What caused the Great Depression of the 1930s What happened during the Essay

What caused the Great Depression of the 1930s What happened during the depression - Essay Example and during the crisis of the 1930’s, are still being debated today while the country suffers through a similar economic situation due to similar causes. Unfortunately most of what the government did then, as some would argue today, did little to help either people or business and only acted to make the situation worse. This paper examines what caused the Great Depression, its effects on the country and the results of the government’s reaction to it. Many things contributed to causing the Great Depression but there were two key reasons, the lack of financial oversight and the country’s wealth was unevenly distributed among its citizens. The 1920’s was a prosperous period for the country but a middle class, as we know it now, did not exist. Those with money kept the economy going due to their voracious consuming habits but when the rich slowed or stopped spending the economy followed suit. While businesses had significant productivity gains during the 1920’s, its employees shared a relatively small portion of the wealth they produced.   â€Å"Between 1923 and 1929, manufacturing output per person-hour increased by 32 percent, but workers’ wages grew by only 8 percent.† (Collazo, 2005). During this period, corporate profits rose by 65 percent and the government gave huge tax breaks to the wealthy allowing them to keep much of those profits. The Revenue Act of 1926 lowered the taxes of persons m aking $1 million per year by about 70 percent.    By 1929 the total earnings for the top one-tenth of one percent of American households was equal the bottom 42 percent.   The U.S. economy became more unstable as the income inequality grew. The health of the country’s economy depended on how much the rich spent but during the late 1920’s this very small portion of society began to decrease not only its spending but investment expenditures too which greased the wheels of the economic decline. â€Å"Since there were relatively few persons of great wealth, a

Mid-Semester Exam Essay Example for Free

Mid-Semester Exam Essay ?Both Heraclitus and Parmenides were obsessed with change. Explain how change fits into each of their philosophical systems. Are there any two similarities in their two accounts? Why are they so important to later metaphysicians such as the particle theorists? Heraclitus believed in the unity of opposites. The succession of the opposites brings out his key notion of change. The successive manifestation of contrary properties in an object is a way of saying that everything undergoes change. All, things, according to Heraclitus, are in a constant flux. Comparing this change to stepping into a river, he says: ‘you cannot step twice into the same river. ’ I agree with this proposition considering the fact that the molecular property of a river at an instance is not the same, since it is constantly flowing. The constant flowing of the river suggests a constant movement of molecules so that new molecules interact with objects the river is in contact with. One may return to the same river, but fresh waters have flowed into it, making it different. With this notion of change, it can be said that nothing retains its identity, though it remains the same thing. The object therefore endures, even though it is undergoing constant change and some of its components or characteristics may be lost. I think that the unity of the opposites therefore is a necessity for the existence of equilibrium, so that though in opposition, they maintain a balance and order in an object, and in nature as a whole. This unity which brings about balance and order is what Heraclitus calls the logos. Parmenides’ views are a contrast to those of Heraclitus; a sharp turn around the notion of change. He denies the reality of change, motion and void. For him, change is impossible and incoherent. All existence is permanent, ungenerated, indestructible and unchanging. In his view, there are no opposites, no plurality. For him, change and motion were mere illusions. He favored pure reason as a path of understanding the world and its nature. He argued against the existence of void, equating it with non-being. For Parmenides, what ‘is’ must exist, and what ‘is not’ cannot exist, and is ‘completely unlearnable’. Only two things underlie reality for Parmenides: being and non-being. Anything that can exist and can be thought about must exist. It is therefore impossible to think or speak about what does not exist. Therefore, nothing cannot exist, and nothing can come into existence if it is not. For him, there is no difference between past, present and future. Therefore what is, already exists, and will exist, without change. What is, is therefore necessary. Parmenides names the logos of Heraclitus, being. He opposes two possibilities for thought, being and non-being, and says that being is the only way that can be for thinking. The most non-being could do would be to ‘not be. ’ The appearances referred to as illusion or delusion are like what Heraclitus calls the ‘flux and flow’ of reality – beings coming to be and passing away; this permeates all reality; but in Parmenides’ view, they must only and can only return to being at what is perceived as destruction. For particular theorists, atomists in particular, the permanence of Parmenides and flux of Heraclitus are reconciled, and the atomic theory was conceived. I think this is their most important contribution to later metaphysicians.

September 11 and Arab-Israeli Peace Essay examples -- Threats to World

The current war on terrorism creates a great opportunity to advance the Arab-Israeli peace process. In the aftermath of the terrorist attacks, some argued that the most effective way to prevent future attacks would be to address the root causes of terrorism, notably the Palestinian issue. Israeli Prime Minister Ariel Sharon indeed became alarmed that in its attempts to build a wide coalition, one that includes as many Arab and Muslim states as possible, the United States might "appease" the Arabs. It would do so by sacrificing Israel's interests. Osama bin Laden, for his part, is using the Palestinian issue for his war against America and the West, to appear as the great savior of the suppressed Palestinians much as Saddam Hussein tried to do a decade ago. "Appeasement" of bin Laden and his associates would be fruitless. These fanatics are not trying to influence the fine details of an Arab-Israeli peace. They planned their horrific actions well before the recent collapse of the peace process. Peace in the Middle East is their great enemy, which will deprive them of a great issue to mobilize money and support for their war against America and Arab regimes such as Saudi Arabia and Egypt. There is no way any peace agreement can satisfy their demands, because they wish Israel not to exist at all. Israeli worries about coalition deals with Arab states behind its back are understandable and such deals have to be avoided. However, a more forceful U.S.engagement in the peace process, which will result in security for Israel and the establishment of a viable Palestinian state alongside it, is a key interest of both the United States and Israel. All the better if such an outcome will "appease" the mode... ...endations about confidence-building measures should be a first step in reviving the peace process one year after it collapsed. To be sure, the assassination of an Israeli cabinet minister by Palestinians militants on Wednesday poses a major threat to this opportunity to promote peace. While restraining Israel, the United States and the international community should take advantage of the current situation to exert very heavy pressure on Arafat to crack down decisively on his radicals so that the terrorism against Israel will finally stop. Suppressing the militants is a prerequisite not only for reviving the peace process but for avoiding a dangerous escalation of violence. Moreover, disarming the radicals is an essential condition for building a viable Palestinian state able to live peacefully alongside Israel.

Conforming to Societys Norms Essay -- Ethics Norms Mores Essays

Conforming to Society's Norms In today's day and age contemporary society's are built upon the thought of citizen conformity to a prescribed set of values and norms to. This idea of complies to social standards makes one think as to how these norms of fact society as a whole and an individual. The main driving component which draws people too conformity are the desire to be excepted in certain status groups. People fear that if they do not conformity is norms that they will be breaking the social contract therefore been shunned by society at not being able to achieve their personal goals. Further analysis of these forces for conformity in contemporary society it will be shown that these forces produced negative ethical conduct and hinder the foundation of justice that the political system of Canada is based upon. Conformity in society is what individual takes upon the beliefs and ways of life is another group or from someone in charge. " Conformity includes a strong component of intolerance of nonconformity, necessarily entails an unwillingness to commit other people to deviate from pads of established belief." Conformity is not necessarily imply that one is in agreement with the set of norms but that the norms are merely abided by for various reasons that will be discussed. Social class hold significant impact on a person's behavior as a prescribed one's conditions in life. Social class, in contemporary society, the first to the amount of education of person has been subject to as well as their occupational position. The class hierarchy of suggest that decisions and actions of members of higher class will have an impact on society and have consequences, whereas a believe exist at the lower classes are at the ... ...portunities and political representation. Patronage projects these principles by creating a realm of preferential treatment and representation of a politicians personal needs instead of the needs of the country. As shown, various forces of conformity and exist in modern society's the conflicting nature of these forces create difficulties in establishing when conformity is necessary what exactly conformity is. Forces of compliance, such as the class structure, group pressure, the idea of a social contract, achievement of societal and personal goals, the interdependent nature of society, and the fear of punishment create inequality in society and continue to into her overtime the strength of the sources of conformity ultimately produced negative ethical conduct, inequality, and disrupt the foundation of justice that the Canadian political system is based upon.

Organizational Risks & Mitigation Methods Essay

As per our discussion last week I’ve prepared this memo that outlines the risks that CWTI faces and methods of mitigation for those risks. The goal of this exercise is to have a starting point for establishing a risk management process within CWTI. Below I’ve identified risks and provided suggested methods of mitigation for each. I’d like to point out that while most of these risks have more than one potential mitigation method, I chose to present the method I believe would be most successful for CWTI. 1.)Risk of fluctuation in foreign exchange rates –USD receivables Mitigate using control method ie. forward contracts, hedging etc. 2.)Risk of fluctuation in interest rates – USD loan Mitigate using control method ie. forward contracts, hedging etc. 3.)Risk of supply shortage/delay due to truck breakdowns Mitigate using diversification ie. Have alternative options of transportation readily available 4.)Risk of losing major customer Mitigate using diversification ie. Try to gain other customers in need of timber 5.)Risk of losing timber licenses Mitigate using control technique ie. Establish strong internal controls regarding the requirement to clear and replant and ensure to measure controls. 6.)Risk of non-compliance with national stock exchange requirements Mitigate using control technique ie. Establish strong internal controls regarding compliance requirements for stock exchange. 7.)Risk of inventory shrinkage due to theft, damage Mitigate using sharing/transferring technique ie. Purchase insurance for buildup of inventory 8.)Risk of supply delay if sawmill equipment goes down, staff turnover/lack of skilled staff Mitigate using diversification technique ie. Have alternative options of production in the event either of these occur 9.)Risk of delay/damage/lost shipment to overseas market Mitigate using sharing/transferring technique ie. Purchase additional insurance that would cover this 10.) Risk of timber market/supply – what if something happens to forest? Fire, bug infestation Mitigate using diversification ie. Find other supplies of timber 11.) Risk of reputation – environmental groups if CWTI doesn’t live up to the clearing/replanting requirement Mitigate using control ie. Establish strong internal controls to ensure all clearing/replanting requirements are being fulfilled. 12.) Risk of not meeting financial obligations due to delayed/infrequent receivables – CWTI operates year round but majority of payment only gets received around December & January (based on 60/90 day terms) Mitigate using diversification ie. Find more new customers that require timber throughout the year to balance the cash flow. We can further discuss other mitigation methods should you please. I look forward to your feedback.

Compare features of individual lifestyle approach with the New Public Health Approach

Compare features of individual lifestyle approach with the New Public Health Approach Approach constituting to better health for all Australians.The new public health is primarily about empowering individuals, encouraging community participation and recognising social determinants of health in health promotion programs and initiatives. It also provides us with a holistic view of health whereby interacting factors influence health. It's aim is to increase community action and participation this is done by the encouragement of healthy public policy, intersectoral collaboration and social support.The Individual lifestyle Approach assumes people can take control over their own health, it uses the blame mentality where the ill individual is the one responsible for ill health, also it supports the belief that the supply of resources solves health problems. It aims to primarily encourage individuals to take control over health by changing their own lifestyle behaviour. This view of health is limited because it is narrow minded and fails to define social factors that influenc e health and the basic fact that not everyone is able to fully take control of their health.HealthE.g. such social factors include: socio-economic status, education, religious and cultural backgrounds.Features of the individual lifestyle approach and the New Public Health Approach show us their effect on the community as a whole and aim to achieve to promote better health for all Australians. Australia has moved towards the New Public Health Approach to health promotion mainly due to the simplistic understanding and the limitations of the individual lifestyle approach.

Andy Warhol Biography and Career Essays

Andy Warhol Biography and Career Essays Andy Warhol Biography and Career Paper Andy Warhol Biography and Career Paper I am going to do my personal study on Andy Warhol one of the most influential artist on the Pop Art movement.I hope to produce a realistic and correct account of his life and will be investigating his obsession with fame and money and whether he was in the art world for the money. No other artist is as much identified with Pop Art as Andy Warhol. The media called him the Prince of Pop. Warhol made his way from a Pittsburgh working class family to an American legend. Andy Warhol the American artist, photographer and filmmaker was born in 1930 in Pittsburgh as the son of Czechoslovak immigrants. His father was as a construction worker and died in an accident when Andy was 13 years old. Andy showed an early talent in drawing and painting. After high school he studied commercial art at the Carnegie Institute of Technology in Pittsburgh. Warhol graduated in 1949 and went to New York where he worked as an illustrator for magazines like Vogue and Harpers Bazaar and for commercial advertising. He soon became one of New Yorks most sought of and successful commercial illustrators. In 1952 Andy Warhol had hisfirst one-man show exhibition at the Hugo Gallery in New York. In 1956 he had an important group exhibition at the renowned Museum of Modern Art. In the sixties Warhol started painting daily objects of mass production like Campbell Soup cans and Coke bottles. Soon he became a famous figure in the New York art scene. From 1962 on he started making silkscreen prints of famous personalities like Marilyn Monroe or Elizabeth Taylor. The pop artist not only depicted mass products but he also wanted to mass-produce his own works of pop art. Consequently he founded The Factory in 1962. 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Discussing Friendship Lesson for English Learners

Discussing Friendship Lesson for English Learners Friendship is central to everyones life. Ive found over the years that students are always happy to speak about their friends. An added bonus is that speaking about friends requires students to speak in the third person - always useful practice for the dreaded s in the present simple. Discussing work or conversations about love can be fruitful, but if there are problems at work or at home, students might not want to discuss these popular topics. Friendship, on the other hand, always provides good stories. Use these quotes about friendship to help students explore their notions, preconceived ideas, expectations, etc. about their own friendships, as well as discuss what true friendship really means. As quotations generally provide insight into the topic, ask students to use the questions to help guide them through a discussion of each quotation. Aim: Improving conversational skills related to friendshipActivity: Exploration of the meaning of quotes related to friendshipLevel: Intermediate to advanced Outline Take a quick classroom survey rating their workplace asking students for a definition of friendship.Compare and contrast traditional views of friendship with the current trend of liking and friending on social networks.Read one of the quotes on work. Discuss as a class using the questions provided in the handout.Have students get into small groups of three to four students.Ask students to use the questions to discuss the quotes and how they relate to their own friendships.As a class, ask students if there were any comments/views that surprised them and why.As a class, clarify the characteristics of a good friend. Write a list on the board separating acquaintance and friend. What are the differences between the two?As a follow-up exercise, ask each student to write a short cause and effect essay based on their favorite quote about friendship. Students should include the reasons why they believe the quote is true and what effects following the advice should have. Questions Evaluate each quote below using these questions. Does the quote define friendship? How?Does the quote seem to suggest the differences between a true friend and someone who is not?Does the quote provide a key to success in friendships? If yes, what seems to be the key?Does the quote caution you about something concerning friendship?Is the quote humorous? If yes, whats the point of the joke?Which quote seems the closest to your own definition of friendship?Which quote do you disagree with? Why? Quotes â€Å"Dont walk behind me; I may not lead. Dont walk in front of me; I may not follow. Just walk beside me and be my friend.† ― Albert Camusâ€Å"Its the friends you can call up at 4 a.m. that matter.†Ã‚  Ã¢â‚¬â€¢ Marlene Dietrichâ€Å"The capacity for friendship is Gods way of apologizing for our families.†Ã‚  Ã¢â‚¬â€¢ Jay McInerney, The Last of the Savagesâ€Å"The worst part of success is trying to find someone who is happy for you.†Ã‚  Ã¢â‚¬â€¢ Bette Midlerâ€Å"Anybody can sympathize with the sufferings of a friend, but it requires a very fine nature to sympathize with a friends success.†Ã‚  Ã¢â‚¬â€¢ Oscar Wildeâ€Å"Wishing to be friends is quick work, but friendship is a slow ripening fruit.†Ã‚  Ã¢â‚¬â€¢ Aristotleâ€Å"A friend may be waiting behind a strangers face.†Ã‚  Ã¢â‚¬â€¢ Maya Angelou, Letter to My Daughterâ€Å"Friendship is delicate as a glass, once broken it can be fixed but there will always be cracks†Ã ‚  Ã¢â‚¬â€¢ Waqar Ahmedâ€Å"Friendship is always a sweet responsibility, never an opportunity.†Ã‚  Ã¢â‚¬â€¢ Kahlil Gibran, The Collected Worksâ€Å"The antidote for fifty enemies is one friend.†Ã‚  Ã¢â‚¬â€¢ Aristotle

Pixar and Disney Essay Example | Topics and Well Written Essays - 1500 words

Pixar and Disney - Essay Example The success of Pixar and decline of Disney may be traced to how these organizations responded to the changes in their social and technical environments. Upon cursory reading, Pixar appeared to have made a name for itself primarily through the use of digital technology in animation, to which it owes its commercial success, while Disney remained dedicated to the traditional method which no longer found strong following in the market. Closer inspection shows that there was a fundamental difference in the way the organizations functioned that was separate from the technology each used. Organizations may be seen to operate as open systems which interact with their environments in a complex and dynamic way. According to Ingols, Cawsey & Deszca (2011), open systems are called so because they are not isolated from their environment, but freely exchange information, materials, and energy with them. They are comprised of interdependent parts connected by a complex set of interrelationships. They move towards equilibrium, and once in equilibrium, will not change unless some energy is introduced. Individuals within a system would have a different perspective of the system’s function and purpose than those outside of it. Looking at organizations as open systems enables managers to better identify areas of misalignment and risk. The Nadler-Tushman Congruence Model is comprised of inputs that shape the strategy. The strategy drives the transformative processes box which eventually leads to the outputs. Feedback loops flow back to earlier stages to complete the model. The transformative work process includes four categories, namely informal organization, formal organizational arrangements, individual, and task. (people), and task (work). The Congruence Model states that these four categories in the work transformation area should be congruent (i.e., should fit) with each other (Jones, Brazzel, & ITL, 2006, p. 196). Pixar is an example of an open system which takes full advantage of the dynamics within the organization itself, and between the organization and the environment. Within Pixar, the informal organization is as important as, if not more than, the formal structure. Pixar has developed a â€Å"culture of collective creativity† that â€Å"values people above ideas,† and tasks are boldly add ressed because of the empowerment of employees. Feedback is swift because lines of communication are open; everyone feels safe to offer ideas, and innovation is highly prized (Catmull, 2008). Strong long-term friendships are forged, and as a result, the organization feels competent to take risks. This makes the external influences welcome within the company, thus it takes advantage of inputs from the academic community, the technical and artistic fields, and of course the demand from the market. In contrast, Disney is a highly traditionalist organization which emphasized hierarchy and centralization. Eisner insisted on maintaining strict control even over creative processes and roundly criticized ideas not in line with his own, thereby discouraging people from taking initiatives for fear of reproach. Regard for people took a back seat to revenues and stock performance. In other words, corporate Disney did not promote openness among its employees, lacked congruity or â€Å"fit† among its component parts, and discouraged open feedback and communication. It was unreceptive to outside influences, preferring to stick to its â€Å"proven† traditions harking back to early Disney years. It felt it has found its equilibrium, and resisted any risk that may disrupt it. In short, Pixar has taken full advantage of

The Curious Case of Benjamin Button and Benjamins Character Essay

The Curious Case of Benjamin Button and Benjamins Character - Essay Example This paper stresses that Genre, Mise-en-scà ¨ne, lighting, camera angle, sound, and narrative are some of the film-making techniques used in this film. This paper is going to analyze these film-making techniques used in the film, and describe how Benjamin was able to face all the difficulties in his life. According to Campsall, a film’s genre hints what to expect in the film, and this film’s genre ranges between science fiction, romance and history. Science fiction is used because Benjamin’s condition at birth, and the way he lived from old to young cannot exist. From this paper it is clear that Romance is also a genre used in this film and it can be seen in the way Benjamin falls in love with Daisy. She developed a close friendship with him from an early age, and even though they were separated at some point, they still loved each other. The movie is set in the just after the end of the First World War, and history as a genre can be seen here. There is family who lost their child in war, and there is a time when Benjamin and a crew in a ship were in war for America. One can be able to see the livelihood of people during that time and learn a few things about history. The movie starts in a hospital, and the director only shows old Daisy lying on the bed, her daughter, and an attending nurse. Mise-en-scà ¨ne is used here because the hospital’s name is not shown, and other patients are also not shown.

The Christian View of Scripture Essay Example | Topics and Well Written Essays - 500 words

The Christian View of Scripture - Essay Example However, what is the difference between strict and limited inerrancy? Is it just another â€Å"interpretation† mechanism used to appease those around us? Knowing whether the Bible is reliable or not is what thousands of scholars try to prove or disprove on a daily basis. Some scholars write books, some preach and others just take it all in with the hopes that when it all comes down to the last days, what God said in the Bible will be true. Things will line up, things will make sense. It will be like a math problem with an obvious answer. The problem is that there is no obvious answer. According to Theopedia, an online resource, inerrancy is â€Å"the view that when all the facts become known, they will demonstrate that the bible, in its original autographs and correctly interpreted is entirely true and never false in all it affirms†¦Ã¢â‚¬  But there have been so many translations of the Bible, who is to know which one isâ€Å"Original† in all it affirms? This que stion has puzzled many Bible readers, and theologians. Another question that has puzzled people more is whether there is a difference between strict and limited inerrancy. Which one is more convincing and why? Limited inerrancy, according to Spotlight Ministries, is the idea that what God intends to convey in scripture, or the message of scripture, is without error.

Nutritional Therapy Assignment Example | Topics and Well Written Essays - 3500 words

Nutritional Therapy - Assignment Example In this assignment, where a dietary assessment would be undertaken of the micronutrients in my diet, and I will list all foods eaten in a three-day period in the second half of the week, where a weekend diet is also included. Although this provides a fair idea about the usual diet, this method has been criticized to be not totally accurate. This is because, the subjects either forget or are not totally truthful. They are also sometimes inclined to say they have eaten certain foods because they know they should have done so. However, in the absence of a more reliable method, this option is worth exploring. In this assignment, the collated data will be analyzed by a computer software programme to determine of the nutrient intake has been appropriate. It will accurately reveal any nutrient deficiencies from this dairy. Rice, white, long-grain, parboiled, enriched, dry; Vegetables, mixed, frozen, cooked, boiled, drained, without salt; Soup, vegetable beef, dry, mix; Chicken, meatless, breaded, fried; Fruit punch drink, frozen concentrate Rice, white, medium-grain, cooked; Vegetables, mixed, frozen, cooked, boiled, drained, without salt; Chicken breast tenders, cooked, microwaved; Soup, chicken broth cubes, dry; Desserts, flan, caramel custard, prepared-from-recipe When these steps are evaluated together, the dietician has the best possible opportunity to make an accurate nutritional assessment. ... Personal Food Diary Day 2 Meal Contents of the Meal Notes Breakfast Cereals, ready-to-eat, ALPEN; Milk, indian buffalo, fluid; Egg, whole, cooked, scrambled; "Apples, canned, sweetened, sliced, drained, unheated Lunch BURGER KING, Chicken WHOPPER Sandwich; Hot Cocoa Mix Rich Chocolate With Marshmallows Dinner Rice, brown, medium-grain, cooked; Potato salad, home-prepared; Beef, corned beef hash, with potato, canned; Vegetarian stew; Desserts, apple crisp, prepared-from-recipe Snacks Candies, NESTLE, AFTER EIGHT Mints Beverages None Food Groups Food Groups Milk and Dairy X X Meats X X Grains X Fruits X X X Vegetables X X X Other X X X Computer Analysis Personal Food Diary Day3 Meal Contents of the Meal Notes Breakfast Bread, wheat; Papaya nectar, canned Lunch Rice, white, medium-grain, cooked; Vegetables, mixed, frozen, cooked, boiled, drained, without salt; Chicken breast tenders, cooked, microwaved; Soup, chicken broth cubes, dry; Desserts, flan, caramel custard, prepared-from-recipe Dinner Rice noodles, cooked; Veal, ground, cooked, broiled; Fish, haddock, smoked; Vegetarian stew; Fruit salad, (pineapple and papaya and banana and guava), tropical, canned, heavy syrup, solids and liquids Snacks Snacks, fruit leather, pieces Beverages Alcoholic beverage, wine, table, white Food Groups Food Groups Milk and Dairy X X X X X Meats X X X Grains X X Fruits X Vegetables X X X Other X X X X Computer Analysis When these steps are evaluated together, the dietician has the best possible opportunity to make an accurate nutritional assessment. This information can then be used by the dietician or the nutritional

Supply and Demand in Health Care Term Paper Example | Topics and Well Written Essays - 1000 words

Supply and Demand in Health Care - Term Paper Example As people get old, their physical bodies degenerate and people lose the beauty that they had when younger as they grow older. However, people do not like getting old and the fact that this shows on their faces and bodies makes it even worse. People yearn for the energy and beauty of the youth, hence their desire for plastic surgery to continue looking younger even in their old ages. Cosmetic surgery can be done on any part of the body, but the most common include the face, nose, lips, arms, abdomen, female breasts, forehead, and upper parts of the legs. These are usually enhanced in order to make them tighter for the limbs and face, fuller for the lips, smaller for the nose, bigger for breasts and firmer for the abdomen. All these procedures are conducted on people of different ages, races and sex as people try to conform to the modern definition of beauty and functionality, which has set standards for each part of the body. The results and consequences of such procedures are not nec essarily appreciated by every person. Many of the people that have undergone plastic surgery are celebrities like actors, actresses, musicians, socialites and other people in the media who have images to maintain. Many have gone the plastic surgery way in order to maintain their looks, hence their images, which act as one of their best selling assets. Modern methods of plastic surgery have been performed on people since the First World War when reconstructive surgery was performed on injured soldiers to restore their wounded bodies and resume functionality. However, the science of cosmetic surgery dates back several centuries before in 800 BC where it was first performed in India by Sushruta, who is referred to as the father of plastic surgery (Gullette, 2011). Despite its being around for period longer than many medical procedures or even drugs like penicillin, cosmetic surgery is one of the most expensive medical procedures in the world. One reason for their phenomenal cost includ es the fact that people are willing to pay anything to remain young because of the absence of a drug that reverse the aging process that has been discovered yet, hence plastic surgery being the closest people can get to doing this. Other reasons for the high costs include the fact that the surgery is not a necessity but could be deemed a luxury, the need for special equipment to perform it and the scarcity of plastic surgeons that are very good at their work. People travel for thousands of miles from their countries to travel to clinics that specialize in plastic surgery, if only to maintain young looks (Gullette, 2011). The costs of cosmetic surgery are so prohibitive that normal people cannot access the services. Many people, probably out of vanity, have accrued huge amounts of debt by borrowing in order to undergo plastic surgery. This does not make sense financially because the procedure is more of a luxury than a necessity. The costs of undergoing plastic surger

Nutritional Therapy Assignment Example | Topics and Well Written Essays - 3500 words

Nutritional Therapy - Assignment Example In this assignment, where a dietary assessment would be undertaken of the micronutrients in my diet, and I will list all foods eaten in a three-day period in the second half of the week, where a weekend diet is also included. Although this provides a fair idea about the usual diet, this method has been criticized to be not totally accurate. This is because, the subjects either forget or are not totally truthful. They are also sometimes inclined to say they have eaten certain foods because they know they should have done so. However, in the absence of a more reliable method, this option is worth exploring. In this assignment, the collated data will be analyzed by a computer software programme to determine of the nutrient intake has been appropriate. It will accurately reveal any nutrient deficiencies from this dairy. Rice, white, long-grain, parboiled, enriched, dry; Vegetables, mixed, frozen, cooked, boiled, drained, without salt; Soup, vegetable beef, dry, mix; Chicken, meatless, breaded, fried; Fruit punch drink, frozen concentrate Rice, white, medium-grain, cooked; Vegetables, mixed, frozen, cooked, boiled, drained, without salt; Chicken breast tenders, cooked, microwaved; Soup, chicken broth cubes, dry; Desserts, flan, caramel custard, prepared-from-recipe When these steps are evaluated together, the dietician has the best possible opportunity to make an accurate nutritional assessment. ... Personal Food Diary Day 2 Meal Contents of the Meal Notes Breakfast Cereals, ready-to-eat, ALPEN; Milk, indian buffalo, fluid; Egg, whole, cooked, scrambled; "Apples, canned, sweetened, sliced, drained, unheated Lunch BURGER KING, Chicken WHOPPER Sandwich; Hot Cocoa Mix Rich Chocolate With Marshmallows Dinner Rice, brown, medium-grain, cooked; Potato salad, home-prepared; Beef, corned beef hash, with potato, canned; Vegetarian stew; Desserts, apple crisp, prepared-from-recipe Snacks Candies, NESTLE, AFTER EIGHT Mints Beverages None Food Groups Food Groups Milk and Dairy X X Meats X X Grains X Fruits X X X Vegetables X X X Other X X X Computer Analysis Personal Food Diary Day3 Meal Contents of the Meal Notes Breakfast Bread, wheat; Papaya nectar, canned Lunch Rice, white, medium-grain, cooked; Vegetables, mixed, frozen, cooked, boiled, drained, without salt; Chicken breast tenders, cooked, microwaved; Soup, chicken broth cubes, dry; Desserts, flan, caramel custard, prepared-from-recipe Dinner Rice noodles, cooked; Veal, ground, cooked, broiled; Fish, haddock, smoked; Vegetarian stew; Fruit salad, (pineapple and papaya and banana and guava), tropical, canned, heavy syrup, solids and liquids Snacks Snacks, fruit leather, pieces Beverages Alcoholic beverage, wine, table, white Food Groups Food Groups Milk and Dairy X X X X X Meats X X X Grains X X Fruits X Vegetables X X X Other X X X X Computer Analysis When these steps are evaluated together, the dietician has the best possible opportunity to make an accurate nutritional assessment. This information can then be used by the dietician or the nutritional

Racial Discrimination and Health Problems Essay Example | Topics and Well Written Essays - 500 words

Racial Discrimination and Health Problems - Essay Example However, how much of this stands true for racism specific stress has also been the subject focus of many studies. Researchers found an association between perceived racism and ambulatory blood pressure in African American college students (Hill et al, 2007). Also at workplace, stressful racism places African Americans in a high probability group for the development of higher blood pressures (Health and Medicine Week, 2004). This clearly shows that racism can hasten the onset of hypertension even in younger age group and possible conclusion that can be drawn is that in an aging population the superimposed ill effects of stress induced by racism may be even greater. Similarly, women with higher stress scores who were subjected to high levels of internalized racism were at a higher risk of developing metabolic disorders such as obesity and diabetes due to altered hormone secretion (Tull et al, 2005). Studies have also attempted to assess objectively, mental and psychological implication s of racism specific stress (Chakraborty et al, 2009). Further research is required to reach a conclusion linking the association of stress per se resulting from experiencing racial discrimination per

English language Essay Example for Free

English language Essay Why choose Westminster Kingsway College? Our central London location: courses take place at our Victoria Centre which is a five-minute walk from Victoria mainline and underground stations Our facilities and resources: the centre has a very well-equipped Learning Centre with IT facilities and an extensive range of teaching and learning materials Our online Virtual Learning Environment ‘Moodle’: this allows access to a range of support materials on your home PC Our experience: we have been running teacher training courses for over 25 years and have a well-deserved reputation for extremely high quality, effective teaching Our training team: we have a large team of highly-qualified and experienced teacher trainers. They have all worked in the public and private sectors in the UK and overseas and some are CELTA assessors. You can find out more about them in the â€Å"Trainer Profile† section Our quality assurance systems: in addition to external monitoring by Cambridge, we are part of the public sector and are inspected by OFSTED Our success rates: we have a proven track-record of extremely good pass rates on all our courses The level of individual attention we offer: our trainers are involved at every stage of your course, from initial enquiry to post-course advice and guidance The profile of our teaching practice groups: our students are highly motivated and come from a very wide variety of linguistic, geographic and social backgrounds. Some are asylum seekers and refugees whilst others are living and working in London for a relatively short time. This mix of students means that your teaching practice gives you experience to equip you to teach in a range of contexts in both the private and public sector in the UK or overseas. It also helps you decide which sector you would prefer to work in Extremely high level of trainee satisfaction: see â€Å"What CELTA did for me† for comments from past trainees Advice and guidance on employment opportunities: all our courses include sessions on finding teaching work, and some of our candidates go on to work in Westminster Kingsway and other colleges If you have any questions, or would like to discuss your application, please contact one of our trainers on 020 7802 8940 / 8343 / 8378. The College is closed over Christmas, Easter and during the summer holidays. During these times, you will hear a voice-message giving you further information.3 About Westminster Kingsway College: Teacher Training Westminster Kingsway College’s Teacher Training courses are based at the Victoria Centre, right in the heart of London, about 5 minutes walk from Victoria underground and main line station. In addition to Teacher Training courses, the College offers part-time day and evening courses in English/ESOL (English for Speakers of Other Languages). We are part of the public sector and receive government funding for our courses. This means that our fees compare favourably with other teacher training providers. Our facilities include a large cafeteria, a very well-equipped Learning Centre and computer access for all learners. Our Teacher Trainers All our team are qualified teacher trainers, with extensive experience of teaching EFL and ESOL in a range of contexts, both in the UK and overseas. The majority are also Cambridge-accredited external assessors. They are all directly employed by the College and regularly update their teacher training skills and expertise. Trainer Profiles Katerina Ashiotis: Katerina started her teaching career as an EFL teacher in the private sector in London soon after leaving college. She travelled, then taught in Greece for two years in a private school. She then returned to London and worked as an English teacher teaching adults full-time. She worked in three different private schools as an EFL teacher, Senior Teacher and Director of Studies and started teacher training in 1994. Katerina has a Diploma and an MA in Linguistics and in 2002 completed a PGCE in FE (PCET with ESOL Specialism). Parallel to working and training in the private sector she worked as a visiting EFL lecturer at Westminster Kingsway College for over 12 years. She started working at Westminster Kingsway College full-time as an ELT lecturer and teacher trainer in 2002. In addition to the CELTA course, Katerina is also a teacher trainer for PTLLS and DTLLS courses. Most recently, she has been involved in the design and delivery of a number of training programmes for teachers from South Korea and Albania. Chris Brain: Following a degree in history and a PGCE at the University of London, Chris started teaching EFL in London in 1979. He then worked in Italy from 1980 to 1988 and took the RSA Diploma at International House in Rome in 1986. He returned to London in 1989 and subsequently trained as a CELTA trainer. He continued to work in the private sector, became a CELTA Assessor in 1992 and a DELTA trainer in 1998. Chris joined Westminster Kingsway College in January 2000 as a full-time member of staff and has worked on a variety of courses including EFL, ESOL, CELTA and DELTA. Michael Harmsworth: Michael began teaching in 1982 and became a teacher trainer in 1986. He has been at Westminster Kingsway College since October 1997. Before that he was Director of Teacher Training at two private language schools in London after spending a total of eight years working abroad, in Greece, Italy and Spain. In 1992 he became an Assessor for the CELTA course. Michael has an MA with Distinction in TESOL (Teaching English to Speakers of Other Languages) and the Cambridge/RSA Diploma with Distinction. He has delivered an extensive range of training courses at all levels. His current studies are focused on his obtaining Associate Membership of the British Dyslexia Association (AMBDA). Gabriel Mulcauley: Gabriel completed a degree in English Literature at the University of Sheffield followed by a PGCE in English and Drama at the University of Leeds. Her first experience of teaching English was in a Summer School in Greece. Having spent several years travelling and teaching in private language schools, Gabriel came to London in 1991 and took the Diploma in TEFL at Waltham Forest College in 1992. She began working in Further Education in 1994 at Hackney Community College before joining Westminster Kingsway College in 1998. Gabriel started training to be a teacher trainer in November 2004 and is enjoying this interesting new challenge. 4 Our English/ESOL courses and students Our English/ESOL courses are suitable for adult learners (19+) who are living in the UK either permanently or as refugees or asylum seekers and for European migrant workers. We offer a variety of courses to meet a wide range of needs. Some courses are more suitable for EU migrant workers and enable students to gain a qualification quickly. Others are more appropriate for students who need to catch up on other skills, such as basic literacy. All courses are part-time, either day-time or evening, and last either for one term or one semester (18 weeks). Students study either every day (Monday Friday) or two evenings per week (Monday and Wednesday or Tuesday and Thursday). There are two study options on the daytime courses: ESOL Extra and ESOL Express. On ESOL Extra learners study for 2.5 hours per day and on ESOL Express they study for 2 hours per day. On the evening courses, hours are the same: learners study for 2.5 hours on two evenings per week. Qualifications All the courses lead to an examination: this is usually a Trinity Skills for Life Certificate. We offer these qualifications at 5 levels from Entry 1 (beginner) to Level 2. Students take an examination in Speaking and Listening, Reading and Writing. 5 The Certificate in Teaching English to Speakers of Other Languages: CELTA (incorporating the award in Preparing to Teach in the Lifelong Learning Sector: PTLLS) What is CELTA? CELTA is an initial qualification for people with little or no previous teaching experience. It is the best known and most widely taken initial ‘TESOL/TEFL’ qualification of its kind in the world. Who recognises CELTA? It is accepted throughout the world by organisations which employ English Language teachers. It has also been accredited by the Office of Qualifications and Examinations Regulation (Ofqual) at Level 5 on the National Qualifications Framework for England, Wales and Northern Ireland. Who is CELTA for? People starting a career in English Language teaching: The course will give you a firm grounding in the fundamentals of language teaching practice, and the confidence to use these effectively in the classroom. People looking for a career change or career break: An increasing number of candidates are professionals who would like a new career path or want to take a short break in their existing career, which may involve the opportunity to live and work abroad. People already teaching English but with no formal qualifications: You may already be teaching English but have no formal teaching qualifications. CELTA will help you improve your teaching, confirm your ability and may lead to internal promotion or a better teaching job. Who is eligible to apply? We recommend that candidates have a standard of education equivalent to that required for entry into higher education (normally 2 â€Å"A† levels and above). You will also need good numeracy skills. However, we are happy to consider applications from candidates who do not have formal qualifications at this level but who can demonstrate that they have appropriate language competence, skills, and experience. The course is open to both native and non-native speakers of English. If English is not your first language, you must have a command of written and spoken English that enables you to teach across a range of levels and complete the written assignments. In our experience, most successful candidates have English as their first language and are graduates. What does CELTA involve? The course is extremely demanding and requires a high level of commitment. You are required to attend the whole course, and complete homework assignments. You will have to devote a considerable amount of time to course work outside class hours, and we strongly recommend that you do not do any part-time work or other studies during the course. You should also be prepared to accept constructive criticism from your trainers and other trainees and be willing to reconsider your assumptions about teaching and learning. What does the course cover? The course aims to teach the principles of effective teaching and a range of practical skills for teaching English to adult learners. You will have hands-on teaching practice, observe experienced teachers and complete four practically-focussed written assignments. 6 There are five main units of learning: Unit 1: Learners and teachers and the teaching and learning context Unit 2: Language Analysis and awareness Unit 3: Language skills: reading, listening, speaking and writing Unit 4: Planning and resources for different teaching contacts Unit 5: Developing teaching skills and professionalism. How will I be assessed? You will be assessed throughout the course: there is no final examination. An external assessor, appointed by Cambridge ESOL, moderates each course. There are two components of assessment: Teaching Practice: You will teach for a total of six hours, working with classes at two ability levels. Assessment is based on your overall performance at the end of the six hours. Written Assignments: You will complete four written assignments: one on adult learning and learning contexts, one on an aspect of the language system of English, one on an aspect of language skills and one on classroom teaching and the identification of action points. Assessment and Grading Grading of candidates is by continuous assessment. There is no final examination. Successful candidates are awarded the â€Å"Cambridge CELTA† at one of the following grades: â€Å"Pass†, Pass â€Å"B†, and Pass â€Å"A†. On average, about 60% of our trainees achieve a Pass, 30% achieve a Pass â€Å"B† and 5% are awarded a Pass â€Å"A†. About 5% do not succeed. While everything on the course is taken into account, and you must complete the written assignments satisfactorily, the most heavily weighted factor is your teaching performance. You will receive written feedback, including an assessment of your teaching, on all the lessons you teach. You will have at least two individual tutorials to check that your perception of your progress agrees with that of your trainers. If there is a danger that you will fail, your trainers will make this clear and discuss where and how you can improve. We aim to be as clear and open as possible about your development. As part of the Cambridge scheme, every course is moderated by an external assessor, who visits the college for one or two days. In addition to checking that we are complying with course regulations, the assessor is available to listen to any points you or your group would like to make. If you feel that we are giving you unfair assessments, you can discuss this with the assessor. Applying for the course Selection to the course is based on an interview, lasting approximately two hours and a written task. Please complete the application form at the back of this booklet and submit it with your personal statement to the Course Organiser. You will be given the written task at the interview. 7 Frequently Asked Questions Is it a problem that I’ve never taught before? No. The course is an introduction to English language teaching. People who already have experience sometimes find it a drawback as it can be difficult to unlearn old habits and learn new techniques. I have got lots of presence, I know a lot about English and I am used to standing up in front of people and telling them things, so I am bound to be a good teacher, right? Wrong. The abilities to relate well and listen to learners are more important than an over-emphasis on â€Å"telling†. Does it matter if I miss any part of the course? Yes. 100% attendance is expected other than in exceptional circumstances. What happens if I am ill during the course? The Cambridge rules stipulate that if you miss more than 20% of the whole course or any of the 6 hours of assessed teaching practice, you are not eligible for the certificate other than in exceptional circumstances. Will there be much paperwork? You will be responsible for maintaining a portfolio of your work during the course and this constitutes your official assessed record. You will also need to be able to keep records and retrieve papers easily. I have never been able to spell properly: does it matter? Yes. Learners of English expect their teachers to be able to spell reasonably accurately. Also, Cambridge rules require candidates to be able to write in English that is â€Å"essentially free of errors†. Part of our interview process is designed to check this. Will I have to follow any particular methodology? Our aim is to provide you with a range of techniques and approaches which you will be able to select from. I have never learned grammar before: is this a problem? Many native speakers of English know little about the mechanics of their own language and are unconfident about teaching grammar. Part of our selection process is to check that you have the potential to follow the grammar component of the course. When I have completed my CELTA, what further teaching qualifications should I take? It depends on your career plans. If you intend to work in Further Education, the Cambridge ESOL Diploma in Teaching in the Lifelong Learning Sector will give you the qualification you need. If you want a qualification which has a more international bias, and if you are interested in developing your EFL career more broadly, the DELTA (Diploma in English Language Teaching to Adults) may be more appropriate. We do not currently offer the DELTA course at WKC. If I am successful in CELTA, can I take the Cambridge ESOL Diploma course immediately afterwards? We recommend that you gain at least 50 hours practical teaching experience before starting the Diploma. You will have to go through a selection process which involves an interview and completion of a task. Also, we can only accept you onto the Diploma course if you already teach, or are planning to teach, in the Further Education sector. 8 Useful Books There is no official reading list, but here are some useful titles: Methodology Learning Teaching, Jim Scrivener (Macmillan Heinemann). The Practice of English Language Teaching (4th edition), Jeremy Harmer (Longman). Grammar Practical English Usage, Michael Swan (OUP). Grammar for English Language Teaching, Martin Parrot (CUP). What CELTA has done for me? For many of our trainees, success on their course has led to some very positive changes in their lives. This is what two of them told us: â€Å"I was 51 when I did my CELTA course†¦ a bit old, and my only regret is that I didn’t do it 20 years earlier. My day job had become excruciatingly unbearable and it was when I was doing Spanish evening classes that I got the idea of doing a CELTA when I realised what a pleasant life my Spanish teacher was having. The 4-week course was intensive but that was part of the enjoyment. The three tutors were very supportive throughout and always gave us frank and honest advice. The students were a friendly mix of people and were always patient and good-humoured with their rather clumsy and inexperienced teachers. It was a very rewarding experience and at the end of the course I felt that I had got my brain back. I would advise it to anyone, but especially those who are free to go abroad and teach, as schools in this country tend to want teachers with experience unless you do a Summer School. Nevertheless, a CELTA is a very versatile extra string to anyone’s bow, and with it you should find it way to find a job anywhere in the world.† Mick Hutchinson â€Å"I did a CELTA course when I was 24 years old. I had just finished a contract as an Events Assistant in the city and was looking for something different to do. I had heard a lot about CELTA and TEFL courses and how useful they were if you wanted to go travelling and even to teach English in your home country. I thoroughly enjoyed myself, and it was a very satisfying as well as challenging experience. However, be warned that for one month it is hard work, but it’s well worth it! â€Å"When I completed my CELTA I taught English to Italian students for a while but went back to work in the city. However, I always knew I would use the CELTA at some point and I am now about to spend the summer in Ecuador teaching English!† Diana Chapman What motivates students? What can you do to keep motivation high? Teacher Training with Westminster Kingsway College Teaching is one of the most rewarding professions and it provides you with the opportunity to interact with people of all ages and from all walks of life. Westminster Kingsway College offers a number of teaching courses that will help you to progress into teaching as a career and develop your skills for the classroom. Careers at a glance: Teacher Lecturer Headteacher Social Worker Researcher School Administrator Teaching Courses at Westminster Kingsway College: This is a selection of the teaching courses at the College – contact us for further details. CELTA: Certificate in Teaching English to Speakers of Other Languages Access to Higher Education Diploma: Education Studies and Teacher Training Preparing to Teach in the Lifelong Learning Sector (PTLLS) Diploma in Teaching in the Lifelong Learning Sector (DTLLS) Visit www.westking.ac.uk for further details about Westminster Kingsway College

Managing Human Resources In Modern Business

Managing Human Resources In Modern Business Human Resource Management is a way of management that links people-related activities to the strategy of a business or organisation. HRM is often referred to as strategic HRM. It has several goals: To meet the needs of the business and management (rather than just serve the interests of employees); To link human resource strategies / policies to the business goals and objectives; To find ways for human resources to add value to a business; To help a business gain the commitment of employees to its values, goals and objectives The link between Human Resources and Business Strategy All elements of the business strategy have implications for human resources, as illustrated in the table below. The challenge for management is to identify and respond to these HR challenges: Examples of Key Strategy Issues Possible Human Resource Implications What markets should the business compete in? What expertise is required in these markets? Do existing management and employees have the right experience and skills Where should the business be located to compete optimally? Where do we need our people? How many do we need? How can we achieve improvements in our unit production costs to remain competitive? How productive is the workforce currently? How does this compare with competitors? What investment in the workforce (e.g. training, recruitment) and their equipment is required to achieve the desired improvement in productivity? How can the business effect cultural change? What are the current values of the workforce. How can the prevailing culture be influenced/changed to help implement a change programme? How can the business respond to rapid technological change in its markets? What technological skills does the business currently possess? What additional skills are needed to respond to technological change? Can these skills be acquired through training or do they need to be recruited? An important part of HRM is the Human Resources Plan. The purpose of this plan is to analyse the strategic requirements of the business in terms of manpower and then to find a way of meeting the required demand for labour. Human resource management can be identifying in direction of Hard-Soft and Loose-Tight. HRM has both side hard (tight) and soft (loose).Soft HRM in an important strategic planning building it will show the company the path of further where its now what need to be done in future and it can be well defined as a future planning process a development in HRM. The components of SOFT HRM are categorized as; Defining where the company is now Identification of where the company is now and what its strengths and weakness is an important component for soft HRM in decision making. Without a proper understanding of the companys present situation HRM cannot be continued else it will end up with a mess. Defining where the company want to be in the future. A proper forecast of the future is an essential component not only for HRM but also for any other management function. This will give a guide to human resource and its easy to make decisions and plans. Analysis of the external environment. Environment is an important fact to business because environment consists of people who some time company identify them as customers and sometimes as employees. The knowledge of external environment will give company opportunities and threads.HRM is managing people the source where people come from is the external environment so analysis is an important fact. Plans to implement necessary changes. After identification of the company present, future progress and the external environment company can take HRM decisions which are necessary to the company. This will be very useful to a company in planning decisions such as recruitment and cost management. The determination of type of works need to be carried out by workers are recognized as HARD HRM. In human resource management a proper level of activities are need to be maintain. There might be different departments in a company and it doesnt want all departments to be efficient. HARD HRM activities can be categorized as; Forecasting of employees A certain number of employees are needed to be in the company to carry out day to day work and to give out the expected out put in a given period. The forecast of demand in future about the product and services makes employee changes. Analysis of employees Analysis of the current working employees within the company makes the company future demand plans on product or supply. This will also effect on the future recruitments Monitoring and reviewing employees HR activities are practically monitored and review of the existing employees is important in order to get a successful HRM in a company. Human resource is an asset to a company some companies dont know how to handle it. According to Storey (1995) HRM is A distinctive approach to employment management which seek to achieve competitive advantages through the strategic deployment of a highly committed capable work force using an integrated array of cultural, structural and personnel techniques. He as defined Personnel management as A series of activities which first enable working people and their employing organization to agree about the objectives and the nature of their working relationship and secondary ensure that agreement is fulfilled. According to the above definition we can understand that HRM is a resource centred and PM is work centred which mean that , according to HRM its main focuses is on recruiting people to work and managing them as management need and PM focuses on the employee work, giving them goals, employee arrangement to work and arranging them to be paid. According to David Guest there is a frame work for HRM in a company which is called as GUEST model. The model can be achieved a superior individual and organizational performance. If companys HRM practises are applied in to the model that will produce an excellent individual performance. Unilever Since 1885 Unilever has developed dramatically and as a result of that the company has lasted for more than 100 years. Although Unilever wasnt formed until 1930, the companies that joined forces to create the business we know today were already well established before the start of the 20th century. In 1990 Unilevers founding companies produced products made of oils and fats, principally soap and margarine. At the beginning of the 20th century their expansion nearly outstrips the supply of raw materials. First World War affected the company in 1910 through tough economic conditions. Lot of companies at that time tried to keep their investors interest in Their Company and not loose them. In 1920 when this situation turns up side down when business expanding fast all the companies agreed not to manufacture same product in order to have profit, as a result of this the company named U NILEVER was created. The business didnt start as a flash it had been formed in a critical era of world war and in economical crisis stages. The turning point for unilever was in 1940 when they expand their business internationally and continues to do further investments in research and development. They mainly focused on the food market which was a great business at that time. With the emerge of European Economic Community in 1950s the standard of living has rose and new markets were opened unilever made that as a advantage and instantly get in to the global market. In 1970s Fast Moving Consumer Goods (FMCG) sector had been very difficult economic condition to manage and the inflation was high the company had to change their view and to change their process in business. In 1980s the company however manage to be the one of the world biggest companies, and at that time the companys main focus was in the products and brand names. With a clear mission in the 21st century company has launched a path to growth, a five-year strategic plan, and in 2004 further sharpens its focus on the needs of 21st century-consumers with its Vitality mission. Unilever new mission to meet everyday needs for nutrition, hygiene, and personal care with brands that help people feel good, look good, and get more out of life The new mission of the company provides a new entry to consumer health and life style through good manufacture process to their needs. This mission was launched in 2004 mainly focusing on bringing Vitality to life UNILIVER BRANDS UNILEVER GUEST MODEL HRM Strategy: The focus of Unilever is to recruit the best employee to the company which will produce high level of out come with good quality. Unilever has more than 100,000 employees and the cost of employee recruitment is very high and the salary is also the same, so as a result in some branches unilever has decided to reduce the number of employees to maintain the cost. HRM Practice Each year Unilever has been designed more than 10,000 new jobs and the process of selection is getting rough. Since E-Recruitment has been invented Unilever has chosen that in recruitment process and that has given the company the best employees and that will ensure the security of employees. The existing employees will be rewarded with salary incensement and other benefits. HRM Out comes The flexibility in company is very high and there are lot of part-time workers than fixed workers in the production unit. The reason for that is most of the production unit was in Asian countries and the labour is cheaper than European countries and they work either contract basis or part time. Though employees work flexibly the qualities of products have been in a good standard. Behaviour out come The company has spread over 150 countries and each has been producing same products in four major business criteria and all are working harder in order to achieve future goals. The company motivation is to improve employee skills so that in turn it will benefit the company. Performance outcome Though the company has spread around the world with more than 100,000 employees, the labour turnover is very high and complains of employee dissatisfaction is very high. Unilever in UK has the best productivity rate than any other unilever round the world. Due to low quality of out put in products customer complaints are increasing and as a result the company has to analyse the mistakes and re arrange the production plan which will cost an extra. Financial Outcome The labour cost maintains will reduce the extra cost that company has to hold and that will give a profit to company. Each year company will produce about à ¢Ã¢â‚¬Å¡Ã‚ ¬5 billion net income. Evaluation of the GUEST model The guest model is an important measure to be use to get knowledge about HRM in a company. The main advantage of the module is that it critically classifies the HRM input and out puts and its easy to study the companys Key HRM strategies. Unilever is a multinational company and the module is rather complicated to calculate the specific HRM strategic and its rather concern on individual performance than social index. Some concepts such as commitment and involvement are a mess. Such concepts cannot be measured or identified because the company is widely spread. The company more prefer the Legge module than guest model because its complicated and some concepts wont match with the company. Module is efficient in calculating the human recourse management within the company and its a summary of what HRM means the company but in case of multinational company like Unilever cannot get through this process perfectly because of that the company has spread all over the world and as one unit company cannot collect the sufficient data and if company performance and the nature is always defer from one country to another. Task 2 Today flexibility in the work environment is considered important. Taking your organization as an example, review and discuss the ways of developing flexibility within the workplace Flexibility in work is an important key to a company, if the company need employee attraction and not to lose them. Flexibility means the way of working, which means that flexibility can be based on time and location. The flexibility in work can be categorized as follows; Part-Time Workers Part time workers are cheaper to recruit and they are not permanent and cannot involve in management procedures. The rights of part time workers are limited. 2. Fixed/Short-Term Contract Workers Workers who are taken at a specified period as the company need. 3. Outside Contractors/ Sub Contractors Group of workers or individual worker requites from out side the company for a special work at a specific time. 4. Self Employed labour People who work for an exact company as a self employed basis. 5. Agencies Agencies which supply employees to companies which seeks for labour. 6. Get the customer to do the work Without any employee customer fulfil his needs by him self by use of technology. 7. Shift working A continue way of working where employees work according to a time based system. 8. Flexi-Time A way of making decision by employee about his working time with in a core time 9. Job Share A way of sharing once works with other who work full time job on a part time basis. 10. Annualized Hours A number of hours labour is given to employee and he need to complete that within a year. 11. Tele working An easy way of working, by the use of technology employee can work at his own place, home, or even at road. 12. Hot Disking/Hotel ling Employees need to go outside the company for specific job and they have a specific desk for them self in the office for permanently. 13. Home working This is the same as tele working and work can be carried out in home and this no need of network or communication As shown above flexibility of work can achieve the company a high standard in business and the satisfaction of the employee will be high because they get what they need. The flexibility in work will give advantage as well as disadvantages. Some of them are as follow. Employer view Employee satisfaction will reduce employee strikes etc. High level of outcome can be achieve Cost of employee is low Sometime cost cannot be maintained Employee internal competition will effect on company Company manufacture process or sales can be continue without a stop Employee view Employee satisfaction is high Working stress is low There will be a new can do attitude in the business Time can be managed to do personal works Employers will miss use the labour Some times salary payment will be postponed. At Unilever, they are giving employees (and not just the women) the chance to work flexibly for years. Flexible working can mean Working part-time, Working from home Job sharing . Most who take up the opportunity are parents. But not all. One Unilever employee played hockey for the Olympic team and was allowed to work flexibly in order to train more often. Another was given a sabbatical to practice with his rock band. These examples show how unilever has given flexibility for their employees. When it comes to maternity and paternity packages, Unilever beats many other businesses. Company also believe in educating managers about the merits of employing mums. Work life initiative has been developed many years in response to employee request in Unilever. Unilever believes that this will make employee attraction on the company and the satisfaction will rise above the roof. Unilever sees the flexibility as an important issue because that directly effect on employees and without them company cannot carry out the works. Unilever as a company has arrange different ways of flexibility in work specially for mother who work full time, company has given them a holiday system where they can take holidays without a pre notice. The most of the part time worker in the company are employed in Europe rather than Asia. Task 3 Discuss the issues of providing equal opporlunities within the workplace and evaluate how well the chosen organization provides equal opportunities for its employees. Over the past 30 years, several federal laws have been passed to ensure equal employment opportunity. Some of the most significant legislation and executive orders are as follow; Civil Right Act 1991 Americans with Disability Act 1990 Vocational Rehabilitation Act 1973 Age Discrimination in Employment Act (ADEA) 1967 Civil Rights Act 1964 The point of the law is to stop discrimination practices that are unfair to specific groups and to define enforcement agencies for these laws. EEO legislation attempts to balance the pay given to men and women; provide employment opportunities without regard to race, religion, national origin and sex; ensure fair treatment for employees of all ages; and avoid discrimination against disabled individuals. The heads of all operating companies and units in the UK have committed their businesses to achieving greater diversity. Every Unilever Company in the United Kingdom has an equal opportunities Policy and actively pursues equality of opportunity for all employees. Companys equal opportunities policy is designed, among other things, to ensure that people with disabilities, and other under-represented groups, are given the same training, development and prospects as other employees. The company carries out regular employee monitoring surveys and has also conducted an equal pay audit. The company continues to review ways in which greater diversity can be achieved in recruitment and selection. The company continues to put in place policies which promote the achievement of diversity in the business. Unilever has policies on home working, flexible working, maternity and paternity leave, child care provision and career breaks, which help company to meet this objective. Equal opportunities and managing diversity at Unilever Unilever understands the importance of diversity and thats why it is a critical component of company has a diverse consumer base with a diverse array of needs. By mirroring that diversity within companys own organization, Unilever can develop powerful consumer insight and incorporate it throughout the business. Company seek and welcome unique talents and perspectives at Unilever, because they strengthen us as a company and help us on our journey to add vitality to life in a variety of ways. Unilever has created many avenues to enhance and expand the diversity of the company. Led by senior management, companys diversity councils help shape the diversity and inclusion philosophy company deliver to employees. Through training and awareness efforts, employees appreciate the power of diversity and the need to leverage the unique ideas, experiences and abilities employees all possess to build their business. Unilever recruitment strategy continues to evolve to ensure that our workforce reflects the demographics of their consumer base and fulfils the talent needs that will keep Unilever competitive and successful now and in the future. Diversity for growth of the company Unilever believes that working in an environment of openness and respect helps employees perform at their very best and ultimately succeed. When employees express their own thoughts and ideas and encourage others to do so it contributes to a diverse marketplace of ideas that helps make Unilever a more robust organization with a better understanding of its markets. Because Unilevers diverse employee base reflects the broad backgrounds of our consumers, were able to anticipate and respond to what they want more quickly. The employees express pride and satisfaction when were first to market innovative products that meet consumers evolving needs. The individual uniqueness of each and every employee, and our commitment to growing diversity, make that possible. Diversity at Unilever Unilever recognizes the strength of inclusion and diversity. Understanding, respecting and valuing their similarities and our differences are powerful and compelling concepts for todays business environment. They are also the tenets by which we have outlined a fundamental business strategy to assist in reaching company goals. 1. Recruit Recruit a diverse workforce that appropriately reflects the demographics of our consumer base and fulfils the talent needs that will keep Unilever competitive and successful. Diversity furthers company understanding of the marketplace by valuing the ideas and thoughts of all employees and other stakeholders in the business. 2. Retain Employees within the company Retain employees by fostering an environment in which all employees understand and value each other and our differences. company recognize that all businesses change over time. For business to grow, company need employees who possess an in-depth understanding of the business and the flexibility to anticipate and respond to changes in the marketplace. Company can develop and retain employees by providing equitable opportunities, together with a challenging environment that rewards new approaches, risk-taking and novel points of view, thereby creating a culture that values diversity. 3. Grow the business innovate Continually grow the business and innovate by embracing diversity of thoughts and ideas. Create a work environment that fosters and supports enthusiasm, business risk and new ideas. Innovation is key to driving their business forward both now and over the long term and it hinges on a multiplicity of ideas and ways of approaching a problem. By building a diverse employee population that brings many different life experiences to the table, we vastly improve their prospects for innovation and growth. 4. Development of employees Develop employees to help them reach their professional potential. As organization customers and distribution channels continue to evolve, so too must our employee base. Investing in the development of employees is essential to organization growth. 5. Hold accountable in company Establish accountability. All employees are responsible for proactively supporting Unilevers goals, and they are evaluated accordingly. Specific behaviours and actions that promote an understanding and appreciation of diversity are incorporated into individual performance plans. Diversity is one of the thrusts of Strategy into Action, the plan that drives all aspects of our business. Employees are expected to contribute to the success of diversity goals just as they are expected to contribute to other priorities of the business By focusing on Unilever goals for diversity as part of our overall business strategy, we recognize that they are intertwined. Indeed, our success and prosperity are inextricably linked to company ability to embrace diversity in every part of the organization. Valuing diversity is the job of everyone Unilever employees, contractors, and vendors. It is the way we work and the way we do business, day in and day out. Task 4 Identify the key emerging issues in the area of human resources management in generai and explore the topical issues and practices of human resources in your organization. Armstrong and Baron define performance management as A process which contributes to the effective management of individuals and teams in order to achieve high levels of organizational performance. As such, it establishes shared understanding about what is to be achieved and an approach to leading and developing people which will ensure that it is achieved. They go on to stress that it is a strategy which relates to every activity of the organization set in the context of its human resource policies, culture, style and communications systems. The nature of the strategy depends on the organizational context and can vary from organization to organization. In other words performance management should be: à ¢Ã¢â€š ¬Ã‚ ¢ Strategic it is about broader issues and longer-term goals à ¢Ã¢â€š ¬Ã‚ ¢ Integrated it should link various aspects of the business, people management, and individuals and teams. It should incorporate: à ¢Ã¢â€š ¬Ã‚ ¢ Performance improvement throughout the organization, for individual, team and organizational effectiveness à ¢Ã¢â€š ¬Ã‚ ¢ Development unless there is continuous development of individuals and teams, performance will not improve à ¢Ã¢â€š ¬Ã‚ ¢ Managing behavior ensuring that individuals are encouraged to behave in a way that allows and fosters better working relationships. While most firms have a human resources or personnel department that develops and implements HRM practices, responsibility lies with both HR professionals and line managers. The interplay between managers and HR professionals leads to effective HRM practices. For example, consider performance appraisals. The success of a firms performance appraisal system depends on the ability of both parties to do their jobs correctly. HR professionals develop the system, while managers provide the actual performance evaluations. The nature of these roles varies from company to company, depending primarily on the size of the organization. This discussion assumes a large company with a sizable HRM department. However, in smaller companies without large HRM departments, line managers must assume an even larger role in effective HRM practices. HR professionals typically assume the following four areas of responsibility: establishing HRM policies and procedures, developing/choosing HRM methods, monitoring/evaluating HRM practices, and advising/assisting managers on HRM-related matters. HR professionals typically decide (subject to upper-management approval) what procedures to follow when implementing an HRM practice. For example, HR professionals may decide that the selection process should include having all candidates complete an application, take an employment test, and then be interviewed by an HR professional and line manager. HR professionals also consult with management on an array of HRM-related topics. They may assist by providing managers with formal training programs on topics like selection and the law, how to conduct an employment interview, how to appraise employee job performance, or how to effectively discipline employees. HR professionals also provide assistance by giving line managers advice about specific HRM-related concerns, such as how to deal with problem employees. Line managers direct employees day-to-day tasks. From an HRM perspective, line managers are mainly responsible for implementing HRM practices and providing HR professionals with necessary input for developing effective practices. Managers carry out many procedures and methods devised by HR professionals. For instance, line managers: Interview job applicants Provide orientation, coaching, and on-the-job training à ¢Ã¢â€š ¬Ã‚ ¢ Provide and communicate job performance ratings à ¢Ã¢â€š ¬Ã‚ ¢ Recommend salary increases à ¢Ã¢â€š ¬Ã‚ ¢ Carry out disciplinary procedures à ¢Ã¢â€š ¬Ã‚ ¢ Investigate accidents à ¢Ã¢â€š ¬Ã‚ ¢ Settle grievance issues The development of HRM procedures and methods often requires input from line managers. For example, when conducting a job analysis, HR professionals often seek job information from managers and ask managers to review the final written product. Additionally, when HR professionals determine an organizations training needs, managers often suggest what types of training are needed and who, in particular, needs the training. Health and Safety at Unilever Occupational Health and Safety is an essential element of a successful and sustainable business in todays global village. Consequently, Unilever takes responsibility for Occupational Health and safety very seriously. Sustainable, profitable growth for Unilever is dependent on: à ¢Ã¢â€š ¬Ã‚ ¢ Providing consumers and customers with products that are safe in use. à ¢Ã¢â€š ¬Ã‚ ¢ Protecting the health and safety of employees and contractors. à ¢Ã¢â€š ¬Ã‚ ¢ Managing activities so as to provide care and protection of the environment To achieve a safe working environment and a world class reputation for Unilever in Health Safety at Work Some companies take some actions in order to retain health and safety in the company. Some may be in success but some companies cant achieve that goal. Unilever achieves health and safety by followings; à ¢Ã¢â€š ¬Ã‚ ¢ Developing, designing, operating and maintaining facilities and processes that are safe and without risk to health. à ¢Ã¢â€š ¬Ã‚ ¢ Developing, introducing and maintaining systems, which will establish appropriate standards of occupational health and safety and ensure compliance with all applicable legislation and internal Unilever standards by means of regular auditing? à ¢Ã¢â€š ¬Ã‚ ¢ Setting annual improvement objectives, targets, and reviewing these to ensure they are being met at company, divisional and departmental levels to ensure continual improvement. à ¢Ã¢â€š ¬Ã‚ ¢ Involving all employees in the preparation, review and implementation of this policy and providing appropriate training and safety awareness. à ¢Ã¢â€š ¬Ã‚ ¢ Holding management at all levels accountable for the occupational health and safety performance of their staff. à ¢Ã¢â€š ¬Ã‚ ¢ Providing for dissemination of information on health and safety at work by establishment of suitable communication networks both within Unilever Ghana and with outside bodies. Recruitment Process at Unilever Recruitment refers to the process of screening, and selecting qualified people for a job at an organization or firm, or for a vacancy in a volunteer-based organization or community group. While generalist managers or administrators can undertake some components of the recruitment process, mid- and large-size organizations and companies often retain professional recruiters or outsource some of the process to recruitment agencies. External recruitment is the process of attracting and selecting employees from outside the organization. The recruitment industry has four main types of agencies: employment agencies, recruitment websites and job search engines, headhunters for executive and professional recruitment, and in-house recruitment. The stages in recruitment include sourcing candidates by advertising or other methods, and screening and selecting potential candidates using tests or interviews. Job Analysis The proper start to a recruitment effort is to perform a job analysis, to document the actual or intended requirement of the job to be performed. This information is captured in a jo

The Legality of Child Pornography Essay -- Child Pornography Debate Es

The Legality of Child Pornography Child pornography is an ongoing issue as technology progresses in today’s world. Now there are ways to produce child pornography without actually using a real child. While there are acts and laws to protect the children, there are still many unsatisfied people on each side of the issue. There are people who believe the adult entertainment companies, who produce the child pornography; they believe that their First Amendment rights are being violated with current acts and laws against it. There are also people who think that the current laws are not strict enough and that they need to outlaw all types of child pornography. It is necessary for all sides of the issue to be considered and for the appropriate people to take suitable actions to determine the outcome and final decision concerning child pornography. While the First Amendment protects many things, one thing it does not protect is any form of child pornography. That is, any content that shows children, under the age of sixteen, engaged in any form of sexual activity. The question of the legality of child pornography first appeared in 1982, in the case of New York vs. Ferber. It was decided that the creation, promotion and distribution of child pornography was illegal. Also, it is illegal to falsely persuade children into performing sexual acts. There are some images still that are protected by the First Amendment that could still be considered child pornography, depending on their use. For instance, images of child genitalia are legal in medical books, but if these same images are put on an adult website, the courts would most likely rule them illegal (AdultWebLaw, 2002). In any case, child pornography is an ongoing cont... ...rosecute the adult entertainment companies because they are not breaking any laws. Until the Supreme Court rules that any form of child pornography is illegal, there will be no changes in the current standing of this issue. Child pornography, not involving children at the age of sixteen and under, is legal and exercises the adult entertainment industry’s right to free speech. Works Cited: Baase, Sara. (2003). A Gift of Fire: Social, legal, and ethical issues for computers and the Internet. Upper Saddle River, New Jersey: Pearson Education Inc. Child Pornography. (1998-2002). AdultWebLaw. Retrieved May 21, 2004 from http://www.adultweblaw.com/laws/childporn.htm Child Pornography Prevention Act. (2001, February 6). Evanston, IL: Jean Goodwin. Retrieved May 21, 2004 from http://faculty-web.at.nwu.edu/commstud/freespeech/cont/cases/morphed.html

Hinduism and Death Essay -- essays research papers

Each month our educational center section provides the Hinduism Today staff with a 'kind of group meditation. Individually we ponder our subject, and together we discuss it in detail. These past 30 days our meditation was on death. You might think we had a morbid March. Not so, since, as U.S. General George Patton rightly noted, "For Hindus death is the most exalted experience of life." This idea is sometimes hard for non-Hindus to grasp - especially for atheists facing Eternal Oblivion and for those of the semitic faiths which define death as a kind of punishment for man's sin and disobedience. According to this view, death is the ultimate sign of man's spiritual failure, a belief which understandably arouses instincts of denial and injustice. We may feel shamed, penitent, guilty and graced, not to mentioned frightened. And that's a long way from exultation. No such thoughts attend the dying and death of a Hindu. Of course, there is much sadness surrounding the passing of friends and family, but that is honest acknowledgement of our love and attachment to life and to each other. Inside we know that death is OK, it is natural. Inside we know that the soul, even if it was less than perfect in this life, is continuing its appointed journey toward Liberation and will, in time, reach the other shore. Such knowledge is reassuring, whether the death is another's or our own. Thus, Hindus called death by a lofty name - Maha Samadhi, "the Great Superconscious State." And to be near an awakened soul at the time he or she gives up the body is considered one of the most auspicious and blessed of opportunities. If we see death as the opposite of life, then life is good and death is bad. But if we see life and death not as hostile but as collaborative parts of a greater whole called samsara (the cosmic evolutionary cycle of birth-death-rebirth), then life is good and death is also good. Both are part of the Cosmic-What-Is. That being so, the pious Hindu approaches death as a mediation and a sadhana, as a spiritual opportunity. The physical body's impending demise compels him to practice detachment which yogis find easy but which is so difficult to achieve in the tumult of life. Yama's nearness brings an urgency to strive more than ever, to plunge deeper into consciousness in a renewed search for the Divine Self. No longer can he put it off. No mor... ...ht by fighting medical and legal battles in growing numbers. Death is personified in most cultures. The Greeks called him Thanatos, and to the Romans he was Mors. IN India he is Yama, riding on a black water buffalo, green in color, dressed in red. The pigeon and owl are his messengers, his weapon is a mace. He carries a noose, called kala-sutra or "black threat," with which he snares the life force, prana, and draws it from the body. He is also called Mrityu, "death," Kala, "time" and Dharma Raja, "King of Justice." There is much to be said of the Hindu insights on death, and only a fraction of it fit into the four pages you will find at the center of this issue. We intend to do more in the future and welcome readers' contributions. Our objective is to share the message of the awakened ones who conquered death and knew the body's dissolution as freedom from bondage, as liberation into the Light, as a flowing of the finite into the Infinite. They asked us to think fearlessly about death, to fathom its meaning. They urged us in exiting life to let go of the ego and be the immortal Self which time and again shrugs off the shackles of sorrow.