retail, Manufacturing and Service industries with highly adaptable and easy to use enterprise class applications. In ERP, first time Compiere started revolutionary design through which applications are enabled with easy customization and extension without any programing. Openbravo This is more commercial oriented open source ERP. ERP solution provides a robust application which integrates distribution, inventory, E-commerce, accounting and point of sale workflows. This h as been received continuously best open source awards in 2009 and 2010 from Infoworld and many more recognitions from various Organizations. It is developed in java and oracle, postgres SQL databases can be used. OpenERP(Farmer TinyERP) This is comprehensive suite for all operations of an Enterprise. It follows the modular approach which helps customer to initiate one application and then add others as they go. This is designed through a famous 3 tier MVC architecture. Written in Python and Database is PostgreSQL. Clients are required to install flash components in their web browser to access. OpenPro OpenPro is a leader in licensed Enterprise Resource Planning (ERP) software using open source technology and also this is the first web based ERP software started on demand in the market since 1988. This software designed as a platform independent and is written in open source php. Over the years, Software has shown continuous improvements by providing advanced features along with appl ication stabilization. This is recognized as best suited for the larger businesses. Open Source ERP Pros and Cons The following are the advantages and disadvantages of above open source alternatives. ADempiere Advantages: Architecture Model driven Architecture Active data dictionary – reducing 80% coding work in customization Browser/Server + Client/Server Database independent : PostgresSQL/Oracle/ (MySQL) Function & Structure

The Harmonisation of International Reporting Standards Essay

The Harmonisation of International Reporting Standards - Essay Example The International Accounting Standard Committee was developed in 1973 by representatives of accounting bodies in Australia, Canada, France, Germany, Japan, Mexico, the Netherlands, the United Kingdom and Ireland and the United States. The aim is to develop International Accounting Standards and to implement those standards (IASCF, 2005). The IASC originally comprises of representatives of 106 professional accounting bodies in 79 countries. (Mckee, 2000) A 14-member board having representatives from 13 countries plus the International Federation of Financial analyst governs it. If was formed with a view to bringing out in the interest of people accounting standard to be used in the presentation of financial statements. IASB has been making constant efforts to deliver to the economy an environment, which has the tendency to attract foreign investment. IASB is trying its level best to promote International Accounting Standards (IASs) to the world and ultimately bring harmonization. The European Union and many other individual countries have started considering IAS. The United Kingdom and the US are the notable exceptions in this regard. The local accounting standards for Ireland and the United Kingdom is the Accounting Standards Board (ASB). Its role was first recognized under the Companies Act of 1985 and it finally took over the role of setting accounting standards in 1990. Before 1990, the accounting standards for the United Kingdom and Ireland were set by the Accounting Standards Committee (ASC). The ASB is allowed up to ten board members. Of these, the Chairman and the Technical Director of the Board work on the board full-time. The ASB typically consults an array of authorities when reviewing proposals for new accounting standards or revisions to old accounting standards, but the Board is ultimately autonomous. All accounting standards that the ASB develops are published as â€Å"Financial Reporting Standards† (FRSs) and â€Å"Statements of Standard Accounting Practices† (SSAPs). The first Financial Reporting Standard was the revision of Statement of Standard Accounting 10, concerning cash flow statements, revised in October 1996 (Dunn, 2002).

Report about the New York Aviation Managers Association Essay - 1

Report about the New York Aviation Managers Association - Essay Example By conglomerating, members benefit from each other, leading to industrial leaders and experts, through exchange of information and ideas. The association represents 1300 members and affiliated members who comprise of airport managers and representatives of more than 120 commercial and general airports. Membership is characterized by representatives from all corners of the aviation industry: Base operators, consultants, state government agencies and others. Holistically, economic benefits accrued from the association are impressive: generates $18 billion in salary and annual local tax revenue of $4.5 billion for the state (Crook. A, 2013). Nevertheless, NYAMA has sited that the efficiency of the micro-economy is at stake due to a vital inadequate infrastructural investment, stiff competition from other states and a drop in the general economy. Aviation industry has a critical importance in the general improvement of the state’s economy. Therefore, the importance of progressive constant improvement of the micro-economy cannot be gainsaid occasioning the critical role played by New York Aviation Management

Human Services Program and Profession Unit 4 discussion Research Paper

Human Services Program and Profession Unit 4 discussion - Research Paper Example It gives me a relentless rejuvenation to impact my intervention. Education is a very key aspect of human life. It may be argued that it is not a basic need, but reasoning beyond common knowledge depicts the contrary. Education is a shield that needs to be fortified at all levels (Grey, Hudson & Nelly, 2001). I have taken it upon myself to further my studies in order to participate in the high accolades of disseminating education to the world society. Guided with education, the world is poised for greater heights. Studies show that well over 90 percent of the world invention came as a result of education in one form or the other. We live in a civilized society thanks to education. We are currently marveling at the fruits of the efforts put in by our forerunners towards enhancing education. We are obliged to take the mantle. I shall not relent until I play my role in human

Strategic management Essay Example | Topics and Well Written Essays - 3500 words - 3

Strategic management - Essay Example outstanding business performance on the part of the company considering that Cathay Pacific earned only HK$812 million during the first and second quarter of 2009 (ibid). It is a common knowledge that the economic and financial performance of each country could somehow significantly affect the supply and demand for airline services. Basically, economic recession associated with stock market crashes, currency crises, real estate crises, and financial bubbles among the long list of other financial and banking problems such as the case of the Lehman Brothers could adversely affect the business performance of airline companies. In some cases, the rise and fall of oil prices in the world market, the presences of SARS outbreak, and the post September 11-crises could also affect the profitability of airline companies. Considering the past and present global economic crisis and the actual business performance of Cathay Pacific in the global markets, this study aims to identify and discuss the prevailing strategies used by the company to enable the business remain strong despite the challenges faced by the airline companies. Basically, analyzing the strategies used by Cathay Pacific will enable the readers to have a better understanding behind the secret of the company’s successful endeavour. Today, Cathay Pacific is considered as one of the best and most competitive â€Å"Asian Airline Business† within the global airline industry. As part of determining the competitive advantages of Cathay Pacific against its close competitors like the Singapore Airlines Limited, major factors that made the company successful in implementing its business strategies will be mentioned and critically analyzed. In line with going through the main discussion, the company’s superiorities and inferiorities could significantly affect the decision-making process of its top management will be tackled in details. Airways, the company managed to effectively surpass the declining demand for

Responce to Intervention (RTI) Essay Example | Topics and Well Written Essays - 500 words

Responce to Intervention (RTI) - Essay Example student progress in response to the instruction and interventions and using these measures of student progress to shape instruction and make educational decisions (Klotz and Kanter, 2007, p. 1). RTI is in line with the provisions of the Individuals with Disability Education Act (IDEA) which promotes equity, accountability and excellence in education for students with disabilities along with the debate on how to identify students as learning disabled (LD) and the need for special education of these students. According to Cortiella, of the 6 million children in special education, half of those are identified as having a â€Å"specific learning disability† and the number has grown more than 300 percent since 1976 thus policy makers have consistently expressed concern about the substantial number of students being served as LD under IDEA (2006, p.5). Research suggested that the prior methods of identifying students’ eligibility for special education services requires students to fall behind or accumulate failure for a long period of time even though recent studies show that the more a student is delayed the more help he or she will need close the achievement gap. Before the advent of RTI, the U.S. Department of Education crafted the regulations to implement the Education for All Handicapped Children Act of 1975 now known as the Individuals with Disabilities Education Act which needed to provide a process and criteria for identifying students in the category of specific learning disability (Cortiella, 2006, p. 5). Educators then used the ability-achievement discrepancy model, which requires children to take ability or IQ tests and academic achievement tests, comparison of standard scores and the recognition of a severe discrepancy between the child’s achievement score and ability score. The IDEA law enacted on 2004 also provides grants to states, discretionary grants for research, technology and training. This act also authorizes up to 15% of IDEA funds to be used

An Agile-focused Mind-set in Project Management Essay

An Agile-focused Mind-set in Project Management - Essay Example On the other hand, a scum master’s responsibility is more than that of a facilitator and a coach, a role that rest between the customer and the project. Further, he does not manage the team that comes up with the work, but rather supports the owner of the product, coaches the team, and ensures that Scrum processes are held on to. For example, in the article, Scrum recommends that unlike a project manager, the scrum master ought to be a servant leader by doing away with all the obstructions of the team (Schwaber & Sutherland, 2011). In my opinion, Agile project management does not need to have its own Body of Knowledge similar to Project Management Body of Knowledge (PMBOK). This is for the reason that there are lots of factors that influence the management process that may make it difficult to implement the Body of Knowledge idea. For example, Michael Dubakov who is a blog author argues that Agile is a special company with special staff on the development team already. In addition, Agile has unique rules and conditions as well as other external factors that favor its

Unmanned Aerial Vehicle Ground Support Equipment Business Proposal Essay

Unmanned Aerial Vehicle Ground Support Equipment Business Proposal - Essay Example Unmanned Aerial Vehicle supports both war missions. Mission success depends on the airworthiness of the aircraft. Every aircraft are suspected of structural degradation throughout its lifetime. Maintainers of the aircraft require equipment that has already been tested and safe for use. The second part of our business will focus on providing replacement parts for the ground support equipment. Ground support equipment is required to safely handle aircraft parts. Nine out of ten aircraft parts will be transported from the hangar to the field. Ground support equipment will provide that ease. Mission Statement Our mission is to build, create and implement a safety program that would meet our aviation communities’ expectation. Our product will be the end result of our mission statement: quality. We also have high expectations of being a manufacturer who will guarantee high value; high quality and we will exceed our customer’s expectations. Executive Summary I propose that our company would be called FUGENAV. I combined the word future, generation and aviation to come up with FUGENAV. This is only my proposal and is subject to change upon request. The United States military are wide spread across the globe. I propose that we stay within close proximity to the busiest military airfield. The busiest military airfield is located on Fort Bragg, NC. We could sell our products and ideas to the military as a startup. We would provide demonstration and loan some equipment with a fee. General support equipment could be used to transport an aircraft parts. Aircraft are disassembled down to the fuselage. All aircraft parts must be stowed away properly so that damages does not incur. Unmanned aerial vehicles are small enough that we could build trailers to move the aircraft from point A to point B. There are an abundance of ideas that we could use to support the different types of unmanned aerial vehicle. We could build ground support equipment tha t pertains to the different types of unmanned aerial vehicles. There are over fifteen different types of unmanned aerial vehicles used today. For example, I will list the different types of unmanned aerial vehicle used by the US military today: US Air force: Wasp Block III Gnat 750 MQ-1 Predator MQ-9 Reaper RQ-4 Global Hawk RQ-3 Dark Star RQ-170 Sentinel US Marine Corps: Dragon Eye RQ-11B Raven B RQ-2 Pioneer US Army RQ-11A/B Raven RQ-7A/B Shadow 200 RQ-5A MQ-5A/B Hunter MQ-1c Gray Eagle Any aircraft require periodic maintenance to keep them airworthy. Every aircraft listed is build and designed differently. I believe we could provide the right equipment needed to conduct safe maintenance. We would provide the equipment that is safe and user-friendly. Our product will be built with quality, two year warranty, provide training to properly use the equipment, and develop good relationship with our customers. Introduction The rationale of this business plan is to delineate the goals we will pursue for the foundation, development and operation of an aviation ground support equipment safety program. All aviation equipment is required by FAA to be inspected for deficiencies so that it could mitigate risk. The US military, commercial airlines, and aircraft owners require ground support equipment to properly fix an aircraft. Our business will provide that service for companies like Boeing and the US military. FAA requires that products manufactured meet

Discuss the appeal of The Crucible Essay Example for Free

Discuss the appeal of The Crucible Essay English Literature Coursework: The Crucible by Arthur Miller Discuss the appeal of The Crucible to its audience The Crucible is a 20th century play that focuses on the Salem witchcraft trials of 1692. These events led to mass hysteria over the persecution of those who, allegedly, participated in acts of incantation. Over-exaggeration, emotion, tautness, suspense and the eradication of characters (due to their alleged involvement in witchcraft) are the main themes of the play throughout the four volatile scenes of The Crucible. The audience observing would be enticed by the mood swings of characters and their persecution for such crimes in the theocratic village, where interrogated citizens in the dense society were forced to name other possible witches. If they failed to produce names of others, they would be hanged ruthlessly. The inhabitants of Salem believed in witches and the Devil and that the Bible had instructed them that witches must be hanged. A feeling of inequity is sensed here. The events of the play, first performed in England in 1954, are analogous to the McCarthy era in the USA , where anyone suspected of criticising the government or its direction was to be brought before a court to respond to the charge of Un-American Activities. The opening scene in The Crucible immediately gives the audience a feeling of a sinister and lifeless atmosphere: A candle still burns near the bed The roof rafters are exposed, and the wood colours are raw and unmellowed. Reverend Parris is discovered , evidently in prayer. His daughter is lying on the bed, inert. (Act One, p1) The candle beside the bed indicates a slight source of light, perhaps hope that Betty will wake. The environment around is silent. The rafters are bare, and the wood is: raw. The Reverend is peacefully in prayer and his daughter is lying, as if lifeless, on the bed. A prayer is a silent act which emphasises the mood of the room. The imagery illustrates a dark, dull and demoralising sector of the Reverends home. The description of the stage in the opening scene creates a false impression for the audience as the majority observing the play would now expect a lethargic plot, with limited excitement and monotonous dialogue with little emotion, but actually it is a play full of overdramatic behaviour and emotion.

Strategies for Developing Inclusion in Education

Strategies for Developing Inclusion in Education The question of inclusive education whereby mainstreaming, is both complex and contentious. There are many informed opinions and solutions from researchers, politicians and teachers surrounding debates on inclusion. What is apparent is that there is no overarching strategy that will provide all the answers; inclusion is individual, multifarious and wide ranging. It is shaped by social, political, legislative and contextual factors. This paper will first reflect on the concept of inclusion in education and then discuss the implications for teachers and schools. The following issues will be considered; legislation, rights, ethos, behaviour management and resources. THE CONCEPT OF INCLUSION Inclusion in education is recognised as one of the five National Priorities for Education in Scotland by the Standards in Scotlands Schools ect. Act 2000. It was this legislative framework, which set the legal context for inclusion, at least in principle, to what is referred to as the presumption of mainstreaming (Scottish Government, 2003, p.2). The framework focuses predominately on pupils with disabilities and special educational needs; however, inclusion in education takes a much wider context. By definition, inclusion does not primarily focus upon a group of individuals with additional support needs (ASN), but extends beyond this to include all pupils regardless of gender, race, religion, mental and physical ability and social class (Booth and Ainscow, 1998). Similarly, Wilson (2000, p.229) states that in the absence of any rhetoric or ideology, limiting the definition of an inclusive school to one that rejects or excludes no pupils in a particular catchment area on grounds of a bility or disablement or colour or religion or anything else would be restrictive and naive. On both accounts, the concept of inclusion is not constrained to a group of young people with ASN but affects all pupils. It is therefore apparent that inclusion is not about the integration or accommodation of pupils into mainstream education. Nor is it centrally concerned with the inclusion of pupils with ASN. Inclusion is more than this; inclusion seeks to address the individual needs of each pupil to enable all learners to achieve their fullest potential and experience a positive education (HMIE, 2008; Slee, 2001, p.116). ETHOS CULTURE Arguably, inclusionists state that the inclusive school must have a certain ethos and a certain set of ideals, from which certain practices naturally follow (Wilson, 2000, p.229). This broader philosophy of education is addressed by schools, within statements of vision to promote schools as inclusive institutions (HMIE, 2002, p.3). In this statement, an inclusive school is about the strategic action of creating an ethos and set of values based on equity, entitlement, school community, participation, integration and respect for diversity. Table 1 outlines this inclusive approach to education (HMIE, 2002, p.4). Table 1. An inclusive approach to education involves: Creating an ethos of achievement for all pupils within a climate of high expectation; Valuing a broad range of talents, abilities and achievements; Promoting success and self-esteem by taking action to remove barriers to learning; Countering conscious and unconscious discrimination that may prevent individuals, or pupils from any particular groups, from thriving in the school; and Actively promoting understanding and a positive appreciation of the diversity of individuals and groups within society. Although the statements of vision are a credible approach to inclusive education, it is notably palpable statements of aspiration. It is a cultural ethos rather than a strategic approach to inclusion and does not tangibly seek to address how this is achieved in schools. The statements express elements that are mistaken and limited. Such as: (1) There is no mention of teaching practice or teaching strategies. Without doubt, this is a fundamental part of an inclusive school. (2) Barriers to learning are inevitable; parts of the curriculum are not accessible to those without the ability or skill set to access them (being part of the school orchestra requires musical ability). (3) Promoting an ethos of educational success and high expectations may enable some lower achieving pupils to feel excluded and worthless from the education system (Barber, 1996; Hamill 2008; Mackenzie 2008 and Wilson, 2000). With the presence of a summative examination system, how can lower ability pupils feel suc cessful and credible? Is this approach to education encouraging some pupils to feel excluded from school and the education system? To value our self-worth and success based on a criterion of academic achievement does not support an inclusive school. Most pupils will not achieve top grades and will never score very highly on any scale. Barber (1996) suggests that underachievement is routed as a cause of disaffection and exclusion from school, which has been heightened by a climate of high expectations in schools, fuelled by league tables and social pressure. Barber (1996) proposes that underachievement leads to a vicious circle of disaffection and exclusion, which enables pupils to feel marginalised and detached from the education system. In a climate of high expectations and educational success how can lower ability pupils feel included? To overcome this challenge, it is important that institutions educate pupils to value themselves rather than their public merits (Wilson, 2000). Teachers and schools will be faced with the challenge of instilling an ethos of high self-esteem and self-confidence in pupils to discourage disaffection and exclusion. This will go beyond subject knowledge; it will develop personal skills and attributes which will provide young people with life-long skills. This philosophy has been embedded in the Curriculum for Excellence four capacities; to develop young people that are successful learners, confident individuals, responsible citizens and effective contributors (CfE) (LTS, n.d., and Scottish Government 2010a; 2010b). The Scottish Government proposes that educating young people based on these principles will develop a stronger society for all. This new development will affect the teaching profession as a whole; as teachers develop new skills and teaching strategies to enforce the CfE four c apacities. The onset of the new CfE will exert another challenge for teachers. LEGISLATION RIGHTS Rustemier (2002) claims that although the term inclusion is widely used and signifies a genuine desire to better the experience of all learners, the definition is still misinterpreted or misled, which has resulted in the existence of segregated schooling for some individuals. Inclusion has come to mean almost everything but the elimination of exclusion claims Rustemier (2002) (CSIE, n.d.). This argument is represented in the Standards in Scotlands Schools ect. Act; set-up to support inclusion in education. Even though inclusion in education has a legal standing in the Standards in Scotlands Schools ect. Act; in exceptional circumstances the legal framework still enables the exclusion of certain individuals from mainstream schools, if the following criteria apply: The mainstream school would not be suited to the ability or aptitude of the child; Where there would be a negative effect on the child; If the placement would result in unreasonable public expenditure being incurred which would not ordinarily be incurred If it still possible by law to exclude certain individuals from mainstream schools, then the concept of inclusion in education is fallacious and therefore, does not support inclusion of all pupils. Based on this argument, Rustemier (2002) confirms that the underlying issue in the development of inclusive education is the continuing legislative support of segregated schooling. Accordingly, the Standards in Scotlands Schools ect. Act, supports segregated schooling to prevail in Scotland. The Centre for Studies in Inclusive Education (CSIE) condones all forms of exclusion; maintaining barriers to some students participation in the cultures, curricula and communities of local schools is unacceptableà ¢Ã¢â€š ¬Ã‚ ¦and aviolation of basic human rights to education without discrimination (CSIE, n.d.). Similarly, Rustemier (2002) states that such action is internationally recognised as discriminatory and damaging to young people and society and breaches all four principles underpinning the UN Convention of the Rights of the Child 1989 (CSIE, n.d.). To overcome the legal constraints surrounding the inclusion of all pupils in mainstreams schools, Wertheimer (1997, p. 4) promotes a UK legislative reform to: i) end compulsory segregation and gradually restructure all mainstream schools so they are accessible in terms of premises, curriculum and facilities, and ii) to plan the phased closure of all special schools. Based on this argument, would the closure of all special schools be serving the best interests of the child? A study by Bunch and Valeo (2004) researched the attitudes of elementary and secondary students towards peers with disabilities attending an inclusive schooling system. The findings reported that students with disabilities were able to develop friendships, learn from their peers, that a small amount of abuse occurs, however it is comparatively minimal and that encouragement and support from their peers is common. The majority of responses from students were in favour of inclusion and rejected the idea that students should be segregated for any reason. The study, however small, provided evidence that an all inclusive education system had positive effects on social development, acceptance of difference, and social integration. The study by Bunch and Valeo (2004) supports the argument of the closure of all special schools. This philosophy of inclusive education was shared by Mittler (2000); the concept of inclusion in education has the potential to transform schools to enable them to be come places which fully support social and educational opportunities for all pupils. In contrast, Cigman (2007) supports the argument of segregated schooling, whereby, special schools promote the best interests of the child; they provide specialist education, which can deliver a more individualised education to better meet the needs of the child. Cigman (2007) proposes that mainstream schools can be a humiliating experience for young people with ASN à ¢Ã¢â€š ¬Ã‚ ¦ mainstream schools do not provide a non-humiliating educational experience for some children (Cigman, 2007, p.779). Segregation from mainstream classes and their peers through inclusive support strategies, such as special units can account for feelings of humiliation and alienation, which can be fostered under the flag of inclusion Bishop and Swain (2000, p.24). Contrary to this argument, Oliver (1995) suggests that support strategies, such as special units are an essential means of successfully implementing inclusion in mainstream schools. During my time at school, the use of some inclusive support strategies, such as the support for learning base and the use of classroom assistants, highlighted the issue of segregation and differentiation for some pupils with ASN. The removal of pupils from class and from their peers to attend sessions in the support for learning base and the use of classroom assistants in mainstream classes drew attention to the pupils with ASN. This highlighted the matter to the rest of the class. As a result, some pupils felt alienated and detached from their peers and found their ASN carried a stigma attached to the label. Subsequently, such means of inclusion ignited more serious issues, such as bullying and low-self esteem. What is apparent from the opinions of researchers, politicians and teachers is that few would reject the concept of inclusion in education; however, translating this into practice will serve a greater challenge for teachers and schools. One such challenge schools and teachers is the requirement to address better the needs of the pupils who are alienated or disaffected from school, or by the commitment to educating pupils with special needs in more inclusive ways (HMIE, 2002, p.4). BEHAVIOUR MANAGEMENT In a study by Dyson, Farrell, Polat, Hutcheson and Gallannaugh (2004), teachers professed that the biggest challenge to inclusion was dealing with pupils who presented social, emotional and behavioural difficulties (SEBD). Some teachers reported a sense of frustration and isolation when dealing with SEBD (Hamill, 2008). Research surrounding this group of young people who present disruptive behaviour becomes far more contentious in the context of inclusion. In a report by HMIE (2002, p.34), it was apparent that the needs of those displaying SEBD and who often act in a disruptive manner (Hamill, 2008, p.68), present difficult challenges to schools and local authorities in promoting schools as inclusive institutions (Mackenzie, 2008, p.762). The problem is both severe and wide-spread. During 2009/10 there were 30,211 exclusions from local authority schools in Scotland, a decrease of 11 per cent from 2008/09 (Scottish Government, 2010c). Conversely, measuring school exclusions is problematic; some schools or local authorities can influence parents to move their child to another school, which has led to an avoidance of registering the move as a formal exclusion (Mackenzie (2008, p.762). The issue of exclusion, hence disruptive behaviour may be much greater than the figures reveal. A study by Hayden (2000) suggests that children with ASN are six times more likely than other children to be excluded. Those excluded are likely to suffer from SEBD. The label attached to pupils with SEBD can influence the way they are perceived and treated by schools, teachers and peers (Hamill, 2008). For many schools, the most obvious solution is exclusion, which compounds feelings of alienation and marginalisation, thus worsening the situation (Mackenzie, 2008, p.762). It is apparent that the use of exclusion to resolve disruptive behaviour does not endorse an inclusive school ethos. Nor does it comply with the right of social inclusion. How does exclusion support the best interests or needs of the child when they feel alienated or marginalised already? Or does it serve the best interests of the other children in the classroom suffering the negative effects of disruptive behaviour? As previously discussed, inclusion in education is regarded as a human rights issue, whereby to exclude a child from mainstream education would be an infringement of their right to social inclusion (Rustemier, 2002; CSIE, n.d.). This issue becomes convoluted when it is applied to the rights of those affected by social inclusion. Based on this argument there appears to be a conflict of human rights. On one-side, the excluded pupil has no right of social inclusion. Whereas, on the other side, pupils who experience constant disruption to their lessons and the teachers time is taken up to resolve such issues, are prevented from the right to receive an education that strives to develop their full potential. When behavioural difficulties disrupt the education of others, whose rights are protected or infringed? Dyson et al. (2004, p.101) found that the impact of children with behavioural difficulties on the learning of others, disrupted lessons and increased the amount of time and effort taken up by teachers to manage pupils with SEBD. Consequently, this diverts teacher time and energy away from the majority of the class and those in most need. Studies by Hamill and Boyd (2000; 2003, as cited in Hamill, 2008, p. 67), found evidence that the group of learners most affected by behavioural difficulties were those who experienced learning difficulties and who found themselves in the bottom sets with the most disruptive pupils. This impacted negatively on the inclusion of other vulnerable learners. Class setting based on ability levels can intensify this issue. Pupils most affected are those with learning difficulties, who most often find themselves in the bottom sets with the most disruptive pupils (Hamill, 2008, p.67).The negative effects of class setting can intensify disaffection from school which often results in disruptive behaviour (Hamill, 2008; Barber, 1996). Mackenzie (2008, p.767) alludes that the practice of setting further excludes disadvantaged children by lowering attainment and motivation, especially in female children of low-waged and unemployed parents (Paterson, 1992). With lessons disrupted by behaviour and teachers time being taken up to resolve such issues, it would seem likely, therefore, to have a negative impact on the attainment of others, however, Dyson et al. (2004, p.101) found no correlation between the inclusion of pupils with SEBD and the attainment and achievement of pupils without ASN. Inclusion was also found to have a positive effect on the wider achievement of all pupils, such as social skills and understanding (Dyson et al. 2004, p.101). In particular, pupils with ASN were found to improve academically, personally and socially. RESOURCING FUNDING There is no doubt that effective inclusion is dependent upon the adequate provision of resources (Hamill, 2008, p. 60). With the onset of educational funding cuts, the availability of resources will be a major obstacle to the successful implementation of inclusion in schools. In a study by Dyson, at al. (2004, p.101), teachers professed that the challenges surrounding inclusion were intensified by a lack of support and resources from external sources. Similarly, in a study by Hamill and Boyd (2000; 2003) teachers held the opinion that inclusion lacked adequate funding and was a politically motivated initiative aimed at increasing financial efficiency rather than meeting the individual needs of the learner. Whether this opinion holds any value, resourcing is a complex issue which goes beyond the constraints of simply providing materials and equipment. Providing adequate resources helps to develop a teachers professional development. Funding can provide the financial support to develop systems both internally and externally, such as specialist teachers. To manage the successful implementation of inclusion in schools, teachers have to be given the opportunity to undertake continuing professional development (CPD) to develop the right skills and knowledge to cater for the diverse range of ASN. There can be no doubt that the level of funding provided to support inclusion in mainstream schools reflects the quality of teaching and progress made by the individual (Hamill, 2008). Those with least teaching experience or professional development, specifically beginning teachers will be most disadvantaged with the impending cuts and limited resources. New teachers with limited teaching experience will be most affected if reductions in teacher CPD progress. Essential skills needed to manage the challenges surrounding inclusion will be affected. Reports of increasing the class contact time of probationer teachers to 0.9FTE (from the current 0.7FTE) will exert extra pressure on beginning teachers (Buie, 2010), which is likely to impact the quality of teaching, as preparation time is restricted. With educational funding cuts to be expected where will inclusion in education be left? Who will be disadvantaged or marginalised from the education system? How will teachers professionalism be affected? The outcome to these questions can only be speculated until the inevitable funding cuts occur. CONCLUSION In review of the wide-spread research in inclusive education, the concept of inclusion is not a marginal add-on to education; it is fundamental to the formation and success of our education system. Inclusion does not exclusively focus on pupils with ASN but affects all learners. An inclusive school will promote an ethos and culture based on equity, entitlement, school community, participation, integration and respect for diversity. Inclusive teaching practice should aim to cater for the individual needs of all learners to enable them to reach their fullest potential. One of the on-going challenges surrounding inclusion is meeting the needs of all learners. With teacher time constraints and resources pushed to a maximum and disruptive behaviour an ongoing issue; it raises the question; will teachers and schools be able to support the needs of all learners? In times of austerity; inevitable budget cuts will put pressure on attaining inclusion in schools. Impending funding cuts to teachers CPD and an increase in probationary hours may risk the quality of teaching and most worryingly the health and safety of teachers? As a beginning teacher, the responsibilities of catering for the needs of all learners will be a challenge, especially when faced with other issues, such as disruptive behaviour, limited resources and an increase in probationary contact time. To manage the challenges surrounding inclusion, I will have to rely on guidance and support provided from colleagues, my professional development and limited school resources. WORD COUNT: 3,229 REFERENCE LIST: Barber, M. (1996) The Learning Game. London: Indigo. Bishop, A. and Swain, J. (2000) The Bread, The Jam and Some Coffee in The Morning: Perceptions of a Nurture Group, Emotional and Behavioural Difficulties, 5 (3), pp. 18-24 Booth, T. and Ainscow, M. (1998) From them to Us An International Study of Inclusion in Education. London: Routledge. Chapter 1. Buie, E. (2010) Fears for teacher jobs as Glasgow threatens to break ranks on budget. Retrieved 15 November, 2010 from TES: http://www.tes.co.uk/article.aspx?storycode=6064294 Bunch, G. and Valeo, A. (2004) Student attitudes toward peers with disabilities in inclusive and special education schools. Disability Society. Vol. 19. No. 1. pp.61-76. Centre for Studies on Inclusive Education (n.d) Inclusion Why? Retrieved 15 November, 2010 from the CSIR: http://www.csie.org.uk/inclusion/why.shtml Cigman, R. (2007) A Question of Universality: Inclusive Education and the Principle of Respect, Journal of Philosophy of Education, 41 (4), pp. 775-793. Dyson, A., Farrell, P., Polat, F., and Hutcheson, G., and Gallannaugh, F. (2004) Inclusion and Pupil Achievement. Research Report RR578. ISBN 1 84478 319 7. Hamill, P. (2008) Challenging behaviour understanding and responding. A teachers guide from Primary to Secondary. Hodder Gibson. Hamill, P. and Boyd, B. (2000) Striving for inclusion. Glasgow: University of Strathclyde. Hamill, P. and Boyd, B. (2003) Inclusion: Principle into practice. Glasgow: University of Strathclyde. Hayden, C. (2000). Exclusion from school in England: the generation and maintenance of social exclusion. In: Walraven G, Parsons C, van Veen D and Day C (eds) (2000) Combating Social Exclusion through Education: Laissez-faire, Authoritarianism or Third Way? (pp. 69-82) Leuven: Garant Publishers EERA. HMIE (2002) Count Us In Achieving inclusion in Scottish schools. A report by HM Inspectorate of Education. ISBN 0 7 0 5 3 1 0 1 8 3. HMIE (2008) Inclusion Reference Manual. Internet Version 1: for SMG. Mackenzie, J. (2008) Disaffection from schooling. (pp. 763-782) In Bryce, T., G., K., and Humes, W., M. Scottish education, beyond devolution. (third edition). Edinburgh University Press. Mittler, P. (2000) Working towards inclusive education: social contexts. London: David Fulton. Learning Teaching Scotland (n.d.) Understanding the Curriculum for Excellence. Retrieved 15 November, 2010 from LTS: http://www.ltscotland.org.uk/understandingthecurriculum/index.asp Oliver, M. (1995) Does special education have a role to play in the 21st century? in Thomas, G. and Vaughan, M. Inclusive Education Readings and Reflections. (pp. 111-117) Maidenhead: Open University Press. Paterson, L. (1992) social class in education. In S. Brown and S. Riddell (eds) (1992) Class, race and gender in school. A new agenda for policy and practice in Scottish education. Edinburgh Scottish Council for Research in Education. Rustemier, S. (2002) Social and Educational Justice The Human Rights Framework for Inclusion. Bristol: CSIE. Scottish Government (2003) National Priorities in Education Performance Report 2003. ISBN 0755908961. Edinburgh, Scottish Government. Scottish Government (2010a) Curriculum for Excellence Building the Curriculum 1 the Contribution of Curriculum Areas a Guide to Developing Professional Practice. ISBN: 978-0-7559-9630-8. Edinburgh, Scottish Government. Scottish Government (2010b) Curriculum for Excellence Building the Curriculum 3 A Framework for Learning and Teaching ISBN: 978-0-7559-5711-8. Edinburgh, Scottish Government. Scottish Government (2010c) School inclusion: additional support needs. High level summary of statistics. Retrieved 15 November, 2010 from the Scottish Government: http://www.scotland.gov.uk/Topics/Statistics/Browse/School-Education/TrendSpecialEducation Slee, Roger (2001) Inclusion in Practice: Does practice make perfect? Educational Review, Vol. 53, No. 2, pp. 113-123. Wilson, John (2000) Doing justice to inclusion. European Journal of Special Needs Education, Vol. 15, No. 3, pp. 297-304.

Strategic Business Plan

Strategic Business Plan Developing a Strategic Business Plan Either in the start up process or when re-inventing ones business development, the design of a strategic business plan is an indispensable step towards a successful and viable business. Strategic planning involves setting up a sound and multifaceted plan or strategy to follow over a defined time period.It can involve all aspects of the business, or just a small part of it i.e. a selected department such as the marketing department.However, this does not mean that strategic business planning is only for large scale businesses since it can also benefit the small business, especially at start up, when the business sets its first goals and establishes itself in the business landscape. Writing up a business plan is an important step of a starting business, since most lending bodies will not authorize loans in absense of a detailed business plan.Why is it important? Imagine sailing off for a voyage in the sea and not planning for resources or supplies that you might need. Developing a business plan is the only way to determine the allocation needs, personnel, utilities, marketing goals, outreach and all valuable aspects that make your business useful and unique in the sea of business. However, strategic planning is a process employed in any time period in a formal business administration, since it usually comprises of a long range planning process of a specific or broader managerial aspect, that will in a time-frame manner set the outline of the business goals and image and ultimately form its policy. To be successful, a strategic business plan, either at start up or as a means of sustainment of a particular policy, should provide with day to day reference for the decision making in organization and management of the business and should provide a template against which all decisions can be evaluated (Goodstein et al ,1993).Ackoffs (1981) typology of planning, provides with several points to the understanding of the planning process, identifies as a key step in the business or organizations decision to adhere to the long term goals of strategic planning.These are l Reactive planning ( planning through the rear view mirror) l Inactive (going with the flow) l Preactive or future planning l Proactive or designing the future planning. The most challenging and demanding type of planning is the proactive planning, which is based on the beleif that the organization or business itself, is responsible for shaping its future and thus can do differently i.e. to solve an anticipated problem.In order for an administration to sustain an applied strategic planning process in its midsts, it is anticipated that efforts are made to develop an openness for new ideas and allow for envisioning in serving the future. An area where envisioning is particularly useful is the mision development : who the business customers are, how will the business go about its tasks and the business raison detre. Moreover, the strategic planning process must be strongly intercalated with the organizational culture of the business, the latter being the social context in and through which the business performs its work. This connection will facilitate the easy transmission to the workers and administrators of the mission of the business, the specific operational goals and the means to acheive them. After the decision and contexts of the strategic planning are made, several steps are indispensable in the successful inplementation of the process: 1st setting the stage for planning: understanding the way planning works, the values scan and mission formulation 2nd Setting strategic business directions : strategic business modeling such as performance auditing, gap analysis 3rd Implementing the strategic plan : integrating action plans, contigency planning and implementation. In conclusion, a strategic business planning process is an expansion of the traditional business plan method towards the future developmentof the business, that formulates a strategy in anticipating change and maintaining its status in the business arena. Several steps are necessary in implementing a viable and successful strategy plan, most of which require serious documentation, market research and official design and control. In several examples in history, an inspired and well grounded strategy plan has been the means to ground-breaking enterpreneurships and immense success. REFERENCES: Ackoff (1981) Creating the corporate future. New York : John Riley Goodstein LD, Nolan T, Pfeiffer JW (1993) Applied strategic planning. Mc Graw Hill

Jesse Bethel :: essays research papers

Jesse Moncell Bethel was born in New York City, New York on July 8, 1922. He was born to Jesse M. Bethel and Ethel Williams. His father left the home when he was only six months old and his mother died when he was only three and a half years old. Being an orphan now, he was raised by his grandmother in Arkansas. He then moved to Oklahoma where his family sharecropped cotton and cornfields. Bethel attended elementary school while in Oklahoma and later graduated from Booker Washington High School there too. Bethel attended Tillotson College in Austin, Texas. He graduated there with a Bachelors of Science degree in chemistry. He later attended graduate school in 1944 at the University of California Berkley.   Ã‚  Ã‚  Ã‚  Ã‚  Bethel’s life changed when he became only fourteen years old. At fourteen he watched 27-year-old attorney Thurgood Marshall defend a young black accused of murder in Hugo, Oklahoma. Marshall was able to reduce the young man’s sentence from death to life in prison. Marshall became Bethel’s idol. Marshall was a main reason Bethel dreamed on becoming a civil rights lawyer. Another reason for his dream was his son, Jesse Jr.. Bethel first began his college career at Tillotson College in Austin, Texas majoring in pre-law on a scholarship. This all changed when the Japanese attacked Pearl Harbor on December 7, 1941 and the United States entered World War II. Bethel read on a bulletin board that Mare Island needed chemists. This made Bethel switch his major from pre-law to chemistry. In 1944, one month after his college graduation, Bethel moved to Vallejo with his wife Claudia Nichols, who also was his college sweetheart. He moved to Vallejo in search of the chemist job at the Mare Island Naval Shipyard he learned about while attending college. A chemist vacancy at Mare Island available because another chemist left was given to Bethel. Bethel was now the first black chemist at Mare Island Naval Shipyard. For over thirty years Bethel worked on the Mare Island Naval Shipyard. One supervisor, on the grounds that his college wasn’t accredited (although it was) didn’t promote him. Bethel then made the choice of transferring to the nuclear power division. In the nuclear power division Bethel eventually became chief chemist. Bethel said, â€Å"I was discriminated against at the shipyard. I overcame it.† As chief chemist in the nuclear power division he analyzed material used in reactor plant construction, nuclear propulsion plant systems, and worked on radiochemistry on nuclear submarines.

The Pepsi-Cola Story :: essays research papers

The Pepsi-Cola Story Summer of 1898, a young pharmacist Caleb Bradham looking for ways to attract people to his pharmacy invented the beverage now known around the world as Pepsi-Cola. After the first advertisement the sales of the new soft drink began to go up. Knowing the importance of good distribution system Pepsi was one of the first to switch from horse drawn transport to motor vehicles. Throughout its existence Pepsi adjusted its marketing strategies trying to keep up with the social and economic conditions of its consumers. During the Great Depression and continuing into the World War II Pepsi emphasized the low prices of the drink knowing that people had narrowed their budgets. In the mid. 1950s the emphasis fell on Pepsi being a lifestyle accompaniment. The breakthrough move by Pepsi was made in the late 1950s to capture the market of new generation of baby boomers. Its best known advertisement slogans such as â€Å"You’re in the Pepsi Generation†, â€Å"Have a Pepsi day† o r â€Å"You’ve got a lot to live, Pepsi’s got a lot to give† set a new standard for advertising. To dominate in a soft drink category Pepsi, after 65 years of selling only Pepsi-Cola, introduced new products: â€Å"Mountain Dew and Diet Pepsi.† To capture the completely new market of X-ers, throughout 1980s and 1990s Pepsi’s commercials featured superstars, supermodels, actors and sport stars. In the mid. 1980s Pepsi-Cola declared a victory in the cola wars.   Ã‚  Ã‚  Ã‚  Ã‚  Keeping Pepsi-Cola as its cash cow presidents of Pepsi-Cola decided to back up their positions by investing in a fast food restaurants and snack industry. In 1965 the new PepsiCo resulted from the merger of Pepsi-Cola and Frito Lay’s, Inc.. Pepsi-Cola stuff knew that in order to survive in the direct competition with giants like Coca-Cola they will have to come up with more innovative products. Pepsi-Cola Company now accounts for 25% of the world’s soft drinks with more than 70% of its sales coming from North America. In the beverage category Pepsi-Cola Company had some losses but are thinking of restructuring their strategies to create a new and even more dominant beverage company. Frito-Lay Company is the most successful snack chip company on Earth with 5 of its products leading the world snack chip market. Frito-Lay leads the market with a greatest margin of lead from the closest competitor. By 1996 Frito-Lay operated in 39 countries what means th at there is a long way to go.

Is Globalisation a Myth or a Fact? Essay -- essays research papers fc

The term globalisation describes the process of becoming worldwide in scope or application, and the increasing interdependency of nation-sates. At least - that gives us one loose definition for globalisation, but as Scholte (2000) realises, globalisation is a thoroughly contested subject, with arguments extend across the issue of definition as well as measurement, chronology, explanation and normative judgement. In fact, Scholte identifies five contrasting definitions for the word 'globalisation' as used by a number of the subject's commentators and critics - internationalisation, liberalisation, universalisation, western/modernisation and deterrioralisation are (2000: 13). In choosing a definition of globalisation, one is also selecting how they wish to interpret it, and what points they wish to convey. For example, the choice of western/modernisation leads to a view that globlisation sees the economically and politically powerful west globalising the rest of the world, whilst universalisation leads to a more neutral stance, taking it's root from the dictionary definition of the word 'gloalise', meaning to universalise. To judge whether or not globalisation is a myth or fact therefore requires the full understanding of what the term means to it's critics and advocates, and in which ways they belive it to be myth of fact. Giddens simplifies the debate into two main schools - the sceptics and the radicals. A radical himself, he writes that "According to the sceptics, all the talk about globalisation is only that - just talk" whilst "The radicals argue that not only is globalisation very real, but that its consequences can be seen everywhere" . Sceptics are seen by Giddens to hold a politicially left view, with their argument that globlaisation is "put about by free-marketeers who wish to dismantle welfare systems and cut back on state expenditure" (1999: 7-8). Key to his own argument, Giddens realises that globlisation is not just economic, but also political, technological and cultural. It appears that some sceptics of globalisation take their definition of the word not as a verb but as the resulting noun, 'globalised'. The argument is that globalisation does not exist because we're not living in a fully globalised world. For example, economists may argue that we are not living in a total global economy and use this as pro... ...hat globalisation doesn't exist. In fact, they do quite the opposite - they illustrate various ways in which the economy has become more global over the years. Through the literal meaning of globalisation (an act or process), suggesting that globalisation is a myth is ludicrous. Globalisation is the process of becoming worldwide in scope or applicaing and the increasing interdependency of nation-states. It is a commonly accepted definition of globalisation that is required to put an end to some rather pointless debate. With such a definition in place it is then possible to start truly analysing globlisation - looking at why it's happening, what it's leading to and in which ways its acting. A current fully globalised world is a myth, globalisation is not. Bibliography =============== Cohen & Kennedy (2000) Global Sociology, MacMillan: Basingstoke Germain, R (2000) Globalisation and its Critics, MacMillan: Basingstoke Giddens (1999) Runaway World, Profile Books: London Helt et al (1999) Global Transformations, Polity Press: Cambridge Rosenberg (2000) The Follies of Globalisation Theory, Verso: London Schulte (2000) Globalisation: a Critical Introduction, MacMillan: Basingstoke

Rhetoric Is Used in the Play Julius Caesar

Ms. Waldo English 2 May 19, 2011 Rhetoric is used in the play Julius Caesar in many occasions. What is rhetoric? Rhetoric is being able to persuade someone for your own good. This is used when Cassius persuades Brutus to join the conspiracy, Brutus’s speech to the plebeians, and Antony’s speech to the plebeians. All these characters were masters of ethos, pathos, and logos, which are different ways of persuasion. Each person uses different ones in the play. The conspirators would no have stood a chance of killing Caesar without Brutus on there side. All thanks to Cassius Brutus joined.It wasn’t all that easy for Cassius to make Brutus join. In the first place Brutus did not like the idea of killing Caesar. Cassius had a hard job to do. One way Cassius approached this was by raising Brutus up, A quote from the play was â€Å" I know that virtue to be in you, Brutus, as I do know your outward favor† (Shakespeare 892) this was building up Brutus’s conf idence. This applies to ethos; Cassius is playing with Brutus’s emotion. The last way Cassius persuaded Brutus was writing letters to him. These letters were supposable written from other people saying that Brutus should join the conspiracy.Actually all the letters were written from Cassius. This also applies to ethos because Brutus ends up freaking out about the whole thing and ends up joining the conspiracy. Brutus’s speech to the plebeians is probably one of the most important parts of the play. Brutus and the conspirators had just killed Caesar. So everyone is freaking out and going crazy. The plebeians now think the conspirators are evil and mad. Brutus has to change their minds. A quote from the play that Brutus said was â€Å"Not that I love Caesar less, but I love Rome more.Had you rather Caesar were living, and die all slaves than that Caesar were dead, to live all free men? † (Shakespeare 948). Brutus was saying he killed Caesar for the good of Rome an d he loves Rome more than he loves Caesar. This starts changing the mind of the Plebeians. Another thing Brutus did was told how Caesar was too ambitious for Rome and he deserved to die. This was the frosting on the cake for Brutus. Brutus ended up changing the minds of the Plebeians that killing Caesar was the right thing to do. Ever since Caesar died, MarkAnthony looked for revenge. Since Brutus got the plebeians on his side; it made it difficult for Anthony to seek revenge by himself. It would take loads of persuasion to convince the plebeians yet again that Brutus and the conspirators were wrong to kill Caesar. To begin, Antony starts to bring down Brutus. He says, â€Å"Did this in Caesar seem ambitious? When the poor man cried, Caesar hath wept; ambition should be made of sterner stuff. † (Shakespeare 950) This let the Plebeians thing for a little. Then Antony uses logos to show how Caesar was not ambitious.To top things off, Antony reads Caesars will, which is more lik e a bribe because Antony teases the crowd talking about the will and finely reads it when the crowd is most desperate. This speech from Antony changed the Plebeians mind yet again. The play Julius Caesar is full of persuasion. From Brutus’s speech to the plebeians to Cassius persuading Brutus to join the conspiracy, each having a different rule. Rhetoric can be seen in many different forms. You just have to see if it can change your mind. Sources: Shakespeare, William, Julius Caesar, Elements of literature 4th course

Analysis of “Moral Minimums for Multinationals” by Thomas Donaldson Essay

  In â€Å"Moral Minimums for Multinationals† Thomas Donaldson addressed an issue, which often escapes attention of moral philosophers. The article deals with a rather special ethical aspect of international business relations: relations between people of various cultures inside multinational corporations. This problem appears to be of paramount importance for the author, providing data about expansion of corporations â€Å"devised for colonizing the future†. Manufacturers from India, managers from USA, experts from Japan, employees from the Philippines and directors from Germany – they are all bearers of quite different cultural and ethical traditions, which need to be reconciled inside an international firm. The problem becomes more complicated considering existence of universal standards for business and business conduct, which are most often based on the values of Western civilization. Should managers always insist on the same standards of conduct for all, or should they verify their demands considering particular traditions? In case the code of conduct of a company creates more severe limitations of behavior than the law and customs of the country in which the company acts, should this code of conduct prevail? Thomas Donaldson attempts to answer this and other questions in his work. Donaldson starts from assertion, that although the multinational corporations are not a wholly new phenomenon, their history in a modern understanding starts after World War II, when the growing demand of products, new transport facilities, differences in economic and financial situations in different countries resulted in internationalization of business. Consequently, standards of those companies started to expand. And the multinational corporations faced conflict between their home practices and practices in other countries, especially concerning labor conditions, working hours, age of employees, sums of salary and other issues. Other matters are related to distribution of their products and standards of quality for such products: for example, can a corporation sell pharmaceuticals which do not correspond to the standards of their   home country in other countries, where there are not such standards? Donaldson introduces several universal concepts for solving those problems. He starts with a concept of human right. Rights â€Å"establish minimum levels of morally acceptable behavior† being a kind of bottom line for the corporations, which can not be crossed, a minimum set of responsibilities for a corporation. Those responsibilities of the corporation are at the same time rights of its employees, trade partners and all those individuals which are influenced by the company’s activities. However, there is a problem of control. Who should monitor the observation of those rights and duties: the company itself or its home country, or a country which is influenced by the company’s activities? And where can such minimum standards be found at all. Some response is given by universal human rights instruments such as the Universal Declaration of Human Rights or the UN Charter. However, those instruments include very little of welfare rights, which are of paramount importance for international corporations. Donaldson criticizes the traditional distinction between positive and negative rights, asserting, that often observation of negative rights requires states and individuals to act positively and vice versa. For example, preservation of right to life means also necessity to create sufficient working and environmental conditions. So what rights related to international corporations should be endorsed on international level? Donaldson proposes the following criteria for definition of such rights: â€Å"1) the right must protect something of very great importance; 2) the right must be subject to substantial and recurrent threats; and 3) the obligations or burdens imposed by the right must satisfy a fairness-affordability test†. For Donaldson there are several rights that correspond these criteria: â€Å"1) the right to freedom of physical movement; 2) the right to ownership of property; 3) the right to freedom from torture; 4) the right to a fair trial; 5) the right to nondiscriminatory treatment (e.g., freedom from discrimination on the basis of such characteristics as race or sex); 6) the right to physical security; 7) the right to freedom of speech and association; 8) the right to minimal education; 9) the right to political participation; and 10) the right to subsistence†. For Donaldson this is a minimal list, which can be extended. He notices, that the international companies are able to observe, or at least pretend that they are observing most of the mentioned rights, but the situation is much more dramatic in cases when companies deprive people from opportunities to enjoy their rights. That’s where we once more face the problem of monitoring. Which of the rights should be guaranteed by the corporations and which by the governments? Here Donaldson states, that a corporation is not an institution which is designed to observe human rights, because it’s aim is only profit-making. They are undemocratic institutions by the nature. They strive to maximize their income and actually don’t care of anyone’s rights. Their minimal obligations under Donaldson are related to avoidance of deprivation of others of their rights. For example, the right of physical security includes the company’s obligation to physically protect it’s workers. In turn the right for political participation for the corporations is limited by their duty to respect democratic institutions in other countries. Donaldson proposes to develop test, which would demonstrate whether the actions of the company deprive anyone of his or her rights or not. If the actions of the company would finally result in violations of anyone’s crucial rights, they should be morally inacceptable, whether they are formally rightful or not. For Donaldson â€Å"nothing less than a general moral theory working in tandem with an analysis of the foundations of corporate existence is needed†. Donaldson introduces two types of ethical conflicts for multinational corporations. In the â€Å"type A† conflicts, the conduct of a company would contradict the legal and ethical norms of a country where the company holds business, and in the â€Å"type B† conflicts, the conduct of a company contradicts the laws of its home country. In order to reconcile the aims of the company to generate profit and obligation to act ethically, Donaldson supposes, that in case a particular practice does not violate considerable human rights and it is impossible to carry on business without such slightly unethical practice, a company may sometimes accept such practice (for example to bribe the officials, if this is a condition for further legal operations). Further development of ethical test would, under Donaldson, help to create ethical standards for multinational corporations in the changing global business environment. Donaldson’s article leaves a controversial impression of   Ã‚  Ã‚   incompleteness. It looks rather like a draft of an article, but not an article itself. The author does not propose any single problem or thesis, or his problem is unreasonably broad for such a small piece of text. At the beginning Donaldson speaks of the moral problems of interaction between bearers of different cultural traditions, but later he does not develop the idea, turning to ethical problems, which are actually typical for any business – not only international one. Any company seeks to improve its performance at all costs. Any company is willing to have more money and less responsibility. Any company has to face a moral choice between ethical and legal conduct and temptation to slightly violate accepted norms. The company does not need to be international to face this, therefore, the name and the thesis of Donaldson’s article are hardly related to its content. Talking of employment standards, which can be really interesting when investigating ethical matters connected to international business, we should notice, that they are not limited exclusively to international human rights instruments, as Donaldson asserts. Acts of the United Nations (especially of Economic and Social Council) as well as acts of International Labor Organization do include numerous requirements and recommendations of both legal and ethical nature. It would be wise to consider them when talking of ethical moments in international business. On the other hand Donaldson does not consider numerous business codes of conduct, which do include a number of ethical provisions. So, Donaldson’s article is rather a set of ideas and reasoning about some situations, than a systematic study of multinational business ethics. So, do we need multinational corporations to behave ethically? Obviously, yes. Do we need to develop any new ethical standards? Yes, but we need to be aware of those, which already exist. The situation is not so dramatic, as Donaldson presents. Ethical norms already exist, we just need to correctly apply them and reconcile moral requirements in various countries. Considering that most of the paramount ethical values are somehow reflected in the international law, or recognized universally, this task appears to be not so complicated. Here it is possible to speak of globalization of ethical imperatives, which is a part of globalization processes as a whole. International business act both as agents and objects of such globalization, which is already inconvertible.

Niccolo Machiavelli: About Liberal Countries

Italian philosopher Niccolo Machiavelli in Chapter V of his writing speculates upon political backgrounds of governing the empires and expresses his opinion about the most effective way to rule such parts of the empire, which previously were living under own system of laws and regulations. In Machiavelli’s opinion, the best political strategy to govern such principalities or cities would be establishing the system of strict control of the ruler and making new colonies obey the laws which were already existing in the empire. In case if by some reason it is impossible to hold the new colonies in bondage, the best and the safest way, according to Machiavelli, would be destroying such former liberal regions. He supports this idea with a number of specific historical examples that illustrate the truthfulness of his hypothesis. Ancient city of Sparta gained control of several colonies, including the cities of Thebes and Athens, but could not dominate there for some long period of time and eventually lost these cities, because the old order and laws were not abolished. However, the Roman Empire was following another tactic: in such colonies of the Romans as Numantia, Capua and Carthage the old system of laws and social order were dismantled and new regions were totally placed under the command of the Emperor. That is how the Romans succeeded in keeping those colonies under control for centuries. According to Machiavelli, this phenomenon can be explained by the necessity to suppress liberal thoughts and love to freedom of newly acquired colonies, because otherwise the spirit of liberty will cause the attempts to obtain independence or revenge. The philosopher also points on some advantages and benefits of being governed by some ruler for the colonies. First of all, the experienced head of the empire can establish political and economic order in a colony much easier and more effectively. Besides, the ruler can provide higher national security and protect the nation from possible civil misunderstandings, rebellions or military attacks, and so on.

How does Macbeth and Lady Macbeth Change throughout the play? Essay

Introduction In the following essay I will be discussing how Macbeth and Lady Macbeth have changed through out the play and I will outline the incidents that take place to show how they change. Macbeth is first shown at the start of the play, through the second scene with the wounded captain and King Duncan, as a brave and loyal soldier. Everyone thinks well of him, and he is seen as a true hero. He is a brave and bloodthirsty. Then he meets the witches and hears their predictions that he is Thane of Glamis, and will become Thane of Cawdow and then the King. As soon as the witches disappear and, he begins to have thoughts that he really might be king. But the only obstruction is that that Duncan is still alive His best friend Banquo is there as well and the witches predict that he will not become king but his son will. After the predictions Macbeth I very confused he says to him self †The Thane of Cawdor live a prosperous gentlemen, and to be king† (Act 1:3:71/72). He immediately sends a letter to his wife Lady Macbeth telling her everything that happened. At this point Duncan declares Malcolm to be next in line to the throne, Macbeth is angry at this decision †the prince of Cumberland that is a step on which I must fall down or else o’erleap for in my way it lies† (Act 1:4:55/56) Him and his wife start plot the murder. Macbeth is confused and he feels weak at this point of the play he doesn’t want to carry out the murder But when he tells his wife, she so insults him that he changes again, and swayed by her, resolves to kill Duncan and he does, so he is pressured into it by Lady Macbeth. When he finally agrees he is determined to carry out the murder he wants to get it over and done with this is the quote he uses †Bring forth men children only, for thy undaunted mettle should compose nothing but males† (Act 1:7:72/74) at this time his confidence is influencing him. After the murder Macbeth feels regret and remorse for what he has done, so he looks at the blood on his hands and says: â€Å"this is a sorry sight†. Macbeth clearly feels regret for what he has done. The murder is successful and Macbeth becomes King Macbeth, his character starts to change into something more dangerous and harmful. He remembers that Banquo was predicted that his son will become king so Macbeth has to have him killed so when he is out with hi on he hires men to kill him, the men manage to kill Banquo but his son escapes. On that same day Macbeth prepares a banquet to which he invites Banquo but he knows he is dead. At the banquet Banquos seat is empty, Macbeth hallucinates he sees Banquos ghost on his chair and No one else in the room sees Banquo and Macbeth thinks that they are messing with his mind. Macbeth says â€Å"Which of you have done this?† and â€Å"Thou canst not say I did it; never shake thy gory locks at me.† (Act 3: S:48). Macbeth becomes ever more outraged and he starts to yell and scream at everyone in the room. Lady Macbeth senses that something is definitely wrong and she asks everyone to leave immediately. Macbeth’s decline is clearly evident now. After the banquet Macbeth is tied he says †as his host/Who should against his murder shut the door† (Act 1:7:72/74) at this moment his ambition to stay king is influencing him. He then revisits the 3 witches and asks them for more predictions he is angry and eager to find out what else the future holds for him, the escape of Fleance is still on his mind and he is scared in case he returns. The witches predict another 3 things they say to beware Macduff, beware that which is not born of woman, and beware of Birnam woods coming towards him. Macbeth laughs this off. He is not afraid of Macduff, he does not think that anyone can be not born of woman, and he thinks there is no way the woods can get up and move towards him. Macbeth becomes brutal at this stage of the play he has Macduff’s family killed he says † The castle of Macduff I will surprise/ Seize upon Fife†¦His wife, his babes all unfortunate souls/ that trace him in his line†(Act 4:1:149/152) his own ambition makes him do this. Macbeth notices that the prediction of the witches are starting to come true as he realises that the trees are moving closer to his castle he becomes to get worried, Macduff and the kings son Malcolm come back invade Macbeth’s castle. He fights Macduff here is where he finds out what the witches meant by ‘beware that which is not born of woman’ Macduff tells him that he was born by a cesarean which is not a natural birth. Macbeth I defeated and is killed. Conclusion So there are all kinds of changes throughout the play. Shakespeare wanted to create a character who did evil deeds, but was courageous and conscience-stricken, unsure of the rightness of his actions or knowing they are evil but determined to do them anyway. Lady Macbeth Lady Macbeth is the wife of Macbeth. The first time we see her in the play, she receives a letter from Macbeth talking about three witches and what they said to him. It reads that the witches have predicted that Macbeth will be the new king. At this moment Lady Macbeth starts plotting King Duncan’s murder. Lady Macbeth Lady Macbeth is told that King Duncan will be coming to stay at their place. She is startled by the news and calls on evil spirits to change her and lose her femininity. â€Å"Come you spirits that tend on mortal thoughts, unsex me here, and fill me from the crown to the toe top-full of direst cruelty† (Act 1:5:40). She is saying to the evil spirits give me murderous thoughts; make me have no sympathy for humanity at all. When Macbeth arrives Lady Macbeth discusses the plan with him but he thinks it is a bad idea, Lady Macbeth accuses him of being a coward and makes him think he does not love her. â€Å"Wouldst thou have that which thou esteem’st the ornament of life, and live a coward in thine own esteem† ( Act 1:7) Lady Macbeth says she can’t do it because Duncan reminds her of her farther. The plan is to kill Duncan and blame it on the guards Lady Macbeth drugs the guard’s drinks, Macbeth has to leave the daggers there but instead he brings them so Lady Macbeth has to do the job of taking them back. She seems to have no fear about the situation, but she seems to be a bit nervous. The next morning when they discover the King Lady Macbeth puts on an act and pretends to faint this make them look innocent. Duncan’s son’s flea thinking they might get blamed for it but running away makes them even more suspicious. Between Act 2 and 3, Macbeth is crowned King. Macbeth still can’t stop thinking about the murder but Lady Macbeth urges her husband to put the past behind him. She does not know that Macbeth has a plot to kill Banquo. Macbeth has calmed down towards the end of the scene. A banquet is organized by the King and Queen, by now Banquo has been murdered. Macbeth is acting weird and Lady Macbeth makes excuses for her husband. â€Å"Sit, worthy friends.† My lord is often thus, and hath been from his youth† (Act 3:4) are the words that Lady Macbeth explains Macbeth’s actions. The weird behaviour continues in Macbeth so Lady Macbeth urges the guests to leave. She fears Macbeth will say too much. After the banquet, Lady Macbeth is very quiet. She seems tired and worn out maybe it is because of tiredness or even more than that. In Act 5 Scene 1, we see Lady Macbeth again, but this time she has been through different moods. A doctor is called, Lady Macbeth is sleepwalking, she refers to her hands that seem to have specks of blood by saying, â€Å"Out damned spot, out I say! (Act 5:1) She seems haunted by what she has done. The doctor says to call on a priest rather than a doctor and to keep a close eye on Lady Macbeth. Macbeth is now ready to fight a battle, and hears of his wife’s’ illness which cannot be explained.. Since the murder the relationship between Macbeth and Lady Macbeth has deteriorated and does not seem to be getting any better. Lady Macbeth is dead. Macbeth feels drained and tells of how she should have died older. Conclusion Lady Macbeth is far more savage and ambitious than her husband, but we can see how weak she gets towards the end of the play, she has two sides to her witch stat to show. So she changed from a very determined and ambitious character to a fragile character he cannot keep the secret any longer.

Ministry Integration Project Essay Example | Topics and Well Written Essays - 1250 words

Ministry Integration Project - Essay Example Similarly, the experience of the graduate clergy education presents challenges and benefits for the nonstudent spouse1. They explain that these challenges extend beyond the classroom to also include social and economic issues, as well as academics. According Calian, "Seminary is graduate education that focuses on the theological, pastoral, and practical training of pastors and clergy2. It may take relatively long depending on the program one is undertaking. During this time, many couples find increased stressors and is also a period when non-students spouses feel left behind relationally, socially and vocationally3. Also, being married to a clergy graduate spouse would mean having to go some personal ambitions and desires of life and support ones partner in the ministry. According to the research that was done on the loneliness that most wives to clergy husbands face, seven of them confessed to having at one point felt guarded which in turn leads to loneliness4. These are real challenges that whoever is planning on joining a relationship with such seminary/theological graduates have to brace themselves to deal with. It is also clear that it may be worse, problem being that such people never confess/admit openly to such problems lest they are seen to be weak leaders. For this matter, they keep to themselves most of the time just referring to their spouse for consolation. The question is, what if the spouse is the problem? According to journal on "Care For Pastors, Learning From Clergy And their Spouses, by Alicia M. Root, Nicole Gilbert, and Adeline Yap, 2005, they advise that the seminary should acknowledge that a problem exist and appropriate strategies put in place to take care of the same5. They also encourage that psychologists should put in place measures to make it friendly for pastors to seek their services without having to go through the queuing process other clients go through if at all they are to help sort this problem

Using the product or service of your choice describe the behaviors in Assignment - 1

Using the product or service of your choice describe the behaviors in making a purchase - Assignment Example According to the principles of marketing based on consumers’ behavior, four major factors influence how consumers of food products make their purchase. The main factor that greatly influences the buyer’s behavior is culture. Therefore, the type of food to be sold in a given market should be determined by the buyers’ culture (John 2000, 28). From the time one is born to the time he is fully grown, it is the culture that will dictate the types of food he is going to prefer eating. The social description of the buyers is also another factor that influences the behavior of the buyer in a food market. The amount of food and type a buyer buys greatly depends on the size of his family, his roles in the society and to a greater extent his social status. Personal factor as the third factor touches first on the buyer’s age and life cycle stages. The type of food one buys in a market over a lifetime changes with age and time. Food purchase behavior is also molded by family life cycle in the since that members of the buyer’s families go through different stages with time (Ruth 2000, 20). Therefore, the market should shape their food supply in the market basing on the consumers life- cycle. Secondly, a person’s occupation can also affect food purchase behavior. Buyer who is a blue-collar worker will tend to buy foods reach in calories because of body demand. One’s economic status is the third important factor under this category of personal f actors (Robert 2008, 27). An individual of high economic status will buy food of high cost while one of low economic status will constrain his budget to cheap food. Last but not the least is one’s lifestyle. The food market should try as much as possible to focus on the lifestyle of the buyer as another thing that affects his buying behavior. People from the same culture, society or even community cannot have the same lifestyle.This means different food and other commodities preference.

Managing Diversity Essay Example | Topics and Well Written Essays - 750 words

Managing Diversity - Essay Example ze my environmental footprint by generating less trash, burning less oil, and wisely utilizing the resources, including the Earth’s water supply, that I have at my disposal. In a word – no. Deadlines themselves are put in place as a means to ensure that the process is both fair and equitable to all parties involved. As was the case with Broward Taxi Company, the firm was able to submit their documentation for a very long period of time; however, they procrastinated on this until the last possible moment and ultimately had to face the consequences of failing to meet such a deadline. Thought he extenuating circumstances of the monopolistic competition that exists within the Ft. Lauderdale taxi industry are disheartening, the fact remains that the deadline was missed and according to procedure the firm is no longer able to compete within the market for the following calendar year. A sense of inequality would likely exist between the shareholders that followed procedure due to the fact that they did all that was necessary but the latecomer was able to submit after the deadline without any penalty whatsoever; thereby making the deadline itself all but superfluous. As one might assume, different cultures throughout the world place a different emphasis on the importance of being timely and meeting deadlines. Although there is always room for a degree of acceptance and cultural accommodation, the fact of the matter is that when it comes to deadlines the rules cannot be bent for mere cultural reasons due to the fact that this would represent an inequality and unfair practice across the board to all shareholders involved. No, simple disagreement with a process in and of itself does not mean that it is somehow unfair. Moreover, a process does not have to necessarily be unfair if it does not meet the needs of the individual or group in question. Fairness is not a determinant of convenience; rather, it is a measurement of equality among all individuals or groups

Digital Marketing Communications Assignment Example | Topics and Well Written Essays - 2500 words

Digital Marketing Communications - Assignment Example In the era of digitalization, advanced technologies and processes are used by people for making the communication process easier. The platforms of social media help in developing quick and effective communication among the people. Organizations are also taking the benefits of different social networking sites for communicating effectively with their target customers. Transparent and simple communication facilitates a company in creating the strong impact on people. The advanced technologies used in social networking sites make the communication process interesting. Both the companies and the customers need to spend less amount of time interacting with social networking platform for the use of advanced technologies. Digital media has become an inseparable part of the business. Every company is digitalizing its business for reaching potential customers of different places. It is considered as an important strategy in enhancing the growth opportunities of a company. The electronic platf orms enable firms in effectively acquiring a large number of customers. Among different channels of digital marketing, social media is considered as a most important platform which provides various benefits to the company in generating more revenue. Firms are developing effective marketing strategies and implementing them in the social media sites for achieving their objectives. This essay highlighted that the present business strategies of the organizations are strongly influenced by social media.