Short Essay on Coalition Governments in India - 1871 Words

India won her independence in 1947 and for winning this independence Congress, as a political party, played the predominant role. The leaders of the Congress party, then, were great leaders — stalwarts — really dedicated to the cause and to the party which they served. Mahatma Gandhi was the undisputed leader and there were leaders of such caliber as Jawahar Lai Nehru, Sardar Vallabhbhai Patel, Dr. Rajendra Prasad, C. Rajagopalacharya, Pattabhi Sitaramayya, Sarojini Naidu, Subhash Chandra Bose and a host of others of all castes and all creeds. Among Muslims, there were Khan Abdul Gaffar Khan, Abul Kalam Azad, Rafi Ahmed Kidwai and among the lower castes — lower castes as then was called — Kamraj in South and Dr. B.R. Ambedkar. Nobody†¦show more content†¦There had started a gradual decline in the overall governance of the country and the worst ever shock was received by the country in the Chinese aggression in 1962 in which India had to suffer a great humiliation for which Krishna Menon, as the Defense Minister was largely responsible. Further on, on the economic front also, the government in power failed to remove the disparities between the rich and the poor, rather the disparities increased, and there started a voice being raised regarding the backward classes — who were regarded as economically backward — and a further class of ‘Other Backward Classes’, other than the scheduled castes and scheduled tribes came into being and Chaudhary Charan Singh, otherwise and originally a Congressman became the leader and the champion of the Backward classes. During the regime of Indira Gandhi, politics had declined to manipulations and maneuverings to remain in power and the mobilisation of money and muscle power and the media, the law interpreting authorities and the educational system — all these were attempted to be managed in her favour. Just after gaining independence, Mahatma Gandhi had suggested that congress as a political party should be disbanded. That of course, was not done but under Indira Gandhi a vertical rupture took place in the party with a number of old stalwarts deserting the party, forming into Congress (O) under Nijalingappa and Indira Gandhi formed her own group and this was named as Congress (I) ofShow MoreRelatedIndian Trade And Exchange Internationally And Within The Bengal Region1530 Words   |  7 Pageseighteenth century. This essay will examine the Bengali culture in broad sense and then go on to discuss the political organisation of the Bengal region and study how governing of the state occurred between the assigned time period of 1750-1800. The essay will also compare the political organisation of the Qing Dynasty, the Chakri Dynasty, the Neo-Sumerian Empire, the Inca Empire and imperial China to that of the Mughal Empire that ruled the Bengal region. To conclude, the essay will explain h ow politicalRead MoreThe International Business Plan Assignment5722 Words   |  23 Pagesopportunities in overseas countries as much as possible (Samimi and Jentabad, 2014). India is one country which is developing rapidly at the moment along with China (Lal and Clement, 2005). The political, economic, social, cultural, technological and legal climate in India is extremely suitable for international entrepreneurs since business prospects in a country are heavily dependent on the above mentioned parameters. 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Racism and its likely Implications for University Education Free Essays

Introduction The rise of cultural assimilation (a policy response to support multi-ethnicity that promotes the assimilation of ethnic minorities into the dominant culture), integration and cultural diversity over the past decades in the UK would be a seeming assurance that racism is a thing of past but such assurance would be wrong because racism, while it has indeed reduced significantly over the years is still weaved into the sub cultural elements of the country and hidden from public view (Adamson et al, 2009). The implication of this could be significant especially given that the UK is sold internationally as a tourist destination, financial centre and a place to get quality education (Home office, 2005). By studying the implications more closely, it would be of note that racism could be managed where tourism is concerned because most tourists are short stay visitors who may likely not notice the serious effects of racism but where studying and education is concerned, the effects of racism are likely to be felt because most students who are from outside the city or the country live for years within the city for the span of their education which normally last for years. We will write a custom essay sample on Racism and its likely Implications for University Education or any similar topic only for you Order Now This statement is true for NTIC students because of the racism that is often witnessed in the Nottingham environment. Records show that over 1,700 people were direct victims of racist incidents in Nottingham alone in the year 2005 and 88% of the charges prosecuted were proven in court (Bond, 2011). This scourge is not only witnessed on the streets in the Nottingham city but across schools and in the classrooms from primary schools to Universities, and statistics (See e.g. Law, 2007) shows that rather than decline the rate is seeing the reverse. However, given the importance of Nottingham and the role it plays in offering quality education to members of the public who come from other areas of the country and countries around the world, racism might need to be further understood to gain deeper insight into its variations and its implication particularly for NTIC students. In view of the above background, the overriding aim of this proposal is to set out the groundwork for the dissertation which is aimed at improving understanding into the workings of racism in Nottingham and particularly how it affects current students of NTIC and the implications for future education in the city. Rationale and Importance of the study The motivation behind the chosen topic is varied but is mostly concerned with the researcher’s personal interest and experience. It is taught that such topic will also help to contribute to understanding the modern day nature of racism and how it works. This subject is particularly important because of the concerted efforts that have long been made to eradicate all forms of racism and racial discrimination in all parts of society including social settings such as schools. Determining the perceptions of college students in terms of how they view racism and race-related segregation amongst the student community in Nottingham is therefore a worthwhile means of addressing the critical issues involved in race relations. Research Objectives To investigate the modern nature and variations of racism Understand it impact and implications for NTIC students and education in Nottingham To determine the perceptions of NTIC students about Racism and race relations between fellow students in Nottingham Research Questions What is the nature of racism in Nottingham How is it perceived by NTIC students and what are its likely implications for studying and education in Nottingham Literature Review In the common monitoring project annual report (2005), it was argued that â€Å"the effect of racist attacks and harassment is wider than the effect on the direct victims†. The report continued: â€Å"Racism, and the possibility of being attacked, threatens the quality of life of the whole communities†. The report further shows that since 2004, racism has increased by 2% year on year. The continuous rate of racism includes 1326 incidents of verbal racist abuse, 254 physical assaults, 242 instances of criminal damage, and other allegations such as racial harassment, threats, malicious phone calls, written material, unpleasant substances, graffiti etc (Common Monitoring Project, 2005). The table below shows the reported incidents of racism across different cities in the UK. The calculation was based on 2001 census. Source: Tomasevski, (2005) In another recent study conducted by Hussein et al (2009) on the effects of racism on the Chinese community, they found that â€Å"the Chinese living in the UK are critically subject to series of racial abuse which range from name calling to property damage on their businesses and personal properties, they also found that a range of arson, physical attacks which has often led to emergency hospitalization and death and been meted on the community over the past years† (P.29). In another recent report Craig (2007) found that the scourge of racism is still very prevalent in the UK and especially in remote communities where cultural integration have not played a huge role. Several possible dimensions of racism and racist conduct have been identified in the academic literature. Indeed, a number of academic constructs have been used to categorize and define different contextual facets of racism including supremacism, racialism, segregationism, xenophobia, ethnocentrism, and other associated constructs (see for example Modood, 1992). Furthermore, dimensions of racism have also been discussed in terms of the level of its incidence – whether it is institutional, economic, or individual. Institutional racism may refer to any form of structured or systemic racism perpetrated, promoted or permitted by governmental, religious, corporate or educational institutions especially to the extent that they are able to influence the orientations of a large number of in dividuals. Following this perspective, Jones (2000) identifies three levels of racism, which he suggests can be: institutionalized, personally mediated, or internalized. On another level, Essed (1991, p.3) introduces the conceptual dimension of â€Å"everyday racism†, which refers to the forms of racial discrimination that are manifested in â€Å"familiar, recurrent, systemic practices†; and such practices, according to Essed (1991), ordinarily involve socialized behaviours and attitudes. There is also a dimension of segregation and exclusion that, while not exclusively racial, may incorporate racist considerations. This dimension has been termed ‘social closure’, and as Parkin (1974) explains, it involves â€Å"the process by which social collectivities seek to maximise rewards by restricting access to a limited number of eligibles† (p. 54). Analyse the sources The sources considered for the literature review are more of reports and research findings sponsored by the government and conducted by interest groups as there are relatively small empirical studies accessible by the researcher. While this may potentially limit the outcome of what can be understood about racism. The researcher makes effort to address this problem by scouring every available sources for useful studies and literature on racial discrimination to add to thoughts from modern literature. Research Design A qualitative research approach has been considered for the dissertation because such approach would be more useful in investigating the issues and underlying problems and the implications of racism. According to Stake (1995) qualitative research is useful where the aim is to understand the causes and the real scenarios in research settings. The method would be used as a way of exploring and understanding everything about racial discrimination. Research Method – Case Study The qualitative case study method has been chosen to conduct the research and would focus on Nottingham and in particular the students of NTIC. Yin (1984) defines the case study research method as involving the academic â€Å"study of a contemporary phenomenon within its real life context†. For the most part, case studies are useful for gaining in-depth knowledge because they emphasize a contextual analysis of deliberately limited of events or conditions as well as the relationships that govern them. They will be used for the dissertation to achieve the research aims and objectives. Data Collection Both primary and secondary data collection methods are considered for the research, the main primary instrument considered appropriate is the semi structured interview because of its flexibility in drawing appropriate information from the respondent (Saunders et al, 2000). This method was selected because it would help the researcher to obtain specific information and insights into the incidence of racism among students and other community members in NTIC; useful information pertaining to the diverse dimensions and underpinnings of racism and segregation would be learned through the mentioned interview structure with students and lecturers in the academic community. In total, about 35-40 respondents are considered as the appropriate population size. Secondary data will be sourced from existing reports, research journals and government statistics. Sampling Method Given the nature of the present research, a representative sampling method is considered appropriate. Representative sampling offers the researcher the opportunity to identity the exact representative of the population studied. According to Saunders et al (2000) by using this method, the students of NTIC specifically those who represent other population apart from British are interviewed. In order to maintain objectivity and validity of the research possible outcome, the population will not be limited to any ethnic group or country. Ethical Considerations: One of the foreseen ethical issues might be the disclosure of data from interviewees who may feel uncomfortable answering certain questions about how they feel about racial discrimination. Given that the present subject is also very sensitive, there are certain issues that might arise from concerns especially where some questions are concerned. In addition, use of the collected data might be the fear of some interviewee’s. The researcher will allay such fears by ensuring that only questions which are relevant are asked and data related to personal details such as name will be excluded to protect interviewee’s identity. All respondents will also be assured that data collected will be strictly used for the purpose of the research and shall not be disclosed to any third party, while the researcher will try at possible best to avoid sensitive questions that can cause problems. References Adamson et al (2009). Hidden from public viewRacism against the UK Chinese population. The Monitoring Group and the authors? Bond, A. (2011) â€Å"NUS Reveals Rampant University Racismâ€Å", Durham One, 14 June. Available at: http://www.durhamone.co.uk/news/nus-reveals-rampant-university-racism [29 June 2011] Craig, G. (2007b) Cunning, loathsome and unprincipled’: the racist tail wags the welfare dog’, Journal of Social Policy, 36,(4), October: 605-623. Essed, P. (1991) Understanding Everyday Racism: An Interdisciplinary Theory, London: SAGE Publications Hussein, B, Smith, Law, I. Lau, C. Chau, C, Chueng, T. (2009). Hidden from public viewRacism against the UK Chinese Population: The Monitoring Group and the authors Hammond, R. and Axelrod, R. (2006) â€Å"The Evolution of Ethnocentrism†, Journal of Conflict Resolution, 50(6): 926–936. Home Office (2005) The Race Equality Duty and the Statutory Three Year Review Probation Circular 21/2005, London: Home Office. Jones, C. P. (2000) â€Å"Levels of Racism: A Theoretical Framework and a Gardener’s Tale†, American Journal of Public Health, 90(8): 1212-1215. Law, I. (2007) Tackling racism, whiteness and Eurocentrism in learning and teaching, Educational Developments, 8.3, August: 15-17. Parkin, F. (1974) â€Å"Strategies of Social Closure in Class formation†, Social Analysis of Class Structure, 12: 1-18 Saunders, M., Lewis, P. and Thornhill, A. (2000) Research Methods for Business Students, 2nd edition, London: Pitman Publishing Stake, R. E. (1995) The art of case study research, Thousand Oaks, CA: Sage. Yin, R. (1984) Case Study Research: Design and Methods, Newbury Park, CA: Sage Publications How to cite Racism and its likely Implications for University Education, Essay examples

U.S. Industrial Sectors Profitability free essay sample

The effect of various sectors profitability on the U.S. economy based on import and export statistics. This is an analysis of U.S. industrial sectors and their implications on the economy between 1999 and 2000. The writer examines U.S. import and export statistics of sectors such as food, feeds, and beverages, industrial supplies, capital goods, automotive, consumer goods, petroleum, services and others. At the beginning of the year 2001, the U.S. economy was predicted to have high prospects, with signs of recovery from its previous slow down. However, some economists were adamant there would be a slow recovery of the recession in the immediate future [Pine, 2001]. Art Pine was of the opinion that these economists were wrong as the U.S. economy was seeing ?a steady, albeit slow recovery, with the economy growing at about a 1 percent annual rate in the fourth quarter of this year and accelerating gradually toward a 3 percent pace by late 2002. We will write a custom essay sample on U.S. Industrial Sectors Profitability or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page ? This prediction could be an imprudent one as one look at the statistics for the rates of exports and imports for the years 1999-2000 [see table].

Western progress Collide Essay Example For Students

Western progress Collide Essay In this short story by Attia Hosain, tradition clashes with western progress and culture. The story starts with a Muslim couple going out for a dinner party at a friends home. Straight away the wife, who is more cultural than her husband, seems to stand out, act different. We must take in consideration that this could be her first social party with others and is very self-conscious about how she looks and acts. She sat on the edge of the big chair, her shoulders drooping, nervously pulling her sari over hear head This sentence show us her body language and how she very anxious and shy. We will write a custom essay on Western progress Collide specifically for you for only $16.38 $13.9/page Order now The chair is described as big because Hosain wanted to make a comparison in size and make the Muslim wife seem smaller and irrelevant to some extent. The words: drooping and nervously show again how on the edge she is. The first image of an accident we come to is her view of the other lady(ies) and how they have dressed themselves up. The women held a wineglass in one hand and a cigarette in the other. She wondered how it felt The women had long nails, pointed and scarlet. She looked at her own unpainted and carefully short- wondering how anyone could eat, work, wash with those claws dipped in blood. This is her description and comparison of the other women around her. This also shows how she feels of the other women her husband is socializing with. There is another clash in the culture when she again compares herself with the jewelry on some of the other women. To her this is a gathering and people are to be dressed with jewelry to show and to be admired, but instead she notices the others bare wrists, like a widows. Comments were passed around about the women and she pleaded to be unnoticed and unobserved. When new guests arrived she was unsure if she was stand up of stay sitting during the introductions, but then her husband came to answer the problem with a hand on the shoulder, which was a sign to stay seated. Later on she realizes that how her clothes were not as simple as the others and were from a custom, but even if they were no one took notice. no one seemed to care for customs, or even know them Dress can separate people easily, but this is not the case, it is already been decided that she was different and her culture was unknown and unheard of. Her husband on the other side had turned into one of them after all the drinking, smoking and sins he had committed. The young lady was known as His wife and not by name, but to the reader we are just as not knowing as the people at the party. When it came to eating she decided to stay sitting, but was worried that the other guest would notice and find it rude or offensive. Later on a little girl came up to her and offered her some food and commented on the olives on the dish. The Muslim woman was unsure of what olives were but tried them. To her disgust she found them horrible. Food and cultures go together and are all different. The olives, from the western culture were rarely seen let alone tasted in her Muslim culture. There is a recurring image of the clothes and how skin should be covered and not to be seen in her view and culture. This deeply angers her once again. A few couples began to dance She felt a sick horror at the way the men held the women, at the closeness of their bodies I feel most action relating with lust or sexual actions are in discretion in her culture and now she feels that her husband has betrayed her and her culture.

Analysis of Netflix Essays

Analysis of Netflix Essays Analysis of Netflix Essay Analysis of Netflix Essay It slightly decreased one year and increased in the remaining three. Firms would like to have a high margin and a high turnover, so it is a mostly positive trend that turnover is increasing as well as the net profit margin. Total Leverage: unfavorable. The trend Is positive because total leverage has increased most years. The higher number, the more debt a company has which means that the company has to pay a higher interest expense. Therefore, the net income will be lower which will in turn lower the net profit margin, affecting the ROAR. Stockholders want ROE to increase, but not strictly due to the leverage increase. The first two years the LEVEL was O, in year 3 it was . 05 and in year 4 it was . 507. This has been a positive trend. Leverage is defined different in the advanced model. Leverage only includes financial obligations in the numerator. It is favorable that LEVEL has increased from O because it does increase the ROE; however, it is important that the company does not borrow more than it can handle. B. Are any of these ratios meaningless because of factors such as negative amounts, denominator close to zero, accounting distortions? There are several ratios that are meaningless. In the Advanced DuPont model the Net Borrowing Cost, the Spread, and the ROE are all not available for 2006 and 2007. This not because the cell is simply empty but because the denominators are close to zero. The cell content looks like this: #DIVE/O!. Also, the Financial Leverage for the same two years is O in the Advanced DuPont Model, which may be why the NBC cannot be calculated. Also, it is important to note that there are no negative numbers in this data. C. Are there any factors that make you think the 2009 ratios are aberrations and that the future may be significantly different? There are a few insignificant factors that make me think the 2009 ratios are abnormal and that the future may be exceptionally different. I think it is important to note that the NBC stays the same into the future. I would think that the net borrowing cost would change as the company borrows money and takes on more debt. Also, total leverage increased from 2. 295 to 3. 333 from 2009 to 2010. I am not sure if the future wall De very Deterrent u tens mummer seems to De RA mere Ashley Schmidt Accounting 411 Professor Bartlett Due: October 14, 2010 Assignment 5-8: Decomposing the Dupont Model Ratios to better understand underlying causality. To better understand the economic fundamentals that are driving Nineteens ROE, we an decompose (analyze) each of the variables in the Dupont Model. Examine the ratios calculated by veal. A. Examine the more detailed margin, turnover, and leverage ratios. What interpretation can you place on each of these detailed ratios? Looking at the financial statements may help you understand what the ratios mean. Margin Ratios Gross Margin: The gross margin measures the difference between sales and cost of goods sold as a proportion of sales. The gross margin of Nineteens has stayed relatively around the same. It looks like it may start to increase in the near future, UT from the data there is not a definite positive or negative trend. The Gross margin in 2009 was . 378 which means that 37. 8% of sales were profit. This ratio is important to watch if you are worried about increased competition, which is something that Nettling will be facing very soon. EBITDA Margin: This ratio has been consistently increasing for Nettling over the past 5 years. It is the earnings before interest, taxes, depreciation, and amortization as a proportion of sales. Depreciation and amortization only represent the allocation of past capital expenditures and even though a firm may look good with this ratio they ay have to reinvest in its capital base to continue to stay in business. We would want to make certain that Nettling is spending/using capital expenditures wisely. BIT Margin: This is earnings before interest and taxes and it provides a valuable summary of operating performance. This margin abstracts from leverage or tax rate effects and gives a clean measure of underlying operating performance. From gross margin to this ration the relation between sales and profits gets weaker. This margin has also been consistently increasing for Nettling over the past five years and is a good indicator of operating performance. Net Operating Margin before non-race. : This margin is net operating income with any nonrecurring expenses AAA Dacca In wanly are statutes Tort tenet tax consequences. This number has not been consistent for Nettling and is probably due to taxes or costs of non-equity capital (like tax adjusted interest expenses and preferred dividends). Net Operating Margin: This is the net operating income with nonrecurring items. The difference between these numbers from year to year is due to nonrecurring items. In some years there was a bigger difference than others due to these items. The nature of these items can be unidentified from the 10-K and should be looked at to ensure that they are unusual and not likely to reoccur. Turnover Ratios Net Operating Asset Turnover: The net operating asset turnover has increased for three consecutive years and it is currently at 4. 068. Net Working Capital Turnover: This ratio measures how efficiently a firm is managing its working capital accounts. It is ideal to create sales with the smallest investment in working capital. This number has increased and should be looked at further, it is currently at 4. 68. Average Days to Collect Receivables: This ratio is simply the average amount of time that it takes Nettling to collect the money that its customers owe. This number has been O for the four years that veal has data. This may be because Nettling is a subscriber based company, so you have to pay when you sign up for its services. However, there should still be a time greater than zero that it takes Nettling to collect because transactions do not happen instantaneously. Average Inventory Holding Period: This ratio is the average number of days that Nettling holds its inventory. The quicker it is turned over the better. The past three years this number has decreased which is positive for the company. Average Days to Pay Payable: This ratio simply takes the average payable to determine how long it takes the company to pay its bills. This ratio has decreased the past three years which is positive for the company because it means that they are paying off their debt faster. UPE Turnover Leverage Ratios- Long Term Capital Structure Debt to Equity Ratio: This ratio is similar to the financial leverage definition that is used in the Advanced DuPont model; however, preferred stock is excluded from the numerator. It provides an indication of the extent of a firms long-term credit commitments. A higher ratio means a higher probability of financial distress. Nineteens debt to equity ratio is relatively low but did sharply increase from 2008 to U. It would a De Denial to Turner Investigate ten reason Enola D ten Susanne increase. OFF to Total Debt: Funds from operations to total debt shows the working capital created or destroyed by the operations of the firm. This ratio directly compares the debt with the flow of funds that will be used to service the debt so it overcomes the horologists that the debt to equity ratio presents.

Bullet Points and Numbered Lists in Microsoft Word

Bullet Points and Numbered Lists in Microsoft Word Bullet Points and Numbered Lists in Microsoft Word Although most of an academic paper should be written with full sentences divided up into paragraphs, bullet points and numbered lists can be useful in some contexts. For instance, vertical lists are particularly useful when giving examples or reporting steps in a process. Microsoft Word also makes adding lists to a document reassuringly simple. All you need to do is follow the instructions below. Using Bullet Points in an Essay Bullet points are useful when listing things non-sequentially (i.e., when there is no specific order in which the items involved should be listed). They should also be reserved for longer lists, as short lists of up to three or four items can be included in the main text. To add a bullet pointed list to a document in Microsoft Word 2007 or later, simply: Place the cursor where you want the list to begin Go to â€Å"Paragraph† under the â€Å"Home† tab on the main ribbon Paragraph options. Click the â€Å"Bullets† button to begin a list (you can select the type of bullet point you want by using the arrow to open a new menu) Type the first entry in your list, hitting â€Å"Enter† to start the next one To end your list, hit â€Å"Enter† twice after the final item. You can even customize your bullet points with an image of your choosing for a little extra color. We like using eagles, but we admit that this probably isn’t appropriate for most academic documents. Disagree and an eagle will swoop down to correct you. Using Numbered Lists Numbered lists are appropriate when listing items sequentially or in order of importance. The process for adding a numbered list to a document is similar to adding a bulleted list: Select where you want to begin your list Go to the â€Å"Paragraph† section of the â€Å"Home† tab Click the â€Å"Numbering† button (you can select a numbering style from the dropdown menu by clicking the arrow) The Numbering options. Type your first entry, then hit â€Å"Enter† to create the next one As with bulleted lists, you end a numbered list by hitting â€Å"Enter† twice after the final item. For more control over the style, select â€Å"Define New Number Format† in the numbering menu. Using Multilevel Lists Finally, if you really want to push the boat out, you can use a â€Å"Multilevel† list. This is useful if you want to include sub-lists within a main list, like in the following: A multilevel list. To add a list like this to your document, you’ll have to: Select a list style under â€Å"Multilevel List† in the â€Å"Paragraph† section of the â€Å"Home† tab Multilevel list options. Write out your list as normal, beginning each item on a new line To adjust the â€Å"level† of any given point, simply open the â€Å"Multilevel List† menu and select the appropriate option from the â€Å"Change List Level† submenu Changing list level. As with the other lists discussed here, you can customize the style of multilevel lists by selecting â€Å"Define New Multilevel List† from the menu. This will open a new window where you can modify each level of your chosen list style as required. Editing a multilevel list.

Relationship Marketing Essay Example | Topics and Well Written Essays - 4000 words

Relationship Marketing - Essay Example To keep the relationship alive, relationship marketing becomes essential. This does not mean that the company should be ‘best friends’ with the client, rather it signifies the idea that a company should use a marketing system in which the marketing stress is placed on creating a long term relationship with customers which comes with the promise of repeat business rather than individual sales (Stone & Woodcock, 1995). This process involves a perceptive understanding of the client’s needs as the customers go through their lifecycle with the company and the satisfaction of those needs as the customer experiences them. Relationship marketing is based on the concepts of marketing but it uses cross functional teams that cut across various departments in a company to provide excellent and complete services to the clients. Rather than have the client go to different locations to get the pricing, service, promotions and other elements of the marketing mix, the entire marketing process can be handled by a team which comprises of various members of the company to provide multiple points of contact for customer groups (Peck et. al., 1999). Therefore relationship marketing is also considered to be a system which is similar to customer relationship management. This is done because the focus is on satisfying the needs of the customer rather than the needs of the company. In such a process, the product and the product lifecycle take differing positions of importance since different types and elements of marketing must be used as the customer and the product itself goes through various phases of maturity. Since the topic of relationship marketing is quite vast, it has been successfully applied to everything from consumable food items (Normandy & Sanders, 2004) to high end luxury cars (Stone et. al. 1996). While a chocolate might have a smaller life as a product, a good car remains with the buyer for several years if not several

Information Security Term Paper Example | Topics and Well Written Essays - 1500 words

Information Security - Term Paper Example Based on the nature of the information, we can classify information into two board categories; private and public. Public information are open to anybody since it may not cause any harm to the public and hence it is not necessary to protect it whereas private information are intended for a specific group of people and hence it should be protected from unauthorized use. Private information can be manipulated, modified or misused in many ways for personal gains and such manipulations may cause immense problems to others and hence it is necessary to protect it from unauthorized use. Most of the current organizations store their information on computers. Staff details, client lists, salaries, bank account details, marketing and sales information etc are currently stored in the computers. If this volatile or sensitive information come in the hands of the competitors, an organization may suffer a lot. So, most of the organizations are currently spend enormous amount of money for information security. This paper briefly analyses the necessity of information security in modern organizations. Computers, peripherals and networks are essential equipments in modern organizations for the communication and data/information storing purposes. No organization can survive in the current world without using computers and internet. But the major disadvantage in using computers for storing information is the possibility of leakage confidential information. There are people who accepted hacking as their main revenue source and they are capable of breaking the firewalls created for the protection of the information stored in a computer. It is easy for a hacker to break the firewalls and plant viruses inside a computer apart from taking out all the information he or she wants. Earlier information security solutions mainly focused on preventing the external threats. But currently organizations realized that internal threat is as important as the

Develop and promote positive relationships Essay Example for Free

Develop and promote positive relationships Essay The importance of good working relationships in the setting. It’s very important to have a good working relationship within a setting because it reflects and promotes a positive environment, that is not only inviting for children but for the parents also. Staffs are also approachable and children will be relaxed and confident and will feel that they are able to trust you. Parents would also find it easier to form professional relationships with staff members, this helps to make separation and transitions easier for the child and parent. It also makes discussing important information about the Childs individual needs or concerns easier. Forming good relationships with other colleagues makes the setting run smoothly, information is easily passed on. The working environment is relaxed and more enjoyable. K2 Relevant legal requirements covering the way you relate to and interact with children and young people The relevant requirements covering the way we relate to and interact with children are The United Nations Convention On The Rights Of Children 1989, this legislation ensures that children are listened to, shown respect and have the right to make choices (within reason). They must be protected from discrimination and have the right to freedom of expression. The Children’s Act 1989 brings together various pieces of legislation; it covers child protection and the responsibilities a parent must adhere to, as well as ensuring that children’s welfare is of a paramount importance. K3 Relevant legal requirements and procedures covering confidentiality and the disclosure of information. The Data Protection Act 1998 requires anyone who handles personal information to comply with a number of important principles. It also gives individuals rights over their personal information. This act covers all information held on paper or computer systems and all organizations that store personal data must register with the Data Protection Commission. The eight enforceable principles that must comply with are: †¢Fairly and lawfully processed. †¢Processed for limited purposes. †¢Adequate, relevant and not excessive. †¢Accurate. †¢Not kept longer than necessary. †¢Processed in accordance with the data subjects rights. †¢Secure. †¢Not transferred to other countries without adequate protection. To comply with these principles every school processing personal data must notify under the Act. Data Protection within the school is also checked with auditors and ofsted. Any passing on of a child’s personal information to other professionals must have written consent from the parents or main carer, or the school would be in breach of the Data Protection Act. All admission details of children leaving the school are passed on to their new schools, but historical data is kept on the school’s IT Management system. This information is stored under a secure password protected application. The different types of personal data which is held in the school are: Name and address of the child. Gender. Contact details of parents/carer including emergency telephone numbers. Development records/profiles of each child. Observations including photographic evidence on each child. Medical information. Absence/attendance records. Unique pupil number. Within the school any general information such as doctor /dentist or other professional appointments should be shared between colleagues only. We also have a medical room within the main school which contains medical records and photographs of those children who have food allergies and other serious conditions such as diabetes. Again this confidential information is only accessible by members of staff. It is also essential and important when working with children not to discuss them or their family outside your setting. No information should be passed on without parental consent, unless requested by the police or social services. The only time that you are allowed to breach confidentiality is when you are safe guarding a child or in an emergency. K4 Relevant legal requirements covering the needs of disabled children and young people and those with special educational needs. Legislation and the special needs code of practice: SEN and Disability Act 2001: Providers should make reasonable adjustments to include children with SEN e. g. provide / attend training. A written SEN policy is needed. A SENCO should be identified. Education Act 1944: Children with special needs should be educated alongside their peers. The views of parents should be recognized. Children’s handicap should be diagnosed. Disability Discrimination Act 1995. Those who provide goods and services to the public must make sure that they do not discriminate against those who have a disability, including children who may have learning or physical difficulties or long term illness. Code of Practice 1994. A five stage process to assess a child’s special needs is identified. If needed a statement is written to say how those needs will be met. Code of Practice 2001. A staged system of assessment consisting of Action and Action plus is introduced to support children whose needs may not require a statement or to contribute to the process of statementing. Education Act 1989. Children with disabilities should be educated in mainstream schools wherever possible. Health, education and social services should work together to asses a child’s needs. Children’s Act 1989. Every local authority should provide services for children with special educational needs in their local area. Early identification of special needs is important. K5 The types of information that should be treated confidentially: who you can and cannot share this information with. Who should have access to any records? Head teacher, teacher, parents/carers, Ofsted, SENCO, Social services and other professionals. 2. Where should records be stored? Records are stored in secure cabinets. In a software package. These records are on the individual teacher’s laptops which are password protected and stored in a central storage room overnight. All back up discs are also stored in secure cabinets. 3. How can records be checked for accuracy? External moderators from the Local Educational Authority check the software for accuracy and EYFS profiling. Regular meetings with current examples of tracking and profiles take place between the school and the moderators. 4. Who should be allowed to carry out observations and assessments? Teacher, Key person, SENCO and assessors. 5. Who can give permission for observations and assessments to take place? Written permission forms are signed by parents/carers at the start of the academic year for all new children attending the school, this also covers photographic observations/evidence. K6 The meaning of anti-discriminatory practice and how to integrate this into your relationships with children and other adults. It is paramount that all children and families feel that the setting is welcoming, non-threatening and that they are respected and valued. These means that all practitioners should have excellent communication skills and have the ability to listen carefully, question, understand and respond in a positive manner. Developing and building a trusted two way relationship means that you will be able to support both the family and child throughout their time in your care. The school also promotes that all individual children are given equal access to the school’s curriculum, care, moral and spiritual input, sports, arts and play opportunities. This support also includes the children being healthy, safe, enjoying and achieving and; making positive contributions to the community and society. A SEN register is held in school of all children who have been identified as having special needs. Other registers record different circumstances which may affect children’s access to the curriculum such as English as an additional language, medical needs, gifted and talented. K7 How you adapt your behaviour and communication with children to meet the needs of children in your care of different ages, genders, ethnicities, needs and abilities. It is still essential with this age group of children and young people to build on good relationships; they will be experiencing many physical changes and may feel anxious about puberty. Adults need to able to listen and be sensitive to the changes they are going through. It is vital that they have positive adult relationships, with an adult who can listen carefully, are sensitive, non-judgmental and have empathy to their individual needs. Within this age group they face far more peer pressure, wanting to fit in with their peers, feeling concerned about their outward appearances, even facing issues such as sex and experimentation with alcohol and drugs. Having a good relationship away from a family member where the children or young people can feel that they can express their own views and opinions and be respected and spoken to as an equal over important issues in their lives is paramount. Therefore they still require an adult who can give them advice, reassurance, praise and encouragement and understand their needs. K8 Strategies you can adopt to help children to feel welcome and valued in the setting. I ensure that all children in my setting are given the opportunities to play with an activity of their choice and that their views and beliefs are listened to. All children must be praised and encouraged, valued and listened to. I make them feel welcome and valued by being a positive role model and by taking an interest in what they do and say. K9 What is meant by ‘appropriate’ and ‘inappropriate behaviour when interacting with children, the policies and procedures to follow and why these are important? The school’s policies and procedures all members of staff must have a full and active part to play in protecting all pupils from harm, and at all times the children’s welfare is of paramount concern. We should all be working together to provide a caring positive and stimulating environment that promotes the social, physical and moral development of all the individual children. All members of staff are expected to develop their performance portfolios and undertake annual performance management meetings to improve on their teaching standards. The importance of following the school’s policies and procedures in appropriate behaviour are that you are contributing to the overall ethos and aims of the school and safe guarding the children. Helping to promote inclusion and acceptance of all pupils and encouraging interaction with others. Appropriate behaviour helps to develop the children’s confidence, self esteem, resilience and independence giving them a feeling of being respected and valued. Inappropriate behaviour from members of staff could result in the children lacking in confidence and lowering their self esteem. The children we feel that their views and opinions are not respected or valued. The children will become less independent and it will promote bad behaviour resulting in an environment where they will not learn or feel safe. Using unprofessional behaviour when interacting with children could become a child protection issue. Therefore it is inappropriate to be too personal or give personal information to the children in your care. K10 The importance of encouraging children to make choices for themselves and strategies to support this. By encouraging children to act in this way you are helping them to develop and make them become aware of their own needs and areas of improvement. This can be done by allowing the child to try and solve problems or necessary decisions before advice is given. Options can be given to the child to help them choose a path to take K11 The importance of involving children in decision-making and strategies you can use to do this. Within the foundation stage, the overall area is split into specific activities such as role play, home corner, writing table, messy area, quiet area and the outside area. The children can make decisions on when, how and for how long they stay at an activity. With all of the activities, there will be under pinned planned learning intentions and outcomes, some of which will have adult led or adult engagement involved. By letting the children play independently and by not interfering or leading the play, the children will develop social and emotional skills and learn to play alongside others or co-operatively. It enhances their imagination and creativity, develops communication and language skills as they work through ideas and concepts, also enabling the children to take risks and make mistakes and learn through their experiences. In involving the children in decision-making it will build on their confidence and self esteem and they will feel that their views and feelings are valued. K12 How to negotiate with children according to their age and stage of development. The first step in negotiation is to ask what dont you want to do and why. Using age related language, experience of the situation, the child and or children will in general be able to come to or reach an outcome. All children need choices it is not age specific, it depends on what level they are at in their development and understanding, for the choices that you give them. For example under 3 year olds, Its tidy up time, ask them to tidy away three things, give them a choice of what three things they are going to pick up. With children 3 years of age and over they start to learn for themselves about negotiating through their play by figuring out what the rules are, who’s going to go first, sharing toys and activities. As children get older it is important for them to be involved in negotiating and decision-making as it develops their ability to become responsible, understand consequences and prevents them from feeling excluded and powerless. Giving children choices puts the responsibility and power back into their hands. Within a school there are several ways in which you can negotiate with the children, including rewards such as stickers for those children who can undress independently for PE. For example if a few children who refuse to get changed, rewarding them with a sticker encourages them to try to undress independently or with our support. Maybe reward house points for good behaviour in following our ‘rules’ or trying really hard and working at their best ability. In the outside area we time the use of the bikes, scooter and cars so that all the children have a turn. We ensure that all the children have a choice of independent or adult led activities. When negotiating we are consistent with our actions and give the children explanations and consequences and listen to their views and feelings. K13 Strategies you can use to show children that you respect their individuality Keys to good practice: Provide activities that encourage self-expression. Provide opportunities within the foundation stage in creative development for the children to express themselves in exploring different media such as painting, drawing and modelling. The children can develop their imagination and expression in songs, music and dance, imaginative play and role play. Celebrate diversity by learning about each other’s culture, religion and beliefs. Encourage the children to listen and talk to each other in our weekly show and tell activity where the children can share a special toy, achievement or a special outing with us and their peers. Provide open-ended activities that children can put their own ‘stamp’ on. Allow the children free flow play where they can make up their own rules and games by providing different areas for role play and activities. Have independent activities based around our themed topics in which the children can expand on such as ‘buildings’. The children make 3D and 2D â€Å"Three little pigs† houses which is an adult led activity. By allowing them different mediums the children independently made houses by chalking out a town in our outside area, making houses with constructions toys, junk modelling, tents, and building their own using building bricks and homemade cement. Avoid comments that single children out as being different. Ensure that we listen and talk to the children include them in choices and decision making, acknowledge their interests and abilities by respecting their backgrounds, experiences and culture. Acknowledge children’s particular strengths and talents. Ensure that you respond to the children in different ways depending on their personalities. We share achievements or talents in special assemblies where the children can show their certificates or their talents to the rest of their peers. Show interest in things that the children enjoy doing. By knowing the children really well you can encourage them to try a new way of completing an activity such as if you know a child likes painting try to persuade them to try a different medium like a collage or junk modeling to create a picture. K14 How to balance the needs of individual children with those of the group as a whole. Within the setting daily routines of which the children have to adhere to such as registration and weekly timetable to adhere to. The school’s planning process involves grouping the children together by learning ability, style, physical and social groups and the teaching resources and levels are matched and deployed to deliver different styles of teaching to these different groups. K15 The importance of clear communication with children and specific issues that may arise in bilingual and multilingual settings All communication is a two way process and it is paramount when working with children that you listen carefully, question, understand and respond in a positive manner to what is being communicated to you. This will give the children the fundamental skills to take part in family life, school, employment and social activities. Within the setting we provide opportunities for the children to development their communication and language skills by different activities: It is important to give children clear communication and sufficient time to express themselves. †¢Showing our understanding and respect. †¢Giving children confidence and self esteem. †¢Encouraging independence. †¢Children can express their feelings and views. †¢Encourages socialising skills. †¢Gives children choice. †¢Showing we understand their needs. †¢Develops their language and communication skills. Also within our setting we have several children who are bilingual and multilingual with two or more languages these children have extra weekly support from our EAL co-ordinator. With these children we also ensure that we give clear and understandable instructions and in some cases use hand gestures or picture clues to help with their understanding. K16 Why it is important for children to ask questions, offer ideas and suggestions and how you can help them do this †¢It makes them feel part of the school. †¢They can have their say. †¢Gives the children a sense of responsibility. †¢Encourages their independence and confidence. †¢They will have a sense of belonging and pride in their school. †¢The children’s views and opinions are being listened to. †¢They will look after the new area or equipment (respect it). †¢Gives the children choices. †¢Builds relationships. †¢Develops their communication and language skills †¢They feel respected and valued. †¢They will explore and experience different activities / environments. †¢Develops their knowledge and understanding of the world. I feel that this is important to include the children in decisions about their environment, activities and learning opportunities because it gives them a sense of responsibility, independence and they will feel respected and valued. We do this by ensuring that the children have time to ask questions in a relaxed and natural way throughout their school day. K17 Why it is important to listen to children? It is important to listen to children so they know that you are interested in what they say and that you care for them. You also get to learn about the child when they are talking to you, for example if you need to help them with their language development or help them in their learning. †¢The children will feel that you are not interested in them. †¢Demonstrates that you are a role model to the children. †¢It builds the children’s self esteem and confidence. †¢It builds on good relationships with the children and other adults. †¢The children feel respected and will be happy to share suggestions and decisions. †¢Develops the children’s communication and language. †¢Helps the children to learn socialising, negotiation skills and independence. †¢The children may need to disclose a safeguarding incident. †¢It shows that we understand the children’s needs. K18 How to respond to children in a way that shows you value what they have to say and the types of behaviour that could show that you do not value their ideas and feelings. All children respond well to positive reinforcement of expected behaviour boundaries. By just giving general statements such as â€Å"do not interrupt† or â€Å"well done† does not reinforce or teach good values. Also by asking open questions you can demonstrate that you are listening to the child and or children and giving them time to express their feelings, views and opinions. K19 The importance of being sensitive to communication difficulties with children and how to adapt the way you communicate to different situations. Communication difficulties with children: †¢Hearing difficulties or deaf. †¢Poor vision or blind. †¢Ill health. †¢Special educational needs. †¢Physical disability. †¢Poor language skills or English as an additional language. †¢Disruptive child. †¢Speech problems. Cultural Differences and English as an additional language 1. Smile and have friendly facial expressions. 2. Use hand gestures to gain understanding. 3. Use pictures. 4. Show warmth and encouragement. 5. Use culturally relevant learning materials. 6. Group EAL co-ordinator who shares the same home language. 7. Have some key words in their home language. 8. Use translator. 9. Always treat children with respect and as individuals. 10. Ensure that you take into account their cultural differences, their life experiences and the way they prefer to communicate. 11. Respond appropriately to their non-verbal communication. Hearing impairment 1. Ensure that you always speak clearly and listen carefully. 2. Remove all distractions. 3. Always check and ensure hearing aids are working. 4. Use written communication if age appropriate. 5. Use sign language if and when appropriate. 6. Use a trained interpreter if a high level of skill is required. 7. Explain things using short, clear sentences and draw or use pictures, as required, to illustrate what you mean. 8. Use physical objects when learning new words or concepts. 9. Ensure the child as your full attention and that you maintain eye contact. Visual impairment 1. Use methods of multi-sensory interactions such as touch, sounds and smell. 2. Use different tones of voice with lots of expression. 3. Do not rely on non-verbal communication. 4. Use environmental sounds. 5. Develop routines when interacting with the child, such as using their name and touch in a consistent manner. Have clear signals that show the beginning and the end of your exchanges. 6. When explaining an activity or object ensure all visual communication is clear and understandable. Physical and learning Disabilities 1. Use alternative and augmentative communication such as hand gestures and eye pointing. 2. Use visual aids such as communication boards or displays, photographs, drawings and symbols to represent words or activities. 3. Use chat books or photograph album containing photographs, pictures, symbols, words and messages. 4. Use speech generating devices such as communication boards or displays on a machine which speak a message when a particular button is pressed. 5. Use spelling, using an alphabet board or typing device to spell out words and messages. 6. Use formal signing or signing which is particular to an individual. 7. Use object symbols that include normally objects or small versions of objects which represent an activity, object or person. Such as a set of car keys can represent it is time to go in the car. 8. Use a multi-sensory approach when providing information and learning taking into account the five senses and present information and activities in a different way enhancing learning and involving the children by doing, touching and seeing. 9. Ensure that your surroundings are appropriate and accessible. 10. Judge correct level of understanding. 11. Respond at the correct level repeating information when necessary. 12. Be prepared to wait and listen carefully. These children can be supported by: †¢Senco. †¢Parents. †¢Children under two by the health visitor. †¢EAL co-ordinator. †¢Other professionals †¢Nurture assistant. In terms of our physical environment we have no children with visual or speech impairments or with physical disabilities within the current foundation stage. So therefore we have no need of changing our different areas to accommodate any of these children. I would ensure that we accommodated these children by ensuring that the environment was spacious and accessible, bringing activities to their level or the floor. I would also use more visual and tactile aids. K20 How you can help the children to understand the value and importance of positive relationships with others. Within our school we encourage the children to develop positive relationships with others by praising good behaviour and following our rules. We act as positive role models such as praising nice manners. I have a rule for example, that if you accidently kick a ball over the fence I will let the children retrieve it if they can ask me with lovely manners. If they don’t ask nicely I make them wait and think about what would be a polite way of asking to retrieve the ball, thus instilling positive and desired behaviour. K21 The importance of children valuing and respecting other people’s individuality and how you can encourage and support this. †¢Act as a role model showing that you respect others individuality, feelings, views, ideas and cultures. †¢Have positive images and toys, books and dolls within your setting. †¢Have activities that encourage negotiation, sharing and building on relationships. †¢Demonstrate positive behaviour. †¢Have activities which encourage the children to talk to, listen and find out about others. K22 Why it is important for children to understand and respect other people’s feelings and how you can encourage and support this. †¢Stops the children’s frustration. †¢The children will feel that their feelings are being viewed. †¢Encourages empathy and social skills. †¢Encourages and promotes positive and expected behaviour. †¢Builds relationships. †¢Develops the children’s communication and language. †¢Develops personal, social and emotional skills. †¢Develops the children’s knowledge and understanding of the world. K23 Why it is important to be consistent and fair in dealing with positive and negative behaviour. †¢Being consistent and fair the children will understand right and wrong. †¢The children will understand expected behaviour boundaries and rules. †¢The children will understand consequences. †¢The children will understand that you are not showing favouritism. †¢The children will understand what is acceptable and what is not. Within my setting we reward positive behaviour with praise and other recognition such as house points and stickers. This is done in the presence of the child’s peers to encourage and reinforce positive and desired behaviour. With negative behaviour, if safe to do so we give no attention as it is often a play by the child for your attention. However, some unsafe and disruptive behaviour must be addressed immediately in a consistent and fair manner. K24 Strategies you can use to encourage and reinforce positive behavior Children may have negative behaviour due to: 1. Lack of sleep. 2. Feeling unwell. 3. Problems at home. 4. Sibling rivalry. 5. Tension at home. 6. Some children do not know how to play with others. 7. Bored and frustrated. 8. Lack confidence in socialising with others. We acknowledge positive behaviour and give reasons behind any boundaries such as we walk in school because we might fall over and hurt ourselves or others. We are consistent and fair by rewarding praise, house points and stickers for following the rules. We control negative behaviour by reinforcing and reminding the children of our rules. K25 Strategies you can use to challenge and deal with different types of behaviour which are consistent with your organisation’s policies The school policy aims and expectations are that every member of the school community feels valued and respected and that each person is treated fairly and well. The school’s policy encourages and promotes good relationships and that we work together to help everyone learn. We also aim to help the children grow in a safe and secure environment and for them to become positive, responsible and increasingly independent members of the school community. The school’s main ethos is to reward good behaviour as it believes that this will develop an environment of kindness and co-operation. The school employs sanctions to negative behaviour which are appropriate to each individual child, taking into consideration each child’s needs and the issue. The role of members of staff are to ensure that the rules are enforced in their class, that each individual child is treated fairly and consistently, to monitor repeated incidents and to seek advice from appropriate leadership team if necessary. We also use behaviour observations to help us understand the needs of the individual child such as requiring extra support from key worker, SENCO, EAL Co-ordinator, Management or other professionals. We also use different strategies and resources such as SEAL (Social and Emotional Aspects of Learning) to help individual children with their behaviour. K27 Why it is important to encourage and support positive relationships between children and other adults in the setting and strategies you can use to do this †¢It demonstrates that you are showing respect and sensitively. †¢Promotes good and positive behaviour. †¢Act as a role model for the children. †¢Promotes good communication in a caring and clear way. †¢It promotes good manners. †¢The children feel that they are listened too and that you value what they have to say. †¢It creates a positive atmosphere and environment where the children feel welcome and valued. †¢Promotes a friendly, consistent environment where the children will feel their views are worthwhile. †¢Ensure that you always give reasons and take time to explain your thoughts and actions. The main strategies that we use in the school are we work very closely in a team in the Foundation Area; we have a consistent approach with dealing with the children’s behavioural issues. We encourage the children to interact and build on relationships with all of us by acting as role models and by reinforcing our key rules. We also spend time with all the children across both classrooms in teaching and delivering our planned activities each week including taking phonics sessions, guided reading sessions, show and tell, PE and music, key person story time and supervision of the outside area. We have effective communication across the team to enable us all to keep up to date with any issues such as medical conditions, negative behaviour incidents, records of ongoing assessments / observations, developmental progress and achievements of the children in our care. K28 Why positive relationships with other adults are important. As a practitioner it is important that you maintain and have positive relationships with all adults that you come in contact with to support and develop the children in your care to grow into secure, confident and happy people. Having collaboration and support from parents, colleagues and other professionals will enable you to develop strong relationships which will enhance and benefit the children by demonstrating positive and desired behaviour. The children will cope better with transitions from home to school, to new classroom, to new staff and or support from other professionals. K29 Why it is important to show respect for other adults’ individuality and how to do so ? It’s important to respect other

Homelessness Essays -- Homeless families, social reform, outreach

Homelessness is a serious problem in our society. Every night in our nation thousands of people are on the streets. This type of behavior is considered deviant because it does not reflect the norms and values of our society. In many cases the homeless people in our country are treated as total outcasts. Many of these people have severe mental disorders. Some are victims of an economy that has failed them. One may ask how such harsh situations exist in such an advanced society. With all the money and programs created to help people it seems ridiculous that this behavior exists. In a society where people have so much how is it possible that there are still people that have so little. The homeless are humans, no different than anyone else. They have rights and privileges just as any other citizen. As fellow humans we are obligated to help those in need. The homeless are in need. They are not only in need of money, but they are also in need of our attention and our support. Homelessness is something that we as a society need to address and eliminate completely. In the past few years the number of homeless people has increased tremendously gaining the attention of the public eye. While there is debate over how many homeless people are in the United States, few disagree that the numbers are overwhelmingly high and they are growing. In the past the homeless population mainly consisted of white men who were alcoholics. Now the homeless consists of many different types of people ranging in ethical background. They have also become a younger group of people and have a variety of different reasons for their homelessness (Farr, 1986). Homeless people have no bed to keep warm in if they get a fever or if the weather is cold. They do no... ...ington: University Press of Kentucky. Works Consulted Children's Defense Fund. (1998). The state of America's children: A report from the Children's Defense Fund. Boston: Beacon Press. Fitchen, J. (1981). Poverty in rural America: A case study. Boulder, CO: Westview Press. Gans, H. J. (1995). The war against the poor: The underclass and antipoverty policy. New York: BasicBooks. Garrett, P. (1996). Poor kids in a rich nation: Eating the seed corn. In Pathways from poverty educational network. University Park, PA: Northeast Regional Center for Rural Development. (ED 406 080) Katz, M. B. (1990). The undeserving poor: From the war on poverty to the war on welfare. New York: Pantheon Books. Kryder-Coe, J. H., Salamon, L. M., & Molnar, J. M. (Eds.). (1991). Homeless children and youth: A new American dilemma. New Brunswick, NJ: Transaction Publishers.

Compensation Package Proposal

Compensation is a very important aspect of the employee of a company; it seems important a well-defined compensation package is in place. â€Å"Compensation involves direct cash payments, indirect payments in the form of employee benefits, and incentives to motivate employees to strive for higher levels of productivity. † (Cascio, 2010, p. 413) It seems a compensation package will be different for each different career type but must always meet the needs of the employees and the organization. A proposal for a total compensation package for the information technology employees of Wal-Mart needs to be written.This proposal will include a description of the job group, a salary table for specific positions, a placement policy, benefits packages, and the way the plan is implemented by the organization. Job Group Information Technology Employees Information technology seems to be a field with rapid growth; according to Taylor (2010), careers in the IT world expects to grow 32% by 20 18. It appears every company has some kind of computer related work involved to help the company succeed. â€Å"A strong background in the technical fundamentals of computer science and programming languages like Java, Microsoft.NET, and C++ are obviously important for success in the field. But a creative brain and an ambition to stay updated on the newest advances in the field — whether through books or training — are also key† (Taylor, 2010, para. 4). Information Technology also involves strong communication with others, creativity, the ability to work in a team, and a strong undergraduate background. Although much knowledge is need to succeed in IT, it appears the pay scale and advancement opportunities will pay off.Positions within this area of work include cyber-security, graphic design, technology architects, web page developers, and software engineers. Wal-Mart seems to be in search for technology employees. Technology is use in Wal-Mart to run the global market. Wal-Mart (2012) states that â€Å"[The company] is focused on developing new technologies to transform the way customers’ shop†¦we’re helping to improve operations, back-room systems and Wal-Mart’s world-class logistics network, speeding products to customers across the globe† (para. 1).Wal-Mart’s technology department makes up of 3,500 employees in the United States and 2,000 globally (Wal-Mart, 2012). Wal-Mart (2012) states that a career in the technology department of the company will offer an employee exciting projects, investments in new technology, training, development, and exposure. Wal-Mart seems to offer careers such as Software Quality Engineers, Sr. System Engineers, Software Developers, and Project Managers. Salary Table This salary table is created for the job group and specific positions offered by Wal- Mart.To determine where an employee would fall within the salary category, the guidelines are list below: Minimum- Thi s is the entry level, this means the person fulfills the minimum job requirements. Level A- The employee has the experience and knowledge to master most of the duties in an independent manner. Usually, employees who fall in the Minimum and Level A stage are in their developmental phase because they are still learning. Level B- This employee is highly experience and his or her level of productivity exceeds the job requirements.Employees whose salary fall in an Level A and B are in the maturity phase because they have mastered the skills. Maximum- The employee is continuous producing results that are above the requirements. Employees in the level B and Maximum are in the leadership phase. They have demonstrated superior leadership skills and strong commitment to the organization. ProfileSoftware Quality EngineerMinimumLevel ALevel BMaximum Entry- Level $44,497$49,036$54,023$58,869 Mid- Level$54,498$60,978$68,095$76,144 Senior- Level$70,429$78,825$88,047$96,980ProfileSystems EngineerMi nimumLevel ALevel BMaximum Entry- Level$46, 419$50, 843$55,702$62,267 Mid- Level$56,277$62,815$69,996$77,381 Senior -Level$69,723$77,109$85,221$94,213 ProfileSoftware DevelopersMinimumLevel ALevel BMaximum Entry- Level$41,844$47,393$53,488$59,942 Mid- Level$54,916$62,019$69,821$78,016 Senior- Level$71,549$79,009$87,202$95,965 ProfileProject ManagerMinimumLevel ALevel BMaximum Entry- Level $42,248$50,143$58,815$68,409 Mid- Level$57,560$66,878$77,113$88,150 Senior -Level$70,110$79,759$90,356$102,019 Placement PackagesProper compensation is essential for members, staff, and organization so that it is a field of education and professional title of Employment Placement Specialist. Often times there can be an imbalance of effort in the workplace; qualified candidates need to be met with sufficient recompense. Pay structures can vary by hourly wage, tier, grade, salary or levels. Wal-mart’s employee compensation will be set at hourly rates depending on beginning and intermediate exp erience level and transition to salary for at the junior and senior levels.The range of experience with respect to compensation is as follows Beginner Zero-Two Years of Experience; High School Diploma or GED IntermediateTwo-Five Years of Experience; High School Diploma or GED; previous work experience; on the job experience Junior Five-Ten Years of Experience; High School Diploma or GED; College Degree; previous work experience; on the job experience Senior 10+ Years of Experience; High School Diploma or GED; College Degree Master’s level; previous work experience; on the job experience Compensation ranges will be discussed during interview process.Once a candidate is select, a definite wage will be set for beginning and intermediate positions. For junior and senior level a series of predetermined work related questions, including levels of education, work experiences, and qualifications will determine the salary offered. Employees will receive medical benefits and bonus or m erit packages. Compensation levels and packages will be present to executive staff managers for approval or change, and incorporate necessary changes. In addition communication with HR is necessary for successful implementation and effective monitoring of process along with proper literature.Benefits Package As with any organization, Wal-Mart provides their employees with benefits packages that suit the needs of those who are involve. Some of the most popular benefits are those indirect and not of monetary value the way a salary or hourly pay is. Some of the more popular benefits are insurance, overtime, leave, flexible timing, and retirement. These options are more widely offered because of the long- term benefits of job stability and employee retention. When an employee offers a benefit that they may use in the future or take advantage of more often he or she may be more likely to appreciate his or her position.Perhaps the most important indirect benefit that many people take adva ntage of is insurance. By having coverage through their employer an individual would not have to worry about finding a third party and paying more for health care costs. â€Å"Insurance coverage, for instance, is often terribly expensive, so the company that offers medical and/or life insurance to employees as part of its benefits package is bestowing significant savings on those employees and their families† (Reference for Business, n. d).If Wal-Mart were to offer their full- time employees coverage that was affordable and widely accepted it is believe that many of their employees would have a better experience with their jobs. Although benefit packages, direct or indirect, are offers to employees as a positive incentive they can create obstacles when accepted. For instance, if an employee considers salary, exempt, they are not required to be paid overtime even if he or she has worked the hours. This might cause a problem between the employee and management because he or she are being overwork for no pay.Being paid overtime considers an indirect benefit because many employees, as with Wal-Mart, are not expected to work more than 40 hours a week. This same kind of issue may arise with an employee choosing to use the company insurance, which is a benefit for him or her. They may have needs, not covered in the policy that provides, and still have to pay more out-of- pocket than expected. The best way to avoid issues with indirect compensation is to be sure everything is explain, in writing, to the employee so that the employer is not at risk in the future of acquiring a fair labor law suit brought upon him or her.Wal-Mart should create a detailed benefits package for their employees to read and sign in acknowledgement. This will ensure that everything is understood and that all questions regarding the indirect compensation are asked and addressed appropriately. Conclusion Compensation was once the foremost attraction to a workplace. People traveled the tr aditional roadways of education with the ultimate destination of a first-rate job in their field with best reward.Today with elevated unemployment rates, a world crammed with terrorist, cancer, and other illness invasions, natural disasters, and plain old trigger happy citizens; qualified, unqualified, and over qualified candidates alike are seeking two for the price of one. A job to make ends meet while enjoying life and all its positive proffers. Whatever the reason is necessary that organizations meet the needs of its qualified candidates with fair and appropriate compensation be hourly wage, tier, grade, salary or level. Employees which are fairly compensate perform better in the workplace and in their personal lives. Work is not man's punishment. It is his reward and his strength and his pleasure. † –George Sand ? References Cascio, W. (2010). Managing human resources (8th ed. ). New York , NY: McGraw-Hill. Taylor, M. (2010). The wall street journal. Retrieved from http://online. wsj. com/article/SB10001 424052748704358904575478133397664058. html Reference for Business (n. d). Employee benefits. Retrieved from http://www. referenceforbusiness. com/small/Di-Eq/Employee-Benefits. html Wal-Mart (2012). Retrieved from http://careers. walmart. com/careers-in-technology/ http://humanresources. about. com

The Turning Point of the American Civil War: Battle of Gettysburg or Siege of Vicksburg?

The Turning Point of the American Civil War: Battle of Gettysburg or Siege of Vicksburg? The American Civil War, also known as the War Between the States, was a brutal onslaught between the Union (the North) and the Confederacy (the South) originating in the fractious issue of slavery. The ruthlessness of this war, mostly fought in the South, lasted from 1861 through 1865, where the Confederacy was ultimately defeated, slavery was abolished, and the extremely difficult process of the reconstruction of the United States and its unity began.There were many battles fought during the American Civil War including the Battle of Fort Sumter, the Battle of Yorktown, and the Battle of Hanover, however, the most known confrontation is the Battle of Gettysburg. The Battle of Gettysburg took place in Pennsylvania from July 1st through July 3rd of 1863. General Robert E. Lee (commanding the Confederate army) concentrated his full strength against Major General George G. Meade’s Army of the Potomac (Union) at the crossroads county seat of Gettysburg.On July 1st, Confederate and Union forces collided at Gettysburg, with General Lee’s intention being to engage the Union army and to destroy it. Initially, the Union defended low ridges to the northwest of town. Unfortunately for the two corps of Union infantry and the Union cavalry division that was defending the region; two large corps of Confederate infantry assaulted them from the north and northwest. This collapsed the hastily developed Union lines of defense and sent the defenders retreating south through the streets of town and to the hills close by.On the second day of battle, July 2nd, most of the Union and Confederate armies had been assembled. Fierce fighting raged this day, figuratively and literally staining the ground crimson with blood. Despite the onslaught of the Confederacy, the Union managed to hold their lines even with the significant losses that they suffered. On July 3rd, the last day of the B attle of Gettysburg, the Union army repulsed the attack with artillery fire, at great losses to the Confederate army. General Lee led his army on a torturous retreat back to Virginia, making the Union the victor of the battle.But was the Battle of Gettysburg really the turning point of the Civil War? All that the Battle of Gettysburg accomplished was prohibiting the Confederacy from further travel into Union territory. This is where the Siege of Vicksburg comes into play. Believed to be one of the most remarkable campaigns of the American Civil War, the Siege of Vicksburg is also arguably the turning point of the Civil War militarily. General Ulysses S. Grant’s campaign on Vicksburg secured John Pemberton’s army’s surrender on July 4th, 1863 as well as the Mississippi River firmly in Union hands.With that, the Confederacy’s fate was all but sealed. Also known as the Battle of Vicksburg, this confrontation was a culmination of a long land and naval campaig n by Union forces to capture this strategic position. Abraham Lincoln (the president at the time) recognized the significance of Vicksburg. He said, â€Å"Vicksburg is the key, the war can never be brought to a close until that key is in our pocket. † There were many attempts at securing Vicksburg, the first being in the summer of 1862.It included a prolonged bombardment by Union naval vessels, but unfortunately after the ships withdrew the attempt failed. General Grant was moving his troops on land towards the town from the rear. However, his advance ended when General Nathan Bedford Forrest of the Confederacy destroyed Grant’s rail supply line, and General Earl Van Dorn of the Confederacy captured the Union supply base at Holly Springs. General Grant tried again that December, but again was met with failure. Another Union General, General William T. Sherman, led an assault against the high ground of the Chickasaw Bluffs north of Vicksburg.To the Union’s dismay this resulted in nearly 1,800 casualties of their own with only just over 200 casualties to the Confederate defenders. Because of this, Grant’s men attempted to find ways through the shallow and narrow bayous to bypass what is called the Confederate â€Å"Gibraltar of the West†. After months of trying to find a bypass, Grant finally decided that his army would have to operate south of Vicksburg, which would require the cooperation of the navy. To mask his army’s movement down the Louisiana side of the Mississippi river, Grant had Sherman administer two deceptive maneuvers north of Vicksburg.On April 16th, 1863, Rear Admiral David Dixon Porter traveled down the Mississippi River, running a gauntlet of guns firing from the Vicksburg cliff, and met with Grant’s army. In the largest amphibious operation ever conducted by an American force before World War II, Porter and Grant transferred 24,000 men and 60 guns from the west bank to the east bank of the Missi ssippi. Unopposed at Bruinsburg, Mississippi they landed and began marching toward Grand Gulf and Port Gibson which were towns that were to the north along the river.On May 1st, four divisions of the Union army clashed with a Confederate brigade near Port Gibson. This battle cost each side between 700 and 900 men. Even with the losses, the two river towns were captured without any more significant fighting between the Union and the Confederacy. With General Sherman leading the rest of General Grant’s army, they then crossed the river at Grand Gulf, bringing the force to over 45,000 men. He then turned them all inland toward the Mississippi state capital, Jackson.There were two Confederate forces in the area, one in Jackson of only approximately 5,000 soldiers and another at Vicksburg of approximately 26,500 soldiers who were under the leadership of General John C. Pemberton. One of Grant’s advancing divisions came into contact with a Confederate force at Raymond on May 12. Although this was not a major battle, it was this confrontation that sent Pemberton’s army retreating. After hours of confused conflict, the Confederate army withdrew from the battle and ran to the shelter of Vicksburg. After a few more battles, General Grant decided to besiege Vicksburg on May 25th, 1863.He devised a plan that is still studied to this day as a basis for siege warfare. Inside the town of Vicksburg, civilians were huddled in caves to avoid the artillery shells that Grant’s army were constantly bombarding the town with. Foods as well as other much needed supplies were cut off from the town. Animals like dogs, cats, horses, and sometimes even rats were reportedly becoming part of the diets of civilians and soldiers alike. Conditions for the town of Vicksburg became so unbearable that on July 3rd, 1863, General Pemberton of the Confederacy rode out to discuss the terms of surrender of his army.The next morning on July 4th, 1863 Pemberton’s men began marching out and stacking their guns in surrender to Grant’s army. The city of Vicksburg was so defeated by the surrender that they would not celebrate Independence Day thereafter until well into the 20th century. During the Siege of Vicksburg, Union and Confederate forces alike kept busy in their supporting roles on the Louisiana side of the Mississippi River. Lieutenant General Edmund Kirby Smith of the Confederacy received a telegraph form Pemberton requesting a movement against Grant’s communication lines along the Mississippi.To the Confederacy’s dismay, Grant had established supply depots at Milliken’s Bend, Young’s Point, and Lake Providence within Smith’s jurisdiction. However, Smith failed to recognize the importance of Pemberton’s situation. It wasn’t until June when Smith finally decided to act on Pemberton’s request the month earlier. To the growing Confederate activity in the area, Grant decided to res pond by dispatching troops from the Vicksburg trenches across the Mississippi River. General John G. Walker’s Confederate division on the Louisiana side of the Mississippi was of particular concern.Its presence could possibly aid Pemberton’s Confederate army’s escape from the city of Vicksburg. Therefore, the Union sent a brigade in the vicinity of Milliken’s Bend to stop the threat. Many smaller battles were fought to prevent support to those in Vicksburg; one included an artillery battery targeting an iron foundry that was recasting spent Union artillery shells as the men returned to De Soto Point. The targeted foundry was destroyed on June 25th. Additional Confederate activity occurred on June 29th at Goodrich’s Landing.The Confederates attacked a plantation and army training center run by former slaves. They destroyed the plantations and captured over a hundred former slaves before disengaging in the face of the Union army. Confederate raids su ch as these were disruptive and caused damage, but they were only minor setbacks. They also showed the Confederates that they could only cause momentary disturbances in the area and ultimately would not halt the Union. Later in the Siege of Vicksburg, Union troops tunneled under the 3rd Louisiana Redan and packed the mine with 2,200 pounds of gunpowder, then proceeded to detonate it.The explosion destroyed the Confederate lines on June 25th, while an infantry attack followed the blast. The 45th Illinois Regiment (known as the â€Å"Lead Mine Regiment†) charged into the 40 foot diameter 12 foot deep crater with ease, but unfortunately they were stopped by the recovering Confederate infantry. The Union soldiers became pinned down while the defenders also rolled the artillery shells with short fuses into the pit with very deadly results. Union engineers worked to set up a casemate in the crater in order to extricate the infantry, and soon the soldiers fell back to a new defensiv e line.From the crater left by the explosion on June 25th, Union miners worked to dig a new mine to the south and on July 1st this mine was detonated but no infantry attack followed the explosion. This attack was much more successful Due to the brilliance of General Grant’s leadership the fortress city had fallen, and with the surrender of Port Hudson on July 9th, the Mississippi River was firmly in Union hands, leaving the Confederacy effectively split into two. During the Siege of Vicksburg, the Union’s casualties mounted up to just under 5,000 men while the Confederacy lost over 32,000 men.The full forty-seven day siege claimed many lives, but in doing so many were also saved. With the Mississippi in Union hands, communication between the Confederate army was lost, which ultimately secured the fate of the war being in the Union’s favor. The Battle of Gettysburg, although a very important engagement between the Union and the Confederacy, was not the turning po int of the American Civil War militarily. After crossing the Mississippi River on April 30th, 1863, General Ulysses S. Grant’s Union army waged a fighting campaign and maneuvered to isolate the city of Vicksburg and the Confederate army defending it.The constant defeats Grant and his army inflicted gave the Confederate commander General John C. Pemberton no choice but to retreat to the defenses of the city of Vicksburg and hold out until much needed reinforcements could arrive. On May 19th and May 22nd, General Grant launched a series of frontal assaults against Pemberton’s forces, suffering heavy casualties. Finding it irresponsible to continue these frontal assaults, Grant decided to lay siege to the city of Vicksburg, ordering his men to dig a series of trenches to the Confederate standings.For 47 days, the Union bombarded Vicksburg while the Confederate soldiers and civilians alike suffered the hardships of siege warfare On July 4th, General Pemberton surrendered h is army to General Grant and the Union, ending the siege and granted control of the vital Mississippi River in the North’s hands, effectively cutting the Confederacy in half. Grant’s success here secured the South’s fate and inevitably led to the Union victory. The Battle of Gettysburg was not the turning point of the Civil War considering all that the Union achieved was prohibiting the Confederacy from proceeding north.The Siege of Vicksburg destroyed the Confederacy offensive and ultimately led to the end of the American Civil War with the North as the victors, the abolishment of slavery, and the beginning of the reconstruction of the south as well as the United States of America. Bibliography 1. Bearss, Edwin C. Fields of Honor: Pivotal Battles of the Civil War. Washington, D. C: National Geographic Society, 2006 2. Hay, Thomas Robson. â€Å"Confederate Leadership at Vicksburg. †Ã‚  The Mississippi Valley Historical Review. 11. no. 4 (1925): pp. 543-56 0 3. Hoehling, A. Vicksburg: 47 Days of Siege. Stackpole Books, 1996. 400.Print 4. Rhodes, James Ford. â€Å"The Battle of Gettysburg. † (1899): pg. 665-677 5. Sabin, Edwin L. â€Å"Vicksburg, and after: Being the Experience of a Southern Merchant and Non-Combatant during the Sixties. †Ã‚  The Sewanee Review. 15. no. 4 (1907): pg. 485-496 6. Woodworth, Steven E. Jefferson Davis and His Generals: The Failure of Confederate Command in the West. Lawrence: University Press of Kansas, 1990 ——————————————– [ 1 ]. James Ford Rhodes, â€Å"The Battle of Gettysburg† (1899): pg. 665-677 [ 2 ]. Rhodes, James Ford. â€Å"The Battle of Gettysburg. † (1899): pg. 665-677 [ 3 ].Bearss, Edwin C. Fields of Honor: Pivotal Battles of the Civil War. Washington, D. C: National Geographic Society, 2006 [ 4 ]. Edwin C. Bearss,  Fields of Honor: Pivotal Battles of the Civil War, (Washington, D. C: National Geographic Society, 2006) [ 5 ]. Hoehling, A. Vicksburg: 47 Days of Siege. Stackpole Books, 1996. 400. Print. [ 6 ]. Bearss, Edwin C. Fields of Honor: Pivotal Battles of the Civil War. Washington, D. C: National Geographic Society, 2006 [ 7 ]. Thomas Robson Hay, â€Å"Confederate Leadership at Vicksburg,†Ã‚  The Mississippi Valley Historical Review, 11, no. 4 (1925): pp. 543-560 [ 8 ]. Edwin L. Sabin, Vicksburg, and after: Being the Experience of a Southern Merchant and Non-Combatant during the Sixties,†Ã‚  The Sewanee Review, 15, no. 4 (1907): pg. 485-496 [ 9 ]. Thomas Robson Hay, â€Å"Confederate Leadership at Vicksburg,†Ã‚  The Mississippi Valley Historical Review, 11, no. 4 (1925): pp. 543-560 [ 10 ]. Steven E. Woodworth,  Jefferson Davis and His Generals: The Failure of Confederate Command in the West, (Lawrence: University Press of Kansas, 1990) [ 11 ]. Hoehling, A. Vicksburg: 47 Days of Siege. Stackpole Books, 1996. 400. Print [ 12 ]. Hoehling, A. Vicksburg: 47 Days of Siege. Stackpole Books, 1996. 400. Print