Abortion I Am Pro-Choice Essay - 1023 Words

Since the early 1970’s abortion has been an important issue to the United States (Tietze 1). The problem begins with whether it is the woman’s choice to keep or terminate her pregnancy or the government’s choice. When this problem happens, a woman loses her right as a person. Most women argue about this issue, but if you look at it, it is the woman’s body, and she should do with it as she pleases. I believe that if a woman, under the right circumstances, should be able to make her own choices in life and not be influenced by family or the government. Some women have accepted the definition that a woman’s prime role as wife and mother is to have control of one’s own body and mind (Reardon 3) .Once they had choices about life†¦show more content†¦Those who are in favor of or against abortion, make good arguments to defend their beliefs and views on this topic (Torres 165). I believe every person has a right to his or her own opinions, beliefs, thoughts, and rights. As a young woman myself, I believe women have rights just as well as men, and denying women their rights is denying them rights as a citizen and is also discriminating against them. Abortion is defined as, the termination of pregnancy and expulsion of an embryo or fetus that is incapable of survival (Wear 6). Much like every aspect of a person’s life, statements are neither right nor wrong, but simply left open for interpretation. Those who are against abortion say that it is the murder of a helpless baby who has not yet had the chance to live and function as a human person, but others believe that unless the baby takes a breath on its own it is not considered a living person. Mostly everybody believes that it is a womans right to choose what happens to her body, and if she decides that she is not capable of bringing a baby into the world, than she shouldnt be forced to just please others. Sometimes I wonder where people draw the line between human and inhuman, death and murder. When does a womans right over her internal reproductive system become any problem of the government? So many questions are raised by such talk, that us as people have to look at both sides of the issue so that we betterShow MoreRelated Abortion: I Am Pro-Choice Essay1347 Words   |  6 Pagesof privacy of the mother versus the governments’ right to protect the unborn fetus in regard to Abortion. Every woman has the right to make any decision that involves her body. Our government has always respected the individual’s right to privacy. A woman’s reproductive system should not be regulated by the government. In the Supreme Court case, Roe v. Wade in 1973, the decision to make abortion legal came in effect (Frohock 1983). Before Roe, many women were pregnant were forced to weighRead More Pro-Choice vs. Pro-Life: No Correct Answer Essay1707 Words   |  7 PagesAbortion is the ending of a pregnancy before birth; it causes the termination of the embryo or fetus inside the women. There are two different types of abortion, a spontaneous abortion, which is also known as a miscarriage, and an induced abortion, where the embryo or fetus is purposely removed from the women’s body. The topic of induced abortion has been widely debated for hundreds of years. The issue of abortion was argued way back in the time of the ancient Hebrews. In the United States i tRead More Abortion is a Choice Essay1258 Words   |  6 PagesAbortion is a Choice Abortion is a very controversial issue that has been continually argued over the past few years and will continue for years to come. Before I get into the sides of abortion we must first define abortion. Abortion is the destruction of the fetus, or unborn child while the child is still in the mothers womb. There are two sides to this abortion topic. The Pro-life which is those who are against abortion altogether and the Pro-choice those who believe it is the womens rightRead MorePro Choice And Pro Life1231 Words   |  5 PagesBrooke Weaver Mrs. Denton Honors 8th LA January 20, 2016 Research Paper I-Search: What I Learned About My Topic Abortion is one of the most heated moral debates all over the United States. Many people say that your view on the topic shows the type of person you are. There are two sides to this debate: Pro-Choice and Pro-life. In this case when you are Pro-choice you believe that women have the custody and rights to do what they want to with their baby. While many people believe in the women’s rightRead MoreThe Topic of Abortion Rights772 Words   |  3 PagesI have chosen the topic of abortion rights for my final paper. It is a very controversial and touchy subject, Roe v. Wade has been making headlines for years. The reason that I have chosen this topic is because I am a Christian and the stance of my religion is that abortion is wrong. However, I feel like Christians often tell people not do thing without fully examining the topic; they often do not have enough background knowledge on the situation. They try to view the world as wrong and right, blackRead MoreThe Issue Of Abortion And Abortion876 Words   |  4 PagesAbortion is one of the most debatable and controversial issues that exists in our society. An abortion is a medical procedure that terminates a pregnancy before 24 weeks. People who call themselves Pro-Life feel that it is the government’s responsibility to preserve all life, regardless of concerns for th e pregnant woman’s health, or for the quality of the life of the child. The Pro-Choice argument feels that a woman should have the choice when it comes to what they wish to do with their own reproductiveRead MoreShould Abortion Be Legal?1481 Words   |  6 PagesAbortion has been around for many years. It is a very popular method to rid the woman’s body of an unborn child. Overtime the laws have changed drastically about abortion and women’s rights. Back in the 13th century abortion was considered homicide and was punishable by hanging. Later it became legal only if it was necessary to save a woman’s life. Eventually things got out of hand and abortion was banned completely, then slowly the laws came back into play after half a century (Rich and Wagner)Read MoreAbortion1154 Words   |  5 PagesAbortion and Ethics Roseanna Phares SOC120: Introduction to Ethics amp; Social Responsibility Mr. Russell Tompkins March 26, 2012 Abortion and Ethics In today’s society, â€Å"abortion† has raised a lot of ethical controversy all over the world. The word â€Å"abortion,† means â€Å"the removal of an embryo or fetus from the uterus in order to end a pregnancy.† (Abortion, 2012) This may be performed for a number of reasons. There are also many different methods of abortion. Abortion has divided peopleRead MorePro Life And Are Most Republicans Pro Choice1637 Words   |  7 PagesAre most republicans pro-life and are most democrats pro-choice? The meaning of pro-life is the concept a person believes that abortion is wrong and everyone no matter how big or small has the right to live. While the meaning of pro-choice is the concept a person believes that abortion should be legal and a private decision between a woman and her physician. Many individuals have the belief that â€Å"tradionialists† republicans are pro-life and â€Å"modernists† democratics are pro- choice. What if that is notRead MoreIssue Proposal on Abortion1276 Words   |  6 PagesConstitutional Rights As a catholic-born child, I was brought up with very strict rules laid out before me that would help me with choices such as the holy sacrament of confirmation and marriage to the very controversial choice of abortion. Since I’ve been Catholic all of my life, I am a firm believer in the pro-life choice, which is advocating full legal protection of embryos and fetuses along with high opposition to the legalization of induced abortions. A baby is a baby is a baby. Whether it is an

Clinical Governance Improving the Continuing Education of Nurses Free Essays

Clinical Governance Improving the Continuing Education of Nurses – Myth or Reality? Nurse Management MSc Practice Development Nursing Practice Route Faculty of Community Studies, Law and Education The Manchester Metropolitan University Jean Rogers Tutor: Mary Shaw Submission Date: 8th August 2005 Word Count: Nursing has changed radically over the last two decades and is continuing to do so. Some would say for the better others for the worse (Rushford and Ireland 1997). The purpose of this assignment is to offer a critical analysis of clinical governance as it applies to nursing and the effect it has had on nurses’ on going continuing educational needs. We will write a custom essay sample on Clinical Governance Improving the Continuing Education of Nurses or any similar topic only for you Order Now By the term critical analysis I do not mean that I shall attempt to discredit clinical governance, or claim that it is harmful to patients or staff. Instead, I will attempt to discern its nature in a rigorous way and examine how it has led to a change in the way professionals and patients in health care are conceptualised and how this has had an effect on the on going continuing education of nurses. The introduction of clinical governance has resulted in change not only in nursing practice but also in the subjectivity of nurses and their educational needs. Staff do appear to be embracing the notion of clinical governance, however there appears to be very few changes apparent at the level of patient care (Brown and Crawford 2001). The major changes appear to involve their attitudes, and how they conceptualise themselves and their work. In addition, the introduction of clinical governance appears to involve encouraging a new kind of consciousness on the part of patients, amongst whom a greater degree of responsibility is demanded. In reviewing the literature on clinical governance in nursing it appears that there have not been many critics. Indeed, searching the main electronic databases which cover topics which relate to nursing the Cumulative Index to Nursing and Allied Health (CINAHL), Psycinfo and Medline and numerous books has not revealed material which adopts a critical stance towards clinical governance and evidence based practice which are currently ‘buzz words’ in the nursing profession and the broader network of health care provision in the United Kingdom (UK) as a whole. There has been some criticism in relation to nursing research This omission is surprising as Brown and Crawford (2001) maintain the efforts of commercial organisations to change their culture and urge this change on their workforce is similar to those changes being encouraged in the health care system and have been subject to considerable debate and critical analysis (Du Gay, 1997, Casey, 1999). Yet overwhelmingly the nursing literature has concentrated on how the process of clinical governance can be facilitated rather than anything else (Lilley, 1999; McSherry and Haddock, 1999). In order to critically analyse these concepts it is judicious to define clinical governance. Clinical governance has been promoted as a way of managing the organisation, resourcing and delivery of health care in the UK for several years now and it is a process which has grown in strength and popularity during that time. The standard definition of clinical governance which is promoted in the literature is from the paper a first class service (Department of Health (DH), 1998) is that it is a Framework through which National Health Service (NHS) organisations are accountable for continuously improving the quality of their services, and safeguarding high standards of care, by creating an environment in which excellence in clinical care will flourish. (Page ) In addition to this, the precise pathways under which this was to be achieved were elaborated in an earlier document The New NHS: Modern and Dependable (DH, 1997) which outlined three major strands in the strategy. First, there was to be a set of clear national standards, delivered through national service frameworks (DH, 1999) and the National Institute for Clinical Excellence (NICE). Second, the local delivery of quality services was to be undertaken via the mechanism of clinical governance and a statutory duty of quality and this was to be supported by lifelong learning programmes and professional self-regulation. Thirdly, the services themselves were to be monitored via the Commission for Health Improvement (CHI) and the NHS Performance Framework (Lilley, 1999). However, very often these bodies and mechanisms of control are rather remote from everyday life in the ward and, staff and patients are made increasingly reliant on their own powers of self control in order to live up to these political and managerial imperatives (Holmes, 2001). It is the second strand that this assignment will be concentrating on. Conclusion Whatever nursing’s response to clinical governance, it is vital that nurses are aware of the kinds of changes which it will involve for their consciousness and subjectivity as practitioners in order to ensure they retain their professional independence in the light of these new policies. How to cite Clinical Governance Improving the Continuing Education of Nurses, Essay examples

The Dumbest Generation free essay sample

Are we the dumbest generation? I don’t think there is a right or wrong answer. I believe in some ways we are the dumbest generation, but in other ways we are not. We have the capability of being the smartest generation, but we have more motivation for other things. It all depends on the individual. I don’t think that grades can accurately represent the intelligence of a person. I think we are just different from other generations. We are more advanced in technology, and that could either be considered a good thing, a bad thing, or both; depending on how we use it and the amount of time we use it. Technology is very useful to us. It helps us with almost every single thing we need or want to know; it helps us find the answers. Just because there is a new and faster way to find information doesn’t make us stupid. We will write a custom essay sample on The Dumbest Generation or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In fact, it makes us smarter. Who wouldn’t want to use something that is faster and easier? Teenagers are busy with sports and other activities, but I do still think that school should be first priority. Our technology can cause problems for us. We think we can multitask and do other things while we should be focusing on our work. Doing several things at once feels very productive. But switching rapidly between tasks can actually slow us down. (http://www.npr.org/templates/story/story.php?storyId=95524385) It’s hard to productively work on something when we are distracted. But are we distracted? Or are we just bored with our work? I think if we can do something fun while we’re doing something not so fun, we will do that to make it less painful. Are we really stupid? Or are we just lazy? I think we just don’t care as much as we should about our education. We care more about our social life because that’s what is exciting to us. Teachers can get more out of us if they try harder to relate to us. But they should also guide us in the right direction to help us create a better future. Addictions to video games and facebook are very problematic. These things should be in your free time, it shouldn’t take over your life. There are much better things to do. There are nearly one million teen pregnancies each year. (http://crihb.org/files/statistic_on_teen_pregnancy.pdf) This does not show how smart our generation can really be. Most teenagers aren’t ready to have sex, or aren’t ready to deal with the consequences of having sex. We should wait for our mind and our bodies to mature, but we choose not to. We obviously need to take better care of ourselves. Students spend $5.5 billion on alcohol each year. (http://www.soundvision.com/info/teens/stat.asp) Clearly we are not concerned about doing dangerous things that could harm ourselves and or others. All we care about is having fun. This does not make our generation look intelligent. Our generation is perfectly capable of being the smartest generation. We just choose to put more energy into other things. It all depends on how motivated we are to be better. I think that more and more people are starting to give up, which makes it hard for our generation to be successful. I believe in some ways we are the dumbest generation, but in other ways we are not. What do you think?

Teacher As Leader Essays - Pedagogy, Educational Psychology, Teacher

Teacher As Leader Touching more lives, affecting the outcome of so many futures a teacher is the epitome of a leader. Just as a leader has his or her own style, their way of motivating their students, also plays an important part in a students success. Spending more time with our children then most parents do, a teacher is fundamental in shaping our children. If they are poor leaders our children suffer. When they shine as leaders our children blossom and the universe is wide open to them. As a teacher it is of utmost importance that you tune your leadership skills and find the best style of teaching for the students you are teaching. In finding resources for this paper it was interesting to note that all the information fell under the category of leadership and not teacher qualities. It was also interesting to note that the principle the US Army teaches on leadership are included in an overwhelming number of corporations as well taught mostly by retired military themselves. The intrinsic characteristics of a teacher can be categorized into a few main teaching styles or leadership styles. Directing, Participating, Delegating, and Combined styles are the main forms of teaching and leading. The qualities associated with these styles are imperative to any teacher. The purpose as teachers is fundamentally the same as leaders, to provide purpose, direction and motivation while operating to accomplish the mission in this case to educate. All four of these actions must be present in order for a student to benefit. A leader or teacher is not born but cultivated through his/her upbringing and environment. In my experience as a leader, teaching in Educational Psychology, being a parent, I have learned that what you as a leader or teacher bring to your students or audience is imperative to their development and learning. A teacher's personal characteristics are also crucial factor in students' development and motivation. The first principle is purpose, which has to be conveyed to the student. "Why do I need to learn Math? How will studying History benefit me?" Without the "why's" we as students are lost. A teacher must give the purpose. "It is important to you because..." If this question is left unanswered the student will not consider the value of the topic being discussed. To move from purely acceptance to questioning and understanding denotes a higher level of learning. This is the main objective of teaching. Moving the students from regurgitation to higher realization is the ultimate goal. Teachers need to take the time to explain the "why's" and in the long run it will benefit both the teacher and student. Direction is tied to purpose. Direction is the steps we are going to take to get to that important purpose. Without steps or direction, we lack the framework in which to learn. By prioritizing small tasks (you must teach numbers before adding them) your lessons will be more effective. By conveying the direction or path to your students you are setting up the checklist for them to follow on to higher learning. Purpose and direction are essential aspects to convey to your students. Without motivation however these factors will not be effective. The motivation will give your students the will and desire to do things. You can tell a student the purpose of a task and the direction in which to go but without the internal motivation of that student, sparked by your personality and learned tactics in dealing with students, these will be meaningless. Motivation is the drive and will to do what needs to be done to accomplish the mission. To instill motivation a teacher has to know his/her students and their capabilities. A teacher must know what the students can relate to, what tasks the student are capable of, and what method of teaching will relate to the students. If a student can handle not being supervised on a task, then the teacher doesn't baby-sit them. Some students need a teacher looking over their shoulder at all times; it's important to know which student you have. To instill positive motivation when they succeed - praise them; when they fail - show them how to succeed next time. If this is done properly it will be a teacher's strongest tool! Motivation is not just the words you say to your students, it is the actions that you do and the example you set for them. I have found that no matter what I tell my subordinates, or my son, the best way to teach them is

Passion, or something like it - Emphasis

Passion, or something like it Passion, or something like it It probably wont surprise you to find out that were pretty keen on the English language here at Emphasis. And we like to know that others are too. Fortunately, evidence of this is easy to find: look no further than the comments section at the bottom of just about any online article about our language. Take this Guardian blog about the growing use of the phrase right now: what follows is a veritable hotbed of debate and rancorous ravings on some uses of English people just love to hate. It seems many members of the public take deep and personal offence at everything from classic management speak (blue-sky thinking, window of opportunity) to misplaced reflexive pronouns (yourself for you; myself for me); from starting every sentence with look to peppering them too generously with like. And a fight might yet break out between the haters of Americanisms and the haters of haters of Americanisms. It may get pretty ugly sometimes, but they do say that the opposite of love is actually not hate, but indifference. And while passionate certainly isnt a word to use lightly, its safe to say there are obviously some ticks and traits of our language that get people pretty hot and bothered. This can only mean that they care. So show us you care too. Leave a comment here in our writing blog on any aspect of the language that raises your ire, your interest, or anything else.

Age Of Unimagined Levels Of Violence Education Essay

Education for peace is instruction for life, and non simply developing for a support. Equiping persons with the values, accomplishments, and attitudes they need to be wholesome individuals who live in harmoniousness with others and as responsible citizens is the end of the instruction for peace. It is really necessary in a state like India as the state is full of diverseness whether it is faith, linguistic communication, rites, traditions, imposts. And there are incidents with in the state when the struggles between different spiritual communities or linguistic communications communities had arisen and took the signifier of force. Violence is an easy arm to respond to the jobs and today ‘s young person is going more and more familiar or used to of this â€Å" unwanted arm † . Children get all these values and attitudes from their experiences which they gained in the school or at place. So, there is an pressing demand for the instruction for peace so that the citizens of tomorrow can be empowered to take the manner of peace. Necessary accomplishments, values and attitudes required for the peace demand to be developed and inculcated in kids if we want to hold a safe and progressing hereafter for all of us. Policy Enterprises: The credence of instruction for peace as a necessary ingredient of holistic instruction was due to the rise and spread of force. Decade of 2000-2010 was declared as the international decennary for publicity of a civilization of peace and non-violence by the UNESCO. But Indian instruction committees have ever recommended instruction for peace in many signifiers, but these recommendations are non being applied even today. The study of the Secondary Education Commission ( 1952-53 ) stated that â€Å" the supreme terminal of the educative procedure should be the preparation of the character and personality of pupils in such a manner that they will be able to recognize their full potencies and contribute to the wellbeing of the community † . The Kothari instruction Commission ( 1964-66 ) put the limelight on the instruction and national development and said that â€Å" absence of proviso for instruction in societal, moral and religious values is a serious defect in the course of s tudy † . The National Policy on Education ( 1986 ) advocated turning instruction into â€Å" a forceful tool for the cultivation of societal and moral values † . The programme of Action ( 1992 ) tried to incorporate the assorted constituents of value instruction into the course of study at the all phases of school instruction. National Curriculum Framework ( 2005 ) recommended that instruction in true sense should authorise persons to clear up their values ; to enable them to take witting and calculated determinations, taking into awareness the effects of their actions ; to take the manner of peace instead than force. Therefore, our instruction system has ever followed instruction for peace but these enterprises remained mostly on the paper even today due to assorted grounds like deficiency of proper preparation of instructors in their function as peace builders ; course of study burden ; absence of right attitudes and patterns in the school ; improper pedagogical and rating patterns ; violent societal ambiance etc. Land Worlds: Needs and desires are the steering motive for worlds. If our demands are non fulfilled, so we are in a province of struggle which can non take to peaceable ways of life and on the other manus desires are ever limitless and therefore they besides lead to some signifier of force ( like aggression ) if unfulfilled. A celebrated psychologist Abraham Maslow ( 1968 ) identified human demands and stated that human demands move in a hierarchy ( fig. 1 ) . If the demands of one bed are non satisfied so the demands of other bed can non be fulfilled and fulfilment of these demands is necessary for set uping peace because instability in these demands can do struggles and aggression in worlds and these are the first grounds of force. In India, many people are still non able to carry through even their basic demands and offense, force, aggression, struggles, depressions ; self-destructions are consequence of it. So, in this scenario, instruction for peace becomes truly of import for all of us so t hat struggles and jobs can be resolved in peaceable ways. We are societal animate beings, non self-contained islands. Autonomy, as Gandhi Jemaah Islamiyah pointed out, must non be mistaken for autonomy. We need each other. Mutuality is the human face of autonomy. How we respond and relate to others is a important component in our personalities. If this be the instance, instruction demands to foster in pupils the values and accomplishments that enable them to populate in harmoniousness with others. Jacques Delors ( 1996 ) identifies â€Å" populating together in harmoniousness † as one of the four pillars of instruction. The current pattern of instruction is unequal to advance the art of life together in harmoniousness. Students are nurtured in a spirit of competition and trained, from the beginning, to associate to facts and objects. Learning takes topographic point in a background isolated from the universe of relationships and worlds. Learning of this sort comprises, as Charles Dickens ( 2003 ) lamented in Hard Times, â€Å" facts , facts and nil but facts † . Today ‘s society is based on the thought of net income and competition and these two things are easy reflected in our present educational system where classs and Markss matter more than anything else. Present instruction turns kids into intellectual machines that maestro facts and are mastered by them. Our instruction leaves the kids deficient in emotional and relational accomplishments. As a consequence, the more â€Å" achievement-oriented † a individual is less able he tends to be associating to people, even beloved 1s, sensitively, in return and responsibly. The disaffection between caput and bosom is the by-product of the current theoretical account of instruction. Religion in force as a quick-fix job convergent thinker is an emerging moving ridge. This force can be seeable in the signifier of physical penalty or unseeable in the signifier of competition or craving for accomplishment. Agenda-wars in workplaces, gender-wars in places, propaganda wars in the public infinite, force is everyplace in one or the other signifier. We have got accustomed of force in many signifiers but fact is that we do n’t even acknowledge this and kids observe all these things and larn to follow their seniors. Peace begins with the person and spreads to the household, to the community, to the state and to the planetary small town. Education for Peace: We should guarantee that the instruction we impart is favourable to the well-being and integrity of India. Peace is a premier demand for advancement and national integrating. Implementing instruction for peace is non merely an appropriate scheme for struggle declaration and struggle turning away, but besides a practical plus in recognizing â€Å" the India of our dreams † . Every society in every age has acknowledged peace as a baronial and necessary ideal. Education for peace can do larning a joyful and meaningful experience if implemented with energy and vision. In today ‘s universe, haste and worry sour the joy of acquisition and challenge acquisition and harmoniousness of life. Values acquire lost in this ambiance of competition. Valuess are internalized through experience, which is unhappily missing in the schoolroom centered and entirely cognitive attack to learning. Education for peace calls for the freedom of larning from the boundaries of the schoolroom and its transmutation into a jubilation of consciousness enlivened with the delectation of find. Education for peace contextualizes larning. We live in an age of unprecedented force: locally, nationally and globally. It is a serious affair that schools, which are meant to be the baby’s rooms of peace, go transmittal points for force. Education for peace seeks to foster the cognition, accomplishments, attitudes and values that comprise a civilization of peace. Educat ion for peace is holistic. Education for peace has a double intent: ( a ) to authorise persons to take the way of peace instead than the way of force ; ( B ) to enabling them to be conciliators instead than consumers of peace. An attack to Education for Peace: The peace chances hidden in the course of study are maximized when the school ambiance is inspired with the values and attitudes of peace. Teacher-student interactions, lesson designs in text editions, the pedagogic attack and the entire life of school must all be oriented towards peace. The pedagogic scheme for instruction for peace is that of integrating. The incorporate attack has an border over the â€Å" separate capable attack † . Constructivist psychological science has established that kids construct cognition holistically. When cognition is rooted in suited contexts, it becomes more meaningful and gratifying for the scholar. In the incorporate attack, the lessons and subjects become the vehicles to convey peace messages in meaningful contexts. This attack non merely makes the capable affair wholesome and situated but besides motivates pupils to larn and to associate what they learn to their ain scenes. It provides contexts and connexions to research, believe, reflect, and internalise positive temperaments. Therefore, every instructor becomes a peace pedagogue. Teacher-student interactions, text edition lessons and the teaching method for learning them, and the school direction and administrative staff must all be oriented to education for peace. ROLE OF TEACHERS IN EDUCATION FOR PEACE: For pupils, instructors are role-models. Therefore, instructors play a function, unconsciously, in propagating force if they are non oriented to peace. As the expression goes, â€Å" What I teach is what I know and what I educate is what I am. † A instructor ‘s premier duty is to assist pupils go good human existences, motivated to carry through their true potency non merely for their ain benefit but besides for the improvement of the society as a whole. It is for this ground that a instructor is compared to a nurseryman who workss seeds of cognition and good values, Waterss them with attention and kindness, and removes weeds of ignorance. Good instructors are theoretical accounts of peace values, such as, the art of hearing, the humbleness to admit and rectify one ‘s errors, presuming duty for one ‘s actions, sharing concerns, and assisting each other to work out jobs exceeding differences, even if they do non recommend peace. A instructor who imposes â€Å" subject † in the schoolroom merely by endangering kids with blows and smacks is a role-model for force as the lone problem-solving scheme. The instructor ‘s function in making a positive clime in the schoolroom is of critical importance. It is his/ her attitudes, values, and relationships that determine the nature of the schoolroom clime. A instructor who, from a peace position, can critically measure his/her attitudes, accustomed manners of thought, and attack to teaching-what one Teachs and what are the carry-over values of what is taught and how it is taught-is an plus for instruction for peace. â€Å" Teachers are mirror of approaching coevalss in the signifier of pupils and an effectual component of set uping peaceable ambiance † . The function of instructors towards a kid ‘s instruction is to make a lovingness environment in the schoolroom. Teachers who listen to what the pupils have to state and develop a course of study that is meaningful to the kids have the most successful pupils. Teachers with a concern for the demands of the pupils and a child-centered doctrine have concerted pupils who look frontward to larning. Children close their ears to advice and open their eyes to illustration. This is particularly true in the Indian context where instructors are respected as the beginning of cognition and wisdom. Students will larn peace values merely if these are modeled by their instructors and seniors. If there is a mismatch between what grownups do and what they say, pupils will copy what is done. Teachers need to be cognizant of the consequence of their behavior on pupils. For illustration, alternatively of cheering pupils to â€Å" care for others † , it is more effectual to pattern this value and allow pupils build their ain apprehension of it. Pedagogical Schemes: The common pedagogic end for instructors is syllabus and scrutiny oriented. In peace-oriented teaching method, the focal point is non simply on keeping of constructs, memorisation of texts, or accomplishing single ends and excellence but on larning to reflect, portion, attention, and collaborate with each other. Every topic/lesson has peace- concealed constituents, which need to be communicated with purposeful be aftering from a positive and humanistic position. The methods of instruction should be originative, child-centered, largely experiential, and participatory. There is ample range in the course of study of assorted capable countries for learning pupils the importance of following peaceable agencies of deciding dissensions and struggles and avoiding force ; and instructors need to take full advantage of this. Teaching should excite positive feelings and surrogate positive experiences, aid in geting at an apprehension of the ego, promote openness to inquiry by raising inquiries, researching, and detecting and building an apprehension of values, and supply an chance for using the cognition of values the pupil has learnt. Schemes like inquiries, narratives, anecdotes, games, experiments, treatments, duologues, value elucidation, illustrations, analogies, metaphors, role-play, and simulation are helpful in advancing peace through teaching-learning. In all of this, what stands out is the important function that the instructor plays in an attack to education that promotes a civilization of peace. The fact that larning has to needfully be pupil-oriented does non belie this. Learning can be pupil-oriented merely if the instructor facilitates it. For instruction for peace, a great trade depends on the peace-motivation of instructors, particularly in the incorporate attack. The instructor has to be watchful to peace chances and originative in allowing them in regard of the course of study as a whole. Challenges in forepart of instruction for peace: Education for peace brushs many jobs when integrated with in the instruction larning procedure. Curriculum burden is one of them. Curriculum burden has serious practical deductions for implementing instruction for peace. Completion of course of study Acts of the Apostless as the terminal merchandise itself and the intent of instruction get lost in this â€Å" race † . Second, rating patterns encourage competition and everyone wants to larn merely for first-class classs and Markss because these Markss make them eligible for higher paid and reputed employment chances. Third, teacher instruction does non fit the scholars with invention and imaginativeness and they were non even sensitized about their function as peace builders. Fourth day-to-day patterns of school do non reflect peace. Discrimination and unfairness are the signifier of force and schools are still perpetuating the favoritism which is based on gender and caste. Fifth the media is permeant presence today and kids ob serve and follow a batch from the ocular media. Most of the reactions of the young person today are greatly inspired by the movies. Sixth, societal force per unit area and competition to travel in front from others excessively challenge instruction for peace as everyone wants a speedy solution. Peoples do n’t hold faith in peaceable methods. Decision: Therefore, instruction for peace is the necessity of today and schools should incorporate aspirations to peace and related values and accomplishments. It should be compulsory to guarantee that schools are free from prejudiced attitudes and patterns based on caste and gender. School instruction involves the formative old ages in a individual ‘s life, so child centered, integrated and constructivist pedagogical and appraising schemes should be adopted so that kids can research, inquire and larn to be the builders of cognition every bit good as of the peace. Teacher instruction demands to be transformed harmonizing to the demands and aspirations of present times because instructors can be societal therapists. Teachers must be equipped with the constructivist and incorporate attacks of the teaching-learning procedure. Education for peace demands to be seen as an endeavor for mending and regenerating the state as it can trip the holistic vision for instruction. In Indian context, in struction for peace is every bit responsible for the riddance of all signifiers of favoritism and inequality whether it is based on gender, caste or economical footing. Education for peace must be understood as the instruction for life every bit good as for the bright, progressive and peaceable hereafter. REFRENCES: Delors, J. ( 1996 ) . Learning the Treasure within: Report of International Commission on Education for the twenty-first Century. Paris: UNESCO. Dewey, J. ( 1916 ) . Democracy and Education, London: The Free Press. Government of India ( 1953 ) . Report of the Secondary Education Commission, ( 1952-53 ) . New Delhi: Ministry of Education, Government of India. Government of India ( 1966 ) . Report of the Education Commission 1964-66 on â€Å" Education and National Development † . New Delhi: Ministry of Education, Government of India. Government of India. ( 1986 ) . Report of the National Policy on Education ( 1986 ) . New Delhi, Ministry of Human Resources Development, Government of India. Government of India ( 1993 ) . Learning without Burden. New Delhi: Ministry of Human Resources Development ( MHRD ) , Department of Education, Government of India. Maslow, A. H. ( 1968 ) . Towards a Psychology of Being, 2e. New York: Van Nostrand Reinholf. National Council of Educational Research and Training ( NCERT ) ( 2000 ) . National Curriculum Framework for School Education. New Delhi: NCERT. National Curriculum Framework ( 2005 ) : New Delhi: National Council of Educational Research and Training. Piaget, J. ( 1973 ) : To understand is to contrive ; New York: Grossman. UNESCO ( 2001 ) . Learning the Way of Peace. A Teachers ‘ Guide to Education for Peace. New Delhi: UNESCO. Woolfolk, A. ( 2007 ) : Educational Psychology ( 10th Edition ) ; Canada: Pearson Publishers. Age Of Unimagined Levels Of Violence Education Essay Education for peace is instruction for life, and non simply developing for a support. Equiping persons with the values, accomplishments, and attitudes they need to be wholesome individuals who live in harmoniousness with others and as responsible citizens is the end of the instruction for peace. It is really necessary in a state like India as the state is full of diverseness whether it is faith, linguistic communication, rites, traditions, imposts. And there are incidents with in the state when the struggles between different spiritual communities or linguistic communications communities had arisen and took the signifier of force. Violence is an easy arm to respond to the jobs and today ‘s young person is going more and more familiar or used to of this â€Å" unwanted arm † . Children get all these values and attitudes from their experiences which they gained in the school or at place. So, there is an pressing demand for the instruction for peace so that the citizens of tomorrow can be empowered to take the manner of peace. Necessary accomplishments, values and attitudes required for the peace demand to be developed and inculcated in kids if we want to hold a safe and progressing hereafter for all of us. Policy Enterprises: The credence of instruction for peace as a necessary ingredient of holistic instruction was due to the rise and spread of force. Decade of 2000-2010 was declared as the international decennary for publicity of a civilization of peace and non-violence by the UNESCO. But Indian instruction committees have ever recommended instruction for peace in many signifiers, but these recommendations are non being applied even today. The study of the Secondary Education Commission ( 1952-53 ) stated that â€Å" the supreme terminal of the educative procedure should be the preparation of the character and personality of pupils in such a manner that they will be able to recognize their full potencies and contribute to the wellbeing of the community † . The Kothari instruction Commission ( 1964-66 ) put the limelight on the instruction and national development and said that â€Å" absence of proviso for instruction in societal, moral and religious values is a serious defect in the course of s tudy † . The National Policy on Education ( 1986 ) advocated turning instruction into â€Å" a forceful tool for the cultivation of societal and moral values † . The programme of Action ( 1992 ) tried to incorporate the assorted constituents of value instruction into the course of study at the all phases of school instruction. National Curriculum Framework ( 2005 ) recommended that instruction in true sense should authorise persons to clear up their values ; to enable them to take witting and calculated determinations, taking into awareness the effects of their actions ; to take the manner of peace instead than force. Therefore, our instruction system has ever followed instruction for peace but these enterprises remained mostly on the paper even today due to assorted grounds like deficiency of proper preparation of instructors in their function as peace builders ; course of study burden ; absence of right attitudes and patterns in the school ; improper pedagogical and rating patterns ; violent societal ambiance etc. Land Worlds: Needs and desires are the steering motive for worlds. If our demands are non fulfilled, so we are in a province of struggle which can non take to peaceable ways of life and on the other manus desires are ever limitless and therefore they besides lead to some signifier of force ( like aggression ) if unfulfilled. A celebrated psychologist Abraham Maslow ( 1968 ) identified human demands and stated that human demands move in a hierarchy ( fig. 1 ) . If the demands of one bed are non satisfied so the demands of other bed can non be fulfilled and fulfilment of these demands is necessary for set uping peace because instability in these demands can do struggles and aggression in worlds and these are the first grounds of force. In India, many people are still non able to carry through even their basic demands and offense, force, aggression, struggles, depressions ; self-destructions are consequence of it. So, in this scenario, instruction for peace becomes truly of import for all of us so t hat struggles and jobs can be resolved in peaceable ways. We are societal animate beings, non self-contained islands. Autonomy, as Gandhi Jemaah Islamiyah pointed out, must non be mistaken for autonomy. We need each other. Mutuality is the human face of autonomy. How we respond and relate to others is a important component in our personalities. If this be the instance, instruction demands to foster in pupils the values and accomplishments that enable them to populate in harmoniousness with others. Jacques Delors ( 1996 ) identifies â€Å" populating together in harmoniousness † as one of the four pillars of instruction. The current pattern of instruction is unequal to advance the art of life together in harmoniousness. Students are nurtured in a spirit of competition and trained, from the beginning, to associate to facts and objects. Learning takes topographic point in a background isolated from the universe of relationships and worlds. Learning of this sort comprises, as Charles Dickens ( 2003 ) lamented in Hard Times, â€Å" facts , facts and nil but facts † . Today ‘s society is based on the thought of net income and competition and these two things are easy reflected in our present educational system where classs and Markss matter more than anything else. Present instruction turns kids into intellectual machines that maestro facts and are mastered by them. Our instruction leaves the kids deficient in emotional and relational accomplishments. As a consequence, the more â€Å" achievement-oriented † a individual is less able he tends to be associating to people, even beloved 1s, sensitively, in return and responsibly. The disaffection between caput and bosom is the by-product of the current theoretical account of instruction. Religion in force as a quick-fix job convergent thinker is an emerging moving ridge. This force can be seeable in the signifier of physical penalty or unseeable in the signifier of competition or craving for accomplishment. Agenda-wars in workplaces, gender-wars in places, propaganda wars in the public infinite, force is everyplace in one or the other signifier. We have got accustomed of force in many signifiers but fact is that we do n’t even acknowledge this and kids observe all these things and larn to follow their seniors. Peace begins with the person and spreads to the household, to the community, to the state and to the planetary small town. Education for Peace: We should guarantee that the instruction we impart is favourable to the well-being and integrity of India. Peace is a premier demand for advancement and national integrating. Implementing instruction for peace is non merely an appropriate scheme for struggle declaration and struggle turning away, but besides a practical plus in recognizing â€Å" the India of our dreams † . Every society in every age has acknowledged peace as a baronial and necessary ideal. Education for peace can do larning a joyful and meaningful experience if implemented with energy and vision. In today ‘s universe, haste and worry sour the joy of acquisition and challenge acquisition and harmoniousness of life. Values acquire lost in this ambiance of competition. Valuess are internalized through experience, which is unhappily missing in the schoolroom centered and entirely cognitive attack to learning. Education for peace calls for the freedom of larning from the boundaries of the schoolroom and its transmutation into a jubilation of consciousness enlivened with the delectation of find. Education for peace contextualizes larning. We live in an age of unprecedented force: locally, nationally and globally. It is a serious affair that schools, which are meant to be the baby’s rooms of peace, go transmittal points for force. Education for peace seeks to foster the cognition, accomplishments, attitudes and values that comprise a civilization of peace. Educat ion for peace is holistic. Education for peace has a double intent: ( a ) to authorise persons to take the way of peace instead than the way of force ; ( B ) to enabling them to be conciliators instead than consumers of peace. An attack to Education for Peace: The peace chances hidden in the course of study are maximized when the school ambiance is inspired with the values and attitudes of peace. Teacher-student interactions, lesson designs in text editions, the pedagogic attack and the entire life of school must all be oriented towards peace. The pedagogic scheme for instruction for peace is that of integrating. The incorporate attack has an border over the â€Å" separate capable attack † . Constructivist psychological science has established that kids construct cognition holistically. When cognition is rooted in suited contexts, it becomes more meaningful and gratifying for the scholar. In the incorporate attack, the lessons and subjects become the vehicles to convey peace messages in meaningful contexts. This attack non merely makes the capable affair wholesome and situated but besides motivates pupils to larn and to associate what they learn to their ain scenes. It provides contexts and connexions to research, believe, reflect, and internalise positive temperaments. Therefore, every instructor becomes a peace pedagogue. Teacher-student interactions, text edition lessons and the teaching method for learning them, and the school direction and administrative staff must all be oriented to education for peace. ROLE OF TEACHERS IN EDUCATION FOR PEACE: For pupils, instructors are role-models. Therefore, instructors play a function, unconsciously, in propagating force if they are non oriented to peace. As the expression goes, â€Å" What I teach is what I know and what I educate is what I am. † A instructor ‘s premier duty is to assist pupils go good human existences, motivated to carry through their true potency non merely for their ain benefit but besides for the improvement of the society as a whole. It is for this ground that a instructor is compared to a nurseryman who workss seeds of cognition and good values, Waterss them with attention and kindness, and removes weeds of ignorance. Good instructors are theoretical accounts of peace values, such as, the art of hearing, the humbleness to admit and rectify one ‘s errors, presuming duty for one ‘s actions, sharing concerns, and assisting each other to work out jobs exceeding differences, even if they do non recommend peace. A instructor who imposes â€Å" subject † in the schoolroom merely by endangering kids with blows and smacks is a role-model for force as the lone problem-solving scheme. The instructor ‘s function in making a positive clime in the schoolroom is of critical importance. It is his/ her attitudes, values, and relationships that determine the nature of the schoolroom clime. A instructor who, from a peace position, can critically measure his/her attitudes, accustomed manners of thought, and attack to teaching-what one Teachs and what are the carry-over values of what is taught and how it is taught-is an plus for instruction for peace. â€Å" Teachers are mirror of approaching coevalss in the signifier of pupils and an effectual component of set uping peaceable ambiance † . The function of instructors towards a kid ‘s instruction is to make a lovingness environment in the schoolroom. Teachers who listen to what the pupils have to state and develop a course of study that is meaningful to the kids have the most successful pupils. Teachers with a concern for the demands of the pupils and a child-centered doctrine have concerted pupils who look frontward to larning. Children close their ears to advice and open their eyes to illustration. This is particularly true in the Indian context where instructors are respected as the beginning of cognition and wisdom. Students will larn peace values merely if these are modeled by their instructors and seniors. If there is a mismatch between what grownups do and what they say, pupils will copy what is done. Teachers need to be cognizant of the consequence of their behavior on pupils. For illustration, alternatively of cheering pupils to â€Å" care for others † , it is more effectual to pattern this value and allow pupils build their ain apprehension of it. Pedagogical Schemes: The common pedagogic end for instructors is syllabus and scrutiny oriented. In peace-oriented teaching method, the focal point is non simply on keeping of constructs, memorisation of texts, or accomplishing single ends and excellence but on larning to reflect, portion, attention, and collaborate with each other. Every topic/lesson has peace- concealed constituents, which need to be communicated with purposeful be aftering from a positive and humanistic position. The methods of instruction should be originative, child-centered, largely experiential, and participatory. There is ample range in the course of study of assorted capable countries for learning pupils the importance of following peaceable agencies of deciding dissensions and struggles and avoiding force ; and instructors need to take full advantage of this. Teaching should excite positive feelings and surrogate positive experiences, aid in geting at an apprehension of the ego, promote openness to inquiry by raising inquiries, researching, and detecting and building an apprehension of values, and supply an chance for using the cognition of values the pupil has learnt. Schemes like inquiries, narratives, anecdotes, games, experiments, treatments, duologues, value elucidation, illustrations, analogies, metaphors, role-play, and simulation are helpful in advancing peace through teaching-learning. In all of this, what stands out is the important function that the instructor plays in an attack to education that promotes a civilization of peace. The fact that larning has to needfully be pupil-oriented does non belie this. Learning can be pupil-oriented merely if the instructor facilitates it. For instruction for peace, a great trade depends on the peace-motivation of instructors, particularly in the incorporate attack. The instructor has to be watchful to peace chances and originative in allowing them in regard of the course of study as a whole. Challenges in forepart of instruction for peace: Education for peace brushs many jobs when integrated with in the instruction larning procedure. Curriculum burden is one of them. Curriculum burden has serious practical deductions for implementing instruction for peace. Completion of course of study Acts of the Apostless as the terminal merchandise itself and the intent of instruction get lost in this â€Å" race † . Second, rating patterns encourage competition and everyone wants to larn merely for first-class classs and Markss because these Markss make them eligible for higher paid and reputed employment chances. Third, teacher instruction does non fit the scholars with invention and imaginativeness and they were non even sensitized about their function as peace builders. Fourth day-to-day patterns of school do non reflect peace. Discrimination and unfairness are the signifier of force and schools are still perpetuating the favoritism which is based on gender and caste. Fifth the media is permeant presence today and kids ob serve and follow a batch from the ocular media. Most of the reactions of the young person today are greatly inspired by the movies. Sixth, societal force per unit area and competition to travel in front from others excessively challenge instruction for peace as everyone wants a speedy solution. Peoples do n’t hold faith in peaceable methods. Decision: Therefore, instruction for peace is the necessity of today and schools should incorporate aspirations to peace and related values and accomplishments. It should be compulsory to guarantee that schools are free from prejudiced attitudes and patterns based on caste and gender. School instruction involves the formative old ages in a individual ‘s life, so child centered, integrated and constructivist pedagogical and appraising schemes should be adopted so that kids can research, inquire and larn to be the builders of cognition every bit good as of the peace. Teacher instruction demands to be transformed harmonizing to the demands and aspirations of present times because instructors can be societal therapists. Teachers must be equipped with the constructivist and incorporate attacks of the teaching-learning procedure. Education for peace demands to be seen as an endeavor for mending and regenerating the state as it can trip the holistic vision for instruction. In Indian context, in struction for peace is every bit responsible for the riddance of all signifiers of favoritism and inequality whether it is based on gender, caste or economical footing. Education for peace must be understood as the instruction for life every bit good as for the bright, progressive and peaceable hereafter. REFRENCES: Delors, J. ( 1996 ) . Learning the Treasure within: Report of International Commission on Education for the twenty-first Century. Paris: UNESCO. Dewey, J. ( 1916 ) . Democracy and Education, London: The Free Press. Government of India ( 1953 ) . Report of the Secondary Education Commission, ( 1952-53 ) . New Delhi: Ministry of Education, Government of India. Government of India ( 1966 ) . Report of the Education Commission 1964-66 on â€Å" Education and National Development † . New Delhi: Ministry of Education, Government of India. Government of India. ( 1986 ) . Report of the National Policy on Education ( 1986 ) . New Delhi, Ministry of Human Resources Development, Government of India. Government of India ( 1993 ) . Learning without Burden. New Delhi: Ministry of Human Resources Development ( MHRD ) , Department of Education, Government of India. Maslow, A. H. ( 1968 ) . Towards a Psychology of Being, 2e. New York: Van Nostrand Reinholf. National Council of Educational Research and Training ( NCERT ) ( 2000 ) . National Curriculum Framework for School Education. New Delhi: NCERT. National Curriculum Framework ( 2005 ) : New Delhi: National Council of Educational Research and Training. Piaget, J. ( 1973 ) : To understand is to contrive ; New York: Grossman. UNESCO ( 2001 ) . Learning the Way of Peace. A Teachers ‘ Guide to Education for Peace. New Delhi: UNESCO. Woolfolk, A. ( 2007 ) : Educational Psychology ( 10th Edition ) ; Canada: Pearson Publishers.

Hewlett-Packard Essay Example | Topics and Well Written Essays - 500 words

Hewlett-Packard - Essay Example At the present moment, the company enjoys a strong brand, but the loyalty of the customers is decreasing since they are switching to other products for various reasons. In spite of the fact that one it used to be the leader of innovation, nowadays, HP is not known to have produced anything groundbreaking. The major problems that the company in question is facing today include bad acquisitions, lack of innovation and outsourcing (Mourdoukoutas, 2014). For example, it acquired the company called Autonomy for a considerable amount of money, but the purchase appeared to be not useful at all, resulting in heavy financial losses. The similar can be witnessed when one analyzes sales as well. As for the issues that the company is facing, one should note lack of certainty in the future. In the middle of the previous century the organization could boast a widely developed culture, but now it is torn apart. Therefore, with the lack of proper leadership and innovations, it is highly unlikely tha t there will be bright future for it. There are many threats that HP recognizes. First of all, it is increased competition from another brand. For example, Lenovo is known to have taken over many areas that HP used to dominate, including server production. In addition to that, the major players in the market like Google and Apple are known for their innovation which is surely not a characteristic feature of the contemporary HP. That is why is nothing changed the company will be pushed off the market.

Investment Essay Example | Topics and Well Written Essays - 1500 words

Investment - Essay Example Shareholders are the biggest players in any investment and their attitudes towards risks cannot be ruled out. Modern portfolio theory fails to incorporate the needs of all shareholders and uses a single set of shareholders resulting in an unrealistic indifference curve in the modern world. A period of 60 years calls for appropriate adjustments to the practical aspects of the theory. However, the modern portfolio is anchored in a single time period that is used to risks and returns scrutiny. Financial managers are assessed through a series of successive time periods as opposed to the proposition of a single period from modern portfolio theory. Additionally, a single period cannot be used for any meaningful predictions on returns. Therefore, Modern portfolio theory does not cover all the components required to come up with investment strategies for risk reduction. Investing in Apple and Microsoft shares on an equal basis is misguided because the companies have different financial prospects. Microsoft has a higher growth potential than Apple. The 50/50 basis would create a tolerance risk, but it would not realize much returns when compared to when clients invested more money in Microsoft than Apple. The valuation and expected growth for Microsoft will grow considerably because of the popularity of its operating systems and smartphones worldwide (Tilson and Heins, 2011). The clients should also track the stock prices of both companies to check earnings per stock in the last five years. EMH suggests that an investor should assess both historic and current patterns of share prices. Additionally, technical analysis would allow the clients to track share price movements for each company. An increase in the shares prices of either Apple or Microsoft should be reflected in the way they invest their lottery jackpot. Therefore, based on the potential o f growth for Microsoft and Apple’s share price performance, a 70/30 investment in favor of Microsoft would

My Favorite Holiday Destination Essay Example for Free

My Favorite Holiday Destination Essay I have been going to Lumina resort my entire life. Even though my teenage years, where it seemed nothing could entertain my adolescent attitude, I looked forward to vacationing on the lake of bays every summer. As a child, I recall Petticoat. For a few hours every day my parents got a break to do as they pleased, as my sisters and I made crafts, learned songs, played games, and heard stories. It was also a great way to make friends with other children visiting the resort. Lumina always has great Petticoat leaders. The children just adore them; always sitting on their laps, waving at them in the dining room, or dragging along their ankles when the week is over and it’s time for goodbyes! Returning as a teenager never seemed like a lame family holiday. With all the returning friends I had made in years previous, the activities and fun seemed endless. Tubing became a sport to us. Lounging in the sun never seemed so relaxing – with the waves licking the shores and the breeze coming off the bay. I learned how to wakeboard at Lumina; the staff spent countless years helping me stand up on the wake, and never grew tired of my mistakes. Movies in the TV room, playing cards on the deck, eating junk food in the beautifully preserved cabins. All great memories. Every night we would sneak to Frosties – the on-resort convenience store – and get a little something sweet to enjoy. As a young adult, I can’t say I’ve ever had such a great time. The lake of bays club always promises something fun. Wine and Cheese night starts everyone off at the beginning of the week to meet new guests and reconcile with old friends. Poker, pool, and darts allow for good fun with fellow vacation-goers. Live entertainment is my family’s personal favourite. Tobin – the artist that has been recruited for the past few years – is amazing, and keeps the audience dancing, drinking, and having fun. Karaoke night is the night to let loose and show all your new and old friends your talent. Of course, the beach, water activities, sports, tournaments, and excursions are just as much fun in adulthood as they were in childhood. The chef, Shawn, makes some of the best dishes I’ve ever tasted. Whether it’s a classic Caesar salad, or a new recipe, Shawn always promises taste and quality. One of the best benefits to Lumina is the food is included in the price. For your vacation period, you do not have to cook once (this is a great thing for mothers!). The staff are some of the most sociable, and helpful individuals. Tec and Vicky (the owners) can always be found if something needs to be done, or assisted with.

Rates of Reaction Investigation :: Papers

Rates of Reaction Investigation You are to plan obtained evidence, correctly presented and use it to draw conclusions and evaluate your work. You are to study the effect of concentration on the reaction of hydrochloric acid and sodium Thiosulphate. This reaction produces a white solid witch clouds the mixture. (The scientific word for this is precipitate.) The gas sulphur dioxide is produced. Prediction: I predict that as the water dilutes the volume of the thiosulphate, it will take longer for it to change into a cloudy mixture. Explanation: The reason why a fink this is because, the lower the concentration the less particles there are to collide with each other. Therefore the rate will be slower in a given time. The reason for this is because the particles are more spaced out throughout the solvent. Equipment: 1 Stop clock 2 Conical flask 3 Sodium Thiosulphate 4 Hydrochloric acid 5 Black ‘X’ on a piece of paper 6 Water 7 Thermometer 8 Measuring cylinders x3 9 Glass beakers x2 To make this a fair test I will keep the hydrochloric acid the same throughout. Method: 1 Collect the equipment and label the beakers ect. So they don’t get mixed up and ruin the test. 2 Get a piece of paper mark and ’X’ and make it look bold so it stands out. Then put the conical flask over it. 3 For the first experiment put 50 ml3 of thiosulphate 10 ml3 of hydrochloric acid and 10 ml3 of water into the conical flask. Repeat the experiment like shown on the results table. 4 Start stopwatch, and mix the contents of the conical flask 10 times in an anticlockwise direction. 5 When the solution turns cloudy, so that you can’t see the ‘X’ stop the stopwatch and record the time. 6 Check and control the temperature to make a fair test. Risk Assessment =============== The first thing I am going to do is look up all the possible dangers

Abc Electronic Case Study

ABC Electronics Ltd. – A Wrong Analysis of Consumer Behavior ABC Electronics Ltd. was a company established in 1983 by Mr. Manoj Kumar and over the years had emerged as one of the leaders in the growing segment of the electronics and home appliances market in India. Currently it has a market share of 30% of the home appliances market. Its product strategy has been to offer a wide range, right from mono stereo, two in ones and sophisticated music systems to televisions, refrigerators, washing machines, ovens and microwave ovens.ABC’s marketing strategy also included offering the above products so as to match the needs and budget of the middle and upper middle classes. In 1991, Prasad, son of Mr. Manoj Kumar, took over as the Managing Director of the company. Seeing the intense competition in the post liberalization scenario, Prasad was keen to follow the principle that once you have decided on your target customer, you follow him/her relentlessly with attractive offering s. In 1994, he developed a well focused promotion and distribution strategy. The promotion strategy involved an advertising budget of Rs. 0 crores, a special training program for the sales force and offering freebies and various other sales promotion techniques. In terms of distribution, Prasad selected exclusive showrooms and franchisees to display their wide range of products. The location of the exclusive retail outlets was also selected so as to match the perceptions of the consumers as an â€Å"exclusive showroom† for them. However, even after two years of implementing the new promotion and distribution strategy, the sales of ABC Electronics did not pick up to the extent that the company thought it would.Prasad then directed the marketing manager to conduct a study of other retail outlets to know the trend. The results revealed that there was a change in consumers’ perceptions regarding purchasing consumer durables. There seemed to be a preference for purchasing g oods from multi brand, rather than from single brand outlets. Questions 1. Where do you think Prasad went wrong in his analysis of consumer behavior? 2. Discuss the change in the role of the consumer today, as compared to the consumer five years ago.M/s. Tufleather Ltd. – â€Å" Tufcom Shoes† For the last fifty years, M/s. Tufleather has been in the business of manufacturing and selling leather to companies which make leather shoes and other related products. In the post liberalization period, i. e. , from 1991 onwards, the company was contemplating entering the shoe manufacturing industry, primarily because the Government was giving substantial support to this industry, particularly to firms that were export oriented.With the intention of selling shoes, the company set up its own factory with R & D facilities in Hosur, Tamil Nadu. In 1993, the company’s R & D department developed a material â€Å"Tufcom†, which it claimed had properties of shoe material permeability, strength, flexibility and durability. The company also set up a sub unit to produce shoes with this new material and conducted test marketing to gauge the initial response. The pilot study indicated positive consumer response.Based on the test marketing results, the company set up a large plant with a huge investment and entered into tie ups with reputed shoe manufacturers to buy the new material and make attractive shoe models. They also planned to have an in-house trained team of sales people who would visit the shoe retail outlets and train their sales persons on how to sell shoes. Tufleather also helped the shoe manufacturing companies by providing point of purchase and advertising materials for a nationwide advertising campaign.The company developed a premium pricing strategy for the Tufcom material, based on the consumer perceptual process – the belief that high price is an indicator of high quality. They felt that Tufcom offered quality that was superior to leather in terms of durability and ease of care. After adopting a skimming pricing strategy, the company would later consider penetrating the lower priced shoe market segment. While the first year after the launch of Tufcom shoes showed positive results, sales began to fall drastically after that.Feedback from their sales team indicated that high price buyers did not get motivated by the factors emphasized by Tufleather, namely durability and ease of care. In addition, some complaints were received from buyers of Tufcom shoes that they found the shoes unusually warm. Questions 1. Where do you think the company went wrong in analyzing consumer shoe buying behavior? 2. Do you think the company should identify a new buyer market, namely the lower priced shoe market segment?

Porter Five Forces Analysis Essay

The entrenched position of the Indian market leaders in IT industry like TCS, Infosys, Wipro, CTS, Tech Mahindra; The changing environment demands fresh thinking to gain the cutting edge advantage. This paper attempts to look at the various macro and micro environmental factors operating in the industry using. The model of strategic analysis by Michael Porter, i. e. to analyse the bargaining power of buyers and suppliers, the threat of new entrants, threat of substitutes, intensity of rivalry, impact of technological changes, growth and volatility of the market and the influence of government and regulatory interventions. These variables affecting the industry have been categorised as favourable or adverse depending on the influence on the profitability of the industry. Some strategic initiatives, which can be adopted, to leverage the favorable forces and prevent the adverse ones have been identified. This paper attempts to analyse the various macro and micro environmental factors operating in the industry to provide a basis for devising strategy. IT INDUSTRY OVERVIEW INTRODUCTION India IT industry is one of the world’s successful information technology industries. Measured by the age of many industries, the IT industry in India is still in its infancy. Yet its growth and development has caught the attention of the world so much so that India is now being identified as the major powerhouse for incremental development of computer software. The reason for this attention is not the actual size of the industry but its rapid growth rate over the nineties and subsequent decade. It has grown from US $ 150million (source: NASSCOM) in 1991-92 to US $ 64 billion in year 2008. The industry’s contribution to India’s GDP has grown significantly from 1. % in 1999-2000 to around 5% in FY06, and has been estimated to cross 5. 5% in FY2010. The sector has been growing at an annual rate of 28% per annum since FY01. The Indian IT industry can be mainly categorised into following sectors IT services, IT enabled services and BPO, Research & Development, Software Product and Hardware. IT INDUSTRY PERFORMANCE The size of the Indian IT industry, accordin g to NASSCOM, is US$ 64 billion as of year 2008. It has been growing with an annual rate of 28% since 2001. The Indian IT industry can be broadly divided into two markets: domestic market and exports market. The elements of each of the above forces and the extent and /or effect of each element in the context of the IT industry have been analysed and enumerated below. Porter’s framework, however, does not address three important variables variables-Government and Regulatory Interventions, Technological Changes, and Growth and Volatility of Market Demand. These variables have been included in the model proposed by George Day (Day, 1990), which evolved from Porter’s model and have been analysed in this study study. Aparna Parthasarathy –PGXPM 05-Term5 Page 5 Strategic Management – Industry Analysis Assignment 2009 Â  Degree of rivalry denotes the intensity of competition within the industry. As the industry is still in its growth stage, there is enough room for expansion for existing players and new entrants. With the entry of many multinational companies (MNC) are opening their operations in India to leverage the low cost advantage provided by India, has increased the completion ratio (CR) of the industry. Also as there is no huge capital investment required to start a new company, the industry see a very large numbers of small and medium-size companies operating in a niche market. Presence of such large number of players has made the industry as one of the most competitive industry in the market. : High Commoditized Offerings low-cost, little differentiation high industry growth Strong Competitors Few number of large companies Numerous or equally balanced competitors Lack of differentiation or switching costs Capacity augmented in large increments High strategic stakes EXHIBIT: Â  Aparna Parthasarathy –PGXPM 05-Term5 Page 6 Strategic Management – Industry Analysis Assignment 2009 Â  We choose the top 3 IT companies from above pie chart for the analysis. Predicting what will come in an industry that evolves on an almost daily basis is a thankless and almost futile task. Things change at such a rapid rate, and many of the technologies are so fluid, that a shift in direction can occur in weeks rather than months. If we think that today’s Internet and e-commerce opportunities are technically advanced, we have not seen anything yet. Not only will the existing uses of the Internet get more and more advanced, but new ways will be found to exploit the opportunities it provides. The delivery of these services will not just be dependant on new formats and programming, but also on the mediums that deliver them. For this to happen, certain changes will need to take place, not just technological, but legal as well. Protection of consumers needs to be examined, as well as

Chile 1973 essays

Chile 1973 essays What is past is not dead; it is not even past.(Christa Wolf) Discuss the influences the past has on peoples ideas and behaviour. Use examples from your study of literature and/or Topic Options. Every thing we do has a consequence; a smile, a huge, an heroic act, the things we say, etc. Every single and tiny thing provokes a reaction from the person envolved, thing or element. For example: K+ reacts with water causing a kind of explosion, and an heroic act can save somebodys life, this normaly generates an emotional respons; gratitude. The one that has been saved feels greatfull to the person that risked (for example) his physical integrity for him(or her). We can see that every event that has ocurred in our life lives a mark, perhaps a scar, that we carry for the rest of our lifes if it has ment something for us. This facts, events, scars and consequences may be positive or negative and sometimes both. If you hit somebody, probably you wont have a positive respons, though the misundertanding can be solved and then have a possitive consequence.This are all examples of every day life that we usually dont pay attention to, even though they are somehow very important for human beings. What is past is not dead; it is not even past.This is absolutely true and we can see it clearly in the chilean society. Probably the best example is to talk about the events that ocurred in Chile in 1973. Salvador Allende was supported by the socialist and communist and then elected to power with 36.2% of the vote in 1970. During these years the world was in the middle of an ideological war between Comunism (URRS) and Capitalism (EEUU), called the Cold War. Because of this the fact that Allende got to the presidence represented the triumph of a battle and the capitalist orbit was shocked and worried about the posibility that the comunism in Chile could spread to neighbour countries such as Bolivia, Arg...

A World War One Essay Example | Topics and Well Written Essays - 750 words

A World War One - Essay Example of World War I based mostly upon the details that bordered its onset and subsidence while Zinn communicates an idea on how World War I can be considered as ‘health of state’ and, through Tindall and Shi, one may be drawn to comprehend that World War I or the Great World War which broke out in Europe, engaging the U.S. in 1914, deserved to be identified a crisis that had caused the American nation to shift in character towards international relations. Naturally, these differing perspectives bear impact on our understanding of the American history during World War I in the manner our thoughts and judgments of the war are shaped by often partial views which the historians inevitably attach with their findings. According to Johnson, â€Å"Between 1859 and 1914, America increased its output of manufactured goods, in value, no less than eighteen times, and by 1919, boosted by World War I, thirty-three times† (Johnson 352). This statement exhibits an approach of signifying World War I by way of illustrating what America had in yield before and after the war, in view of the nation’s struggle with its commercial phase of growth. As Johnson accounted for technology in various forms, specifically the invention of the barbed wire by the farmers J. Glidden and J. Haish as well as the establishment of machineries in place of direct manual labor along with the production of power via abundant supply of energy from water, steam, and electricity, one rather imagines a more industrial than political scenario bordering the confines of World War I. Prior to the Great War, Johnson notes the occurrence of ‘Progressivism’ at the turn of the century where the ‘Progressivesâ₠¬â„¢ of the middle class rose in hostile protest against the big capitalists of the era whereas, by the end of the war, blacks in considerable number carried on their lifelong cause of fighting for freedom from slavery and slave trade. It figures herein that Johnson’s attempt of portraying World War I

High School and Chronicle of a Summer Film Essay

High School and Chronicle of a Summer Film - Essay Example This paper stresses that  despite being shot over a five-week period, from March to April 1968 in Philadelphia, Wiseman was scared of a lawsuit, so the film was not shown in Philadelphia at the time of its release in October of 1968. Chronicle of a Summer directed by Jean Rouch and Edgar Morin is a film where people talk about topics on the themes of French society and happiness in the regular workers among others and with those affirmations the movie producers make fictional moments taking into account their interviews. Later on, the people talk about the pictures made with their particular words and check whether the film got their level of reality. It is a French documentary shot during the summer of 1960, but the release date is October of 1961.  This discussion highlights that the film starts with a discussion between Rouch and Morin on whether it is conceivable to act earnestly before a camera. Wiseman likes to pick institutions as his subjects this is because of its limita tions to a geographical area providing the boundaries. He is very keen on observing the way organizations are run, the guidelines that they are controlled by the relationship between the general population who give services and the general population who receives services. In the chronicle of summer, Rouch wishes to capture the repercussions of the Algerian war and just before the blast of social mobs that came to dominate that decade in Paris.

International financial markets Essay Example | Topics and Well Written Essays - 2000 words - 2

International financial markets - Essay Example Bonds and stocks are types of securities, and they are each related to a different set of circumstances that govern the relationship between investor and investee. Financing through stocks and bonds is a delicate matter for a company because it impacts on the firm’s rate of return as well as financial risk. Financing through equity usually has a higher cost of capital, because equity holders are entitled to a pro-rata share of the profits. Theoretically, therefore, stockholders’ expected returns have no limit. However, since the stockholders are not entitled to any returns if the company incurs losses, then there is no default risk associated with equity. On the other hand, debt capital entails a cost of interest to the borrower-firm. Interest rates associated with long-term debt are lower than the cost of equity to the firm, because debt is contracted at a fixed rate and is therefore limited to that rate, even though the firm earns much higher rates of income. There is a risk, however, associated with the possibility of default. Even if the firm incurs losses, its obligation to pay interest on its debt is fixed, therefore its in ability to meet with interest payments may incur for it costly penalties. The nature of the firm’s business affects the firm’s ideal capital structure – that is, the proportion of the needed capital it may finance through debt and through equity. The following are examples of industries and their average debt and equity ratios. It may be noted that companies in the same business do not necessarily have the same capital structures. For instance, in the consumer non-cyclical industry, Starbucks is financed entirely by equity, while Kellog relies slightly more on debt financing rather than equity. Raising money from the bonds market. Large corporations could raise money through the bonds market. The process involves the underwriting of the bonds float by either one or several

New Venure Creation Exam Questions Assignment Example | Topics and Well Written Essays - 1250 words

New Venure Creation Exam Questions - Assignment Example Adapting to change: it can be much more adaptable to adjustment than larger and more compound organizations. Because of this, SMEs questionably have a better opportunity of enduring difficult economic states and they are quicker at recovering from crises. In defeating the declines, these companies are able to exploit and encourage competition, which is vital for putting the present economic lethargy behind. Such adaptability in turn brings more equilibrium to the economic development of the UK and warrants that local communities partake in stimulating development (Blackburn, 2012). Partnership with larger businesses: Even though these two key benefits in the current climate, one of the main obstacles to achievement for SMEs is a weakness in linking and partnering with big businesses. A couple of years ago, small business proprietors felt deserted by the UK regime but this state is gradually changing. A support from firms like Fujitsu meant that small businesses would interchange skills and receive mentoring and management from more skilled players. Many of these firms begin as small, start-up initiatives - limited people with great ideas and the ambition to understand them, whose symbols are now internationally recognized. Small businesses comprises 99 per cent of all firms in the UK and can be actual initiators of economic development, creating job prospects for local communities and creating income. But in order to keep the force developed, the regime must support the joint efforts. (Blackburn, 2012) This has been associated with the Business angels increasing their funding to SME. Business angels are high net worth personnel that finance small developing businesses through a parity stake. They have been an important source of finance for SMEs for the last decades of years. This has been possible by such individuals giving funding to SME to facilitate their smooth running. The other

Impact of Imperialism on India

Impact of Imperialism on India Throughout history, many nations have implemented imperialism to enforce their will over others for money, protection and civilization. India was no exception. Since its discovery, Europeans were trying get a piece of Indias action. In many cases England was the imperial, or mother country. Since India was put under imperialism, a great deal of things changed, some for the good, mostly though for the bad. Between 1640 and 1949, India was ruled by two periods of imperialism, both of which effected India in a very profound and permanent manner. The first period of European control was between 1740 and 1858. During this period the British East India Company controlled the Indian sub-continent under the guise of economic imperialism, when in fact the manipulation of Indian affairs was much more political than let on. When it was founded in 1600 by Queen Elizabeth I, the East India Companys main purpose was to break into the Indonesian spice trade which was dominated by the Dutch. But after colonizing a post a Madras in 1640, the company was re-chartered to include such rights as coining money and act as government to British subjects at the East India Companys posts. As well, the British government also gave the company the right to make was or peaceful arrangements with powers who were non-Christian. This control expanded with the founding of a port at Bombay in 1668, and the founding of Calcutta in 1690. Then in 1756, a young employee named Robert Clive, who had been named lieutenant-governor in 1755, was sent to take back Calcutta from the Bengal nawab. He accomplished this in January of 1757. Then later that year, Clive lead a group of 950 European and 2,000 Indian soldiers(sepoys) against a group of 50,000 Indians lead by a degenerate nawab at Plassey. The victory of the English forces over the local resistance brought Bengal under the effective political control of the East India Company. Although a puppet nawab was left in control of the area, Clive was granted the right to extract land revenue from most of eastern India. Throughout this whole period, the company slowly found its privileges being revoked, until in 1858, the Sepoy Rebellion, or the Indian Revolution, finally brought an end to the rule of the East India Company in India when it was revealed the cause of the rebellion was the use of beef and pork fat to grease rifle cartridges, which are taboo to the Muslims and Hindus. This Revolution brought the rule of the East India Company to an end. The second period of English imperialism started in August of 1858 when the British monarchy assumed direct control of India from the East India Company. This established a full colonial government, where British officials run the countrys affairs, in India. This is known as colonial imperialism. This period was one of major change in Indian life and culture. While the East India Company tried respect local customs and learn local languages, the colonial government tried to impose British culture on India. . . encouraged the Indian people to abandon their traditions and learn to speak, dress and live like Europeans. This came to a head in 1877, when Queen Victoria was recognized as the Empress of India. The colonial government felt it was their duty to civilize the people of India, feeling I am a little bit better than you, therefore my presence is necessary. This all began to end in 1885 with the formation of the Indian National Congress, made up of middle-class Indians who were kno wn as the congress. This congress campaigned for free education for both sexes, more Indian representation in government, and other reforms. But then in the early 1900s, nationalists began to reject British rule and petition for its end in India by boycotting British goods and publishing books which restored peoples pride in Indias ancient heritage. The nationalist leader, Mohandas Gandhi, is perhaps best known for his method of passive resistance to help the struggle of India. Then finally in 1949, the partitioning of the British controlled lands into the independent countries of Pakistan and India brought an end to English rule in the Indian subcontinent. Throughout the rule of the British in India, the effect of the colonial and economic imperialism impacted the sub-continent in the form of many economic and social changes. On the economic side, many Indian goods were sold overseas by the East India Company, but the government of England saw India as a large base for British goods, as well as a source of raw materials. This lead to British officials discouraging Indian industry, as well as encouraging the production of export crops rather than food crops. In this way cotton was produced in India, processed in England, and thin sold back to the Indians. This change in food supplies killed millions of Indians from famine in the 1800s. Then when the British government took direct control, the construction of railways, canals, and roads, especially the opening of the Suez canal in 1869 opened the interior of India for trade throughout Europe and Asia. With the construction of the telegraph lines in India, exports from India jumped tremen dously. However, all of the profit went to the colonialists, plunging most Indians into poverty. The social changes included the introduction of health care and hospitals, which, while curing diseases and improving the general health of Indians, created such a tremendous population explosion that famine resulted in some regions. As well, the creation of British educated professionals and business people created a new upper-class in India changing the rule of class in India forever. All of these changes, while under the guise of helping the natives, only served to help the colonists and leave the Indians feeling inferior, as though Indians are only hewers of wood, and drawers of water All of these changes in Indian culture and economy forever changed the destiny of the Land of India. While many changes may have been good in retrospect, they were only meant to help the colonizing British. Overall, the colonization of India had nothing but a negative effect on its people and culture. Perhaps one day people will realize that imposing one culture on another is not only wrong, but it is destructive to the natural course of a countrys history.

We Need Less Television and More Play Essay -- Media Entertainment Ess

We Need Less Television and More Play In today’s world, society’s focus is not getting out in the environment and enjoying nature. The focus is television, cell phones, the internet, and any other means of technology available. Our society needs to stop indulging in technology and start enjoying nature again because too many people are glued to the television several hours a day, planning their day around usage of a computer and/ or their television shows, health concerns are on the rise for these constant viewers who don’t participate in other activities, and all of this absorption of the information age is separating us from nature. We are indeed an information economy, which has many good aspects to it, but we should not be shutting out nature from our lives. The average child watches approximately 3-5 hours of television per day (Department of Education, University of Maine). Our two year olds are watching approximately 3 hours of television pre day! Why are they watching so much? What ever happened to going to the park, playing red rover- red rover, hopscotch, or even TV- tag? The answer lies in the parents of these children. There was a study done to show the reasons why parents do not limit the amount of television their children watch. The most commonly mentioned reasons for which parents are not limiting television are because they need to get work done, they do not want their children to get bored, and that television never hurt their brain so why would it hurt their child’s. The truth is, if television is watched enough it does hurt your child’s brain, impacting neurological development. Thinking skills, imagination, attention span, reading abilities, and speaking skills in a child decrease the more they wa... ...on the brain. Going out in nature, playing games, and going places will allow our future children to develop and will give them the opportunities that they will not have if they spend their lives in front of the television. WORKS CITED: Anderson, Chris and Runciman, Lex. (1995). A forest of voices. Mountain View: Mayfield Publishing Company. Willow Computing (2000). LimiTV, Inc [Electronic version]. Retrieved March 29, 2004, from http://www.limitv.org/ Wellsource Incorporated (2003). Health plus: Watching too much television? [Electronic version]. Retrieved March 30, 2004 from http://vanderbiltowc.wellsource.com/dh/Content.asp?ID=907 American Psychological Association (2004). Public Affairs: Violence on television- What do children learn, what can parents do? [Electronic version]. Retrieved May 5, 2004 from http://www.apa.org/pubinfo/violence.html

Panera Bread Company: Rising Fortunes? Essay

Maxis Berhad, with its consolidated subsidiaries (together, ‘Maxis’), is the leading mobile communications service provider in Malaysia with over 11.4 million mobile subscribers as of 30 June 2009. Maxis was granted licences to operate a nationwide GSM900 mobile network, a domestic fixed network and an international gateway in 1993. It commenced its mobile operations in August 1995 and launched its fixed line and international gateway operations in early 1996. Since its establishment, Maxis has been providing a full suite of services on multiple platforms to fulfil the telecommunications needs of individual consumers, SMEs and large corporations in Malaysia. Maxis’ mobile service is offered on a postpaid basis under the Maxis brand and via a prepaid format under the Hotlink brand. The use of these two distinct brands, underpinned by synergistic values, has enabled Maxis to develop its prepaid business successfully while maintaining growth in its postpaid segment. Maxis has also pioneered and led the Malaysian market in delivering innovative mobile products and services. It was the first to launch 3G services in Malaysia as known as Maxis3G in July 2005, and in September 2006, it became among the world’s first to use HSDPA, a high-speed upgrade of its 3G network, to provide wireless broadband services. It was the first operator to bring the BlackBerryâ„ ¢ and Apple iPhoneâ„ ¢ smart phones to Malaysia. The company in April 2009 unveiled the first commercial NFC-powered service in Malaysia. Maxis provides enhanced postpaid packages to corporate and SME customers, based on its highly successful consumer postpaid plans. These plans are custom-made to meet the needs of enterprises, especially improved communications within and beyond their compound. Maxis’ international gateway services include termination of traffic into Malaysia from international telecommunications companies, supporting Maxis’ own outbound international direct dial (IDD) traffic, collecting international transit traffic and bandwidth leasing services. Mission A mission statement is a statement of the purpose of a company or organization. The mission statement should guide the actions of the organization, spell out its overall goal, provide a path, and guide  decision-making. The mission of this Maxis company are : Today * Malaysia’s leading mobile communications service provider Tomorrow * The nation’s premier integrated communications service provider Vision Defines and describes the future situation that a company wishes to have, the intention of the vision is to guide, to control and to encourage the organization as a whole to reach the desirable state of the organization. The vision of the company is the response to the question of what do we want our organization to be? Corporative values are the answer to the question of what we believe into and how we are. The vission of Maxis Berhad is : To bring the future to our customers’ lives and businesses, in a manner that is simple, personalised and enriching, by efficiently and creatively harnessing leading-edge technology and delivering a brand of service experience that is reliable and enchanting. Objective An end that can be reasonably achieved within an expected timeframe and with available resources. In general, an objective is broader in scope than a goal, and may consist of several individual goals. Objectives are a basic tools that underlying all planning and strategic activities. They serve as the basis for policy and performance appraisals. This is what Maxis stands for : Simple * We aim to keep everything we do as simple as possible. For example, customers understand what it is we are telling them because we do it in a way that is straightforward and easy to understand. We make things simple for everyone, including ourselves. Keeping things simple also means that everything we say is said in a clear direct tone of voice that is friendly and human. Trustworthy * Trust is crucial in every successful relationship and this is true between customers and Maxis, just as it is true between the company and its  employees. All good relationships are built on trust which inspires confidence, and, assurance, conviction and reliance. To be trustworthy is a way of life. Creative * Creativity defines us and therefore differentiates us from our competition. It inspires not only our communication style, but also how we answer the phone, design our stores, and deal with challenges. Creative runs through everything we do and everything we say, it’s in our DNA. Brave * To lead people into new territories we have to be brave. We have the courage to try new things, to take the occasional calculated risk, to go where our competitors have not been. It ensures that we stay at the forefront and that our customers benefit from new and better ways of doing things. It means doing the right thing, rather than the easy thing. It means having the courage of our convictions. Brave is the quality of a true leader. Strategy Given this context within our corporate strategy, in 2011 we reviewed our existing activities and identified new initiatives to create a CR strategy with three pillars. Developing and enriching our community, customers and partners, creating a great place to work and, Advocating environmentally friendly practices. Maxis’ CR initiatives are governed by our CR Philosophies, which prescribe that the initiatives are aligned to our corporate strategy and CR Mission and create value to all our stakeholders. That is, the initiatives must have a positive impact that can be shared across Maxis, our stakeholders and the nation. 1. Developing & Enriching Our Community, Customers & Partners * Being a customer-focused organisation, with a large and complex supply chain, we are uniquely positioned to touch the lives of many people. Our ambition is to make this contact an enriching experience for everyone. Simply by providing telecommunication connectivity to remote and rural communities, we can drastically improve people’s lives. But our reach goes further than that. We can offer better products and services to customers who have a choice of service providers. We can build and develop the communities in which we operate, through our Cyberkids Programme initiatives and scholarships. And,  we take very seriously our responsibility to positively influence our supply chain so that it is healthier, safer and more sustainable. 2. Creating a Great Place To Work * At Maxis, we have always said that our employees are critical to our success. We regard leadership as an essential part of our business, especially to fulfil our goals to be the premier integrated communications service provider in Malaysia. Therefore, we invest significantly in leadership development and training, as well as nurturing the talent of our employees. We value the diversity that colleagues bring, with individuals able to see things with different perspectives and fresh ideas. We have measures in place to ensure that our workplaces embrace this diversity. We think also that it is important to get the fundamentals of employment right: health and safety, and benefits and rights. 3. Advocating Environmentally Friendly Practices * Our sector is evolving rapidly and a significant challenge for us is to keep ahead of the technology curve, whilst understanding and evaluating the sometimes unknown impacts of new products and services. We have to balance the demand for innovation with the responsibility to do no harm. In addition, we are committed to driving efficiencies in our operations in order to reduce our carbon footprint and to manage waste effectively. We also want to advocate this to our partners and customers. GENERAL ENVIRONMENT ANALYSIS External Analysis The external analysis is critical for a firm to understand to be able to realize the opportunities and threats that exist in the industry they are competing in to help achieve a strategic competitiveness. The external analysis consists of a general environmental analysis, industry analysis, five forces analysis, industry competitor’s analysis, and the key success factors for the industry. General Environment Analysis In order for a company to effectively compete in an industry, an analysis of its specific industry must be undertaken. This is done to provide the firm with a description of the elements in society that directly effect the industry and the direction managers must take to implement appropriate strategies to survive. This study is commonly referred to as the general environmental analysis. It primarily consists of five primary factors, which are political/legal, economic, socio cultural, ecological, and technological or also known as STEEP Analysis. These five sections describe the external environmental factors a firm must understand to effectively compete in a specific market. 1. Social cultural Forces * The sociocultural dimension is especially important because it determines the goods, services, and standards that society values. The sociocultural force includes the demographics and values of a particular customer base. Age, gender, and income are examples of commonly used demographic characteristics. * Maxis contributions is to the development of Malaysia must also go beyond paying statutory levies and the jobs their provide. Maxis have to address long-term strategic issues affecting the nation’s ability to grow. They are proud that Maxis is taking an active role in stemming the brain drain, which poses a threat to their progress as a society. Maxis scholarships, aimed at their employees’ and customers’children, are designed to encourage young Malaysians to reap experience abroad, then come back to share those experiences and contribute to the future of their nation. * Maxis provide full coverage to markets across Malaysia, including Peninsular Malaysia, Sabah and Sarawak (both in Malaysian Borneo). Together with our subsidiaries, Maxis provides a full suite of communications services on multiple platforms to meet the growing needs of individual subscribers, families, small and medium enterprises, large corporations and the Malaysian Government 2. Techological Forces * Technological forces influence organizations in several ways. A technological innovation can have a sudden and dramatic effect on the environment of a firm. First, technological developments can significantly alter the demand for an organization’s or industry’s products or services.  Technological change can decimate existing businesses and even entire industries, since its shifts demand from one product to another. * Maxis was also the first telecommunication service provider to introduce a range of smartphones to Malaysia including the BlackBerry and the Apple iPhone. In 2010, Maxis set an industry milestone by building the largest 3G network with 76 per cent population coverage and by signing the landmark High Speed Broadband Access (â€Å"HSBA†) agreement with Telekom Malaysia Berhad as well as the infrastructure share agreement with Tenaga Nasional Berhad. As at 30 June 2011, Maxis 3G footprint coverage was at 81 per cent of the country’s populati on. In comparison with global mobile operators, Maxis is a leading provider of non-voice services. 3. Economic Forces * Economic forces refer to the nature and direction of the economy in which business operates. Economic factors have a tremendous impact on business firms. The general state of the economy for an example depression, recession, recovery, or prosperity, interest rate, stage of the economic cycle, balance of payments, monetary policy, fiscal policy, are key variables in corporate investment, employment, and pricing decisions. * In 2010, Maxis invested more than RM80 million in network coverage, widening our footprint over remote areas of Sarawak, enhancing network quality in towns and suburbs in Sabah, and expanding broadband coverage to industrial and commercial areas in north Borneo, which is an underserved frontier. * During 2010, Maxis invested RM1.44 billion to build upon the significant modernisation first begun in 2009, expanding the reach and capacity of ournetworks and support infrastructure. Overall, Maxis capital expenditure was RM482 million in the first half of 2011. 4. Ecological Forces * Ecological economics is a transdisciplinary field of academic research that aims to address the interdependence and coevolution of human economies and natural ecosystems over time and space. It is distinguished from environmental economics, which is the mainstream economic analysis of the environment, by its treatment of the economy as a subsystem of the ecosystem and its emphasis upon preserving natural capital. * Maxis efforts to  reduce our carbon footprint began with modernisation of end-to-end network equipment for better energy efficiency. Additionally, Maxis have adopted more energyefficient DC rectifiers and outdoor shelters which are innovative systems to manage heat in existing shelters and to drive down energy deployment. Maxis have also drawn on renewable energy solutions such as solar to replace diesel powered remote base stations and their have advocated network-sharing, with over 54% of our base station sites shared with other operators. Maxis efforts have been supplemented by tree-planting. 5. Political-Legal Forces * Political and legal forces are two of the three most important aspects for a business, with social forces being the third. Politics is a changing scene, and the rules and laws will change not regularly but often enough. Political forces are governments and unilateral bodies that decree certain rules, regulations, laws or restrictions with regards the way a country is run. * The Group’s Code of Business Practice declaration applies to all officers and employees who are required to affirm on a yearly basis their commitment to observe the Code of Business Practice. It also provides guidelines for the manner in which all employees should conduct themselves in the workplace while performing their daily duties for Maxis and as a Maxis employee. TASK ENVIRONMENT ANALYSIS A corporation’s scanning of the environment should include analyses of all relevant elements in the task environment. Managers need to consider the competitive environment, also referred to as the task environment or industry environment. The profitability of the firm and the nature of competition in the industry are more directly influenced by developments in the competitive environment. Industry can be defined as a group of firms producing a similar product or service. The firm interacts with a more specific environment, the industry. Four main components that exert influence on industry are suppliers, competitors and potential substitutes, potential entrants and buyers. Michael Porter’s Approach to Industry Analysis The ‘five forces model’ developed by Michael E. Porter, has been the most commonly utilized analytical tool for examining the competitive environment. It describes the competitive environment in terms of five basic forces such as threat of new entrants, bargaining power of the firm’s suppliers, bargaining power of the firm’s customers, threat of substitute products, and intensity of rivalry among firms. 1. Threat Of New Entrants * New entrants is newcomers to an existing industry. They typically bring new capacity, a desire to gain market share, and substantial resources. Entry barrier is an obstruction that makes it difficult for a company to enter an industry. Economies of scale, product differentiation, capital requirements, switching costs, access to distribution channels, cost disadvantage independent of size, government policy are examples of entry barriers. * New technology as we know communication technology are very fast and various (MMS, Mobile Portal, VAP, and 3G), compete by new entrants for examples Celcom and DIGI. Maxis come with Hotlink club and brand identity for teenagers. Maxis also come with 8 region of same rate calling rate 0.65 cents. 2. Rivalry Among Existing Firms * Rivalry is amount of direct competition in an industry. Intense rivalry is related to the presence of the following factors which are number of competitors, rate of industry growth, product or service characteristics, amount of fixed costs, capacity, height of exit barriers and diversity of rivals. * Competition on price with another company Digi, Celcom, Internet phone.Compete also with the coverage and wide of services offered. IT take placed for Maxis to create a web that manage Hotlinkclub.com. provide customer loyalty by type of free services and activities. Besides that is Merge with TimeCel to come with more wide coverage. 3. Threat Of Substitute Products Or Services * Substitute products which is products that appear different but can satisfy the same need as another product. The existence of products outside of the realm of the common productboundaries increases the propensity of  customers to switch toalternatives. Its includes buyer propensity to substitute, relative price performance of substitute, buyer switching costs, perceived level of product differentiation, substandard product and quality depreciation. * For example reduce demand of Maxis services compete with Digi with new technology (internetTv and 3G). Besides that, internet charting and conferencing free service make Maxis enforced to reduce the service charge. Maxis improve the price by provided some free services like free sms and free football result. 4. Bargaining Power Of Buyers * The bargaining power of customers is also described as the market of outputs and the ability of customers to put the firm under pressure, whichalso affects the customer’s sensitivity to price changes. Buyers can affect industry through their ability to force down prices, bargain for higher quality or more services, and play competitors against each other. * Price of SMS forced down from 0.60 cents to 0.01 cents. In fact, Maxis provide wide coverage in Malaysia by merge withTimecel. Maxis have a high technology server and satellite technology upgrade to capture the wide range of communications services. 5. The Bargaining Power Of Suppliers * Suppliers can affect an industry through their ability to raise prices or reduce the quality of purchased goods and services. The bargaining power of suppliers is also described as the market of inputs. Suppliers of raw materials, components, labor, and services(such as expertise) to the firm can be a source of power over the firm,when there are few substitutes. * Price raised charge for satellite provided by Telekom. Maxis request more variety of services like MMS, 3G, mobile conferencing using more type of server at manyplace from northern Malaysiato the southern. SWOT ANALYSIS A SWOT analysis generates information that is helpful in matching an organization’s or a group’s goals, programs, and capacities to the social environment in which they operate. It is an instrument within strategic planning. SWOT analysis can be understood as the examination of an  organization’s internal strengths and weaknesses, and its environments opportunities, and threats. Maxis Berhad started their operations in the year 1995 being the leading mobile communication service provider in Malaysia with more than 11.4 million mobile subscribers up to date. (Maxis Berhad, 2011) SWOT is the acronym for Strengths, Weaknesses, Opportunities and Threats where it will be used to assess the business as it is important for companies to analyze SWOT on their companies. It will also be analyze in this report on how the strengths will be used to overcome the weaknesses as well as the opportunities overcoming the threats. Strengths and weaknesses will be analyzing on the company’s internal factors whereas opportunities and threats will be analyzing on the company’s external factors. 1. Strengths There are several main telecommunication in Malaysia comprising Digi, Celcom, U-Mobile and Maxis. As compared to the above competitors, Maxis’ strength is that Maxis had a wider coverage in most towns around Malaysia and also covers north-south highways. Also, compared with other competitors, the customer service quality is better in terms of efficiency. Maxis is one of the pioneer telecommunication companies apart from Celcom and has the latest technology HSDPA(3.5G) or Fibre-to-the-Home (FTTH) . 2. Weakness Competitors gain market share. Celcom has been rather aggressive over the past one year, and is expected to continue with this momentum. We are cognizant that Maxis’ market share may come under pressure. However, we think Maxis has turned the corners, and is on track to winning back subscribers and revenue market shares, now that it had reverted to the more popular 30-second charging blocks. Besides that, Maxis does not offer triple play of mobile, broadband, and pay TV. Growing enterprise business may entail more capex, and Maxis can only selectively grow its enterprise business. 3. Opportunities Young demographics that is data hungry. 32% of the Malaysian population is under 15 years old, which is a prime target for broadband services over the next 15 years. New mobile devices, for example iPhone (â€Å"4G†) and recently  launched iPad drive demand for broadband services. Under-served broadband population offers great growth opportunities. Selective enterprise opportunities as Maxis build backhaul capacity mainly for wireless broadband it can target some of the lucrative enterprise business using the same backhaul network. Potential for triple play if tie-up with content provider or broadcaster. 4. Threats Digi’s launch of the iPhone last week could put further pressure on Maxis. Aggressive broadband promotions by wireless competitors, including WiMAX players. ARPU under competitive pressures. Adjustments to interconnect rates may pressure Maxis’ earnings as the company is a net receiver of calls.