the devil and daniel webster Essay -- essays research papers fc

Introduction   Ã‚  Ã‚  Ã‚  Ã‚  The story I had read was the Devil and Daniel Webster it was written by Stephen Vincent Ben’et. This story is a lot alike most of his other stories discussing what it means to be an American. Also this story is one of his most famous stories it combines folk-lore and history also it has been made into a play and so to be coming out a movie. Story Summary   Ã‚  Ã‚  Ã‚  Ã‚  In this story it begins speaking about a character named Daniel Webster, which was from Marshfield, but, later the story begins to unravel and they begin speaking about a character named Jabez stone. Jabez Stone was from Cross Corners, which makes both Webster and Stone from New Hampshire. As you read you see that Jabez has had the worst luck if he was to grow corn they would get borer. If he was to get horses he it would get spavins then trade it in to get one that had staggers. Also say the neighbors had rocks in their soil he would have boulders luck was not on Jabezs side. So one day as Jabez is plowing he broke his plowshare on a boulder. This was the last straw for Jabez and he says, â€Å"I vow it’s enough to make a man want to sell his soul to the devil! And I would, too, for two cents!† Soon after this he felt a chill run through his body being a New Hampshireman he wouldn’t take it back. Later that night a man pulled up in a nice bug gy and went to the door and asked for Jabez Stone he told the family it was a lawyer but, at heart he knew who it was. Then they begin to speak he asked his name he responds with I have a lot of names but you can call me Scratch. Then they soon discuss the contract and Jabez sells his soul the dark man took out a shiny silver pin and made him sign his name in blood. Then things began to go smoothly for him his horses were healthy, his cows got fat, and his crops were the talk of the neighborhood. The man stopped by a year a later to discuss the mortgage and Stone said I beginning to have doubts then Scratch takes out the contract to remind him. As he took out the contract there was a moth that spoke to him it was the voice of mister Stevens. Embarrassed the dark man says he should really be in the collecting box then he slips up in a way and says someone like Daniel Webster needs a special made box. They make a deal Jabez and Scratch they have a 4-year extension. Stone didn’t realize ... ...ylvania, and went to school at Yale University. Some of his works consist the volume of poetry Heavens and Earth, the novels Young People's Pride and Spanish Bayonet, and the narrative poem John Brown's Body, about the American Civil War. For the later work, Benà ©t won a Pulitzer prize for poetry in 1929. Thirteen O'Clock, a collection of short stories, includes â€Å"The Devil and Daniel Webster,† which he adapted into a words for a folk opera in 1939 and which was made into a motion picture, All That Money Can Buy, in 1941. For Western Star, an unfinished narrative poem on the settling of America, Benà ©t won a second Pulitzer Prize in 1944. Benà ©t's works are remarkable in their imaginative trace of the American scene. Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  In conclusion I believe this story was very good although hard to follow I would enjoy reading more of his stories. I would recommend this story to a lot of different people because the story is kind of weird in a weird kind of way. Works Cited http://www.law.utexas.edu/lpop/etext/devil/devil.htm http://shopping.yahoo.com/shop?d=v&id=1800056764 http://www.seacoastnh.com/lawyers/websterhouse.html

Nike Sweatshops Inc Essay

Ethics refer to what is defined as right or wrong in the morality of human beings and social issues are matters which could directly or indirectly affect a person or many members of a society. In this case study, Nike has been accused of subjecting employees in their subcontracted factories overseas to work in inhumane conditions for low wages. The CEO and cofounder of Nike lamented that â€Å"The Nike product has become synonymous with slave wages, forced-overtime and arbitrary abuse.† Initially, the firm purchased two shoe-manufacturing facilities in the United States but eventually had to shut them down due to tremendous loss in profits. Today, practically all of Nike’s factories are subcontracted and located in countries such as Indonesia, Vietnam, China and Thailand, where the labour costs are significantly lesser than those in the United States. The founder of Vietnam Labour Watch, Thomas Nguyen, inspected several of Nike’s plants in Vietnam in 1998 and reported cases of worker abuse. At one of these factories which he inspected, a supervisor punished 56 women for wearing inappropriate work shoes by forcing them to run around the factory in the how sun. Twelve workers fainted and had to be taken to the hospital. He also reported that workers were allowed only one bathroom break and two drinks of water during each eight-hour shift. The ethical and social issues in this case are that Nike unethically takes advantage of these labour markets because it provides them with a higher profit. Nike should also be held responsible for what happens in factories they do not own to a certain degree because low-cost manufacturing has always been their strategy in the market. Although they do not directly own these factories, they should take the initiative to be socially responsible and monitor the minimum working conditions as it would reflect on the company’s image. A living wage is defined by the wage which allows the earner to afford basic needs such as food, shelter and other necessities of life. The labour cost of manufacturing a shoe is $2. 43 while the consumer pays $65 for it. Nike could still afford to pay its workers a living wage without raising its prices to the consumers. Realistically, the wage guideline of the FLA seems more feasible as it is based on a fixed statistic of minimum wage as required by law or the average industry wage, whichever is higher. That being said, the minimum wages of some developing countries are too low and would not provide the benefits of a normal living for the employees. Therefore, the guidelines of the WRC seem more appropriate to me and it would be considerable to take into account the wages of a normal-income employee and follow that guideline. It is unethical for Nike to pay endorses millions of dollars while its factory employees receive a few dollars a day. Sure, it is important for them to market their products and using celebrities and spokespeople would cost tons of money but there are many other ways for them to market their products without the need to exploit the conditions of employees in third world countries. All other major athletic shoe manufacturer also contract with overseas manufacturers albeit to various degrees. Athletic shoe firm New Balance Inc. is somewhat of an anomaly as it continues to operate five factories in the United States. However, New Balance has developed a different marketing strategy in comparison to Nike. They do not use professional athletes to market their products. Instead, they choose to invest in product research and development. New Balance also makes most of their shoes in the United States, paying workers over 30 times what Nike workers get in Vietnam, yet they still make a profit. To achieve corporate social responsibility, Nike should seriously consider the impact of their company’s actions on society. It is an obligation to take actions that protect and improve the welfare of society as a whole, along with their own interests. They should be responsible for the legal, social and philanthropic aspects of its subcontracted factories. They are not paying their employees the legal minimum wage, caring about the working conditions and welfare of these employees and just not taking into consideration the well-being of others. Ten years ago, the company had been subjected to negative press, lawsuits, and demonstrations on college campuses alleging that the firm’s overseas contractors’ subject employees to work in inhumane conditions for low wages. With the introduction of the fair labour association and worker rights consortium, Nike is slowly trying to improve the working conditions on subcontracted factories and hopefully in 10 years, they would be able to re-establish themselves as a morally acceptable company. Nike could have observed the ethical and social guidelines of how an organisation should be managed. They should not have hired minors under 16 to work. And instead of purchasing two shoe-manufacturing facilities in the United States, Nike could have just purchased one plant and see how their operations went before thinking about purchasing another plant. When the firm finally saw success in 1980, eight years after the company was founded, and became the largest athletic shoe company in the world, they could have finally purchased the shoe-manufacturing plants in the United States and it would probably have been a success, without having the need to subcontract factories and cutting the cost of labour just to have a bigger profit. This in turn would not have caused so much negative press that the company has had to deal with so far. For future references, Nike should learn from their past mistakes and treat the subcontracted employees morally, pay them a better wage and improve their working conditions. They should also better manage their subcontracts and not just use them as proxies for Nike to distance themselves from taking any responsibility for the way their factory workers are treated. The subcontractors are considered stakeholders in the organisation and Nike, as the manager, should make it their concern as to what is happening in these factories. Bad press will take a long time to subside and what Nike can do from now is to acknowledge its past errors and become more socially responsible for the sake of their future. Colleges and universities have direct ties to the many shoe and apparel companies that contract with overseas manufacturers. Most universities receive money from athletic shoe and apparel corporations in return for outfitting the university’s sports teams with the firm’s products. What motivates them is the bad image they could be portraying when they wear the firm’s apparel. They could be seen as promoting the cause for sweatshops. The United Students Against Sweatshops (USAS) organisation was formed in 1998 and led by former UNITE summer interns. The USAS staged a large number of campus demonstrations which protest against the university’s contract with Nike due to the firm’s alleged sweatshop abuses. More than 100 students demanded that the university not renew its contract with Nike and rallied outside the office of the university’s chancellor. More than 50 other universities staged similar protests and sit-ins. The reason why their activism is not widespread is because it is hard to get a viewpoint from them that does not reflect that of UNITE. It was claimed that Nike owes $2. 2 million in severance pay to workers in Honduras when two Nike factories were closed. When hounded over their exploitation of workers, Nike released a statement that they are â€Å"deeply concerned†, but cannot assume any responsibility for the actions of their â€Å"subcontractors†. In my opinion, Nike should pay the severance owed. Although they do not own the factories, they are still involved with the overall management and well-being of the workers. At the end of the day, the subcontractors are under the employment of Nike and should be responsible for the employees. Despite its controversial record on the issue of sweatshops and monitoring labour practices abroad, Nike has been the recipient of a variety of corporate social responsibility recognitions over the past several years. Many of these awards are for issues other than their labour practices abroad. They have been named as one of the 100 Best Corporate Citizens for 2010 for Corporate Responsibility magazine and one of 100 Most Sustainable Corporations in the World in 2009. Nike has appeared to be taking actions for mishandling the sweatshop issue as well as they could have and for not adequately monitoring its subcontractors in overseas operations until the media and other organisations revealed the presence of sweatshops. They seem to have realised their mistake of not being socially responsible and are trying to make amends for their wrongdoings.

Guide for Assignment Presentation

Introduction An assignment should be regarded as a piece of academic writing. The following comments and suggestions about the construction and presentation of assignments are intended to provide a guide.They are not intended to be considered as rigid rules. However, there are a number of academic conventions which should be met in academic work. Of most importance in academic writing is an overriding need for internal consistency in presentation. Internal consistency is achieved by thoroughness and attention to detail in the presentation of work. The purpose of an academic piece of writing is to report the results of an investigation to other members of the discipline for their information, evaluation and criticism.Communication of the results of academic activity is important as it allows the dissemination of information and is fundamental to the establishment of groups of people who are interested in similar problems and who are interested in applying similar analytical techniques to identify solutions to these problems. Writing an assignment is an exercise in effective communication and requires more than just learning of techniques of analysis and facts about the economic process. There are a number of books available that assist with writing assignments.See for example, Betts and Seitz (1986) Writing Essays in the Social Sciences and Anderson and Poole (1994) Thesis and Assignment Writing. It is recommended that students consult these for information about how to research and write an assignment. 2. Assessment Criteria Each units/modules offered through the HND Programme will have stipulated the criteria for assessment of assignments in the Course Outline. A number of assessment criteria that may be relevant for all courses are listed below. †¢ †¢ †¢ †¢ †¢ †¢ †¢ Relevance of your answer to the question or task set. Clarity of expression. Supporting documentation for arguments.Proper acknowledgement of documentation and t he use of a bibliographic convention. Logical planning and sequence. Overall presentation, including correct grammar, spelling and punctuation. Comprehensive coverage reflecting mastery of set readings and text. 3. Presentation of the Assignment You should always ensure that you prepare two hard copies of your Assignment and keep a copy on disc. On occasions assignments go missing, or second copies are required by University/College. †¢ Each Assignment should be clearly marked up with your name, your study centre, your Student registration number and at the end of the assignment a word count.The assignment should be word-processed. 1 TEG 2007 †¢ The assignment presentation format should directly meet the requirements of the assignment brief (i. e. reports and presentations are the most called for communication formats). You must ensure that your assignment does not appear to be an extended essay. If it does, you will lose grades. †¢ The word limit will be included in the assignment brief. These are specified by Lecturer/Tutor and must be adhered to. †¢ Appendices should clearly link to the assignment and can be attached as supporting documentation at the end of the report. However, failure to reference them by number (e. . Appendix 1) within the report and also marked on the Appendix itself will lose you grade. Only use an Appendix if it is essential and clearly adds value to the overall Assignment. The Appendix is not a waste bin for all the materials you have come across in your research, or a way of making your assignment seem somewhat heavier and more impressive than it is. 4. Time Management for Assignments One of the biggest challenges we all seem to face day-to-day is that of managing time. When studying, that challenge seems to grow increasingly difficult, requiring a balance between work, home, family, social life and study life.It is therefore of pivotal importance to your own success for you to plan wisely the limited amount of t ime you have available. Step 1: Find out how much time you have Ensure that you are fully aware of how long your module lasts, and the final deadline. If you are studying a module from September to December, it is likely that you will have only 10-12 weeks in which to complete your assignments. This means therefore, that the meeting of deadlines is vitally important, as submission schedules are extremely tight. Step 2: Plan your timeEssentially you need to work backwards from the final deadline, submission date, and schedule your work around the possible time lines. Clearly, if you have only 10-12 weeks available to complete three assignments, you will need to allocate a block of hours in the final stages of the module to ensure that all of your assignments are in on time. Late submissions will not be accepted, and no extensions will be allowed. Students who do not submit will be treated as a ‘no show', and will have to re-enter for the next assessment period and undertake an alternative assignment. Step 3: Set prioritiesYou should set priorities on a daily and weekly basis (not just for study, but for your life). There is no doubt that this mode of study needs commitment (and some sacrifices in the short term). When your achievements are recognised by colleagues, peers, friends and family, it will all feel worthwhile. Step 4: Analyse activities and allocate time to them Consider the range of activities that you will need to undertake in order to complete the assignment and the time each might take. Remember, too, there will be a delay in asking for information and receiving it. 2 TEG 2007 †¢Preparing terms of reference for the assignment, to include the following. 1 A short title 2 A brief outline of the assignment purpose and outcome 3 Methodology (the methods you intend to use to carry out the required tasks) 4 Indication of any difficulties that have arisen in the duration of the assignment 5 Time schedule 6 Confidentiality – if the assig nment includes confidential information ensure that this is clearly marked on the assignment 7 Literature and desk research undertaken †¢ †¢ †¢ †¢ †¢ †¢ †¢ A literature search in order to undertake the necessary background reading and underpinning information that might support your assignmentWriting letters and memos asking for information either internally or externally Designing questionnaires Undertaking surveys Analysis of data from questionnaires Secondary data search Preparation of first draft report Always build in time to spare, to deal with the unexpected. This may reduce the pressure that you are faced in meeting significant deadlines. 5. Planning and Sequence of an Assignment The assignment should contain at least three well defined and distinct sections: (a) An introduction (or ‘a beginning’) (b) The body of the assignment (or ‘a middle’) (c) A conclusion (or ‘an end’) †¢The introduction, whi ch occurs at the beginning of the assignment, should include a statement of the aims or objectives of the assignment. The introduction provides a clear statement of the problem or question to be considered; the limitations or assumptions you plan to use when examining the problem, and the analytical techniques used. Although the task set will frequently determine the question posed for the assignment, there is still scope for the introduction to define more precisely the question/task or to set the bounds of the assignment. Do not simply state the title of the assignment or repeat the task posed by the lecturer. The body of the assignment contains the argument that you present in support of the question you have posed in the introduction. The argument should be logical and embody the standard techniques of analysis as well as display familiarity with standard economic concepts and doctrines. †¢ The conclusion should complete the assignment by following up discussion points rais ed in the previous sections. It should relate clearly to your statement of aims and purpose provided in the introduction. As a general rule, no new material should be introduced in 3 TEG 2007 the conclusion.The conclusion normally should draw conclusions and point to further directions one could take from matters which have been argued fully and stated in the body of the assignment. Do not simply repeat, or summarise, what you have already said in the body of the assignment. Repetition is regarded as padding. 6. Common Specific Instructions used in Assignment Questions or Tasks Define Set down the precise meaning of a word or phrase and show why the distinctions implied in the definition are necessary by expanding on particular elements that may be sources of confusion or misunderstanding.Discuss Investigate an issue by examining the positive and negative arguments and by exploring interesting alternatives. Illustrate Use a model to clarify a particular point or use examples taken f rom everyday reality. Explain Clarify by the use of explanation, model and example. Compare Describe the similarities and differences and evaluate likely outcomes. Contrast Present an overview of two points of view and set them in opposition to bring out the differences. Describe Give a detailed explanation and clarification. EvaluateMake an appraisal on the basis of pre-established criteria, explore other points of view and, perhaps, include your personal opinion. Interpret Expand the meaning of a particular issue or event. Justify Show the basis for a decision or conclusion by the use of an appropriate model or relevant evidence. Outline Describe the major features of an issue or theory omitting minor details and emphasising structure and key conclusions. Relate Show how things are connected to each other and how they influence each other. State Present in brief, clear form. SummariseGive a brief overview of the key points of a matter, omitting details and examples. Trace Follow t he development of a topic from some point of origin. 4 TEG 2007 7. PRESENTATION The style and presentation of assignments are important. Your assignment should be easy to read and be presented in a way that shows you have organised your material to present your argument clearly. In addition, your assignment should be referenced where appropriate and literature cited in the text should be accurately documented. 7. 1 Writing Report Students often ask ‘what do they mean by a report? ‘ or ‘what should the report format include? ‘There are a number of approaches to reports, formal or informal: some report formats are company specific and designed for internal use rather than external reporting. For Assignment-Based Assessment process, you should stay with traditional formats. Below is a suggested layout that might assist you when presenting your assignments. A Title Page – includes the title of the report, the author of the report and the receiver of the re port Terms of reference – who ordered the report, when and why, any conditions (Optional) Contents page – providing a clearly structured guide to the contents of the report with page number references for each item.All section numbers and titles, using exactly the same wording as in the report. Executive summary – a brief insight into purpose, nature and outcome of the report, in order that the outcome of the report can be quickly established (Optional) Introduction – background information Main body of the report includes findings, description, facts, opinions, etc. This must be well structured and divided into sections, which are clearly labelled. Decimal numbering is common. Here is brief example. 1. 0 Introduction 1. 1 Situation Analysis 1. 1. 1 External Analysis 1. 1. 2 Internal AnalysisConclusions – draw the report to a conclusion, highlighting key points of importance that will impact upon any recommendations that might be made. It’s also summary of results. Recommendations – clearly outline potential options and then make your recommendations. Where appropriate, justify recommendations in order to substantiate your decision. Appendices – ensure that you only use appendices that add value to the report. Ensure that they are numbered and referenced within the text. If you are not going to reference it within the text, then it should not be there.Appendices (not always necessary) – additional details, tables, graphs, detailed analysis. 5 TEG 2007 Bibliography – whilst in a business environment a bibliography might not be necessary, for an assignment-based report it is vital. It provides an indication of the level of research, reading and collecting of relevant information that has taken place in order to fulfil the requirements of the assignment task. Where possible, and where relevant, you could provide academic references within the text, which should of course then provide the basis of your bibliography.References should realistically be listed alphabetically and in the following sequence Author's name and edition of the text; Date of publication; Title and sub-title (where relevant); Edition number; Place of publication; Publisher; Series and individual volume number where appropriate. 8. Tips for Writing Assignments Everybody has a personal style, flair and tone when it comes to writing. However, no matter what your approach, you must ensure your assignment meets the requirements of the brief and so is comprehensible, coherent and cohesive in approach. Think of preparing an assignment as preparing for an examination.Ultimately, the work you are undertaking results in an examination grade. Successful achievement of all four modules in a level results in a qualification. There are a number of positive steps that you can undertake in order to ensure that you make the best of your assignment presentation in order to maximise the grades available. Step 1 – Work to the Brief Ensure that you identify exactly what the assignment asks you to do. †¢ †¢ †¢ If it asks you to be a marketing manager, then immediately assume that role. If it asks you to prepare a report, then present a report, not an essay or a letter.Furthermore, if it asks for 2,500 words, then do not present 1,000 or 4,000 unless it is clearly justified, agreed with your tutor and a valid piece of work. Identify whether the report should be formal or informal; who it should be addressed to; its overall purpose and its potential use and outcome. Understanding this will ensure that your assignment meets fully the requirements of the brief and addresses the key issues included within it. Step 2 – Addressing the Tasks It is of pivotal importance that you address each of the tasks within the assignment.Many students fail to do this and often overlook one of the tasks or indeed part of the tasks. Many of the assignments will have three or four tasks, some wil l have even more. You should establish quite early on, which of the tasks requires you to collect information and which provides you with the framework of the assignment, i. e. the communication method. Possible tasks will include the following. †¢ Compare and contrast. Take two different organisations and compare them side by side and consider the differences and contrasts between the two. 6 TEG 2007 †¢ Carry out primary or secondary research.Collect information to support your assignment and your subsequent decisions †¢ Prepare a plan. Some assignments will ask you to prepare a plan for an event or for a marketing activity. Provide a step-by-step approach, rationales and a time-line. Ensure your intended outcomes are measurable and achievable. Make sure your actions are very specific and clearly explained. †¢ Analyse a situation. This will require you to collect information, consider its content and present an overall understanding of the situation as it exists . This might include looking at internal and external factors and how he current situation evolved. †¢ Make recommendations. The more advanced your studies, the more likely it is that you will be required to make recommendations. Consider and evaluate your options and then make justifiable recommendations. †¢ Justify decisions. You may be required to justify your decision or recommendations. This will require you to explain fully how you have arrived at as a result and to show why, supported by relevant information. In other words, you should not make decisions in a vacuum; as a marketer your decisions should always be informed by context. †¢ Prepare a presentation.This speaks for itself. If you are required to prepare a presentation, ensure that you do so, preparing clearly defined PowerPoint or overhead slides that are not too crowded and that clearly express the points you are required to make. †¢ Evaluate performance. It is very likely that you will be asked to evaluate a campaign, a plan or even an event. You will therefore need to consider its strengths and weaknesses, why it succeeded or failed, the issues that have affected it, what can you learn from it and, importantly, how can you improve performance or sustain it in the future.All of these points are likely requests included within a task. Ensure that you identify them clearly and address them as required. Step 3 – Information Search Many students fail to realise the importance of collecting information to support and underpin their assignment work. However, it is vital that you demonstrate to your tutor ability to establish information needs, obtain relevant information and utilise it sensibly in order to arrive at appropriate decisions. You should establish the nature of the information required, follow up possible sources, the time involved in obtaining the information and likely gaps in information.Consider these factors very carefully. Tutors are very keen that stude nts are seen to collect information, expand their mind and consider the breadth and depth of the situation. Submitting a bibliography is a good way of illustrating the level of information collection and application within the assignment. 7 TEG 2007 Step 4 – Develop an Assignment Plan Your assignment needs to be structured and coherent, addressing the brief and presenting the facts as required by the tasks. The only way you can successfully achieve this is by planning the structure your Assignment in advance.Earlier, we looked at identifying your tasks and, working backwards from the release date, in order to manage time successfully. The structure and coherence of your assignment needs to be planned with similar signs. In planning the Assignment, you should aim to include all the relevant information requested. You should also plan for the use of models, diagrams and appendices where necessary. Plan contents †¢ Introduction †¢ Content †¢ Main body of the assig nment †¢ Summary †¢ Conclusions and recommendations where appropriate Step 5 – Prepare Draft AssignmentIt is good practice to produce a first draft of a report. You should use it to ensure that you have met the aims and objectives, assignment brief and tasks related to the actual assignment. A draft document provides you with scope for improvements, and enables you to check for accuracy, spelling, punctuation and use of English. Some tutors provide you with an opportunity to review a draft assignment. If this is the case, you should take every opportunity to let them provide you with support. Step 6 – Prepare Final DocumentIn the section headed ‘Presentation of the Assignment' in this guide, there are a number of components that should always be in place at the beginning of the assignment documentation, including labelling of the assignment, word counts, appendices numbering and presentation method. Ensure that you adhere to the guidelines presented, or alternatively those suggested by your tutors. 9. Group Working †¢ Group work is necessary to develop the skills to be effective in real work situations. Very rarely do you work completely on your own †¢ Group work can be more productive as there are more people generating ideas †¢Group projects are often more interesting as the task can be more complex †¢ Group members can motivate and support each other Group problems: †¢ Domination – one or two members take over, and the others lose interest 8 TEG 2007 †¢ Critical – in order to sound knowledgeable, some members are always critical. Sometimes competition emerges †¢ Conflict – sometimes open, sometimes not †¢ Sexism and racism – you must inform your Tutor, or Equal Opportunities Co-ordinator †¢ Avoidance – whole group avoiding the task, often due to fear of failure †¢ Inactive listening – nobody listens – people working as individuals , not as a groupSome suggestions: †¢ Analyse the skills and strengths of each member †¢ Brainstorm ideas and form a plan of action †¢ Allocate tasks and set dates for task completion and regular meetings †¢ Set up communications – phone numbers, room numbers, e-mail addresses †¢ Set meeting places – this is absolutely essential at a first meeting †¢ Keep reviewing progress on the task and on any problems with the group †¢ Discuss any problems openly and with all group members 10. Effective Reading Before you start: †¢ Is this the correct book/article for your purpose? Check date/author/scope †¢Scan the contents, is it the right level? Read a section/chapter to check †¢ What questions are you trying to answer? †¢ Clarify before you start Reading: †¢ Read with purpose (what questions to be answered? ) †¢ Read selectively – scan and skim – only read in detail what you need to †¢ Mentally r ecite what you have just read †¢ Make notes at appropriate points – bullet points, do not rewrite the whole book. Review: †¢ Did I answer the questions I wanted to? †¢ Do I understand and remember what I read? 9 TEG 2007 11. Oral presentation Plan: †¢ What is the purpose? What are your objectives? †¢Who are your audience? †¢ What facilities can you use? – flip chart, OHP, PC, etc. †¢ Structure your presentation -the old rule is: Tell 'em what you're going to tell 'em, then tell 'em, then tell 'em what you told 'em. i. e. an introduction, the contents, a conclusion †¢ Make sure any visual aids can be seen and read †¢ Rehearse and time your delivery Delivery: †¢ A good start – make an impact, and make your audience want to listen †¢ Don't read – use crib cards, OHP slides as notes †¢ Speak slowly and clearly †¢ Look at your audience, don't talk to the wall, your feet, or the OHP screen †¢ Vary the speed and pitch of your voice †¢ Make sure you are not standing in front of the visual aids †¢ If it is a group presentation, make sure that you link well together †¢ Be lively and finish on a high note 12. Punctuation Why use it? It is to guide the reader in the natural pauses in writing. It is also there to show how the grammar of a sentence is supposed to work; a capital letter at the beginning of a sentence and a full stop at the end. Punctuating your sentence need only involve: colon, semicolon, full stop, question mark, dash, apostrophe, comma, quotation marks, brackets. †¢Colon (:) is most often used to introduce a quotation or a list. †¢ Full stop (. ) Use full stops more than you expect to. When in doubt, your instinct should always plump for a full stop. Semicolon (;) Represents a pause longer than a comma but shorter than a full stop. (If in doubt about its use don’t use it. ) †¢ 10 TEG 2007 It is used between clauses when the second clause expands or explains the first e. g. neither of them moved; they waited to see if the intruder made a quick exit. It is also used before clauses which begin with â€Å"nevertheless†, â€Å"therefore†, â€Å"even so†, and â€Å"for instance† e. . He looked before he leaped; even so he landed in the water. It is used to mark off a series of phrases or clauses which themselves contain commas. e. g. You will need the following ingredients: four eggs, preferably size 3; 4oz caster sugar; a few drops of vanilla essence; and 2oz almonds, which must be ground. †¢ Question mark (? ) Use a question mark every time there is a genuine direct question. That means Are you going? but not I asked if he was going? (wrong because it is a reported question). †¢ Dashes (-) Use dashes but don’t overdo them.You can use a pair of dashes – in place of brackets – or a single dash to mark a break in the sentence before a punch line or a throwaway remark: In life, two things are never with us – death and taxes. †¢ Apostrophes (‘) They do not make things plural. They are not used to make things plural e. g. 1990’s, MP’s HQ’s. The general rule is: if something belongs to someone you write someone’s or for example, the student’s. If it belongs to several people (the students), you write the students’. Plurals like people and children, that aren’t made with an s, take apostrophe s i. e. children’s.Apostrophes are also shown where letters are missed out – can’t play, won’t play. It’s is short for it is. Beware of : its, (meaning â€Å"of it†)yours, hers, ours, theirs, and whose. None of them takes as apostrophe. †¢ Commas (,) Commas, like buses, often come in pairs. It is wrong to write The reason is as it always was, to save money. Two commas should be used, like brackets, either side of the phrase as it al ways was. The test is whether, grammatically, the sentence would hold up if the section between the commas were removed. The common mistake is to forget the second comma.Commas are needed, and are not optional, when someone or something is being addressed. Kiss me, Hardy must take the comma after me. Yes Minister should have be Yes, Minister. Pairs of commas should be used when however, say, meanwhile and for instance are interjected into sentences – he might be paid, say, ? 50,000 a year. 11 TEG 2007 At the beginning of a sentence, these words or phrases need to be cordoned off with a single comma – However, investigations into†¦ , For instance, if we look at†¦.. Commas are used to mark off separate items in a list, except, usually between the last two items.You can put a comma in before and if it's needed to make the sentence clear Goods are transported by lorry, horse and cart, and even handcart. A strong adjective usually takes commas after each one excep t the last – old, crabby, pedantic Dr Johnson. †¢ Quotation marks (â€Å") Use double to enclose direct speech. Use a colon, not a comma before quotes – Mr. Smith said: â€Å"This is good news for all poor students. † Use a comma after quotes (before the second quotation marks) – â€Å"It will help many students,† said Jim. Quotations direct from a book or journal also need to have double quotation marks (â€Å") Davis et al. 1991, p243) stated that â€Å"Equilibrium is the sense which tells you when your body is balanced and when it is tipping, turning or inverting. † Unless the length of the quotation is more than three lines of your text, in which case it is indented and no quotation marks are necessary. †¢ Brackets ( ) The use of brackets (whose technical term is parenthesis) should be kept to a minimum. They are used to indicate a supplementary remark, or a qualification of some sort. Grammatically they work like commas, but the remarks inside the brackets tend to be less important than those inside commas.Brackets are always used in pairs. If the brackets surround an entire sentence then the full stop at the end of the sentence stays within the brackets. (This is the procedure you should follow. ) If the brackets only surround part of the sentence, the full stop goes outside. This is the procedure you should follow (under normal circumstances). †¢ Square brackets [like these] Square brackets are used to indicate your changes or your own comments on somebody else’s writing. The report that 25000 had been killed in battle [a figure shown to be greatly exaggerated] changed the course of the war. 3. Plagiarism Plagiarism is the act of passing off as your own work another person’s writing, words, or ideas. You must make it clear which ideas and which words you have obtained from someone else. Superficial and minor changes do not disguise your use of the words of someone else. You commit plagiarism if you do not acknowledge the source of a direct quote, or a specific piece of writing that you have paraphrased, or even if you describe an idea or concept that you have heard or read somewhere without a reference or acknowledgement.University / College rules will apply into plagiarism and also subject to disciplinary action. 12 TEG 2007 14. General Guidelines Follow these stages while you are doing your reading/note taking. Generating ideas †¢ What are the implications of the title? †¢ What ideas lie behind the title? †¢ What are you being invited to explore? †¢ Put your ideas on paper †¢ Things should become more complex at this stage †¢ There should be a mixture of fact/description and theory/argument Finding your perspective †¢ Try to sort the complexity into a clear, logical pattern †¢Is there an obvious sequence such as: intentions/results; pro/anti; before/after; cause/effect; hypothesis/evidence? †¢ What's most relevan t/interesting, convincing/contentious? †¢ What evidence supports your argument? †¢ What is the basic question/problem here? †¢ Diagrammatic structure of ideas may help A draft plan of the essay †¢ Roughly, the structure of the content †¢ Sequence of the argument †¢ You may be able to plan your paragraph structure †¢ A diagram plan may be useful †¢ Plan to go from the general to the specific Write a draft version †¢ Amend as you go along Maybe start each section on a separate page †¢ Several drafts may be needed †¢ Should new paragraphs be added/ some be divided? The final version †¢ Ask someone else to proof-read it for you. 13 TEG 2007 BTEC Higher National Grade Descriptors The assessment of BTEC Higher National qualifications will be at unit level and there will be no overall grade for either the Certificate or the Diploma. Each unit will be graded as a pass, merit or distinction. A pass is awarded for the achievement of all outcomes against the specified assessment criteria.Merit and distinction grades are awarded for higher-level achievement. In order to demonstrate achievement, learners typically undertake assessment activities that include a series of tasks or assignments, reflecting typical practice in the sector concerned. In order to judge the level of achievement, assessment criteria are used for the pass grade and grade descriptors for the merit and distinction grades. Achievement of a pass grade – a pass grade is achieved by meeting all the requirements defined in the assessment criteria for each individual unit.Achievement of a merit or distinction grade – all the assessment criteria and merit grade descriptors need to be completed within a unit to achieve a merit grade. All the assessment criteria, merit and distinction grade descriptors must be completed within a unit to achieve a distinction grade. The generic merit and distinction grade descriptors need to be viewed as a qualitative extension of the assessment criteria within each individual unit. The grade descriptors will be contextualised to meet the needs of the unit and be incorporated into the design of the assessment activities.Any single assignment however, as with BTEC Higher Nationals, will only be able to indicate that the learners has achieved some of the descriptors, say M1 and D2 unless it is a project style assessment that covers the whole unit (i. e. all learning outcomes and criteria). For example, if an assignment task requires the learner to: To pass the task you need to explored the organisational structures and cultures of the two organisations and prepared a suitable comparison in terms of the unit content requirements — types of organisation and associated structures, organisational networks and linkages, organisational culture.The qualitative aspect of the work, that will be used to determine your achievement of M1 on this occasion, will be the level of detail of both understanding of the subject matter (effective approach to study) and the depth to which you have taken this in the comparisons (effective approach to research). The approach taken in the example above shows how the indicative criteria can be adapted to better fit the work being undertaken in the task. In some cases the indicative characteristic could be used just as it is with no more than an identification of the evidence to which it relates (e. g. report, presentation, diagram, etc. ).

Micro Economics

We stand in the beginning of the twenty first century with new groups in positions of great power within our economic. One would think that, with this peak strength, American man would be secure, ready to move forward. An uncertainty, however, seems to be besetting us. We are unsure of ourselves. Internally, we are ill at ease and suspect one another – so much so that sometimes we seem can forget our fundamental belief in the dignity of mankind. People enjoy a standard of living, but often we do not enjoy life. People are mobile in their cars and can see the whole world in television. Yet people are not sure where they want to go or what they want to see. Modern world baffles people, and we do not know how to turn our knowledge into creative expression both as a nation and as individual citizens. Such a situation, if to continue, is in danger of in the end to sap our viability. Unless people try to understand the fundamental nature of our society as interrelated systems of power – economic, business, political, and moral – we can misunderstand our mission in this world. I believe that the mission of every person is to establish a great civilization on this continent and to create peace and security for mankind. Therefore, the fulfilment of my aspirations for effective and moral living is, and must be forever, a never ending business. My life must be a business. It is the most important business I will ever be responsible forever. I will face challenges and risks with little or no planning. Economics is a kaleidoscope that touches all aspects of the business of living. According to several reports issued by the Small Business Administration (SBA), the single most dominant reason businesses fail is directly attributable to a lack of planning. This paper is intended to build my life’s economic plan. It will consider issues of wants and needs, supply and demand, long term employment probability, unexpected economic challenges, and what I believe the economic future to be and how I will adapt to it. Planning I can use the terms â€Å"plans† and â€Å"planning† to many different aspects of my everyday life. One use of the term â€Å"plan† I will use to describe a procedure for achieving a particular goal or desired outcome. For example, when somebody asks me â€Å"So, what's the plan?† I think of a set of directions to guide my thoughts and actions. That is, I create the directions on what to do and when to do it, and this in turn might tell me those things that are most important and those things to consider. Ideally, my plan should be complete. That is, the contents and ordering satisfactorily accomplishes the goal. The plan should be efficient and foolproof. The instructions of the plan should be easy to memorize, monitor and execute, with little chance of things going wrong (Morris 99). However, in my daily life, plans may still be useful without offering explicit guidance or instructions. A map of the new city or an architect's diagram detailing the layout of a house may also be correctly referred to as plans. However, these plans provide a representation or overview of a project or problem, rather than a set of directions. A clear understanding of the current state and what should to be done, together with awareness of the different means and methods at my disposal may greatly facilitate the efficacy of achieving my goals. Through using planning and strategies, a chosen subset of new alternatives may be found more quickly and more efficiently than would be the case if I used only pure trial or error, or if I regularly investigated each and every possibility in turn. Many theories of planning propose that the first stage is to form a suitable mental representation of the goals. The representation may include the initial state and the goal state as well as a range of possible actions that could be taken (Morris 123). Planning tips, strategies and tactics are known as heuristics and algorithms. My planning involves intended actions to be taken in the future, motivational control may be needed in order to carry them out appropriately. My planning is subdivided into four sections: first, a number of key goals are introduced; second, SWOT analysis is introduced; third, short summary descriptions are provided outlining the main themes and issues to emerge from the savings planning; fourth,   a view on the nature of man as consumer is presented. Goals I have specific goals that consistently pursue. There are a mixture of goals and success factors which are important to the achievement of my goals. True goals are probably confined to the first three categories. Long term employment Profitability Growth Of these three the one of primary importance to me is profitability. From my perspective this could be more specifically defined as Return. Growth and Long term employment are pursued to the extent that they yield a long term benefit in terms of Return. After graduating I am going to be a manager employed by a company. How do I as a manager make my decisions? Perhaps these decisions can be better appreciated by setting up a scenario and observing the behavior patterns of a manager of a factory. Let us suppose that the factory is part of a corporate empire in which top management is ensconced in a big city office and middle management runs the factories located somewhere in the hinterlands, far from the lights, fun, and frolic of the big city. Suppose that I am a middle-level manager of a factory that makes widgets along with an assortment of other products. I have both production and marketing responsibilities and report to a president who is held accountable for the overall operation of the factory by those in the corporate headquarters. In the game of Musical Chairs, the winner lasts as long as it takes to set up the chairs, turn the record over, and play a new round. And in the game of King of the Hill, one remains king for as long as he can fend off new attacks. There is a transient aspect to positions of power that is true in children's games of fun and in adults' games of life. Nevertheless, whether a king is attempting to maximize the profits of his company or trying to maximize his longevity in power, somewhere in the king's organization, there are middle-level managers. These aspirants to power have not yet risen in position to dream of toppling the king. They are still in the Musical Chairs stage of development. While biding their time until they are in a high enough position to try and topple the king, which may never come about for some, they have to think about something else to justify their jobs. And there is no better justification for a job than thinking about the profitability of the company. What this means is that, while top management and the members of the board may be taking a more tangential view of profitability, there is someone in the organization looking at the price of goods in the marketplace, the cost of making goods on the factory floor, and the inventory of finished goods in the warehouse. That person is making, or recommending, some important decisions: 1. Expanding or contracting production 2. Raising or lowering prices 3. Building a new plant or closing an existing one These are certainly important decisions if one is a worker employed by this company. The development and implementation of good system for a business will be a task for a manager. This involves a mixture of techniques and technologies. Related to this development and implementation process is the proper planning and leadership needed to identify and organize modern technology. Also, there is the cultural aspect. This aspect promotes an atmosphere of community and intelligence sharing among company employees. In its intention to get the required resources for its future success, the manager creates and then implements management practices that encourage new technology. In order to better understand the mixture of techniques and technologies used in the development and implementation of business system, the following four basic elements are recapped below (Hoctor 78): 1. upgrading current information systems to tie in with smart business system 2. employing data storage to its fullest extent for optimization. The focus is on using appropriate aged data and real-time data 3. utilizing smart business software for optimizing a company’s operations today as well as in the future 4. making great use of computer networking in particular on E-commerce In modern world, the creation of good system for business is leading the way to optimizing a company’s operations in quality control for changing times. Not only is computer technological innovations are changing more quickly each day, but also are business demands. Managers are being pressed to respond to customer needs. They also face competitive threats in days and weeks instead of months or years. Products and services that could wait for 6 to 12 months just a few years ago today need to get out the door in a much shorter period of time. And it is not just multinational companies or global organizations that are being pressed with shortening time frames. Almost any business, from a small firm up to the world’s largest corporation, is at risk of being replaced by a more quick-witted, E-business-enabled rival. The success of businesses will be estimated by how well managers have developed E-business applications to distinguish themselves from the competition. Therefore, how well the managers can respond to changing times is important factor for its success. Systems for a business can be the means to meet these fast changing times for a modern company. SWOT analysis SWOT is a widely used thinking framework for identifying Strengths, Weaknesses, Opportunities and Threats. It enables key factors to be visibly recorded as a high level summary of personal (or a business) situation. It is a summary that is simple but powerful. The technique can be used to document the key factors arising from the review of a particular project or business, through looking at the Opportunities and Threats it faces in the wider world. The SWOT summary may be used to consolidate key issues identified through other forms of analysis (Elkin 90). The uncertain world of the consumer Not all the money may be spent. Some may be saved. Savings will be important to me because we live in a world of uncertainty. The uncertainty aspect that worries me most might be death, but a close second is unemployment. Unemployment is a consequence of a free market environment in which employers not only are free to dismiss, lay off, or in other ways terminate employees but also are forced to do so by the workings of the free market itself. If a factory makes a product, and if for any number of diverse reasons that product cannot be sold, at some point the factory owner must reduce the factory's output. If he does not dismiss any workers, the factory owner is paying for workers who are producing goods that are not being sold. This is a cash outflow at the same time when he is not selling his product. Consequently, there is no revenue from sales to generate a cash inflow to counterbalance the cash outflow. What is his choice with regard to laying off his workers? Does he even have a choice? The answer is no. Thus, savings are necessary to provide some sort of cushion, a security blanket, a nest egg for the bad times. Savings are my safety net to protect myself when things turn against me. Savings have little to do with the running of a communist society. The economic philosophy behind communism is that the state will take on all the burdens of an individual such that he is never exposed to risk of any kind (Dunning 56). Housing, food, medical care, education, you-name-it -these are all the responsibility of the state. The communist system does not expect that an individual has to save, as he would in the free market system, because all aspects of personal security are guaranteed by the state. However, it must be noted that individuals in communist nations do save. Sometimes it is to accumulate the funds necessary to make a major purchase, such as an automobile. Sometimes the act of saving is a default condition in that there is nothing on the shelves that a consumer wants to buy. Saving then reflects the inability to spend. Perhaps this best illustrates the fundamental difference between the two economic systems. In one, a consumer saves because of the inability to guarantee a secure income. In the other, a person saves because of the inability to be a consumer. The philosophic underpinnings of the free market system assume that man is basically an unhappy and dissatisfied individual who abhors work (Dunning 90). People work for one basic reason: if they don't, the alternative is to starve to death in a dark, cold room. Relatively few people find satisfaction in work. Most work is tedious, repetitious, and boring. The primary incentive to man a machine is to earn some money to feed one's family, keep clothes on their backs, provide a roof over their heads, and keep the rooms lighted and warm. Because the very nature of the free market system hardly inspires confidence in the future, man as consumer saves a portion of his pay for a rainy day. The amount that he saves varies from individual to individual and depends on a number of issues. Among these are the extent of his present savings, his possession of material things, the general direction of prices, the relationship between the interest he receives on his savings and the effect of inflation on the price of goods, and his confidence in holding onto his job. While these are the more important considerations one takes into account in determining how much to save, one consideration overrides all others. That consideration is confidence. Possession of material things The desire to possess material things influences spending habits. If a person feels that he is behind, so to speak, on the possession of material things with respect to his peers, he will have a general tendency to. When people see the unemployment lines getting shorter and the want ads for jobs becoming more common, their attitude toward spending becomes more positive. Good times begin as soon as unemployment rates start decreasing. Even with continued high unemployment, the fact that things are getting better permeates the thinking of consumers. If unemployment rates are decreasing, and if one has a job, then the chances of being laid off are nil. The worst is over, and it is time to forget the bad times. Declining unemployment means that the security associated with a job is going to be much greater than during times of increasing unemployment. One can afford to be a bit more profligate than during less auspicious times. As the economy falters because sales are collapsing, fear of losing one's own job makes one more cautious in his spending habits. This is in the best interests of me – spend less, save more, and add to the nest egg in case things get even worse. References Dunning, John H. (2001). Global Capitalism at Bay? Rutledge: London. Elkin, Paul. (1998). Mastering Business Planning and Strategy: The Power of Strategic Thinking. Thorogood: London. Hoctor, James J. (2003). Smart Business Systems for the Optimized Organization. Praeger: Westport, CT. Morris, Robin. (2004). The Cognitive Psychology of Planning. Psychology Press: Hove, England.

HRM2013 Human Resource Management Essay Example | Topics and Well Written Essays - 2250 words

HRM2013 Human Resource Management - Essay Example The structure of the organization will determine the responsibilities, reporting structure and hierarchy. Organizational structure varies depending on locations, nature of business and people. It helps in arranging people and jobs to meet the requirements of the management. The structure of the organization impacts the workplace culture and employee behavior, motivation, performance, job satisfaction. (About Organizational Structure, n.d) There are 3 different types of organizational structures that are used in fast food companies depending on the size, technology and span of control; they are Bureaucratic Organizational structure: This form is often found rigid and inflexible as they are not accustomed to changes. Network structure Functional Organizational structure (Walter, 2011) Chuck E Cheese is one of the best fast food joints which are not present in the UK. It’s a great place for the kids as there are many attractions such as games and rides. Most of the fast food join ts adopt a very traditional organizational structure to their outlets. To establish Chuck E Cheese in the UK, it is best to have a centralized organizational structure where decisions are made by the top management. For chuck e cheese to enter the UK market, it is important to utilize a multinational strategy which helps the company to develop products that would reach the UK market. It helps the company to adapt to the local trends. If chuck E Cheese is to enter the UK market, it is better it practices a decentralized organizational structure where in decision making can be made by lower level management. This provides an opportunity for the top management to focus on other issues as opposed to looking over subunit level details. (Organizational Issues in Strategy, n.d) II. Employee Relations It is very important to have a good employer employee relationship as it helps in communicating issues, views and other requirements. Managers play a crucial role in maintaining good employee relations. The public sector organization considered is the British Council. This organization has well laid staff policies and procedures which includes the following- The employer employee relationship Industrial relations Grievances Discipline Confidentiality and Integrity The supervisors of the British council are given the primary responsibility in managing staff; recruitment; motivation; health safety and staff welfare; recognition and reward programs. At the British Council, the employee relations are based on equality of opportunity. There is a two way communication between the employees and the management. If there has been any deviation in the British Council policy, the reason must be clearly justified to the human resource department. There are number of factors that affect the relationship between the employees and the supervisors such as- Policies and procedures of the company Company’s internal values and standards Contractual agreement Social norms One of the main important employee policies is to provide equal opportunities to all irrespective of

International Relations at NYU Personal Statement

International Relations at NYU - Personal Statement Example I realize that I will need to reach beyond the NYU community in order to do the type of work I want to do. In addition to my chosen course of study, I feel that I am a good fit for either NYU campus.   I have had experiences that I feel will add to the community of scholars at NYU.   Giving as well as receiving is an important value that I have.   Both are important for establishing a community of interdependence, respect and reciprocity.   These values have been instilled in me since I was young and I know that they will guide me in my studies and in my life work.   I look forward to becoming a part of the academic community at NYU.   International relations is such a broad field of study.   I am excited about working with a cosmopolitan faculty and student body as I gain the knowledge I need to have so I can discover all of the possibilities international relations at NYU has to offer.

Drug and crime Essay Example | Topics and Well Written Essays - 1500 words

Drug and crime - Essay Example These individuals consider as normal vices what their counterparts in the normal society consider as abomination. After locating them and doing the study, it is impossible for a researcher to know if the data from the sample is representative of all the parameters of the population. This is because the official numbers of the people in the drug related issues is unknown (Tanneeru 2011). There are various methods of collecting data related to drug manufacture, distribution, usage and abuse activity as explained by Coomber (1997). First, the researcher may collect data from official records e.g. police reports and treatment records. However, these data sources have their limitations, mostly due to the tendency of the hidden population to keep matters to themselves. For instance, they do not report criminal activity or conflicts among members and, therefore, data collected from police reports do not reflect the real situation, only accounting for few of the cases of drug use and drug related crimes. One outstanding characteristic of the data from police and that collected from treatment records is that the information only covers drug use cases that cause disruption of normal social function and not mild or non-chronic drug users. In addition, collecting treatment data may compromise the profession and ethical codes that ensure patient-doctor confidentiality. Another source of data on drug use is surveys and questionnaires, where researchers find the sample of interest and administer questionnaires among other primary data collection measures. This method has the advantage of the possibility of many people participating in the study, though it is also tedious and time-consuming. Since most drug users keep a low profile and hardly participate in public life, it is difficult to identify and impossible to know the total number of drug users. Therefore, data collected this way may not be representative of the drug-using population since researchers