Business ethics Essay Example | Topics and Well Written Essays - 1500 words - 1

Business ethics - Essay Example Opponents of this idea argue that regulation, contrary to what it is supposed to be, is never done in the interests of the shareholders in the market, but for the benefit of a few people who use regulatory officials to make the market favourable to them. On the other hand, there are those who feel that regulation is necessary in order to bring sanity in the market. This probably has to do with the fact hat in the early days of the invention of the securities markets, there was a lot of misconduct by corrupt traders who used dishonest methods to benefit themselves at the expense of the other traders, especially the smaller traders who did not have a good clue of how the market worked. This led to the exploitation of many people and, in New York’s Wall Street, this unregulated, dishonest trading almost led to the collapse of the whole securities market. Because of such issues, most people felt hat the market does not have enough mechanisms to regulate itself and should therefore be regulated by the government. There are those who believe that the market is now mature and cannot be easily regulated like it was in the earlier days. They believe that whether regulated or not, the securities market will still perform well. ... While this kind of outsourcing has received a lot of criticism due to it perceived lack of patriotism, due to the fact that the directors of such firms are accused of exporting the labour market while there are so many unemployed people in the local economies, it can be applied in a positive way (Crowther & Rayman-Bacchus 107). Some of the issues which a firm like Adidas would have to consider in order to ensure that it is in the right direction would have to include employee policy. Fair pay and fair working hours Due to the fact that Adidas is looking for cheaper labour, it is very easy to be tempted to create sweat shops as has happened by so many firms, including firs from the developed world, where they abuse their workers in the developing world. In developing world, there are no tight employment regulations and employee protection laws. This fact, combined with the fact that poverty makes people in these countries to be willing to do any work under any conditions makes it easy for the employee to be abused and unfairly exploited without being able to complain. A firm like Adidas should take advantage of these conditions, not to abuse the employees but to set precedence as to how these employees must be treated and how to make sure that the employees reap happy fruits of their labour. This can be possible even after paying them relatively well in comparison to the local economy, the firms still saves a lot compared to what it would have to pay in the developed world. Question 3 Adidas, with regard to its actions seems to have a genuine interest in developing its people. However, being a for-profit firm, it would be misleading to think that this is purely philanthropy, otherwise if it was there would be no

Great expectations - review of three film versions Essay Example for Free

Great expectations review of three film versions Essay In my English lessons I have been reading great expectations as part of my pro 1914-prose study, and have chosen to do my media assignment on film adaptations of the book. I will be comparing and contrasting the three film versions, David Leans 1945 film is the eldest version which is in black and white, the BBC serialisation and the latest BBC film version, and the original novel. I will structure my essay by writing about different areas of the adaptations e. g. soundtrack, first with similarities then differences between the versions. Sequencing: The sequencing of the opening scene of great expectations adaptations are all quite similar except the latest BBC adaptation, the David Lean and BBC serialisation have the same sequencing, book so it is unlike the 2 other film versions. The David Lean film and BBC serialisation have the sequencing almost of the book so tell the story in the same way as Charles Dickens did. While the David lean version is more compact due to time limitations and the BBC serialisations has more detail they both tell the same set of events in the same way. And only differ from the book in the very beginning where they show Pip the central character in the book running across the marshes to the church, where the book starts in the churchyard. The latest BBC version is very different form the book and two other adaptations in its sequencing, it starts with Pip running away from the convict across a wheat field, when the convict catches up with Pip in the graveyard, he asks no questions about his parents or where he lives like the book. It then switches straight to Pip running home across the marshes, when he arrives home events from the second chapter take place when the events of the first havent finished being explained. The rest of the sequences of the opening chapter take place as flashbacks while pips sleeping. Soundtrack: As with the sequencing the sound track for the latest BBC adaptation is very different to the other two versions as it has a different set of sequencing. The David lean version and BBC serialisations soundtrack are quite similar but the advances in technology makes the serialisation far more advanced than the older David lean version. The David Lean version soundtrack starts with the opening of the book being narrated by an older version of Pip as the younger version crosses the marshes. The BBC serialisation soundtrack is similar to the David Lean version as it begins with narration by an older version of pip as he crosses the marshes. And the latest BBC version soundtrack is very different to the other two, as it starts with quiet music and Pips heavy breathing and rustling as he is running away from the convict. The arrival of the convict is very similar in the David Lean version and BBC serialisation soundtrack with the same build up, whistling winds and creaking trees make up a tense atmosphere, which is shattered by the arrival of the Convict. This is very different in the Latest BBC version. The arrival of the Convict in the David Lean version soundtrack is marked by him grabbing Pip and Pip screaming, the convict then threatens Pip in the following dialogue. Then the convict turns him upside down a lot of rustling and jingling from the convicts chain on his leg. The convict then demands items from Pip in the following dialogue while eating an apple and breathing heavily. At the end of the scene where Pip is running home across the marshes, the whistling winds from the graveyard are heard again. The arrival of the Convict in BBC serialisation soundtrack is different to the David Lean version you hear Pip trip and as he gets he catches sight of the convict and takes a surprised breath. The convict then moves toward him you can hear the chain on his leg jingle with every step he takes, he then talks to Pip. He shakes Pip lots of jingling and grunting, when he resumes dialogue with Pip he is eating a piece of bread. Just before the end of the scene the convict threats Pip speaking in a whisper, then walks of to bouncy music with his chain jingling. The Convict is introduced in the latest BBC version soundtrack by Pip falling with a thud, trying to hide breathing deeply. The Convict catches up breathing heavily and his chain jingling with his footsteps, as the Convict finds Pip, Pip lets out a scream then the convict says a short amount of dialogue. The David Lean and BBC serialisation soundtracks are quite similar but the Serialisation has the advantage of longer running time and detail and better technology, the only difference is the whistling wind at the end of the scene in the David Lean versions apposed to the bouncy music of the convicts departure in the BBC serialisation. The latest BBC version soundtrack is a far shorter and more condensed in the opening scene than the other two adaptations. Also large amounts of dialogue are missed out, even thought it befits from the best technology and methods out of the three adaptations it has the shortest and in my opinion worst soundtrack. Meise en scene: Meise en scene is French for what you can see such as characters, props and scenery. The main way to see the difference in the interpretation of the book in the adaptations is by what and how they present characters and locations on screen. As with the sequencing and sound tracking the David Lean version and BBC serialisation are very similar with few differences although the David Lean version is in black and white and the latest BBC version is very different to both of them. The David Lean version starts with the 1st page of Great Expectations opening then the rest of the pages blowing over. The BBC serialisation opens with some flowers on the book cover of Great Expectations wilting away, it is different to the David Lean opening but is clearly influenced by it. The latest BBC films different sequencing means different images appearing on screen at different time compared to the other two adaptations. It opens with Pip running through a golden wheat field, looking back over his shoulder, his face is dirty and his clothes are hard worn showing that he is a person of lower class in society. This is very different to the other two versions, which show the name of the film/book before the film begins. While the latest BBC version starts in the thick of the story. The appearance of the Convict is very similar in all three versions, which hold true to the book description A fearful man, all in course grey, with a great iron on his leg. The David Lean version while holding true to the book description but makes the Convict more frightening to the audience than the other two versions, as it is limited to black and white to make an impact. The BBC serialisation shows the convict more as a worn out exhausted figure that is more likely to make audiences fell sorry for him than be frightened. He is truer to the description laid down in the book than the other to versions down the blackened face and rag tied around his head. The Convict in the latest BBC version is a cross between the two other versions he is more frightening in appearance than the BBC serialisation Convict, but less true to the books description and more detailed than the David Lean versions Convict. Conclusion: After watching and reviewing all three-film adaptations, I have decided in my opinion that the BBC serialisation is the best adaptation of the book. Because of the level of detail that tells the story as well and in the same fashion that made the book such a large success, I find it an excellent alternative or compliment to reading the novel.

Contractual Law: A Look at John and Chen Essay -- contract law, case st

a) What arguments could Chen use to support his refusal to pay John more than the original agreed price? A valid contract that is legally enforceable should consist of an offer, an acceptance, an intention to be bound and a sufficient consideration. Accordingly, the first contract formed by Chen and John includes John’s agreement to build for Chen extension of the house in consideration of payment of the price of building materials as per the date of completion of performance of the contract and labor costs of $6000 at the performance of the contract. First and foremost Chen needs to understand that this was the original contract and both him and John were legally bounded by the contract. By changing the terms of agreement, John made a counter offer a fact that Chen could use in his justification for refusal of payment. This is evident as John proposed a new term in the contract by demanding a payment of $10,000 or not doing the job as agreed in the original contract. A counter offer changes the terms of the original contract and at this time Chen had the right he terminate the contract due to John’s counter offer. As a matter of fact, it is worth noting that a counter offer fails to exist if the offeree accepts the new terms of the contract as Chen did but Chen can use it to argue that John had no intention to be bound by the original contract (Koffman and Mcdonald, 2007). Duress occurs in a contract when one party is made to engage in a contract that he otherwise did not want to engage in due to blackmails, threats of bring actual harm, and threats of withdrawal from the contract at the time it is urgently needed. The two types of duress currently existing is physical duress and economic duress and Chen can use econ... ...n argue that failure of his completion of the contract in time was out of circumstances that he could not control. In addition, John can argue that the breach of the term of completion of the building at June was contributed by Chens’s reluctance of acceptance of the second offer. References Books Adams, A. (2010). Law for Business Students. London, U.K : Longman Koffman, L. & MacDonald, E., (2007) The Law of Contract (6th Edition) : Oxford University Press, McKenDrick, E. (2005). Contract Law Text,. Cases and Materials (2nd Edition): Oxford University Press, Cases Bank of Australia Limited v Amadio (1983) 151 CLR 447 Goldsbrough Mort & Co Ltd v Quinn (1910) 10 CLR 674, Integrated Computer Services Pty Ltd v Digital Equipment Corp (Aust) Pty Ltd (1988) 5 BPR 11,110). Smith v William Charlick [1924] 34 CLR 38 The Mihalis Angelos [1970] 3 WLR 601

Grade World History Essay

Before King Leopold the II of Belgium colonized the Congo, it was known for its independence. It was the ideal place to be for the Europeans. It was geographically diverse, it had mineral enriched soils, deposits of gold, diamonds copper and manganese, and it had a large animal population, lots of plants. King Leopold saw potential in the Congo and made it his. He had an American man, Henry Stanley; secure treaties with all the local chiefs. With those he had complete power of the land. Imperialism on the Belgian Congo had a negative affect in many ways, including geographically, politically and psychologically. One of the major impacts is psychological. Psychological impacts are ones that mess with people’s emotions. King Leopold was a man who did not care about other peoples emotions or their state of being; he cared about himself and how much money he was going to make with the Congo. To quote a Congolese states on the amount of psychological torture he put some of the Congolese people in: â€Å"I ran away with two old people, but they were caught and killed, and the soldiers made me carry the baskets holding their cut-off hands. They killed my little sister, threw her in a house and set it on fire.† (8) The person that is talking sounds like a child. If a child was going through this, which many did, witnessing something this horrifying can be very emotionally scarring. Another impact would be economical. An economic impact is one that affects the business part of things, such as labor systems. â€Å"Tell them [the rubber agents] that we cannot and therefore will not find rubber; we are willing to spend our strength at any work possible, but the rubber is finished. If we must either be massacred or bring rubber, well, let them kill us; then we suppose they will be satisfied.†(20) This quote is from a village headman to Reverend Harris, a British missionary. This is from a workers point of view. It shows economic impact because it has to do with the rubber industry, which was very important in the Congo. A third impact on the Congo is political. Political impact has to do with government or people in government. One quote that gives an example of political impact is one by Reverend Whitehead, â€Å"Their chiefs are being weakened in their prestige and physique through imprisonment which is often cruel, and thus weakened in their authority over their own people they are put into chains for the shortage of manioc bread.† This means that Leopold and his people are forcing the native Congolese to back down in their government so Leopold has more power. Britain was also very involved in the Congo Free State. They were interested in the trading system it had. This effects Britain because it brought in new products to be sold, and potentially could make them money. It is important to study issues like this today so nobody makes the same mistake twice. In conclusion, imperialism in the Congo had an overall negative affect on it. Imperialism affected, not only psychologically, but also politically and economically. King Leopold II never had good intentions for the Congolese people, he just had his own self in mind.

Letter from hospital

I thought I should write to let you know IM safe and IM recovering. I miss you and the rest give everyone a hug from me and tell Rosier I hope she's being good. The hospital Is constantly got new soldiers coming In suffering from nervous exhaustion and shell shock too so IM not the only one, the doctor said It Is an Injury to the nerves and told me to rest and they are putting In place electric shock treatment.All the nurses are very sympathetic but sometimes when they think we can't hear them they call us all weak and say we are cowards. Im not suffering as much as most, a young gentleman has been learning to walk again yet he still wants to get back to the frontline. Yes, am returning to the frontline soon so that's why I took this opportunity to write. We had strict orders not to take prisoners, no matter if wounded my first Job was when I had finished cutting some of their wire away, to empty my magazine on 3 errands that came out of one of their deep dugouts they was bleeding ba dly begging for them to be put out of their misery.They cried for mercy, but I had my orders, they had no feeling what so ever for us†¦ It makes my head Jump to think about It. One time I was In serious danger I was almost completely paralyses with fear. I was slating with Taylor (a fellow soldier) on the fire-step of a trench during an intense bombardment,when it seemed certain that we must be killed at any moment. Shots fired around us; each moment threatened to be the last. I was conscious of biting the fabric on my top to prevent my teeth from chattering.If I had been alone on that occasion I believe that I would be dead now; it was the presence of others that saved me. It's not all been like that, one evening me and Owen was in the barracks and I received a letter from you for my birthday and it kept me going for so long, but everyone has a breaking point: weak or strong, courageous or cowardly- war frightens everyone my breaking point has now unfortunately came. Give my l ove to everyone, Yours sincerely

Convince Me! A Persuasive Writing Activity

Convince Me! A Persuasive Writing Activity ​As your child starts learning more complicated types of writing, she’ll be introduced to the idea of persuasive writing. If she’s the type of kid who frequently challenges or debates what you have to say, then the hardest part of persuasive writing will probably be the writing itself- she’s already working on the persuasion piece! The Convince Me! activity is an easy way for you and your child to practice persuasive writing at home, without the worry of getting a good grade. Persuasive writing puts the everyday challenges and debates into a written form. A good piece of persuasive writing explains the issue at stake, takes a position, and then explains the position and its opposing stance. Using facts, statistics and some common persuasive strategies, your child’s argument essay tries to convince the reader to agree with her. It may sound easy, but if your child doesnt hold her own well in arguments or has trouble doing research, she may need some practice to become convincing. What Your Child Will Learn (or Practice): Persuasive writingResearchAnalytical thinkingNegotiation and written communication Getting Started with the Convince Me! Persuasive Writing Activity Sit down with your child and talk about she needs to do to make somebody else see her side of an issue. Explain that while sometimes she argues, when she backs up what she’s saying with good reasons, what she’s really doing is convincing the other person, given the other person justification for seeing things her way.Prompt her to come up with some examples of situations in which she tried to change your mind about something she didnt agree with. For example, maybe she’s successfully negotiated an increase in her allowance. Tell her that the word for what she did was to persuade you, which means she was influencing what you thought or was convincing you to look at things differently.Together, brainstorm words and phrases that can to try to persuade someone and write them down. Talk about things that happen around the house that you and your child don’t always agree on. You may want to stick with topics that are not going to cause huge fights since this is supposed to be a fun activity. Some ideas to consider include: allowance, bedtime, how much screen time your child has daily, making her bed, the time frame in which laundry has to be put away, the division of chores between children, or what types of food she can eat for after-school snacks. (Of course, these are simply suggestions, there may be other issues that come up in your household that arent on that list.) Choose one and let your child know you might be willing to change your mind about it if she can write a convincing and persuasive essay explaining her reasoning. Make sure she knows her essay has to say what she thinks should happen and use some persuasive words, phrases and strategies.It is absolutely crucial to make sure to set the conditions under which you’ll give in. For example, maybe her goal is to try to convince you to change your mind about eating sugary cereal over the summer, not for the rest of her life. If she convinces you, you must live with the change. Set the rules for engagement first, and dont change them.Read the essay and consider her arguments. Talk to her about what you thought was convincing and which arguments didnt convince you (and why). If you’re not totally persuaded, give your child the opportunity to rewrite the essay with your feedback in mind. Note: Don’t forget, you really need to be prepared to make changes if your child is persuasive enough! It’s important to reward her if she writes a very good piece of persuasive writing.

unit 1 hw 8 Essay

unit 1 hw 8 Essay unit 1 hw 8 Essay Sophia Elky 9/21/14 Period 5 Unit #1: HW #8 Syncretism – the process of blending new religious beliefs with old beliefs Mahayana – Chinese version of Buddhism; placed considerable emphasis on Buddha as god or savior The Benedict Rule – established by Benedict; urged a disciplined life, with prayer and spiritual fulfillment alternating with hard work in agriculture and study Rajput – Regional princes in western India who emphasized military control of their regions Constantine – an emperor of Rome who set up the second capital city of Constantinople and advocating for Christianity 1. The Yellow Turbans were Daoist leaders who inspired a revolt against the empire by promising that divine magic would bring a golden age. They gained popularity as the Han Empire declined because they incorporated magic and healing into their religion, which broadened their appeal. Also, the Chinese bureaucracy and emperor were becoming corrupt and less powerful, and the Yellow Turbans were addressing many of the commoners’ concerns by protesting against this. 2. China experienced 3 centuries of chaos after the fall of the Han because nomads frequently attacked and invaded the land, and the political structure was not operating effectively. Additionally, there were many epidemics that spread across China, which killed as much as half of the population, and China was culturally separated by the growth of Buddhism in that region. However, the permanent mark of this period was not very extensive, as the only effects were the existence of Buddhism in China and different styles in art and literature. This was because the original structures in China were too resilient and durable to be overturned or abandoned. Values like Confucianism were perpetuated despite the 3 century period and the bureaucracy was not fully diminished, for the nomads ultimately assimilated to the preexisting cultural norms. 3. One reason that Hinduism grew as the Gupta Empire declined was that the Hun princes who were now in power originally worshipped gods of battle and did not care for the Buddhist alternative of serenity and contemplation. Another reason was that after hearing about the faith of Islam, Hindu leaders worked hard to increase Hinduism’s popularity by emphasizing religious devotion and writing Hindu texts to Hindi. This convinced many Indians to stay Hindus instead of converting. 4. Islam was detrimental to the Indian economy, as the Arab traders were able to take control of trade from the Tamils in the Indian Ocean. Therefore, India’s previous trade lost some prosperity but did not collapse. 5. The decline and collapse of Rome was more disruptive and serious than that of other classical empires because after its fall, the Mediterranean region was never reunited, unlike China or India. Also, Rome’s political culture was not able to survive through the chaos and was never revived, and the same outcome occurred regarding religion, because the region did not produce one single faith that was strong and widespread enough to maintain unity. 6. After the fall of the Roman Empire, the three regions that emerged were the Byzantine Empire, the Parthian Empire, and the Sassanid Empire. The Byzantine Empire was originally the Western half of the Roman Empire, and retained Mediterranean culture, as they spoke Greek and continued the Roman authoritarian style. It had artistic creativity and traded actively, and despite attempts, was not able to reclaim the entirety of Roman heritage. The Parthian Empire encompassed some of what was previously Alexander the Great’s Empire, and was centered in the Tigris-Euphrates area. They did not produce new culture and instead utilized Persian ways and principles. They were able to sustain an effective military and bureaucracy until they were overthrown by a Persian rebellion that produced the Sassanid Empire. This empire revitalized more of the Persian culture, reviving

A Guide to LaTeX Document Classes

A Guide to LaTeX Document Classes A Guide to LaTeX Document Classes LaTeX is a powerful editing tool for preparing documents in the sciences, computing, and engineering. You can use it to create a variety of document types, from short letters to entire books. But to make sure your work turns out as intended, you’ll need to understand LaTeX document classes. Setting a Document Type All LaTeX documents must include the \documentclass markup tag. This controls the overall layout of the document, with different classes offering different default settings. The \documentclass markup always appears at the beginning of the document and allows you to pick the overall document type. For instance, we could set a document up as follows: The \documentclass markup tag. This would produce a document formatted as an article (essentially, this covers any short document without chapter breaks). We will run through some common document classes below. LaTeX Document Classes There are actually dozens of LaTeX document classes from which to choose. But most of these are specific to particular journals or universities, so you won’t need to use them. However, it is useful to know some widely used classes. These include: Document Class Standard Usage article Used for journal articles, short reports, and any other short documents that do not require a cover page and that are not divided into chapters. beamer A popular document class for presentations. Uses a landscape page format and uses slides (or â€Å"frames†) rather than standard pages. book Used for typesetting books. The book class allows you to use the \frontmatter, \mainmatter and \backmatter commands, which control section and page numbering. IEEEtran For articles published in an IEEE journal format. letter Used to create a formal letter. memoir A version of the book class with additional typesetting options. proc Used for typing up the proceedings of a conference or event. report Ideal for longer articles or shorter books where chapter divides are necessary but where the full book formatting is not required. slides Used to create slides for a presentation. Simpler to use than the beamer class, but with fewer customization options for complicated presentations. Most of these classes also offer a range of options so you can change the general layout and font size. However, if you pick the right class for your document, the default settings will usually suffice.

Ethics Essay Example | Topics and Well Written Essays - 1750 words - 1

Ethics - Essay Example Nor is computer ethics the rote application of ethical principles to a value-free technology. Computer ethics requires us to think anew about the nature of computer technology and our values. Although computer ethics is a field between science and ethics and depends on them, it is also a discipline in its own right which provides both conceptualizations for understanding and policies for using computer technology.† (Moor, 1985) To evaluate this current ethical issue a recent (not more than four weeks old) article form the Brimbank Weekly Newspaper was evaluated. A summary of the core idea behind the article is represented as under: The basic ethical issue that has been highlighted in the article is that Web security is the right of every individual. Ethically it becomes the responsibility of every individual who is an Information and Communications Technology Professional to safeguard privacy and security of others’ interests. Any violation in doing so is not in line with the ethical boundaries to which every ICT related individual is bound. The article further proceeds as follows: The article highlights that schools often propagate the pictures and some personal information of their students without the permission of their parents. The personal information may involve the name of the child or the grade in which he studies etc. It emphasizes the fact that schools themselves do not permit students to put up their pictures in their school uniform on the internet so that the school’s image may not get associated in any inappropriate manner. On the contrary, however the school administrative itself does not practice the same for its students who should be their most valued assets. On the contrary, if the parents try to search their child’s name on any reputable on-line search engine like Google they are shocked to find repeated entries of the child’s name in various documents. This is without the acquisition of any permission from them. Entries for

Company Analysis Assignment Example | Topics and Well Written Essays - 3000 words

Company Analysis - Assignment Example The Current CEO is Jose Manuel Gutierrez. The firm has John Gunn as the president, Tobias Valdenaire as the Co-CEO, and Juergen Michelberger as the E- Commerce manager. When the firm was being formed, Susie assumed the creative role, while Doug assumed the financial role. In October 2013, the firm appointed a new chief product officer, Rafael Pastor Espuch, who had 18 years of experience in the fashion industry while at Inditex. The vision of the firm is to inspire the spirit of the organization and create a sense of cooperation and community. On the other hand, the mission statement of the firm is, â€Å"Be informed, be involved and make a difference’ (Esprit Holding Limited , 2014). So as to ensure proper running of the firm, Esprit came up with an executive board. The company has six members in the executive board with two members being female; Susie and Hansen. The managers who are on the executive board had prior experience working in start-up as well as working as executives in the non-retail companies. Esprit is a fashion retailer that operates more than 1000 directly managed bricks-and-mortar stores. Besides, it has more than 10,000 wholesale retailers globally as well as an e-commerce site. The firm operates more than 770 retail stores globally and also distributes products to an estimated 5, 000 wholesale locations across the world. Furthermore, in more than 40 nations Esprit has 1.1 million of retail space. The Group also operates more than 800 directly managed retail stores internationally. This implies that it has a large employee base. As of June 2012, the firm had employed 12, 400 people (MarketLine, 2014). Esprit offers twelve (12) product lines including collection of business clothing for men, women and children: casual sportswear, urban clothing for the young women, children’s clothing who are aged up to seven (7) years, sports wear, accessories such as shoes, bags, and swimmer for women, kids and men. The firm also deals in the online

Case Study Strategy Development in the Global Automotive Industry Essay

Case Study Strategy Development in the Global Automotive Industry - Essay Example Even as the automobile industry continues to grow, it is evident that the market is becoming more competitive by the day, and this has forced many manufacturers to reduce their costs of production, look for new markets, reduce the time for the production for development of a new product, also there has been the need to form mergers and alliances with other business partners and create more newer and innovative design and content. Thus the companies are giving more to its customers for less. With the need for ‘basic’ cars rising within the American and European markets there has been very little room for profits hence the profit margin has been small. Automobile industries have realized that one of the answers to improving profit margins is partnering, and this has led to the sharing of architectures and components. The merger of the automobile companies has forced consumers to choose from an ever reducing market. This has been brought about by three main factors; strong brands are increasingly important, manufacturers need to enter difficult markets and the cost of technology keeps rising. The best example of a merger is that of Daimler-Benz’s acquisition of Chrysler. The Daimler Benz company pulled off what seems to be the biggest takeover in history when it acquired Chrysler Corporation, which is the smallest of the three biggest American automobile companies. This acquisition brought together several companies such as Jeep, Mercedes, Chrysler and Dodge Truck. Through this the company has produced savings from buying and purchasing, staff recruitment and finance. Sharing of the different aspects of the two companies is increasing as the two companies continue to come together. It seems that the Daimler Chrysler company seems to have stopped trying to blend the two companies, thereby reducing the chances of the company becoming a super-giant automobile company. It is a well known fact that Chrysler has the most productive and efficient

Improving Speaking Skills of Non-Native Learners Assignment

Improving Speaking Skills of Non-Native Learners - Assignment Example Teaching speaking skills can be very challenging as well as very difficult. Learning to speak with proper grammar usage and pronunciation generally has a long learning curve. The ability to speak proper English is essential for being successful and in one’s career. This essay would be discussing how to improve the speaking skills of non-native learners and make them speak more fluently and accurately and encourage them to acquire an English native speaker accent. In the essay, some important aspects which are discussed include the accent issues for non-native learners, the methods used by teachers to ensure quality learning, some of which are motivating the non-native learners, innovation of the teaching activities, using paused transcriptions and using regular supervision and feedback. Additionally, the importance of using the main conversational types as spoken message repetition; namely comprehension checks, comprehension checks and clarification requests, is elaborated in the essay. In order to tackle these aspects of life, proper communication in English is imperative. The non-native learners would also regularly need to communicate with employers, neighbors and colleagues in English. They might also have an objective of receiving higher education in a foreign country or get promoted in their jobs, hence for numerous purposes; non-native learners enroll for spoken English classes (Ignash, 1995). The non-native learners are sometimes successful in carrying out conversational English with sound grammar. However, their accent and intonation make their speech partly incomprehensible. According to Hughes ‘I have argued that because intonational meaning is central to a full understanding of spoken English, it deserves more attention in Applied Linguistics. If researchers are to better understand language acquisition, language production, listening comprehension, and discourse strategies in the context of communication as a whole, intonational meaning should be a central part of the program.  

Leadership and motivation in Virgin Media Essay Example | Topics and Well Written Essays - 500 words

Leadership and motivation in Virgin Media - Essay Example Motivation helps increase productivity. Two motivational theories are Herzberg two factor theory and Maslow’s hierarchy of needs. Herzberg’s two factor theory is a motivational theory that identifies job context as the source of job dissatisfaction and job content as the source of satisfaction (Schermernhorn, Hunt, Osborn, 2003). The theory is divided in motivator factors and hygiene factors. Hygiene factors are sources of job dissatisfaction. Hygiene factors in job content that affect dissatisfaction include: Motivator factors in job context that affect job satisfaction are achievement, recognition, responsibility, advancement, and growth. This theory is popular due to its simplicity and direct linkage to behavior of the employees. The theory also has its critics. â€Å"Some say its methodology does not address the notion that when things are going well people tend to look at the things they enjoy about their job† (Mindtools, 2014). A content theory of motivation develop by Abraham Maslow in 1943 is Maslow’s hierarchy of needs (Cherry, 2014). The theory is composed a pyramid of five needs that can be categorized as higher order or lower order needs. The five needs in ascending order are physiological, safety, social, esteem, and self-actualization. An illustration of Maslow’s hierarchy of needs is shown below. The physiological need include most basic needs such as food and water. Safety needs are security, protection, and stability. Social needs are associated with love and affection. Some esteem needs are respect, recognition, prestige, and competence. Self actualization needs deal with fulfillment and growth. This motivation methodology is fairly easy to implement which has made the theory popular in the business world. It is in the best interest of Virgin Media to motivate its staff because doing so will increase the performance of the business. Virgin Media is the UK’s first provider of all

Improving Speaking Skills of Non-Native Learners Assignment

Improving Speaking Skills of Non-Native Learners - Assignment Example Teaching speaking skills can be very challenging as well as very difficult. Learning to speak with proper grammar usage and pronunciation generally has a long learning curve. The ability to speak proper English is essential for being successful and in one’s career. This essay would be discussing how to improve the speaking skills of non-native learners and make them speak more fluently and accurately and encourage them to acquire an English native speaker accent. In the essay, some important aspects which are discussed include the accent issues for non-native learners, the methods used by teachers to ensure quality learning, some of which are motivating the non-native learners, innovation of the teaching activities, using paused transcriptions and using regular supervision and feedback. Additionally, the importance of using the main conversational types as spoken message repetition; namely comprehension checks, comprehension checks and clarification requests, is elaborated in the essay. In order to tackle these aspects of life, proper communication in English is imperative. The non-native learners would also regularly need to communicate with employers, neighbors and colleagues in English. They might also have an objective of receiving higher education in a foreign country or get promoted in their jobs, hence for numerous purposes; non-native learners enroll for spoken English classes (Ignash, 1995). The non-native learners are sometimes successful in carrying out conversational English with sound grammar. However, their accent and intonation make their speech partly incomprehensible. According to Hughes ‘I have argued that because intonational meaning is central to a full understanding of spoken English, it deserves more attention in Applied Linguistics. If researchers are to better understand language acquisition, language production, listening comprehension, and discourse strategies in the context of communication as a whole, intonational meaning should be a central part of the program.  

Essay question about The big switch Example | Topics and Well Written Essays - 750 words

Question about The big switch - Essay Example Even not being a professional, Geoff could develop a programmable world wide computing. It is in this very chapter, that forms the beginning of the second part of the book, Carr encapsulated the concept of cloud computing. The prime feature of cloud computing is that it does not require the typical mainframe computer to store all the data in one single computer. Rather, one can easily share it within the network through host servers. As it has been discussed by Nicholas Carr, cloud computing is generally used as third party product and as the businesses can have professional expertise for all the matters like hosting, servers and domains and also as they can store all of their information over such networks, it definitely helps them in focusing upon their core competencies. The business organizations can forego the huge capital investments for setting up and maintaining own networks. The demerit is that the business firms have to depend upon the external institutions and it might lea d to matters like information theft or failure of the servers. But still there is almost no doubt that the cloud computing has enabled the business organizations to have much better information technology architecture. ‘The Big Switch’ by Nicholas Carr has definitely won the test of time as it proposes and proves one after the other burning issues faced by the business organizations of present day with respect to information technology. In the chapter seven of the book, Carr considers one of the most debated topics of the period i.e. the reduction of employment because of extensive usage of information technology. It is a fact that the computers can do the work of quite a few employees and that too much efficiently. Therefore, Hellmut Schutte rightly thinks that the machines are definitely replacing human workforce. Though the entire matter is unfortunate as old time employees are losing their jobs but the fact is that the multi national corporations of

Ground Water in Dhaka City Essay Example for Free

Ground Water in Dhaka City Essay Dhaka is the capital city of Bangladesh which has a population of about 12. 5 millions and its population rate is over 5%. Projected population is about 22 million by 2025. Dhaka is now the 7th largest populated city in the world and it is anticipated that Dhaka will be the 2nd largest city in the world by 2020. This city is full of problem and one of the major problems is water crisis. Although Bangladesh is rich in water resource, but there remains lack of safe water. The cities in Bangladesh are the centre of employment, communications and development. So, people are rapidly migrating in these cities from rural areas place putting additional pressure on the infrastructure and water resources. For this huge population in Dhaka city, water demand is also huge. And maximum portion of this greater demand is fulfilled by ground water. The daily requirement of water in Dhaka city is about 200 crore liters while WASA supplies 180 crore liters, leaving a shortage of 20 crore liters. Out of this 180 crore liters of water, 154. 50 crore liters of water are supplied from ground water. All most 85%-87% of water is supplied from under the ground and of them are from surface water. To supply this massive amount of water we need to extract a lot from the ground. Everyday demand for water is increasing and we are adding new pumps. In 1998, there were only 243 water pumps to lift water in 2004 it was 440 but now it is 560. Each of the pumps lifts 3,000 liters of water in a minute. And this is also making some problems. For this heavy extraction water level is going down rapidly. In some statistics I have found that the level of underground water has dropped down to 61. 18 meters. The average rate of decline of water level varied from 1 m to 2. 50 as the report of DWDB. Ground water depletion situation is severe in the central part of the city compare to the areas close to river bank, says DWDB. If this continue to happen then in future it will be hard to lift up underground water. Moreover, the increasing number of pumps and subsequent depletion of groundwater table increases the risk of disasters like landslide, subsidence and earthquake.

The Other And The Intersubjective

The Other And The Intersubjective In the following write up, my attempt is to explicate the understanding of the other and intersubjectivity vis-Ã  -vis the way people interact with each other. It appears that there are two ways of interactions the subject-object interaction and the subject-subject interaction. The subject-object interaction can perhaps be understood through the method of the positivist, the scientist, the behaviorist, and those of the ilk who divide the universe into the material and the non-material and declare the material to be real. They then create an objective universe of method and thought. The subject-subject interactions can be understood on the differences between the inter-subjective (between two subjects) and the intersubjective (within two subjects thereby avowing continuity), the former is available in the thought and writings of Hegel, Husserl, Levinas and Lacan and the latter through the thought and writings of Buber. Questions that arose in the mind of the researcher from this cate gorization have become the groundwork for exploration in the direction of developing a research proposal. The understanding of I, Other and the ensuing implications for the method of Dialogue in education may become the thrust for this study. What follows is an articulation of the possibilities for developing a research proposal In todays techno-mechanistic world our object-centered understanding dominates our interaction with not only inanimate things but also in our approach towards beings around us. The interaction with beings is replaced by the inferences based on the outward manifestation of behavior. The world, then, is an object, and by looking at things, empirically, one can understand the truth. This is the approach of the positivist paradigm, in which the content of knowledge consists of objective truths or facts and the knower can gather these facts as information. The knower then becomes a recipient of information who has to process it to assimilate into the preexisting categories or to make new ones for reproducing that information as and when required. The universe of educational studies is largely dominated by an understanding of the processes and purposes based on the discipline of psychology and the positivist paradigm is the basis of most of the personality theories in Psychology. Neverthel ess, psychology has expanded itself with the understanding of philosophies like existentialism and phenomenology to fill this gap. This movement is the response to the cry against the objectivity of science and the psychological theories based on the scientific model. As we move from the subject-object interaction towards the subject-subject interaction, we realize that the self itself requires the other to define itself. This other is not an object though it may be an inanimate thing. Then everything around one becomes a walking mirror for one to see the image of oneself in all and all in oneself. The interactions, then, are not with persons but with projected images of ones own self, sometimes even to the extent of denying the others existence. With these images, one identifies and because of these identifications, one emotes. Because of this identification on believes that he can understand the other, empathize and make predictions about his behavior. Other people are part of ones totality in ones sameness and this primary way of being-in-the-world with others seems to be quite egocentric. It is to say that we are always being-in-a-situation, where our being as selves is inseparable from a shared, meaningful life-world. This inter-subjective of the subject-subject is the focus in the phenomenological inquiry. This intersubjectivity refers to the contents, not the context, of consciousness and addresses the psychological domain rather than philosophical issues and this intersubjectivity is preceded by the subjectivity of the participants. The intersubjectivity refers to the coming together of already existing and experiencing subjects, where they have separate consciousnesses being shaped interdependently by their interaction. This incorporates in itself the notions of self as ego, which is there to experience the world. Nevertheless, Husserls idea of the other seems to be quite close to the above elaboration, The other then is a phenomenological modification of myself, for Husserl, grasped only within my ownness. This grasping is on the basis of something like analogy. Just as a primary givenness is experienced in perception, memory affords a kind of secondary givenness (Moran, 2000. p.177). Hegel claims that, such subject-object identity, such self-consciousness, exists perfectly only in love (Beiser, 1949.p.113) in which the subject and object, self and other, realize their natures through one another, they recognize itself only through the other. This is possible because, there is a single structure of self-consciousness holding between self and other: the self knows itself in the other as the other knows itself in the self (ibid.). Levinas, however, uses two different words for speaking of the other; the non-personal other in general and the other person, as the Other. Levinas claims that the self-other relation is not reciprocal, but rather that there is a priority of the other over the self. This is what he calls the asymmetry of the relation between self and other. The Other means for Levinas that which cannot be objectified, the sphere of subjectivity, although not understood in the spirit of mastery, but rather as founded on openness to the other (Moran, 2000. p.342). Levinas pays special emphasis on the understanding of the other for the understanding of ethics. For Levinas, ethics is never an egocentric mode of behaving, nor the construction of theories, but involves the effort to constrain ones freedom and spontaneity in order to be open to the other person, or more precisely to allow oneself to be constrained by the other (Ibid. p.321). Lacan uses a similar classification in which the other is, the other who is not really other, but a reflection and projection of the EGO (Evans, 2006. p.135) and the Other designates, the radical alterity, an other-ness which transcends the illusory otherness of the imaginary because it cannot be assimilated through identification (ibid. p.136). Lacan explains that the child, during the mirror stage, acquires the sense of self at the price of his self becoming an-other that is distinct from him and visible in the reflection of the mirror. However, the inherent continuity in the relation of the I and the other in intersubjectivity as opposed to the distinction of the I and the other emerges through Bubers writings. This intersubjectivity is different from the Inter-subjectivity that refers to how the consciousness of participating subjects is in interaction during an experience. The understanding of intersubjectivity that Buber explicates here is that the intersubjectivity is from the whole being of an individual and this is its most radical meaning. Therefore, intersubjectivity now can be conceptualized as a process of co-creativity, where relationship is ontologically primary. The being of any one subject is dependent on the being of all other subjects in the relationship. Here, intersubjectivity precedes subjectivity. Further Buber (1958, p.1) wrote, There is no I taken in itself, but only the I of the primary word I-Thou and the I of the primary word I-It. Here, the I-It refers to the subject-object and the inter-subjective of the subject-subject ways of interaction. The I-It is the primary word of experiencing and using of the positivist paradigm in which the I is distant from the object. It takes place within a man; it is entirely subjective and lacking in mutuality whether in knowing, feeling, or acting, it is the subject-object relation. Whereas in I -Thou, the inter in intersubjectivity refers to an interpenetrating subjectivity which is holistically mutual. The I-Thou is not limited to men but may include the whole world. Thus in the silent or spoken dialogue between the I and the Thou both personality and knowledge come into being. Unlike the subject-object knowledge of the I-It relation, the knowing of the I-Thou relation takes place neither in the subjective nor the objective, the emotional nor the rational, but in the between -the reciprocal relationship of whole and active beings (Friedman, p.60). The questions, then which the researcher is left with, after this very preliminary and tentative probe are around the three areas probed so far and may lead to other areas like the Self in relation to the above and to implications of the Consciousness or Self, I, inter-subjective and the Other. Some of the questions my be articulated as under: How has the movement in the understanding from the subject-object interaction of the positivist paradigm to the subject-subject interaction of phenomenology helped us in our understanding of the other? What is the relation between the self and the other? Does the phenomenological entails the merging of the I in the other or does it endanger the other by consumption and annihilation? How does the understanding of the I, the other, inter-subjective and intersubjectivity impact on pedagogy? How does our understanding of Dialogue develop with our understanding of the I, the other and the intersubjectivity? Does our understanding of the I, the other, inter-subjective and Intersubjectivity affects our understanding of the Values, Selfhood and Consciousness? Will a study of the I, the Other, inter-subjective and the Intersubjectivity lead us to the probe the normalize, i.e. in the realm of ethics and axiology, when contextualized in education,

European Colonialism and Imperialism in Aphra Behns Oroonoko Essay

European Superiority in Oroonoko Throughout Aphra Behn's Oroonoko, we can see the comparison between European and African culture occurring in many places. In a majority of the imagery, Behn's attitudes can be seen behind the text weighing heavily toward portraying European characteristics as socially more admirable. Oroonoko's introduction acquaints us with a person so refined in every way as to be almost god-like. Every feature of this great warrior-prince is shown in detail to be the most beautiful one could hope to behold. The narrator says,"...he was adored as the wonder of all that world, and a darling of the soldiers." (1869) He is even said to have,"...a native beauty so transcending all those of his gloomy race that he struck an awe and reverence even in those that knew not his quality;..." (1870) Clearly, this is the description of a person destined for greatness. Oroonoko, throughout his adventures, lives by these very features. After Oroonoko becomes sold as a slave, for example, he becomes a friend of the narrator and the overseer in the New World thro...

Independence in the tasks of daily living Essay

Outcome1-understand principles for supporting independence in the tasks of daily living-Individuals can benefit from being as indepenent as possible in the tasks of daily living as it depicts that people having the same level of choice, control and freedom in their daily lives as any other person. Each of the three main political parties expressed their approval of the Independent Living Strategy published in 2008, which sets out actions aimed at improving the choice and control disabled people have over the services they need to live their daily lives. The aims of the strategy are that: * disabled people (including older disabled people) who need support to go about their daily lives will have greater choice and control over how support is provided; and *disabled people (including older disabled people) will have greater access to housing, education, employment, leisure and transport opportunities and to participation in family and community life. In June 2010, the Government stated that it was looking at further ways of taking the Independent Living Strategy forward. Active participation promotes independence in the tasks of daily living as this gives the client the confidence and independence needed to complete tasks by themselves without the support of others. Daily living tasks may affect those depending on their culture or background, as what someone may have been brought up believing, may not necessarily be accepted as the general view of society within Great Britain in these current times. I would identify suitable opportunities for an individual to learn or practice skills for daily living by providing a wide range of activities. I would observe/monitor their skills to identify what they can/can’t do, and also listen to them and ask any questions about what they would like to do. It is important to clarify the role and responsibilities for providing support in order to ensure that all codes of conduct, professional boundaries and legalities are upheld. Outcome 2-be able to establish what support is required for daily living tasks- Establish what support is required for daily living tasks In order to access information regarding an individuals support plan I would request this from my line manager using all organisational policies and procedures and adhering to all Acts of Parliament. In order to clarify with the individual and others the requirements for supporting an individuals independence in daily living tasks I would ask the individual concerned what they would, and how they would like to achieve independence, as well as following any care plans and discussing with others any information that the client may have passed onto them with regards to how they would like to achieve this. In order to access any additional guidance in order to resolve any difficulties or concerns about support for daily living tasks I would contact my line manager via telephone or in person, whilst accessing any care plans and referring the situation to my line manager if there had been any disputes between myself and the client. Outcome 3 – be able to provide support for planning and preparing meals- In order to support the client to plan meals that contribute to a healthy diet that reflect the individuals culture and preferences I would clarify with the individual any foods they can or can’t eat depending on culture and medical conditions and what they prefer to eat, whilst following any current guidelines for healthy eating. I would actively support them in the preparation of the food by encouraging them to prepare it themselves following all health and safety policies and referring the client to any ‘cook books’ etc. I would encourage the client to store food safely by discussing and referring  them to any food safety policies i.e. basic food hygiene, as well as actively supporting them in the initial storing of the food. Outcome 4- Be able to provide support for buying and using household and personal items- Different ways of buying household and personal items include using the internet and shopping in person. In order to identify household and personal items that are needed for the client I would discuss with, and if necessary supervise the client whilst they decided and tooks notes, depending on what they currently had in the house and therefore did or didn’t need. In order to support clients to buy items in the way they preferred I would discuss with and accompany the client whilst either shopping on the internet or in person etc. In order to support the client to store and use items safely I would discuss with and refer them to any health and safety instructions that may come with or be noted on the products. Outcome 5- To be able to provide support for keeping the home clean and secure- I would support the individual to keep their home clean in a way that supports active participation and safety by observing and discussing with them any issues that they may have, then referring them to any policies issued to the general public or organisations, and actively supporting them whilst they implemented these policies. I would supervise and describe different security risks to the client, whilst encouraging them to take notes as to what these are and describing to them ways to implement any concerns that either myself or the client had, I would also advise my line manager as to what these risks are so that any actions could be securely documented. Some of these risks could include leaving doors and windows open or unlocked, or by allowing people into their home without asking for I.D etc. I would support the individual to use agreed security measures by referring  them to any leaflets or policies that had been issued either externally or internally by an agreed and secure source, and promoting active participation in the implementation of these security measures. Outcome 6- Be able to identify and respond to changes needed in support for daily living tasks- In order to record any changes in the individuals circumstances that might affect the type or level of support that is required I would discuss these with the client and my line manager whilst recording these in the individuals care plan. I would adapt support in agreed ways of working to address concerns, changes or increased independence by discussing with the client and my manager what these may be. I would also takes notes and implement any changes in the individuals care plan.

Faith and Greer

As Faith and Greer grow closer, Faith wants to know what Greer truly thinks. As Greer starts talking, she gives all these suggests which never felt like she could do, and someone actually listen. â€Å"Tell me your impressions about what we're doing here,† Faith said. â€Å"Be honest. Don't worry about my ego. I'm curious how it seems to you so far.† (Wolitzer 201). The thing about activism is to she what you think is right and will help. Faith pressures Greer to speak her mind but in a good that will help the company rise. She want to makes sure that she does her part to Faith's grand venture. Greer want to experience the success that Faith does. Now that Faith tooken the suggests of Greer it, they both demonstrate the truths of activism. Greer realizes the she values her individualism more that sisterhood, she wants to ensure her own success, even though she would be keeping Zee from success, now that is little selfish. At this point Faith is reflecting back to the past, and she recalls supporting Greer over the years. Faith sees a lot of herself in Greer, they have reflected upon how they share a sense of disappointment in their parents and that is what has bond them together. â€Å"Greer had been so bright and filled with feeling, but beyond that she had also been upset with her parents. Of course Faith had been reminded of being upset with her own parents at that age. Both sets of parents had held their daughters back, even as they loved them.†(Wolitzer 442). Faith feels for what Greer had to go through, and now Faith wants to see Greer be successful. Faith can see Greer's potential as an activist, a feminist, and a leader. Faith is using her power to help other women find their own. Greer and Faith are a lot alike and they deeply bond over that, because of that demonstration of the disappointment of both their parents. When Faith talks to Greer about the mentorship program, Greer tells Faith that it does not exist. So Faith asks if the rescue was at least real and Greer responses that yes it was. Faith's realization that the mentorship program was not real made her wonder what was actually going on at the ShraderCapital. â€Å"Exactly what isn't true?† Greer managed to say. â€Å"The whole thing?† â€Å"The rescue was real. The security group apparently went in and saved those girls.† â€Å"Well, good. That's a relief.† â€Å"But the mentor part never happened. They just pretend it did.† (Wolitzer 464). The whole thing is messed up what they are doing is wrong, but Faith is so caught up in being preoccupied with the public's perception of her than in make sure that everything in her organization is running smoothly. Although Faith would have lived with ignoring the whole situation and now even though she knows what is going on Faith is not planning to take any action. Knowing Faith that is just not how she does things, but she seem that she just have no idea of how to handle it. Now Faith has confronted Emmett Shrader which has been long overdue. Emmett have not a very good excuse of the whole thing. â€Å"So the mentor program really doesn't exist?† He paused, thrown, trying to be careful. â€Å"It was supposed to have existed,† he tried. â€Å"We had every intention. Does that count for anything?† (Wolitzer 523). Emmett had totally ignored the thing of the mentorship program as well of the severity of Faith's struggle. Faith couldn't afford to tune out of her own life, and she could afford to make mistakes. Where Emmet just goes through life with not a thought to what consequences his actions could have. This just shows the contrast between the power of men and women. Although Emmett had claimed to of had a hazy memory of what was actually discussed that day of what happened to the mentorship program. What he actually remembers shows his total lack of interest in an important contribution of time, and resources. Emmett is clearly not an activist and putting his name on an activist company has definitely not made him a better feminist or a better member of the community. Even though the severity of the situation or even perhaps, because of it Emmett didn't think that it was important enough to solve the Ecuador crisis. â€Å"I should have listened better in that meeting, and I shouldn't have let them switch out that woman you liked, and I should have shut down the fund and announced the whole thing publicly.† (Wolitzer 550) Emmett now longing for the simpler times of the earlier days of Loci of when he connected with Faith Frank with any of the damage of this sandal between them. Though Emmett doesn't remember what happened, he knew that there were strings being pulled and people were urged to keep the truth of the whole thing quiet. During that time he tried to convince himself that he was doing the right things to make Faith happy even when it was a bad situation by keeping the money for Faith to use on another project. The realization sets in that Faith Frank is an activist and mentor a lot of reasons. Some were more selfish than others, but Faith felt rewarded and loved by receiving gifts and notes from people she had mentored. â€Å"Dear Faith, This book was my favorite when I was a little girl, and I wanted you to have it. Love, Denise Manguso (from that dinner in Chicago!)† (Wolitzer 555). Her importance has been threatened many time throughout the year, but it is her fans that keep her going not her work, and that keep her in the world. That is Faith's rensurence that she will remain adored and relevant as she once was at the start of her career. Although Emmett had messed up, he feels awful about how things went between him and Faith. He realizes that things haven't been all that bad and that he has given Faith that greatest gift of all, and influential platform. He has done perhaps more of the work than anyone else in Faith's life. Greer is now at a point in her life where her career has taken off, her career is almost a direct mirror of Faith's. â€Å"Tonight they were celebrating the fact that Greer Kadetsky's book Outside Voices had just spent one full year on the bestseller list.† (Wolitzer 602). Greer finally got the success she has been looking for. Greer has manifested so much attention, but she still gets criticized and often publicly. She gets criticized for her privileged idealism and inattention to worse issues that face the modern of feminism. It seems like Greer gets the same kind of adoration, attention, and praise as Faith Frank once did. This fills Greer with a sense of personal fortitude and socio political power. This all of what Greer wanted she worked hard for it and success found its way to her. Now that Greer is marry to Cory, has a baby named Emilia, and a babysitter name Kay. Greer finds that she sees a lot of herself in Kay, it seems that she sees a similar dynamic blossoming between her and Kay, like what she once had with Faith. â€Å"I want you to know I think you're great, Greer. I totally do. My friends and I have read all your book and they're impressed that I sit for you,† said benevolently† (Wolitzer 607). Although Kay is unlike the shy Greer who was willing to change her personality and opinions to better align with Faith. Kay has her own independent thoughts about feminism and is not afraid to express herself. With that Greer often wishes that she could contact her former mentor, but with things that ended badly between them. â€Å"But lately, Greer had been wishing she could say something different to Faith.† (Wolitzer 623). Greer still deeply admires Faith, and with the realization that her hero was just an ordinary person like the rest of us with flaws too. Greer realizes that even with the complicated or with the moments that were upsetting with Faith were ultimately a service of goodness and advancement. Greer's ability to be grateful for the way Faith had called her out on things has shown Greer that she has matured considerably and is able to see her past mistake a lot more cleary . Greer now wonders if Kay will one day take her place as the mentor, that Kay will be the mentor to her daughter Emila. â€Å"Who is going to replace me? She though, shocked at first at the idea, and the finding it kind of funny, and relaxing into it.† (Wolitzer 624). By wondering, Greer wonders if she will slowly out live them all, Greer shows that the power dynamics and politics are constantly shifting. Impling that even as Greer has risen to fame, she will always feel a deep sense of loss for Faith. The cycle continues of mentors, because it is destined to repeat it, with Greer's daughter Emilia most likely to be mentor by Kay.

Positive Behaviour Support Essay

Policies and Procedures of the Work Setting There are many different policies and procedures that schools have to abide by some of these are; Behaviour policy- The behaviour policy goes over topics like how to treat others, how you should act in the premises, how you should talk to others and how you should do something when you have been told to do it etc. The policy also goes over rules and consequence’s if the rules are not followed. It goes over how they use positive behaviour support when a child has done well. It explains responsibilities, the curriculum, the values and how rules are reinforced to the children. Bullying policy- In all schools they now have a 0% tolerance on bullying, the policy goes over many things about the anti-bullying policy. It ensures that everyone should be able to work in a safe, caring and productive environment with no fear of being bullied or feeling like they can’t tell anyone if they are. It helps members of the school attend and sort the incident when it occurs. It explains that all bullying should be reported if spotted, if told about it or if you are the victim, it also explains that anti-social behaviour will not be tolerated and consequences will be giving out where and when appropriate. Attendance policy- The attendance policy follows the pupil registration act 2006. All teachers are responsible for taking all registers in the morning and in the afternoon after lunch. Students should turn up for school everyday unless they are ill or have appointments but the school should be informed if this happens. If a child doesn’t turn up for school or fails to turn up at all authorities are usually brought into see what the situation is and fix it. The deputy head and the secretary are responsible for collecting up all the registers and looking them over to see for any cause for concern following it up with the head of school. Child Protection policy- The CPP is put in place to safe guard the students. It explains that students are encouraged to talk and be listened to, that they have someone to approach with any problems, gives advice about how to stay safe and people they can talk to if they do not. All staff are provided with a copy of the CPP at the beginning of the academic. All teachers have a duty of care to the children involved so they can be safe and protected from harm while in school. All children have a right to be protected from something that can cause harm. All staff and volunteers should be able to make  informed and confident decisions and responses to specific child protection issues. All these policies support positive behaviour in many different ways. The behaviour policy supports positive behaviour by it explaining to teachers how to deal with a child when they are acting antisocially in the setting. It also explains to them how to use positive behaviour support when a child or chil dren has done well. The bullying policy supports positive behaviour in children by setting rules and boundaries ensuring that children can work in a safe and caring environment. It helps teachers explain to children what is accepted as bullying and why they shouldn’t hurt other children etc. in a fun way so children understand that they shouldn’t intentionally hurt someone. The attendance policy helps teachers see who is a cause for concern and who isn’t. If a child is absent they are not learning anything and not being helped to do things they would do in school. So it helps the teacher try and get children back into school to keep them positive about it. Child protection policy helps positive behaviour as all children are encouraged to speak and be listened to when there is or isn’t a problem so they know they will be heard which keeps them positive when there’s something wrong as they know they can tell someone when something is wrong. If they have someone in a scho ol they can trust they are more likely to tell them about what is going on which helps them know they have a voice and will be listened to. The Importance of Consistent Rules and Boundaries It is very important that we apply rules and boundaries to children when working in a setting. Rules and boundaries are set so all children can be treated the same not one rule for one and one rule for another, all children know where they stand with teachers and so all children can understand what is considered appropriate behaviour. Rules and boundaries need to be consistent and regularly reinforced by an adult. If messages are not clear to them or if they are conflicting and contradictive they are going to get confused and maybe frustrated and will then find it hard to behave. If children are met with the same response every time they do something wrong they will be less likely to repeat at a later day. All rules and boundaries should be suitable for their age and stage of development and all language used should be clear and make sense not to confuse the children. You must make all your expectations clear so they know how to act and behave. The  Benefits of Encouraging and Rewarding Good Behaviour There are many benefits of encouraging and rewarding good behaviour to the child you are working with, other children in the setting and carers; The Child- Encouraging and rewarding good behaviour for a child has many benefits, they learn that when they have done or are doing well at something they will get something good out of it and if they are doing the wrong they will learn that they will get ignored or depending on the severity of it they will get consequences. It helps them succeed in their work etc. a lot better and makes them happier to do work. It sets a positive out look on stuff they wouldn’t usually like doing and gives them more enthusiasm to go further on with their work. It also makes them more able and gives them a better outlook on school life. Other Children- If other children see you giving a child encouraging and rewarding good behaviour they are also more likely to follow on with it. If they realise their behaviour isn’t be rewarded by someone else’s is they are going to try and do the same to get positive support. It will make them more motivated to do their work and behave as they are then getting something out of it. It will help them be more into their work and their progress will get better. Carer- Carers meaning teachers and others working in the setting would also benefit from children being positively supported as they would be able to work better with the child as they might not be as stubborn and it might make them more a willing to do something they wouldn’t usually do. Their behaviour would be better which would make them better to teach as they would listen and become more into the lesson. The work the children produce would be better as they are listening more and there are less class disruptions so there’s no starting and stopping. The teacher would have a lot more time to help other children that need it and be able to fit more into a day.

Discuss the importance of the Sahara and the Indian Ocean in ancient Essay - 3

Discuss the importance of the Sahara and the Indian Ocean in ancient African history - Essay Example The Saharan region, especially Egypt, has provided historical information necessary for enhancing studies involving progressive and evolvement in traditional African societies. Most archaeological activities are concentrated in this region because the evidence has not suffered significant distortion from human activities. Most archaeological studies have concentrated on the Sahara and Indian Ocean. Studies on Saharan traditional communities have focused on urbanization, stateless societies and trade activities (Wendorf 3). These studies provide vital information required for understanding the historical background of Africa. The notion of an African continent being divided by the Sahara desert is not a priority of the past historical studies. Most historians viewed the region as an intermediate area beyond which lay the land for Africans. Europeans described Sahara as an impenetrable land inhabited by the indomitable and hostile Tuareg. Sahara was the last region to be mapped during the European conquest, with most of the regions being less affected by colonization. Studies focusing on the historical aspect of communities inhabiting the Saharan region have emphasized on the various ways in which diseases, technology and foodstuffs have affected the evolvement of the modern communities. Traditional studies link the presence of camels and Islam religion as indication of African connection to global community through trade. Use of camels and spread of the Islam religion were normally concentrated in the Saharan region with the Indian Ocean acting as the connecting channel. Enhancement of trade, introduced in the Saharan region led to the association of other African communities forming a, â€Å"formal, intra-regional economic network† (Wendorf 3). This led to the establishment of traditional trade centers in various regions that coordinated all the trade activities, especially in Egypt where

What does 'Freedom Of The Press' Mean To what extent does it exist in Essay

What does 'Freedom Of The Press' Mean To what extent does it exist in Modern Britain - Essay Example ress freedom surveys, made no mention of it in its constitution whilst North Korea, which does, often ranked the last in such surveys (Press Freedom Index 2010; Freedom of the Press 2010). Press freedom is often equated with democratic societies, but Noam Chomsky believes that there are â€Å"two different conceptions of democracy,† each shaping their own brand of press freedom. The first is participatory democracy where citizens are involved in the workings of the state and thus, communication channels are necessarily kept free and open. However, its antithesis – the non-participatory democracy – keeps people off the business of government affairs and thus, information and communication are controlled by the state. Chomsky believes that the second kind is most prevalent today (Chomsky 2002 pp. 6-7). Chomsky points out the US as a perfect example of the second type. President Wilson, for example, created the Creel Commission to oversee the government’s pro paganda machinery and turn a generally pacifist public into a war-hungry, anti-German fanatics so the US government would be free to join the war unopposed. The same technique was used to whip up the public to a state of red scare so that it would be supportive of the government’s programs of eliminating unions and restricting press and political freedoms. An underlying rationale for â€Å"manufacturing consent† was the notion that the average man cannot fully grasp the intricacies of common political and social interests and thus, his thoughts must be directed. Only the intellectual elite can comprehend them and it must act to bring public opinion towards their fulfillment even if it entails deceiving them. In such types of democracies, press freedom becomes a casualty of the manipulative intellectuals (Chomsky...Even the collapsed Soviet Union guaranteed press freedom in its constitution but it was common knowledge that its press published only what the government wa nted the public to read. An even glaring example is the manipulation of public opinion through the use of propaganda machinery by some of the perceived freest countries in the world for the purpose of legitimising their social and political agenda with the least opposition. Moreover, the history of press freedom shows that it always entails a form of struggle between the system and the press. The UK is no exception. The history of press freedom in the country is checkered with the Church and the Crown alternatively suppressing it in the name of religion or the King. Even in contemporary times, when the country is considered one of the freest democracies in the world, the complete exercise of press freedom is hindered by legislations or policies that lean more towards the promotion of other interests. The often underpinning rationale for the obstacles of press freedom is the ever-present contending interests between the private and the public and between the government. Even in the f reest of nations, press freedom surrenders a part of it to conflicting interests that are at play in the social, legal and political make-up of the state. Absolute press freedom, therefore, is almost always non-existent; only diluted and compromised press freedom.

How you have experienced social change in Qatar over the last 5 years Essay

How you have experienced social change in Qatar over the last 5 years or so - Essay Example The above changes are largely because Qatar has been hosting numerous sporting events. Mubarak Al Mana, who is the head of the country’s women’s sport committee, has played an important role in supporting women’s involvement in sports. Apart from the increase in the number of women participating in the country’s labor force, most of them tend to focus in certain occupations, particularly teaching and clerical jobs. As the Qatar society started the complex process of implementing social change decade ago, the imbalanced status of women became prominent. It also became a difficult obstacle. Nevertheless, the country has taken vital recognizable steps in the past five years to ensure that women have similar privileges as men. For instance, women have the privilege to vote and contend for any political position during their parliamentary elections (Great Britain, 2004). In 2010, Sheikha Maha Mansour was appointed as the first woman judge in the country. This greatly indicated how Qatar was experiencing a speedy social change. The situation also created an important example to other women who are currently studying different courses previously meant for men. Another recognizable social change is the organization of the family laws. Formerly, resolutions of family problems were dependent on the judge’s understanding of Islamic law. However, this has changed since 2003 when women were given th e privilege to participate in public life and business. In addition, they also have the privilege to travel alone because laws requiring a guardian’s authority for a woman to be given a passport were withdrawn during this

Theology Essay Example | Topics and Well Written Essays - 1250 words - 3

Theology - Essay Example The West and America for instance are known for being liberal and seeking to export values such as economic, political and social liberalism, civil rights and liberty. The Oriental is known for its diligent and the African, its strong cultural and conservative values. Because of this, when engaging in global or regional athleticism, an athlete is deemed as having significantly marketed his country and his country’s values upon winning. Again, the claim that athletes carry values of their training into societies in such a way that the society reflects these values is worthy of credence, since sportsmen and athletes’ training programmes are usually guided by values such as discipline and hard work. The part of discipline compels and guides the athlete’s diet, drug behaviour, civilian lifestyle [in light of patriotism], consistency in practicing and maintaining tenacity while in the actual competition. Although the Jamaican marathoner Usain Bolt is seen to have physical advantage in athletics, yet it is his lack of tenacity and seriousness in the race that made the American marathoner Tyson Gay to defeat him twice on 5 August 2010 and on 5 June 2013. Likewise, it is diligence as a value that constrains the athlete to keep training consistently and to stick to a training manual that the instructor or sports trainer or manager has prescribed. Similarly, the plausibility of this standpoint is furthered att ested to by the fact that the undisciplined or the sluggish seldom win sports contests or athletics because indiscipline, inadequate practice and lack of preparations readily co-occur with physical unfitness. Thus, when a sportsman or athlete wins, it is his hard work and disciplines [important values] that are acknowledged, in lieu of natural giftedness. In light of the above, upon the finalisation of the marathon and the rewarding of exemplary

Preparation of Nylon-6 from petroleum Essay Example | Topics and Well Written Essays - 1250 words

Preparation of Nylon-6 from petroleum - Essay Example DuPont continued with his research and in 1941 pioneered the first moldable polyamide grade. However, in 1938 a German P. Schlack at IG Farbenindustrie produced another commercially important nylon 6 through caprolactam and its subsequent patenting being done in 1941 (Brown, Foote, and Iverson 2011, p.6). The market for nylon-6 has since then grown and is used for various purposes worldwide. Nylon 6 is the most popular type of nylon in use and accounts for more than 50% of the global market (Brown, Foote, and Iverson 2011, p.9). The nylon falls under the thermoplastic family and has several properties that make it different from other types of polyamide. The properties of nylon 6 include the fact that it is tough, with high tensile strength. This implies that it does not break easily due to the bonding between each molecule resulting from the polymerization process. Secondly, nylon 6 does not wrinkle. It is also highly resistant to abrasive effects, such as alkalis and chemicals. This implies that it does not tear easily when such chemicals get into contact with the material. The product is also capable of absorbing water of up to 2.4%, which in most cases reduces its tensile strength (Brown, Foote, and Iverson 2011, p.9). In addition, nylon 6 is highly elastic and has the capacity of being used as a technical nutrient. Moreover, it is a semicrystalline polyamide. Nexant (2009, p.1) notes that nylon 6 is used extensively particularly in the automotive, industrial, consumer, as well as in electrical and electronic industries. However, its use has grown particularly in the automotive industry. This is attributed to the fact that there has been a trend towards preference of plastic material to metals as weight and cost reduction strategies. In addition, the use of nylon in the automotive industry has been seen as a means of reducing vehicle emissions that pollute that environment. Market outlook shows varying

Contemporary management functions Essay Example for Free

Contemporary management functions Essay Contemporary management functions reflect considerations of past management theories and aim to improve and strengthen employer-employee relationships as well as providing suitable working conditions for employees. Management functions are functions which managers perform to â€Å"effectively and efficiently coordinate the work of others. (Robbins, 2012). The functions consist of planning, organising, leading and controlling. The theories discussed in the article (1981) Hawthorne, the Myth of the Docile Worker, and Class Bias in Psychology, American Psychologist, 36(8) pp. 867-878. By Bramel, D, an article written about the Hawthorne Research conducted between 1924-1933, which looked to identify the relation between various working conditions and productivity and output, highlight the need for contemporary management functions. The article addresses how integral a continuous strong and communicative relationship is between the employer and employees of a business and the necessity of a strong and ethical organizational culture. Poor executions of the leading management function can reduce trust between employers and employees and create job dissatisfaction. In regards to the rapid decrease in output in period 12, Bramel writes that Roethlisberger and Dickson (1939) stated that the â€Å"workers were afraid that should their previous performance be maintained or improved in this period, rest pauses might never again be reinstated. † (Bramel, D. 1981). This is an example of a lack of communication between employer and employee, resulting in resistance from employees. Communication is a vital part of the organising management function; communication is the transfer of understanding and meaning (Robbins, 2012). In the case study, understanding was clearly not transferred between managers and employees as despite employees being reassured this was only temporary prior to the exercise, the workers still believed that management was â€Å"really interested in how to squeeze the most out of them, rather than in making their working conditions better for them. †(Bramel, D. 1981). The lack of understanding and meaning communicated between each party led to the reduced trust ultimately resulting in lowered total output. This is well summarised by Bramel â€Å"If the workers had in fact ad the kind of trust in management’s good intentions that Mayo claims, would they have found it necessary to resist the experimenters so actively in this period? The picture we get, instead, is of a group of rather wary workers engaged in a continuing skirmish with management and determined not to be taken advantage of. Rather than become a part of the company â€Å"team,† they became a team of their own, rather coolly looking out for their own economic interests in an adversary relationship with management. â€Å" (Bramel, D. 981). Bramel highlights the trust lacking in an â€Å"adversary relationship† with the worker’s management, who work as a team outside of the organisation’s best interests. (Bramel, D. 1981). The leading management function recognises that managers must be able to explain, predict and influence employee’s behaviour for success. Managers must be able to explain why employees engage in some behaviour, predict how employees will respond to various actions of the manager, and to influence how employees behave (Robbins, 2012). Job satisfaction is an employee attitude, which refers to an employee’s general attitude towards their job; employees with high levels of job satisfaction have positive attitudes towards their jobs. People’s behaviours, attitudes and actions are closely related. In the case of the Hawthorne Study, managers were unsuccessful in predicting how employees would respond to their actions and did not positively influence employee’s behaviour through their actions. Dissatisfied employees can result in workplace misbehaviour (Robbins, 2012). s witness in the case study where employees intentionally slowed down production to spite the managers. Poor job satisfaction as a result of indisposed working conditions and a poor leading management function contributed to the fall in productivity. Weak management of employees reduces motivation and employee contentment. During period 12 of the experiment, productivity dropped significantly as a result to the removal of resting periods for the workers. Bramel writes that evidence revealed four of the five workers actually slowed down, and it was apparent that it was intentional. The workers were quite consciously adopting a strategy in-tended to induce the experimenters to return quickly to the preferred conditions† (Bramel, D. 1981). The evidence is clear that there was a direct correlation between the decrease in output and fall in motivation for the workers and the removal of rest pauses, as the output increased significantly for all five workers with the return of the rest pauses (Bramel, D. 1981). Motivation is a key part of the leading management function. It is the process by which a person’s efforts are energised, directed and sustained towards attaining a goal. (Robbins, 2012). The manager must be supportive, they must, have mutual confidence and trust, help to maintain a good income, understanding of work problems and help in doing the job, genuine interest in personal problems. (Mullins, 2005). Managers must look to continually motivate and increase performance of employees through different processes such as; rewards for performance, recognition and appraisal, showing care and concern, and using attainable goals. (Robbins, 2012). A strong organisational culture can harness and set the foundation for the four key management functions; planning, organising, leading and controlling. A strong organisational culture provides shared values that ensure that everyone in the organisation is on the same track (Robbins, 1996). Organisational culture offers a shared system of meaning, which forms the basis of communication and mutual understanding (Funrham and Gunter, 1993). Strong organisational cultures are strong in the leading management function, as employees are motivated through values they share with their colleagues. Organisational culture complements rational managerial tools by playing an indirect role in influencing behaviour (Martins and Terblanche, 2003). Hence it being important for a strong culture to plan, organise, lead and control processes with the agreement, cooperation and enthusiasm of employees, in order to avoid resistance and hostility. It can be seen through the study of several articles that contemporary management functions are integral for successful management. Via the study of the Hawthorne Study, the theories proposed have illuminated how imperative the proper conduction of the management functions are for firms. A strong organisation culture provides the framework for managers to conduct the management functions by creating and sharing the values, which the functions will encompass through the firm. Contemporary management functions must be organising and leading via successful communication, understanding and motivation to be successful.

Prevent Strategy and Fundamental British Value

Prevent Strategy and Fundamental British Value The direct governmental policy response to terrorist attack, because, most of the terrorist attacks, are believed to have been perpetrated by [G1]Islamist terrorist (fundamentalist), does give the impression that government has a significant Muslim problem in relation to attractions to violent extremism.[G2][G3][G4] The Labour government, in 2003, came up with a strategy to counter terrorism,[G5][G6] with the principal aim of protecting the public, preventing radicalisation, in response to the terrorist attack on September 11, 2001.[G7][G8] The strategy also contains measures to prepare for an attack and pursue attackers.[G9] This was before, the coordinated multiple bombing that led to the death of 56 people in London, termed 7/7, because, it happened on the 7th of June 2005, Islamist terrorist were believed to be behind the [G10]attack[so11]. However, after the 7/7 bombing the government launched the specific prevent strategy, schools and educational institution were brought into it, more funding was allocated to it. The duty of preventing violent extremism and a duty of care to students at risk of radicalisation was given to schools. In 2011 Prevent Strategy was transformed with new power and detailed tasks for schools and universities, by the coalition government. Prominence was giving to sa feguarding; schools giving the duty of promoting balanced and wide-ranging curriculum. Part of the changes to the prevent strategy is the power giving to Ofsted to inspect schools and sanction staff with extremist views.[G12][G13][G14][G15] The government issued the revised teachers standard, with the term fundamental British value (FBV), making its debut, in 2012. Clarke believed FBV came about, because of suspected penetration of Birmingham schools by a politicized strain of Sunni Islam. [G16]In 2014, schools received guidance on promoting FBV in conjunction with students, spiritual, social and cultural development. FBV stands for democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.[G17][G18] Education institution, not intelligence gathering organization[G19][G20] Based on the British journal of Education, we should be less rather, worried about the fact that it might be, therapeuticizing of security that is going on. This suggests that various, governmental policies linking security and education are an attempt to appear to the public, as applying the right medi[G21][G22]cine to terrorism and security. The government wants to [G23]be seen to be singing the right song, in the process using educational institution, and the concern is not about the frequent association of security and resulting legislation with education, but r[G24][G25] system as a political tool to pacify the public[G26] (Durodie 2016). [G27][G28] The idea that was put forward through the Prevent agenda [G29]is that the danger the UK is from vulnerable people who may be radicalized (vulnerable to violent extremism), this is yet to be challenged (Richards 2011). The question that arises is, what are the criteria for ascertaining those that are susceptible to violent extremism, as well as why they are prone to it? There is no straight forward answer to this questions. Since, this a difficult question to answer, it is then subject to different interpretation by different people, for instance in January 2016 a [G30]10-year-old Muslim boy was questioned [G31]by the police after misspelling terrace as the terrorist in an essay[G32] (BBC, January 2016). This arises because there is no clear-cut way of determining who is vulnerable to radicalization, hence it was subjective from the school point of view. The question I like to ask, is would this boy had been subjected to this ordeal if he were white, and if he is not a Muslim? The act ion was taken by the school and the police also raise the question of profiling and can lead to the idea that only Muslims are sympathetic towards an extremist idea. Going back to the Irish terrorism, the response from the government was completely different. [G33][G34][G35]This type of policy tends to suggest that, those, who will yield to extremist ideology can be taught out of it, and can never get involve in extremism on their own will. Recent experience completely contradicts this ideology, for example, the person who carried out the attack on the house of common in London on March 22, 2017, acted alone the metropolitan police said, they could not find any evidence that he was radicalized, how was he supposed [G36]to have been educated out of it? Also, can we say all the people who had carried out the terrorist attack are vulnerable people?[G37] The government idea involving schools in the fight against extremism ideology is merely therapeutic at best, based on the evidence ava ilable people who intend to join the course of violent extremist are not always vulnerable, but, are usually driven by a passion of fighting against passive injustice and marginalization.[G38][G39][G40] Prevent strategy does have inadvertent penalties, for instance, [G41]a 15-year-old Hampshire schoolboy was subjected to interview by the anti-terrorist team. His teachers reported him to the police claiming they had safeguarding concerns when it was discovered that he visited an extremist website on his computer. An expert in the unit set up to deter young people from becoming a member of Izal interviewed Joe and his father. It was surprising to find out that, he was not watching beheading video, he had logged on to Ukip home page. But his misguided teacher, probably, he was overzealous or lack adequate training, considered Ukip to be an embodiment of evil. In Joes [G42]words, he had visited the site as well as a film of an English Defence League rally after a debate about extremism in the classroom. The problem with the who process is the fact that both father and son were subjected to terrorist treatment. It is not unconceivable that a program set to prevent radical Islam became th e tool that hounded those who are guiltless (Richard). Making schools and teachers agents of anti-radicalization and extremism is an unsettling issue, teachers and schools already had safeguarding duty, to give them extra power can always lead to misuse of power.[G43] The police also play a pivotal role in executing prevent strategy in schools, this, does appear to damage the confidence of the Muslim communities in police and professionals in the education sector (Awan 2012). In December 2009, local police officers visited a nursery in a mainly populated Muslim area of Birmingham, because, it was thought that the children may be at risk of extremism, as part Local police in Birmingham. This is certainly an unwelcoming development, as far as the community involved are concerned [G44](Casciani 2009). This and other incidents mentioned previously, highlighted, the difficulty and the danger of executing Prevent in schools, because, of the unintended consequence of stigmatizing young children. Schools should be left simply as the institution that makes learning possible, provide education and allows creativity, they should not be turned into a government policing agency, making teachers acting like detectives[G45], monitoring signs of extremism in stud ents. The outcome of a survey carried out by Ipsos MORI shows that some schools are not in agreement Prevent Strategy (Phillips, Tse et al. 2011)[G46] Fundamental British Values (FVB) The (DfE, 2012), does give teachers the directive not to destabilize fundamental British values, the statement is problematic because it originated from counter-terrorism prevent strategy, and leads to the following questions, what is Britishness, value as well as highlighting the relationship between the state and the teaching profession. Including such term in a document that regulates the teaching profession, does, implies that teachers are now detectives, the state political tool [G47]as well the custodial all that is British. This role as well making teachers role more complex, is also a distraction and may have the potential of taking away valuable teaching time. The idea of fundamental British seems wrong as it was introduced without any debate and so was the sinister racializing consequence as identified by teachers. It would have more appropriate to have a professional dialogue with all the stakeholders in the education sector, before coming up with such policy, it might be that the government sees teachers as a political puppet, and as such, they can be ordered and imposed upon[G48][G49][G50]. Smith suggested that the government method is maintaining status quo by blatantly approving equality by an assimilationist program (Smith 2013). This is contrary to the idea of FBV, that is meant to promote democracy and inclusiveness. It is fair to argue that not all the teachers that teach and work in schools are British if the FBV is exclusive to British, how are they supposed to protect a value that is alien to them, that bring back the question of what is Britishness? are fundamentals British values exclusive to the British? Since FBV and prevent strategy were imposed on teachers, it is impossible for, both, to be teachers and in-service to understand the appropriate method to use in promoting such values and be clear about them without appearing to be programming[G51] or encouraging jingoism in schools and classrooms (Eltonà ¢Ã¢â€š ¬Ã‚ Chalcraft, Lander et al. 2016)[G52][G53][G54][G55] The key drive of DfE direction is to inspire head teachers to enthusiastically encourage British values, British law and reject observance of religious law if it [G56]contradicts the law of the land, on one hand, the government is trying to promote diversity and multicultural Britain, and on the other trying to suppress religious law, which might be fundamental to people religious beliefs, this can cause problem in homes where they hold their religious belief very dearly. It gives the impression of[G57] a totalising discourse of civic [G58]jingoism that presents itself as willing to put up with diversity and plurality.[G59] The modified prevent agenda in 2015, sought to oversee the compliance of the education sector and place the requirement on schools to filter online content as well as put in place policies aimed at preventing a student from being drawn into terrorism. This move is an infringement on an individual [G60][G61]fundamental human right, as it limits the expression of religious views and opinion that may be different what is defined as FBV[G62].[G63] Although the government try to link extremism and enabling student through the medium of education, there is no direct connection (DCSF, 2008), and the use of traditional, political and military method to deal with the Irish terrorism 20 years ago is completely contrary to the method being used, because, the actors are different, the educational institution was not considered to be part of the therapy than.[G64][G65] The introduction of FVB in the new standard does change the way in which teachers competency are measured from using observable parameters to attaching more importance to values, hence, teachers will now be assessed based on the quality their conceptual interaction between student and the school. [G66] Conclusion Theresa May, when she was she was the Home Secretary, did admit that early edition of Prevent policy fell short of identifying threat from extremism; it was not adequate in dealing with extremist ideology that is the biggest challenge the society faces and not measures up to reaching those who might be in danger of radicalization [G67](Gardham 2011), the evidence available is yet to proof otherwise, despite involving education institution in the process of eliminating the risk of radicalization.[G68] References Awan, I. (2012). I Am a Muslim Not an Extremist: How the Prevent Strategy Has Constructed a Suspect Community. Politics policy (Statesboro, Ga.) 40(6): 1158-1185. Casciani, D. (2009). Nursery visited by counterà ¢Ã¢â€š ¬Ã‚ terrorism police officer. BBC News 11. Durodie, B. (2016). Securitising education to prevent terrorism or losing direction? British Journal of Educational Studies 64(1): 21-35. Eltonà ¢Ã¢â€š ¬Ã‚ Chalcraft, S., et al. (2016). To promote, or not to promote fundamental British values? Teachers standards, diversity and teacher education. British Educational Research Journal. Gardham, D. (2011). Universities complacentover Islamic Radicals, Theresa May Warns. The Telegraph. Phillips, C., et al. (2011). Community cohesion and PREVENT: how have schools responded?. Richards, A. (2011). The problem with radicalization: the remit of Preventand the need to refocus on terrorism in the UK. International Affairs 87(1): 143-152. Smith, H. J. (2013). A critique of the teaching standards in England (1984-2012): discourses of equality and maintaining the status quo. Journal of Education Policy 28(4): 427-448. [G1]Inserted: The d [G2]Inserted: s a [G3]Deleted:D [G4]Deleted:ve [G5]Inserted: with [G6]Inserted: L [G7]Inserted: , [G8]Inserted: o [G9]Inserted: n a [G10]Inserted: d [so11]Paul Thomas [G12]Deleted:l [G13]Deleted:a [G14]Deleted:i [G15]Deleted:- [G16]Inserted: z [G17]Deleted:, [G18]Deleted:s [G19]Inserted: z [G20]Deleted:s [G21]Inserted: are [G22]Inserted: s [G23]Inserted: s [G24]Inserted: is not [G25]Inserted: al institution, and the [G26]Inserted: a [G27]Deleted:, [G28]Deleted:is [G29]Inserted: P [G30]Inserted: s [G31]Inserted: ed [G32]Inserted: the [G33]Inserted: an [G34]Inserted: the [G35]Inserted: was [G36]Inserted: , [G37]Inserted: the [G38]Deleted:p [G39]Deleted:, [G40]Deleted:s [G41]Inserted: , [G42]Inserted: an [G43]Deleted:, [G44]Inserted: r [G45]Inserted: the [G46]Deleted:s [G47]Inserted: z [G48]Inserted: , [G49]Inserted: a [G50]Inserted: s [G51]Inserted: m [G52]Deleted:s [G53]Deleted:, [G54]Deleted:, [G55]Deleted:, [G56]Inserted: r [G57]Inserted: , [G58]Inserted: a [G59]Deleted:d [G60]Inserted: an [G61]Inserted: a [G62]Inserted: s [G63]Deleted:s [G64]Inserted: a [G65]Deleted:e [G66]Deleted:s [G67]Inserted: s [G68]Deleted:the [G69]Inserted: a