Engineering management Coursework Example | Topics and Well Written Essays - 1750 words

Engineering management - Coursework Example All quality control and quality assurance affairs including ISO certification and auditing fall under the responsibility of Director Quality Assurance. The entire network of demand and supplies is handled by the logistics while accounts and related administration tasks fall under purview of the director administration. Crouch (2003) defined mission as organization’s statement of purpose and vision as organization’s statement of future position. The mission of the company is â€Å"Produce highly reliable aviation parts for its customers†. The company’s vision is â€Å"Be a leader in design, development and production of aviation parts†. The core values of the company include: According to Balthazard and Cooke (2004), organizational cultures have positive or negative effect on the efficiency of organization and employees. Handy (1976) identified four types of organizational cultures as: Power Culture. The type of culture largely depends on power and is determined by a key role figure (Struwig & Smith 2002). Here one or more individuals affect the working practices, management style and beliefs in the organization. Pretorius (2004) is of the view that many organizations exhibit power culture. Role Culture. The role culture is based on the job descriptions, rules, standard procedures and is bureaucratic in style. Pretorius (2004) describes such organization’s working characterized by rules, procedures and job descriptions. According to Bredenkamp (2002), managers would depend on procedures, existing systems and defined roles of communication for making decisions and conflict resolution. Task Culture. In this type of culture, organization is project orientated (Struwig & Smith, 2002). Pretorius (2004) refer such culture as a project management team where emphasis is on accomplishment of assign tasks and getting results. Person Culture. In this type of culture, an individual acts as the

Food, Nutrition and Some Controversies About Mcdonalds Essay Example for Free

Food, Nutrition and Some Controversies About Mcdonalds Essay As you know Mc Donald’s is a chain of fast food restaurants. In Mc Donald’s you could find a variety of food for every part of the day. At the morning you will find some breakfast based on eggs, savory sausage and hot cakes. You could also drink some coffee a latte, a cappuccino or maybe a caramel frappe. If you go for lunch you will find the principal menu based on a sandwich and French fries. There are a lot of types of sandwiches: the chicken one, a sandwich made with fish, the variety of hamburgers and also the nuggets. If you want something sweet there are some desserts and many types of ice creams like Mc flurry, sundae or the basic one. In these time most of people want to be fit so they want to eat healthy food and this restaurant offered a menu for these public this menu is based on salad with chicken or a fruit salad. There are a lot of problems related with fast food because of the saturated fat and the low-nutrient that contributes to the body. That’s why fast food is also known as junk food. To reduce these problems Mc Donald’s use now the Canola oil to fry the hamburgers and the French fries. These problems are also why many people prefer to eat the vegetable or fruit salad. In 2004 Morgan Spurlock, an American producer and filmmaker, directed Super Size Me, a movie about a man who ate only McDonald’s during a whole month. After watching this film people start thinking about how unhealthy fast food is.

Math Lesson Plan :: essays research papers

Grade Level: 4 Time: 40 minutes Subject: Math Topic: Dividing and Multiplying to Find Equivalent Fractions NY State Learning Standards: Mathematics, Science, and Technology Standard 1: Analysis, Inquiry, and Design †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Students will use mathematical analysis and scientific inquiry to seek answers and develop solutions. Materials:   Ã‚  Ã‚  Ã‚  Ã‚  Mathematics Textbooks (page 401)   Ã‚  Ã‚  Ã‚  Ã‚  Notebooks   Ã‚  Ã‚  Ã‚  Ã‚  Pencils   Ã‚  Ã‚  Ã‚  Ã‚  Different colored chalk Objectives: Students will be able to name and write equivalent fractions by multiplying and dividing. Procedure: 1.  Ã‚  Ã‚  Ã‚  Ã‚  Ask students – What does equivalent mean? 2.  Ã‚  Ã‚  Ã‚  Ã‚  Point out that we have already used fraction strips to show equivalent fractions. 3.  Ã‚  Ã‚  Ã‚  Ã‚  Explain that we are now going to use multiplication and division to write equivalent fractions. 4.  Ã‚  Ã‚  Ã‚  Ã‚  First, start with multiplication and show an example of how to make an equivalent fraction. Remind students that what we do to the top we must do to the bottom (signal hands up†¦.hands down) 5.  Ã‚  Ã‚  Ã‚  Ã‚  Use one color of chalk to show what you do to the numerator and another color to show what you do to the denominator. 6.  Ã‚  Ã‚  Ã‚  Ã‚  Put another example on the board and ask a volunteer to help write an equivalent fraction. 7.  Ã‚  Ã‚  Ã‚  Ã‚  Point out that the number we use to multiply can be any number, as long as what you do to the top, you do to the bottom. 8.  Ã‚  Ã‚  Ã‚  Ã‚  Go over multiple examples together and assign textbook examples. Go over various answers. 9.  Ã‚  Ã‚  Ã‚  Ã‚  Call students up to the board to show some answers. 10.  Ã‚  Ã‚  Ã‚  Ã‚   Go on to show equivalent fractions using division. 11.  Ã‚  Ã‚  Ã‚  Ã‚  Explain that the first step in finding equivalent fraction using division is to find the factors of both the numerator and denominator. 12.  Ã‚  Ã‚  Ã‚  Ã‚  Circle the common factor and divide both the numerator and denominator by the same number†¦.because what you do to the top, you must do to the bottom.

Knowledge vs. Ignorance Essay

Everyone has the right to attain knowledge. Having knowledge can lead one to do great things, such as achieving a good score on a test, knowing what to do in cases of emergencies, or achieve things like winning a debate, contest, race, or game. And even though attaining knowledge doesn’t always come with happiness, knowledge can give one the power and opportunity to influence others and their choices and decisions. To best prove a person wrong in a debate or argument, knowledge is needed to make a good enough point to prove the opposing side wrong. Even though ignorance is bliss, knowledge is power because knowledge comes with the power to influence, knowledge is power when making a point, and with knowledge, one is able to make their own decisions based on what they know. Knowledge is power because it can come with the power to influence ones choices as well as others. In The Great Gatsby, during chapter 6, Nick Carraway gives the reader an insight of Jay Gatsby’s past. Nick tells us, â€Å" He was employed in a vague personal capacity—while he remained with Cody he was in turn steward, mate, skipper, secretary, and even jailor, for Dan Cody sober knew what lavish doings Dan Cody drunk might soon be about, and he provided for such contingencies by reposing more and more trust in Gatsby. †¦ It was indirectly due to Cody that Gatsby drank so little.† (Gatsby 100) Gatsby had the knowledge of how people acted when drunk first handed. What he had witnessed with Dan Cody influenced him drink only rarely. Also in chapter 6, Nick gives us the idea where Gatsby would have first gotten the chance at a wealthy life. Nick tells us, â€Å"And it was from Cody that he inherited money—a legacy of twenty-five thousand dollars. He didn’t get it. He never understood the legal devise that was used against him, but what remained of the millions went intact was left with his singularly appropriate education; the vague contour of Jay Gatsby hid filled out to the substantiality of a man.†(Gatsby 100) From this we can see that Gatsby attained enough knowledge to be capable to do whatever it takes to become wealthy. And being a part of the wealthy also influenced his choices to do what it takes to make it to the top, even if it is done through illegal means, which we find out later on in the book that it does. Knowledge is also power because of the fact that having knowledge can make others look up to the person who holds it, for they seem wiser and may hold the right answers and steer them in a direction, good or bad. When I was in sixth grade, we had a group lab in science class. No one in my group had any idea on how to complete the assignment that was assigned, except me. With the knowledge I had attained from my science teachers’ lessons, I was able to influence my lab partners to listen to what I thought should be done and was able to steer my group into getting a B- on our assignment. Having knowledge is power when making a point because it will help prove the opposing side wrong and persuade others that you are in the right. In the heated fight between Tom and Gatsby in a hotel suite in New York City, Tom had made sure he had attained enough knowledge about Gatsby, his past and who he is, to persuade Daisy that he is not the one for her and that he isn’t what she real ly wants, and also to convince her to love him and forget Gatsby. In the middle of the argument, Tom exclaims to Gatsby, â€Å"‘Who are you, anyhow? You’re one of that bunch that hangs around with Meyer Wolfsheim—that much I happen to know. I’ve made a little investigation into your affairs—and I’ll carry it further to-morrow. †¦ I found out what your ‘drug-stores’ were.’ He turned to us and spoke rapidly. ‘He and this Wolfsheim brought up a lot of side-street drug stores here and in Chicago and sold grain alcohol over the counter. That’s one of his little stunts. I picked him for a bootlegger the first time I saw him, and I wasn’t far wrong.’† (Gatsby 133) This shows the reader the effort Tom has made to really gather his information about Gatsby to prove him wrong. With the knowledge that Tom had gained about Gatsby, he had the right information to show Daisy that Gatsby isn’t who she thought he was, and that Gatsby was not fooling anyone ab out who he really is and his past. And after Tom had brought up Walter Chase, Gatsby had an unfamiliar expression on his face. Nick tells us, â€Å"Then I turned back to Gatsby—and was startled at his expression. He looked—and this is said in all contempt for the babbled slander of his garden—as if he had â€Å"killed a man.† †¦It passed, and he began to talk excitedly to Daisy, denying everything, defending his name against accusations that had not been made. But with every word she was drawing further and further into herself, so he gave that up, and only the dead dream fought on as the afternoon slipped away, trying to touch what was no longer tangible, †¦Ã¢â‚¬  (Gatsby 134) This passage shows the reader that Tom has made his point well enough to scare Gatsby, and well enough to convince Daisy to realize that Gatsby is just not the kind of person she wants to be with. Tom showed up Gatsby, and with knowledge, Tom was able to prove his point which makes puts him with more power over Gatsby and even Daisy. For afterward, Tom commands to Daisy and Gatsby, â€Å"‘You two start on home, Daisy, in Mr. Gatsby’s Car. †¦ Go on. He won’t anno y you. I think he realizes that his presumptuous little flirtation is over.’ They were gone, without a word, snapped out, made accidental, isolated, like ghosts, even from our pity.† (Gatsby 135) This passage shows Toms’ power over Gatsby and Daisy after proving them both wrong of their thought with the knowledge that he had attained. Attaining knowledge is power because one is then able to make what they think is the best decision are for them or for others based off of what they know. But having this power also has its consequences. During dinner at the Buchanan’s house, a phone call for Tom interrupts dinner. When he had gone into another room to attend to the call, Jordan Baker eavesdrops on the conversation. Jordan then tells nick, in front of Daisy, â€Å"Tom’s got a woman in New York.†(Gatsby 15) Later on that evening, Daisy says to Nick, â€Å"I’m glad it’s a girl. And I hope she’ll be a fool—that’s the best thing a girl can be in this world, a beautiful little fool.†(Gatsby 17) These statements show Daisy’s knowledge about Tom’s affair with another woman. Even though she doesn’t use her knowledge to change the way things are between her relationships with Tom, she deals with the consequences that come with it. Knowing the about Toms affair leads her to deal with an unhappy life. But with knowledge of her feelings emotions for Tom and her knowledge of how love can hurt, she knows that she would want her daughter will be a beautiful fool, oblivious to the bad and the wrong in the world. So her daughter may live a happier life not having knowledge of the bad things in life that has made Daisy unhappy. Some people argue that ignorance is bliss because what you don’t know doesn’t hurt you. Some people believe ignorant people live a happier life. They believe that not knowing every detail could sometimes spare hurt, stress, and depression. These people are wrong because without knowledge, ignorant people would not really know th e truth about a situation and they would be oblivious to what is really going and may get hurt when they finally realize the truth. For example, in chapter 1 of The Great Gatsby, Daisy tells Nick, â€Å"I’m glad it’s a girl. And I hope she’ll be a fool—that’s the best thing a girl can be in this world, a beautiful little fool.† (Gatsby17) Daisy wants her daughter to grow up to be oblivious to all the hurt in the world so she can be happy, unlike how Daisy is, living day by day knowing that her husband has been having an affair with another woman. When the truth comes out, being ignorant and oblivious may not hold a happy ending. Having knowledge is very important for a person to have. Without knowledge, we would not be able to consider things for ourselves and make good decisions. For one to have the power to influence others choices and decisions, they must have knowledge to persuade others. Proving someone wrong in an argument or disagreement takes knowledge to show them and witnesses that the opposing side is wrong. Even though holding knowledge of a certain subject can have its consequences, the one who holds it will be able to make what they think the best decisions are for them or others based off of what they know. Attaining knowledge is a very important key in life. It can open many doors and opportunities for one who is willing to attain it. Knowledge can come with happiness, but not always. But knowledge will for sure get one further in life than one who is ignorant to their surrounding and oblivious to situations.

Outline and Discuss the Major Roles and Functions of the Guidane Counsellor

Within our Jamaican schools the guidance counseling programmes are designed to implement core principles as stated by the Jamaican school curriculum. Guidance counsellors are the ones who play the role of effectively analyzing and implementing these programmes which ensure that all students are well prepared to manage these â€Å"exciting times†; every student needs support and guidance. This is imperative as they embark upon the academic, social, spiritual and developmental challenges of adolescence; a time of rapid growth and change.Our guidance and counselling programmes offer students the opportunity to develop these characteristics necessary to become successful adults in a fast changing world. The primary goal of guidance and counselling and guidance counsellors is to guide and support overall student development and well-being in three broad areas of student life; while keeping in mind the central tasks of adolescence such as acquiring and assimilating self-knowledge, d eveloping future goals and purposefulness, building strategies to accomplish goals, developing decision-making skills, coping with outcomes of decisions and exploring social relationships.The guidance counsellor is charged with the responsibility of being the one who facilitates positive change in the lives of those in their care especially in the three broad areas. These include ‘Personal/Social Goals’ which entails helping students acquire the inter personal and communication skills to increase their understanding and respect of self and others. Academic Goals’, which helps students develop a wide range of academic skills and become effective agents of their learning, ‘Post Secondary-College Planning Goals’ achieved through information sessions and by making resources available to research and apply to college, students are able to plan and make decisions about their future. John is a fifteen year old student who has recently returned to Jamaica to live with his father. John had left Jamaica at an early age to live with his mother in the Cayman Island. She is now incarcerated in the Cayman Island and so he now has to live with his father.John is having serious problems in school and at home. He has been getting very low grades in class and is sometimes very disrespectful to his teachers especially his female teachers. John also finds it hard to adjust and to make new friends; he resents the woman with whom his father now lives and is now hiding from school and hanging out at the video arcade. John’s teachers and his father have made arrangements for him to have weekly sessions with the schools Guidance Counsellor. The roles of a Guidance Counsellor in any Jamaican school vary.John’s case is just one example of the wide spectrum of psychosocial problems experienced by many Jamaica students who are in need of guidance and support. The role of a counselor in John’s case is vital to his adjustment to his new situation and with him dealing with the pain of his past experiences. Whatever his counsellor does is critical in his survival from his maladjustments. Myric (2003) defines the term ‘role’ as an elusive one. It generally refers to the part that one plays in a given situation. He further gives the definition of function as the way in which a professional carries out his/her part.Function gives attention to various behaviours that might be performed in the role. Guidance and counselling is therefore a necessity in all Jamaican schools. The needs of students especially those at the adolescent stage are overwhelming. As postulated by Makinde (1993) persons at the adolescence stage in life need guidance as they seek to clarify their goals and values, strengthen their interests and aspirations, appreciate their philosophies and cognition and adjust to the norms of society. Some major roles and functions of the guidance counsellors according to Gibson et al. 1999) are to provi de individual counselling, group counselling, work with parents, and consult with teachers and administrators. Guidance counsellors should also conduct classroom guidance instructions and assessment activity and coordinate with community agencies. The Ministry of Education (2009) outlines the major components that comprise roles and functions as: preventative, interventive, supportive administrative and pro professional development. In order to help Jamaican students make the transition from childhood to adulthood, the guidance counsellor’s role is integral in this quest towards the holistic development of these students.How important are these roles and functions in the development of our children, our future? This essay seeks to outline the major roles and functions of a guidance counsellor in our Jamaica school setting and also to examine some of the factors which negatively impact the guidance counsellor in his or her quest towards fulfilling these roles. As a guidance co unsellor the implementation of all the components geared towards the holistic development of students must be considered and implemented. These should be ongoing and emphasis should be placed on classroom guidance as well as group and individual counselling.Ministry of Education (2009) coined preventive measures as proactive initiatives implemented to deter the onset of individual and group problems. These measures and strategies will provide students and others the opportunities to learn skills of conflict resolution and reduction. Guidance Counsellors are able to assist in the planning, implementing and coordinating of orientation designed to help students adjust to new experiences within the school community. The preventative components also help guidance counsellors to promote leadership development of peer counsellors and encourage participation in community service programmes.These programmes also furnish principals and other stakeholders with relevant information concerning s tudents in the various stages of development. As students progress through the different levels of academic life, they are faced with tremendous problems of deciding and selecting their subjects, courses and career choice. This challenge can be alleviated through the professional guidance of the guidance counsellor. The counsellor will assist the students to make rational decisions toward their life goals.Through career development programmes the Guidance counsellors help provide placement services and work experience for the students. Through this kind of programme the counsellor is able to help the students to make the transition from one school level to another or from school to employment, in this way students are better prepared and equipped with skills necessary for the world of work. The guidance counsellor also assists students who although they have been exposed to the options and guidance in a group setting, have not made up their minds as to which area they would like to pursue.These students are usually assisted on an individual basis. Another major role and function of the guidance counsellor includes individual counselling of students. Gibson (1999) defines individual counselling as one-to-one relationship involving a trained counsellor that focuses on some aspects of the client’s adjustment, development, or decision making. This process can therefore help a counsellor develop a close personal relationship and communication base with the student. As such the guidance counsellor in the school can help tudents to develop understanding of self as it relates to their social and psychological world. Students can also be assisted in exploring possibilities relating to their lives and also understanding how to initiate change in their lives. Through individual counselling students will gain a better sense of confidence in the counsellor and will no doubt be more comfortable in discussing and dealing with issues presented. With individual counsell ing the opportunity is there for them to speak freely without the fear that may exist in a group setting.For a student such as John an individual session will help him to deal with underlying issues which have created his bitterness and anger. He would be better able to cope with all the changes with which he is faced. Such an individual counselling session would allow him the framework on which to maximize his true potential and understand his world in order to impact positive change. Saginak (2003) provides additional insights into how effective counsellors can help identify students of multiple intelligences.This finding can help a counsellor care for the different needs of students. For example, the use of journal writing, art, music and poetry has been advocated for many years as effective ways with counselling students. Individual counselling is basically a continuous process as the counsellor seeks to build a relationship with each student he or she comes in contact with. Ind ividual counselling by a guidance counsellor is sometimes the only means of providing some kind of hope for some children. Hence, the counsellor should ensure that a harmonious relationship is built.Although some students are confident to go to a counsellor’s office after being referred by their teacher, parents or peer, some may be reluctant; as such, group sessions will help to cater to the needs of these students. The importance of group counselling (small group, large group) and guidance in schools cannot be overemphasized. According to Johnson (2000), group counselling involves two or more individuals in face-to-face interactions, each aware of positive interdependence as they strive to achieve mutual goal.Myrick (2003) adds value to what Johnson (2000) said that group counselling in school is a unique educational experience in which students can work together to explore their ideas, attitudes, feelings and behavior especially as it relates to personal development and pr ogress in school. For some students this might be the only intervention experience in learning about themselves, others, life task and how to deal with certain confidential issues. It is clear that group counselling helps students to share common interest and concerns.Students like to know that other students are having similar experiences as they are having. Groups are valuable as students are better able to support each other as they struggle together. As such, students are better able to relate to each other in their social contexts. Improvise the opportunity for students for students to learn and live with each other as a team. Gladding (2009), states that students participating in a group develop social relationships and emotional bonds and often become enlightened.Research has also shown Flemming (1999) that group counselling is more effective than individual counselling to address the need of students, especially â€Å"at risk† students. He further asserts that this co ntention is supported through research into violent youths, which suggests that peer group interventions are effective in redirecting peer values, confronting antisocial behavior, teaching problem-solving skills and encouraging pro-social behavior. Dollarhide et al (2003) opines that students in group counselling allow counsellors to expand their awareness of student client.What better way to see how students react in their systems than to witness it first-hand. In essence group counselling in Jamaican schools provide both students and guidance counsellors with a more comprehensive knowledge of what students are faced with on a daily basis, issues can be dealt with and students continue to focus on their goals. As in John’s case, he may not be responsive in a group setting as well as he might be timid or embarrassed to tell his story. Although group counselling can be beneficiary to many students, it has its down side.The nature of group settings can at times bring out comple x and sensitive issues which might require counsellors to speak to teachers and parents to better aid students in this process, hence the need for consultation. Saginak (2003),defines consultation as a three part helping relationship characterized by confidentiality, mutual respect and collegiality, focused on helping the consulted function more effectively with the client. Saginak further states that consultation provides a systematic intervention allowing counsellors to reach into student’s context and mobilize other persons in the student’s support network.In the consultation process the Guidance Counsellor can maximize the opportunity to educate the teachers, parents and community on the developmental issues that students are faced with this level of consultation is vital in Jamaican schools as it provides stakeholders with the assurance in dealing with the issues which may arise with their children. Parents are better able maximize on their roles as caregivers and confidants. This is as a result of the access to cooperative relationship with their child’s Guidance Counsellor.This enables them to better understand their child’s behavior, attitude, relationship and other concerns. In addition, it provides the opportunity for counsellors to consult with parents who are not actively participating in their child’s education. In a case like John’s which is similar to many children in Jamaica, the guidance Counsellor would not only help him to deal with his present problems but also to develop skills that would allow him to be able to cope with other challenging situations which will inevitably occur throughout his lifetime.His parents would also be enlightened as to how their actions influence his state of mind and behaviour and the steps they can take to help him to live a better life. Parents would also have a closer hand on what exactly is going on in the life of their children and would receive information as to whe ther or not their child need further help to cope with different situations. Consultation also helps teachers and administrators in dealing with students who are exhibit anti-social or dysfunctional behaviour.It provides the teacher the opportunity to learn the skills necessary to deal with these children who are problematic. Teachers would understand the adjustments of the curriculum and instructions needed to effect positive change. In his or her role in the Jamaican school system the guidance counsellors also provide consultation to the members of the school community this is deemed necessary as the community is usually the nurturing ground for the members of the school. This in effect filters down to benefiting the student and the entire community.This also fosters a better and more effective communication process between the school and the community. Although not an official role, the guidance counsellor in the Jamaican schools, through community involvement, are often times ca lled upon to lobby for sponsors for different projects these are usually projects undertaken by the counselling department or administration for the funding of different project geared towards students’ development. As stated by Miss Cindy Nemard guidance counsellor at Quest Preparatory, many students benefit from these programmes specially in the public schools where school feeding programmes, school fee payment, sport scholarships, examination fees, uniform to books and other programmes benefit the children based on the collaboration effort of the guidance counsellors and the community members. Miss Nemard further states that this allows the community members through their support of the school a sense of being a part of the school development and progress. They also get to voice their opinion on their hopes and plans for the school and in turn the students.In addition the counsellor gains easier access to engaging families in counselling the process and if necessary collec ting information to assist the police, judge or social worker. The overall benefit from community consultation is immeasurable. She further states that when the stakeholders are involved in the children’s development the school environment is more shaped within the community. To maximize on this the guidance counsellor must have a good programme which will be beneficial towards the total development of the students.Without a plan we have very little hope of achieving the full potential of our dreams and aspirations, similar is the case with a guidance counsellor in achieving his or her objectives. He or she must have a clear idea of the needs of the students and the objectives must be in line with such. The role of the guidance counsellor in this instance is one of being administrator as he or she must not only decide on the objectives but plan careful and effective programme to achieve these goals. These goals must be in line with the Ministry of Education’s guideline s and at the same time cater for the needs of the stakeholders.These programmes must be infused with the school’s curriculum. The counsellor has to maintain records of the process and progress of the guidance programme and all the activities involved, these include career day, orientation of new students, staff and student development seminars, curriculum lessons and consultation time. Myrick (2003) says that a guidance counsellor is like the co-pilot on a plane, responsible for his or her own programme. The question therefore arises: what are the specific ways in which a guidance Counsellor leads?The guidance counsellor at all times has to be involved in planning, coordinating, organizing, assessing and evaluating. The counsellor has to be reliable, impartial and accountable. The guidance counsellor has to be supportive of all stakeholders. Ministry of Education (2010) views supportive as those management activities that establish, maintain and enhance the total guidance and counselling programmes. A full assessment of programmes activities in schools helps the counsellors to plan for future programmes and evaluate to what extent the programme are working or their effectiveness.Ongoing assessment needs to be done for the students to ensure readiness for ongoing learning. As guidance counsellors are seen as helpers who understand and respond to human needs however, he or she must be cognisant of his or her needs as well. With the approval of the Ministry of Education and the school boards counsellors must engage in personal and professional development. According to the Ministry of Education the guidance counsellor must attend conferences, workshops, and meeting.These include those at the Jamaica Association of Guidance Counsellors in Education (JAGCE), the Guidance Counselling Unit and other organizations not exceeding fifteen sessions per year. As the guidance counsellors acquire these skills and knowledge he or she must demonstrate knowledge of the l aw and policies as it relates to education, guidance and counselling, children and adolescent. The counsellor must also abide by the Education act (1980) and the Code of National Ethics of the Jamaica Association of JAGCE Ministry (2009).Being a proactive, knowledgeable individual, a guidance counsellor has to keep up to date with the required skills and knowledge in order to be a competent and effective counsellor. Although the guidance counsellors are reaping some success in schools, they are faced with existing challenges which affects the effective performance of their daily tasks. Myrick (2003) thinks that the individual counselling is becoming a luxury in schools. It cannot be provided for everyone. He further states that some students need this more than others because of the nature of their concerns and their inability to work with groups.In essence, counsellors face limitations to effectively cater to every student. Counsellors do not have enough time to see all. Guidance c ounsellors are also seen as coordinators of many activities and programmes within the school setting. They are responsible for a number of administrative work involving students, teachers, parents and all the stakeholders involved. This role in itself impedes the speed and progress of other important roles. It may lead to an overworked counsellor and an unbalanced counselling programme.Myrick (2003), points out that the coordinating functions of can be a millstone round a counsellor’s neck, or it can lead to some productive outcomes in guidance. Counsellors are seen as teachers with flexible time and so at times there is disregard for the structured plans and routine of a guidance counsellor as he or she is often called up onto fill in as a substitute teacher in the absence of a regular class teacher. Another problem that counsellors face is that of the increase in the violence in the society which is then mirrored in the Jamaican schools. Counsellors are limited to their job s as it is often difficult for them to gain access to the root cause of the problems involving violence in the schools.Students who are exposed to violence in their communities may begin to adapt to this kind of life experience and sometimes may even accept violence as the norm. Although the guidance counsellors use their initiatives to encourage students in situations like these at times their efforts seem to go unnoticed The limitations and challenges also extend to the lack of or insufficient resources in schools. For the counselling process to be effective the counsellor should be provided with certain basic essentials such as a comfortable counselling area in which to practice.Counsellors are sometimes hesitant to pursue difficult cases involving students especially as it relates to criminal offences. Counsellors are often apprehensive of the repercussions which may arise when reports are made against persons who commit crimes against children. With the inadequacy of our legal system, counsellors sometimes have to think of the safety and well being of themselves and their families. The roles and functions of a guidance counsellor are many and varied and sometimes extend to areas undefined; however as a guidance counsellor one must ensure that his or her role is carried out comprehensively and effectively.All the roles mentioned are specific to all counsellors but may vary depending on the type of school. The finding in this research outlines and gives definite answers relating to some roles and functions of the guidance counsellor within the Jamaican schools. The roles identified include providing education counselling, career counselling, consultation, classroom instruction, individual and group counselling. It can be concluded that the role of the guidance counsellor is important for the continued development of the students in our school and in effect the continued development of our Jamaican society.Reference Gladding,T. (2009). A comprehensive Profes sion. New Jersey Gibson, L. (1999). Introduction to Counselling and Guidance. United States of America Prentice Hall Inc. Mankind, O (1993). Fundamentals of Guidance and Counselling London Oxford Mack Millan Education Myrick, D (2003). Development Guidance and Counselling: A Practical Approach. 4th Edition. United States of America: Education Media Corporation. Ministry of Education Guidance Counselling Unit

What Your Job Interviewer is Really Asking

What Your Job Interviewer is Really Asking If you’ve been to enough job interviews, you’ve probably been asked  questions like â€Å"what is your biggest weakness?† or â€Å"why do you want to work for us?† on more than one occasion. These questions are very common in an interview but job seekers are never quite sure what the interviewer is really looking for. Do they really want to know that we have an unhealthy obsession with chocolate or that the only reason we’re looking to work for them is so that we can pay the bills? Why do they ask these questions when they can’t possible expect a 100% honest answer? The answer is simple and the folks at  WiseCareers  have deconstructed 9 of the most common interview questions in order  to show us what the interviewer is really looking for.  As it turns out, interviewers do not expect us to answer 100% honestly. What they’re really looking to do is dissect and analyze our answers in order to obtain the hidden meaning. Check ou t the infographic below:Also make sure to review these 6 hardest interview questions to get yourself ready for the interview.

Accounting Analysis of Boston Beer Essay Example

Accounting Analysis of Boston Beer Essay Example Accounting Analysis of Boston Beer Essay Accounting Analysis of Boston Beer Essay This means it does not own most of its operating assets, instead it pays a fixed price per unit of produce for a specified volume. However, it assumes full responsibility for upkeep and maintenance of these facilities Expenditures, repairs and renewals are charged to expense, while major Improvements are capitalized. All equipment and lease hold are recorded at cost. This Is In line with economic reality as Boston Beer bears all the risks and benefits of these assets as If It owned them, though It holds no title. Thus there Is no accounting bias. Boston Beer Company uses a substantial amount of revenues on Sales and Marketing in a bid to build up its brand image and acquire goodwill. Thus their brand should be an Economic Asset, since it will help Boston Beer sell its products at a premium and increase gross margins. However, Accounting standards do not allow this and so Advertising is expensed in the period during which it was incurred. This results in a bias since the effects of Advertising are more long lasting than a financial year, yet the Flanagan statements do not reflect their true potential. So even If the benefits are recognized after a substantial period, the current period could show them to be a loss making expense. Depreciation on these assets is not mentioned under a separate head, but since they account for them in their balance sheet, we can assume assets are NET of accumulated depreciation. EXPENSES There has been no mention of Provisions for Bad Debts which would give an indication of the firms credit policy and whether they are following an aggressive selling strategy but not actually receiving any payments. This could help inflate Net Income as they recognize revenues when goods are shipped to customers net an undisclosed amount of allowance for Unconvertible Amounts. This is a problem with Accrual Accounting that could be erased by a mention of the Expected Bad Debts so Investors could Judge the real revenues of the company. Also there Is no mention of their refund policy or indeed, the purchase/sales returns which could reduce Inventories Ana sales. I Nils Is poor Ulcerous on tenet part Ana could a way to manipulate statements before the PIP. De construed as Innovation is one of the key strategies employed by Boston Beer Co. To differentiate and establish its niche. However since US GAP does not allow R to be capitalized(though it is a valuable asset), BBC must expense it. They have not provided details of this particular expenditure. A reasonable assumption would be that it has been included as part of General and Administrative expenses but it would be more accurate to show it as a separate entry under Operating expenses as has been done by competitor Redbook (which has no R expenses for 2004-2006). This would help investors in deciding the growth prospects of the company. However, if it has not been included, then the operating expenses are understated which would increase Operating Income and hence Net Income. LIABILITIES We can infer that Boston Beer Companys major liabilities are the debt they take on and the payments they must make to the companies they contract out the production process. We know that they provide all raw materials (hence the inventories) but do not know what payment plan is being used. Our assumption is that they pay for the eggs on a per unit basis for a given volume periodically which is why they have such large Accounts payable figures that increase with sales especially in the last quarter. But a payment schedule and also the price per unit paid should be included to estimate profitability and compare the prices they pay with prevalent market figures. This could be mentioned under Cost of Goods Sold to show if Boston Beer is indeed getting the best price available. Boston Beer is not required to pay taxes under US law since they are a partnership, hence no mention of taxation has been made.

Early Action vs. Early Decision Whats the Difference

Early Action vs. Early Decision What's the Difference SAT / ACT Prep Online Guides and Tips Would you like tofinalize yourcollege plans as soonas possible?If early notificationsounds good to you, then you might want to apply early action (EA) orearly decision (ED). Before choosing one of these admissions plans, you shouldthoroughly understand what itentails and consider all the important factors. This guide will weigh the options ofearly action vs.early decision, along with advice for choosing the best plan for you. To begin, let's review what you need to know about applying early action. What is Early Action? Early action has, like its name indicates, an early deadline. Under early action, you both apply earlier than the regular deadline and find out earlier if you've been accepted. The most common EA deadline is November 1, with November 15 as a close runner up. Most colleges send out notifications to early action candidates in mid-December, so you should have your response before the end of the calendar year. This winter notification is a whole lot sooner than regular notification, which is usually in April.You might be accepted, denied, or deferred to the regular applicant pool andconsidered again in February or March. For the most part, you can apply to as many schools as you want early action. There are a few exceptions to this rule, though. Harvard, Princeton, Stanford, and Yale, for instance, all have restrictive or single choice early action. Restrictive EA means you can only apply to that one school early. You can later apply wherever else you want regular decision. Regardless of whether your school has restrictive or non-restrictive early action, you aren't obligated to attend the school if accepted, nor do you have to respond to an offer any earlier than usual. You still have until the national response deadline of May 1 to decide where to enroll. This policy gives you the opportunity to compare admissions offers, as well as financial aid packages, from all the schools on your list before choosing one. This policy is the main difference between early action and early decision. While applying early action isn't binding, early decision is. Applying ED means that if you get accepted, you will enroll in the school. What is Early Decision? You can only apply to one school early decision. The reason for this is that early decision means you're making a binding agreement to enroll in that school if you get accepted. This contractwill be part of your application and will require a signature from your parents and school counselor, as well as from you. Typically, early decision deadlines match early action deadlines. You may apply by November 1 and hear back in mid-December. If accepted, you'll agree to enroll and send in your deposit within about a month. Like with early action, you could be accepted, denied, or deferred (in which case, you're no longer held to the binding agreement). Some schools also offer Early Decision II, which is also binding but has a later deadline. Early Decision II deadlines are usually in January, and you'll hear back in February. With both ED I and ED II, you'll be obligated to send in a deposit monthsbefore the national response date of May 1st if you get accepted to your school of choice. Early decision is a good option for students who want to make their college plans early and know exactly what school they want to attend. If you've done your research and are 100% sure about a college, then applying EDsignals your enthusiasm to the admissions committee. Most schools only offer one or the other when it comes to early action and early decision. Let's take a look at some popular schools with early admission plans and their deadlines. Popular Schools withEarly Action Some popular schools that offer early action, in addition to their regular decision deadline, include, Boston College CalTech Georgetown Harvard MIT Princeton Stanford University of Chicago University of Michigan UNC Chapel Hill University of Notre Dame University of Virginia Villanova Yale All of these schools have an EA deadline of November 1, with one exception. UNC Chapel Hill has an even earlier EA deadline of October 15. Of these schools, Harvard, Princeton, Yale, Stanford, and the University of Notre Dame have single choice early action. Again, this restrictive EA means you can only apply early to that one school. The other schools on the list don't have that restriction. Below aresome well knownschools thatoffer Early Decision deadlines. Popular Schools with Early Decision Popular schools with early decision deadlines in November include, Brown Cornell Dartmouth Duke Johns Hopkins Northwestern University of Pennsylvania All of these schools have November 1 deadlines except for Johns Hopkins with an ED deadline of November 2.As mentioned above, some schools offer both Early Decision I and Early Decision II, both binding but with different deadlines. The following schools offer both the early and later Early Decision deadline. School Deadline for ED I Deadline for ED II American University November 15 January 15 Boston University November 1 January 4 Bowdoin November 15 January 1 Brandeis November 1 January 1 Colby November 15 January 1 Pomona November 1 January 1 Smith November 15 January 1 Tufts November 1 January 1 Vanderbilt November 1 January 1 Wesleyan November 15 January 15 As you can see, the ED II deadlines resemble regular decision deadlines. Instead of having to wait until April to hear back, though, youshouldbe notified inFebruary. If you're accepted, you'll be expected to send your deposit shortly thereafter. Now that you know how early action and early decision work and which schools offer them, let's talk about the advantages of each plan. Starting fromthe colleges' perspectives, what's the point of offering early deadlines? Why Do Colleges Offer Early Action orEarly Decision? There are a few reasons that early admissions appearto benefit colleges. One is that students who apply early tend to be particularly competitive. Those students who are prepared to apply inNovember to these often selective schools are oftenthe most qualified candidates. A few years ago, Harvard and the University of Virginia eliminated early admissions, claiming that it unfairly advantaged wealthier students with more "cultural capital" and greater college counseling resources. When other schools didn't follow suit, both schools reversed their decision and reintroduced early action, saying that they found that students from all backgrounds desired an early option. Practically speaking, they probably also found that they were missing out on some of the most qualified applicants, who just ended up applying elsewhere. Another reason that schools may benefit from early admissions is that it gives them a more accurate sense of their "yield." In other words, they can more accurately predict how many students will accept offers of admission, since early candidates are more likely to enroll (and ED applicants are pretty much certain to enroll). Being able to more accurately predict their numbers may be a reason that some schools offer both Early Decision I and Early Decision II. Finally, a third reason that schools benefit from early admissions is that it allows them to space out their review of applications over a longer period of time. For schools with limited staff and resources, spacing out the process is more feasible than reviewing all applications in one hectic review season. While these are some of the reasons that schools benefit from early deadlines, what are the advantages for you as an applicant? What Are the Advantages of Applying Early? One common idea around early admissions is that early applicants have a better chance of getting in. Is this true? Are you more likely to get accepted if you apply early? Unfortunately, there's no black and white answer for this. There are some compelling reasons to think that applying early does boost your chances. For instance, data shows that a higher percentage of early candidates get accepted than regular candidates. In this past year, for instance, Harvard increased its early action acceptance rate from 6% to 17%. Applying early action, and especially early decision, may also signal to admissions committees how committed to and excited abouta school you are, thereby making an impression in your favor. However, these reasons don't mean you should automatically apply early. The fact that a greater percentage of early applicants are accepted may largely reflect their own merits. It may be that the most qualified candidates apply early, while the pool of regular applicants include those forwhomthe college is a reach. Most students don't apply early to a school if their grades and scores aren't at least on target with the school's expectations. Ultimately, applying early can be a great option if you're prepared to do so, but whatever advantage there iswon't make lowgrades or test scores look any higher than they are. It's not advisable to rush your application or to apply to a school where your academic profile is weaker than that of the average accepted student. Your first priority should be sending the strongest application you can, whether that's in November or January. If you have decided that applying early is a good match with your college plans, which of the two options should you choose, early action or early decision? Which Should You Choose? Early Action vs. Early Decision In most cases, a college will only offer one or the other. Depending on the schools you're interested in, they might essentially make the choice between early action and early decision for you. If you do have a choice, the most important factor to consider is whether or not you're 100% sure you want to attend a school. Before making the commitment of early decision, you should research and visit the school, as well as talk to students who go there about their experience. If you've reached this point of certainty, then early decision couldmake sense for you. You also may consider financial aid as you decide between early action and early decision. With early decision, you agree to enroll regardless of the financial aid package you get. With early action, you still have until May 1 to compare different financial aid packages. This is one major reason early decision isn't a feasible or accessible option for everyone. Make sure you understand your colleges' application policies and any restrictions they place on your applications to other schools. If you're applying to Harvard early action, for example, you can't apply early action anywhere else. Keep track of all your deadlines, and keep preparing for any regular applications you plan to send in case your early application doesn't get accepted. You can still be putting together strong regular decision applications should you get denied, deferred, or decide to apply elsewhere. If you're applying to meet a deadline in November, you want to work on your application materials throughout junior year and the summer. Your SAT or ACT scores, recommendation letters, and personal essay require several months to a year of planning and preparation. You can check out this guide for a more detailed timeline, as well as the full lists ofdeadlines or early action and early decision schools. More Resources for College Planning What College Should You Go To? How to Choose a College How to Request a Letter of Recommendation: Complete Guide How Long Should You Study for the SAT? 6 Step Guide How Long Should You Study for the ACT? 6 Step Guide How to Write About Extracurriculars on Your College Application Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

American History is Continued Coursework Example | Topics and Well Written Essays - 2000 words

American History is Continued - Coursework Example However, the United States had a different opinion where it supported the principle of national self-determination. Through this principle, the United States insisted that people in each country should freely choose their postwar rulers (Divine et al., 810). 2. What was the policy of â€Å"containment†? The policy of containment consolidated the evolving postwar anti-communist and established various guidelines that were intended to shape the America’s role in the world for more than two decades (Divine et al., 810). Through the containment policy, the United State intended to force the Soviet Union to adopt policies that are more reasonable and live in peace with the west. The containment policy developed form an article that was presented by Kennan concerning issues on foreign affairs. In the article that was later developed into the containment policy, Kennan warned that there is a need of a policy of containment. In his argument, Kennan illustrated that only strong and sustained resistance could halt the outward flow of Russian power (Divine et al., 810). 3.  How did  Sputnik  impact the  United States? The Sputnik, which was launched by the Soviet Union, bought panic to the Americans. This is because the Sputnik was the first artificial satellite to orbit the earth. The Americans were fearful that the Russians were far ahead of them in terms of development of intercontinental ballistic missiles (ICBMs) (Divine et al., 810). The Democratic argued that the country was not spending enough on defense and the launch of Sputnik posed as a dangerous missile gap. This could give the Russians an opportunity to launch a first strike and destroy America while having such a command lead in ICBMs (Divine et al., 810). Moreover, the through the development of Sputnik, the Russians were making several threats to the Americans of being capable in making severe destructions. 4. What were the key characteristics of American culture and society during t he 1950’s? Some of the key characteristics in the American culture include the fact that consumerism became the dominant social theme (Divine et al., 843). There were abundance of creature comforts and more hours of leisure time. This simply means that most of the Americans were experiencing good life. Another important area that showed significant improvement in the American culture was the religion organizations (Divine et al., 843). There was a significance increase in the number of churches and synagogues in most of the communities in America. Moreover, there was an increase in the number of schools and many children were able to get education (Divine et al., 843). 5. What social and political factors acted to encourage the growth of a strong civil rights movement? Some of the social factors that led to the growth of civil rights movement included lack of proper shelter. For example, Divine et al., (851) indicates that those who had left the south for better opportunities in the northern and western cities were concentrated in blighted and segregated neighborhoods. They were also working at low-paying jobs. Moreover, they were suffering from economic and social discrimination and failing to share fully in the postwar prosperity (Divine et al., 851). Some of the political factors that led to the growth of the civil movements include failure of making reforms and the denial of basic rights to

Inccident Essay Example | Topics and Well Written Essays - 500 words

Inccident - Essay Example My mind had drifted off to recall the conversation at the kitchen table in the morning where I heard momma telling my dad of the intended visit of our grand parents for the summer. Having my grand parents for holidays made my days shine. Grand pa with his erect frame and ruddy sun tanned skin from countless hours in the outdoors brought me memories of great cowboys. Grand ma always reminded of softness with her twinkling blue eyes and beautiful soft skin. Her voice was so gentle and soothing that I loved to fall a sleep in her lap, listening to the stories and songs she read or sang to me at bedtime. I came out of the reverie of my grandma’s soft cocoon of love when I heard Tim, our implicitly appointed group leader chanted in a high pitch tone â€Å" Here comes a Wadley Sack..he he he he† and I looked up to see the woman of an extra bulky frame walking pass the lot. Tim was right in one sense in that she was hardly walking but waddling along with a difficult gait. She looked in our direction as the chanting got more boisterous with the rest of the boys, Sean, Steave, Mat and Harry joining in the ridiculing of the plus sized lady. I watched her, expecting to see anger and distaste in her expressions but was surprised at the kind and conciliatory look in her eyes. â€Å" Wow†¦ she must be eating like a giant!† said Tim, and everyone laughed aloud. I looked at her once again and thought that though she was rather big, she looked kind and pleasant with her redeeming smile. In the silence that followed, my â€Å"tag & hoop† buddies turned questioning ly at me. I have not uttered a single word up to now, nor had I joined in the laughter, which rankled the humid summer air. â€Å"Alan? You don’t think she looks like a big sack of potatoes?† Questioned Tim and I waited as if the cat got my tongue. â€Å"Oooohh†¦ Alan likes her! He doesn’t think she looks that bad!† Exclaimed Tim, the gang master in mock exaggeration and the others

Retail Marketing Essay Example | Topics and Well Written Essays - 3000 words

Retail Marketing - Essay Example Marketing dictates the ability of a retail company to grow. The concern of this paper is to investigate the retail marketing of A&F by evaluating the following areas merchandise range and assortment, marketing communication, store layout, design and visual merchandising, customer, and retail mix among other aspects that have led to the growth of the retail company. Merchandise Range and Assortment A&F began its clothing retail by concentrating on clothes for age range 18 to 22, today the trend has changed and the retail company has brought a wide range of merchandise products in its stores (Funding Universe. 2012:1). The stores in Warwick United Kingdom do not only address the needs of the above age range, but also have brought products for other age ranges. The company retail history reveals that the merchandise stores of the company started with attires geared for sporting adventures, and fishing adventures. The company credits its merchandise ideas to the early ventures in all sta ffs required for sporting for the above age range. The focus of the retail company today promotes the American wear, which includes underwear, jackets, swimming shorts, vintage polos, and T-shirts (Funding Universe, 2012:1). Other assortments include shirts and sweaters, pajamas, scarves, belts and other assortments, which are styled with the American fashion. A&F has recognised the need to create stylish apparels, which can attract the young age as well as the middle and old age (Hephaestus Books, 2011:120). The assortment for women and men come in different styles. For instance, shirts have various sleeves techniques; some are short, long, curling, or sleeveless. The range also caters for women needs by capturing the stylish pattern demanded by women in response to fashion trend. The retail company has noted difference in response characteristics, which influences its merchandise range (Funding Universe. 2012:1). For example, assortment for belts provides a wide range of styles, w hich depend on colour, mood that the intended consumer wishes to portray in the society. Sports gear reflects that the society is in the sports moods while swim costumes illustrate swimming mood. For examples, some belts are slim with big buckles while others have stylish buckles, which suit the diverse needs of the consumer. It is important to note the customer behaviour for the targeted merchandise planning. Market analysts believe that merchandise assortment must target a given target population if the retail business intends to succeed (Dunne, et.al. 2010:129). A&F have applied the same argument to locate is stores targeting specific consumers. Beauty is a factor of concern for the store because the target age bracket 18 to 22 has many expectations in life. The dream of their world differs from the views of the old age. For examples, dressing crazy or the American wear fashion speaks of the great adventures that the age range seeks to display in the society. Shapes are crucial t o the merchandising range for this store. The retail has provision for slender or slim to heavy built bodies. Some people like free fitting apparel while others like tight fitting clothes. The brand category offered in the store does not only favour the immediate age but also targets to influence other range. For example, the idea of brand variety offers a wide opportunity for the consumers to choose. A single, brand limits consumers from choosing the products, which the stores has. Studies have

Ethical Dilemmas in E-Business Essay Example | Topics and Well Written Essays - 2000 words

Ethical Dilemmas in E-Business - Essay Example It's both interactive and unique in terms of providing immediate response and elicits reaction. Internet marketing has a wider coverage of clients since it encompasses digital media which has become very popular over the years i.e. email services, the internet, and wireless media. The aspects which internet capitalizes on are creative and technical support the internet offers including selling, adverts, developing websites, and the design. In Arab culture Business Ethics are described as a rule that regulate the socially acceptable means of performance and is usually resulted to when the other rules and regulations do not give a clear direction or guidance pertaining a certain situation or circumstance (Abdulla 2007). Those that deal with information security are expected to know and observe the laws and regulations that govern the use of computers and handling of information to the latter. The Certified Information Security System Professional (CISSP) is one such body that educates the information security professionals on such requirements (Warholic 2008). These responsibilities are essential to establishing confidence in the information security profession that motivate mutual respect from management and other stake holders; this encourages job performance to the fullest The cuThe current business world has invested so much in to communications and technology leading to so many people and businesses doing their business on the internet, commonly referred to as online trading. This has actually come with a lot of advantages as the clients reached are many and the business can make great sales. When a business operates online as in ebusiness or ecommerce, it has to keep the customers pin numbers to their credits because the common means of payment when doing business online is by use of credit cards (Petrovic et al 2001). This personal information provided on the internet is the major cause of insecurity and also elicits questions about authenticity of the businesses. In the Arabian countries and Middle East region where the Arab culture is strictly observed, technology has been inevitable and many people started using internet over the past 15 years. The people there are very preservative and do not expose their private information to the public very easily. The problem comes when some of the businesses are not careful with the client's private information leaking it to other people as in third parties or getting hacked and the information lost. Some have strict norms that do not even allow social interactions hence privacy concerns that are usually associated with the ecommerce (Warholic 2008). Some people have had to change their pin number several times within short lapses of time due to cyber crimes or careless leaking of information by the company in question. The consumer privacy is the major concern in this aspect and any business that has an intention of doing ebusiness should assure clients of their safety (Jelassi & Enders 2005). Whether the personal information of clients will be hacked or leaked, this is still unfair treatment to clients and business should try to protect their businesses from being hacked. Being safe is very critical for any company to develop and grow in terms

Andrew Marvell and Oliver Cromwell Essay Example | Topics and Well Written Essays - 2500 words

Andrew Marvell and Oliver Cromwell - Essay Example His sympathies were on the whole royalist and aristocratic but he felt great admiration for Oliver Cromwell the Lord Protector of England who came to power after deposing Charles I. Milton's impunity at the Restoration was largely due to Marvell's influence and exertions. Very few of Marvell's poems were published during his lifetime. Most of his poems appeared posthumously in 1681. His satires were published only in 1689 after the Glorious Revolution. Marvell's best poems were written in the early 1650s. He used to be considered as a typical love poet who wrote in the metaphysical strain. But Marvell displays curious traits which set him apart from the usual poets who wrote of love. Marvell though a poet of wit, love and fancy strangely though not without reason professes admiration for Puritan ideals. "Marvell strangely enough was a Puritan __an admirer of Cromwell, a devote reader of the bible, a supporter of the joyless regime whose spirit is to unlike that of his verse" (Wilson 136).But this ambiguity is not surprising when one considers the turmoil and political upheavals of Marvell's time. In August 1642, the long standing quarrel between Charles I, and the Parliamentarians or Roundheads involving political, religious and constitutional matters, broke up into open hostilities. In the battles that followed, Oliver Cromwell soon proved himself to be the most powerful candidate the Parliamentarians had. In spite of oppositions among his own people Cromwell assumed the position of the Lord Protector of England. In 1647, Cromwell organized the New Model army which inflicted a crushing defeat upon the royal army. Charles surrendered to his Scottish subjects who later turned him over to England in 1647. It is surprising to note the different strains of thought which coloured Marvell's poetic output. In his poems from the Horatian Ode Upon Cromwell's Return from Ireland e onwards the one finds his admiration for Cromwell increasing. The way in which Marvell's perception of Cromwell changed is an indication of the difficulty of the choices of political allegiances facing an alert and sensitive mind of a poet who had political aspirations himself. In the Horatian Ode the Marvell we meet is a troubled man torn between divided loyalties. The title refers to Cromwell's return from Ireland which took place in May 1650. The poem welcomes Cromwell home from his conquest of Ireland, looking forward to his campaign against the Scots. Since Cromwell returned from Ireland in May 1650, and entered Scotland on July 22 of the same year, the poem therefore, was probably written in the early summer of 1650.The poem contrasts two political figures, the ceremonial Charles I and the military Cromwell. I t expresses a deep sense of loss in the passing away of ceremony and ritual with the beheading of the king. A dichotomy is seen in the thoughts and emotions of Marvell the lyric poet and Marvell the Parliamentarian. The Puritan revolution, the new science and modern liberalism were all seen as disrupting an older unified world view in which poetry had a favoured place. In this poem Marvell's attitude towards Cromwell is at best ambivalent. While he shrinks from certain elements in Cromwell's personality and government the poem concludes with a balanced view of his administration. The Ode in two parts celebrates Cromwell

Ethical Dilemmas in E-Business Essay Example | Topics and Well Written Essays - 2000 words

Ethical Dilemmas in E-Business - Essay Example It's both interactive and unique in terms of providing immediate response and elicits reaction. Internet marketing has a wider coverage of clients since it encompasses digital media which has become very popular over the years i.e. email services, the internet, and wireless media. The aspects which internet capitalizes on are creative and technical support the internet offers including selling, adverts, developing websites, and the design. In Arab culture Business Ethics are described as a rule that regulate the socially acceptable means of performance and is usually resulted to when the other rules and regulations do not give a clear direction or guidance pertaining a certain situation or circumstance (Abdulla 2007). Those that deal with information security are expected to know and observe the laws and regulations that govern the use of computers and handling of information to the latter. The Certified Information Security System Professional (CISSP) is one such body that educates the information security professionals on such requirements (Warholic 2008). These responsibilities are essential to establishing confidence in the information security profession that motivate mutual respect from management and other stake holders; this encourages job performance to the fullest The cuThe current business world has invested so much in to communications and technology leading to so many people and businesses doing their business on the internet, commonly referred to as online trading. This has actually come with a lot of advantages as the clients reached are many and the business can make great sales. When a business operates online as in ebusiness or ecommerce, it has to keep the customers pin numbers to their credits because the common means of payment when doing business online is by use of credit cards (Petrovic et al 2001). This personal information provided on the internet is the major cause of insecurity and also elicits questions about authenticity of the businesses. In the Arabian countries and Middle East region where the Arab culture is strictly observed, technology has been inevitable and many people started using internet over the past 15 years. The people there are very preservative and do not expose their private information to the public very easily. The problem comes when some of the businesses are not careful with the client's private information leaking it to other people as in third parties or getting hacked and the information lost. Some have strict norms that do not even allow social interactions hence privacy concerns that are usually associated with the ecommerce (Warholic 2008). Some people have had to change their pin number several times within short lapses of time due to cyber crimes or careless leaking of information by the company in question. The consumer privacy is the major concern in this aspect and any business that has an intention of doing ebusiness should assure clients of their safety (Jelassi & Enders 2005). Whether the personal information of clients will be hacked or leaked, this is still unfair treatment to clients and business should try to protect their businesses from being hacked. Being safe is very critical for any company to develop and grow in terms

Challenges in College Recruiting Essay Example | Topics and Well Written Essays - 1750 words

Challenges in College Recruiting - Essay Example This aspect at times has resulted in use of illegal methods to recruit athletes (Howard, 2010). NCAA is one of the well-organized associations, which is utilized in preparing varied types of athletic programmes for numerous colleges (Keene & Wharton, 2011). It attracts various skilled and unskilled athletes, resulting in attainment of desired success in intercollegiate athletic programs. It helps in amplification of the corporate image and identity of the college among other renowned institutions in the region. However, unfortunately, in this era of modernization, the procedure of recruitment acts as a condemnation for the young athletes, which needs to be stopped by the higher authorities (Howard, 2010). The objective of the paper is to identify and to highlight the aspect of illegal recruitment of athletes within the intercollegiate team of sports. It also includes a brief introduction about the recruitment procedures of the athletes. Moreover, it also discusses varied illegal processes of recruitment by the authorities of sports department. In addition, it also embraces the aspect of paying high salary to the high profile athletes as compared to others. Along with these, the negative impact of obtaining high compensation payers over the society is also described in this assignment. The requisite features, which can attract the best athletes into the sports college teams, resulting in augmentation of the image of the university among other reputed institutions in the region, have also been taken into consideration. In recent era of modernization and industrialization, college sports have expanded as a multi-dollar industry due to the evolution and development of a number of sports institutions. However, the illegal procedures employed in recruitment have created a huge impact over the high school athletic

Irish Violence and the Troubles Essay Example for Free

Irish Violence and the Troubles Essay In this essay I will examine the effect of silence during the ‘troubles’ on individual and national identities; with particular interest to Seamus Deane’s Reading in the Dark, Tim Pat Coogan states that the term Irish Troubles refers to a whole history of violence and colonialism that Ireland has endured, over the last thousand years. ‘To the physical force school of Irish nationalism the Norman coming is generally regarded as the starting point for ‘eight hundred years of British oppression’’ (Coogan, 1996, p. 43). In addition to this, he explains that the term ‘troubles’, is now directed to the modern, twentieth century troubles. They mainly occurred during 1960 to 1998. The reason for the violence and resentment in Northern Ireland is due to the divisions between the nationalists (Roman Catholics) and the unionists (Protestants). The nationalists identify Northern Ireland as part of Ireland, not a separate country, and not another colony of the United Kingdom; whereas the unionists have great allegiance to Britain and regard their position as part of the UK with pride (Coogan, 1996, p. 1). But the Irish agony had been building up slowly also, rooted in complex factors, one of which geography, pre-dates the dawn of history: others involve the outworkings of two forms of colonialism, those of Mother Church and Mother England (Coogan, 1996, p. 1). Discrimination also factored into the tension between the two groups. The unionists rule over Northern Ireland affected most Catholic lives negatively, as they were a minority; they were discriminated in areas of employment, housing and education. Internment or also known as Operation Demetrius is one key issue that contributed to the beginning of the ‘troubles’ (Coogan, 1996. 30). This was introduced by the British Army and the Royal Ulster Constabulary; it involved arresting anyone who was accused of being against the professional military force immediately, without trial. These aspects stirred resentment from the nationalists and inconsequence caused violent rebellion (Coogan, 1996, p. 145). Thus, the violence that was carried out during the ‘troubles’, was chiefly by the IRA (Irish Republic Army), the Ulster Volunteer Force, the British Army and The Royal Ulster Constabulary (Coogan, 1996, p. 18). The aggression of the ‘troubles’ constructed Northern Ireland to be a place of great instability and tension. In his book The Wretched of the Earth, Frantz Fanon comments on the state of the colonised mind. Fanon was a psychiatrist and a theorist of post-colonialism. His work essentially centred on the developing countries, particularly Algeria. In order to break away from colonisation, Fanon advocates violence to the colonised and he is renowned for this factor (Fanon, 1967, pp. 10-11). His main concern is his patients, who are mentally ill. In his final chapter â€Å"Colonial War and Mental Disorders†, he explains that his patients suffer not merely by war but also from a colonial circumstance (Fanon, 1967, p. 235). But the doctors described it by portraying as a congenital stigma of the native, an ‘original’ part of his nervous system where, it was stated, it was possible to find the proof of a predominance of the extra-pyramidal system in the native. This contracture is in fact simply the postural accompaniment to the native’s reticence, the expression in muscular form of his rigidity and his refusal with regard to colonial authority (Fanon, 1967, p. 35). It is this colonial circumstance that inevitably yields the ‘native’ into a nervous, mental state. Fanon pays close attention to language and asserts that language is taken away from the colonised subject (Fanon, 1967, p. 194). The language of colonising involves removing the ‘native’s’ language and speech. Consequently, the colonised is silenced, and this is an oppressive act. ‘Silence’ is defined in The Oxford English Dictionary as an ‘absence of sound’ and ‘speech’; it can be an evasion of discussing something in particular, or it can be something that is forced upon (Soanes and Stevenson, 2008, p. 1342). Sara Maitland, author of A Book of Silence, attempts to understand silence and claims that the OED’s definition is far too indistinct (Maitland, 2008, p. 25). She explores the essence of it in several ways; her own life, history, religion, literature and travel. It is apparent from this book that ‘silence’ is an ambiguous phenomenon that consists of both positive and negative dimensions. Silence is abstract and transforms itself; it can be relative or a complete absence. Maitland observes that it is generally recognised negatively, her friend writes in a letter that, ‘silence is the place of death, of nothingness’ (Maitland, 2008, p. 8). She justifies that silence is only negative when it obstructs. Maitland describes the three forms of ‘interferences’; a subject’s tongue is cut out then they are silenced; if someone is imprisoned, they are silenced, since any noise they make will not be heard; if speech is construed as ‘worthless’ and ‘meaningless’, then it is silenced (Maitland, 2008, p. 29). This is very effective and useful for your average oppressor: calling someone ‘mad’, for example, means they can say what they like but no one will hear – this was the sort of silencing the Soviet Union went in for (Maitland, 2008, p. 9). This form of silence interrupts speech and creates a barrier that subjugates the potential speaker. It is oppressive and in effect it becomes a metaphorical prison. Seamus Deane’s novel Reading in the Dark was published in1996, two years before the end of the ‘troubles’. The novel is a bildungsroman, as it reports the protagonists’ growth from child to an adult, so the reader witnesses the protagonist’s youthful innocence transform with experience, as he comes of age. The narrator is an Irish Catholic boy who is growing up in Northern Ireland, Derry. It is constructed of smaller stories that are dated from 1945 up to 1971, where the protagonist matures into an adult. These stories are fragments of memories, conversations, myths and events that happened in the area. They contribute in narrating the protagonist’s growth from a young child to an adult. Thus with backdrop of the violent ‘troubles’, the narrator develops his understanding of who he is, by unearthing a profound family secret (Deane, 1996). Deane complicates the whole novel by playing with ‘silence’. The style of narration is one of the key methods that he employs to do this. Before the narration begins, the title ‘Reading in the Dark’ indicates towards a narrative of silence and so to a narrative that will be indecipherable. As mentioned before, this novel is a bildungsroman, a story of self-discovery and identity. Ensuing this, to read is to understand, and so the protagonist will understand and discover himself by ‘reading’. However, ‘reading in the dark’ is a paradox, as it is impossible and in result self-discovery is silenced. The opposite of dark is light, and light is generally associated with illumination and knowledge (Farquharson, 1999, p. 101). Whereas, darkness contains an absence, so it becomes the visual equivalent to silence. Deane implies through this understanding of the title that the unfolding of the narrative will be an intricate and complicated process. This displays that the colonial landscape of Northern Ireland and the ‘troubles’ create identity as problematic. Pre-eminent among them are the disfiguring effects of both colonialism and postcolonial nationalism alluded to above, the crisis of self-representation produced by colonialist discourse, and the dynamics of power and resistance, history and memory, language and identity within colonial relations. Read from postcolonial perspective, the novel could be described as an exploration of the problematic process of identity formation in a colonialist context (Harte, 2000, p. 152). As a result, Deane deliberately confirms through his title that self-discovery and understanding of identity is furthermore complex in a colonised state (Fanon, 1967, p. 182). In consequence, darkness obstructs light and silence obstructs articulation. Therefore, silence hinders the narration.

Leadership Styles Of Bill Gates History Essay

Leadership Styles Of Bill Gates History Essay Leadership style is the manner and approach of providing direction, implementing plans, and motivating people. Kurt Lewin (1939) led a group of researchers to identify different styles of leadership. This early study has been very influential and established three major leadership styles. The three major styles of leadership are   Authoritarian or autocratic Participative or democratic Delegative or Free Reign Although good leaders use all three styles, with one of them normally dominant, bad leaders tend to stick with one style. In my essay I have selected two leaders as follows. 1.BILL GATES. 2.LAXMI MITTAL. BILL GATES. A middle-aged caucasian man wearing business attire and glasses The co-founder of Microsoft has been consistently ranked as one of the richest men in the world. Gates, on the other hand, has never succumbed to the temptations of his wealth and has pledged to part with massive amounts of it for charitable causes. Bill Gates, the creator Windows, the most popular operating system in the world, is known for being the entrepreneur who revolutionized the computing industry. A college drop-out, he started Microsoft out of his garage and work hard to build it. The company is now amongst the biggest corporations on the world.  Gates has always maintained  that nothing can replace hard work. People try for shortcuts but all they taste is temporary success which soon fades out. His leadership mantras are always overwhelming and managers across the world yearn to learn and get inspired from him. We bring you some of his most insightful leadership mantras: On Hard Work People used to wonder that how a college dropout who started the company from a garage could make it this big. Little did they realise that he had substantial experience in programming and had done years and years of hard work before kicking it off. It was this experience which helped him build the first software by Microsoft: MS DOS. Gates does not believe in the  concept of overnight success. Hard work is what truly counts in the long the run. On Following your Passion Making millions through programming was not his priority; Gates was just following his heart, his passion. Programming was his obsession and it gave him happiness. He has always maintained that  good entrepreneurs follow their passion  rather than experimenting unnecessarily. That way they only end up losing focus. Rather than just chasing the rupee sign, managers and entrepreneurs should work hard to chase their passion. Money will come chasing on its own! On Giving Back Gates says, If you want to become a leader that people admire and respect, you must become a person of significance. People dont follow you because you take from them; they follow you because you give to them. Apart from being the tech-czar he is, Gates is also known all over the world for all the philanthropy he does via his  Bill Melinda Gates Foundation. He believes that giving back to the society is as important as taking from it. This is what sets a leader apart from others. Strive to live out a life that makes a difference in this world; give back more than what youve taken from society. Your life then will be a true success, remarks Gates. On Vision A leader should have the vision and that too an impeccable one. He should be able to see what might lie ahead in times to come. Bill Gates could see that the future of computers was in the software, not in the hardware. This made things easy for him as he now had well-defined targets to chase. According to Gates,  most successful people have had a vision which has enabled them to make it out big in the world. A leader sans vision soon loses team and goes out of the race. On Failures Gates has always viewed failures as valuable learning lessons.  As Windows was gaining popularity, a good number of people were reporting problems in it every day and a lot of criticism used to pour in on a routine basis. Bill Gates took all this in a positive way. These were valuable lessons for him which made him more determined to improve Windows. Your most unhappy customers are your greatest source of learning, says Bill Gates. LAKSHMI MITTAL http://htmlimg3.scribdassets.com/7ekvhymiiozx2dx/images/22-32f9e35f54.jpg Aditya Mittal, son of London-based Indian steel tycoon Lakshmi Mittal, is one of the Young Global Leaders nominated to attend the World Economic Forum annual meeting scheduled to be held in Davos in June. Young Global Leaders is a ?1-million pounds project that aims to find 1,111 under-40 year olds to solve the worlds problems. The WEF on Tuesday announced the first list of 237 nominees including Aditya Mittal, 28, chief financial officer of the Mittal Steel Company. A transactional leader:Mittal is a transactional leader who guides and motivates his follower in the direction of  established goals by clarifying  role and  task requirements.The leader Mittal is a great individual as besides business he has worked a lot for his people.   a corporate leader in businessstarted the trend of mergers around the world, caring family man, complete human being . QUALITIESAND  DISTINCTIVENESS Hardworking   Outstanding vision   Convincing   Motivating   Guiding   Zeal and fierceness Capacity to lead   Bravery Awards and Honors Aside his achievements in business, Lakshmi Mittal was awarded Fortune magazinesEuropean Businessman of the Year 2004 and also Steelmaker of the Year in 1996 by. Bibliography LAXMI MITTAL. (n.d.). Retrieved 02 15, 2013, from MITTAL: http://www.scribd.com/doc/57466592/3/LAKSHMI-MITTAL WORD COUNT=906 ESSAY 2 LEADERSHIP AND CULTURAL AWARENESS. TREATY OF WAITANGI. The Treaty of Waitangi is a treaty first signed on 6 February 1840 by representatives of the British Crown and various Maori chiefs from the North Island of New Zealand. The Treaty established a British Governor of New Zealand, recognised MÄ ori ownership of their lands and other properties, and gave the MÄ ori the rights of British subjects. The English and MÄ ori versions of the Treaty differed significantly, so there is no consensus as to exactly what was agreed to. From the British point of view, the Treaty gave Britain sovereignty over New Zealand, and gave the Governor the right to govern the country. MÄ ori believed they ceded to the Crown a right of governance in return for protection, without giving up their authority to manage their own affairs. After the initial signing at Waitangi, copies of the Treaty were taken around New Zealand and over the following months many other chiefs signed. In total there are nine copies of the Treaty of Waitangi including the original signed on 6 February 1840. Around 530 to 540 chiefs, at least 13 of them women, signed the Treaty of Waitangi. New immigrants While Maori were presenting New Zealanders with a bicultural perspective, immigration was making the country multicultural. Until the 1960s most immigrants to New Zealand were British and easily adjusted to New Zealand life. The considerable Dutch community who arrived in the 1950s were expected to adopt local customs. But in the 1970s there were two important changes. First, the end of assistance to British immigrants in 1975 challenged expectations that the British were the best potential New Zealanders. From then on, immigrants were to be chosen on non-ethnic grounds. Second, there were significant migrations from other countries. There was an influx first from the Pacific Islands and from the mid-1980s an increasing number from other places predominantly Asia, but also, from the 1990s onwards, from Africa and the Middle East. By 2006 only 67% of people living in New Zealand were exclusively of European blood, compared to over 90% 30 years before. The multicultural idea Many of these people, from a wide range of cultures, settled down, took up citizenship and brought up New Zealand-born children. This was a major challenge to the idea of who New Zealanders were. Initiated in Canada and picked up in the 1970s in Australia, the concept of multiculturalism quickly spread to New Zealand. It was proposed that people could be legitimate members of the New Zealand nation while retaining their own language, foods and traditions. At the first New Zealand Day ceremony at Waitangi in 1974 there were ostentatious efforts to put New Zealands ethnic variety on display. Non-British New Zealanders As the numbers of non-British people increased, their cultural differences became more evident. In South Auckland, Pacific Islanders congregated and evolved a distinctive New Zealand Pacific culture which was more than the sum of their different cultures. Large .Asian communities who had originally been settled throughout the country came together in areas with their own schools and styles of housing. Not everyone accepted these developments with equanimity. A new political group emerged, significantly called the New Zealand Party, which expressed unease at the challenge to older traditions of New Zealanders. Yet the issue was made more complex because by the early 2000s in some very traditional areas, particularly sport and music, Pacific Islanders were playing an important role. Prominent figures such as All Black rugby players Tina Omega and Jonah Loma, Silver Fern netballer Bernice Mane, discus champion Beatrice Famine, and hip hop artists Chef Fu and Scribe had become national heroes, and it was difficult to argue they were not real New Zealanders. In another arena, Cambodian bakeries were now making a classic New Zealand dish, the meat pie, and winning national awards. Challenge for a new century At the beginning of the 21st century it was not easy to define the New Zealander, or even to explain the origin of many New Zealand characteristics. The character of the countrys people had been in part shaped by the physical environment the outdoor climate, the proximity to beach and bush, the location in the South Pacific. No less important were the very different cultures brought to the country by waves of settlers Maori who arrived some 700 years ago from the Pacific, the British and Irish who dominated the population for over a century from 1850, and more recent immigrants from Asia and the Pacific. All of these groups would have agreed that each were New Zealanders. All would have accepted that New Zealanders were no longer Better Britons. But the cultural meaning of the New Zealander had become uncertain. How it would evolve was one of the major issues for the new century. HR Practice in New Zealand General Recruitment practices Recruiting practices in New Zealand have taken the same path as most other western countries. Over the last fifty years we have seen the appearance of the recruitment industry as a service offering in its own right and in the last ten years we have seen rapid change as service providers merge, deny and re-invent themselves. The 1990s marked the onset of a trend towards acquisition of home grown agencies by large global operations. While some agencies have maintained their brand identity they are commonly part of a wider global network. This trend will continue in the future and we will see the gradual disappearance of mid range recruiting organisations as the market becomes based on local presence of large global players and small niche players with tightly focused specialist markets. The Online World the impact of the Web on Recruitment First we saw the job boards, and then came the interactive job boards and now we have the next generation of applications that have workflow and auto notification email and online assessment. The growth of web enabled processes and the emergence of recruitment is having a major impact not only on the process of recruitment and selection, it is also transforming the nature of relationships between recruitment service providers and their customers. The internet has disinter mediated the recruitment industry, enabling a recruiting manager to have a relationship directly with potential candidates. For many years the power and value of a recruitment agency lay in their relational database of people and they added value to a customer by advertising, screening, assessing and short listing. Who you knew, having a relationship with them, and being able to introduce them to a customer provided a revenue stream to a recruitment provider. It matters less who you know now because the Internet can do all these things at a fraction of the cost. The value chain for recruitment services is changing from a candidate placement model to one of providing unbundled services. Most major companies in New Zealand have job pages on their websites and some have highly interactive recruitment software with associated workflow enabling fast and personal interaction with candidates. (human resource mnagement in newzealand, 2011) Bibliography human resource mnagement in newzealand. (2011). Retrieved 02 15, 2013, from Human resource: http://www.hrinz.org.nz/Site/Resources/hrm_in_nz.aspx ESSAY 3 INFLUENCES ON LEADERSHIP Fred Hollows Frederick Fred Cossom Hollows, AC (9 April 1929   10 February 1993) was a New Zealand and Australian opthalmologies who became known for his work in restoring eyesight for countless thousands of people in Australiaand many other countries. It has been estimated that more than one million people in the world can see today because of initiatives instigated by Hollows, the most notable example being The Fred Hollows Foundation. Early life Fred Hollows was one of four children, the others being Colin, John and Maurice. All were born is Dunedin,NewZealnd to Joseph and Clarice (Marshall) Hollows. He had one year of informal primary schooling at North East Valley Primary School and began attending Palmerston boys high schoolwhen he was 13. Hollows received his BA degree fromVictoria university of Wellington. He briefly studied at a seminary, but decided against a life in the clergy. After observing the doctors at a mental hospital during some charity work, he instead enrolled at Otago Medical univeristy. While living in Dunedin he was an active member of the New Zealand and made several first ascents of mountains in the Mount Aspiring region of Central Otago. . Hollows were a member of the Community party of New Zealand during the 1950s and 1960s. In 1961 he went to Moorefield eyes hospital in England to study ophthalmology. He then did post-graduate work in Wales before moving to Australian 1965 where he became associate professor of ophthalmology at the University of New South Wales in Sydney. From 1965-1992 he chaired the ophthalmology division overseeing the teaching departments at the University of New South Wales, and the Prince of Wales and Prince Henry hospitals. Social Responsibility of Fred Hollows. Our vision is for a world where no one is needlessly blind, and Indigenous Australians enjoy the same health and life expectancy as other Australians. With the help of our supporters, The Foundation is assisting more people in more countries than ever before. Photo: Sandy Scheltema/The Age The Fred Hollows Foundation is inspired by the work of the late Professor Fred Hollows (1929-1993).à ¢Ã¢â€š ¬Ã‚ ¨ Fred was an eye doctor, a skilled surgeon of international renown and a social justice activist. Fred was committed to improving the health of Indigenous Australians and to reducing the cost of eye health care and treatment in developing countries. The Foundation was established in Sydney in 1992, five months before Fred passed away, with the aim of continuing and expanding on the program work he had started in Eritrea, Vietnam and Indigenous Australia. http://www.hollows.org.au/sites/default/files/graphics/misc/gr_AR2011_eye_ops_results.jpgThe Foundation now works throughout Africa, Asia (South and South East) and Australia, focusing on blindness prevention and Australian Indigenous health. Through reducing the cost of cataract operations to as little as $25 in some developing countries, we have helped to restore the sight of more than 1,000,000 people worldwide. At The Fred Hollows Foundation we: believe that everyone has the right to sight, and that Indigenous Australians have the right to the same health outcomes as other Australians advocate for these rights, and collaborate with partners individuals, communities, organisations and governments to overcome avoidable blindness everywhere work together with organisations in Australia to achieve the highest attainable standard of health, including eye health, for Indigenous Australians respect and seek to learn from our partners with the aim of strengthening local institutions and systems wherever we work share skills and resources with organisations working in the same area to avoid replicating services and support already provided promote innovative thinking and considered risk-taking in pursuit of our goals are committed to being accountable, honest and transparent in everything we do apply our values to promote good governance within our own organisation. Corporate governance The Corporate Governance Charter sets out the principles and practices The Foundations Directors will uphold and implement to fulfil the public trust vested in them to protect Freds legacy and fulfil his vision. Professor Fred Hollows. Photo: Colin Townsend/Fairfaxphotos Professor Fred Hollows. Photo: Colin Townsend/Fairfaxphotos In exercising this responsibility, Directors will be guided by the values and passions that imbued Freds life: A confidence that restoring sight to people who are needlessly blind opens up new options for them and enriches their families and communities A commitment to respect, promote and protect the rights of Aboriginal and Torres Strait Islander people, and particularly their rights to health and life expectancy on a par with other Australians A determination to contribute in a meaningful way to a more equitable worlwhere high quality health care is available to all A conviction that our goals can only be achieved if we work in true partnership with local people and agencies and support them to find their own lasting solutions A belief that the best path forward is always found through openness and collaboration, and through forging effective partnerships with people and agencies of like mind who share those values. (The Foundation, 2012) Bibliography The Foundation. (2012). Retrieved 02 15, 2013, from The fred Hollows Foundation: http://www.hollows.org.au/Fred-Hollows/the-foundation