10 Practical Steps to Help You Retire as a Millionaire

10 Practical Steps to Help You Retire as a Millionaire So you want to be a millionaire. Who doesn’t? You’re probably also thinking that there’s no chance in h-e-double-hockey-sticks that you could ever reach that stage by your retirement- at least not in your current job. But there are ways. And plenty of strategies you can employ to set yourself up to retire with that kind of cash. It won’t work for everyone, but at least if you follow these steps, you’ll have saved enough for your retirement.1. Save your money.It’s the simplest advice out there- and the hardest to follow. But if you put aside 20% of your earnings every year (even if you only make $40k) and put that into a 401(k), a combination of factors including investment, compound interest, matching funds, etc. nets you in the seven digits. 401(k)s are also typically protected from creditors in financial catastrophe. $10k a year (which would really only require you to save $5,760) can grow outrageously if invested wisely and you don’ t take anything out of your account until you’re over 70.2. Quit your vices.Millionaires are far less likely to smoke, be overweight and unhealthy, etc. This is because a) smoking is expensive, and b) so is poor health. Start eating quality food and taking care of yourself and you’ll last long enough to enjoy the money you save.3. Get married (and stay married).If this kind of commitment is in the cards for you, there can be significant financial benefits to matrimony. Two incomes. One set of expenses. Tax breaks. You do the math.4. Learn about the tax code.The tax code is the best pal of the rich. Learn about the stepped up basis loophole and learn how to factor deferred liabilities into your tax model. Once you know the rules and how they’re written, you can figure out how to exploit them for your gain.5. Think outside the box.There is no one way to accumulate wealth. And if there were, it probably wouldn’t be salaried or wage employment. The top 1% of households in this country spend only about half their time selling their time for money. Think about business ownership opportunities, personal investment, real estate, mutual funds, stocks, securities, etc.6. Geek out on finance.There are tons of resources out there for how you can make wealth happen for yourself. Learn about all of them: accounts and markets, entrepreneurship, etc. Read blogs and books about money management. Make a program that works for you and stick with it. In 50 years, you’ll be thrilled you did.7. Be prepared for the worst.Crises and emergencies do happen. Prepare yourself for this, rather than getting caught by surprise. Don’t let setbacks negatively impact your saving efforts. Have a rainy day fund to prepare in advance for setbacks.8. Save more as you are able.Once you start earning more, bump the amount you save from month to month. This will help the amount you’re hoarding to spiral into fatter and fatter sums. And don’t aut omatically increase your spending when you start earning more.9. Get/stay out of debt.Debt is not your friend. Make sure you stay as liquid and free from pesky interest rates as possible.10. Be patient.You won’t become a millionaire overnight. But you can start chipping away at a brighter financial future. It just takes making a plan, setting a goal, and sticking to it.

The understanding of what has happened in Great Britains economy over the last two years

The understanding of what has happened in Great Britains economy over the last two years Introduction The Great Britain has experienced one of the most devastating crises since 2007 following the famous economic catastrophe that hit the entire Europe. The crisis has come to be known as the European crisis since has affected most of the countries that lie within the euro zone.Advertising We will write a custom essay sample on The understanding of what has happened in Great Britain’s economy over the last two years specifically for you for only $16.05 $11/page Learn More Since the United Kingdom is one of such countries, it has also been affected by the disaster. Researchers have indicated that the root of this financial crisis is the inability of most of the European countries to repay their financial debts. With such a calamity, countries must be bailed out through the help of third parties. Great Britain has enacted various economic policies to emancipate itself from the crisis. The Bank of England has also enacted various economic pacts in an effort to get Britain and other European nations out of the crisis. The European crisis emanates from both the government and the private sectors’ inability to repay their debts. Both the British government and the Bank of England have been trying to revive this economy but with little success. However, the crisis is not yet solved. In fact, over the last two years, the Great Britain has experienced a double recession. Therefore, the paper seeks to discuss the question of whether the British government and the Bank of England have been successful in running the economy over the last two years. The paper also endeavours to describe and evaluate the main macroeconomic policies that have been used by the British Government and the Bank of England over the last two years. The Extent of Success of the British Government and the Bank of England in Running the British Economy over the last two Years The British government and the Bank of England have not been successful in ru nning the British government in the last two years. Although the British economy has experienced a recession since the year 2007, this downturn has doubled in the past two years. In fact, within the last three years, this economy has sunk twice. Worse still, the rate of unemployment has increased especially in the financial and construction quarters. The beginning of the crisis in England was in 2007. In this year, government and private sectors’ debt started rising very fast because of the increased levels of private and government debts in the world and the downgrading of debts owed by government in various states in Europe. Because of the increase in property bubble, the private sector easily became autonomous. This impact was also attributed to bailouts by various banks in Europe including the Bank of England. The Bank of England was responding to instructions from the government of England in reaction to stopping the post bubbles effects of the economy. At this point, in dividual states in Europe have begun to tackle the problem individually. Consequently, the crisis has threatened to split the European Union.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Surprisingly, the Bank of England being one of the most established banks in Europe has contributed to the current recession problem facing its country. This bank helped Greece to cover its financial position for a long duration leading to the worsening of the crisis, which still affects the United Kingdom today. The inability to sustain the wages and pensions by the government of Greece led to accumulation of debt. This debt crisis has negatively affected the United Kingdom over the last two years. However, Greece tried to conceal its fiscal position through the aid of major well-established banks in Europe. Some banking institutions benefited from this action although it was short lasted sinc e the crisis soon became so glaring. Since the Bank of England is one of the largest banks in Europe, it had a hand in the formation of this crisis. For this reason, its efforts to solve this crisis over the last two years have not born any fruits. The crisis continues to grow from bad to worse. The government of the United Kingdom has been trying to end this crisis with no success. The greatest hindrance has been the use of a single legal tender by the whole European Union. Since the euro zone uses one currency though with a variation in taxation and public pension system, the government of England cannot respond to this crisis with competence. The Bank of England has been struggling to clear its debts over the last two years. Most banks in the European region have big debts, which make them have their solvency questioned. This issue has influenced more negatively on the economy of England. The rate of inflation has doubled followed by a cut in tax limitation meaning that the two h ave not been successful. It is also clear that the government of England and the Bank of England have not been successful in their efforts to end the economic crisis facing their nation in the last two years. In fact, the two have contributed to the worsening of the crisis witnessed in the last two years. According to Deirdre (2008), in 2008, the Bank of England experienced a decline in mortgage up to the 70% mark. It was only in 2010, 2011 followed by 2013 that the economic crisis in Europe grew from bad to worse. The European countries including the United Kingdom are therefore trying various intervention methods though they have not yet succeeded. Such methods include the creation of European financial stability facility, banks writing off 53.3% debts from individual creditors, and the creation of European fiscal compact.Advertising We will write a custom essay sample on The understanding of what has happened in Great Britain’s economy over the last two years speci fically for you for only $16.05 $11/page Learn More Some of the countries that were worst affected by the European crisis were Greece and Portugal. However, the United Kingdom has also been affected by this crisis. The bank of England has been spearheading efforts to bail out various banks in Europe in a bid to end the European crisis (Gore, 2010). Today, the government of England is still working out policies to ensure that European countries work together towards ending the financial crisis. The government is doing so by working out plans to integrate the European Union banking administration with an all-inclusive oversight and insurance in an effort to save the collapsing banks. The Bank of England is also working in tandem with the central bank of the European Union. As Gary points out, the European Union’s central bank is also checking on money flows through the provision of lower rates of interest (2009). This bank is also working hard to salvage the i mpact of the crisis. Over the last two years, this effort has been done by giving the failing banks cheap loans. The government of England just like other governments in Europe has also begun implementing the Euro plus Pact. This strategy shows that the government of England is dedicated and committed to see the success of the pact. Therefore, the government has been working hard to end the current financial crisis in England. This pact aims at changing the political standing, the monetary position, and the competitive ability of the European region. The government of England through its economists has also advised that the country should embark on addition on investments on the public and levying of friendly taxes that consider growth especially on wealth, property, private sector, and financial institutions. This strategy has been implemented over the last two years although there is no tangible positive effect from it so far. The European crisis threatens the unity of the Europea n Union. The government of Europe has also been advocating for increase in European Investment bank funds. Such political-economic decisions have also influenced politics and leadership in some European countries, for example, Greece, Ireland, and France. One can therefore deduce that the government of England and the bank of England have invested in methods of ensuring that their nation gets out of the European crisis. However, their efforts have not been effective. It is even predicted that this recession may continue up to 2014. The Main Macroeconomic Policies used by the British Government and the Bank of England over the Last Two Years There are various macroeconomic policies that have been used by the British Government and the Bank of England over the last two years to address the issue at hand. The policies are based on the premise that product market and labour keep on changing implying that the recession that England is facing is temporary. The economy of Britain may have remained in recession since 2007 due to the rigidity of prices and wages.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More These two facets can make the economy stagnate below its full potential for a long time. According to Fried (2012, p.100), the major drawback to enactment and implementation of policies geared towards economy recovery are reduction of nominal wages and prices. For example, every trade union will completely go against the reduction of wages while employing companies would celebrate wage reduction in order to cut on cost. The government of England has enacted policies to ensure consumer confidence in the economy by encouraging consumers to spend their disposable income. This policy also involves consumer protection, which regulates consumer financial services and products to attain similar standards. The consumer protection agency also ensures that accurate information is disseminated to the consumers concerning products and even services. This strategy will protect customers from hidden charges, deception, and abusive conditions during the exchange of goods and services. Should consu mers put confidence in their economy, the rate of recession would decrease. The government has also put measures to reduce the amount of income tax available for disposal thus increasing buyers’ confidence to spend their income rather than to save it. The second policy being implemented by the bank is the formulation and execution of monetary policies. The Bank of England has cut the interest rates severally over the last two years aiming at stimulating the demand for loans by consumers or borrowers. When the interest rates are reduced, people will develop the confidence to borrow and spend their income. According to Conway (2008), the heavy borrowing has led to a huge economic deficit impact in Great Britain. People also gain confidence to invest in the economy. This policy is also used to ensure that England develops at the same level with other members of the European Union. The other policy that has been enacted by England’s government is the fiscal policy. The gov ernment has come up with fiscal policies that expand on the previous policies because such policies can help an economy get out of recession. Fiscal policies also involve correction of key aspects of the regulatory framework that control elements like accounting standards, capital rules, and credit controlling agencies. The policies also help in solving the question of unemployment. Unemployment resulted from inability of the governments in England to repay their debts hence reducing the available income to pay employees. However, regardless of these policies, this problem still affects England. Through such fiscal policies, governments are able to reduce crowding in the economy because the policies make the government spend its funds as a way of reducing the amount spent by those in private investments as applied by the British government. The government of England has also worked very hard to control deflation through price regulation across the country. It is important to manage depreciation since customers will withhold their money when they realise that prices of various goods are likely to go down in the future. This situation can retard the economy. To avoid it, the government enacts micro-prudential supervision, which will supervise and regulate thrifts, banks, holding companies, and the non-bank institutions. This strategy majorly covers the financial organisations and utilities of financial markets. The government of England has also enacted policies to guard its economy against supply shocks under the premise that, when the prices of supplies hike very much, prices of goods and services shift. Hence, there is a reduced economic growth and increased inflation. This policy also includes the enactment of Macro-prudential supervision where countries create financial stability oversight councils to identify the risks that may threaten the financial wellbeing of the nations or promote market discipline and communication. For example, this supervision has provided the economy with a financial cushion from losses of both non-financial and financial institutions in case of a crisis. It has helped to heighten response to threats that may emerge in the financial wellbeing of the countries. Conclusion In conclusion, the United Kingdom has faced economic recession since 2007 because of the wider European crisis that has been ongoing. The European crisis is the economic crisis that has affected most countries in the European zone since they become unable to re-finance their debts without the intervention of third parties. Efforts by the Government of the United Kingdom and the Bank of England have not been able to overcome the menace. Although the bank has intervened severally in a bid to cut down the interest rates, the recession has grown to worse. This crisis has made the Bank of England unable to pay its wage bills and or even control its lending rates. Out of the credit boom initiated by big banks, global equities and real estate resul ted in a dangerous lending behaviour across Europe (Foldvary, 2008). It has also reduced profits in many financial institutions in England. In England, the government has taken various measures in the form of policies in a bid to ensure that it cushions its nation from the effects of this recession in the form of macroeconomic developments in the country’s economy. The government of England has also enacted policies to guard its economy against supply shocks. The government of England has also worked very hard to control deflation. The other policy that has been enacted by England’s government is the fiscal policy as discussed amongst other policies. References Conway, E 2008, Gordon Brown policies piling up budget deficit, viewed on https://www.telegraph.co.uk/finance/economics/2795798/Gordon-Brown-policies-piling-up-budget-deficit.html Deirdre, H 2008, ‘Nationwide warns of recession as house price drop doubles’, The Times, 11 Aug., p. 5. Foldvary, F 2007 , The Depression of 2008 , The Gutenberg Press, London. Fried, J 2012, Who Really Drove the Economy Into the Ditch, Algora Publishing, New York. Gary, D 2009, ‘Bank ‘prints’ Â £75bn and cuts interest rates in half’, The Times, 5 March, p. 4. Gore, C 2010, The global recession of 2009 in a long-term development perspective’, Journal of International Development, vol. 22 no. 6, pp. 714-38.

Innovation and Leadership Essay Example | Topics and Well Written Essays - 4000 words

Innovation and Leadership - Essay Example They are faced with the issue of understanding the dynamics of innovation and exactly the drivers of the whole aspect. The question is not whether to innovate or not. Rather, they ask how they can successfully innovate. The most general definition of innovation is introduction of something new into any one given field (Zaccaro 2001, p.1-5). However, this is only a general definition of the aspect. Many people, depending on the field of operation understand innovation differently. The difference comes in when one is considering the change that will be introduced and the expected results. In the production field, innovation means introduction of a new product in the market. In the same line, it could also mean technological innovation to venture into a new the market. To another field, faster means of operation would dominate the definition of innovation. Despite varied means of defining innovation, there are three key terms that are never wanting in these definitions (Birnbaum 2004, p .345-370). These include the word new, movement from one state to another, and finally the translation of the idea in the organization. Innovation is about shifting from the old and ushering in something new. The success of the whole process is when the idea is translated into a good or service. Stacey (1992, p. 67-74) argue that all that an organization needs is leadership to achieve innovation (Stacey 1992, p.67-74). Theories have been developed to justify this fact. However, in this paper, I critically evaluate whether this is necessarily true. The paper goes ahead to evaluate the truth behind this theory, while at the same time going beyond its confines. Innovation in The Past Innovation can be traced from the days of state owned organizations (Arthur 1988, p.15-22; Senior & Fleming 2006, p.1-12). The state, in many countries managed the organizations, which brought about much inefficiency. The main aim for this era was to minimize the costs of production. Mass production of goo ds coupled with manipulation of demand and supply by the state owned organizations was a specialty in those days (Howells 2005, p.1-7). Their aim was not easy to achieve because of overproduction. Much as the business environment was stable, the consumer’s preference was highly ignored (Tarde 1903, p.5-7). The economists supporting this kind of an approach failed to see the gap created between the corporate and the consumer. Then change happened, and innovation was ushered into the manufacturing (Howells 2005, p.1-7. Industrialization and invention that came with it set the pace for the innovative corporate we experience today. The new means of production focused on several aspects, which were more efficient (Iordanis 2003, p.3-11; Joseph 1950, p. 17-56)). For one, the products were fewer but more specialize to fit the consumer’s preference. Secondly, the aspect of incorporating knowledge in the production would defeat the competition that constantly becoming stiff. Th irdly, the technological innovation would reduce the costs while at the same time allowing the chance for flexibility (Senior & Fleming 2006, p.1-12; Howells 2005, p.1-7). Further, there was the incorporation of services after offering the goods to the consumer. The feminism was also considered in the manufacturing. The whole aspect of invention and innovation was a major breakthrough for the consumer (Birnbaum 2004, p.345-370). The products defined the needs of the consumer and were able to tap into the market that was once ignored. The success of many organizations from then on became dependent on the ability to innovate. There are still many government owned

France and Russia Semi-Presidential Systems Analysis Essay

France and Russia Semi-Presidential Systems Analysis - Essay Example Democracy is simply understood as highly associated with freedom. On the contrary, it would be a bit harder to define authoritarianism due to the fact that it is quite supple and diverse in its form. In other words, it is very interesting to find out why some countries ended up themselves in authoritarian regime knowing the fact that there is no individual freedom associated with it. In addition, it is very complex and not everyone could substantially express their freedom. At some point, there must suppression of individual rights involved. After all, authoritarianism requires absolute obedience to authority. This is the basic requirement in authoritarian regime contrary to emancipation of individual freedom in democratic regime. In democratic regime, it is the people who have the higher authority to select among themselves somebody to be seated in the higher rank, to represent their voices. Submission therefore to this instituted authority would mean complete obedience and respect of the voice of the majority. In this case, it is always the majority wins and has ultimate right over the minority. This only means that for as long as there are minority groups, democratic regime should always subject itself to varying amendments in many aspects in governance. For instance, the emancipation of law should at some point be allowed to undergo process of voting prior to its implementation. In the legalization of abortion, democratic regime always has the chance for ratification by the majority. Substantial debates are necessary just to make sure that everybody’s possible voices on the said issue are heard. On the contrary, one could always associate authoritarianism with dictatorship, monarchy, one-man rule, autocracy and even police state. This what it means about authoritarianism being diverse. In democracy, the rulers are restricted by a constitution, law and even oppositions such as the minority group and even some insurgents. However, this is not the case in the issue of authoritarian regime. There is a repressive control of the people in authoritarianism. Seeing these definitions and illustrations of authoritarianism and democracy would somehow suggest that it would be impossible why countries remarkably engaged themselves with authoritarian regime. It is important to look at this issue in detail most especially in the case of Russia. In this paper, the proponent tries to elaborate some factors that could probably explain why Russia has slid into competitive authoritarianism. Based on history, Russia like France has semi-presidential systems. However, France chose to remain democratic but Russia decided to slide into competitive authoritarianism. There are many probable factors that one could elaborate for the reason of acquiring substantial explanation. However, in this paper, the proponent chose to discuss one of the most important factors considered to be elemental for the institution of authoritarian regime in Russia. This is th e issue concerning democratic value. Democratic value People lack democratic values. Perhaps, this is a good point to start with. In Russia, history could tell that in its archaic society, the leaders always decide for the people. People were never thought to decide among themselves and thus lacking responsibility and freedom to think of different things for the good of the country. This is a remarkable impact and

BFS 3440-07B BUILDING CONSTRUCTION FOR FIRE PROTECTION (BFS3440-07B) Essay - 7

BFS 3440-07B BUILDING CONSTRUCTION FOR FIRE PROTECTION (BFS3440-07B) - Essay Example When high rise structures unfortunately catch a fire, both the residents/occupants and the crew face a number of challenges. Some of them are discussed below. 1- The most common challenge is to cope with the smoke. In a high rise structure building, the smoke circulates differently from that of the low rise building. The greater height of the building having a low air pressure allows the smoke to move briskly. Most of the deaths during the fire occur due to the suffocation created by the smoke. When the smoke is inhaled, it can burn the lungs. The smoke obscures the eyesight of the occupants as well as the fire fighters. Both of them can not coordinate and the delay results in the death of the occupants or collapse of the building on its occupants. 2- In the high rise structures the exit ways are very few. The scarcity of the exits is a serious challenge for the occupants as well as relievers, because removal of a great number of people through a few exits is very difficult. This lea ds to a greater death rate. 3- The high rise structures are availed by mixed types of occupancies like residences and commercials etc. which is again a challenge. The fire fighters are supposed to adopt different strategies for different occupancies. This is a time consuming procedure and encompasses great risks. 4- Fighting the fire in high rise structures is not an easy task. It requires a greater number of crew and equipments to extinguish the fire as compared in the low rise buildings. (U.S. Fire Administration,

The impact of SATs

The impact of SATs Special Study: What impact do Standard Attainment Tests (SATs) have on the education of primary school children in the final year of each Key Stage? Standard Attainment Tests (SATs) have been an integral part of summative assessment in primary education since their introduction in the 1990s. These tests, occurring at the end of each of the first two Key Stages, usually take place in May, when Year Two children sit tests in English and Maths, and Year Six children are tested in English, Maths and Science. The rationale for these tests was that the results should, first, genuinely give information about how children were doing in the National Curriculum (Sainsbury and Sizmur, 1996). Secondly, these assessments should provide an authentic reflection of the kinds of work children have to do in following the curriculum (Sainsbury and Sizmur, 1996). However, from the outset, SATs have attracted considerable criticism in the media, not only from teachers and parents, but also from education researchers and government officials (Yarker, 2003). This criticism stems from the notion that these groups do not believe that either part of the above rationale is being ideologically or practically adhered to. In the first instance, they argue that the most important reason for collating the test results is not to determine individual childrens attainment levels, but instead to compare the overall attainment of one school with others. In the second instance, they argue that the tests, and their implem entation, do not accurately reflect the range of educational tasks undertaken by children in school: by posing a series of predominantly closed questions under strict, timed test conditions, all the test results indicate is a level of the childrens competence at taking tests, and not their ability in the subject in question. According to Wintle and Harrison (1999), these test results are the most significant performance indicator used by teachers, inspectors, parents and other professionals. However, one major component group is missing from this statement: the children taking the tests. It is crucial to examine the issues surrounding the impact that SATs have on these children, so that an overall view of the situation can be established. These issues can be split into three broad categories. Firstly, it is important to consider how and why childrens learning is affected by SATs. Secondly, childrens attitudes, both towards this aspect of their schooling and likewise to the test itself, need to be discussed and analysed. Finally, it is vital to examine the emotional effects SATs have on children, and the causes and consequences of these effects. One of the principal effects on childrens learning, according to research by Connors et al (2009), is the issue of children being taught to the test in the months and weeks preceding the eventual sitting of the SATs. This involves classroom activities such as children learning how to answer typical SATs questions and the taking of practice tests, in addition to the delivery of the National Curriculum in the relevant subjects. In some respects, this can be beneficial to children. For example, they should be well prepared for the type of questions that will be posed in the SATs; it might be concluded from this that they will gain higher marks. Moreover, it may positively impact on childrens behaviour, as argued by Hall et al (2004), where the taking of practice tests improves childrens concentration and greatly reduces classroom disruption, as they regularly need to display these attributes under test conditions. There are, however, other respects in which the methodical approach of teaching to the test may be disadvantageous to childrens learning. For instance, due to the importance of SATs for summative assessment purposes, teachers feel personally accountable for their pupils results (Connors et al, 2009). This is for two main reasons: firstly, they are responsible for the academic progress of the children in their class, and therefore feel that whatever marks these children achieve in their SATs reflect their competence as practitioners. Secondly, on a broader scale, they also feel pressurised into teaching to the test in order to maintain or improve the schools position in the SATs league tables, and also to meet national targets. This can have a negative impact on childrens learning as, during these heavily SATs-focused lessons, children are taught examination technique rather than developing the knowledge and skills the test is designed to assess (Hall et al, 2004). This limits a holis tic approach to their education, as this teaching method revolves around memory and repetition, rather than skills and application. Furthermore, because teachers are limited as to how far they can deviate from the curriculum, the scope for creativity in these lessons is greatly reduced. Another way in which SATs impact upon childrens learning concerns the fact that an increasing percentage of the school timetable is being dedicated to the teaching of the SATs subjects, according to research by Webb (2006). Although English, Maths and Science, due to their long-established importance across all Key Stages, have always featured prominently in the school schedule, the danger exists that a disproportionate amount of the school week will be spent on the teaching and learning of these subjects, primarily caused by the teachers feeling of personal accountability (Connors et al, 2009). Consequently, the rest of the primary curriculum subjects, especially art, music and physical education (Webb, 2006) may not have as much time devoted to them. This would adversely affect the childrens right to receiving a broad and well-balanced primary school curriculum. Taking this potential curricular imbalance a stage further, some schools organise weekend and after-school SATs clubs, an d some parents enlist private tutors for extra SATs coaching sessions (Byrne and McGavin, 2004). On a positive note, these courses of action may help to increase childrens confidence and competence in the target subjects. However, these constant levels of coaching, both during and after school hours, may change childrens attitudes towards SATs-orientated teaching and learning, and their eventual participation in the tests themselves. According to research by Connors et al (2009), some children, especially those taking the Key Stage Two SATs, regard both the prior preparation and the test itself to be ways of challenging themselves at school. This sense of challenge can increase childrens motivation and application levels in the classroom (Drummond, 2003), as children try to meet the demands of an increasing, more intense academic workload, and acquire new knowledge and skills. What is unclear, however, is whether these increased motivation and application levels are mirrored in non-SATs subjects. Another positive aspect of the challenge of SATs is that many children associate hard work with higher marks (Webb, 2006), which can be an additional motivational factor. Although it could be argued that aptitude, rather than attitude, contributes to higher levels of achievement, it is nevertheless important to encourage this positive thinking. This idea is extended on a social level by Byrne and McGavin (2004), who argu e that the achievement of higher marks can add a competitive element to educational proceedings, as children try to achieve more highly than their peers do. However, it is important to note that this has the potential to cause emotional distress to the child who does not perform as well as others, even if the competition is meant to be friendly and light-hearted. In contrast, many children have a much more negative attitude towards SATs and the teaching and learning associated with it. Referring back to the challenge of SATs, according to research by Hall et al (2004), some children, rather than viewing them as a challenge to be overcome, regard them instead as either a bridge too far or, even worse, a complete waste of time. In the case of these children, these negative attitudes may be caused by a variety of factors. For example, they may be lower achievers who find the increased intensity of, and the amount of time devoted to, SATs preparation difficult to cope with. This can cause them to become disillusioned about the SATs, which, in turn, can have an adverse affect on their behaviour and motivation levels. At Key Stage Two level, many schools place children into ability groups in the SATs subjects (Webb, 2006); this can alleviate this problem to a certain extent, as their individual learning needs can be more appropriately catered for. Nevertheless, it could be argued that, although the level and pace of such learning would be more appropriate for lower achieving children, this solution does not directly address these childrens possible concerns about the amount of time allocated to the SATs subjects. A further concern for lower achieving children, according to Yarker (2003), is that, if they do not achieve what they consider to be good marks in the tests themselves, they will be labelled as failures. It is, however, important to clarify that these children are never labelled in this way by teachers, but by the children themselves, who are concerned about the effect that SATs results will have on their future, both academically and motivationally. Another factor that may cause children to have a negative attitude towards the SATs is highlighted by Wintle and Harrison (1999), who argue that the concentration on SATs preparation is linear and regimented to such an extent that children no longer have any ownership of it. This can have a distinct attitudinal effect on the children. They may become disillusioned by the fact that, because of the focus on SATs work, they are simply undertaking activities and tasks for the sake of knowing how to do them for SATs purposes, rather than for the benefit of their own learning. Cullingford (2006) echoes this view, stating that, with regard to SATs preparation, children perceive their task in school as not so much to think as to guess what it is that the teachers want. Moreover, further research conducted by Cullingford (2006) suggests that many children, particularly those at Key Stage Two level, are surprisingly aware of the importance of SATs and even the significance of league tables. It can therefore be argued that they consider SATs to be one of the most, if not the most crucial aspect of their schooling during the final year of each Key Stage. This attitude can have a positive or adverse effect on their commitment to the SATs and the preparation for them; again, this depends on the attitude and aptitude of individual children. This surprisingly common awareness of the importance of both the SATs and the results they achieve in them is one way in which children can become not only attitudinally affected, but also emotionally affected by them. In this instance, because of the strong focus on preparing for the tests, children may feel pressurised, and in many cases excessively so, for two main reasons. Firstly, according to a study by Connors et al (2009), some children put themselves under pressure to perform well because they have worrisome thoughts and concerns about the consequences of failure if they do not. It could be argued that this level of worry should have no place in the mind of a child of primary school age, although it does further illustrate the importance the children place on SATs. Secondly, many children realise that SATs results are important to their teachers; consequently, the children also perceive them as important (Webb, 2006). This realisation, generally speaking, is a subconscious o ne: the children are not told outright by the teacher that the SATs are important. Instead, the curricular focus on the preparation for the SATs signifies their importance in the childrens minds. Furthermore, if the children respect their teacher (the way they should in an ideal situation), then they may feel under pressure to perform well in the SATs to attempt to prove that their teacher has taught them well, thus enhancing their reputation. One final important point about this kind of pressure is that it may not necessarily have a negative effect on all children; conversely, some children may thrive on it, and work harder and achieve higher as a consequence. It can be argued that any increase in pressure will increase the likelihood of stress and anxiety, particularly in the case of children, who will not have had the experience of coping with such pressure increases at this stage of their lives. According to Yarker (2003), children, particularly at Key Stage One level, become stressed through constant teaching to the test and test practice, due to both its intensity, and its implementation to the apparent exclusion of the rest of the curriculum. However, Byrne and McGavin (2004), whilst acknowledging the stress that this may cause to children, argue that it is the thought of, and the participation in, the tests themselves that cause the highest levels of stress and anxiety in children. In certain severe cases, research has even discovered a direct link between these SATs related stress levels that can be detrimental to the childs health and their life outside school, such as loss of sleep (Yarker, 2003), loss of appetite (Hall et al, 20 04) and headaches (Connors et al, 2009). With regard to childrens emotions about the prospect of being formally tested, some children were excited and were looking forward to taking the tests, according to a survey by Connors et al (2009). A possible reason for this could be the fact that they may regard the tests as the culmination of their hard work, and they offer them the chance to put their newly acquired skills and knowledge into practice. They can prove to themselves and to their teachers that they have learnt what the tests require them to learn. In contrast, other children can display signs of nervousness and apprehension during the period immediately prior to taking the tests (Connors et al, 2009). Reasons for this could include the fear of getting a poor result, which may not only adversely affect their self-esteem, but may also make the child think that their teacher (and possibly their parents and their peers) will think less of them as a result. They may also worry that they have not worked hard enough, or not achieved enough in the target subjects to obtain the level that they want to achieve. Furthermore, children can often have problems during the taking of the test itself (Byrne and McGavin, 2004), not only for the aforementioned reasons, but also due to other factors. For instance, many children, particularly at Key Stage One level, may find it difficult to formulate answers and recall previous learning and knowledge under the pressure of timed test conditions. Furthermore, if the child is not in a prepared, focused frame of mind before the test starts, this can affect their performance on the day, which could lead to a lower, potentially misleading test result. In conclusion, it is clear from the evidence that primary schools take the process of preparing children for the SATs tests very seriously. However, the way in which this issue is approached depends on the individual school concerned, and the ways in which they implement their teaching and classroom procedures. One thing remains constant, though. Regardless of the methods used, and the reasoning behind them, SATs will have an academic, attitudinal and emotional impact on childrens education in the final year of each Key Stage. Although the evidence available has predominantly shown a bias towards SATs having a negative impact in these respects, they can have a positive impact under the right physical and mental conditions. In the same way that the approach to SATs depends on the individual school, the level and the inclination of the impact depends on the individual child, and their individual level of aptitude, dedication, self-belief and resolve. Reference List / Bibliography Byrne, K. McGavin, H. (2004) A parents guide to primary school. London: Continuum Connors, L. et al (2009) Causes and consequences of test anxiety in Key Stage 2 pupils: the mediational role of emotional resilience. In: British Educational Research Association Annual Conference. University of Manchester, 2-5 September 2009. Cullingford, C. (2006) Pupils views of the school experience. In Webb, R. (ed) Changing teaching and learning in the primary school. Maidenhead: Open University Press Drummond, M. J. (2003) Assessing childrens learning. London: David Fulton Fielding, S. et al (1999) The (mis)use of SATs to examine gender and achievement at Key Stage 2. Curriculum Journal, 10 (2), pp. 169-187 Gipps, C. V. (2002) Beyond testing: towards a theory of educational assessment. London: Routledge Falmer Green, C. et al (2001) Children put the national tests to the test. Education 3-13, 29 (3), pp. 39-42 Hall, K. et al (2004) SATurated models of pupildom: assessment and inclusion/exclusion. British Educational Research Journal, 30 (6), pp. 801-817 Headington, R. (2003) Monitoring, assessment, recording, reporting and accountability: meeting the standards. London: David Fulton Sainsbury, M. Sizmur, S. (1996) Curriculum-based assessment and the search for authenticity. In Sainsbury, M. (ed) SATs the inside story: the development of the first national assessments for seven-year-olds, 1989-1995. Slough: NFER Tennent, W. et al (2008) Assessing reading at Key Stage 2: SATs as measures of childrens inferential abilities. British Educational Research Journal, 34 (4), pp.431-446 Webb, R. (2006) Teachers perspectives on teaching and learning in a performativity centre. In Webb, R. (ed) Changing teaching and learning in the primary school. Maidenhead: Open University Press Whetton, C. (2009) A brief history of a testing time: national curriculum assessment in England 1989-2008. Education Research, 51 (2), pp. 137-159 Wintle, M. Harrison, M. (1999) Coordinating assessment practice across the primary school. London: Falmer Press Yarker, P. (2003) The hours of folly: settling accounts with SATs. Forum, 45 (3), pp. 98-101

Path-Goal Leadership Theory Essay -- Path-Goal Leadership Theory

Path-goal theory deals with the leader's style to motivate followers, to accomplish set goals (Northouse, 2010). The path-goal theory is simply the implication that a leader works with an individual to establish a goal. The leader does this by individual motivation to achieve the proposed goal, while working through obstacles that may hinder achieving that goal (Whitener, 2007). The basic assumption of path-goal theory is that the following motivates subordinates: the capability to perform the work, their efforts will result in a certain outcome, and the payoff will be worthwhile (Whitener, 2007). The path-goal theory is a pragmatic approach that the leader uses to motivate the followers to achieve the set goals. The path-goal theory is derived from the expectancy theory and contains four types of leadership behaviors: directive, supportive, participative, and achievement-oriented (Whitener, 2007). Directive leaders provide clear task instructions, timeline for task completion, and standards of expectancy and how to accomplish the task (Northouse, 2010). Supportive leaders are friendly and approachable, treat followers as equals, and attempt to make the work pleasurable for the follower (Whitener, 2007). A participative leader shares decision making with followers and integrates their suggestions and feedback into the task goals (Northouse, 2010). Finally, achievement-oriented leaders challenge followers to achieve excellence by encouraging them to work at the highest level of achievement possible (Northouse, 2010). However, each of the behaviors can be used individually or collectively as different situations call for different behaviors (Whitener, 2007). Follower characteristics describe how an individual will interpret ... ...ality, it is my belief it will prove also efficient. By automating the asset tracking processes, our people will be freed up to think and plan as opposed to do and react. In addition, our management will have the accurate and timely information they need to make strategic and tactical asset procurement, tracking and retirement decisions. Works Cited CSC. (2010). Retrieved from http://www.csc.com/global_alliances/alliances/32254-sap Kinicki, A., & Kreitner, R. (2009). Organizational behavior: Key concepts, skills and best practices (customized 4th ed.). New York, NY: McGraw-Hill Irwin. Northouse, P. (2010). Leadership theory and practice. Thousand Oaks, Ca.: Sage Publications, Inc. Whitener, J. K. (2007). Year of wonders: The wonder of leadership. Advances in Developing Human Resources, 9(2), 214-222,226-230,234-235. from ABI/INFORM Global.

Examine the Extent to Which Gender Is Socially Constructed

Gender differences are biologically constructed. We are born either as male or female. Without going any further these statements appear normal and one can take the view that this is the general assumption. What then is sex? Is there a difference between sex and gender? Distinctions between sex and gender have been made by social scientists from the feminist movement of 1970’s, when feminists argued that the traditional views of masculinity and femininity often led to the disempowerment of women.Ann Oakley (1972) in particular, set the stage for the socialization explorations of gender identity (Abbott 2005). Since this latter part of the 19th century, the common distinction made by sociologists is that sex is derived from the biological differences between men and women – chromosome make up, internal and external genitals and reproductive organs amongst others. Gender, however, refers to the socially constructed characteristics of masculinity and femininity, characteri stics that are defined by different societies and cultures in different ways.In contrast, there are arguments proposing that gender differences are based on biological sex and result from biological factors – we naturally show characteristics of masculinity and femininity. These different views are often referred to as the nature v nurture debate (Marsh et al 2009, Lippa 2005 and Abbott 2005) Here we will look at some of the biological explanations in support of the assumption that gender differences are biologically determined before moving on to the sociological explorations of the social construction of gender, and the limitations of both views.We will also look at the gender differences across cultures and the influence of the mass media in shaping our society. Biological sex differences have often been used to explain the ‘natural’ differences in roles employed by men and women – men are naturally the breadwinners and the women nurture and take care o f the family. The different arguments for the biological explanations of gender roles are often referred to as ‘essentialism’ and ‘biological determinism’ (Marsh et al 2009). Talcott Parsons (Parsons and Bales 1955 as cited in Marsh et al 009) argued that the natural differences between men and women suit them to specific roles within society. This is referred to as the ‘sex-role’ theory. This theory relies on the premise that there are two distinct categories of men and women throughout the world. It therefore follows that heterosexuality is viewed as the norm. This immediately excludes those persons who feel that their gender identity does not correspond with their biological sex, for example transsexuals and homosexuals.Since the first wave of feminism in the 1970’s the focus has shifted towards the now dominant socialization explanations of gender identity, however we still see new biological theories and studies appearing. For examp le, biological determinists have looked to the differences in male and female brains. In their book Brain Sex (1989), Anne Moir and David Jessel talk of the ‘prenatal hormone’ theory, whereby testosterone has an influence on thought process and emotions leading to the brain being wired differently between men and women (Marsh et al 2009).Simon Baron-Cohen also has similar views – â€Å"the female brain is predominantly hard-wired for empathy, and the male brain is predominantly hard-wired for understanding and building systems†. (Simon Baron-Cohen 2003 as cited in Marsh et al 2009:220). In contrast, the various socialization explanations of gender argue that our gender identities are created by society, by interactions from early childhood with parents, siblings and peers (social learning theory) and by external influences such as the mass media, continually developing through our social interactions and experiences into adulthood.The differences across cu ltures in what is considered as masculine and feminine are also studied in support of this concept. â€Å"The different social experiences of women and men are the creation of society far more than biology† (Macionis and Plummer 2005:308). The social learning theory suggests that from birth we learn what is considered as â€Å"gender-appropriate† behaviours and traits (Marsh et al 2009). â€Å"Infants are seen as blank states, waiting to be written on by their environment† (Bilton et al 2002:136). This theory suggests that through nteraction with parents, siblings and peers, children learn the characteristics of their gender role – which emotions to display, activities to take part in or avoid, toys to play with, clothing to wear, work and hobbies to pursue amongst others. It is also widely accepted that children copy what they see and try to emulate their peers etc. This is referred to by sociologists as ‘modelling’. The majority of persons will recall that some behaviours are encouraged and accepted whereas if a child emulates something that a parent views as wrong or abnormal this is discouraged. The reactions from parents etc. einforce the gender characteristics expected of the child (Marsh et al 2009). A study undertaken in North Carolina of pre school children (Robinson and Morris 1986 cited in Bilton et al 2002) proposes that the social learning theory is an incomplete explanation that we learn all ‘gender-appropriate’ behaviours. In this study, children were themselves selecting ‘gender-stereotyped’ toys for their Christmas presents. For example dolls were selected by the girls and military toys by the boys. The parents selections for the children were mostly sex-neutral – art supplies and musical instruments.The early inclinations of the children to conform to their gender roles cannot be explained by the social learning theory (Bilton et al 2002). In 1971 Sandra Bem, a Pennsylv anian psychologist created the Bem Sex Role Inventory. This inventory lists various characteristics which are stereotyped as being masculine (dominant, athletic) or feminine (affectionate, flatterable). Individuals can assess themselves by selecting which of the characteristics they view as being desirable for a man or woman in order to determine how well you fit into your traditional gender role.The results from a sample of participants show that both men and women share a range of what are considered to be stereotypical feminine and masculine traits (Marsh et al 2009). Some writers have interpreted that Bem is in effect arguing that â€Å"the development of typical gender roles and gender stereotyping are not inevitable† (Marchbank and Letherby 2007:125 as cited in Marsh et al 2009:223). In other words parents, teachers etc. can influence the gender identities of the children.Money and Ehrhdart (1972) report the case of a 7 month old boy who after losing his penis in an acc ident underwent surgery to reconstruct his genitals as female. He was thereafter raised as a girl and is reported to have developed normally as such (Money and Ehrdart 1972 as cited in Bilton et al 2002). This would support the interpreted view of Bem above. The stereotypical gender projections of the mass media are also said to have an influence on our gender identities, often reinforcing gender stereotypes. â€Å"The media are forms of pedagogy that teach us how to be men and women† (Kellner 1995:5 as cited in Marsh et al 2009:231).Some argue that the media however offers a variety of images that both challenge and support stereotypical views (Stacey 1994 as in Marsh et al 2009). Feminine stereotypes are reinforced by media representation of the fashion, beauty and diet industries, focussing on physical improvement and reinforcing the stereotype that women should always look their best and ‘primp’ and ‘preen’ themselves. Programmes such as How to L ook Good Naked and Extreme Makeover are becoming increasingly popular. Masculine stereotypes are also reinforced in advertising.For example, the beer industry relies on the masculine stereotype to appeal to its audience and alternatives such as gay men and househusbands amongst others are markedly absent from this type of advert. (Strate 2004 cited in Marsh et al 2009). The media is viewed by sociologists as a powerful tool in conveying stereotypical and idealistic views of femininity and masculinity to its audience. Other arguments and studies highlighting the social construction of gender look at the different views across different cultures upon what characteristics are considered as masculine and feminine.Margaret Mead, an American cultural anthropologist, undertook a study of three primitive societies within New Guinea (1935), the Arapesh, the Mundugumor and the Tchambuli. Mead noted that the Arapesh men and women expressed similar attitudes and behaviours. They were peaceful, sensitive and cooperative, traits that in our culture are considered as feminine. The Mundugumor men and women again shared similar behaviours, however, in contrast to the Arapesh they displayed what we would view as masculine traits – aggressive, selfish and ‘warlike’.The Tchambuli men and women, similar to our culture, displayed different behaviours although the women displayed masculine traits of dominance and aggression, and the men displayed feminine traits, having responsibility for domestic activities and care of the young as well as ‘primping’ and decorating themselves (Macionis and Plummer 2005, Marsh et al 2009). A further example of the cultural differences surrounding masculinity and femininity can be seen in Samoa where men can take on the role and identity of females. They are known as fa'afafine which literally means ‘like a woman’.The biological sex is male but the gender is considered as female. They dress like women, ca rry out what are considered as the female tasks within the household – cooking, cleaning, and washing and have relationships with other men. It can be the choice of a boy to take on a female role or it may be that they are raised as fa’afafine by their family if they have no or few daughters needed to undertake the female role within the household. Although men have relationships with the fa'afafines they strongly feel that this is not homosexual behavior.Fa’afafines consider themselves female and believe that the men who have relations with them also see them as female (See – National Geographic Channel ‘Taboo’ studies). We can see clearly from Mead’s study and the fa’afafines in Samoa that different cultures define masculinity and femininity in different ways. Gender identities are capable of being shaped or formed, therefore giving substantial weight to the argument that gender is socially constructed and is derived from our social and cultural traditions and views.On balance, the arguments of the biological determinists appear very limited in their application to those outwith the ‘normal’ heterosexual categories of male and female. In contrast the socialization explanations show that we can influence gender identities and that although sex is biologically determined it does not automatically follow that we naturally inherit the stereotypical characteristics of masculinity and femininity. Mead’s study alone provides strong evidence to support this point.To conclude, the general assumption and explanations that gender differences are biologically determined appear to have been somewhat overshadowed since the 1970’s. The majority of sociologists are in preference of the views, studies and evidence that support the sociological explanation of gender as being socially constructed with any differences being derived from society and culture. In comparison, the biological viewpoints and theories appear to struggle to correlate with today’s modern and multicultural society.References Abbott, P. Wallace, C. and Tyler, M. (2005) An Introduction to Sociology: Feminist Perspectives. London: Routledge. Bilton, T. , Bonnett, K. , Jones, P. , Lawson, T. , Skinner, D. , Stanworth, M. and Webster, A. (2002) Introductory Sociology. Basingstoke: Macmillan. Lippa, R. A. (2005) Gender, Nature, and Nurture. Lawrence Erlbaum Associates, Inc. Macionis, J. and Plummer, K. (2005) Sociology: A Global Introduction. Harlow: Pearson. Marsh, I. , Keating, M. , Punch, S. and Harden, J. (2009) Sociology: Making Sense of Society. Harlow:Pearson.

The Issue of Images and Perceptions in Corporate Environment

The Issue of Images and Perceptions in Corporate Environment In today’s corporate environment the issue of images and perceptions are becoming more and more important. The top most executives have to perform their organization leadership tacks with a high degree of integrity.Advertising We will write a custom report sample on The Issue of Images and Perceptions in Corporate Environment specifically for you for only $16.05 $11/page Learn More Over the past few years we have seen the public and investor confidence fall due to poor leadership styles that don’t take the issue of ethics seriously. Some of the corporate debacles include Enron, Adelphia, WorldCom and Tyco just to mention a few. According Hackmam Johnson (2000 , 450) â€Å"it is the work of organizational members including executives to make sure that organizational goal and objectives are achieved in such a way that serves their own interests and the interests of the society at large.† Many cases of unethical leadership arise as a sourc e of conflict arise when there lacks an equilibrium between shareholder interest which is profitability, self interests, employee interests which often include perks and stock, options and the interest of the society. Ethics in business is a wide topic that may cover greed, neglect of duties, breach of confidentiality ,favoritism, by standing and failure to intervene when fouls are committed ,unfairness, unkindness, and harassment just to mention a few. Earlier in the 1990’s the topic of ethics and corporate social responsibility was not a very hot topic, but in todays post Enron environment it has become mandatory that top executives who are leaders of their various corporate companies to engage themselves more in ethical styles of leadership. The dangers that are related to cases that amount to lack of integrity are not taken lightly because they result to breach of trust of the public and dented investor confidence. Brown (2005 96) insists that leadership in ethics is all rounded and must cover the civic, environmental, organizational, interpersonal and cultural. According to Brown integrity is not integrity unless is consistent, purposeful, rational and all inclusive. In today’s business environment businesses strive to exhibit top class ethical behavior; this is mainly because of pressure from the government, shareholders and stakeholders. With the emergence of indices such as the FTSE4GOOD companies are merging the goals of their social responsibility charters together with all other organizational goals. Top executives are setting strategies that advocate for corporate citizenship amongst their employees communicating goals of these programs, motivating employees to stick to them. As situations in the environment changes leaders should also change with them according to the situation and the context.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn M ore The pressure to perform financially has lead to cooking of books and using of unorthodox accounting techniques that have lead to recent corporate debacles. By taking a look at the Rigas family owners of Adelphia which comprised of a father and two sons who were top executives in one of the largest cable companies in the world can paint a clear picture of what is considered ethical or not. The Ethisphere Institute published on 25/04/2010 its fourth annual list of what are considered the top most ethical organizations in the world today, this survey took a look at corporate citizenship, corporate governance, innovation towards public well being, integrity track record and reputation, and internal systems of ethics/ethics compliance programmes. On the other hand Xerox has exhibited exemplary leadership in ethics under their Anne M. Mulcahy who was their C.E.O 2001-2009. The Rigas family is well known to be amongst the biggest violators of ethics in corporate America, these executives are a symbol of poor ethical leadership and gross incompetence. It seems that the Rigas were unable to distinguish between what family was owned and what was publicly owned. Sashkin Sashkin (2003, 124) Ethics provide a foundation which enables an organization/corporate entity broaden their priorities far beyond the classical aims of profit maximization and shareholder enrichment. Therefore ethical matters have a big influence on other public sector organization and stakeholders for whom the issue of quality, cost management, honesty and accountability is vital. There may be no absolute rules, standards and controls that govern ethical leadership but Rigas went clearly overboard. John Rigas founder for Adelphia was jailed for 15 years together with his sons were taken to court and found guilty of wire and securities fraud, tax evasion and concealing financial statements. It is estimated that $ 3.1 billion was unaccounted for and that $2.3 billion in liabilities was concea led. The family further went ahead during their reign at Adelphia to purchase personal land, golf courses, and artwork and executive jets beside huge personal expenditure using funds from Adelphia. It seems they were unable to distinguish what belonged to the shareholders and what belonged to them as a family. According to Rest and Colleague’s model Yunus Webber (2007 56) in order to be ethical leaders must first of all be able to take look and analyze their actions by simulating the consequences of their behavior to come to a conclusion whether there is likely to be a negative or positive outcome to the relevant parties.Advertising We will write a custom report sample on The Issue of Images and Perceptions in Corporate Environment specifically for you for only $16.05 $11/page Learn More This quality is known as moral sensitivity and is the first element in Rests Colleague’s model, the second element is moral judgment which allows a leader t he ability to choose between right and wrong, After leaders make a choice the next element is moral motivation which in turn tries to explain what inspires the action and finally the implementation of the action through ethical means takes place (Hackman Johnson, 2000, p.337). Diagram 1. Rest’s Model of Ethical Interpersonal Communication According to the model which is linear, a leader should go through each step at a time and when an issue arises then he/she should perform more analysis and consult his/her peers. According to the model it is therefore correct to conclude that John Rigas had a low moral sensitivity that lead to his despicable unethical actions. His actions did not only lead to financial downfall of Adelphia and loses to shareholders but also to unemployment of many workers, regulatory organizations such as the securities exchange commission were blamed together with other public oversight companies for failing to detect this problem early. Furthermore the trust of the public and investor confidence was weakened within America. (Show, 2004 89) On the other hand Xerox through its C.E.O Anne M. Mulcahy who was the company’s chief executive between 2001-2009.Is a company which has shown exemplary standards as far as the issue of leadership in ethics is concerned. The Ethisphere Institute named Xerox as the most ethical company in its second annual companies list in June 2008.Anne Mulcahy is the type of leader who inspires and transforms the organization by creating strategy that tries to strike a middle ground between financial goals and social goals of an organization.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Upon her entry as C.E.O Anne Mulcahy was preceded by many instances of unethical behavior in Xerox but as a determined leader she used her unique traits to turn the organization around. Using her charismatic and referent power she went ahead to marshal organizational support to insist upon good ethics from all employees by creating an ethics and compliance program that has brought Xerox to where it is today just as suggested by Ciulla (2004 148-175). The ethics and compliance program laid a code of conduct for business, for finance employees, board and directors and all other employees. It is therefore as a result of the good leadership style, traits that assigns tasks, and identifies individual needs and incorporates them into overall strategy that has assisted in outstanding ethics within the organization. (Carmichael, 2007 36) Inter-departmental systems of communication that consisted of memos, emails and the web were introduced to handle complaints, suggestions and communicate t he leadership’s intent towards ethics. Furthermore mandatory employee training of all employees, senior management and officers was made part of company policy thus bringing an ethical culture to Xerox. Introduction of systems that have resulted to ‘greening the supply chain’ and reverse logistics which insist on recycling and use of sustainable resources as well as calling back and replacing equipment that are considered unsuitable to the environment are some of the good ethics in Xerox. There exist many challenges in the field of ethics, some of which business executives hiding behind the law instead of knowing that ethics and the law are not the same thing Ciulla, (2004 30). There are plenty of business practices that are legal but at the same time unethical for example greed ,therefore organizations should implement leadership that will come up with various means of drawing a clear line of separating the two. The difference amongst personalities and different cultural diversities within the organization creates a challenge towards achieving ethical goals. Individuals vary from each other and therefore what is unethical to one person may be considered ethical to another individual. Therefore in summary ethics can only be a success if it is in the heart of leadership, without executives setting a clear path and leading from the front as far as ethics is concerned then, chances of failure increase. References Brown, MT, 2005, Corporate Integrity: rethinking organizational ethics and leadership, Cambridge University Press, New York. Carmichael, S, 2007, Business ethics: the new bottom line, Demos, London. Ciulla, JB, (2004), Ethics the heart of leadership, Praeger Publishers, 88 west road Westport. Hackman, M, Z, Johnson,C,E (2000), 3rd edn, Leadership: A communication perspective,Waveland Press Inc,Illinois. Sashkin M, Sashkin GM, 2003, Leadership that matters: the critical factors for making a difference in peoples’ lives, Marsha ll Berrett Koehler Publishers Inc, San Francisco. Show, WH, (2004) Business Ethics, 5th edn, Thompson/Wadswort, London. Yunus, M, Webber, (2007), Creating a world without poverty: social business and the future of capitalism, PublicAffairs, New York.

Crash Human Nature Essay Essays

Crash Human Nature Essay Essays Crash Human Nature Essay Essay Crash Human Nature Essay Essay * Human nature is The general psychological features. feelings. and behavioral traits of world. regarded as shared by all worlds. * Crash directed by Paul Haggis nowadayss to us an entwining narrative set within the streets of LA. confirming and disputing racial stereotypes and at the same clip reflecting the of all time bing good and dark side of human nature. * Human nature drives us all to see â€Å"the other† as bad. immorality and untrusty. it is complex and every adult male. despite differences holds the implicit in values buried deep into our subconsciousness * In the movie clang. Haggis has successfully portrayed the truth about human nature through the conventions of duologue. camera shooting and symbolism. confounding us as viewing audiences. but besides giving us an intruging penetration into the world of each and every one of us despite differences in race and background. * Haggis has successfully evoked feelings of edginess. confusion. choler and empathy at through the devising of the movie clang. * Human nature drives us to fear the unknown. the â€Å"other† in our eyes is seen as evil and that we should maneuver away from any communicating. It may be in relation to race. ethnicity. age. gender or beliefs but in world each one of us does non hold the ability to contend this automatic favoritism against those who are different. * Haggis has successfully reflected this dark facet of human nature through the convention of duologue. * In one scene a Iranian adult male is trying to buy a gun from a white American. The salesman calls the adult male â€Å"osama† and so continues to speak about 9/11. he so is sharply told to go forth the store. * The white American adult male displays his fright of â€Å"the other† by racially know aparting him through his duologue. he has his ain racialist. stereotyped image of this adult male in his head automatically associating him to 9/11 and due to his human nature sees him as â€Å"the other† and as untrusty to be in his store stating him he â€Å"has no right to purchase a gun here† * In another scene a Latino locksmith is altering a white American twosomes locks on their door after their auto had been hijacked. The American adult female makes premises that this locksmith is traveling to sell their key to his â€Å"homies† strictly because of the manner he looks and his race and demands to acquire her locks changed once more in the forenoon. * The American adult female views the locksmith as â€Å"the other† and due to her human nature she fears him. and does non swear him to be in her house. Her opinion is non on personality or single traits it is based upon the automatic premises she makes about him due to his tattoos. frock sense and clamber coloring material. Small does she cognize that the Hispanic locksmith was in many eyes the lone character in clang seen as wholly guiltless. but due to her ignorance she believed the antonym. * Through duologue Haggis has successfully positioned the spectator to experience choler at both of these scenarios and causes us to oppugn our ain human nature and our ain categorization of â€Å"the other† . We are positioned to experience guilt as we feel partially responsible for these racial stereotypes as we excessively. through our human nature. instinctively stick to our ain. * Human nature is complex. values at polar antonyms could exsist in the same adult male. peculiar beliefs could be compromised and in world no 1 can of all time genuinely understand the extent of complexnesss embedded within each individual. * Racsim and aristocracy can exsist in the same adult male. Haggis has successfully portrayed this thought of human nature through the narrative conventions of camera shooting and duologue. * In one scene a bull pulls over a black twosome. he abuses his power and shows utmost racism seen through the convention of low camera angle while he molests her. * In another scene the same bull shows aristocracy while is seen delivering the same black adult female he molested. he ironically says things to her such as â€Å"im non traveling to ache you† * The camera angle in the first scene is a panning low angle exposing the constabulary officers manus stroking up the adult females leg. stressing his disgusting racialist actions. In the 2nd scene the camera angle is a close camera angle concentrating on his contrite distressing facial look. The shooting of the manus in the first scene could stand for â€Å"a adult males hand† where the shooting of his face in the 2nd scene presents him. and hence suggests that although his racism and dark side of his human nature exsists the good side of his human nature is a representation of his true individuality and we begin to oppugn the grounds behind his actions. * These two scenes In the film clang show to us that worlds are highly complex. A adult male can populate a life full of wickedness but so perpetrate a baronial act merely as a adult male can be a condemnable but so salvage a life. * The construct of human complexnesss is difficult to hold on. an persons individuality can find why they act a certain manner or do certain things. The bull in the movie displayed racism due to the fact that a black adult female would non assist his ill male parent. but does this alibi peculiar values and behaviors? * Through the convention of camera angle Haggis has efficaciously positioned the spectator to experience both disgust and awe at the same adult male. We begin to oppugn what drives worlds to be so complex and we wonder whether it is of all time possible for a adult male to be seen as wholly guiltless. * Instinctively human natures drives us to protect and lodge to our ain. merely as we repel those who are seen as different. * This cosmopolitan value embedded inside each and every homo is represented by Paul Haggis in the movie clang through utlising the narrative convention of symbolism. * Crash follows the narrative of a Latino locksmith and unconditioned love of his.

Aircraft Mishap Recovery Essay Example | Topics and Well Written Essays - 3500 words

Aircraft Mishap Recovery - Essay Example Examples are the Pago-Pago mishap of 1974, and the Quincy, IL, runway collision in November 1996. The airport had no Aircraft Rescue & Fire Fighting (ARFF) services and was not obligatory to do so. However, the NTSB stated that "contributing to the ... loss of life were the lack of adequate aircraft rescue and fire fighting services...." The advantage of having good and qualified ARFF units on-site in less than two minutes became even evident in an earlier accident at Los Angeles International Airport (LAX). On March 1, 1978, a Continental Airlines DC-10 collapsed during take-off as a result of blown tires and the consequent failure of the landing gear. The plane carried 198 people and 81,000 gallons of Jet-A fuel. No less than 10,000 gallons of kerosene spilled and caught fire immediately, engulfing the fuselage in flames and deadly smoke. The airport fire units encountered people outside the plane on fire and many still caught inside the blazing jet. The first ARFF crash truck was on-scene and in foam operation within 90 seconds of the first alarm. Total extinguishment of the huge fire was done only six minutes after the crash. Ultimately, three people had died, however 195 others survived, 43 with injuries. Inside the fence lies the main jurisdiction of the airport and its fire and rescue services, required by Federal Aviation Administration (FAA) regulations. They should be expected to be trained, prepared, manned and prepared to deal appropriately with an accident situation during the very first minutes. Yet, the success or failure of ARFF in a major crash depends on resourceful assistance from outside sources. Support is required from local fire, EMS, and other emergency departments for water supply, providing personnel and equipment for rescue operations, triaging, treating and transporting injured victims to suitable hospitals, comprising and securing survivors and human remains, scene and access control, etc. Responding emergency departments need to understand the characteristics and their rules and responsibilities in an airplane crash. In the initial response and confusion stage the objectives are: Communicate all requirements and assignments, Organize all resources, Control all activities, through a single contact and control procedure called Incident Command System (ICS). Local/Community Emergency Response ARFF services are essential and should be expected to cope with the details of a crashed aircraft. Emergency management agencies, fire, rescue, EMS, and law enforcement departments of local communities usually have neither the experience nor the knowledge required. If an airplane crashes in a community, local emergency services are the first to act in response. They might not have the training or

Gender Inequality Essay Example | Topics and Well Written Essays - 1000 words

Gender Inequality - Essay Example This claim is true and challenges human claims raised by different individuals to view these two unequal individuals as equals. This is because despite the education levels, which have improved the status of the feminine gender, women are weak and their biological morphology does not allow them to take part in hard tasks. Weakness in women has also been facilitated by their upbringing. This is because the female child is given more care compared to a boy child. Additionally, boy children are exposed to hard tasks at a tender age while girls are prepared for home-based roles. Although women are considered weak than men because their physical differences, women have many capabilities, which qualify them to be equal to men. The intellectual capacity of women is higher compared to males’ brains. Most men believe that women are poor in terms of intelligence compared to them. Studies, however, have confirmed that women intelligence varies slightly to that of men. The stereotypes tha t males hold that women are capable of executing home-related activities and duties because they require less application of the human brain have no basis. These stereotypes have made men to hold big and prominent positions because their performance is considered high compared to that of women. This is a clear indication that men are no better than women in terms of intellectual ability. Women have much potential in them. This has been evidenced by the different positions they are holding, which were considered male roles.