Managing Human Resources Employers

Question: Examine about theManaging Human Resources for Employers. Answer: Presentation The report basically will in general assess the act of the businesses and the business administrators in utilizing the long range informal communication modes for accessing individual data about the enlisted people and furthermore different representatives working in the business establishment. The businesses will in general assess the remarks produced by the representatives on their long range interpersonal communication pages and furthermore examines the cooperations made by the workers with their associates and companions where they have created remarks about the organization. Businesses and supervisors dependent on the above data will in general take choices with respect to enlistment, maintenance and conservation of workers. The report centers around assessing the above acts of businesses and directors dependent on the utilization of moral and partner hypotheses and other exact HR the executives models. Utilization of Ethical and Stakeholder Theories Utilitarian Ethical Theory From the perspective of Utilitarian Theory of Ethics the utilization of online life organizing stages by the businesses for increasing classified data about the workers contributes in producing possible advantages to the business establishments. The equivalent is reflected as follows. Savvy Medium The online life organizing mediums contribute in creating less expensive stages for age of enlistment related ads by the business foundations. Likewise, the internet based life stages additionally contribute in helping the business administrators and managers lead auxiliary or cross checks of the people that are centered around being enlisted in the association. The above movement would help the businesses in checking the legitimacy of the enlisted people and the data outfitted on the resume. Likewise, it additionally helps the organization supervisors and bosses to possibly assess whether the candidate would have the option to coordinate the social boundaries of the business establishment (Brunori, Malandrin, Rossi, 2012). Age of Realistic Expectations The online life organizing apparatuses go about as compelling mediums that support both the workers and the businesses to increase reasonable data in a common manner. The equivalent contributes in helping the representatives comprehend the desires and societies of the organizations while the organization picks up the potential in assessing the capability of the individual worker to coordinate the desires for the diverse activity jobs in the business foundation (Zafar Lodhi, 2015). Advancement of Brand Building Opportunities for Employer Web based life organizing apparatuses likewise contribute in filling in as successful verbal correspondence and brand building instruments for the business. The people having Facebook accounts will in general offer ads produced by the business establishments with respect to opportunities. The sharing of such opening related ads and posts by people further contribute in helping the organization increase a compelling pool of labor assets from the bigger market and furthermore develop required mindfulness with respect to opportunity positions accessible to the organization (Lauer Cohenour, 2014). Deontological Theory of Ethics Be that as it may, from the perspective of Kantian Ethical Theory or from the perspective of Deontological Ethics the act of the businesses and administrators for looking through private and individual data of the representatives from their internet based life organizing pages is viewed as unlawful and unethical in nature. The businesses and chiefs are required to keep away from the works on concerning coercive methods for increasing individual data about the representatives and along these lines in taking choices concerning enlisting and holding representatives (Zhang, 2015). Partner Theory Instrumental Stakeholder Theory The instrumental partner hypothesis in a perfect world requires the business establishments for connecting with the various partners in regards to the age of notable data concerning age of opportunities and furthermore other data related with changes in authoritative and HR strategies. The inclusion of potential partners in regards to the age of viable data possibly contributes in empowering required support(Gonzalez-Padron, 2016). Regulating Stakeholder Theory The regulating partner hypothesis preferably requires the administrators and businesses to work in a moral manner to such an extent that they are required to keep away from increasing individual data about the representatives from various long range informal communication stages like Facebook and Twitter without creating earlier data to the concerned gatherings. The utilization of the individual data concerning the representatives without advising them for taking regarding enlistment and maintenance choices will in general possibly influence the security of the concerned gatherings (Bowen, 2013). Right of Employers in Gleaning Information A few pundits contend that businesses do have rights in accessing private data about their representatives dependent on utilizing the internet based life organizing devices like Facebook and Twitter. In any case, some contend that businesses do pick up rights in recovering individual data about the representatives and staffs from the internet based life organizing stages just on account of a successful break of authoritative understanding or in instances of serious issues influencing the altruism of the firm. Managers concentrating on getting to expected data about their workers from the online life stages are required to successfully illuminate the representatives with the end goal that the equivalent contributes in meeting the straightforwardness and moral targets of the organisation(Johnson, 2014). The businesses and business directors can basically concentrate on disheartening the utilization of online life by representatives and staffs inside the working hours dependent on the j oining of viable observing measures. The businesses and business supervisors in this manner gain rights for observing the exercises of representatives in the internet based life arrange stages inside the working hours. Certain cases have been featured now and again where the businesses and supervisors will in general view and screen the postings and remarks created by the staffs past the working hours. The posts produced by representatives in the long range interpersonal communication stages reproaching or censuring their bosses or chiefs are seen to conceivably influence their vocations and extent of residency inside the association (Yang Jiang, 2014). Businesses and administrators that came through such posts created by the representatives in the web based life stages had taken retreat of the work law for suing the staffs. The equivalent requires the supervisors and bosses of the business foundations for viably illuminating the staffs and workers with respect to right sort of beha viors along the long range informal communication stages. The Privacy Act of Australia requires the businesses to outfit required data to the workers and staffs proposing the justification for which they have gotten to the individual informal communication foundation of the staffs. Further, the various sorts of data accumulated by the businesses from the long range informal communication pages of the representatives are required to be obviously examined with the concerned workers for diminishing the odds of future clashes (Angle Slote, 2013). The businesses and supervisors are likewise required by the law for not recommending companions to the workers and staffs to be included their long range informal communication pages. Likewise, the businesses concentrating on increasing required data about their workers from the long range interpersonal communication stages are additionally required to educate the staffs about others that would have the option to see the equivalent. Therefore, it is required by the businesses and directors to act in a straightforward manner and furthermore create significant mindfulness with respect to the data recovered from the internet based life organizing pages of the workers (Athanassoulis, 2013). Utilization of Social Networking Sites in a Win-Win Fashion Pluralism and Unitarism The method of use of the long range interpersonal communication locales by the representatives for cooperating in a shared manner with companions, associates and friends can be changed over in a success win circumstance by the businesses as far as working dependent on the Pluralism perspective. The Unitarism perspective in HR the executives requires both the representatives and the administration to see each other in a bound together manner mixed for meeting the goals of the association (Calkins, 2014). The Unitarism perspective along these lines requires the directors and representatives to follow a solitary plan. The administrators working dependent on a Pluralist strategy anyway respect the various needs and requests of representatives. The Pluralists anyway necessitate that a few guidelines or behaviors are should have been trailed by both the supervisors and workers for the intrigue and improvement of the association. The Pluralists additionally opine that the forces or authorit y for voicing and opining are required to be partaken in a successful style instead of to be packed in the possession of few (Austin, 2013). The above conversation related with Pluralism and Unitarism can be conceivably applied to the case to such an extent that the institutional supervisors dependent on the part of Pluralism right off the bat need to comprehend and regard the perspectives and view of the various representatives in regards to hierarchical arrangements and behaviors. Besides, the chiefs are required to successfully bargain with the representatives dependent on the presentation of such guidelines and principles that would urge them to work commonly for the advancement of the firm (Wheeler, 2013). The administrators along these lines need to cause the representatives to comprehend the issues with respect to their remarking about the association, directors and working environments in long range informal communication mediums like Facebook that can be seen effectively by general society. The age of required mindfulness and comprehension would help in effectively controlling the individuals from producing suppo sitions in regards to the exercises and strategies of the association (Angle Slote, 2013). Vital HRM The organisationa

Concentration of HCL affecting surface area to vol ratio Essay Example for Free

Centralization of HCL influencing surface territory to vol proportion Essay The exploration question that this report will talk about is â€Å"What is the connection between grouping of hydrochloric corrosive (HCl) and the pace of dispersion? † My speculation for this exploration question is that adjustment in pace of dissemination will be seen when the agar squares are put in arrangements of various centralizations of HCl. As the convergence of HCl builds, the pace of dissemination will likewise increment because of the more extreme focus slope made. To explore the adjustment in pace of dispersion when various convergences of HCl are utilized, I utilized agar hinders that are recolored with general marker that would change from green to pink when presented to HCl. To set up the agar squares, I utilized blade and ruler to obtain 5 agar obstructs with equivalent elements of 3. 0cm by 1. 0cm by 0. 5cm. At that point I arranged 5 distinct convergences of HCl with equivalent volume of 5cm^3 in test tubes, which were 0. 0M. 0. 2M, 0. 4M, 0. 6M, 0. 8M lastly 1. 0M of HCl. At that point, I set the agar hinders into individual test tubes, estimating the time taken for the agar squares to abandon green to totally pink. This was rehashed 2 additional occasions, having 3 arrangement of readings altogether. The outcomes gathered indicated an expanding pattern in the pace of dispersion as the convergence of HCl expanded. This unmistakably upheld the speculation I determined at. (227 words) ? Content Page Abstract2 Content Page3 Introduction4 Research question:4 Hypothesis:4 Introduction (2)5 Literature Review5 Methodology6 Results8 Results (2)9 Discussion10 Limitations11 Improvements11 Conclusion12 Bibliography13 ? Presentation Research question: How does change in convergence of hydrochloric corrosive (HCl) influence the pace of dispersion through the agar squares which contain starch recolored with all inclusive marker, while continuing encompassing temperature, the surface territory to volume proportion of agar squares utilized and the volume of answer for which the agar squares were put steady? Theory: Change in pace of dispersion will be seen when agar squares are put in arrangements of various groupings of HCl. As the convergence of HCl builds, the pace of dispersion will likewise increment because of the more extreme focus angle made ? Presentation (2) Literature Review Diffusion is known as the net development of particles from a locale of higher focus to an area of lower fixation along the focus inclination. There are not many elements that influence the pace of dispersion, the time taken for the two locales to have equivalent measure of particles. One of them is temperature. It is realized that temperature has the best impact on dissemination rates and is the most straightforward of the components to change. Expanding the temperature builds the dissemination rate by adding vitality to every molecule. This is on the grounds that particles with more vitality can move to the area of lower focus with more speed and all the more without any problem. Likewise, bringing down the temperature will bring down the dissemination rate by bringing down the vitality of every molecule. Another significant factor that changes the pace of dispersion is the fixation angle, which we will investigate in this trial. The pace of dispersion relies upon the contrast between focuses over the locale of lower fixation and higher fixation, with more extreme focus contrasts bringing about higher dissemination rates (Simon 2013). This can be clarified by Fick’s Law, which can be summed up by this condition: Rate of dissemination is corresponding to(surface region x contrast in focus )/(Length of dispersion way). From the condition got from Fick’s Law, it is plainly observed that the distinction in focus (fixation inclination) will expand the pace of dissemination (Michael Kent 2000). This hypothesis can be utilized to clarify genuine circumstances, similar to how human lungs take in oxygen and give out carbon dioxide in a brief moment. It is because of the extraordinary distinction in groupings of the two gases (steep focus angle) that permits moderately quick pace of dissemination. For example, when taking in, the grouping of oxygen in alveoli is high contrasted with that in the veins encompassing the alveoli. Along these lines, pace of dispersion is incredible, permitting oxygen to diffuse as quick as could reasonably be expected. (BBC 2013) Methodology Table 1.1-Table of factors and how it is controlled VariablesDetails of variablesHow it is controlled Independent VariableConcentration of HClConcentration of HCl is constrained by the measure of refined water added to HCl. For instance, so as to accomplish a grouping of 0. 2 moldm^(- 3), 1. 0 cm^3 of 1 mol of HCl is included, with 4 cm^3 of refined water included. Subordinate VariableRate of Diffusion The time is taken by a stopwatch until the agar square turns pink in shading totally. Controlled VariableTemperature of the encompassing Surface zone to volume proportion of the agar squares Volume of answer for place the agar hinders into. Temperature is set at a cooled room in a Biology lab The agar squares are cut into same length, same expansiveness and same stature (3. 0 cm by 1. 0 cm by 0. 5cm), accordingly having a similar volume and surface zone. This guarantees the proportion is the equivalent. The volume of arrangements utilized is kept the equivalent at 5. 0cm^3. Table 1. 2-Apparatus utilized in the investigation Apparatus QuantityUncertainty 2% Starch Agar (Universal Indicator recolored) 1. 0 M Hydrochloric Acid (aq) Deionized Water Stop Watch2â ±0. 01s This may be because of the erroneous cutting of the element of the agar squares. It could likewise be because of our failure to choose whether the agar squares have turned totally green to pink in shading. Along these lines, the determined pace of dissemination could have changed. Constraints Some of the outcomes were not as exact as it was hard to see whether the agar squares have turned altogether pink in shading. A portion of the agar squares despite everything had segments of green in them when we expelled it from the arrangement and cut it. This could have influenced the time taken for the agar squares to turn completely pink and along these lines, influencing the pace of dispersion. The temperature of the arrangements containing the agar squares probably won't be consistent all through the entire examination. This can be because of holding of test tubes with our hands and furthermore putting it down again a few times. The warmth from the hand may get moved and the temperature may be adjusted. This can influence the time taken for the agar squares to turn totally pink, as higher temperature actuate quicker pace of dissemination. A portion of the outcomes are not exact as the surface region to volume proportion was not consistent for all the agar squares tried. One reason is because of the restricted measure of agar hinders that were allotted for each seat. Another explanation is that it was hard to utilize the blade gave to cut the agar hinders in a straight way and as precisely. This constraint can influence the time taken for agar squares to turn pink, trailed by the pace of dispersion, as certain squares are greater while some are littler than the others. Enhancements In request to ensure that the agar squares have turned altogether pink, utilize a light and put it in a white foundation where the shading changed is progressively obvious. At that point, the determined pace of dissemination won't be influenced. Spot the test tubes in a water shower where the temperature can be kept consistent at the temperature of faucet water. Thusly, the determined pace of dispersion won't be influenced. In conclusion, utilize a stamp with all the alluring component of the agar squares estimated. Along these lines, in addition to the fact that it is advantageous, it causes us get the exact elements of the agar squares, having a similar surface zone to volume proportion for all the agar squares. At that point, the determined pace of dispersion won't be influenced. End Taking everything into account, the readings and the inferred outcomes as tables, and line diagram bolster my speculation, which is: Change in pace of dissemination will be seen when agar squares are put in arrangements of various groupings of HCl. As the convergence of HCl builds, the pace of dispersion will likewise increment because of the more extreme fixation inclination made. With the determined end, it demonstrates that all together for pace of dissemination to be more noteworthy, higher grouping of the arrangement must be utilized, so the fixation inclination is more extreme.

What Do You Do for Fun Interview Question

What Do You Do for Fun Interview Question Its just about an assurance that your questioner will approach what you like to accomplish for entertainment only. The school questioner may pose this inquiry from numerous points of view: What do you do in your spare time? What do you do when youre not in school? What do you do on your ends of the week? What fulfills you? This isn't a stunt question, and numerous sorts of answers will progress admirably. On the off chance that youre doing a meeting by any stretch of the imagination, this is on the grounds that the school has a comprehensive confirmations arrangement, and the questioner is basically attempting to become acquainted with you better. School is about considerably more than scholarly classes, and the affirmations people need to know how you keep yourself occupied when youre not doing homework. The most alluring understudies are the individuals who do fascinating things with regards to their extra time. Awful Interview Question Answers In this way, when you answer the inquiry, ensure you really stable as you do fascinating things with regards to your extra time. Answers like these won't dazzle: I like hangin with my companions. (Do you really do anything with those companions, or do you simply occupy room on our little planet?)I do Facebook in the entirety of my spare time. (Regardless of whether its Facebook, Instagram, Snapchat, Twitter, or some other social stage, this reaction is valid for some understudies. Be that as it may, an excessive amount of online time is a significant wellspring of poor scholastic execution in school, so you wont need to feature your online addictions during your interview)I like celebrating. (Another action that, whenever mishandled, has made numerous understudies flop out of college)I observe heaps of TV. (A significant number of us observe an excess of TV; dont feature that reality during your interview)I dont have any extra time. (This answer is valid for some exceptionally included understudies, yet it is a shifty answer; what might you do on the off chance that you had free time?)Ive been perusing the entirety of the Greek works of art. (Bravo, however? Universities like great researchers, yet they likewise need understudies who every so often remove their heads from their books) Youll additionally need to maintain a strategic distance from undependable answers that might be about significant exercises, yet that plainly are awful. Cleaning dishes at a nearby safe house or scooping crap at a creature salvage are splendid and significant exercises, however most likely terrible. All things considered, there absolutely is a great deal of individual fulfillment in helping other people, yet youll need to outline your response to clarify why such exercises bring youâ pleasure. Great Interview Question Answers When all is said in done, the best response to this inquiry will show that you have interests outside of the homeroom. The inquiry permits you to show that you are balanced. Sensibly speaking, it doesnt a lot matter what you do in your extra time as long as you accomplish something. Do you love chipping away at vehicles? Playing an impromptu game of soccer? Climbing in the neighboring mountains? Testing in the kitchen? Building rockets? Playing word games with your more youthful sibling? Painting dusks? Surfing? Note that this inquiry isn't really about your extracurricular exercises, for example, theater, varsity sports, or walking band. Your questioner will find out about those interests from your application or exercises continue, and youre liable to get another inquiry regarding those interests. This doesnt mean you cannot reply with a conversation of your preferred extracurricular exercises, however you should see this inquiry as a chance to uncover a side of yourself that shows up no place on your application. Your transcript will show that you are a decent understudy. Your response to this inquiry will show that you are additionally somebody who has various premiums that will improve the grounds network. Clarify WHY the Activity is Fun At last, make certain to catch up your answer with a conversation of why you addressed the manner in which you did. Your meeting isnt going to be intrigued with this trade: Questioner: What do you like to accomplish for fun?You: I like swimming.Awkward quiet Accept the meeting is likewise asking you For what reason you like the action. Think how much better the questioner becomes acquainted with you with a reaction like this: Questioner: What do you like to accomplish for fun?You: I love swimming. Theres a lake up the slope from my home, and I invest energy there consistently when the climate grants. I truly appreciate the activity, and I likewise like being encompassing commonly. When Im in the water its so tranquil. I get the vast majority of my best reasoning done when Im swimming. Truth be told, one explanation Im keen on Wellesley College is that Ill have the option to continue doing what I love in Lake Waban. A Final Word on College Interviews Meetings are normally a charming trade of data, and they arent intended to entangle you or be fierce. All things considered, you will need to be set up to answer the absolute most normal inquiries before you set foot in the meeting room, and youll additionally need to evade these regular meeting botches. As a rule, its a smart thought to do a meeting, regardless of whether its discretionary, yet youll need to do what's needed arrangement with the goal that you establish a positive connection.

Study On Internal And External Sources Of Finance Finance Essay - Free Essay Example

Finance is essential for business operations development and expansion finance is core limiting factor for most businesses and it is crucial for business to manage their financial resources properly. Finance is available to a business from variety of sources from both internal and external. It is also essential for business to choose most appropriate source of finance to its several needs as different sources have its own benefits and costs. Sources of finance can be classified based on a number of factors they can be classified as Internal and External factors Short Term and Long Term or Equity and Debt which would be easy to classify the sources as internal and external. Internal Sources of Finance: Internal sources of finance are the funds which are available promptly within the organisation. It consists of Personal Savings Retained Profits Working Capital Sale of fixed assets Personal savings: The amount of personal money of an owner or partner or share holder of business may execute anything at his administration when the business seeks to borrow the personal money of investor for a financial business needs this source of finance is known as personal savings. Retained Profits: Retained profits are undistributed profits of a company. Not all the profits made by a company are distributed as dividends to its shareholders. The remainder of finance is saved by the business as a backup in tim es of financial needs and maybe used later for a companys development or expansion retained profits are valuable at no cost source of finance. Working Capital: Working capital refers the sum of money that a business uses its daily activities. Working capital is the difference of current assets and current liabilities (working capital = current assets current liabilities). Proper working capital management is also vital as it also a source of finance for a business. Current Assets: Current assets are also known as cash equivalents because they are easily convertible to cash. Current assets consist of Stock, Debtors prepayments, Bank and Cash these assets are used up, sold or keep changing in short run. Stock: This refers to the stock of goods available to the business for sale at given time. It is very important to maintain the right amount of stock of goods for a business. If stock levels are too high it means that too much of money is being held up in the form of st ock and if stock levels are too high it means that too much of money is being held up in the form of stock and if stock levels are too low the business will lose possible opportunities of higher sales. Debtors: Debtors is a type of business in which customers building up on the trade having been bought the businesss goods or service on credit. If a business has cash flow problems it can maintain a low level of debtors by encouraging the debtors to pay as early as possible. Prepayments: These are the expenses paid in advance the payment is being made even before the payment occurs is a prepayment. Bank and cash: Bank is the cash held in banks and cash is money held by business in the form of cash. Having too much of money in the form of cash is also not good for a business since it can use that money to invest and earn a return but however a business should have healthy current ratio(Current Assets : Current Liabilities) of 2:1 Current Liabilities: Current Liabilities are short-term debts that are in immediate need of settlement. Some examples of current liabilities creditors accruals proposed dividends within a year. Creditors: also known as trade creditors. Trade creditors are Suppliers from whom the business purchased goods on credit. Paying the creditors as soon as possible will ease cash flow requirements for a business. Accruals are the expenses owed by the business. Dividends proposed are the dividends payable for the year that is not yet paid. Tax owing is the sum of money owing as tax  [i] External sources of finance: Sources of finance that are not internal sources of finance are external sources of finance. External sources of finance are from sources that are outside the business. External sources of finance can either be: Ownership capital or Non-ownership capital Ownership capital: Ownership capital is the money invested in the business by the owners themselves. It can be the capital funding by own ers and partners or it can also be share bought by the shareholders of a company. There are mainly two main types of shares. They are: Ordinary shares Preference shares Ordinary shares: Ordinary shares also known as equity shares are a unit of investment in a company. Ordinary shareholders have the privilege of receiving a part of company profits via dividends which is based on the value of shares held by the shareholder and the profit made for the year by the company. They also have the right to vote at general meetings of the company. Companies can issue ordinary shares in order to raise finance for long-term financial needs. Preference shares: Preference shares are another type of shares. Preference shareholders receive a fixed rate of dividends before the ordinary shareholders are paid. Preference shareholders do not have the right to vote at general meetings of the company. Preference shares are also an ownership capital source of finance. There are several ty pes of preference shares. Some of them are Cumulative preference share, Redeemable preference share, Participating preference share and Convertible preference share. Cumulative preference shares if a company is in a loss making situation and is unable to pay dividends for one year then the dividend for that year will be paid the next year along with next years dividends. Redeemable preference shares these preference shares can be bought back by the company at a later date. Normally the date of redemption is usually agreed. Participating preference shares give the benefit of additional dividends to its shareholders above the fixed rate of dividends they receive. The additional dividend is usually paid in proportion to ordinary dividends declared. Convertible preference shares convertible preference shareholders have the option of converting their preference shares to ordinary shares. Non-ownership capital: Unlike ownership capital, non-ownership capital does not allow the lender to participate in profit-sharing or to influence how the business is run. The main obligations of non-ownership capital are to pay back the borrowed sum of money and interest. Different types of non-ownership capital: Debentures Bank overdraft Loan Hire-purchase Lease Grant Venture capital Factoring Invoice discounting Debentures: Debentures are issued in order to raise debt capital. Debenture holders are not owners but long-term creditors of the company. Debenture holders receive a fixed rate of interest annually whether the company makes a profit or loss. Debentures are issued only for a time period and thus the company must pay the amount back to the debenture holders at the end of the agreed period. Debentures can be secured, unsecured, fixed or floating. Secured debentures are debentures that are secured against an asset. They are also called mortgage debentures. Unsecured debentures these debentures do not have an asse t as collateral. Fixed debentures have a fixed rate of interest. Floating debentures do not have fixed rate of interest and are not tied to any specific asset. Bearer debentures these debentures are easily transferable. Registered debentures are not easily transferable and legal procedures have to be followed in case of a transfer. Convertible debentures can be converted to stock at the end of the debenture repayment date. DIFFERENCES BETWEEN LONG/MEDIUM TERM AND SHORT TERM SOURCES: Introduction: Finance sources may be internal or external but they may also be short medium or long term Short Term: Short term Finances the business up to 1 year Medium Term: Medium term finances the business up to 5 years Long Term: Long term finances the business more than 5 years Short Medium and long term Sources: Long Term Medium Term Short Term Personal Resources Personal Resources Personal Resources Ordinary Share Capital Bank Loan Bank Loan Bank Overdraft . ii Long term Sources: Long Term Sources generally refer to those requirements of funds which are for a period exceeding 5-10 years. All investments in plant, machinery, land, buildings, etc., are considered as long term financial needs. Funds required to finance permanent or hard core working capital should also be procured from long term sources. Medium term Sources: Medium Term refers to those funds which are required for a period exceeding one year but not exceeding 5 years. For example, if a company resorts to extensive publicity and advertisement campaign then such type of expenses may be written off over a period of 3 to 5 years. These are called deferred revenue expenses and funds required for them are classified in the category of medium term financial needs. Sometimes long term requirements, for which long term cannot be arranged immediately, may be met from medium term sources and thus the demand of medium term financial needs are generated. As and when th e desired long term funds are made available, medium term loans taken earlier may be paid off. Short term financial Sources: Short Term Sources takes place to finance in current assets such as stock, debtors, cash, etc. Investment in these assets is known as meeting of working capital requirements of the concern. Firms require working capital to employ fixed assets gainfully. The requirement of working capital depends upon a number of factors which may differ from industry to industry and from company to company in the same industry. The main characteristic of short term financial needs is that they arise for a short period of time not exceeding the accounting period, i.e., one year. The basic principle for meeting the short term financial needs of a concern is that such needs should be met from short term sources, and for medium term financial needs from medium term sources and long term financial needs from long term sources. Accordingly, the method of raising funds is to be decided with reference to the period for which funds are required. Basically, there are two sources of raising funds for any business enterprise. Viz., owners capital and borrowed capital. The owners capital is used for meeting long term financial needs and it primarily comes from share capital and retained earnings. Borrowed capital for all the other types of requirement can be raised from different sources such as debentures, public deposits; loans form financial institutions and commercial banks, etc.

Acting White, by Stuart Buck - 724 Words

Acting white by Stuart buck and race relations light years from earth by mitu sergupta both use a form of racism and classism to express a similar theme to convey their message effectively. Acting white begins with the author explaining how most minorities are discouraged about furthering their education because of negative prejudice remarks from their peers. The conflict at hand was that desegregation introduced inequality in the schools where most of their teachers were white. With this being said their racial backgrounds caused education to be unequal. During this time, whites were viewed as the oppressors, and slave-owners. In everybody’s eyes whites were always superior to the blacks. Looking back at the historical record, the Jim Crow era introduced many cases of racial inequality. This goes to say, the author in Race relations light years from earth explains how deep racial allegation has changed over time. In this passage the author believes that racism is deeper than slavery, it has evolved to our modern day movies such as Avatar. Mitu goes into dept of how whites are more dominant in avatar than the blacks. The movie portrays many ethnic heroic roles defending the Navi. Many believe the navi are African Americans due to their braids and resemblance to color. Some may question the film but Avatar is a racist film. In other words the white messiah came into play when discussing the film. The author’s conflict at hand is that racism has yet to stop in today’sShow MoreRelatedRace: Floating Signifier1549 Words   |  7 PagesAnalysis Response: Biology, Race, and Floating Signifiers In the video, Race: The Floating Signifier, Stuart Hall counters the thought that race is connected with the biological aspect. Rather than considering race as due to the biological make up of an individual, it is a collection of characteristics brought together that forms one s race. 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The Effect Of Suppression And The Consequences Of The...

Wegner, Schneider, Carter first studied suppression in 1987, defining it as a conscious effort used to direct attention away from a thought. Controlled research were only conducted after their famous study of the â€Å"white bear†, with most research concluding that suppressive thoughts would actually make these thoughts more invasive. The current essay draws on example from normal and clinical research to show the paradoxical effect of suppression and the resulting detrimental outcomes. In the study of Wegner et al, participants were asked not to think about ‘white bear’ for five minutes. During this time, they were asked to verbalise their thoughts and ring a bell every time they though about a white bear. This was called the â€Å"suppression†¦show more content†¦According to Baumeister et al (1998), these resources are limited and can be depleted temporary. This suggests that those who had been constantly suppressing thoughts, (e.g.) keeping secrets, or suppressing thoughts of a secret relationship, might find additional suppression more difficult. Also, those who had a smaller capacity for ‘active volition’ (Baumeister et al, 1998) would find suppression less effective as they might sustain the exclusion of thoughts or the distraction from the target thought for a shorter period of time. Furthermore, despite obtaining significant results to prove that suppressed thoughts are not at all inhibited, the generalizability of the re sult remained questionable; one could effectively argue that the contradictory effect was provoked by the instruction to ring a bell whenever the target thought occurred. On this note, the paradoxical effects of thought suppression has been found to extend from thoughts of white bears (Wegner et al, 1978), to more realistic conditions, for example the attack of a grizzly bear (Rassin, Merckelbach an Muris, 1997). In the study of Rassin et al, participants were shown a three-minute video clip of a tourist being attacked by a grizzly bear. The video finished by finishing with an ambiguous ending so that participants were left uncertain whether the tourist survived the vigorous attack, it was also recorded deliberately in the form of accidental real-life footage to heighten the emotion impact. By using an

Cleopatra Essay Research Paper Cleopatra Vll was free essay sample

Cleopatra Essay, Research Paper Cleopatra Vll was born in 69 BC, in Alexandria, Egypt. Despite what people say today, that she was glamourous and beautiful, she was far from it. She is shown on antediluvian coins with a long aquiline olfactory organ and masculine characteristics. Although she was non beautiful she was clearly a really seductive adult female, and she used this to farther Egypt politically. She had a beautiful musical voice. It is besides said that she was extremely intelligent. She spoke nine different linguistic communications, and she was the first Ptolemy Pharaoh who could really talk Egyptian. She ascended the Egyptian throne after her male parent, Ptolemy Xll Auletes died in 51 BC. Cleopatra which was 17 at the clip and her brother Ptolemy Xlll, which was 12, were married because of the footings of her male parents will. They so ruled Egypt together. In the 3rd twelvemonth of their reign Ptolemy? s advisors told him that he should govern Egypt by himself. So, because of this he drove Cleopatra into expatriate. Cleopatra so escaped to Syria. She so returned with an ground forces. Ptolemy sent an ground forces to run into with her. At this point, Julius Caesar of Rome arrived in chase of an enemy, who was seeking aid from Ptolemy. Cleopatra had to turn over herself up in a carpet so that she wouldn? t get killed while come ining Egypt. If she hadn? t hidden herself she would hold been killed. When she unrolled herself in forepart of Caesar he fell in love with her right away.Caesar had to take which of the Egyptian swayers to assist maintain the throne. Of class he chose Cleopatra. He so became Cleopatra? s lover. In 47 BC Ptolemy Xlll drowned in the Nile while seeking to get away, and Caesar so restored Cleopatra to her throne. After her older brother Ptolemy Xlll was died, Cleopatra was so forced by usage to get married her youngest brother Ptolemy XlV, which was about eleven at the clip. After Cleopatra and Ptolemy XlV were settled on their joint authorities footing, she and Caesar went on a two-month sail on the Nile. It is said that it was so she became pregnant, and she subsequently gave birth to a boy. His name was officially Ptolemy XV Caesar, but he was popularly called Caesarion, which means? Small Caesar? . Peoples say that Caesar was non truly the male parent of Caesarion. Although the kid strongly resembled Caesar, and so Caesar acknowledged him as his boy. After the sail Caesar so went back to Rome and Cleopatra went back to Egypt. Caesar left three work forces that were portion of the ground forces so that they could protect Cleopatra. In 46 BC he invited Cleopatra to travel to Rome to be with him. She so went taking Caesarion with her. That same twelvemonth in September he celebrated his war victory? s in which was called the March of Triumph? s. In this March he paraded through the streets of Rome with his captives, including Cleopatra # 8217 ; s sister Arsinoe. Caesar spared Arsinoe # 8217 ; s life after she betrayed Cleopatra, but subsequently Mark Antony had her killed after Cleopatra told him to. Cleopatra lived in Caesar # 8217 ; s Villa near Rome for about two old ages. He showered Cleopatra with gifts and everything she wanted. It was rumored that Caesar was meaning to go through a jurisprudence leting him to get married Cleopatra and do their boy his inheritor. It was besides rumored that Caesar, who had accepted a lifetime absolutism and sat on a aureate throne in the Senate, intended to go the male monarch of Rome. On March 15, 44 BC a crowd of plotters surrounded Caesar at a Senate meeting and stabbed him to decease. Cleopatra knew that she was besides in danger so she rapidly left Rome with her defenders. Before or instantly after their return to Egypt, Ptolemy XIV died. It is rumored that Cleopatra had him. Cleopatra so made Caesarion, her boy, co-regent. Caesar # 8217 ; s blackwash caused lacking in a swayer and civil war in Rome. Finally the imperium was divided among three work forces. Those work forces were Caesar # 8217 ; s great-nephew Octavian, who subsequently became the emperor Augustus. There was besides Marcus Lepidus and Marcus Antonius, or better known as Mark Antony. In 42 B.C. Mark Antony called for Cleopatra to Tarsus, to oppugn her about whether she had assisted his enemies. Cleopatra arrived in manner on a flatboat with a aureate after part, purple canvass, and silver oars. The boat was sailed by her amahs, who were dressed as sea nymphs. Cleopatra herself was dressed as Venus, the goddess of love. She reclined under a gold canopy, fanned by male childs in Cupid costumes. Antony was impressed by this glamourous show of luxury. This was as Cleopatra had intended. That dark Cleopatra entertained him on her flatboat, and the following dark Antony invited her to supper, trusting to surpass her in impressiveness. Unfortunately he failed to make so, but he ended up jesting about it in his good-natured, manner. Cleopatra didn # 8217 ; t seem to mind his tasteless sense of wit really she joined right in. Like Caesar before him, Antony was falling in love with her. Forgeting about his duties of being a swayer, he accompanied Cleopatra to Alexandria and spent the winter with her at that place. Finally, Antony said adieu to Cleopatra and returned to his responsibilities as a swayer of the Roman imperium. Six months subsequently Cleopatra gave birth to twins, there names were Cleopatra Selene and Alexander Helios. It was four old ages subsequently before she saw Antony once more. During that clip Antony married Octavian # 8217 ; s half sister, Octavia. They had three kids. In 37 BC, while on his manner to occupy Parthia, Antony enjoyed another visit with Cleopatra. He hu rried through his military run and raced back to Cleopatra. From so on Alexandria was his place, and Cleopatra was his life. He married her in 36 BC and she gave birth to another boy, Ptolemy Philadelphus. Meanwhile, back in Rome, Octavia remained loyal to her cheating hubby. She decided to see Antony, and when she reached Athens she received a missive from him stating that he would run into her at that place. However, Cleopatra was determined to maintain Antony off from his other married woman. She cried and fainted and starved herself so it worked. Anthony ended up call offing his trip, and Octavia returned place without seeing her hubby. The Roman people were disgusted by the manner Antony had treated Octavia. They were besides angry to hear that Cleopatra and Antony were naming themselves Gods. Worst of all, in 34 B.C. Antony made Alexander Helios the male monarch of Armenia, Cleopatra Selene the queen of Cyrenaica and Crete, and Ptolemy Philadelphus the male monarch of Syria. Caesarion was proclaimed the King of Kings, and Cleopatra was the Queen of Kings. Augustus was highly huffy and so he convinced the Roman Senate to declare war on Egypt. In 31 B.C. Antony # 8217 ; s forces fought the Romans in a sea conflict off the seashore of Actium, Greece. Cleopatra was there with 60 ships of her ain. When she saw that Antony # 8217 ; s cumbersome, badly-manned galleys were losing to the Romans # 8217 ; lighter, swifter boats, she left the scene. Antony abandoned his work forces to follow her. Although it is possible that they had prearranged their retreat, the Romans saw it as cogent evidence that Antony wascrazy f or Cleopatra and was unable to believe or move on his ain. For three yearss Antony sat entirely in the bow of Cleopatra # 8217 ; s ship, declining to see or talk to her. They returned to Egypt, where Antony lived entirely for a time.In the interim Cleopatra prepared for an invasion by Rome. When Antony received word that his forces had surrendered at Actium and his Alliess had gone over to Octavian, he left his lone place and returned to Cleopatra to party off their concluding yearss. Cleopatra began experimenting with toxicants to larn which would do the most painless decease. She besides built a mausoleum to which she moved all of her gold, Ag, emeralds, pearls, coal black, tusk, and other hoarded wealth. In 30 B.C. Octavian reached Alexandria. Mark Antony marched his ground forces out of the metropolis to run into the enemy. He stopped on high land to watch what he expected would be a naval conflict between his fleet and the Roman fleet. Alternatively he saw his fleet salute the Romans with their oars and joined them. At this Antony # 8217 ; s horse besides deserted him. His foot was shortly defeated and Antony returned to the metropolis, shouting that Cleopatra had betrayed him. Cleopatra was afraid that he would ache her, so she left to the memorial that housed her hoarded wealths and locked herself in, telling her retainers to state Antony she was dead. When Antony heard this he really believed it. So he went to his room and opened his coat, crying that he would shortly be with Cleopatra. He ordered a retainer named Eros to kill him, but Eros killed himself alternatively. Antony so stabbed himself in the tummy and passed out on a sofa. When he woke up he begged his retainers to s et him out of his wretchedness, but they ran off. At last Cleopatra # 8217 ; s secretary came and told him Cleopatra wanted to see him. Overjoyed to hear Cleopatra was alive, Antony had himself carried to her mausoleum. Cleopatra was afraid to open the door because of the attack of Octavian # 8217 ; s ground forces, but she and her two functioning adult females allow down ropes from a window and pulled him up. Distraught, Cleopatra laid Antony on her bed and crush her chests, naming him her Godhead, hubby and emperor. Antony told her non to feel for him, but to retrieve his past felicity. Then he died at that really minute. When Octavian and his work forces reached her memorial Cleopatra refused to allow them in. She talked with them through the door, demanding that her land be given to her kids. Octavian ordered one adult male to maintain her speaking while others set up ladders and climbed through the window. When Cleopatra saw the work forces she pulled out a sticker and tried to knife herself, but she was disarmed and taken captive. Her kids were besides taken captive and were treated good. Octavian allowed Cleopatra to set up Antony # 8217 ; s funeral. After the funeral she took to her bed, ill with heartache. She wanted to kill herself, but Octavian kept her under close guard. One twenty-four hours he visited her and she flung herself at his pess, about bare, and told him she wanted to populate. With Octavian # 8217 ; s permission she visited Antony # 8217 ; s grave. Then she returned to her mausoleum, took a bath, and ordered a banquet. While the repast was being prepared a adult male arrived at her memorial with a basket of figs. The guards checked the basket and found nil leery, so they allowed the adult male to give the basket of figs to Cleopatra. After she had eaten, Cleopatra wrote a missive, sealed it, and sent it to Octavian. He opened it and found Cleopatra # 8217 ; s supplication that he would let her to be buried in Antony # 8217 ; s grave. Alarmed, Octavian sent couriers to alarm her guards that Cleopatra planned to perpetrate self-destruction. But it was excessively late. They found the 39-year old queen dead on her aureate bed, with her amah Iras deceasing at her pess. Two assholes were found on Cleopatra # 8217 ; s arm, and it was believed that she had allowed herself to be bitten by an asp that was smuggled in with the figs. As she had wished, she was buried beside Antony.

Roald Dahl’s Villains An analysis Essay Example

Roald Dahl’s Villains: An analysis Essay Roald Dahl is one of the most widely read children’s book authors of the twentieth century. Although he wrote several forms of literature, including adult novels and essays, he is most renowned for his children’s books, including popular books like Charlie and the Chocolate Factory and The BFG. Beyond proving to be accessible and engaging to children, his works reinvigorated this genre by making it more accessible and realistic for children to identify with. His penchant for understanding child psychology and composing a complex, intriguing plot contributed to his renown. More specifically, one of the defining features of Dahl’s fiction caused by Dahl’s personal childhood is its macabre characterization of several adult characters juxtaposed with good natured characterization of other adult characters. In Roald Dahl’s literary style, the story is mostly constructed from the point of view of the child protagonist, who is pitted against a few imposing adult personalities. For example, in the book Matilda, the villain is a woman teacher. She is shown to be quite dangerous – someone who will induce a young reader to be terrified of every female teacher he or she meets. Indeed the depiction of the teacher was so excessive that the book was attacked by critics as being unsuitable for young readers. (Cockburn 41) Further, in Matilda, Dahl provides â€Å"a dramatic shift in tone as he moved from character to character—innocent, intelligent Matilda, the caring Miss Honey, and the towering inferno of the headmistress Miss Trunchbull.† (Wolf 73) Generally, Dahl’s characterization of villains is more dramatic and vivid than that of his benign characters. We will write a custom essay sample on Roald Dahl’s Villains: An analysis specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Roald Dahl’s Villains: An analysis specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Roald Dahl’s Villains: An analysis specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The sinister-minded owner of the chocolate factory in Charlie and the Chocolate Factory, Willy Wonka, is another strange character who swings between either too sentimental or too cold. Wonka is â€Å"a Michael Jackson type: a lonely, childish despot, complete with high-pitched voice, inability to mix and strained desire to make everything seem just perfect.† (Sawyer 34) Therefore, when he demands Charlie to get away from his family and run the factory, he conveys this demand in a sinister tone. Charlie, on the other hand, maintains his composure throughout the antics of his master. He manages to be good without being prissy, which is quite an achievement in the circumstances. Characters like Wonka are typical of Dahl’s villains – their power and cunning seemingly offers little hope the hero to overcome. And it is in succeeding against such strong adversity that the heroism shines through. Another feature of Dahl’s portrayal of villains is the recurrent theme of ‘abuse of power’. T his exercise of power with malicious intent is evident in different sorts of relationships, it is most evident in the adult-child relationships in his stories. In other words, in Dahl’s writings we see power in various forms – â€Å"whether adults exercising it over children, bigger children over smaller ones, or humans over animals.† (Sharp 521) We witness in Matilda how little girls were persecuted by Mrs. Trunchbull. Likewise, in Dahl’s short stories William and Mary and The Way Up to Heaven, we see even adult characters suffering due to arbitrary use of power by those at a higher station. Dahl succeeds in making this abuse very visceral for the readers as he draws heavily from his own personal childhood experiences of feeling fear and intimidation in his school. The villains in a Dahl story are usually juxtaposed to benevolent characters. The nastiness and malevolence projected onto the villains in the plot is offered a relief in the form of benign and decent adult individuals. There are some notable loving and warm relationships between children and adults in many stories. Examples that easily come to mind include that of Charlie and Grandfather Joe, Danny and his beloved father, etc. There is also the case of The Witches in which the unnamed narrator is nurtured and cared for by his Norwegian grandmother. If we are to attempt to understand Dahl’s inclination for including threatening adult characters in his stories, we have to grasp the facts of his own childhood. Dahl had a close and loving relationship with his mother Sofie, but his other encounters with adults were arduous and strained. The chief source of torment for him came from the authorities in the boarding school whom he felt were unduly retributive for minor offences. However Dahl is not conveying a message of hopelessness to his young readers. Even amidst adversity his stories show that there is hope and love. This is best illustrated in The Witches, where the close bond between the boy and his mother survives â€Å"the boy being turned into a mouse, for as the narrator says, ‘It doesn’t matter †¦ so long as somebody loves you.’† (Mitchell 27) There is a type of transcendent quality in the benign relations of the child protagonist to his guardian. This is witnessed in Dahl’s early story such as They Shall Not Grow Old as well as his later work The Minpins (1991) which is full of invocations of magic. Likewise, In The Wonderful Story of Henry Sugar, for example, Sugar loses his self-centeredness and becomes more spiritual, despite being a surefire winner at cards. This theme recurs throughout Dahl’s writing life. (Sharp 524)

To Kill a Mockinbird essays

To Kill a Mockinbird essays One of the major masterpieces of American literature, To Kill A Mockingbird, written by Harper Lee originally as a love story, was published in 1960 and won a Pulitzer Prize in 1961. It also won an Academy Award when it was later made into a film starring Gregory Peck. The story is set in imaginary Maycomb County in southern Alabama. The time frame for the story is the early 1930's during the great depression. Poverty was common and times were extremely tough. This book is loaded with interesting characters. Here is an outline and description of some of the most important characters. The story revolves around the Finch family, led by Atticus Finch, a lawyer. Atticus has two children: Jem, short for Jeremy, his eldest son and Scout, nickname for Jean Louise, his younger and only daughter. Scout is a bit of a tomboy and enjoys hanging out with her brother and their friend Dill. Dill is a young boy who comes to stay in Maycomb every summer with his aunt, Miss Rachel. Aunt Alexandra is Atticus' sister and the family has a maid named Calpurnia. The children spend a great deal of time at the house of Arthur "Boo" Radley. Bob Ewell who lives with his daughter Mayella Ewell is the man who accuses Tom Robinson, a black man, of raping Mayella. Law enforcement in Maycomb consists of Heck Tate, county law official and Judge Taylor. The story begins when Jem and Scout meet a new friend, Dill, who has come to spend yet another summer with his aunt, Miss Rachel. The town is full of gossip about Boo Radley, which fascinates the three friends. Dill, Jem and Scout try to think up creative ways to lure Boo out of his house with no success. The next summer Dill returns and is even more curious and becomes more daring in his attempt to see Boo. On the last evening of Dill's stay in Maycomb the children decide to sneak up on Boo's porch to see what they can see. Just as Jem reaches the window, Nath ...

What really happened in the Bryant Grocery and Meat Market between Essay

What really happened in the Bryant Grocery and Meat Market between Emmett Till and Carolyn Bryant August 24, 1955 - Essay Example What makes the crime of Emmett Till’s murder so brutal is not only what was done to his body, but what was done to his soul—how his spirit was snuffed out like a light under a bushel, and all because Emmett Till was simply a Black boy in the wrong place at the wrong time. II. What Happened At the Bryant Grocery and Meat Market Emmett Till, a young, 14-year-old African-American youth, really wanted to go down South to Money, Mississippi, where Jim Crow laws were still in full effect in August of 1955. Emmett was from Chicago, in the North, where there was less discrimination—and the Jim Crow laws were not applied as harshly even though they were federal law. Emmett apparently insisted upon going to Mississippi to visit his cousins, even though Mamie Till-Mobley was dead-set against it (Till-Mobley and Benson 2004, 99). When Emmett and his family members pulled up to the Bryant Grocery and Meat Market that fateful day in August of 1955, there was an encounter betwe en the teenager Emmett Till and Carolyn Bryant—the 21-year-old wife of Roy Bryant, the store owner. According to Carolyn Bryant’s testimony, Emmett Till put his hands around Mrs. Bryant’s waist and said some unpleasant things to her (â€Å"Transcript: Emmett Till Trial† 1955, 270). In addition, there is the famous allegation that Emmett Till ‘whistled’ at Carolyn Bryant. â€Å"It [was] alleged that Emmett Till â€Å"wolf whistled† and made some â€Å"ugly remarks† to Bryant’s 21-year-old wife† (Popham 1955, 64). In many media accounts, Mrs. Bryant is described as being attractive, or ‘pretty.’ This is emphasized when the story is told about how Emmett apparently may have physically accosted her in someway, however seemingly innocent. Mrs. Bryant testified that Emmett grabbed her hand when he asked to see the bubble gum from the showcase. Supposedly, he also asked her for ‘a date,’ and call ed her pet names instead of addressing her by the title â€Å"Ma’am,† which was common and the legal custom in the South. Much is debated about what actually went on at the store. There were various accounts of what happened from Emmett’s cousins and other boys in the neighborhood, one or some of which were alleged to have taunted Emmett to go into the store and ask ‘the pretty white lady’ for a ‘date.’ At any rate, Emmett had allegedly been boasting about how he had been with a white woman or women before, and showed a picture of a white girl in his wallet—whom his mother later claimed was a photo of Heddy Lamar, which came with the wallet. After Emmett came out of the store, â€Å"‘[h]e knew he had done something wrong, because he begged us not to tell daddy [Mose Wright],’ insisted [cousin Simeon] Wright in 2007. Parker agreed. ‘Everyone knew a wrong had been committed’† (Anderson 2008, 18). Th is wrong was just one stepping-stone which led to Emmett’s murder and his alleged murderers’ trial, which proved fruitless for the prosecution. Basically, the defense had at least five lawyers, one of which had gone to a prestigious Ivy League law school and was 71 years old. Also, besides that, basically all that the prosecution could prove was that a body had been found in the Tallahatchie River, but—even though Mrs. Till had been able to positively identify the body—the prosecution was not able to prove beyond a reasonable doubt that this was the same person whom J.W. Milam and Roy Bryant had kidnapped. This was enough doubt to place in the mind of the jury that perhaps the person who had turned up in the river was not the

Consumer Behaviour Essay Example | Topics and Well Written Essays - 2000 words - 8

Consumer Behaviour - Essay Example 2003, p. 285). Fair trade influence organizations and movements of products in the third world countries by ensuring that consumers pay fair prices for the products. Also, it ensures producers have healthy working conditions, and their rights are preserved from exploitation by some unethical consumer behaviors (Auger & Devinney 2007, p. 361). It is important to note that ethical consumer behaviour allows users to express their personal feelings freely and show the sense of responsibility to societies. It also enables them appreciate products from different companies (Auger et al. 2003, p. 299). Hines and Ames (2000), affirms that 68% of the population buys a product from a company because of the company’s ethical reputation. Also, they argue that 51% of the population makes purchases in different companies due to its behavior. This indicates that a higher per cent of the population are driven by the ethical standards of a producer to buy their products, and this encourages fair trading (Auger & Devinney 2007, p. 365). If the ethical reputation of a company is not standard, then most consumers will tend shy away from purchasing their products. This unethical behaviour can be in the forms of prices or the poor qualities of their products. It can also be due to weak and unhealthy working conditions of the workers and the violation of the consumer rights (Arvola & Vassallo 2008, p. 445). According to a study of a group of European consumers, indicates that most of the consumers are willing to pay more money for proved ethical products from the companies. These consumers are also willing to import ethical products from the producers in the developing countries thereby improving the standards of the producers. In his study of Belgian consumers, Dolan (2009, p. 38) indicated that most of the consumers are willing to pay about 10% more for fair-trade despite the country of

Philosophy of Music Education in the Indian Context Essay Example for Free

Philosophy of Music Education in the Indian Context Essay These goals must be the first and foremost reason why we teach music. To instill an even greater understanding and love of the domain thus enabling our students develop a genuine interest and continue a life long journey that’s undertaken in varying degrees and through diverse roles. Phenix (1986) stress on the fact that knowledge of methods makes it possible for a person to continue learning and undertake inquiries on his own (p. 11). Estelle Jorgenson in her book â€Å"Transforming Music Education† eloquently describes the need for music education to be transformed for the very reason that children be able to continue developing their knowledge beyond the classroom. Effective music education is built of a foundation that encompasses discussions, goals, materials and strategies, based on a teacher’s knowledge and experience of music and child development, educational guidelines and â€Å"overarching, and developing philosophy of music education† (Fiske, 2012). Before I elucidate my philosophy about music, I recognize the need to clarify my stand as a music educator who is passionate and determined to elevate the status of music education within classrooms around India. My Musical Experiences Music has always been a part of me for as long as I can remember. My earliest memories of music, especially the performance aspect, goes back to when I was three years old and sang a solo for a Christmas Concert that was organized by the radio station that my father worked at. I have memories of him kneeling on one knee and playing the guitar for me while I sang after which I was delighted to receive a big present from Santa. Ever since, I have enjoyed performing, and have so felt so comfortable on stage. All along I grew up listening to Christian gospel music and many contemporary arrangements of hymns. Supplementary to that my father offered me a rich experience of Indian hindustani devotional music. I learned songs by ear and didn’t realize what I was missing at this point, imagining what I learned in music to be the only way to absorb and internalize it. Performing was something that I enjoyed doing and it came naturally to me, partly because of my early initiation into leading worship at church. My true test of endurance came about when I was introduced to Western Classical Music at the age of 14, through the study of two years of piano. My teacher, like many others around, displayed an extremely formalistic approach and didn’t do much to expand my understanding of music beyond what was on the page and how I was supposed to read it. In response to this method I didn’t enjoy learning from the pages of notated music books, as much as I did learning by ear, and I continued to develop as a musician who played by ear and improvised at will. Studying opera during undergrad was a trying phase for me because of my inability to â€Å"connect the dots† as easily as I should have been able to. My aural skills remained excellent and I sometimes relied on that to carry me through certain phases. Hard work and determination became my motto, and I spent hours to understand and perfect music that was assigned to me, as I wanted to do my very best. Although I had composed songs earlier, without notating them, the study of music theory opened up a whole new world for me. I could now add variety and richness to my music through the concepts I was learning. Music became a new language for me; I was captivated by the way it lent itself to diverse experiences through different musical roles (something that I wasn’t aware of or didn’t pay attention to earlier). As a Music Teacher Although I initially joined a conservatory to study vocal performance, I found myself deeply drawn towards music education, and during my second semester decided to learn more about devising meaningful and persuasive trategies to improve the standard of music education in India. This thought emerged from an understanding that I had felt almost cheated for having lost out on so many years of studying music formally, yet effectively. I didn’t have a choice because structured music instruction simply wasn’t available at all the schools that I studied in, or the quality of instruction didn’t serve the purpose of educating or informing students like me. What gave the impression of a music class/lesson at school was in reality an enthusiastic way of keeping students occupied for forty minutes in simple singing, with a concert for parents every once a year. We learned songs by rote to perform them, year after year. During those years though, I didn’t realize the limitations that this system came with and continued to enjoy the fact that I was in choir and able to sing. This vacuum remains largely visible and unattended to in schools today, although some music educators in the recent past have taken huge steps towards improving the quality and effectiveness of their instruction in classrooms around India. Their efforts however remain predominantly an enthusiastic endeavor. What is urgently required is certainly something much more than sincere teaching. It calls for a transformation of the present system, giving room for every child to receive superior music education that fits into the whole. The need of every student being met in a transformed educational framework that constantly reshapes itself to accommodate new ideas and strategies. After all, as Regelski (2003) rightly points out that music (music education) is for everyone and not just for an elite few. The turning point in my decision to finally teach music myself came about when I enrolled my four-year-old daughter, Tiara, for after-school piano lessons. I hoped to give her a head start, with the understanding that she needn’t have to face the same challenges in learning music, like I had to. However, after a few classes, I realized to my complete dissatisfaction that there was no structure, no thought and imagination, and no clarity in what was being thought to her. Her fingering on the piano was all over the place for the two songs that her teacher worked on â€Å"Twinkle, Twinkle Little Star. † And â€Å"Baa Baa Black Sheep† Her teacher (I later learned wasn’t introduced to classical notation), taught her these songs by writing letters in a book and instructing her to commit it to heart. Lesson after lesson they would follow the same outline with no emphasis on any other musical aspects whatsoever. I decided I wasn’t going to take this lying down! I had to do all within my capacity to change the face of music education, as the vast majority of people understand it. I began studying about music education as well, to inform and equip myself for the task at hand. Around this period, my voice teacher encouraged me to coach students in voice, and I began shying away from it believing I was under qualified and needed many years of study to begin teaching. However, with a newfound passion and vigor, I accepted to coaching some of his voice students and also began to teach small groups of students on the history of music (because I loved learning about it). Meanwhile, I started training both my young daughters at home constantly developing new ideas and strategies to introduce musical concepts to them. A friend noticed my teaching style and asked if I would teach her daughter too, and thus began my professional journey as a music educator. Four years since then, I find myself accountable for the music instruction I offer to over 250 children across various age groups, who are part of my school. The need is so great within schools, and only a few educators are willing to take the extra effort of educating themselves and being channels of superior music instruction-catalysts of sorts. I am blessed to have a team of ten teachers who share in my vision and work alongside me in imparting music to the children who are part of our music school, â€Å"Harmony†. My long-term vision is to enhance the music programs in India for the betterment of as many children as possible. Individuals don’t realize what they’re missing until they’ve been given a taste of it, a glimpse of the bigger picture (much like my case). Through our school performances I aim on providing a window for the change to take place. A transformation that not only affects my students, but others around them as well through their personal interactions with each other and the community as a whole. My Personal Philosophy â€Å"A field or discipline without philosophical guidance, without critically examined ideals and commitment to their revision in light of the diverse and changing needs of those it seeks to serve, is more akin to an occupation han a profession† (Bowman Frega, 2012, p. 23). For my vision to bear fruit and show evidence of becoming something concrete, I realize the need to develop my philosophy of music to an extent that equips me with the requisite tools to be able to initiate the change that I seek after. In the words of Jorgenson (2008), â€Å"I want to excavate beneath the superficial and demonstrable skills to think about the ideas and principles of music teaching, the things that drive and shapeà ¢â‚¬ . According to Kivy (2002), â€Å"A practice or discipline or body of knowledge, then, seems to become ‘eligible’ (If that is the right word) for philosophy, properly so–called, when it becomes for us a way of life: when it cuts so deeply into our natures as human beings that we are impelled to explore and reveal its innermost workings† (p. 7). It is necessary for me to â€Å"clarify the major dimensions of musical experience† so I can â€Å"effectively offer them to, and nurture them within, â€Å" my students (Reimer, 2003, p. 9), this despite the passion and conviction with which I teach and advocate the need for arts in schools. I have begun to develop a synergistic mindset in my philosophy of music education after my reading and researching the literature, coupled with practical experiences over the last few years. Reimer (2003) points out â€Å" A synergistic mind-set is one open to cooperation as an alternative to contention, to searching for points of agreement or confluence as an alternative to fixating on discord, to recognizing nuances in which seemingly opposed views are capable of some level of contention† (p. 30). I agree with Reimer’s democratic view that musical meaning is meaning that â€Å"individuals choose to give to and take from music, based on their life experiences and their musical orientations. † He further adds that there is to be no â€Å"one right way†, and calls for an adaptation of a synergistic blend in music teaching. Music must involve decision making through discernment and connections within a particular role (Reimer, 2003, p. 213). Eisner (1987) illuminates the need for a curriculum that â€Å"exploits the various forms of representation and that utilizes all of the senses to help students learn what a period of history feels like†(p. 7). Similarly, offering students a basis for understanding music in all contexts involves a thorough exploration of musical meaning within its definitive parameters, along with contemplation or reflection. Introducing students to the music and other art forms of various cultures is a wonderful way to broaden their understanding of the meaning of music. A student does not need to lose his own musical identity in order to study other music. On the contrary, in learning about other music, a student’s life is enriched. Reimer states, â€Å"In the spirit of adding to the self rather than substituting other selves for one’s self, the study of the music of foreign cultures enriches the souls of all who are engaged in it† (p. 191). Music and Meaning As advocates of music, music educators are often expected to express the meaning of music through words, yet words are incapable of truly describing the beauty and emotion felt through experience. â€Å"The concern is not to arrive at a definition and to close the book, but to arrive at an experience† (Ciardi, 1975, p. ). Ciardi states that there â€Å"still lingers belief that a dictionary definition is a satisfactory description of an idea or of an experience† (p. 1). Words may attempt to describe music, yet true meaning must be derived from the actual music experience Reimer (2003) discusses the difference between meanings drawn from words or language and the meanings found through music. He writes, â€Å"Language is created and shared through the processes of conceptualization and communication. Music is created and shared through the process of artistic/aesthetic perceptual structuring, yielding meanings language cannot represent† (p. 133). â€Å"The real power of music lies in the fact that it can be â€Å"true† to the life of feeling in a way that language cannot† (Langer, 1942, p. 197). Phenix (1986) highlights the need to look for aesthetic meaning in music concluding that there has to be a delicate balance between descriptive proposition that serves the purpose of laying out a historical background and allowing for freedom to gain perceptual features. Though music may evoke emotions in my students as they compose or serve as an outlet for their feelings when they perform, the ultimate significance of music lies in its ability to symbolize/portray deeply felt emotions. In the pages of his article, How Does a Poem Mean, John Ciardi (1975) shares with the reader his view that language is not capable of completely conveying the meaning that is discovered through experience. Living through the poetry is more powerful than attempting to interpret it. I believe that language does, however, serve a purpose of enhancing and is required when teaching for musical meaning. Words such as diction, metaphor, rhythm, and counter rhythm describe elements that lead to the understanding of form. Once a student can identify changes in the form through performance, â€Å"he will have identified the poem in action† (p. 95). He will no longer ask what the poem means but will see â€Å"how it means† (p. 95). Ciardi suggests questions such as, â€Å"Why does it build itself into a form out of images, ideas, rhythms? How do these elements become the meaning? † and â€Å"How are they inseparable from the meaning? † (p. 100). These questions are helpful in leading a student to the ultimate meaningful experience. Likewise, music students may use their knowledge of musical elements, such as rhythm and dynamics, to see â€Å"how† a piece of music means. Reimer (2003) says language has the essential function of disclosing and explaining the music. Music elements are inseparable from the performance of the music as they help to explain the musical experience. On their own, however, words and definitions remain dull and lifeless. I believe students should be immersed in the experience, while in a chorus, performing their instruments and listening to those around them. Meaning can be discovered through active participation in music and through the emotion and beauty the music portrays, for â€Å"Music means whatever a person experiences when involved with music† (Reimer, 2003, p. 133). Ciardi’s (1975) statement: â€Å"It is the experience, not the final examination, that counts† (p. 3) is particularly striking. The Indian society places high emphasis on examinations in music as with other subjects, very often overlooking the need for students to value their experience through the process of learning. I sometimes feel pressured by the community to meet high concert performance expectations and good examination results. Although I recognize that performance and the International music exams is a wonderful opportunity in which students can share their music with the community, or understand their level of competency, the true reflection of meaning in the music should be experienced in day-to-day music making within my classroom. I do my best not to focus on the examination repertoire alone but to include other music as well giving them a chance to draw out meanings and experience the music. Ciardi (1975) describes a poem as a â€Å"dynamic and living thing† (p. 10). He continues stating, â€Å"One experiences it as one experiences life. One is never done with it: every time he looks he sees something new, and it changes even as he watches† (p. 10). Similarly, music is capable of revealing something new each time it is experienced. The meanings my students derive from an initial listening of a piece of music may be vastly different than the meanings understood months or years later. The meaning of music constantly changes with personal life experiences and new perspectives. Reimer claims, â€Å"Music education exists to nurture people’s potential to gain deeper, broader, more significant musical meanings† (p. 133). I believe my students should derive their own meanings from the musical experience and without my influence. By explaining meanings to them, I face the fear of casting into oblivion the celebration of their own unique experience with the music, much the same way a language teacher might, in more ways than one, take away from the experience of a students â€Å"feelingful† experience of poetry as she explains the meaning in the verses of the poem. Instead of teaching â€Å"what† music means, I will instruct students on â€Å"how† music means, enabling them to derive meaning from experiences that occur beyond the classroom, and within their own roles. Feeling through Music â€Å"Music does for feeling what language does for thought† (Bowman, 1998, p. 200). As a musician, I understand the power of music to evoke feelings. Listening to or performing a great work of music in a concert hall may bring tears or chills to the musician in a way that only music is capable. Similarly, students’ emotional lives may be heightened by experiences in the classroom. According to Reimer (2003), the â€Å"emotional dimension of music-its power to make us feel, and to â€Å"know† through feeling-is probably its most important defining characteristic† (p. 72). In Western history, emotion has often been regarded less valuable than intellect (Reimer, 2003). Some people do not consider the arts to be as important as other core subjects such as math and reading in education due to the belief that arts are based on emotions and not reasoning or intellect. Recently, however, scientific scholars have begun to recognize that human intelligence, or cognition, is exhibited in a variety of forms, directly related to functions of the body, and tied to feeling. Dimensions of the mind, once thought to be separate and unrelated, are now known to work together, contributing to the things we know and experience. Anthony Damasio, a research neurologist, believes â€Å"feeling is likely to be the key factor in human consciousness itself and an essential ingredient in human cognition† (Reimer, 2003, p. 76). The capacity to feel â€Å"pervades and directs all we undergo as living, aware creatures† (p. 8). â€Å"Direct experiences of feeling are embodied in music and made available to the bodied experience of those engaged with it† (p. 80). The use of descriptive and symbolic language in the classroom, in the teaching of a varied repertoire of expressive music, aids in drawing out these responses of feeling from students. Including music that is heavy and loud or delicate and light will bring out an array of feelings. I believe students should be given an opportunity to articulate these feelings through journaling and in-class discussion.

Special Education Essay -- Health, Diseases, Autism

Gender According to the Diagnostic and Statistical Manual of Mental Disorders, 4th Edition (DSM-IV, 1994), the category of disorders under which autism falls is pervasive developmental disorders (PDD). Autism is often referred to as belonging in a â€Å"spectrum† of disorders. Autism is a severe disorder of communication and behavior. It is a lifelong disorder that usually appears during the first three years of life. It occurs in approximately 15 in 10,000 births, ten percent are classically autistic, the most severe form of autism. Autism is four times more likely to occur in males than females and there is no known cause or cure for autism (Sullivan, cited in Sewell, 1998). Educational Placement Parents and advocates began to challenge the schools to provide their children with the â€Å"most appropriate† education in the â€Å"least restrictive environment† (LRE) (Petch-Hoggan & Haggard, 1999). As defined by IDEA, the â€Å"least restrictive environment provision requires that states assure that, to the maximum extent appropriate, children with disabilities are educated with children without disabilities.† Removal or separate schooling should only occur when the severity of the child’s disability is such that the general curriculum cannot be modified to meet their educational needs (Sawyer, McLaughlin, & Winglee, 1994, p. 204). Parents of children with autism have rarely been asked their opinions about their ideal educational placement for their child (Kasari, Freeman, Bauminger, & Alkin, 1999). Parental opinions on the proper placement for their child vary greatly and often evoke a wide range of emotions. The decision to place students into full or part-time inclusive environments is often dependent on several factors. The severity or dia... ...ose to have more than two workshops per year, depending on both student need and availability of staff. It is important to consider the latter, as this would be an after school activity, hosted by a committee of volunteer. Research supports the idea that such workshops would benefit students and their families in preparing for this difficult transition. Eckes and Ochoa (2005) also believe workshops would especially help in preparing for postsecondary education. The main idea behind the transition committee is for a variety of individuals from both the school and community to work collaboratively in their efforts to advocate for students in special education and their families may be more comfortable with this process. When they have questions or concerns, there would be a team of trusted individuals that they could feel comfortable turning to for help. Special Education Essay -- Health, Diseases, Autism Gender According to the Diagnostic and Statistical Manual of Mental Disorders, 4th Edition (DSM-IV, 1994), the category of disorders under which autism falls is pervasive developmental disorders (PDD). Autism is often referred to as belonging in a â€Å"spectrum† of disorders. Autism is a severe disorder of communication and behavior. It is a lifelong disorder that usually appears during the first three years of life. It occurs in approximately 15 in 10,000 births, ten percent are classically autistic, the most severe form of autism. Autism is four times more likely to occur in males than females and there is no known cause or cure for autism (Sullivan, cited in Sewell, 1998). Educational Placement Parents and advocates began to challenge the schools to provide their children with the â€Å"most appropriate† education in the â€Å"least restrictive environment† (LRE) (Petch-Hoggan & Haggard, 1999). As defined by IDEA, the â€Å"least restrictive environment provision requires that states assure that, to the maximum extent appropriate, children with disabilities are educated with children without disabilities.† Removal or separate schooling should only occur when the severity of the child’s disability is such that the general curriculum cannot be modified to meet their educational needs (Sawyer, McLaughlin, & Winglee, 1994, p. 204). Parents of children with autism have rarely been asked their opinions about their ideal educational placement for their child (Kasari, Freeman, Bauminger, & Alkin, 1999). Parental opinions on the proper placement for their child vary greatly and often evoke a wide range of emotions. The decision to place students into full or part-time inclusive environments is often dependent on several factors. The severity or dia... ...ose to have more than two workshops per year, depending on both student need and availability of staff. It is important to consider the latter, as this would be an after school activity, hosted by a committee of volunteer. Research supports the idea that such workshops would benefit students and their families in preparing for this difficult transition. Eckes and Ochoa (2005) also believe workshops would especially help in preparing for postsecondary education. The main idea behind the transition committee is for a variety of individuals from both the school and community to work collaboratively in their efforts to advocate for students in special education and their families may be more comfortable with this process. When they have questions or concerns, there would be a team of trusted individuals that they could feel comfortable turning to for help.

Alcohol Abstinence Essay

Ever known someone that was a victim of an alcohol related death or had their lives ruined because of it? Well I have. More than 100,000 US deaths are caused by excessive alcohol drinking each year. Alcohol is a huge fetter to people and I believe that everyone should be abstinent from it. Alcohol is harmful to the body, teens abuse it and drink underage, and it has harmful effects on children. Every year, more money is spent promoting alcohol than any other product. Perhaps through its elaborate and creative marketing, the most basic, yet important fact about alcohol is often overlooked: It is a drug. One concept that many people find difficult to accept is that alcoholism and alcohol problems are a disease. Research has shown that alcohol interacts with the bodys systems in predictable ways to lead to physiological addiction. Alcohol significantly impairs judgment and coordination, it can increase the chance of aggressive acts, it can do permanent damage to vital organs, and it can cause cancer, gastrointestinal irritations such as nausea, diarrhea, and ulcers, malnutrition and nutritional deficiencies, sexual dysfunctions, high blood pressure, lowered resistance to disease, and others. Alcohol is the most commonly used drug among young people today. Underage drinking costs the United States more than 58 billion dollars a year. Thats enough to buy every public school student a state of the art computer. Concerning the past 30 days, 50% of high school seniors reported drinking, with 32% report being drunk at least once. About 30% of failures in school are caused by alcohol and 2-3% of teens die from it. Despite the tireless efforts of thousands of advocates, impaired drivers continue to kill someone every 30 minutes, nearly 50 people a day, and almost 18,000 citizens a year. Lots of people think the only people affected by alcohol are adults and teens but children can also be affected by it. More than 18% of American children experience alcohol abuse by a parent or other adult in their lives. Parents can influence the use of alcohol as well. Almost 65% of youth surveyed said that they got the alcohol they drink from family. Mothers who drink alcohol during pregnancy can also affect children. These infants may suffer from mental retardation and other irreversible physical abnormalities. In  addition, research indicates that children of alcoholic parents are at greater risk than other children of becoming alcoholics. Since alcohol is something that would be extremely hard to ban and probably wouldnt work if tried, people need to refrain from poisoning themselves with it and become abstinent. Alcohol forces people to do irrational things and endanger peoples lives. People need to be abstinent from alcohol so this world can become a better and safer place for the generations to come. Bibliography â€Å"Alcohol.† GDCADA- Greater Dallas Council on Alcohol on Drug Abuse. 6 Mar. 2006. 14 Feb. 2009 . â€Å"Alcohol and Drugs.† Alcohol and Drug Information. SAMHSA. 14 Feb. 2009 .