Personal Reflection Paper Essay Example | Topics and Well Written Essays - 500 words

Individual Reflection Paper - Essay Example Life is more important than hiking undertaking. In this way, leaving sadhu to pass on for achieving corporate objectives is against the ethical measures of the general public. In addition, individuals should figure out how to advance affections for one another to have the option to offer some assistance in comparative conditions as opposed to letting our aspirations make us egotistical. The illustration of sadhu has uncovered a ton about the character of the corporate. Right off the bat, the anecdote uncovers how corporate citizenry are egotistical, flippant and childish. They invalidate the characteristics that comprise an individual who should impart life to the rest as expressed in your talk. Furthermore, it likewise shows how corporate individuals are unreasonable to the general public that characterizes their reality. The hikers, for example, McCoy have had extraordinary time finding out about the social acts of the local individuals. At the point when they discover one of the locals nearly demise on higher, solidified inclines of Himalayas, they pass duty, leaving the old sadhu to battle for his own life1. The illustration likewise uncovers recklessness of the corporate individuals to the general public. Each corporate part perspectives such people as sadhu as weight and can't step up to the plate and care for them. The corporate qualities material things inst ead of virtues. The climbers underlined that they to be sure helped the sadhu with garments and food and, along these lines, did what's necessary to the extent helping an outsider is concerned2. They contended that Sadhu was a more abnormal and as per them, they did what's necessary that they could. Right off the bat, I would restore the job of corporate to the general public. The corporate has sidestepped their obligations owed to the general public where they flourish. They misuse the general public yet they do almost no at supporting it for what's to come. I would reestablish the duty that the corporate owe to the general public. I would, as per the

Is Chivalry Dead

Is Chivalry Dead?! What's your opinion of when you hear the word â€Å"chivalry†? I can’t represent everybody except I know the vast majority of us, when we hear or consider the word â€Å"chivalry,† consequently we picture pictures of such figures as the incredible King Arthur and his Knights of the Round Table, Prince Charming, Gawain and The Green Knight, manors, and pictures of intensely protective layer knights sparing princess or the prosaism ic â€Å"damsels in distress†. Despite the fact that fantasies and fantasies show this image of valor, this in reality is a consequence of what the world has come to mean.Originally, the word â€Å"chivalry† had an alternate importance. During the medieval times, the people who lived during this time use valor as a â€Å"code of conduct†. This â€Å"code of conduct† was set up help the general public become better by sorting out it. Individuals who lived during the Middle Ages bolstered the â€Å"code of conduct† on the grounds that they felt it might help control the country and assist it with increasing more force. With any general public, if confusion emerges something is instituted for it to be demolished.For model, laws are made to give a general public some sort of request. Along these lines, gallantry was made to control a general public. â€Å"Chivalry wasn’t just to direct the disruption inside a general public however it likewise gave people at the sort of the social stepping stool to be seen with high regard, especially knight†. All together for a knight to become well known or be perceived as decent, he needed to follow the conduct code of chivalry.In present day society, one may guess if valor has impact others from over the globe. In spite of the fact that it truly safe to state that in our general public, gallantry has not completely sway us as a general public, neither socially or socially. In this way giving truth to the maxim that valor is dead. In medieval occasions, power in Europe was scattered to the individuals of chain of command. The individuals of incredible honorability, for example, the ruler, had control of individuals who were seen as sub-par, for example, the peasants.The most punctual path for the nobles to ensure themselves and land is through feudalism. Feudalism is a social framework dependent on a chain of importance which comprises of social, political, and monetary frameworks. The motivation behind the feudalism framework was to allow the nobles to have control over terrains and individuals. â€Å"This control would be fruitful to such an extent that it would give a path to the ruler to give knights things, for example, gold or land in return for their devotion and administration to the kingdom†. This was the bases for the â€Å"code of lead. †

Mystery Hunt 2007

Mystery Hunt 2007 Im finally recovered from the Mystery Hunt heres the official synopsis of how the Hunt went down: The hunt began with teams gathered in Lobby 7. The Evil Midnight Bombers What Bomb at Midnight announced the hunt would contain 270no, 271no 271 1/2 puzzles, all in keeping with the first unpardonable activity of gathering the assembled puzzlers into a massive sudoku grid. The motivational speaker Michael Fauntleroy came in to save the day, offering the teams the opportunity to get the coin and win the hunt in a mere 25no, 15no, 5 puzzles, if theyd only sign a simple contract with some unreadable fine print. After nearly all teams found the coin within a few hours of starting the hunt, they realized that by signing the contract, they had sold their collective souls to Michael Fauntleroy Stopheles (M.F. Stopheles, for short) for a mere penny. To get their souls back, they would have to complete his course of videos on how to be really really evil in various fields, and all the puzzles therein. This would raise their Evilometers to a level where they could rise in power for a showdown with the devil. Along the way, they also had to complete a series of unfortunate events that would show how proficient they were in each of the seven deadly sins. These helped unlock their seven Sin Meters, which each were linked to certain thematic puzzles. Filling their Evilometers to a certain level unlocked a Hell Runaround, which led them on a goose chase through the halls of MIT and down into hell. There they received seven Hell Puzzles, all completely unsolvable without an additional instruction page gained by unlocking the appropriate Sin Meters. Finally, at each stage, the teams received a certificate of their evil achievement. These certificates were used in the final epic battle with the devil, after which the teams regained their souls and triumphed over evil. I played on team Lego My Ego, based out of the Simmons Hall dormitory (you know, the one with 5,538 windows). Simmons looks like it was made from Legos and is referred to as the Space Waffle, and the Mystery Hunt puzzles are quite humbling, hence Lego My Ego. So, at noon in Lobby 7, our team gathered beneath our team sign. As advertised, after we solved the first five Mystery Hunt puzzles, we determined the location of the coin: the Alumni Pool! So, we raced over to the Alumni Pool, only to learn that yes, we had sold our souls to the devil. We were now at the Mephistophelean Institute of Turpitude. We were given a certificate that read: Certificate of Really Really Evil Achievement: We hereby laud and recognize Lego My Ego regarding outstanding efforts in the Evil Discipline of selling ones soul. This opened up a whole new series of puzzles, which kept us working all night. One of the really cool things about Mystery Hunt is how, in some senses, it is a microcosm of MIT: students and professors (and alumni and friends) collaborate to solve problems. Heres some of our teammates collaborating on a puzzle: One of the classic puzzles of any Hunt with Dan Katz 03 is the Duck Konundrum. This Hunts version was D4: Ducks Playing Poker. Heres the description: Duck Poker is a rarely practiced poker variant; it is not popular among humans because the outcome is entirely predetermined however, ducks like it, because they enjoy watching humans helplessly follow directions. And, here are teammates, well, helplessly following directions: Heres the complete set of Duck Konundra: The Duck Konundrum D2: The Mighty Duck Konundrum (during which a wrench was instructed to be thrown at my head) D3: The Fellowship Of The Duck D4: Ducks Playing Poker Heres a nice close-up of Duck Poker: Another puzzle you may enoy looking at is this dance puzzle starring Hunt co-organizer and my former Baker House dormmate Jenn. Its worth watching the Quicktime video for the puzzle and the amusement: In the end, we solved 70 puzzles (according to the solving graph) and solved more meta puzzles than we ever had before. You can check out all of the puzzles yourself here. Heres a part of our solved puzzle wall of fame (of course, since its Simmons Hall, the wall is curvy): So, whats the verdict? Id say that this was certainly on of the best Hunts ever (if not the best). it was a hunt clearly written for the enjoyment of all of the nearly 40 teams participating, and worked equally well, I think for rookie and veteran Hunters alike. I hope that many of you will get a chance to take part in next years Hunt. Im hopeful that the winning team, Palindrome (Dr. Awkward), will write another amazing weekend of puzzling fun! Post Tagged #Mystery Hunt

Jeffersonian Republicans Essay - 730 Words

Jeffersonian Republicans With respect to the federal constitution, the Jeffersonian Republicans are usually characterized as strict constructionists who were opposed to the broad constructionism of the Federalists. To what extent was this characterization of the two parties accurate during the presidencies of Jefferson and Madison. Before 1801, the Jeffersonian Republicans were usually strict constructionists of the constitution. However during the presidencies of Jefferson and Madison they had to adopt some Federalist ideas. In many instances, the two parties completely interchanged their views on the construction of the constitution. During that period of time it was difficult to characterize anyone as a member of either the†¦show more content†¦They argued that this transfer of land was unconstitutional. The Federalists said that this new land was worthless and would only put the country even more in debt. Their main reason for that was that the creation of new states would decrease their power in congress. The Louisiana Purchase was not the only time Jefferson adopted the ideas of federalists about loose construction of the constitution. After he was reelected, war soon broke out in Europe between English and French. British needed more manpower and financial aid for the war soon began impressing American sailors and stealing their cargo. This made trade between the United States and Europe unsafe. Jefferson did not wish to go to war, so he decided to cut off al the export of goods from the United States. With the passing of this Embargo Act, Jefferson again switched to the loose construction of the Federalists. The New England Federalists did not favor the Embargo. It completely disabled their economy and, as well as that of people in the western territory. The New England states criticized the embargo, and even wanted to part from the union because of it. The Jeffersonian Republicans of Virginia, however advocated the Embargo, even though at the same time they were supporting loose construction of the constitution. During Madisons presidency, when the war with England broke out, the Federalists again adopted the republicanShow MoreRelated The Jeffersonian Republicans And Federalists Essay1203 Words   |  5 Pagestwo opposing political parties developed, the Jeffersonian Republicans and the Federalists. The Jeffersonian Republicans believed in strong state governments, a weak central government, and a strict interpretation of the Constitution. The Federalists saw it differently. They opted for a powerful central government with weaker state governments, and a loose interpretation of the Constitution. The seemingly solid divide between Federalist and Republican would begin to blur during the presidencies ofRead More Jeffersonian Republicans Vs. Federalists Essay1176 Words   |  5 Pagesand began to grow and develop into an effective democratic nation, many changes occurred. As the democracy began to grow, two main political parties developed, the Jeffersonian Republicans and the Federalists. nbsp;nbsp;nbsp;nbsp;nbsp;Each party had different views on how the government should be run. The Jeffersonian Republicans believed in strong state governments, a weak central government, and a strict construction of the Constitution. The Federalists opted for a powerful central governmentRead MoreThe Jeffersonian Republicans and Federalists1211 Words   |  5 PagesThe Jeffersonian Republicans and Federalists By 1817 the great American experiment was in full swing. America was developing into an effective democratic nation. However as the democracy continued to grow, two opposing political parties developed, the Jeffersonian Republicans and the Federalists. The Jeffersonian Republicans believed in strong state governments, a weak central government, and a strict interpretation of the Constitution. The Federalists saw it differently. They opted for a powerfulRead MoreThe Fears Of The Federalists And The Jeffersonian Republicans852 Words   |  4 PagesThis issue divided the people into two groups, the federalists and the Jeffersonian republicans. Alexander Hamilton led the federalists and Thomas Jefferson led the republicans. These two important men in history would later show how the challenges of becoming a new nation. In this essay I will be analyzing the ideas of Linda K. Kerber’s â€Å"The Fears of the Federalists,† to Drew R. McCoy’s â€Å"The Fears of the Jef fersonian Republicans.† Furthermore, comparisons will be made about both essays to gain a betterRead MoreJeffersonian Republicanism vs. Jacksonian Democracy1441 Words   |  6 Pagesthat same status quo. The Jeffersonian Republicans image of the common man was one vested in the educated and independent farmer, who by no stretch of the imagine had the capabilities to serve in government. The Jacksonian Democracies image of the common man expanded from farmers to include laborers, planters, and mechanics. Jackson saw these people as the true representatives of the Government, and thus its true servers. The image of the common man for each the Jeffersonians and the Jacksonians differedRead MoreThe Evolution Of Democracy In The Early Republic. The Evolution1206 Words   |  5 Pageslegislative power in the hands of the states. Jeffersonian Democracy places great emphasis on republicanism, the idea that citizens should cultivate civic virtue and the intellect to govern themselves. Thomas Jefferson believed in limiting the scope of the federal government and in allowing the states to exercise autonomy. Although Jefferson disliked inherited nobility, he believed that educated, economically independent men should govern. Jeffersonian Democracy is pro-agriculture, as Jefferson andRead MoreAndrew Jackson Vs. Jacksonian Democracy1142 Words   |  5 PagesChief Justice of the Supreme Court, Roger Taney ruled that corporate charters should be available to all who chose to risk starting a business. Both Jackson and Jefferson owned slaves but Jefferson wanted it to be destroyed completely and his Jeffersonian Republicans compromised on slavery because it promoted agriculture over industry. Jackson supported slavery and seem not to care that much about abolition of it. In the 1840’s and 1850’s his Jacks onian Democrats joined anti-slavery Democrats joined theRead MoreTrace Of Political Parties From Conception Through Civil War891 Words   |  4 Pagesgradually took shape† (Brands, H.W., Breen, T.H., Williams, B.H., and Gross, A.J. 170). The federalist encouraged a very rapid integration of the United States into a world economy, but however avid they were about capitalism, the Federalist nor the Republicans did not trust the people or local government to do the job adequately. They insisted on a modern economy, which would require a strong national society. In 1887, Alexander Hamilton, John Jay, and James Madison wrote The Federalist. The name impliedRead MoreThe Democratic Party And The Republican Party1931 Words   |  8 Pages The Republican Party has a total of 18 US presidents that were in office, the most of any political party to date. The Republican Party started with Abraham Lincoln and working its way down to George W Bush. The first start of the Party was in February, 1854, when antislavery Whigs met together to discuss a formation of a new political party. One such meeting on March 20th, 1854, in Wisconsin, is remembered as the Founding meeting of the Republican Party. The Civil War made the Republican PartyRead MoreAlexander Hamilton Vs. Thomas Jefferson871 Words   |  4 Pagesviews and contrasting ideologies have always existed throughout the history of United States politics. Alexander Hamilton, who led Federalist Party, believed that a powerful central government was necessary while Thomas Jefferson, who led the Jeffersonian Republican Party, favored an agrarian nation with most of the power left to the states. Although Alexander Hamilton and Thomas Jefferson were similar in that they both harbored good intentions and tried to keep the best interests in mind for the future

Scholarship Essay Samples for College Students Features

Scholarship Essay Samples for College Students Features It is quite a bit easier to compose an essay having a plan and comprehension of what and where you're speaking about. If you've completed Step 1 (above), then you need to already have a notion of what things to write. Specify the most critical steps that you should undertake in the class of a year or two, in addition to during some 5-10 decades. An example is offered below. No matter your purpose, before you start to write, consider your audience. Therefore, you don't need to fret about your private information whenever you order with us. So since you can see, the registration procedure is very simple and understandable, so there are not any conundrums or trick to do that correctly. The scholarships you find are likely to fit into specific themes that you must have the ability to identify so as to save your family time, frustration, stress, and most significantly money. It's simple to point out an essay which has been written solely for the interest of it. An essay has a specific structure. Even though this kind of essay should only be 250 words long, you must organize your ideas ahead of time. A leadership essay provides the readers an intensive perspective on the expression and the way it varies in many fields of life. The significance of leadership ought to be clear to the readers in the essay with good comprehension. For example, if you're assigned with scholarship essay on leadership then it is vital to know every aspect and essentials of leadership before writing the essay. The ending of the leadership essay another major part that needs the utmost attention on the face of the essay writer. Paragraph i state a summary of what you're going to speak about in the essay. Scholarship essays are extremely similar to your college application essays concerning strategy. Amongst various sorts of essays, a scholarship essay steps from the crowd. It is a pretty brief piece of writing. Writing a scholarship essay may not be a very simple job for many students. The scholarship committee would like to observe how investing in your education will aid your career. As a consequence, their scholarship applications become rejected. College education is extremely critical for my future. Since the scholarship is for an education, an individual should include things like acquiring a superb education as a significant aim. Scholarship sponsors search for applicants with vision and motivation, so they may ask about your targets and aspirations. Scholarship essays shouldn't be considered a burden since they are your gateway to land entrance into a prestigious university with lots of benefits and perks that have the scholarship. Be mindful of the way the Scholarship money is going to be disbursed. Scholarships can come to the provider choosing involving you and dozens or maybe hundreds or thousands of quite similar students. Getting into one of the highest colleges is the initial step towards a thriving career. Start brainstorming now, and you might find yourself a winner! If you want more money to cover college, odds are you will be applying for several college scholarships. The excellent news is there are several scholarship opportunities available for students just like you.

Critical lens essay Free Essays

Critical Lens Essay Free Essays â€Å"All literature shows us the power of emotion. It is emotion, not reason, that motivates characters in literature,† as said by Duff Brenna. This quote means that characters act on their emotions rather than on logic. We will write a custom essay sample on Critical Lens Essay or any similar topic only for you Order Now They do not think before they act, they just react to the situation. This quote is true based on many pieces of literature. Two pieces in particular that prove this are the play Othello by William Shakespeare and the play Medea by Euripides. In the Shakespeare play Othello, the protagonist is fooled by his best friend, the antagonist Iago, into thinking that his wife, Desdemona, is cheating on him. Iago tricks Othello into thinking she is unfaithful. Othello then decides that the only way he can deal with her unfaithfulness is by killing her. Rather than questioning whether or not Desdemona did cheat on him, Othello acts on his emotion. He does not think his plan through; each conflict that he deals with is handled through his blinded emotion rather than his logic and reasoning. In the tragic end, Othello realizes that everything was a lie and he was tricked by Iago. In his last action based on his emotions, he killed himself. The play, Medea by Euripides deals with the same type of protagonist. Medea, the great sorceress was betrayed by her husband, Jason. He promised her a happy life in his home country, but later leaves her for a new woman. He tells her that he is marrying the princess to secure his family line, but it is a lie. Medea is so hurt by his betrayal that not only does she kill his bride to be, but she also murders her children. Both decisions were made out of emotion; she was jealous of the princess and she didn’t want her sons to deal with her shame. She did not think clearly about either murder, she acted based on her emotions at the time. Tragically, again, people died because the protagonist did not think their plans through. Both plays deal with characters acting through their emotions. If Medea or Othello had taken the time to think about their actions, then each play would not have ended so tragically. Othello kills himself because of what he had done and Medea flees the country, alone, because she fears her life is in danger. This illustrates that characters who act through their emotions are later punished in one way or another. â€Å"All literature shows us the power of emotion. It is emotion, not reason, that motivates characters in literature. † Duff Brenna is stating that all characters tend to act without thinking. By doing so, often times they regret what they have done and makes them act out again. In the case of Medea and Othello, both characters committed murder based on an emotion and later on regretted it. How to cite Critical Lens Essay, Essay examples

Monetary Policies and Banking Regulations in Cameroon free essay sample

Monetary policy is the program of action undertaken by monetary authorities to control and regulate the supply of money and the flow of credit to the public with a view to achieving pre-determined macroeconomic objectives. The objectives of monetary policy are the same as those of macroeconomic policy, which include: Maintain a high growth rate High rate of employment Stabilization of prices, output and employment Ensure equity in income distribution Balance of payments equilibrium Stability of foreign exchange Monetary instruments are generally classified under two categories: Quantitative measures, and Qualitative or selective credit controls Quantitative measures of monetary control are also called ‘traditional’ measures and are the following: Open market operations Discount rate or bank rate policy Cash reserve ratio Qualitative or selective credit controls include Credit rationing/special deposits Change in lending margins (effecting changes in required mortgage property-land, building, shares etc. ) Moral suasion Direct controls The transmission mechanism describes the channels through which changes in money supply impact the real variables of the economy. We will write a custom essay sample on Monetary Policies and Banking Regulations in Cameroon or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The stages and ways in which changes in the money supply affect the economy are subject to debate among economists (mostly the Keynesians and the monetarists). The Keynesian transmission mechanism According to Keynes, an increase in the supply of money leads to an increase in the cash balances that people hold. Economic agents use the excess cash balances to buy financial assets (bonds). An increase in the demand for bonds leads to an increase in the prices of bonds and a fall in the interest rate. The fall in interest rates leads to an increase in investment by firms. The lower cost of borrowing may equally encourage household consumption spending. The increased investment and consumption increase aggregate demand which in turn increases output with a multiplier effect. Thus according to Keynes, the monetary policy only affects AD indirectly through changes in the interest rate. The Monetarist transmission mechanism The monetarists believe that an increase in money supply has both a direct and indirect effects. To the monetarists an increase in money supply will mean that economic agents including both firms and households will hold excess cash balances which they will attempt to spend. Some of this spending will be on goods and services such as machinery, land, cars, healthcare, tourism, etc. This represents the direct effect on spending of the increase in money supply and is called the direct transmission mechanism. The increase in money supply will also tend to depress interest rates. This will stimulate investment and consumption further. This is the indirect effect on spending, and is also referred to as the indirect transmission mechanism. Banking regulations are a form of government regulation which subject banks to certain requirements, restrictions and guidelines. This regulatory structure creates transparency between banking institutions and the individuals and corporations with whom they conduct business, among other things. Bank Supervision * needed to reduce moral hazards * ensures that banks take only sensible risks * controls money supply Reserve Requirements * helps control the money supply This paper examines the monetary policy and banking regulations in Cameroon. Monetary policies, banking regulations and legislation in Cameroon have been designed to assure the stability of the Banking system and this involves a diverse range of policies, rules, and regulations. Introduction The diagram below gives an overview of the Banking System in Cameroon. Overview of the Banking Sector in Cameroon The Banking Sector in Cameroon is can be divided into two levels: The Supervisory/Regulatory Level and the Operational level. The main supervisory/regulatory institutions which operate in Cameroon are BEAC, MINFI, COBAC, NCC, APECCAM and ANEMCAM. They are in charge of setting and enforcing the monetary policies of the CEMAC region and the banking regulations in the country. The operational level is made up of depository and non-depository institutions. These carry out the banking functions in the country. Depository institutions include Commercial banks, Micro Financial Institutions (MFIs) and informal savings and loan systems known in the local parlance as â€Å"njangis’ and â€Å"tontines’. These take the place of banks for many tribal members, with repayment enforced by social pressure. While non-depository institutions include Special Funds like FEICOM, SNI, Credit Foncier etc. The Economic and Monetary Community of Central Africa (or CEMAC from its French acronym: Communaute Economique et Monetaire de lAfrique Centrale), is an organization of states of Central Africa established by Cameroon, Central African Republic, Chad, Republic of Congo, Equatorial Guinea and Gabon to promote economic integration among countries that share a common currency, the CFA franc. CEMAC promotes the entire process of sub-regional integration through the forming of a monetary union with the Central Africa CFA Franc as its common currency. CEMACs objectives are the promotion of trade, the institution of a genuine common market, greater solidarity among peoples and towards under-privileged countries and regions. In 1994, CEMAC introduced quota restrictions and reductions in the range and amount of tariffs. Currently, CEMAC countries share a common financial, regulatory, and legal structure, and maintain a common external tariff on imports from non-CEMAC countries. In theory, tariffs have been eliminated on trade within CEMAC, but full implementation of this has been delayed. Movement of capital within CEMAC is free. In 1989, these six Central African countries formed a monetary union with the Bank of Central African States (BEAC) as the regional central bank. These two bodies BEAC and CEMAC constitute part of the Franc zone. The franc zone is made up of African states whose monetary policy is being directed by France especially in the domain of exchange rate with respect to currencies of other countries, convertibility to other currencies, centralization of international exchange reserves and harmonization of regulations. The Bank of the States of Central Africa (BEAC) is an African international establishment governed by the convention instituting the Monetary union of Central Africa (UMAC), the Convention of Monetary Cooperation passed between France and six member States of this Union: Republic of Cameroon, Central African Republic, Republic of Congo, Republic of Gabon, Republic of Equatorial Guinea and Republic of Chad. Monetary Policy in Cameroon The bank of issue in the CEMAC region and Cameroon in particular is the Bank of the Central African States (Banque des Etats de lAfrique Central? BEAC), which replaced the Central Bank of the State of Equatorial Africa and Cameroon in November 1972. Its headquarters are in Yaounde. In 1993, member states of the BEAC created a supranational supervisory authority, Commission Bancaire de lAfrique Centrale (COBAC) in order to secure the regions banking system. The common currency CFA, is pegged to EURO at a parity rate of 1Euro=655FCFA. The primary objective of BEAC is to maintain the fixed exchange rate regime. The attainment of this objective is complicated by differences between the economies of CEMAC in particular in relation to their dependence on oil exports. Common monetary policy is further exacerbated by limited labour and capital mobility between countries as well as restrictions in the movement of citizens across borders. Without prejudice to this objective, it brings its support of the general economic policy worked out in the Union. The main mission of BEAC comprises: defining the monetary policy of the Union; Monetary policy could be defined as a Program of action undertaken by monetary authorities to control and regulate the supply of money and the flow of credit to the public with a view to achieving macroeconomic objectives such as: maintaining high growth rate maintaining high rate of employment ensure equity in income distribution Balance of payments equilibrium Stability of foreign exchange issuing banknotes and official exchange rate and with exempting power in the Monetary union; Establishing the politics of exchange rate of the Union; keep and manage the official reserves of exchange rate of Member states; promote the good functioning of the systems of payment and of regulations. The convention governing the Monetary Union of Central Africa and the Statutes of the BEAC give the powers of formulation and implementation of monetary policy in the Franc Zone. The Monetary Policy Committee is the BEAC Decision-making body on monetary policy and management of foreign exchange reserves. Its mission and duties as well as its composition and rules of operation are specified in the Statutes of the Bank and its Rules of Procedure. The main responsibilities of the Monetary Policy Committee are to: †¢ Define the strategy and objectives of monetary policy and policy management of foreign exchange reserves as well as the modalities of their implementation; †¢ Set the conditions of intervention of the Central Bank; †¢ Require credit institutions to hold minimum reserves; †¢ Clarify the terms of execution by the Central Bank: lending or borrowing money, and the conditions of purchase transactions and sale of gold and those supported by the Central Bank to the member states for the issuance and management of government securities †¢ Proceed, if necessary, to revise the proceedings of National Committees Monetary and Financial in monetary policy which contravene the statutory provisions and the general rules of procedure, operation and jurisdiction. To achieve the ultimate objective of monetary stability, the CPM uses indirect monetary policy instruments, including liquidity management in part of the money market and the imposition of reserve requirements Since the introduction of money market on 1 July 1994, BEAC uses indirect instruments for its operations. This mode of action based on safe bank liquidity control is exercised through political refinancing (action on the supply of base money), supplemented by the imposition of reserve requirements (action on the demand for base money). The exchange rate regime of the six countries of the Economic and Monetary Community of Central Africa based on four basic principles: a fixed parity between the CFA franc (franc Financial Cooperation in Central Africa) and the euro; convertibility of the CFA franc guaranteed by France; total freedom of transfers between countries of the Franc Zone; and the pooling of foreign exchange reserves. The conduct of monetary policy is principally carried out by varying the amount and rate at which commercial banks are allowed to borrow at the discount window (la Politique de Refinancement). If required, BEAC withdraws liquidity from the system by using negative bids( offering a high interest rate for the placement of excess reserve) whereby commercial banks are offered a certain rate for the placement of their free reserve at the central bank. In addition, the central bank also sets a floor for lending rates and ceiling for deposit rates above and below which interest rates are negotiated freely. Over the years, BEAC has carried out several monetary policies in the region. Worthy of note are the following: In September 2001, BEAC decided to impose minimum reserve requirements on commercial banks in the region in order to contain the rise in liquidity. The level of required reserve is calculated based on the level of deposits on the 10th, 20th, and the 30th of each month and the commercial bank is required to satisfy these requirements on these dates. As a consequence of the different economic conditions in the CEMAC zone, BEAC decided in July 2004 to introduce differentiated reserve requirements across countries with a higher reserve ratio such as Cameroon, The Republic of Congo and Equatorial Guinea rather than Chad, Gabon and Central African Republic. In May 2003, reserve requirements in the Central African Republic were temporarily suspended in response to the difficult economic situation the country was going through. Currently, commercial banks receive remuneration on their required reserves at a rate which is fixed at 0. 4%. Also, BEAC has currently fixed a ceiling of not more than 1. 5% remuneration interest rates for demand deposits to encourage economic agents to invest or use their savings for other activities. This is because commercial banks and other financial institutions in the CEMAC zone are experiencing excess liquidity. Excess liquidity weakens the monetary policy transmission mechanism and thus the ability of monetary authorities to influence demand conditions in the economy. Brief History of BEAC 29 June 1901: Creation of the Banque dAfrique Occidentale B. A. O authorized to issue the franc in the French Occidental Africa to continue the activities of the â€Å"Banque du Senegal† (21 December 1853) ; 1920: Extension of the issue privilege to French Equatorial Africa (Afrique Equatoriale Francaise-AEF) ; 02 December 1941: Creation of the â€Å"Caisse Centrale de la France Libre† (CCFL), in charge of monetary issuing in Central Africa; 24 July 1942: Ordinance authorising the CCFL to issue money from the 1st of August 1942; 02 February 1944: Creation of the â€Å"Caisse Centrale de la France dOutre-Mer† (CCFOM) replacing the CCFL ; 25 December 1945: Creation of the â€Å"Franc des colonies francaises dAfrique† (FCFA) at a parity rate of 1 franc CFA = 1. 70 FF (French Franc); 17December 1948: Change of parity rate of the FCFA to FF: 1 F CFA = 2FF ; 20 January 1955: Creation of the Issuing Institue (lInstitut dEmission) of the A. E. F. and of Cameroon; 26 December 1958: Change of parity rate of the FCFA to FF: 1 FCFA = 0,02 FF ; 14 April 1959: Creation of the Bank of the Equatorial African States and of Cameroon (Banque Centrale des Etats de lAfrique Equatoriale et du Cameroun B. C. E. A. C. ) ; 22 November 1972: Creation of the Bank of the Central African States (Creation de la Banque des Etats de lAfrique Centrale B. E. A. C. ) and of the Franc de la Cooperation Financiere en Afrique Centrale F CFA ; 02 April 1973: Start of activities of BEAC ; 01 January 1977: Transfer of the Seat of Central Services (Head Quarters) of BEAC from Paris to Yaounde; 01 April 1978 : Appointment of Africans as Governor and Vice Governor of BEAC; 01 January 1985: Equatorial Guinea joins BEAC ; 16 October 1990: Important reforms and formulation intervention laws of the central bank and the creation of the Banking Commission of Central Africa (Commission Bancaire de lAfrique Centrale – COBAC); 12 January 1994: New parity rate: 1 FCFA = 0,01 FF ; 01 January 1999: Pegging of the F CFA to the Euro at a parity rate of 1 Euro = 655,957 FCFA. Banking Regulations in Cameroon The following are the banking regulatory bodies in Cameroon. COBAC (The Banking Commission for Central African States) MINFI: The Ministry of Finance NCC: The National Credit Council APECCAM: The Banking and Credit/Finance Association COBAC COBAC is the main regulator of the banking and microfinance in the six states of CEMAC. It ensures the solvency, profitability and liquidity of credit institutions and microfinance. It is responsible for the stability of the banking system of CEMAC and ensures the protection of deposits of depositors. On the institutional level, the COBAC is a member of CEMAC and is backed by BEAC and enjoys institutional independence. The authoritative document on Banking regulations is the COBAC text dated 17/01/1992 harmonizing banking regulations in the six member states. This text describes banks and other financial institutions. It provides for the licensing procedure for such institutions, as well as the appointment of their key executives (GM/DGM) as well as provides the approval procedures for banks auditors. It then stipulates on the controls to be effected, the reporting procedure and sanctions to contravening institutions. The text further lays out certain prudential guidelines for their operations. On the required minimum paid-up capital/capital adequacy On risk sharing For provisioning/risk coverage, On liquidity ratios etc. MINFI The Ministry of Finance is the main organ in charge of the fiscal policy of the country. It has four main directorates. The General Directorate of the Treasury and the Financial and Monetary Cooperation ( DGTCFM ) of Cameroon is one of the four Directorates created by Decree No. 2005/119 of 15 April 2005 bearing on the Organization of the Ministry of Economy and Finance. This is the name that has been maintained with the decree of 30 November 2008 on the Organisation of the Ministry of Finance, which did not really make any changes regarding its missions. The DGTCFM performs the following tasks: Budget implementation and maintenance of accounting the State, Regional and Local Authorities and Public Institutions Administrative; Management of the public treasury; Management of public debt; Issuing and managing government securities free subscription; Regulation and Control of Banks, Microfinance Institutions and Insurance Companies; Control Authorities Receipts and other organizations benefiting from state subsidies. Through this directorate, the finance Ministry controls all Banking activities in Cameroon especially:. Terms and conditions for banking services. Receives applications for licensing and/or the appointment of General Managers for Banks and Financial Institutions, and passes same to COBAC for approval/rejection and the latter has up to six months to so decide. In conjunction with the National Credit Council and the Governor of the Central Bank, rules on the following: The minimum capital for banks and finance houses. On the conditions for opening up branch offices. On Anti-trust issues and collaboration amongst the institutions etc NCC The National Credit Council was created by Presidential Decree no 96/138 of 24 June 1996 bearing on its composition, organization and functioning. The council pays an advisory role on all legal and regulatory activities concerning financial institutions especially in Classification of the said establishments into different categories, their minimum capital requirement, their legal form and their authorized activities; Conditions for creating branches; The closing down of financial institution, Operational issues such as, publication of financial documents; competitive advantage conditions; organization of common professional services. At the discretion of the monetary authority, NCC could also serve in an advisory capacity on regulations and decisions taken by BEAC. NCC also advises on the financing of economic programmes, conditions for state subventions, national and external. APECCAM The Professional Association of Credit Institutions of Cameroon is an advisory body under the Ministry of Finance in accordance with Decree No. 74/137 of 18 February 1974. Every Commercial Banks is required to join this association. Its role is particularly inter alia to enforce its members’ recommendations; banking regulations; and promote best practices in banking. ANEMCAM The National Association of Microfinance Institutions of Cameroon is to MFIs what APECCAM is to commercial banks. Most especially ANEMCAM is concerned with enforcing ethical banking issues in MFIs. Monetary Controls The general monetary controls that banks respect (or ought to) are within the reporting / publishing and control functions of the regulatory authorities. In particular they have to report to the regulatory authorities on :- Monthly statement or cheques without cover to the N. C. C. A quarterly statement of all loans. Casual overdrafts short mid and long term loans, nonperforming loans, contingents etc. This enables the NCC to publish the Centrale des Risques . Details on deposit mix, per bank and by branch. The every ten (10) day report to BEAC on the external position ie. NOSTRO Account balances. This is to enable the authorities to monitor against excessive holdings abroad. Conclusion BEAC is the monetary policy maker of CEMAC in general and Cameroon in particular. BEAC, through the regulatory bodies makes a reforms in the sector, imposing policies and regulations to assure the stability of the Banking system This regulatory structure creates transparency between banking institutions and the individuals and corporations with whom they conduct business, among other things. While COBAC, MINFI and NCC are concerned with banking regulations and operations, APECCAM and ANEMCAM deal with ethical baking issues in commercial banks and microfinance institutions respectively. Generally Bank Supervision is needed to reduce moral hazards, ensure that banks take only sensible risks, maintain reserve requirements to subsequently control money supply. Today, there is free movement of goods and services across the frontiers which indicate a borderless economy. This therefore calls for improvements on security measures as far as commerce is concerned. Investors will not appreciate investing in a State where their investments cannot be guaranteed. The Government of Cameroon, in particular, and the other CEMAC member states in a bid to assure the stability of the Banking system and in response to this pertinent global problem keeps modifying its Banking Regulations to guarantee foreign investment. The Banking Industry in Cameroon is governed by laws and regulations derived from International Conventions, Customs Laws, Ordinances, Presidential Decrees, Ministerial Orders, Circulars and Court Decisions. These regulatory instruments are flexible in character, meaning they can be a subject of modification based on some socio-cultural, political and economic development within Cameroon.

Smart Conversion Rate And Sales Funnel Secrets From Daniel McGaw

Smart Conversion Rate And Sales Funnel Secrets From Daniel McGaw A sales and marketing funnel is when people have an awareness of your brand and move closer to a buying decision. You want them to know, like, and trust you, so there is enough value for them to become your customer. What does your customer’s journey look like? Fortunately, today’s episode features Daniel McGaw, the founder of Effin Amazing and creator of UTM.io. Daniel is a conversion rate optimization and sales funnel expert. Find out about the magic you can get from links and how to increase Website and content conversions. What are the superpowers of what can be done with a link when shared online? Urchin tracking module (UTM) tags are bits of code you can add to the end of any link; it’s the only universal tracking method available Daniel’s product offers presets for teams to keep tags consistent Most entrepreneurs think about business in the wrong way; they focus on the logo, brand, mission, and other factors before they acquire customers Daniel thinks of business this way: Where is the demand? Do we have a customer? If we have a customer, then we have a business. How Effin Amazing got its name and gets a lot of attention Don’t ask for tons of information; just get an email address to optimize for leads Funnel Anatomy: Awareness, top of funnel (TOFU), middle of funnel (MOFU), bottom of funnel (BOFU), and referrals of the funnel (ROFU) Daniel’s company uses the Velocity/Impact/Confidence/Easy (VICE) framework to map a funnel, which includes documenting information, developing strategies, and building benchmarks Evaluate your team’s skills and abilities to augment VICE scores Most marketers and businesses go wrong when they expect people to buy too quickly; and do not get enough email addresses email is king and the lynchpin to success Learn more about your customers during the funnel stages, and try to educate them Links: Daniel McGaw Effin Amazing UTM Trello RealtimeBoard AMP on iTunes leave a review and send screenshot to podcast@.com If you liked today’s show, please subscribe on iTunes to The Actionable Content Marketing Podcast! The podcast is also available on SoundCloud, Stitcher, and Google Play. Quotes by Daniel McGaw: â€Å"What are the superpowers that we can do with a link when sharing it online?† â€Å"We’re definitely trying to set the standard for how people make UTMs.† â€Å"You have to understand your target customer and what you’re trying to sell them.†

Consistent Use of That in Parallel Constructions

Consistent Use of That in Parallel Constructions Consistent Use of â€Å"That† in Parallel Constructions Consistent Use of â€Å"That† in Parallel Constructions By Mark Nichol As a conjunction, that is often optional. But when two or more corresponding phrases are involved, employ it consistently or omit it altogether, as explained in the discussion and shown in the revision following each of these examples. 1. It is healthy to recognize that biases exist and everyone has them. In this sentence, â€Å"everyone has them† might be read as an afterthought rather than a second consideration parallel with â€Å"biases exist.† To strengthen its correspondence with the earlier phrase, repeat that: â€Å"It is healthy to recognize that biases exist and that everyone has them.† (A misreading is unlikely to occur if the sole instance of that in the original sentence is deleted, but the sentence is more effectively rendered with that inserted before each phrase.) 2. More than three out of four respondents indicated their organizations are either facing strong pressure to reduce costs or that they are facing increased demand to manage spending levels. Here, if the sentence ended with costs (with either no longer necessary), inserting that after indicated would be discretionary. But if the writer uses it after the conjunction or, it must also appear in the corresponding position in the first part of the sentence, and either must be shifted to an earlier position: â€Å"More than three out of four respondents indicated either that their organizations are facing strong pressure to reduce costs or that they are facing increased demand to manage spending levels.† Alternatively, it can be deleted after or as well, in which case either must remain in its original location. (However, consider a third option that renders an earlier instance of that unnecessary and simplifies the sentence: â€Å"More than three out of four respondents indicated that their organizations are facing either strong pressure to reduce costs or increased demand to manage spending levels.†) 3. Get the facts out and make sure all sides of the issue are voiced, all relevant facts are obtained, and that everyone whose opinion is valued is heard. In this case, because of the list structure, that need not be repeated for each list item, but if it is to be employed at all, it must be inserted at the head of the list: â€Å"Get the facts out and make sure that all sides of the issue are voiced, all relevant facts are obtained, and everyone whose opinion is valued is heard.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:11 Writing Exercises to Inspire You and Strengthen Your WritingHow to Treat Names of Groups and Organizations

Involvement of the Volkswagen Group in Chinese Market Dissertation

Involvement of the Volkswagen Group in Chinese Market - Dissertation Example Industries such as information and technology, automobile, fast food, manufacturing, information technology enables services, etc have been majorly influenced by the globalisation. The companies today have realised the fact that sustained growth is only possible when the company focuses not only on the national market but also international market. The major industry that has been influenced by globalisation is the automobile industry. Automobile industry today is a global industry with the demand for automobiles increasing like never before. There are various reasons for this increase in the demand for automobiles. One reason is the increase in demand for automobiles in the developing countries and countries like China. Chinese and Indian automobile markets have now become the major attraction to many European and American automobile companies. In response to this global demand and also to sustain the growth, major automobile companies have now been concentrating on the emerging markets such as China and India. This research is aimed at analysing the internationalisation of automobile manufacturers. In order to do so Volkswagen and the Chinese market is taken as an example. Volkswagen’s operations in China have increased rapidly since its first interest in it in the 80’s. This research aims to analyse the involvement of Volkswagen in the Chinese market and how it has affected the sales and in-turn the growth of the company globally. The research analyses the various strategies adopted by Volkswagen and how it has been implemented. It also looks into the result of these strategies on the overall success of the company. Also the Chinese market will be analysed in detail. That is, the reason behind the attractiveness of the Chinese market to the global companies and the advantages and disadvantages of doing business in China. This is a research proposal outlining the aims, objectives, methodology of the research. It addresses the important aspects such as relevance of the researc h, recipients of the research, rationale, etc. Research Aim, Questions and Objectives Research Aim Aim of any research is to find measurable and testable data or information that adds to the existing human knowledge. Any research must have a specific aim that needs to be accomplished at the end. The primary aim of current research is to analyse the involvement of the Volkswagen group in the Chinese market and relate it to the overall internationalisation of Automobile manufacturers in general. A secondary aim of this research is to understand the Chinese market with respect to automobile manufacturers. In order to accomplish the above aims of the research, there is a need to formulate specific research questions and research objectives that address the various aspects of the research topic. Research Question Research question is the most important aspect of a research proposal as it addresses the core of what the researcher intends to do. Research questions are vital not only for th e current research but also for further research as it leads to the formulation of new questions this leads to further investigation and research in the topic (Lester & Lester, 2009). A research question directly indicates if the researcher is on the right track to accomplish the aims of the research. A research question needs to be well formulated keeping the aims of the research. A research question should not be too elaborative or too restrictive. The reason for this is that an elaborative question might not be intriguing as it might turn out to be a explanation rather than a question. On the other hand, if the research question i

MUSIC (Freewrite) Essay Example | Topics and Well Written Essays - 500 words

MUSIC (Freewrite) - Essay Example r contemporary artists carpenters’ greatest sounds Michael Jackson erytha franklin local talents pure inate skills banjo guitar piano groovy nights night out dancing socializing midnight blues spontaneous personal expression sentimental no bounds lyrics crying Christmas medly remembering good days bad days people loved smile faces philharmonic harmony melody noise banging fireworks nostaligic calming spring water warm peaceful merican idol beatles riding radio on google upload swigning breathtaking sopranto alto crescendo mother singing baby lullaby association to music was inferred from one’s family members and the experiences shared with them. As such, music was more of a personal and family experience as memories seemed to have formed through established bonds with loved ones. As evident, the correlation to music was expressed through words that were descriptive of sounds of music: soft, mellow, loud, fast, crescendo, alto, among others. Then, there were adjectives that focused on associating music with particular events or days: Sunday afternoon, father and mother singing, baby’s lullaby, Christmas, fireworks and even watching American Idol. Concurrently, music was clearly related to artists such as Josh Groban, the Carpenters, Michael Jackson, and Aretha Franklin; in conjunction with remembering terms that are specifically related to musical elements and genres: rhythm, harmony, melody, pop, jazz, and rhythm and blues. The fun part was that the freewrite exercise provided one with the opportunity to burst for th with whatever came to one’s mind regardless of order, pattern, grammatical rules, or whimsical sense. Food was evidently part of the musical experience with pizza, potato chips and chocolates topping the list. However, remarkably, since the topic on music was initially provided, the free flow of words, ideas, and associated terms all reverberated to anything that has some special relation to music: people, events, sounds, artists, and even the

Inclusion of Special Needs Students

Inclusion of Special Needs Students This chapter focuses on the special educational need, behavioural, emotional and social difficulties (BESD). It explores the in inclusion of children with this special educational need in mainstream schools, as well as the implications for teachers in the classroom. It also highlights the support and strategies that literature details need to be in place in order for these children to learn effectively in the mainstream classroom. In todays modern world, all children no matter their ethnicity, disability or ability matter. They are seen as unique individuals, each with the right to a broad, enjoyable and inclusive education. Every child has the right to be included in classroom learning and given ample opportunities to learn to their potential. In regard to education, Inclusion is about the quality of childrens experiences, how they are helped to learn, achieve and participate fully in the life of the school. There can be some confusion between the words inclusion and integration. They may have similar spellings, but this is where the similarity ends, as there meanings are very different. Inclusion in terms of education, sees children working alongside each other, sharing experiences, with learning personalised where necessary to enable all children to achieve. Integration on the other hand sees all children together in the classroom, learning exactly the same thing. Children with special educational needs (SEN) have not always been given the option of mainstream schooling. In the past, children who are now referred to as having SEN were labelled with more derogatory terms such as handicapped and retarded. In the 1940s children with SEN, including those with physical and mental disabilities were educated away from mainstream schools, being taught instead in hospitals or institutions. During this time the government and educators favoured the word segregation rather than inclusion. This is highlighted in the Education Act 1944 which details, A local education authority shall, in particular, have regard to the need for securing that provision is made for pupils who suffer from any disability of mind or body by providing, either in special schools or otherwise, special educational treatment, that is to say, education by special methods appropriate for persons suffering from that disability. (Chapter 31: 5) Nonetheless the 1970s was the decade for change, and this was set in motion by MP Margaret Thatcher who commissioned a report to review the educational provision in England, Scotland and Wales for children and young people handicapped by disabilities of body or mind, taking account of the medical aspects of their needs, together with arrangements to prepare them for entry into employment. (The Warnock Report 1978: 1) The report was published in 1978, namely The Warnock Report, which changed the landscape of inclusive education. The word inclusion exploded into mainstream schools, and children with SEN were given the right to learn alongside other children. Within the report, the aim of inclusion for SEN children in mainstream schools was highlighted along with the need for provisions to be put in place to make it possible. The report stated Full-time education in an ordinary class should be the aim for many children with special educational needs. It should be possible to achieve this aim in the case of the majority of children with mild learning difficulties, many of whom are at present the concern of remedial services, provided that adequate support is available from teachers with additional training or expertise in special education. (The Warnock Report 1978: 102) Thirty years on from the original Warnock report, many were beginning to wonder whether inclusion of children with SEN into mainstream schools had been effective. An OFSTED report on inclusion (2004) seemed to be rather sceptical of its success. It detailed that the inclusion of children with SEN was taking place in mainstream schools, but at the detriment to childrens learning. It also mentioned how the curriculum was not being adapted to meet the provisions of children with SEN and offer them suitable opportunities to improve key skills. (Special Educational Needs and Disability, 2004: 5) It was seen that the Government had gone too far when it came to inclusion, and were including almost all children with SEN into mainstream, closing special schools to save on costs. OFSTED commented how when inspecting schools they had observed work being explained effectively to pupils, but pupils with SEN depended on teaching assistants to break the tasks down further so that they could participate.(2004: 16) This is something that Warnock (2005) cited in a House of Commons Education and Skills Committee report (2006) draws attention to when she notes how children with SEN, are being taught almost entirely by teaching assistants who are not fully qualified teachers, while non-disabled students are taught by the teacher. Parents were questioning more and more, whether their child with SEN was learning to their potential in schools, and asking why their child was not being supported by the teacher as much as the other children in the classroom. Baroness Warnocks change of heart regarding her original vision of inclusion for all children in mainstream schools was made apparent to all when she declared, I think its plain now that the notion of inclusion of all children in the same school isà ¢Ã¢â€š ¬Ã‚ ¦ actually not working in a very large number of cases. (Warnock, 2006) It would appear from this statement that Warnock had conceded that despite the best intentions to include children with SEN into mainstream schools, schools had actually integrated children rather than included them. SEN children were almost been forced into mainstream classrooms, having to cope with the learning that has taken place, rarely having their learning personalised to meet their educational needs. Dimbleby (2006) really encapsulates in a debate on inclusion the issues of including children with SEN in the classroom. He states Children with special needs have always posed a core dilemma. On the one hand, can we afford to include them in mainstream education no matter what the cost or upheaval involved? On the other, can we afford not to include them for fear of condemning millions to a life as second class citizen? From this small introductory speech the issues that educators and governments face are highlighted. The monetary cost, as well as a childs right to be educated with other children no matter what their ability or disability. Within the debate Warnock mentions how her original 1978 report failed to recognise the variety of special educational needs, instead putting them all under one banner and treating all children the same. Warnock also speaks of her realisation that certain children, especially those with behavioural, emotional and social difficulties (BESD) would benefit from special school teaching and learning. She notes that children with BESD could be educationally intelligent, but have certain difficulties preventing them from achieving to their potential. Warnock also admits that these children would be better of out of mainstream schools, and given the specialist teacher support that will help them achieve. Six years on from Warnocks change of heart, there are now many more government reports debating inclusion, and questioning where children with SEN should or could be taught. Parental choice is now taken into account when deciding where children with SEN should be taught, with parent being given the opportunity to state where they would prefer their child to be educated. The vision of many is to allow children with SEN to be taught in a school that is going to meet their individual needs. Gove and Teather (2011: 17) refer to this in the Green paper and propose that they will remove the bias towards inclusion and propose to strengthen parental choice by improving the range and diversity of schools from which parents can choose, making sure they are aware of the options available to them and by changing statutory guidance for local authorities. From just exploring a brief history of inclusion, it is clear that there are many opinions as to whether or not the inclusion of children with BESD into mainstream schools has been successful and effective. BESD is a complex special educational need, far more unpredictable than any other. The challenge for educators in the twenty first century in terms of managing the issue of pupils who exhibit difficulties with social, emotional and behavioural aspects of their lives is the tension between the twin issues of incidence and time to deal with incidence. (McNamara, 2006: 24) This statement portrays the challenges teachers face in the classroom when dealing with BESD. Children with BESD have the capability to be disruptive and dangerous in the classroom, and teachers face the challenge of managing these behaviours, ensuring at the same time every child in the classroom is learning to their potential in a safe environment. There are some who believe that because of these challenges, children with BESD would be better of learning in special schools, giving them access to more specialised teaching and more one to one support. Conversely, there are people who believe that children with BESD should be taught in mainstream, despite the challenges posed to teachers. To able to fully understand what stance to take, it is essential to explore what BESD and its presence in the classrooms of today. Behavioural, Emotional and Social Difficulties (BESD) Behavioural, Emotional and Social Difficulties (BESD) is a special educational need that affects many children in the UK. These children have behavioural problems, as well as emotional needs, and find it difficult to interact in social situations. In short, children with BESD find it hard to access certain areas of the curriculum in order to achieve to their potential. Broadly, it is that behaviour, emotions and social development all influence learning and access to learning. Difficulties with behaviour, emotions and social development can all inhibit learning and access to learning. In the current jargon, they can form barriers to learning.(Farrell 2006:6) Children with BESD do not fall under any one specific stereotype. It does not matter what a childs ability is, they can still have BESD, varying from mild to severe. Those children with mild difficulties may lack social skills and therefore struggle with group interactions, especially in learning situations. East and Evans (2006: 15) detail how At the milder end of the continuum, pupils have problems with social interaction and find it difficult to work with others. Children with severe difficulties may be physically and verbally aggressive, especially towards teachers and peers. They are unable to work in social situations as they have little or no concentration and communication skills. Children with BESD can also find it difficult to cope with changes in routine, which in relation to classroom life, can be a frequent occurrence. Children are usually recognised as having BESD when they portray a range of behaviours which: Is not age appropriate Results in isolation from peers Negatively affects the classroom/learning environment Places unreasonable demands on teaching staff Leads to negative self concept and low self-esteem Restricts learning opportunities Creates dangerous situations. (Evans, 2007: no page) The behaviours identified by Evans encompass the spectrum of behaviours, from mild to severe, that a child with BESD can portray. As already discussed, a child of any ability can have BESD, which is also true for a child of any age. From past school experiences, two children in two separate schools had typical characteristics of children with BESD. One child was in year 6, and the other in year 1, with the later showing all of the above characteristics most of the time. In todays classrooms, there are a rather high number of children that have the special education needs known as BESD. The Green Paper (2010: 20) mentions the number of pupils with behavioural, emotional and social difficulties has increased by 23 per cent between 2005 and 2010 to 158,000 pupils. These figures emphasise that over a five year period, there has been approximately an additional 29,545 children recognised as having BESD. Through looking further into the statistical data available surrounding BESD, there have been an number of interesting findings. From the statistical data, it is clear that there is one gender more common to having BESD. 26,170 (17.2 per cent of) boys with statements had behavioural, emotional and social difficulties, compared to 3,590 (6.2 per cent of) girls. (DfE Special Needs Analysis 2010:12) This data, which focused on children aged 4 18, shows there is a remarkably high difference between the two genders with boys seven times more likely to have BESD. Brown and Schoon (2010: 167-168), mention in their research of the behaviour of children aged 7 that the proportion of boys classified as showing serious behaviour problems was around twice that of girls (10% compared with 5%). Although completely different pieces of research, the overwhelming difference between gender and behaviour is apparent. It is also interesting to note the percentage of children with BESD in primary and secondary school. The DfE Special Needs Analysis (2010: 18) recorded that 12% of statemented children in primary school, and 18% of children in secondary school had BESD and mentioned Behaviour, emotional and social difficulties was the most prevalent type of need for pupils between the ages of 11 and 15 years. It is very interesting to note that the findings from DfE Special Needs Analysis (2010: 6) also highlighted that statemented children with BESD were more likely to be eligible for free school meals. The question asked must be whether environmental factors such as socioeconomic class have an impact on childrens behaviour. Washbrook (2010: 1) refers to the possible connection between social class and childrens behaviour and details that behaviour problems are much more common among disadvantaged children prior to the start of schooling, and these differentials change little between the ages of 3 and 7. Ethnicity was also identified as an additional factor, with the most likely ethnicity of a child with BESD recorded in various research as being Afro-Caribbean. Brown and Schoon (2010: 168) in their extensive research specified how the greatest proportion with particularly high scores was found amongst Black Caribbean children; 13 per cent were classified as having serious behavioural problems. The DfE Special Needs Analysis (2010: 20) also recorded similar findings, mentioning how Black and mixed race pupils at school action plus were most likely to have behavioural, emotional and social difficulties. It is important to note that the data researched was based on children who were on School action plus, an extra support service offered on top of other support from external sources. It does not mean that children on school action plus are the only children that have BESD. There are many other children in mainstream schools who have not been, or are waiting to be statemented who do have BESD, and have not been included in published research statistics. However, exploring the data that have been published, the most common factors of BESD are: Male gender Afro-Caribbean Low Socioeconomic class It is essential to remember that there are other children not statemented and therefore not recorded in some statistical data that may have BESD in schools. It is important to stress the importance of not stereotypically judging a childs special education need. Just because they may not fall in line with the common factors mentioned above, does not mean they do not have BESD, equally a child who meets all these criteria may not have BESD. Disadvantages and Advantages of Mainstream Schooling There seems to be many opinions as to whether or not children with BESD should be taught in mainstream classrooms. Some believe it is beneficial to the child with BESD, others believe it to be disadvantageous for the other children in the classroom, as they will be distracted from learning. Sommefeldt (2006: 96) researched teachers views on inclusion of children with BESD. One such view focused on a negative aspect and detailed inclusion was Detrimental to all both those with needs (lack of specialized / individual help and attention) and those without (left to cope alone with the curriculum because the teachers attention is focused on [special] needs) It is apparent from this statement, that having a child with BESD in the classroom demands much of the teachers time, and their attention will be focused on one specific child a lot of the time. Evans (2007: 56) mentions how there is also a concern about the detrimental effect on the learning of other pupils in the class. With teachers time and attention being focused on a child with BESD, it can be the case that the other children are left to manage on their own, or continue working through the potential distractions, both of which could potentially have damaging effects on their education. East and Evans (2006: 15) speak of how difficult it can be for a teacher to manage both a whole class, and a child with BESD when they note, Children considered to have behavioural, emotional and social difficulties often present a far greater challenge than pupils with other kinds of special needs. This quote reiterates what has been previously mentioned regarding the complexity of BESD, and how it is special educational need that can be very difficult for a teacher to manage, due to the challenge of never knowing how a child is going to act or react in the classroom. Focusing on the impact mainstream education could have on a child with BESD, some believe they would not get the specialist, small group support they need in order to achieve in school. OFSTED (2006: 3) in their key findings cite an important reason for why some pupils with BESD do not achieve in mainstream and detail how pupils in mainstream schools where support from teaching assistants was the main type of provision were less likely to make good academic progress than those who had access to specialist teaching in those schools. It is inevitable that at times during the day, teachers will look to teaching assistants to support certain childrens learning, especially if a child with BESD is in the classroom. However, TAs are not qualified teachers, so some argue they do not offer children with behavioural difficulties enough teaching and learning support in order for them to achieve. The occasional overuse of TAs to support children with BESD is referred to by Blatchford, Russell, Bassett, Brown and Martin (2004: 20) in their research which mentions how There is something paradoxical about the least qualified staff in schools being left to teach the most educationally needy pupils. This may form part of the reason for why some parents opt to send their children to special schools, as they believe their child will receive the best support to help them develop in their thinking. Obviously there are disadvantages of including a child with BESD into mainstream teaching, both for the child and for their peers. However, it cannot be denied that there are similarly many positives that come from including children with BESD in the mainstream classroom. Sommefeldts research (2006: 96) does not only focus on the negatives of mainstream inclusion. Many positives of mainstream education for children with BESD are also expressed. One teacher gave a personal opinion and stated It is my philosophy that all pupils should have an equal opportunity to access the mainstream curriculum. Children with BESD can be taught in special schools, but they also have the right to be taught in mainstream classrooms as well. As already mentioned, there are some that believe these children should be taught in special schools. These children may however be educationally able and therefore thrive from learning with other children that are of a similar ability. Fogell and Long (1997: 85) bring to light a potential negative sending a child with BESD to special school may have as they question the possible impact of placing a child with emotional and behavioural difficulties alongside a number of other children with exactly the same difficulties. This encompasses two advantages of mainstream schools, one from the educational ability aspect, and the other from the social aspect. Within the primary classroom, children with BESD can socialise with peers who do not have special educational needs, and who model various positive behaviours which can be observe on a daily basis by a child with BESD. In special schools, children with BESD usually interact with those with similar difficulties to them, and therefore lack the positive peer behaviour models a mainstream classroom can offer. Another advantage of including children with BESD in mainstream classrooms is allowing normal children the opportunity to interact with and understand those with special educational needs. By teaching children about differences, and giving them the chance to learn with children that have special educational needs, they can develop an understanding, compassion and tolerance for those who they may not necessarily have met outside the classroom environment. Khalsa and Miyake (2005: 8) note the benefit of children forming an understanding of special needs when they state, The inclusive classroom welcomes diversity and the wide range of student needs that accompany students differences. Teachers who help children understand and discuss differences help create an educational environment that supports empathy for all individuals. There are a number of advantages and disadvantages to mainstream inclusion, however if a child with BESD is taught in a mainstream school, then it is essential that the school does everything possible to allow them to flourish in a happy, inclusive environment. A Schools Role Mainstream schools who offer classroom places for children with special needs, including children with BESD, must have an understanding of what inclusion is. This understanding must be shown through the way the school is run. Schools should not look to change the children with special education needs, but instead look to change the school to become inclusive for all. This is referred to by McLeskey and Waldron (2000: 40) when they comment that, One of the most important issues to keep in mind when developing an inclusive school is that these programs should address the need to provide a better education for all students in a school. In order for children with BESD to achieve effectively in mainstream classrooms, schools must bare in mind a number of factors including: Individualised Education Program (IEP) Teacher Support / Training Personalised Learning Every Child Matters (ECM) A child with special educational needs should have an IEP, which will detail what support the child is going to receive for that specific educational year. Schools must put these in place to ensure the parent(s) and teachers know the support that will be offered to the child, whether that be through one to one sessions with special teachers, or personalised support within the classroom. All staff working with a child with special educational needs must be given access to their IEP allowing them to understand the support and strategies in place, so they could in turn offer effective teaching and continuity for the child. Wilmshurst and Brue (2010: 211) detail the importance of an IEP and mention, The IEP spells out the types of services, their frequency and duration, and the setting in which they will be provided, all of which are very important information for the service providers. Schools must therefore appreciate the importance of IEPs and do everything they can to create ones which are personalised for each child with special educational needs which is going to help them achieve to their potential. The creation of IEPs requires a great time commitment, which Twachtman-Cullen and Twachtman-Bassett (2011: 69) mention, Unfortunately, many professionals find data collection, and all that it entails, formidable. After all, in this busy world of ours data collection involves, paper-work, analysis, and interpretation all of which are time consuming. However, if a school wants to include children with SEN into classroom teaching and learning effectively, then this process needs to be undertaken in a slow, concise, professional manner. Schools must ensure that teachers are given support in order for them to effectively include and teach children with BESD in the mainstream classroom. The White Paper (2010: 32) recognised Only around half of teachers believed that there was appropriate support available in their school for teachers struggling to manage pupil behaviour. This, along with other reports, recognise and emphasise the importance of giving teachers extra training to ensure that they understand different behaviours and have the capacity to deal with them in the classroom environment. One form of support offered to teachers could be in the form of training and insets, giving them a greater insight into the strategies that could be initiated in the classroom to deal with children who have BESD. OFSTED (2005: 12) detailed the importance of staff understanding, and how Regular training that links classroom practice to an understanding of how children develop socially and emotionally is central to the effective understanding and management of behaviour. Another form of support schools might offer teachers could be giving them the opportunity to liase with teachers from special schools who have first hand experience of teaching children with BESD. These specialised teachers can offer advice, share strategies, and help ensure that the inclusion of a child with BESD in the classroom is positive and effective for their learning. Senco Penny Rice (2006) visited a special school to observe strategies used to deal with BESD and gain advice from teachers, which she could take back to her school and implement into the relevant classrooms. In her description of the day she highlighted the positives of visiting the special school environment when she stated I found todays experience very useful for my own personal practice, exciting, because I could see childrens behaviour being turned round even just in one day, erm, and I could see childrens confidence being raised, and that is very, very, very, important. Schools should give all staff, especially their SENCOs this opportunity, to improve their understanding of BESD, and keep up to date with current support strategies, because teachers with BESD children in their classroom usually rely on their SENCO for support and advise. There are many strategies that teachers could use to help include children with BESD in classroom learning. One of the most obvious strategies is to make sure that children with BESD have been set work and tasks, which are achievable. This means that they are kept on task rather than losing concentration because they do not understand or are finding something difficult. Another important strategy is positive reinforcement and reward of good behaviour, rather than only sanctioning bad behaviour. The way a child is rewarded will depend on the child and how the child responds to rewards. Howarth and Fisher (2005: 42) point out how rewards can vary and how some will accept individually tailored reward systems while others will respond more positively to class and school based systems. The essential thing to remember is that rewards support and reinforce pupils learning. A strategy which if effectively implemented could be very beneficial is a target behaviour chart. Teachers could set children with BESD targets and if they succeed, they could be given a reward. However, the child would need to be able to achieve these targets otherwise they could become despondent having tried and failed to achieve. The chart would be very visual and would allow the child to see what they had achieved, and have a sense of pride. Another possible strategy to control the behaviour of a child with BESD is time out. This method affords the teacher time to gain control of the situation, gives the child time to reflect on why they behaved in the way they did and what they could do next time to stop it from happening. Rogers (2003: 106) describes how many infant and middle primary teachers have in-class time-out options to give the offending student cool-off time and thinking time. By giving children with behavioural difficulties these opportunities to reflect, it allows the situations to become less heated, and for a new start to take place once they recognise what they did wrong. Any schools main aim should be to help children to develop, learn and achieve. Children with special educational needs including, those with BESD, may need their learning to be personalised so that they can concentrate on areas of the curriculum they struggle with. This will allow them to learn more effectively, rather than being exposed to in learning that they find difficult to access and understand. Cheminais (2007: 71) affirms this when she notes how providing personalised services and tailored education, will ensure that every child and young person, regardless of their background, reaches their optimum potential and experiences improved life chances. It is important for schools to remember, that although some children pose many more challenges then others, every child in their school matters. The government released a document detailing the fact that every child has the right to a safe and effective education.Every Child Matters is about improving the life chances of all young people, from birth to 19, reducing inequalities and helping them to achieve better outcomes. (Cheminais, 2010: 3) If schools keep this in mind, then all children, not only those with special educational needs, will have a well rounded, happy education. There are many challenges that schools face when including children with behavioural, emotional and social difficulties. However, if they stick to their beliefs, implement strategies, support teachers, and work together with outside assistance, the inclusion of these children can be successful. Conclusion It is difficult to conclude on whether children with BESD should be taught in mainstream classrooms, because of the range of views found when researching. There are many who believe children with BESD should be taught in special schools, so that they can achieve educationally with specialised support, and so the other children in the classroom are not disrupted in their learning. They believe the impact of including a child with BESD in the classroom would be too much for a teacher to deal with, and would be damaging for other childrens education. However, there are people who think children with BESD should be taught in mainstream classrooms, and given the opportunity to learn alongside other children who may not have special educational needs. By being included in mainstream learning, they are developing their social skills and getting an equal opportunity to learn to their potential. One thing is for certain; the inclusion of a child with BESD is not a quick and simple task. If sc hools are going to include children with BESD, they must have an understanding of this special education need, and have the correct classroom strategies in place. There ne

Individual Change Initiative- Dell Computers Essay

Dell incorporation was established in 1984 and is headquartered in Rock, Texas. A multinational technology corporation develops, manufactures, develops, sells and supports personal computers as well as those products that are related to computers. For many years since its establishment, Dell has been the largest seller of servers and personal computers. In 2008, it was the listed as the second largest seller of computers behind an upcoming company, the HP. It uses the direct business model where it develops, designs, manufactures, markets, sells and supports IT systems and services designed to fulfill the specific requirements of its customers (CNN, 2009). The company has an objective of entering the market fast with relevant and new technology that can assist in meeting the needs of its clients, providing services and reducing the inventory and capital investment costs. The strengths of the direct model enable Dell to perform strongly and deliver profitability in its business. Some of the products that are offered by the company include desk computer systems, software, peripherals, mobility products, network products, servers and storage products (CNN, 2009). Competitiveness and Rivalry Dell was the 2005 number one supplier of personal computers both in the United States and globally. This leadership in market is attributed to its focus on selling the services and products directly to the customers (CNN 2009). The prices of personal computers have fallen and Dell has faced stiff competition from other companies such as Hewlett-Packard, Apple, Sun Microsystems, Lenovo, Gateway, Sony, Toshiba, Acer and Asus. This has prompted the company to do all it can to undercut competition and to offer to its customers more attractive choice of PCs as well as other products (Bergstein 2006). It is clear that in the current economic world, businesses that deal with similar products are engaged in competition and rivalry as they try to outdo each other and make as much sales and thus profits. This calls for the businesses to restructure their internal operations so that they can forge ahead of their competitors (Hitt, 2007). This is taking place in the business environment that Dell Inc. operates as it faces stiff competition from its rivals in the computer hardware manufacturing industry (Hitt, 2007). Such kind of competition would call for the management of Dell to come up with a process of managing change that is continuous in order to have a business advantage over its rivals continuously. There are three strategies that can be used by any business organization to formulate strategies: focus, cost minimization and differences (Hitt, 2007). Vision: Being the Leading Seller of PCs and related products However since these strategies can be easily copied by the rival companies, a clear vision should be established that will guide the company in its operations. Dell should therefore come up with the vision of being the world’s largest seller of personal computers and computer related products. This vision should not only be presented in writing but should be the basis of any plan or operation that is undertaken in the company (Kotelnikov, 2009). The management and the employees must be made to understand that Dell Inc. is facing stiff competition from other companies and thus should perform every task with the aim of making the company have an advantageous edge over the other similar companies. Change may not take place unless the majority of the employees are ready to make sacrifices (short term) and they should be made to understand the benefits of that change (Kotter, 1996). Major challenges to the vision must first be identified as this would enable the company to study and eradicate them if the vision is to been achieved. One major setback has been the fact that in most cases, products by Dell are only accessible by phone or through the internet. Though this may go well with the company especially in cost cutting, it may be an obstacle for larger sales. This is because the world is in the generation of instant things and â€Å"fast foods† and thus customers may be hindered from engaging in businesses where they have to wait for a longer period before they can obtain the products that they require. Mossberg (2008) gives an example of a combination of ink-jet printer/scanner/copier called DellA940 that is very superior when compared to H-P’s 2110 in speed, services and costs, but the setback with its purchase is that the ink cartilages that it uses can only be obtained by phone or internet. Making the Dell Inc the largest seller of personal computers would also require the Dell Company to set up goals and strategies in line with the vision of making the company the leading seller of computers as well as related products. One of such goals would be to make its products the most efficient and admirable by all the customers keeping in mind the ever-changing technology and innovations. Some of the products that Dell manufactures include laptops that are in different types, such as Vostro, Latitude, Dell Precision, Specialty laptops, inspiron and studio (Del Inc. 2009). Other products include the desktops, workstations, servers, storage and networking devices, printers, monitors and projectors. However, companies such as HP also manufacture and sell personal computers, printers and servers and this has become a major business threat to Dell. For example in 2006 Dell was using the Intel chips as compared to HP’s use of AMD chips (regarded as more superior) which was seen as a disadvantage (Cantrell, 2006). Also the company can become a leading company in computer hardware manufacturing business by focusing on achieving different mix of products which may include those that are none related with personal computer such as the storage products, servers and services. This would make it not to rely so much on personal computer business, which accounts for sixty-six percent of the company’s sales. Experts believe that HP has an advantage over Dell especially with large corporate customers because it has a diversified mix of businesses (Cantrell, 2006). The other strategy that should be considered by Dell Inc should be to improve the customers’ relations. Customer relation is important because it has been proven that keeping the already existing customers is easier than getting the new ones and because those customers that are satisfied will do the advertising for the company’s products. All the Dell employees should be trained on how to improve customer relations by ways such as appreciating the customers orally, in writing or through the websites. Any complains that is raised by any of the customers should be solved immediately and in a friendly way. This can be done by replacing or repairing any product that is reported to have been faulty or even by refunding them their money or adding them a gift (Alibaba, 2009). The customers should also be given clear guidelines on how to make orders easily for any products with full information on how to do it. When customers have made any purchase, a questionnaire should be sent to them to show that the company is concerned about their satisfaction. Finally, the customers should be given as many options for contact as possible and when they send any enquiry or order it should be attended to immediately (Alibaba, 2009). For the employees of Del Incorporation to feel part of the vision, they should not only be made a part of it verbally, but should also be motivated so that they can work very hard towards it. This should be done during the signing of the contract where the employees should be given the opportunity to choose the kind of the training contract that they want to sign. â€Å"Fully self directed† contract should be encouraged as the worker will fill in the topic of training, the process of training and the mode of assessment. The document will then be ratified by the supervisor or by the HR manager. This would be very important, as employee’s resistance has been a major obstacle to the fulfillment of any company’s vision (Hitt, 2007). The workers can be motivated in different ways such as being offered morale boosters such as being offered a free ice cream at the end of every week, picnic or a movie. This makes employees to feel part of the company thus will do everything to support the vision of making Dell the leading seller of PCs and related products. Their views though may not be implemented should also be received by the management. Any time they perform a task in line with the company vision, they should be rewarded, for example with a day off or with a cash prize, a day off or a certificate of appreciation (Microsoft, 2009) For this vision to come true, every part of Dell workforce should be involved. The management of the company should be responsible in articulating the vision to the workers and motivating them. They should direct the employees in line with the strategies that they have come up with as well as supervise them in implementing them. The human resource manager is also very instrumental in ensuring that there is a communications structure encouraging the employers to work towards the vision. All employees raging from the support staff, engineers, marketers, public relations officers, web designers, managers and even accountants should be involved in the vision designing as well as its achievement. The marketers and the public relations officers will play very important roles as they are the ones who will be in direct contact with the customers and will portray the picture of the company either positively or negatively. The engineers and the researchers will be very useful as they will be involved in the process of manufacturing personal computers and other computer related products that would compete with similar products of the other rival companies. If the all stakeholders in the company join their hands and work towards the vision, then Dell Inc. will become the leader in selling PCs and related products in the entire globe. References Alibaba. 43 Phenomenal ways to improve your customer relations. Retrieved March 24,   Ã‚  Ã‚  Ã‚   2009, from http://resources.alibaba.com/topic/51248/43_Phenomenal_Ways_to_Improve_Your_Customer_Relations.htm   Bergstein, B. (July, 19 2006). PC market called â€Å"healthy† despite weak demand in Europe.   Ã‚  Ã‚  Ã‚   Retrieved 24 March 2009, from http://www.boston.com/news/local/massachusetts/articles/2006/07/19/pc_market_called_healthy_despite_weak_demand_in_europe/ Cantrell, A. (Feb. 10 2006). All’s not well with Dell. CNN. Retrieved March 24, 2009,   Ã‚  Ã‚   from http://money.cnn.com/2006/02/10/markets/spotlight/spotlight_dell/index.htm CNN. (2009). Dell inc- company information. Retrieved March 24, 2009, from   Ã‚  Ã‚  Ã‚   http://money.cnn.com/quote/snapshot/snapshot.html?symb=DELL Hitt, M.A.et al (2007).   Strategic management concepts. Wiley. Retrieved March 24, 2009,      Ã‚  Ã‚  from   mclennan.mbs.edu/classroom/bibliographies/Strategic_management_of