Business Ethics - The Enron Scandal universal ethics point of view- Case Study

Business Ethics - The Enron Scandal universal ethics point of view- - Case Study Example The accounting fraud that would eventually come to be known as the Enron scandal was a creative, institutional, and systematic plan (Malcolm, 2008). Parties that took part in concealing Enron’s real financial condition were well known to the company. In this respect, the bid to address the underlying situation becomes an institutional process. To start with, the company’s corporate governance had failed. Instead of hiding this failure, stakeholders could have been consulted on ways to foster and enhance corporate governance. By virtue of business operations, shareholders and all other stakeholders for that matter deserved to know the actual direction that the company was taking. Board effectiveness, qualification, integrity, responsibility, and accountability were highly questionable. These aspects only came to light at a time when it was impossible to salvage the company. Given that business operations are profit-driven and that profits can undoubtedly attract unethical practices, there was need to vet and audit board operations from time to time. In so doing, the underlying issues were set to be identified before it was too late. The situation can, therefore, be addressed by taking measures to ensure that the company does not run independent of shareholders and other interested stakeholders. Conflicting interests were highly evident in the Enron case. Arthur Andersen played two roles in Enron; that of an auditor and that of a consultant (Malcolm, 2008). The direct implication is that one role relatively jeopardized the other, given that the same party undertook both roles. This situation stands to be addressed by ensuring that the two roles are handled by two independent parties. Ultimately, the management is to blame. This is because it downplayed the underlying risks of having an auditing firm that still offered consultation services to the same company. Financial entities that maintained an off-book relationship

Russia Pestel Essay Example for Free

Russia Pestel Essay Recent dissolution of the form Communist state of the Soviet Union to the Russian Federation. Russia’s economy is in transition from a a state-controlled to a market-controlled economy. †¢Vladimir Putin, moved to reduce the political influence of oligarchs soon after taking office, forcing some into exile and prosecuting others. Bbc Still strained relationship between the Russian Federation and the West (U.S) rooted from the cold war Uncertainty of control within the Russian government 2003 October Billionnaire Yukos oil boss Mikhail Khodorkovsky arrested and held in custody over investigations into tax evasion and fraud. Mr Khodorkovsky had supported liberal opposition to President Putin. (bbc) The energy giant Gazprom is close to the Russian state and critics say it is little more than an economic and political tool of the Kremlin. Existing taxes on oil companies * Royalty (6-16% of gross revenue).  * Mineral resource tax (10% of gross revenue less the value of the taxpayer spending on exploration). * Excise tax (66 rubles/tonne of oil, equal to 2.5%, according to calculations of the Ministry of Finance based on the weighted average price of Russian oil and taking into consideration export and domestic sales). http://www.ogj.com/articles/print/volume-99/issue-33/special-report/the-russian-oil-gas-industry-analysis-raises-questions-about-russian-tax-proposal.html Uncertainties about legal rights, infrastructure, ownership, and liability have slowed development despite the high hopes of many western corporations. http://archive.greenpeace.org/climate/arctic99/reports/blackice-8.html Yet, by end of 1998, the oil industry was fully privatized, substantially  deregulated, and had undergone significant internal restructuring (see Table 1 below). Even more recently, the Russian government has adopted (1998-2000) and enacted (1999-2002) a new Tax Code that by most accounts exceeds Western standards.5 For example, it introduced a 13 percent flat tax on personal income, capped corporate contributions to the social insurance fund, reduced the profits tax (a.k.a. corporate income tax) rate from 35 to 24 percent, abolished turnover taxes (as of 2003), tied export tariffs directly to the price of oil, and established new accounting procedures that are on par with International Accounting Standards Foreign Investment policies The Yukos crisis began when Mikhail B. Khodorkovsky, chief executive of Yukos and Russias richest man, was jailed at gunpoint Oct. 25 on charges of fraud, forgery and tax evasion. Mr. Khodorkovsky insists his arrest and the prosecution of other large Yukos shareholders are politically motivated. http://www.nytimes.com/2003/11/03/world/signs-of-damage-control-in-russia-s-oil-scandal.html Tax and royalties http://new.aibse.org/wp-content/uploads/2012/02/Patton2008.pdf

Internet Users Turn Addicts :: essays research papers

If you're an Internet user, you know who you are. They are among all of us in society, although many may choose to not acknowledge that they too, frequently use the Internet. As I sit here and look across the street, I see a man in front of his own computer; the screen glowing against the window behind him. He does not use his personal computer for work, he is a farmer. He has become what is known as an "Internet Junky".The addiction begins innocently. At the start, you are not even aware of the possibilities that may form from your excessive computer use. You begin to take an avid interest in e-mailing with your friends and family. Once the novelty of keeping in touch with your colleagues wears off, and researching starts to bore you, you may possibly expand your computer usage to chatting. Yes, chatting. It is something that is becoming more acceptable in our lives, but it is still looked down upon by many skeptics. Chatting through the Internet involves choosing an appropriate nickname for yourself (IE: Fisherman), and then finding a room where you feel compelled to spend time in. Once you've entered the room, other fellow chatters may say, "Hello...a/s/l (age/sex/location) please." And so begins the addiction. Once you become involved in meeting people online, it is difficult to break such a habit. You may even make a daily habit of it. People have been found to carry out exactly the same behavior, not only across the nation, but across the globe. In any one room, you may come across people from five different countries of the world. Granted, not everyone who stays online for hours on end, are enveloped in chatting, but it is more often then not, the cause for Internet Addiction Disorder (IAD). (Goldberg, MD)The prevalence of Internet Addiction Disorder has been increasing in number, hence a support group, among many, The Internet Addiction Support Group (IASG) has been developed. IAD, a "maladaptive" pattern for Internet use, is leading to impairment and/or distress caused by three (or more) of the following, at any time in a period of one year: "A) A need for markedly increased amounts of time on Internet to achieve satisfaction, B) Markedly diminished effect with continued use of the same amount of time on Internet.", C) Reduction in Internet use which has been prolonged. (Goldberg,

Creating Brochure Using Photoshop

Most of us think that creating the brochure is the quite simple task and most of us doesn't think too much of allocating the time to It. But It is not so creating the brochure can make the work cumbersome.. Brochure Is the silent but the most powerful weapon in the marketing field. It helps in promoting the products. So using the time wisely for preparing the brochure makes the work quite simple.Firstly we have to have a clear idea on what is to be included into the brochure, you need to get the specifications of the brochure such as dimensions of paper, trimming, folding, or facial cuts and the most of those things will depend on the budget allocated by the client. Now we shall look how to prepare a brochure In a photos. Firstly the photos software Is to be ready on your system. Ђ Next the piece of paper has to be folded into three sides and then that would make you easy to know which side of the paper would be the main frame and middle and the last frame. Open the new document in the photos in which the dimension as per required. Select the appropriate document which is suitable for the printing out. Ђ Next place all the images that are required In the brochure which makes the brochure attractive. Ђ Place all the matter which Is relevant does not place whole matter In the brochure It should be should precise and sharp such that it should attract the viewers. Next open the other new document same as the above required dimensions that is middle section of your brochure. Now take the print of the first side and place the paper again for the back side and that would finish your brochure.

Character Sketch of Daniel from Daniels Story

Character Analysis: ____chapter 3__________________ Your task is to choose a character from the novel and draw a picture of them in the first box. Surround your picture with quotes from the novel, as well as adjectives describing their appearance. Next, describe your character’s personality, family, and the conflicts he/she is facing in the story. You must have at least 5 points in each category and evidence from the novel. For example: Daniel is a ‘†free spirit† because in Chapter 3 he disguises himself as a Hitler Youth and travels throughout Frankfurt, doing all of the things he isn’t allowed to do.Physical Traits (What does your character look like? ) 12 – 13 years old. â€Å"I had to be who I was – Daniel, a twelve-almost thirteen-year-old Jewish boy who carried an I. D. Card stamped with a big J â€Å"(p 28) â€Å"How I had loved skiing – the speed, the cold, the daring† (p 24) Personality (What kind of person are th ey? ) â€Å"She’s not only beautiful, though, it’s that her inner calm and sweetness shine through her eyes. I love to photograph her† (p 20). (mother) -finds beauty within, caring, enjoys photography, They aren’t all so bad, Mother,† I say, trying to make her feel better. How can I tell her that I’m looking through them to try to make sense of this nightmare? I can’t let her see how upset I am. It would only make her more miserable† (p 21) -Caring, hides feelings from mother, devoted, kind, empathetic, compassionate, concerned, thoughtful, â€Å"I remember Auntie Leah giving me Uncle Peter’s camera when she and her children moved in with us after they took Uncle Peter away†¦ and the first thing we did was turn one of the closets into a darkroom.Then I read every book I could on photography until I felt ready to begin taking pictures† (p21) -Brave for starting a darkroom when photos were banned. Ambitious, moti vated, excited about photography, hard working, knowledgeable, patient as he gathers knowledge, likes to be prepared, responsible, cautious, â€Å"I felt it was my duty to take over his responsibility as the family photographer. † Friedrich and I made a pact that we would photograph everything we could as a record of our ill treatment by our fellow Germans† (p 21). Trying to compensate/ take pictures in memory of his Uncle Peter, gathering proof/evidence of German behaviour, historian, loyal, responsible, reliable, trustworthy, makes promises and keeps promises, I remember powdering my face with flour as she and Erika were working and then shouting ‘boo’ at them. †¦ it felt good to be scolded about something ordinary like that – I think it made me feel that things were ordinary† (p25) -trying to remain positive, make life feel normal, prankster, joker, comedian, humour,

Geography of Ancient Greece

Geography of Ancient Greece Greece, a country in southeastern Europe whose peninsula extends from the Balkans into the Mediterranean Sea, is mountainous, with many gulfs and bays. Forests fill some areas of Greece. Much of Greece is stony and suitable only for pasturage, but other areas are suitable for growing wheat, barley, citrus, dates, and olives. It is convenient to divide ancient Greece into 3 geographical regions (plus islands and colonies): (1) Northern Greece,(2) Central Greece(3) The Peloponnese.​ I. Northern Greece Northern Greece consists of Epirus and Thessaly, separated by the Pindus mountain range. The chief town in Epirus is Dodona where the Greeks thought Zeus provided oracles. Thessaly is the largest plains area in Greece. It is almost surrounded by mountains. On the north, the Cambunian range has as its highest mountain the home of the gods, Mt. Olympus, and nearby, Mt Ossa. Between these two mountains is a valley called the Vale of Tempe through which runs the Peneius River. II. Central Greece Central Greece has more mountains than northern Greece. It contains the countries of Aetolia (famed for the Calydonian boar hunt), Locris (divided into 2 sections by Doris and Phocis), Acarnania (west of Aetolia, bordered by the Achelous River, and north of the Gulf of Calydon), Doris, Phocis, Boeotia, Attica, and Megaris. Boeotia and Attica are separated by Mt. Cithaeron. In northeast Attica is Mt. Pentelicus home of the famous marble. South of Pentelicus is the Hymettus mountain range, which is famous for its honey. Attica had poor soil, but a long coastline favoring trade. Megaris lies in the Isthmus of Corinth, which separates central Greece from the Peloponnese. The Megarans raised sheep and made woolen products and pottery. III. Peloponnesus South of the Isthmus of Corinth is the Peloponnese (21,549 sq. km), whose central region is Arcadia, which is a plateau over mountain ranges. On the northern slope is Achaea, with Elis and Corinth on either side. On the east of the Peloponnese is the mountainous Argolis area. Laconia was the country in the basin of the Eurotas River, which ran between the Taygetus and Parnon mountain regions. Messenia lies to the west of Mt. Taygetus, the highest point in the Peloponnese. Source: An Ancient History for Beginners, by George Willis Botsford, New York: Macmillan Company. 1917.

Welcome the Criticism

Welcome the Criticism Welcome the criticism not just as critique group type rejection, but after the book, when people dont like it. Or before the book, when friends scoff about you ever getting onto a shelf in Barnes Noble. These issues should set you on firein a good way. We have a natural tendency to listen to naysayers. Standing fast against the current does not come easy. So when someone, especially someone with a sense of authority or expertise, tells you that youre on the wrong path, you assume they are right . . . you are wrong. In our profession, we are told that we need to write both to what the public wants (i.e., know your reader) as well as be original. Every agent and publisher alive wants something the market has proven while craving that never-seen-before talent.   They want it both ways. Heck, dont we all? Theres comfort in writing with the flow, following success. Theres risk and fear of failure when we dare to be like nothingor no one else. But with higher risk comes greater success. When you are handed criticism, accept it. Study it, then glean what to keep and what to ignore. Itll help you shape and mold what youre trying to accomplish. The hard part is that there isnt a right or wrong answer in how you proceed or whose advice you accept. Thats why so many writers remain average. They keep looking for a right answer that doesnt exist. But if you are stubborn, or contain some semblance of resolve, you start understanding what you want to produce. As rejection carves you, as criticism tests that resolve, you define yourself. When you feel the right path under your feet, writing stories ina voice thats purely yours, you weather the criticism. As stated in the opening paragraph, you become alive, set afire with purpose. Ive been told not to put children in my mysteries. Ive been told not to put so many personal anecdotes in my nonfiction. Agents told me not to use agriculture in Lowcountry Bribe, because it would bore people. Some accused me of too many newsletters, too much information too often delivered. I was told to blog only once a week Study your craft. Study all sides. Stand up and take the criticism or words of friendly advice. Then do what drives you, what enthuses you, what triggers you. Whether you publish or not is solely up to you. If you are fired up enough to make your work spit-polished and pertinent, you will publish. If you wont rest until the public holds your work in its hands, you will publish. The diligent eat up criticism, learning from it, but most of all, learning how to interpret it. When you mature enough in your judgment to pick and choose the advice you take, and recognize what feeds you as an artist and professional, you can wind up doing great things with your words.

Green Living - 5 Ways to Help Save the Planet

Green Living - 5 Ways to Help Save the Planet You may not be able to reduce global warming, end pollution and save endangered species single-handedly, but by choosing to live an earth-friendly lifestyle you can do a lot every day to help achieve those goals. And by making wise choices about how you live, and the amount of energy and natural resources you consume, you send a clear message to businesses, politicians and government agencies that value you as a customer, constituent and citizen. Here are five simple things you can do- in 30 minutes or less- to help protect the environment and save Planet Earth. Drive Less, Drive Smart Every time you leave your car at home you reduce air pollution, lower greenhouse gas emissions, improve your health and save money. Walk or ride a bicycle for short trips, or take public transportation for longer ones. In 30 minutes, most people can easily walk a mile or more, and you can cover even more ground on a bicycle, bus, subway or commuter train. Research has shown that people who use public transportation are healthier than those who do not. Families that use public transportation can save enough money annually to cover their food costs for the year. When you do drive, take the few minutes needed to make sure your engine is well maintained and your tires properly inflated. Benefits of Public TransportationKeeping Your Tires Properly Inflated Could Help Save the Planet- and Your Life Eat Your Vegetables Eating less meat and more fruits, grains and vegetables can help the environment more than you may realize. Eating meat, eggs and dairy products contributes heavily to global warming, because raising animals for food produces many more greenhouse gas emissions than growing plants. A 2006 report by the University of Chicago found that adopting a vegan diet does more to reduce global warming than switching to a hybrid car. Raising animals for food also uses enormous amounts of land, water, grain and fuel. Every year in the United States alone, 80 percent of all agricultural land, half of all water resources, 70 percent of all grain, and one-third of all fossil fuels are used to raise animals for food. Making a salad doesn’t take any more time than cooking a hamburger and it’s better for you- and for the environment. What Are the Negative Health Effects of Red Meat? Switch to Reusable Shopping Bags Producing plastic bags uses a lot of natural resources, and most end up as litter that fouls landscapes, clogs waterways, and kills thousands of marine mammals that mistake the ubiquitous bags for food. Worldwide, up to a trillion plastic bags are used and discarded every year- more than a million per minute. The count for paper bags is lower, but the cost in natural resources is still unacceptably high- especially when there is a better alternative. Reusable shopping bags, made of materials that don’t harm the environment during production and don’t need to be discarded after each use, reduce pollution and save resources that could be put to better uses than making plastic and paper bags. Reusable bags are convenient and come in a variety of sizes and styles. Some reusable bags can even be rolled or folded small enough to fit into a purse or pocket. Reusable Bags: Paper, Plastic or Something Better?Why Stop Using Plastic Bags? Change Your Light Bulbs Compact fluorescent light bulbs and light-emitting diodes (LEDs) are more energy efficient and less expensive to use than the traditional incandescent bulbs invented by Thomas Edison. For example, compact fluorescent light bulbs use at least two-thirds less energy than standard incandescent bulbs to provide the same amount of light, and they last up to 10 times longer. Compact fluorescent light bulbs also generate 70 percent less heat, so they are safer to operate and can reduce energy costs associated with cooling homes and offices. According to the Union of Concerned Scientists, if every U.S. household replaced just one regular incandescent light bulb with a compact fluorescent light bulb, it would prevent 90 billion pounds of greenhouse gas emissions from power plants, the equivalent of taking 7.5 million cars off the road. On top of that, for every incandescent bulb you replace with an approved compact fluorescent light bulb, you will save consumers $30 in energy costs over the life of the bulb. Change a Light Bulb and Change the WorldA Bright Idea Goes Global: Nations Worldwide Phasing Out Incandescent LightingChina Makes Commitment to Energy-Efficient LightingLet There Be Light: Solar-Powered LED Lamps Brighten Lives of Poor People Pay Your Bills Online Many banks, utilities and other businesses now offer their customers the option of paying bills online, eliminating the need to write and mail paper checks or to keep paper records. By paying your bills online you can save time and money, lower the administrative costs of companies with which you do business, and reduce global warming by helping to prevent deforestation. Signing up for online bill paying is easy and doesn’t take much time. You can either choose to have certain bills paid automatically each month or elect to review and pay each bill yourself. Either way, you will receive outstanding returns on your small investment of time.

Project management Essay Example | Topics and Well Written Essays - 1500 words - 1

Project management - Essay Example However, besides all the tools, concepts and extensive planning’s, the strength of any project and businesses are the employees and workers operating in the project. The organizations have two fates, rather they go up and gains success or they vanish slowly and gradually. And the success and vice versa depends on the performance of the employees. So whether it is a small business or large firm, the quality of the employees makes it, or breaks it. Along with it the satisfaction of the employees, their performance and their motivation and rewards are the most important aspects for the successful upgrading. The leadership qualities of the project manager are the baseline of the successful project. Within a project, there stands from few to hundreds of personnel that have different attitudes and different frame of mind, so it’s all within the project manager that at the end of the project is either praised the most or humiliated, otherwise. The leadership qualities include excellent command over verbal and non verbal skills, ability to cope with the extreme situations and consistency. He should be flexible in terms of compensations and rewards, should asses the problems at what glance and must be capable of handling the situation as a boss. The project manager must have excellent convincing power and he must know that how to communicate all what is required from the employees as a work. The job description communicated adequately also defines the nature of working of the employees. Hiring the right employees is not only important but the most essential part of the project management, because these employees will be conducting all of the works and tasks required for the objectives of the project to be completed. The motivation of the employees is the very important factor in order to get the project successful. The competitive project manager knows that the motivation is the driving force of the employees and worker. The lack of motivation results in b ad management and hence results in the failure of the project implementation. Lack of motivation will result in low sales, improper implementation of procedures, rise in unwanted expenses, and negligence to good work, that all contribute to ineffective management. It is always obvious when the project manager see the sales getting down or rather the target could not be achieved accordingly. The most important thing before getting to the employees is finding and getting RIGHT employees for the project. For the things get moving in the right direction, the project manager needs the right employees. And it is the part where the first success of the project lies. Another important aspect is the consideration of the employee requirement. â€Å"It is a two way handshake that becomes the arms of single body†. For the competitive employee hiring, the project must be of the same caliber. The desires, thoughts and requirements of the employees are very important. Along with the employe e’s selection and recruiting, the working environment of the employees is very important. Safe and sound work environment creates ideal conditions for the employees to work properly. The employee motivation to do work according to the manager needs also lies within the other important factor which is the benefits offered. The benefits attracts the good and professional employees that latter becomes the driving force towards success. In order for the efficient workforce, the modern theory of the

Should Juvenile offenders be tried as adults Essay

Should Juvenile offenders be tried as adults - Essay Example e recent past, many young people in the early 20s have faced police arrests because they have violated the law in various ways by committing criminal offenses. Many arguments have been raised over the manner in which the state has been handling juvenile offenses (Bradley 135), with some saying that those juvenile courts and justice systems should be abolished and juvenile delinquents tried as adults. Rapists, murderers and other types of law offenders are being let to walk freely from jails after having served lenient and short sentences. These criminal offenders are children, who in most cases have not attained the necessary statutory age to face trial as adult members of the society. Juvenile delinquents often benefit from juvenile rights and court systems that emphasize that these groups of criminals need to be given second opportunities to reform and become useful members of the society. This has been making these minors enjoy freedom, walking freely in the streets and neighborhoods while committing extra crimes. For this reason, many people have been advocating the abolishing of juvenile rights and court systems so that these law offenders are tried and made to serve their sentences as adult members of the society. These people centre their arguments on the fact that giving stiff sentences and penalties to these minors is essential in preventing future offences. One of the arguments given in support of these claim is that the juvenile court systems is established on many false premises due to its purpose to prevent youths from the alleged consequences of their actions. For instance, young people that are released from these juvenile jails often end up engaging in repeat offenses, something that underlies the fact that the juvenile systems do not live to their expectations as reliable correctional facilities. Additionally, juvenile courts have been blamed for their inability to prevent juvenile violence. Abolishment of juvenile legal systems often requires

Confidentiality as a Nurse Essay Example | Topics and Well Written Essays - 750 words

Confidentiality as a Nurse - Essay Example However, these cannot be considered as separate entities as confidentiality is interlinked with privacy and trust and most of the time means that the information should be kept a secret from others (Butts & Rich, 2005). Breach of confidentiality in the nursing practice leads to an encounter with ethical dilemmas, however, different circumstances call for unique decisions. The code of ethics includes confidentiality as an important and significant part of the nursing practice to ensure a trustworthy and open relationship between the clinician and the patient. The ANA Code for the Nurses states: â€Å"Associated with the right to privacy, the nurses have a duty to maintain confidentiality of all patient information.† The ANA Code for Nurses also states: â€Å"The patient’s well-being could be jeopardized and the fundamental trust between patient and nurse destroyed by unnecessary access to data or by the inappropriate disclosure of identifiable patient information† (Benjamin & Curtis, 2010). These principles of confidentially and respect to other people’s information establish the confidential nature of the communication between the patient and the nurse and the duty of the nurse to maintain the trust and privacy. If a nurse shares information about the patient during her nursing practice, she not only creates breach in confidentiality but also fails to respect the patient. Nevertheless, the nurses are encountered with a plethora of circumstances which place them in a dilemma about whether to preserve the confidential relationship or disclose the information for the patient’s benefit. An ethical case presented by Pamela G. Nathanson discusses the case of nurse Carol Hathaway where she promises her two young patients to keep their information a secret and will not disclose the patient’s information to the parent’s or any other person. The sole reason of her act was because the adolescents were reluctant to enter int o care thus she ensured them of privacy and secrecy. The two girls were suspecting sexually transmitted diseases (STDs) and one of the girls is diagnosed with human papillomavirus and later she also tests positive for cervical cancer. The girls had been a part of various â€Å"sex parties† with multiple partners which led to the current circumstances and, therefore, are reluctant in telling their parents. This is an ethical dilemma for the nurse Hathaway as she is obligated to keep the information a secret. However, she is advised by the physician to report the parents as the treatment for the cancer requires parental consent as well as their support for the adolescent girl. Moreover, the physician also advised the nurse that the school authorities should be informed of the girl’s condition so that action could be taken about the sexual activities prevalent among the students (Nathanson, 2000). The case represents a complicated situation faced by the nurse where ethics of confidentiality have to be questioned or compromised for a better good. Confidentiality specifically in cases of adolescent or young patients is an important subject as most of them are hesitant or reluctant to share their information, fearing disclosure of their condition to friends, family or social circle. In such circumstances, the nurses have to gain the trust of the patients and show

Health in East London Essay Example | Topics and Well Written Essays - 2250 words

Health in East London - Essay Example The NHS is working hand in hand with the local authority to ensure that people with mental health problems get housing even after discharge from mental health organizations. It shows how gross the problem has become in this location (Local Government Association, 2013, p.8). Mind dedicates its efforts to dealing with this health challenge. Its local support comprises of over two hundred and fifty thousand people with supported housing, helping in crisis, employment, counseling and training facilities. This company has worked for more than sixty years supporting its community members and those beyond with mental health challenges. These communities are the East London area, containing the North East London and the South East London. The North East is home to seven communities, and bound in the south by Dundas Street, and in the east by Richmond Street (Fishman, 1979). It is also home to the London International airport. The South East is home to eleven communities and houses the Westminster ponds and the Western Ontario Fish and Game Protective association. The Mind mental health organization is in the Newham area of East London. The Newham area comprises of a merging of the former Essex County with the county of West ham (Trust for London & New Policy I nstitute, 2013-2014). It has a rich history that made it located as a gateway to London. In 1850s, the building of the Royal Docks for the new steamships brought about its rapid changes. They become a very busy dock since they had a link to the railway, and were the largest in the world. It made Newham become an important manufacturing center in southern England, as well as, very busy city that people regularly visited, especially for business. Jobs cropped up. Many races of people flocked in to do business all the way from India, Africa, China and even Jews. It brought about cultural diversity and other challenges

Read and Respond to (IMMANUEL KANT) What is Enlightenment Research Paper

Read and Respond to (IMMANUEL KANT) What is Enlightenment - Research Paper Example Kant describes enlightenment as â€Å"Man’s emergence from his self-imposed immaturity† (Kant 1784), where immaturity essentially refers to an individual’s inability to use their own understanding in actions and instead depend on tutelage or guidance from others. Kant explains that this immaturity is self-imposed due to â€Å"lack of resolve to use it without guidance from another† (1784). He argues that the guardians who are depended upon by the unenlightened are keen to ensure that matters remain this way hence discourage their dependants through indicating that lack of their guidance will lead to danger. The guardians have been quite successful at discouraging maturity and enlightenment of the populace that only a few individuals have been able to become enlightened â€Å"by cultivating their own minds, in freeing themselves from immaturity and pursuing a secure course† (1784). However, Kant argues that enlightenment is inevitable and that the wo rld heads toward it with each age. He identifies two forms of freedom of using one’s reason as determinants of enlightenment whether public and private. Only public reasoning can succeed in bringing about enlightenment although holders of office and other individuals can privately reason and still publicly defend the symbols they represent. Kant uses the rest of his work to showcase that nothing can stand in the way of enlightenment, not religion, authority or even society itself. He also argues that we are not living in an enlightened age but rather in the age of enlightenment which translates to the gateway to enlightenment. A central theme in Kant’s work is that rational autonomy is achievable in the society albeit slowly; â€Å"But that the public should enlighten itself is more likely; indeed, if it is only allowed freedom, enlightenment is almost inevitable† (1784). He presents the view that enlightenment of the entire society is

Critical Thinking Essay Example | Topics and Well Written Essays - 250 words

Critical Thinking - Essay Example From this perspective it is clear that a critical thinking initiative simply makes good business sense. There is little question that the business environment of today is changing rapidly. Through the process of globalization employees of a major organization are exposed to a number of new challenges. Chartrand et al. (2009) emphasized that there are three keys to critical thinking that need to be implemented which are the RED Model. Recognize assumptions- Separate fact from opinion and gather information from a variety of different stakeholders. Evaluate arguments- Although it is difficult not to bring one’s prejudices to an issue, employees need to be taught not to simply jump to a conclusion and weigh all options. Draw Conclusions- After all information is in hand and sound reasoning is applied employees should employ ‘good judgment’ based on the facts. The risks associated with a business environment that does not encourage critical thinking was highlighted by MSNBC (2007) wherein the case Study of Circuit City was presented.

Read and Respond to (IMMANUEL KANT) What is Enlightenment Research Paper

Read and Respond to (IMMANUEL KANT) What is Enlightenment - Research Paper Example Kant describes enlightenment as â€Å"Man’s emergence from his self-imposed immaturity† (Kant 1784), where immaturity essentially refers to an individual’s inability to use their own understanding in actions and instead depend on tutelage or guidance from others. Kant explains that this immaturity is self-imposed due to â€Å"lack of resolve to use it without guidance from another† (1784). He argues that the guardians who are depended upon by the unenlightened are keen to ensure that matters remain this way hence discourage their dependants through indicating that lack of their guidance will lead to danger. The guardians have been quite successful at discouraging maturity and enlightenment of the populace that only a few individuals have been able to become enlightened â€Å"by cultivating their own minds, in freeing themselves from immaturity and pursuing a secure course† (1784). However, Kant argues that enlightenment is inevitable and that the wo rld heads toward it with each age. He identifies two forms of freedom of using one’s reason as determinants of enlightenment whether public and private. Only public reasoning can succeed in bringing about enlightenment although holders of office and other individuals can privately reason and still publicly defend the symbols they represent. Kant uses the rest of his work to showcase that nothing can stand in the way of enlightenment, not religion, authority or even society itself. He also argues that we are not living in an enlightened age but rather in the age of enlightenment which translates to the gateway to enlightenment. A central theme in Kant’s work is that rational autonomy is achievable in the society albeit slowly; â€Å"But that the public should enlighten itself is more likely; indeed, if it is only allowed freedom, enlightenment is almost inevitable† (1784). He presents the view that enlightenment of the entire society is

Personal Philosophy of Nursing Statement Example | Topics and Well Written Essays - 1000 words

Philosophy of Nursing - Personal Statement Example In addition, I hope to be of positive impact to the discipline by ensuring that I have good relationships with my colleagues and the community as a whole. My nursing philosophy is influenced by the legal and ethical responsibilities of a nurse towards their patients. In my belief, nurses should promote and protect the safety, health, and privileges of the patient. Every patient deserves to be given quality care irrespective of their culture, religion, race, age, and socio-economic status, among other differentiating factors (American Nurses Association, 2001). It is, therefore, my vow to guard the ethical codes for nurses, which require confidentiality and the provision of quality and safe care. In addition, being ethical in my opinion, means that I should respect the personal beliefs of my clients even if those beliefs conflict with my personal views. For example, patients may refuse to take medicine based on their religious beliefs, thus leaving me in a dilemma on what course of action to take since I know that they will not get better without the medication. In such I dilemma, I would be required to find a solution in which I would meet the patient’s need while also not compromising my beliefs thus maintain ethicality. Care and compassion are some of the greatest attributes that a nurse could have, and show to their patients. Nursing is not only concerned with the physical health of patients but also their emotional and spiritual needs. According to Chitty & Black (2007) health is a holistic entity that involves physical, emotional, physiological, spiritual, and social facets of human life. Therefore, I hope to help my patients manage the emotional stress that comes with illness, and if it is within my capacity, help them find spiritual peace as well, to enable them cope with their situation. In terms of the personal beliefs that influence my nursing practice, I strive

Future events Essay Example for Free

Future events Essay Richard here talks of a forthcoming golden era full of glory and hope. Whilst speaking in public, Richard uses this opportunity to defend him from being accused in future events. By praising the running of the country nobody would suspect him of becoming a family murderer. Again, in private Richard reveals his true feelings and again reveals to the audience future plots.  I am determined to prove a villain and hate the idle pleasures of these days. Plots I have laid, inductions dangerous. (Act 1 scene 1.Lines 30 +32) When speaking concealed away from the public, Richard provides insight into future events. Although it may appear that the war is over the royal family is about to confront another battle in the eyes of Richard. It is through what is said in private that Richard sheds light on future plots and events and to an extent he draws a relationship with the audience because of this.  The final area in which I will explore appearance and reality will be through the manipulation of religion. Richard of Gloucester is not the only character in the play to use appearance and reality as his two partners in crime prove. Catesby and Buckingham use religion as a weapon of disguising for Richards true personality and intentions. He is within, with two right reverend fathers, divinely bent to meditation .. To draw him from his holy exercise. (Act 3 scene 7.Line 60 + 61)  Buckingham endeavors to make Richard appear holy and innocent by portraying him as a devout, holy and religious man. By this point in the play we know that Richards life is not based on serving god but rather serving his own desires. His allies continue to do their utmost to mask his evil traits in front of the politicians.  This prince is not an Edward. He is not lulling on a lewd love-bed, but on his knees at meditation.(Act 3 scene 7.Line 70-71) Again, religion is manipulated to give a false identification of Richard. Their aim is to get Richard to become king and attain ruler ship thinking that they may get something in return. Buckinghams language reveals that he; Catesby and Richard are play acting.  Two props of virtue for a Christian prince .. and see a book of prayer in his hand. (Act 3 scene 7.Line 95+96)  Buckingham makes it apparent that this is a play within a play and uses the church and the word of god as a prop to make Richard look convincing on stage. Richard also does his part in covering up his true personality. I do beseech your grace to pardon me, who, earnest in the service of my god. (Line 104-105)  Richard once again stresses how devoted he is to god when really he is only devoted to getting himself raised to a godly figure in the form of king. Shakespeare reveals yet another plane to Richards ever- changing character through the manipulation of religion as we not only see a deceitful interpretator, a cold-blooded murderer but also a manipulative man. He has no regard for family, women or even god and this manifests the extent that he is willing to go to get what he wants. Shakespeare provides us with another peek into future events through the manipulation of Richard. Come, let us to our holy work again.(Act 3 scene 7.Line 245)  This holy work will in fact not be holy but will rather entail unholy and irreligious dealings. The work will contain further plotting and this braces the audience for further manipulation. This device measures the extent to which Richard will go to change his character. It also reveals that Richard isnt the only character that utilizes appearance and reality in the play and this reflects the amount of manipulation contained within the play. Appearance and reality is a device that Shakespeare cleverly uses to keep the character Richard of Gloucester running throughout the play. It revitalizes his character and interest in him is always stimulated because of this. To an extent, Richard uses appearance and reality as a stepping stool for further dealings in the future. Richard, the anti-hero, uses his physical appearance as a driving force for evil traits and deceive4s others into thinking that it makes him weaker. His contrasting treatment of women perfectly illustrates how well he can adjust roles when required. He is the master of deception as his opening soliloquy proves. It is what is said in private that reveals to the audience what Richards true intentions are and it is what is said in public that reflect lies. Shakespeare makes this link early on so that Richards changing wont fool the audience. Shakespeare mirrors appearance and reality through the manipulation of religion to show the extent that Richard will go to obtain what he requires. Appearance and reality is important because it shows that Richard is a character of dual interpretations and Shakespeare makes sure Richard uses it continually so that his character continues to fuel interest for the audience. Appearance and reality is a vital tool in the play as it not only plays a huge part in shaping events in the play but it also reveals future events that are to take place.

Organizational Culture in Turkish :: Foreign Turkey Turkish Essays

Organizational Culture in Turkish Ãâ€"rgà ¼t kà ¼ltà ¼rà ¼ ile ilgili à §alà ½Ãƒ ¾malarà ½n 1970’li yà ½llarda baà ¾ladà ½Ãƒ °Ãƒ ½ ve 1980’lerde ise aà °Ãƒ ½rlà ½k kazandà ½Ãƒ °Ãƒ ½ gà ¶rà ¼lmektedir . Bunun sebeplerinden ilki, à ¶rgà ¼tte à §eà ¾itli kà ¼ltà ¼rlerden gelen insanlarà ½n oluà ¾turduklarà ½ alt kà ¼ltà ¼rlerin birbirleri à ¼zerinde kurmak istedikleri iktidar mà ¼cadelelerinden kaynaklanan olumsuz à §atà ½Ãƒ ¾ma ortamà ½nà ½ engellemek ià §in bir à ¼st kà ¼ltà ¼rà ¼n tanà ½mlanmasà ½na ihtiyaà § duyulmasà ½dà ½r. Bà ¶ylece à ¶rgà ¼te gelen à §alà ½Ãƒ ¾anlar kapà ½dan ià §eri girerken dà ½Ãƒ ¾arà ½dan getirdikleri kendi kà ¼ltà ¼rel kimlik ve deà °erlerini tà ½pkà ½ paltolarà ½nà ½ askà ½ya asar gibi dà ½Ãƒ ¾arà ½da bà ½rakacaklar ve ià ¾ à ¶nlà ¼klerini giyer gibi à ¶rgà ¼tà ¼n à ¼st kà ¼ltà ¼rel kimlià °ini takà ½nacaklardà ½r. à kincisi, 1970’li yà ½llardan itibaren Japonya’nà ½n, yà ¶netim ve ià ¾letmecilik alanà ½nda Amerika’nà ½n à ¼stà ¼nlà ¼Ãƒ °Ãƒ ¼nà ¼ kà ½rmaya baà ¾lamasà ½dà ½r. Bilindià °i à ¼zere, 1960’là ½ ve 1970’li yà ½llar arasà ½ Amerika’nà ½n dà ¼nya ekonomisinde yà ¶netim ve ià ¾letmecilik alnà ½nda à ¼stà ¼nlà ¼Ãƒ °Ãƒ ¼nà ¼n tartà ½Ãƒ ¾masà ½z kabul edildià °i bir dà ¶nem olma à ¶zellià °i taà ¾Ãƒ ½maktadà ½r. Oysaki II. Dà ¼nya Savaà ¾Ãƒ ½nà ½n hemen arkasà ½ndan Japon ià ¾letmelerinin birà §ok alanda Amerikan ià ¾letmelerinin à ¶nà ¼ne geà §mesi ve à ¼lkelerini ekonomik bir sà ¼per gà ¼Ãƒ § olmaya doà °ru gà ¶tà ¼rmeleri birà §ok araà ¾tà ½rmacà ½yà ½ bunun nedeni ile ilgilenmeye yà ¶neltmià ¾tir (Morgan, 1998). Bu ilgi à ¶rgà ¼t kà ¼ltà ¼rà ¼ ile ilgili bir takà ½m kavramlarà ½n gelià ¾mesini saà °lamà ½Ãƒ ¾tà ½r. Bu à §alà ½Ãƒ ¾ma iki bà ¶là ¼mden oluà ¾maktadà ½r. Birinci bà ¶là ¼m Ãâ€"rgà ¼t Kà ¼ltà ¼rà ¼ kavramà ½nà ½ atomize ederek baà ¾ta à ¶rgà ¼t ,ardà ½nda kà ¼ltà ¼r kavramlarà ½nà ½ ià ¾leyecek adà ½ndan ise bir bà ¼tà ¼n olarak Ãâ€"rgà ¼t Kà ¼ltà ¼rà ¼nà ¼ irdeleyecektir. à kinci bà ¶là ¼m ise Ãâ€"rgà ¼t Kà ¼ltà ¼rà ¼nà ¼n temel unsurlarà ½ olanVarsayà ½mlar,deà °erler, Normlar ve dià °er unsurlarà ½n tek tek ele alà ½nà ½p incelenmesinden oluà ¾maktadà ½r. Bà Rà NCà  BÃâ€"LÃÅ"M:Ãâ€"RGÃÅ"T KÃÅ"LTÃÅ"RÃÅ" Ãâ€"rgà ¼t: Ãâ€"rgà ¼tà ¼n deà °ià ¾ik tanà ½mlarà ½ yapà ½lmà ½Ãƒ ¾tà ½r. Barnard (1994), â€Å"à ¶rgà ¼tà ¼, iki veya daha fazla bireyin bilinà §li olarak koordine edilmià ¾ etkinliklerinin veya gà ¼Ãƒ §lerinin bir sistemi† olarak tanà ½mlamà ½Ãƒ ¾ ve bir à ¶rgà ¼tà ¼n, ortak bir amacà ½ baà ¾armak ià §in aksiyona katkà ½da bulunmaya gà ¶nà ¼llà ¼, birbirleriyle iletià ¾ime girebilen bireyler olduà °unda ortaya à §Ãƒ ½ktà ½Ãƒ °Ãƒ ½nà ½ à ¶ne sà ¼rmà ¼Ãƒ ¾tà ¼r. Schein (1970) à ¶rgà ¼tà ¼; â€Å"ià ¾ ve ià ¾ bà ¶là ¼mà ¼ yapà ½larak, bir otorite ve sorumluluk hiyerarà ¾isi ià §inde, ortak amaà § ya da amacà ½n gerà §ekleà ¾tirilmesi ià §in bir araya gelen insanlarà ½n, gerà §ekleà ¾tirdikleri faaliyetlerinin ussal eà ¾gà ¼dà ¼mà ¼Ã¢â‚¬ , Etzoni (1964) â€Å"belirli amaà §lara ulaà ¾mak ià §in kurulmuà ¾ toplumsal birimler†, Marc ve Simon (1958) ise, â€Å"à ¼yeleri arasà ½nda ilià ¾kiden oluà ¾an toplumsal bir yapà ½Ã¢â‚¬  olarak tanà ½mlamà ½Ãƒ ¾lardà ½r. Genià ¾ anlamà ½yla à ¶rgà ¼t; belirli amaà §lar doà °rultusunda kià ¾ilerin à §abalarà ½nà ½n eà ¾gà ¼dà ¼mlendià °i bir yà ¶netim ià ¾levi; amaà §, insan, teknoloji boyutlarà ½nà ½n etkileà ¾tià °i bir sistem; kià ¾ilià °ini belirleyen ve kendine à ¶zgà ¼ bir kà ¼ltà ¼rà ¼ olan; ià ¾leri, mevkileri, à §alà ½Ãƒ ¾anlarà ½ ve aralarà ½ndaki yetki ve iletià ¾im ilià ¾kilerini gà ¶steren bir yapà ½dà ½r. Kà ¼ltà ¼r: Kà ¼ltà ¼r kavramà ½ birà §ok bilimsel araà ¾tà ½rma disiplini ya da uygulama alanà ½nda kullanà ½la gelmektedir. Bu à §ok alanlà ½là ½k kà ¼ltà ¼re pek à §ok farklà ½ yaklaà ¾Ãƒ ½mà ½ ve farklà ½ kà ¼ltà ¼r tanà ½mlarà ½nà ½ da beraberinde getirmektedir. Dolayà ½sà ½yla biyoloji, sosyoloji,tarih, antropoloji, gà ¼zel sanatlar,felsefe vb. konularda ele alà ½nan kà ¼ltà ¼r kavramà ½nà ½ tek bir tanà ½mla belirlemek olanaksà ½z hale gelmektedir. Genel olarak bir à §ok tanà ½mdan ortak bià §imde à §Ãƒ ½karà ½labilecek tanà ½ma gà ¶re kà ¼ltà ¼r, insanlarà ½n dà ¼nyaya bakà ½Ãƒ ¾ aà §Ãƒ ½sà ½nà ½, olaylarà ½ ve bireyleri algà ½lama bià §imlerini belirlemektedir ve aynà ½ topluluà °a ait bireylerce paylaà ¾Ãƒ ½lan, bir nesilden dià °erine geà §en tutum, davranà ½Ãƒ ¾,deà °erlendirme, inanà § ve yaà ¾am bià §imlerini yorumlamayà ½ saà °layan bir olgu olarak tanà ½mlanabilir.

Love Is Not Enough Essay -- Personal Narrative Writing

Love Is Not Enough Parents sometimes do not understand the severity of things they say or do to children. However, many times things that are said or done effect the child for the rest of their life. Although the parent may not realize that he or she is hurting the child, they sometimes do. I have one such experience. It started out as one of my happier days. The kitchen smelled of oatmeal cookies baking as my stepsister Jennifer and I attempted to clean up our flour and egg mess. She was daddy’s little girl. My dad had always favored her, but who could blame him? She had his nose, chin and do not forget the blonde hair and blue eyes. Jennifer was the spitting image of my father. I had always looked too much like my mother to be his favorite. I had brown hair, brown eyes, and freckles. About the only thing I had of my dad was his height and chin. But none of that mattered today, as I said before it was one of my better days. I was having too much fun hosing down the kitchen to worry about things like that. Jen and I had just finished cleaning up as my dad pulled into the driveway. He was an air traffic controller, and sometimes his job required him to be gone at late hours. At times we would go to bed late and he still would not be home. Today though, he was home early. He came in, gave us kisses, changed into comfy clothes and we all sat down for dinner. I am not positive what we ate, but it was probably something instant considering that my dad was the chef. He could kind of cook. He was really good with those box meals; The ones where you just add water and fry. His other gourmet cooking consisted of the can foods; you know the ones were you plop and heat. After dinner we curled ... ... and quietly asked, â€Å"Where’s my box?† He turned around and I felt like for the first time since the topic had come up he acknowledged my presence. He had a look on his face like I had caught him completely off guard and explained that my mom and him never actually got married. He tried to convince me that of all the things he regrets most in his life that was the biggest one. He said if he could have changed one thing he would have married my mother. The whole situation really hurt. I was not naà ¯ve. I knew that my parents never got married. I guess I had just hoped that if my dad â€Å"loved† her enough to have a kid with her, he would love her enough to have a box of memories. His carelessness with the situation effecting me and will my entire life. Your parents are supposed to be your hero and when they emotionally let you down, you do not forget it.

With reference to the headscarf debate in France, analyze the extent to which laicite has played a major role in the French law 2004-228.

Introduction On March 15th, 2004 the government of French Republic passed a law that banned the wearing of â€Å"conspicuous signs† of religious affiliation in public schools (Bowen, 2007). Whilst this law affected Jewish skullcaps, large crosses, Sikh turbans, many scholars (i.e. Wing and Smith, Tarhan) believe that its main purpose was to ban the wearing of the headscarves, known also as hijab by young Muslim girls. Currently there are approximately 5 million Muslims living in France (CIA, 2012). The majority of them are the immigrants from former French colonies in North and West Africa. Muslims constitute 5-10% of the French population, while Islam is the second largest religion in France (Tarhan, 2011). Hence, the law from 2004 led to objections and protests amongst French Muslims. They regarded the decision of French government as a sign of discrimination and violation of religious freedom in France (Wing and Smith, 2006). French government, in turn, emphasized that French secularism (known also as laicite), assuming separation between state and religion, was a main reason standing behind its decision (Astier, 2004)). Until nowadays the French law 2004-228 is very controversial. The supporters of this law believe that a ban on religious symbols confirmed a secular character of French Republic and defended French national identity. They also postulate that a ban contributed to a greater equality amongst women and men within Muslim society. The opponents, in turn, emphasize a largely symbolic character of the ban, as it affected only Muslim girls attending public schools and did not apply to Muslim women on the streets or university students. The opponents often also rejected laicite as a basis of the French law 2004-228. Instead, they postulate that a fear of multiculturalism and growing division within the French society, especially after September 11th, had a key impact on the governmental decision (Scott, 2005). The following essay aims to examine whether French secularism, laicite, was a key factor responsible for the banning of headscarves in France. First, the essay explains the role of female headscarf in Muslim religion and tradition in order to understand a strong objection against a ban from Muslim side. Second, the essay presents shortly a debate on wearing headscarves in France that had its beginning in the 1980s. Further, the essay considers the concept of laicite in France and its impact on passing the French law 2004-228. The essay analyzes other factors that influenced on the banning of religious symbols in France in order to compare their role and the role of laicite in passing the law. Finally, the essay considers the ban as an unsuccessful reform and presents policy recommendations. The role of headscarf in Muslim tradition The headscarf[1] is an important religious symbol in the Islamic tradition. The Quran, perceived as the source of Allah’s command by Muslims, states that: â€Å"believing women (†¦) should lower their gaze and guard their modesty; that they should not display their beauty and ornaments except what must ordinarily appear thereof; that they should draw their veils over their bosoms and not display their beauty except to their husbands, their fathers, their husbands’ fathers, their sons, their husbands’ sons, their brothers, or their brothers’ sons or their sisters’ sons, or their women or the servants whom their right hands possess, or male servants free of physical needs, or small children who have no sense of the shame of sex, and that they should not strike their feet in order to draw attention to their hidden ornaments. And O you Believers, turn you all together towards Allah, that you may attain Bliss.† (Quran 24:31)Therefore, following Allah’s law, Muslim women are obligated to remain modest and to cover their beauty. Moreover, the Quran says: â€Å"O Prophet! Tell Thy wives And daughters, and the Believing women, that They should cast their Outer garments over Their Persons (when outside): That they should be known (As such) and not Molested† (Quran 33:59). It indicates that there are two purposes of the wearing of headscarves by Muslim women. First, headscarf should protect Muslim women from gazes of strange men and from being an object of stranger’s desire. Second, headscarf should help to distinguish Muslim women from women of other religions (Syed, 2001). It is worth adding that the Quran does not state precisely which parts of woman’s body should be covered. Hence, there are different types of head (and body) coverings amongst Muslim women in various countries, depending on Quran’s interpretation and culture. They range from the simple hijab, covering the head and neck to Afghani burqa, covering the entire body and leaving only so-called mesh screen so th at the woman is able to see (Wing and Smith, 2006). Further, the following sentence from the Quran: â€Å"O Prophet, tell your wives and daughters and the women of the believers to draw their cloaks close round them (when they go abroad). That will be better so that they may be recognized and not annoyed† (Wing and Smith, 2006, p.751) indicates that Muslim men are also obligated to Quran to make sure that their wives have got appropriate covering when they leave their houses. With the beginning of decolonization in the 1950s and the 1960s, the European countries, in particular France and the United Kingdom, had experienced massive immigrations from the Middle East and African countries. Most of the immigrants were Muslims. Hence, the Western countries, characterized by Christian roots had to face different religion, culture and values brought to the Europe by Muslims. Headscarf has become one of the most visible elements of these differences in the European’s public eyes (Wing and Smith, 2006). Headscarf debate in a contemporary France There are currently around 5 million of Muslims in France, constituting 5-10% of the total French population (CIA, 2012). Mostly they are immigrants from the regions such as the Maghreb, the Middle East, Turkey and Sub-Saharan Africa and Asia. Additionally there is an increasing number of people of European descent in France who are deciding to convert into Islam. In the recent years, Muslims in France has strongly manifested its cultural and religious separateness. They aimed to â€Å"create an Islamic identity with local institutional, societal and cultural structures† (Wing and Smith, 2006, p.753) and they focused on building new mosques and loud practices of their religion. It led to Islamophobic tendencies in France which were often manifested by hostility, discrimination in employment and housing as well as larger socio-economic exclusion of Muslim society. Currently Muslims continue to be separated from the rest of French society. Key indicators of this exclusion are li mited access to the education for Muslims, houses in the urban ghettos (known also as the zones of economic and social exclusion) but also lack of involvement in French political life and culture from the Muslim side. The debate on headscarves in France has got its root in 1989 and is known as the affaires de foulard (Scott, 2005, p. 1). At that time, three Muslim girls were expelled from their secondary state school in the town of Creil after they refused to take off their headscarves. Although it was not a first such a case (the director of this school had earlier banned Jewish students from wearing the Kippah in school), it brought an extensive attention of French media. The director of school argued that he made a decision on the basis of French laicite[2], a concept postulating separation between the state and religion (Tarhan, 2011). Muslim society was supported by Catholic, Protestant and Jewish leaders. Together, they postulated that laicite should have been regarded as toleration for other religions rather than condemnation of religion (Scott, 2005). This approach was also accepted by the former Minister of Education, Lionel Jospin. He announced that religious symbols and clothing at sch ools were allowed as long as they did not threaten other religious beliefs (Tarhan, 2011). Despite this governmental announcement, a number of similar cases has dramatically increased between 1989 (400 cases) and 1994 (3000 cases), what led to racial and religious violence in France (Bowen, 2007). In 1994 the tensions were so intense that education staff were sending letter to the French government, asking for advices on how to deal with the situation. In result, new Minister of Education, Francois Bayrou implemented new rules on religious symbols in schools. He allowed only discreet symbols in schools, while he prohibited ostentatious symbols. Discreet symbols were defined as those that â€Å"demonstrated personal religious conviction† (Tarhan, 2011, p.18), while ostentatious – as those that led to discrimination and differences into the educational communities. Bayrou’s claim was controversial and brought the attention of French media. In result, the Conseil d ’Etat, the highest administrative court in France, decided to investigate the controversial issue. The court rejected Bayrou’s decision and obligated school administrations and teachers to make decision on the actions of their students. The French government appointed a Muslim woman, Hanifa Cherifi, as a governmental mediator responsible for handling the wearing of headscarves. In result, the issue has grown quiet for nine years (Scott, 2005). The issue of headscarves was brought to the public attention again in 2003, when the Minister of Interiors and Cults, Nicolas Sarkozy postulated that Muslim women should take off their headscarves while posing for official identity photographs. As Muslims became an important minority in France with the beginning of the twenty first century, Sarkozy’s claim reflected growing frustration and intolerance towards visibility of religious symbols in public places amongst French politicians and society. It also brought back the issue of headscarves in schools. In effect, French President, Jacques Chirac formed a commission led by Bernard Stasi in order to investigate the implementation of laicite in French educational institutions. . Students, teachers, intellectuals and also the European Commission got involved in the work of Stasi’s Commission. Muslim girls chose to be interviewed undercover, as they wanted to voice their opinions about wearing the hijab anonymously. The report produced by Stasi’s Commission presented an in-depth study on the role that the hijab plays in the Muslim community. In reference to Islam, one of the most important results was that young Muslim girls, that used to grow up in a society dominated by western culture and values found difficult to reaffirm their identities as Muslims by the way they had to dress. Further, it showed that young Muslim girls were often not participating in classes such as P.E (physical education) as they were afraid of violence and assaults from Muslim men’s side. Moreover, Muslim girls often confessed that they were being forced to wear the hijab by their families and peer groups. The Stasi’s Report also drew open other issues su rrounding Muslim women such as female genital mutilation and forced marriages (Vaisse, 2004). The Stasi’s Report pointed out that the existence of religious symbols in schools was not compatible with the concept of laicite. The Report postulated that the veils were responsible for the alienation of women. As secularism and gender equality were regarded as the important features of laicite, the Report recommended banning religious symbols in schools[3] (Wing and Smith, 2006). It is important to add that the critics of the Stasi’s Report aimed to undermine the validity of the report. They postulated that the report was mainly based on western perceptions on the hijab and Muslim women. The link between forced marriages, female genital mutilation and the hijab, were all based upon the commission negative image of Islam, there was no empirical research to back their findings (Schiek and Lawson, 2011). Muslim women argue that the hijab is worn voluntarily and it brings them a sense of belonging and community (Schiek and Lawson, 2011). Following the Stasi’s Report, on February 10th, 2004, French National Assembly passed the law on the banning conspicuous religious symbols in schools. A huge majority of the Assembly, 494 members, were in favour of the ban, while only 36 members voted against the ban. At the same time, 31 members abstained from voting. Similarly, on March 3rd, 2004, the French Senate also passed the same legislation. 276 voters were in favour of the ban, while 20 of them voted against the ban (Weil, 2009). The implementation of the new law was preceded by three demonstrations, respectively, on December 21st, 2004; on January 17th, 2005; and on February 14th, 2005 that aimed to stop passing the law 2004-228. Mohammed Latreche, an Islamist activist mobilized and encouraged French citizens to participate in these demonstrations. He established a political party, Pati des msulman de France (the Party of French Muslims) with the headquarters in Strasburg. The demonstrations, showed the Muslim publ ics outrage at the law that was about to be passed. The legislative ban was regarded as an attack on Muslims with the Muslim society. Two girls even went as far as hunger strikes to show their opposition to the ban. Some posters propagated slangs such as ‘Stasi killed me’ and ‘1 veil= 1 vote’ (Bowen, 2007). Officially, the law was implemented on March 15th and it is known as the law 2004-228. Despite the demonstrations, the legislative ban in France has been largely supported by the French society. According to Pew Research Centre (2006) 78% of the French population have supported the ban, while only 22% of the population have regarded the banning as a bad idea. The concept of laicite and its impact on the banning of headscarves in France Many scholars (i.e. Wing and Smith, Scott) believe that the concept of laicite was a key factor behind the decision on the banning of headscarves in France. Laicite has a long tradition in France and hence, it is crucial to analyze its influence on the ban of religious symbols. As it was mentioned above, laicite, known also as a French secularism, postulates separation between the state and religion as well as freedom of religion (Tarhan, 2011). It can be viewed as passive neutrality or non-intervention by the state in the private religious domain. This interpretation suggests that the exercise of religion in the private sphere is permissible, and that the French state will not openly support overt religious practices in public spheres (Scott, 2005). Another interpretation of the laicite’ can be viewed as a more active secularism, in terms of which the nation is promoted as a fundamentally political society fiercely independent of any religious authority (Wing and Smith, 2006), and one in which the values of the state can be defended through the concept of Là ¢â‚¬â„¢ORDRE PUBLIC in order to justify interference where necessary with some religious organisations. This definition of laicite’ gives the government more control over public institutions and the amount of religious activity that goes on there, for example schools (Weil, 2009). The concept of laicite was developed during the French Revolution (1789). Initially it concerned the separation between the state and the Catholic Church, which played a major role in France in the seventeenth century. Revolutionaries aimed to redefine citizenship and nationhood and hence, to separate Catholicism from the French identity. New citizenship was meant to be universal, secular and inclusive. Instead, the French Revolution led to ‘xenophobic nationalism’ (Tarhan, 2011, p.4) which targeted foreigners as well as priests, rebels, political opponents and noblemen. Similarly, the Revolution started to reject religion rather than tolerate it. The laicisation of French public schools began with an article that was passed on June 28th, 1833. This law entailed that primary school teaching should have no religious affiliation. Further, laicite was implemented in France through the creation of the public school system, in the years 1881-2 with Jules Ferry’s public school laws (Bowen, 2007). However, despite these steps Catholicism remained an important element of French regime until the end of nineteenth century. More significant changes started in 1901 when France passed a new law, Law of Association according to which religious associations became obligated to have a state supervision. Further, in 1904 the religious communities were forbidden to provide education. In result, approximately 30,000 of clergy lost their teaching jobs and stopped taking salaries from the state. Nonetheless, the legislation passed in 1905, known as the Separation Act, is regarded as first meaningful success of secularists in France (Tarhan, 2011). The 1905 law has become the legal guideline for the separation of the state and the church. The word laicite did not appear in the 1905 law. However, the first article of the law emphasized freedom of religion in France, as it stated that: â€Å"the republic ensures freedom of conscience. It guarantees the free exerci se of religions with the sole restrictions decreed hereafter in the interest of public order† (Tarhan, 2011, p.7). The second article, in turn, declared that â€Å"The Republic does not recognize, fund or subsidize any religion. [†¦]State, departmental and commune budgets, together with all expenses relating to the exercise of religions will be abolished.† (Tarhan, 2011, p.7) and hence, it guaranteed state’s neutrality towards religions. The legislation from 1905 gave a political and legal character to the concept of laicite in France. More importantly, it indicated that laicite was a process that had emerged in France through the confrontation about national identity between Clerics and Republicans (Scott, 2005). Although the concept of laicite in France does not show any historical links to the Islam religion, the ban on religious symbols from 2004 seems to emphasize an impact of laicite on the French politics and tradition. Nowadays laicite is regarded in France as one of the foundations of French Republic and the French collective (national) identity (The Economist, 2004). It represents a sharp contrast to Anglo-American model of multiculturalism. French believe that laicite guarantees tolerance, freedom of religion, peace as well as social cohesion. Further, laicite postulates a sharp division between public and private spheres. Religion and ethnicity can be manifested in the private sphere. However, the only visible legitimate identity in the public sphere should be French national identity. Further, the laic state has right to interfere in the religious issues if the national unity and common values of the French Republic are threatened (Weil, 2009). According to the concept, Muslim soc iety should accept French norms and culture in order to become a part of French political unity. Nonetheless, Muslims have become a significant minority in France, unwilling to adopt French tradition and lifestyle. Instead, they strongly manifested own culture, tradition and identity (The Economist, 2004). Islam was perceived not only as a religion but also as a rigorous lifestyle that rejected Western values such as liberty, freedom and laicite. Muslims were often regarded as the extremist group. Hence, French started to perceive Muslims and Islam religion as the threads to the French national unity that had to be addressed and resolved. The debate on headscarves in France confirms this negative perception of Muslims within French society (Tarhan, 2011). With the exception of laicite, there were also other factors that had an influence on the ban of religious symbols in France. As stated in the Stasi’s Report, the ban aimed to empower Muslim women and to guarantee greater equality amongst the Muslim women and men. However, in this case, the ban was just a symbolic gesture, as it only applied to the young Muslim girls in public schools and did not affect adult Muslim women, working in some public places or just walking on the streets (Bowen, 2007). In contrast, there are several external factors that might have influenced the timing of headscarves debate in France. When the first debate on headscarves took place in 1989, the Communist system in the Central and Eastern Europe collapsed. Instead, the Europe experienced massive inflows of Muslim immigrants and spreading Islam religion across the European countries. Hence, Islam quickly started to be perceived as a thread to the Western values that replaced an old thread, communism . Further, in 1994 there was a civil war in Algeria, a former colony of France that was caused by the conflict between the secular military government of Algeria and Islamic fundamentalists. The Algerian conflict indicated a possibility of similar problems between the state and its largest religious minority in France. Finally, in 2003 the Europe was still strongly affected by the consequences of September 11th (2001). Additionally, the wars in Iraq and Afghanistan as well as the worsening of the conflict between Israel and Palestine resulted in sharp divergence between the West and Islam culture. At that time, French Muslims definitely identified with the Muslims in other parts of the world and the wearing of headscarves manifested such identification. French government, on the other hand, faced real threads of terrorism. Hence, the main principle of French defense became to prevent French citizens and institutions from potential challenges to their integrity (Scott, 2005). Conclusions To sum up, the ban of religious symbols in schools implemented in France in 2004 was very controversial and led to numerous protests and demonstrations in France. The supporters of the ban underlined the secular character of France and the need to separate religion from the public sector. The opponents, in turn, postulated a minor impact of the ban, as it only affected Muslim schoolgirls, constituting relatively insignificant percentage of Muslim female population in France. Without a doubt, laicite had a key impact on the legislative ban. However, the main factor behind the governmental decision was not separation between the religion and the state, regarded as a traditional element of the concept of laicite. In the contemporary France, key elements of laicite have become nation identity and unity. As the French society was characterized by a strong division on Muslims and non-Muslims as well as by strengthening Muslim influences, the French conservative government of Chirac has become responsible for protecting the French national identity. The ban was believed to be a successful tool to achieve this goal. Except laicite, there was a number of international events such as Afghan war, Iraqi war or Israeli-Palestinian conflict that strengthened Islamophobic in Western countries, in particular in secular France that has always been characterized by the opposition to multiculturalism and foreignness. Although some scholars postulate that gender equality wa s also a factor influencing French decision on the ban, there is no strong evidence to support this claim. In fact, the ban affected only small number of young Muslim girls being in public education. Nowadays it is certain that Muslims have to accept cosmopolitan values and freethinking if they aim to stay in the Western countries. Currently a number of Western countries such as United Kingdom, Spain or Germany have been characterized by a trap of two conflicting cultures. However, forcing Muslims to go against their religious practices, as applied in France seems to be counterproductive. The ban of religious symbols in France led to the riots (2005) in so-called les cites, ghettos focusing North Africans and Arabs that spread around the major French cities. During these riots two Muslim teenagers were accidently killed. However, the ban of religious symbols could have disastrous consequences. Young Muslims, rejected by the French government and regarded as a second-class society, often accept extremism and violence as the solution of their problems. The example of the United States demonstrates prominently the negative consequences of rejecting and underestimating its ethnic min ority. The young, radical Muslims in the US, trained by the conservative European imams became responsible for the dramatic events from September 11th (Kiersh, 2008). The French government should have learnt a lesson from the United States and should stop pushing its Muslim society towards extremism and encouraging violence amongst them. Instead, the French government should establish a long-term strategy in order to incorporate their Muslim minority into the environment they regard as unfriendly. The government must develop new, comprehensive measures that will help Muslims to identify with the rest of the French society and to become involved in various aspects of French lifestyle. In order to achieve these goals, the French government must focus on the reduction of job and housing discrimination in the first place as well as on changing the attitudes within the French policy towards Muslim male immigrants. The French government can expect that other European governments (in particular British, German and Spanish governments) will be also willing to address the problem of separation between Muslims and mainstream society, as they struggle with the same problem. Together, these countries have enough resources to implement reforms and changes so that the Muslims can assimilate with the rest of the societies. Also the United States could probably get involved in such a cross-countries program in the framework of the War on Terror. Without a doubt, the European governments would be more willing to accept such a form of terrorism fighting rather than military interventions in the Middle East. The following concept requires in-depth analyzes and detailed policy planning. However, it would definitely bring larger and more positive outcomes than the ban of religious symbols in public schools (Kiersh, 2008). List of references: Astier, H., (2004). The deep Roots of French Secularism [online] available from: (Accessed on 25.04.2012). Bowen, J., (2007). Why the French do not like the Headscarves. New Jersey: Princeton University CIA, (2012). The World Factbook: France [online] Available from: (Accessed on 25.04.2012). Kiersh, A., (2008). Why the Headscarf Ban is wrong for France [online] Available from: (Accessed on 25.04.2012). Morin, R. and Horowitz, J., (2006). European debate the Scarf and the Veil [online] Available from: (Accessed on 25.04.2012). Scott, J., (2005). Symptomatic Politics: The Banning of Islamic Head Scarves in French Public Schools. New Jersey: Institute for Advanced Study. Schiek, D and Lawson, A., (2011). European Union Non-Discrimination Law and Intersectionality: Investigating the Triangle of Racial, Gender and Disability Discrimination. London: Ashgate Publishing. Syed, , (2001). Women in Islam: Hijab [online] Available from: (Accessed on 25.04.2012). Tarhan, G., (2011). Roots of the Headscarf Debate: Laicism and Secularism in France and Turkey. Journal of Political Inquiry, 4, p. 1-32. The Economist, (2004). The war of the headscarves [online] Available from: (Accessed on 25.04.2012). Vaisse, J., (2004). Veiled Meaning: the French Law Banning Religious Symbols in Public Schools. Washington: The Brookings Institute. Weil, P., (2009). Why the French Laicite is liberalCardozon Law Review, 30(6), p.2699-2714. Wing, A. and Smith, M., (2006). Critical Race Feminism Lifts in Veil?: Muslim, Women, France and the Headscarf Ban. California: UC Davis. [1] The headscarf wore by Muslim women is commonly known as hijab in the Europe. However, Quran uses two Arabic terms: â€Å"khimar† and â€Å"jilbaab† in reference to headscarf or veil. [2] The concept of French laicite will be discussed in details in the next chapter. [3] It is worth adding that Stasi’s Report also postulated the recognition of majority religious feasts as public holiday. However, this law was not passed.

Differences Between the Genders in Leadership Ability or Approach? Essay

To start, when people compare various successful leaders such as Donald Trump, John Rockefeller, or Henry Ford, they always use words to describe their personalities such as being tough, diligent, competitive and ambitious. A person’s personality is a set of unseen characteristics and processes that underlie a relatively stable pattern of behavior in response to ideas, objects or people in the environment. (Daft, 2011) These personality traits define the leader and we all know people differ in many ways leading to various styles of leadership. Differences in personality, attitudes, values and beliefs will influence how people interpret an assignment or a task. Leadership effectiveness is broadly based on the leaders’ personalities and attitudes while also how effectively they interpret differences amongst employees. All of these factors affect the leader-follower interaction but will genders in leadership affect the overall leadership ability or approach? I believe that there are differences in genders in leadership abilities and approaches. If leadership is based on personalities and attitudes, I strongly believe that there are differences in leadership abilities and approaches when considering male and female roles. When considering the traits of males compared to females as leaders, men traditionally are more aggressive and assertive than women. Males tend to be subjective to competing, while in general women prefer a far less competitive environment than men. Those traits can essentially lead to various different perspectives on leadership approaches in respect to gender. Male leaders tend to be more individualistic and prefer working in vertical hierarchies relying on formal authorities and positions in their dealings with subordinates. Female leaders tend to be more collaborative, and are more concerned for relationship building, inclusiveness, participation, and caring. (Daft, 2011) So generally the differences in male traits compared to female traits will cause different approaches towards leadership styles. Gender will also affect abilities based on assumptions about the male and female traits. Research comparing leadership styles of women and men have been reviewed and there was evidence found for both presence and the absence of differences between the sexes. Stereotypical expectations that women lead in an interpersonal oriented style and men lead in a task-oriented style, was found to be false. They found results that female and male leaders do not have differences in these two styles of organizational studies. However in the research that assessed the leadership styles was consistent with the stereotypic expectations about different aspects of leadership styles. In the tendency to lead democratically or autocratically women tended to adopt a more democratic or participative approach and a less autocratic or directive approach than did men. (Eagly & Johnson, 1990) These findings can represent and can be interpreted in terms of a social role theory of sex differences. These stereotypes reveal that men are relatively dominant and controlling. There is a masculine mode of management characterized by qualities such as competitiveness, hierarchical authority, high control for the leader, and unemotional and analytic problem solving. (Loden, 1985) He also argued that women prefer and tend to behave in terms of an alternative feminine leadership model. This model is characterized by cooperativeness, collaboration of managers and subordinates, lower control for the leader, and problem solving based on intuition and empathy as well as rationality. He based his findings around the idea that women and men, including those who are managers in organizations, behave stereotypically to some extent. I would have to agree with this belief because men and women clearly act differently and the way they act will mirror the way they lead. There have been large numbers of laboratory and field studies performed by social psychologists based around female and male behav iors. Quantitative reviews of this research have established the presence rather than the absence of overall sex differences. (Hall, 1984) They also concluded that these differences, although not that large, tend to be compatible to most other findings. There have also been findings that the level of power will directly affect the type of leadership one will show. There are reasonable assumptions that suggest that male and female leaders who occupy the same organizational role should differ very little. They assume that managers of both sexes are more concerned with managing effectively rather than about representing sex-differentiated features of social gender roles. Kanter argued that there are apparent sex differences when there is a product of the differing structural positions of the sexes within the organization. (Eagly & Johnson, 1990) Because women are more often in positions of little power or opportunity, they will behave in ways that reflect their lack of power. Eagly and Johnson concluded that a mete-analysis could provide more insight on leadership styles of males and females. The overall trends showed that women were more concerned with maintenance of interpersonal relationships and task accomplishment. The main difference found was that women tended to adopt a more autocratic or participative style while men the opposite. They tried to make distinctions about the differences in that first, women who have managed to succeed as leaders might have more highly developed interpersonal skills. Another explanation is that women are not accepted as readily as men as leaders and, as a result, have to allow input into their decision-making. Eagly and Johnson’s results are corroborated by other research. Statham also found evidence of two sex-differentiated management styles. He reported that women used a more task-engrossed and person-invested style, while men use a more image-engrossed and autonomy-invested style. (Moran, 1992) In a study focused on gender differences in communication introduces a possible explanation of different approaches. Tannen, the researcher, focused on how men and women had different experiences while growing up which lead to valuing different things. He concluded that men are taught to prize status, independence, and the power of community. All of these values lead men and women to behave in different ways. The field of gender differences in leadership styles is still and area with great questions with out answers. Even with various studies devoted to the topic of gender, there will always be unanswered questions. More and more researchers continue to examine issues regarding any innate differences between leadership styles of males and females. Currently, with the evidence provided, suggests that there are differences in gender leadership abilities and approaches. Although there are minimal differences, there are differences in males and females perspectives on leadership. We can recognize that there are different leaders with different leadership styles, but we cant automatically associate one style to a particular gender. Men and women alike will be faced with challenges and will need to develop the correct leadership styles to become a successful leader. References Daft, R. (2011). The leadership experience. (5e ed., pp. 99-125, 341-344). Mason, OH: South-Western Cengage Learning. Eagly , Alice H. and Johnson, Blair T., â€Å"Gender and Leadership Style: A Meta-Analysis† (1990).CHIP Documents. Paper 11. http://digitalcommons.uconn.edu/chip_docs/11 Eagly, A. H., & Johndon, B. T. (1990) Gender and leadership style. Psychological Bulletin 108 (2), 233-256 Eagly, A. H., & Wood, W. (in press). Explaining sex differences in social behavior: A recta-analytic perspective. Personality and Social Psy-chology Bulletin. Hall, J. A. (1984). Nonverbal sex differences: Communication accuracy and expressive style. Baltimore, MD: Johns Hopkins University Loden, M. (1985). Feminine leadership or how to succeed in business without being one of the boys. New York: Times Books. Mandell, B., & Pherwani, S. (2003). Relationship between emotional intelligence and transformational leadership style: A gender comparison . Springer, Journal of Business and Psychology, 17(3), 387-404.

Game Theory and Report Teachers Association

Ridgecrest School Dispute Initial Report Teachers’ Association 11/15/12 In order to maximize combined interests and reach the Pareto Efficient Frontier, our strategy is to build trust by sharing information about our interests and priorities. In addition, sharing information can help create a positive relationship with the Board of Education and can increase the chances that they will reciprocate that behavior by giving away information about their interests and priorities.Given that many people are reluctant to share information with the other side, we also plan on asking the Board of Education many questions so that we can learn from what is not said as well as from what is said. Another strategy we will use to create value is to make multiple offers simultaneously because it helps to collect valuable information and it makes us appear more flexible. This is a particularly important strategy given that we can compromise on various issues if the other side is willing to offer us some concessions on other matters in return.For instance, we would be willing to accept a formula in which any pay received for performing civic duty would be deducted from regular pay if the board is willing to meet our demands for salary acceptably (See planning document for what is acceptable). The cost-cutting strategy is useful in that it allows for one party to get what it wants while the other has the costs associated with its concession reduced or eliminated. This is a strategy we will use by proposing to the other side a budget that we have come up with that minimizes our concessions while still allowing them to get what they want (See attached Budget Proposal).We have prepared this budget so that when the other side claims that there is no other way expenditures can be cut, we can show them an alternative solution. In addition, we also want to trade off differences in interests and priorities in order to create value. We plan on doing this by trading issues that are mo st important to us such as salary and workload for issues that are most important to the other side. We realize that this might be a problem if the interests that are most important to us are also most important to the other side.But, there might be issues that are significantly more important in terms of other issues to one side than they are to the other side. Finally, we plan on searching for post-settlement settlements in order to look for an agreement that is better for both sides. Once we have created the most possible value that can be created, we will use strategies to claim value. First, we will open aggressively given that initial positions act as anchors and affect the perception of what outcomes are possible. We will do this by asking for more than our target (See planning document for target).For example, we will ask for a $7,000 increase in salaries for lower levels and reduce the pupil/teacher ratio to 13:1. We realize that the other side will not agree to this, but i t will still be helpful as an anchor. Another strategy we will use to claim value is to give credible reasons for our interests whenever possible (See Issues Analysis for several reasons). For instance, the reason we want an increase in salaries is because we have not had any salary increases in years and our workday is longer than the NJ average (See attached for NJ average). If we do not have a credible reason for an interest, then we will use a pseudo reason.In addition, we will know what interests we are willing and not willing to give concessions on (See planning document for concessions). This is important given that there are so many issues in this negotiation that we can compromise on if the other side is willing to give us something else in return. Finally, we are prepared to make smaller concessions to indicate that we are reaching our bottom line without revealing our bottom line. This is always an important strategy because we want a deal that is close to our target, but are willing to accept any deal that is at or above our bottom line.

Fire protection Essay Example | Topics and Well Written Essays - 500 words - 1

Fire protection - Essay Example Presently about 95% percent of the fires in Europe are caused directly or indirectly by human activities and behavior. Negligence in private, industrial and public sector contributes significantly to incidence of fire. European Forest Institute (22) observes that among all fires with known causes; 51 percent are started intentionally, 44 percent results from negligence or accident while only 5 percent had been caused by natural causes such as lighting. However, the European Forest Institute (22) notes that there are variations across countries with negligence and accidental causes accounting for between 10 to 98 percent of all fires. These figures statistics clearly demonstrates the contribution that negligence in causing fires and therefore effective fire protection in safety management must include strategies for dealing with negligence. Negligence is described in common law as failure to exercise reasonable care that a cautious would exercise in a given situation. Yonder et al (221) explains that strict liability demands that a burner must compensate the victim for any damages incurred regardless of the amount precaution exercised when starting or managing the fire. They note that four states have imposed strict liability rule for fires including Connecticut, New Hampshire, North Dakota and Oklahoma. Moreover, they observe that twenty two states have implemented negligence rule in their statutory codes. Five of this states place the burden of proof on the burners by holding that fire escaped due to negligence. In contrast, sixteen states expect the plaintiff to prove negligence of the burner. In addition, eleven states view uncontrolled fires as nuisance and the land owners have the responsibility of paying public agencies the cost of fire suppression as noted by (Yonder et al 227). To ensure fire protection in industrial facilities that may arise from negligence, zoning laws

How Will I Write Reflective Account Essay Example | Topics and Well Written Essays - 1250 words

How Will I Write Reflective Account - Essay Example 2008). Personally, my interest in both academics and life in general constitutes a good source for a reflective account. Key Learning Points Personal interests especially in academics revolves around growth and development in the specific field that offers a course that builds a long lasting career without the need to change from one career to another. This depicts an aspect of fully grown interests that have been met given the pursued course. For me my academic and career experience is a field in which I have several learning points. These learning points lay down a systematic structure which leads to the achievement of desired results without difficulty, representing success, growth and development in that particular field. These key learning points makes a good reflective account if one particular experience is critically considered, and they include: Diversity, dynamism and sensitivity My current academic and career experiences have never depicted an aspect of static systems over the years. Change has characterized almost every aspect of my life. For this reason, embracing change cannot be ignored. I have to integrate this change in my line of interest if I am to remain competitive in expressing one or more experiences I have had in a reflective account. Being diverse encompasses being different from the usual. Different people have portrayed different personal, regional and national cultures, making it even more necessary to embrace change in the context of diversity. Sensitivity goes beyond personal feeling and opinion. It integrates external observations such that the reflected on at such an instance denotes internal and external rather than fixed concepts. Awareness and training Writing a reflective account is not an easy task (Youll, 2005). The experiences aforementioned may vary depending on the specific idea that I may want to include in the account. It is important that I be aware of these differences so that the specific account I want to focus in best brings out the meaning of a reflective account. Awareness is not a onetime achievement due to the differences aforementioned. Training is a fundamental program that I perceive perfect for creating awareness. Training programs are likely to equip me with all the various aspects, concepts and the differences therein in such a way that I can easily differentiate and make use of them without difficulty when writing a reflective account. Training and awareness are important for me because they are set to prepare me for the characteristic changes and transitions from one account to the other. Motivation and skills of presentation Motivation is a process and not a stage in a training or academic system. I closely relate motivation to the skills of presentation. Although the two are two different key learning points for me, the link between them is strong and a key determinant of personal achievement, not only in academics but also in life. Learning to motivate and be motivated is like ly to influence personal growth and development, and more especially the career that one takes. For me, motivation is a life and career constituent that is complemented by skills of presentation. I have to share and pass around what I have learnt and gained through education and life experiences that constitute my expertise. Skilful presentation is critical in such a process, and it is as well a critical learning point when it comes