The Inclusion of students with disabilities and special needs

Meanss pupils with disablements and particular demands integrate in mainstream categories. Australian instruction is one of the first to follow full inclusion. 1. â€Å" Inclusion in an educational context describes the premiss that every kid should be a valued member of the school civilization and community, and hence should non be subjected to marginalisation, disaffection, humiliation, badgering, rejection or exclusion † ( Pearce, Forlin, 2005 ) , 2. And harmonizing to Ainscow the thought of inclusion for particular demands instruction stemmed from the belief that instruction is a basic human right, and the foundation for a more merely society ( Ainscow, Kaplan, 2005 ) . 3. A kid with a disablement or particular demands is basically a kid and should be afforded the same entitlements of other kids ( Smith, 2006 ) . That is why Law shapers and â€Å" Educational governments internationally have taken the position that inclusion stems from the societal and moral duty to educa te all pupils † ( Forbes, 2007 ) , besides Forbes confirms that Australia instruction is taking on the full inclusion.aˆÂ ¦Poses a challengeaˆÂ ¦First this thought poses a great challenge to use in world, and of all time since the issue came to light research workers and professionals have ever argued about the pros and cons of traveling kids with physical, mental, behavioral, or rational disablements and/or damages to mainstream scenes where the instructors may non hold the accomplishments and trainig, nor be equipped, nor have the capablenesss to cover with the peculiar demands that these Student demand. And so far some professionals have argued that this move will be in no 1 ‘s best involvement, and some has gone every bit far as naming it a â€Å" black bequest † ( Warnock, 2005 ) . Second some professionals province that particular schools are schools which are seamster made for pupils with disablement and particular demands, but still like every ot her school its chief end is to learn the course of study in full, and this would anyhow fixing pupils for inclusion in the broader society ( Forbes, 2007 ) . Third some authors argue that inclusion is indicating to a â€Å" topographic point non a procedure † ( Forbes, 2007 ) and that â€Å" school is where everyone ( pupil ) belongs † . This is a full inclusion position and this is what Australian took on board. The 3rd point shows some intimations about the variables that posse the challenges in put to deathing the theoretical account of inclusion ( equals, instructors, rules, the school community in general ) . Because in this position they are the 1s at the full forepart of inclusion.aˆÂ ¦to instructors and principalsaˆÂ ¦Providing for those pupils with particular demands besides became an issue back in 1992 when jurisprudence shapers introduced the 1992 Australian Disability Discrimination Act, which by jurisprudence allowed parents to inscribe their kid s in mainstream categories. This is the act that started inclusion and demanded instructors and the remainder of the school community to hike their professional development in the part of particular demands demands in order to take action in response and suit the demands of particular demands scholars. The pattern of inclusion has produced a demand for expertness within the regular instruction imperium for specializer cognition that is presently non being met. Demand is puting unrealistic demands on instructors with small or no cognition of the specific demands of these pupils harmonizing to Forbes ( 2007 ) . To neturise the state of affairs chance for instructors to farther train in inclusive patterns ( Loreman et al, 2005 ) , and preparation should be based around fiting instructors with the accomplishments and necessary tools to be able to accommodate their lessons to the demands of their pupils ( Opertti, Belalcazar, 2008 ) . Consequences from the preparation could be improved d ramatically when there is cooperation with other instructors, principals and educational support staff. This cooperation is of import and deemed indispensable in developing inclusive patterns ( Loreman et al, 2005 ) . Inclusion sustainability, the forward motion, and the success depend a tremendous trade on the first point of contact which is the instructor, and more exactly, the instructors attitudes towards inclusion ( Forlin et al, 2008 ) , because they are the 1 who will be passing the bulk of their clip with the particular needs pupils, unlike principals, particular pedagogues and parents. â€Å" aˆÂ ¦the best policies for suiting pupils with particular demands in regular schoolrooms will neglect if instructors have negative attitudes towards inclusion. † ( Sikes et al, 2007 ) . The first portion in altering the attitude is altering one ‘s lesson program, so that the lesson can suit for both particular demands and non particular needs pupils. Keeping in head, when seting the lesson program, to maintain that the consequence of a particular needs pupil ‘s disablement or larning trouble is minimum. This has to be done thoughtfully, considerately, and must non disrupt or c ompromise the acquisition of the other pupils in the category by decelerating down excessively much ( Smyth-King, 2005 ) . Having said that, secondly if a instructor is cognizant of the different types of larning trouble and damages, and have a brief or in detail cognition of different disablements, this cognition coupled with supplying instructors with possibility for farther readying in inclusive patterns they would believed the â€Å" capable † had prepared them adequately for learning pupils ‘ or had the instructional background that would help them to provide for pupils with a particular demand ( Spandagou. I, Evans. D, and Little.C, 2008 ) which would positively increase instructor ‘s attitude toward inclusion. This is the 2nd ground why the preparation should be based around fiting instructors with the accomplishments and necessary tools to be able to accommodate their lessons ( Opertti, Belalcazar, 2008 ) . The jurisprudence shapers have their just portion of issues and deduction when it comes to inclusions. For illustration, each Australian State and Territory has their ain legal powers and readings of the Federal Law regulating particular demands instruction ( Forbes, 2007 ) . Commonwealth statute law and policy such as the NSW Disability Policy Framework 1998, the Disability Discrimination Act 1992, and the Disability Standards in Education 2005 present the basis and construction for particular needs pupils to be included in mainstream schools, yet, under the Australian Constitution, the provinces have the duty for pull stringsing and using plans suited to smooth the advancement of inclusion, and do the resources gettable to make so. To run into the duties of inclusion, schools of the hereafter will necessitate instructors with equal preparation in disablements and particular demands at an undergraduate degree ( Forbes, 2007 ) .aˆÂ ¦Overcome the misconceptions of general instruc tion pupils.Harmonizing to Loreman et Al ( 2005 ) , the really nature of a secondary school is debatable and in direct hit class with many of the foundations required for a school to be inclusive. The first deduction when put to deathing the ideal inclusion are the other pupils, already there are issues that are come uping today ( peer force per unit area, intimidation, force, and other adolescent issues ) in the intelligence. And there are other issues which Pearce and Forlin ( 2005 ) explains absolutely, he states that secondary schools can be disenabling in themselves, non merely for pupils with disablements, but for anyone who does n't suit neatly into the system such as pupils from low socio-economic, racial and cultural backgrounds in scenes where such pupils are the minority. So this is what the instructors and principals already have to cover with, they do non necessitate to cover with the excess incidents that will most likely occur due to miss of cognition and understandin g that their equals could hold towards the particular needs pupils. This type of behaviour will do the adolescents non to interact with others which they view as non equal, Pearce and Forlin ( 2005 ) . To work out this job there is one solution and that is what research workers have suggested so far, pupils with milder disablements are more successfully in the inclusion procedure. Again Pearce and Forlin ( 2005 ) states that, pupils with physical and centripetal disablements are by and large more likely to be mainstreamed than those with rational, multiple, behavioral or emotional disablements ( Pearce, Forlin, 2005 ) . If a ground has to be given Flem and Keller ( 2000 ) confirmed one and that when a particular needs pupil enters a mainstream environment, one of the most of import issues that will originate is their relationships with other pupils. This means pupils with physical and centripetal disablements can get the better of the issues of relationships better than those with rational, multiple, behavioral or emotional disablements. Negative equal attitude is another issue that needs to be addressed, since pupils, particularly in secondary schools, can be peculiarly average or hurtful to other pupils that are regarded as different for any ground. Vignes et Al ( 2008 ) , province that negative equal attitudes are by and large considered to be one of the greatest barriers to full societal inclusion of particular needs pupils in general instruction schoolrooms. Evidence shows that societal credence is the most hard challenge for a particular needs pupil to get the better of in a general instruction school ( McDougall et al, 2004 ) . To counter such negativeness, direct and structured societal contact between pupils with particular demands and general instruction pupils is a manner to advancing positive attitudes. Many pupils behave negatively out of ignorance, so extinguishing barriers and leting pupils to understand the nature of disability/impairment eliminates their fright of the unknown which may do them flog o ut or handle others severely. It besides allows general instruction pupils to experience empathy with other people, and helps to learn them about credence. Teaching pupils empathy and leting them to see the disablement of others first manus allows pupils to further a more caring attitude to other people ( Klotz, 2004 ) .Fixing pupils with particular demandsThere was a batch of research that was done on the consequence of pupils with particular demands ‘ category mate but non the pupils with particular demands themselves, but it is good known that pupils with particular demands need a spot more attending and providing from all parties ( friends, household, instructors, school community, and outdoors community every bit good ) .But Joe Clark has that particular instruction policies and patterns will be debated for a long clip, if non everlastingly, because every pupil learns different and every instructor teaches different. In order for there to be one reply we would all hold to be the same, which will likely ne'er go on. In other wards these pupils will most likely need more attending or even wholly different manner of learning them so that results can be accomplished. Inclusion remains a really ambitious doctrine in schools. The inclusion of particular needs pupils may pull attending to inadequacy in instruction but construct the tract for solutions that may give an advantage to all pupils in the instruction system. This could be through flexible course of study, appraisal and structural alteration. And the frost for inclusion is the joint coaction of instructors, pupils, parents, the wider community and general/special pedagogues, all promote and aid ease inclusion, non merely as an theoretical account, but in pattern. Pearce and Forlin ( 2005 ) argue that ‘the presence of young person with disablements in secondary schoolrooms represents a gift to school restructuring ‘ . I believe merely that, covering with pupils with particular demands will hold a positive impact on the community around them which will to a great extent better outcomes, this can be seen in the category with instructors seting a batch more decadent, decision makers being a spot more indulgent, pupils a bit more helpful and understanding. By and large people want to give that excess assisting manus. Inclusion in instruction has come a long manner, but there are problematic issues which is halting it from making place, but research workers and instructors likewise can see inclusion coming place and can savor some of its sweet fruits.

Scalia vs. Breyer: Differences in Constitution and Statutory Construction

Justice Scalia’s decision-making process could be summed up in two words: text and tradition. Scalia is wary of any departure from the original meaning of the Constitution’s text, strongly criticizing Supreme Court decisions that he believes demonstrate an activist judiciary rather than a neutral decision-making branch of a democracy. Scalia â€Å"argues that primacy must be accorded to the text, structure, and history of the document being interpreted and that the job of the judge is to apply either the clear textual language of the Constitution or statute if the text is ambiguous, yielding several conflicting interpretations, Scalia turns to the specific legal tradition flowing from that text to what it meant to the society that adopted it.In the case of Schwarzenegger v Entertainment Merchants Association, Justice Scalia will most likely find that California’s law to censor patently offensive video games for minors is unconstitutional, and reject Californiaâ €™s assertion that the court should use a new Ginsberg standard rather than the strict scrutiny standard when evaluating the Bill in dispute, because his textualist approach would be highly inhospitable to California’s arguments.On the other hand, Stephen Breyer promotes a highly specialized Constitutional philosophy known as the living constitution or evolutionist approach. In his book Active Liberty, he illustrates this approach to constitutional interpretation, which focuses primarily on making America’s experiment in democracy functional by giving a voice to the people through the collective opinions and judgments of the nine unelected Justices of the Supreme Court.The notion of active liberty allows not only a democratic boost of power to American citizens by giving their convictions influence over judges’ interpretation of the Constitution, but also focuses practically on the consequences that rulings have for the American people and their ability to e ngage in democratic self-governance. Additionally, Breyer defends The Living Constitution approach and adds a new theoretical framework to propel the evolution of Constitutional interpretation a democratically-minded approach when interpreting a legal text will yield better law; law that helps a community of individuals democratically find practical solutions to important contemporary problems.

An ethical decision that I had to make Essay

An ethical decision that I had to make in my personal life. Was to choose between getting in education or staying in this post secondary school for adults with disabilities. After being there for two years I have not seen any progress that. I had to choose to give up going to the school that I was comfortable in with not having to put forth much effort. So my mother asks me did I want to try college online since I was not accomplishing anything at the post secondary school. Well I was scared to try because of my educational background with me being disable not knowing if I would be able to achieve getting a college degree. Come to find that I could accomplish getting a college education like any one else I would just have to work twice as hard to achieve my goal. So now that I’m I my second year of college I feel so good about doing it I do not think twice I would do it again. I’m really happy that my mother had enough faith in me. If it was not for her I would not be my second year of college. Now I feel like I can accomplish anything that I put my mind to no matter anyone else says. I’m also looking forward not only to receiving my associates degree but my bachelors as well. Even though sometimes it is a struggle I still keep in the back of my mind that I can do it I made it this far so I can finish. As well as having my family there to support me as well. Another big impact for me is when I saw my mother graduated with her associate’s degree in business and finances. That made me so proud then I thought about this could be me in another year. Which also made me began to work much harder to reach my goal so I can be where she is. One of my values is to live for what’s right no matter what may be gained or lost.

Performance Management Essay Example | Topics and Well Written Essays - 1500 words

Performance Management - Essay Example It involves establishment of within reach targets as well as clearly outlining roles (Kanigher, 2005). Development of Performance Management This discipline traces its origin in the 20th century, where managers developed the process to determine whether the remuneration paid to workers was reasonable (Kanigher, 2005). One of the earliest contributors to this theory was Fredrick Taylor, with his scientific management theory, which he developed by studying the work process scientifically. In his work, he studied how work was done and how it affected people productivity (Kanigher, 2005). His findings were that workers and managers need to cooperate with each other, work needs to be simplified for efficient results to be achieved and, he advanced the idea of â€Å"a fair day’s pay for a fair day’s work (Kanigher, 2005). This was during the industrialization era, and at that time, factory managers had little contact with workers leaving them to produce on their own. This le ft workers with poor motivation, because continuation of employment was the only incentive at that time. In his, â€Å"time and motion† studies, Taylor concluded that certain workers were suitable for certain jobs, to achieve efficiency (Kanigher, 2005). This is the basis of role definition in the contemporary business environment. This theory concerns itself with managing people’s performance. It attempts to understand the fundamental factors, which enhance employee relations to yield maximum organizational output. Taylor suggestions of presence of certain conditions to improve work performance paved way for future scholars and theorists in understanding what influences performance (Kanigher, 2005). This is the foundation of performance management and there would be no practical application of this concept in the absence of this theory. Douglas McGregor is another major contributor to the development of performance management theory and practical applications in moder n business world. In his, â€Å"The Human Side of Enterprise† book, he proposed theory X and Y, which was a constructive and modest reminder of the ordinary rules for handling people, which are overlooked under the density of day-to-day business (Koontz & Weihrich, 2007). His ideas suggested there are only two fundamental ways of managing people; one is by treating them as lazy and disliking work, hence they will do anything to avoid work. They ought to be directed, assured job safety in order to consent accountability. This is theory X, which suggests dictatorial management style (Koontz & Weihrich, 2007). Another war regards workers as people devoted to objectives and, they will admit and pursue responsibility. They are self-disciplined and pursue organizational objectives without threat of punishment (Koontz & Weihrich, 2007). He regarded this as theory Y that proposes a democratic management style. Performance management entails understanding people’s behavior. Thi s theory sheds lights on the sophistication side of employees. Though it suggests only two kinds of employee, it paved way for organizations to realize that the human aspect of an enterprise is complex, and exhibits numerous characters. After inception of

Saudi arabia running dry Essay Example | Topics and Well Written Essays - 1000 words

Saudi arabia running dry - Essay Example The depletion of the earth’s natural resources is due to human activities. Identification of the economic natural resources such as oil has led subsequent depletion of other resources for instance, people clear the forest to create room for mining of oil underground yet forest are rain catchment areas (hindering effective production of hydroelectric energy); hence, leading not only to the exhaustion of oil, but also the emergence of the desert, yet some of these resources are non-renewable (Gonzalez, 4). The author of this book was motivated to do the research in order to understand the extreme shifts in oil prices, future durability of oil, the impact it has on the environment and what should be done. The argument of this book is that economically valuable natural resources such as oil has led to Saudi Arabia running dry. In the process of mining, oil there is interference of other fundamental natural resources such as land, water and forest. There is the use of chemicals on the land, leaving it infertile; cutting down the forest to create more space for extracting the oil these have led to less water availability and food insecurity posing threat in the economy. The book also gives factors to put into consideration, to change the situation. It talks about the population growth-over population puts pressure on the limited natural resources, leading to their over exploitation (Gonzalez, 29). Pollution of the environment should be limited as it is the major cause of desertification, for example, water pollution, land pollution, which leads to food insecurity. Policies should be put in place to govern the management of natural resources. The book covers the natural resources as an economic problem. In this book, he talks about the interdependency of Saudi Arabia as the cause of it running dry. Saudi has got limited underground water to support its wheat plantation and agricultural support leading to their reliance on other states for food supply; hence, food

Physical properties of transparent optical polymers Dissertation

Physical properties of transparent optical polymers - Dissertation Example substituted ethylenic) copolymer (Weber, 2003). Structural units of most of these polymers are given in the figure 5.2. Fig. 5.2: Structural units of common optical polymers (Martienssen and Warlimont, 2006). Because of the variations in structure, the properties such as refractive index, thermal stability, etc. vary among the different polymers (Losch et al., 1992). The properties of certain optical polymers (PC, PMMA, and ADC in comparison to glass are shown in figure 5.3. Fig. 5.3: Comparison of physical properties of glass and optical polymeric plastics – PC, PMMA and ADC (Optical Polymers International, 2010). This chapter describes and compares the physical properties of common optical polymers. The following physical properties will be discussed further: 1. ... The scattering loss of these materials is low and their refractive indices are controllable (Jones, 1997). This allows their fabrication into waveguide structures. 5.2.1. Comparison of Refractive Index The refractive index of most transparent polymeric materials is around 1.5. As these are carbon based, their refractive indices and dispersion are very different from crystals and glasses (Weber, 2003). Polyetherimide (PEI) has a refractive index higher than most other optical polymers. Other polymers with high refractive indices include polyarylsulfone, polyarylate, PC, and PS. PMMA has a refractive index of 1.491. The refractive indices of some common polymers are shown in table 5.1. The refractive index of ADC is 1.50, which compares well with that of glass. Polymer Refractive index PEI 1.658 Polyarylsulfone 1.651 Polyarylate 1.61 PS 1.590 PC 1.586 SAN 1.579 CR-39 1.504 PMMA 1.491 TPX 1.466 Table 5.1: Refractive indices of common polymeric materials. The refractive index of a polyme r is influenced by the polarizability, free volume and the difference between the maximum absorption wavelength and optical wavelength of the material (Ma et al., 2002). The higher the density and the polarizability of the material, the higher will be its refractive index. Various other polymeric materials have been used in optical focusing mechanisms. These include polyimides (PI), fluoropolymers (FP) such as Tedlar ® PVF, Tefzel ® ETFE, and Teflon ® FEP, and hydrocarbon polymers (HCP) like polyvinylbutyral (PVB). Among the fluoropolymers, the lowest index of refraction is that of Teflon FEP, which is completely fluorinated (French et al., 2011). It is observed that as the amount of

Nobody Gets Married Anymore, Mister by Gerry Garibaldi Article

Nobody Gets Married Anymore, Mister by Gerry Garibaldi - Article Example The author predicts in the article that although money, reforms, and the gleaming porcelain hold great importance for the schools they can hardly make a good impact on the minds of the children. The reason is that urban teachers and students are facing such problems, which are associated with the mindset of children, which cannot be changed due to reforms. â€Å"Urban teachers face an intractable problem, one that we cannot spend or even teach our way out of teen pregnancy†. In the remaining part of the article, the author describes her experience of dealing with her pregnant students. The author mainly emphasizes her encounter with a girl named Nicole who is likely to become a teenage mother. Along with Nicole, who has been the focus of the author in the whole article, the author also highlights her experience with another student, jasmine, who gave birth to a child nearly six months ago. In the end, the author tells us about Data Wall, which is a strategy for the teachers to produce data about the progress of the students. My own belief about the issue of teenage pregnancies is somewhat conservative. I believe that teenage pregnancies result in creating many social and health problems. The government of the U.S.A provides considerable benefits to the unwed teenage mothers, which is one of the main factors behind the increase in the rate of teenage pregnancies. Jansson states, â€Å"Refusing or severely limiting public benefits to teenage mothers, will reduce out-of-wedlock birthrates†. Some girls do not get pregnant intentionally. Such girls forget using pills or other contraceptive methods during sex, so their chances of getting a pregnant increase. Such pregnancies also give rise to illegal abortions, which is another ethical issue.

Assess 'Reformasi' and the democratic transition in Indonesia Essay

Assess 'Reformasi' and the democratic transition in Indonesia - Essay Example An assessment is made of the ideals and goals of Reformasi and how these compare with the present reality. The conclusion identifies key issues facing the country. Indonesia is a Southeast Asian archipelago of over 12,000 islands, with a total population of 270 million, making it one of the largest Islamic nations in the world (CIA, 2007). A Dutch colony for over 350 years, it gained independence in 1945 under Sukarno, a nationalist leader who established a parliamentary government with him as its first President. By 1959, the government was struggling to contain three challenging threats: Islamism, communism, and militarisation. Sukarno established a â€Å"Guided Democracy† characterised by military-backed authoritarian rule, a non-aligned foreign policy, and socialist anti-modern economic policies, all of which proved chaotic and difficult to manage (Smith, 1999). Due to growing threats to peace and stability, the army staged a coup d’etat in 1965 under the leadership of Army Minister Suharto, who justified it as the only way to protect the nation from communism. Sukarno was deposed and on house arrest until his death in 1970. In 1967, Suharto was declared President and ruled Indonesia until his resignation in May 1998, succeeded by his hand-picked successor, B.J. Habibie, who initiated the period of reform in Indonesian politics. During his short term, he allowed parliamentary elections, granted independence to East Timor, and in October 1999 handed the Presidency to Abdurrahman Wahid, who in July 2001 stepped down on charges of corruption and handed power to Megawati, Sukarno’s daughter. When her term ended in late 2004, Susilo Bambang Yudhoyono or SBY, a retired Army general who played a key role in 1998 became the country’s first democratically elected President (Soesastro et al., 2003; McGibbon, 2006). Indonesia’s recent history could be divided into three

The Patriarchal and Hierarchical Development of Western Civilization Research Paper

The Patriarchal and Hierarchical Development of Western Civilization - Research Paper Example The earliest human civilizations emerged in the great river deltas of the world, where the land was fertile, water was plentiful, and the rivers provided a means of easy transport. It was the ability to create food surpluses, store them and transport them around the local area that prompted early societies to give up a nomadic hunter gatherer lifestyle, and develop solid buildings for permanent residence. This created the leisure time for experimentation and the practical need for the development of technologies. In Mesopotamia the first writing tablets appear to have been made, and they record many lists and commercial details relating to the trade in basic goods. The famous Epic of Gilgamesh tells the story of a famous ruler who started out behaving badly towards his subjects, and particularly women. He has a lot of power, partly because of his status as heir to the throne of Uruk, but partly also because â€Å"Two thirds of him is god, one-third of him is human† (Tablet 1). He is descended from a goddess, and the story tells of his interactions with both human and godly characters. Goddesses play a big part in the plot, since it is the goddess Aruru who creates the special friend Enkidu for Gilgamesh, and the goddess Ishtar openly taunts him and tries to tempt him into a relationship with her. Gilgamesh is at the mercy of these divine figures, and they largely determine the course of his life. Gilgamesh refuses the advances of Ishtar, showing great strength of character, but in the course of the epic he comes to learn the lessons that his mother and the other goddesses have made every effort to teach him: love for others is of much greater worth than riches, fame and power. The power of the female to bring forth life, and the danger of amorous entanglements, remain key motifs in the story, and they serve to tame the faults of the male, and to counterbalance his arrogance and immaturity. The ruler Gilgamesh at the end of the epic reflects on the massiv e architecture of his city’s walls which encloses the well-ordered community that thrives under the care of the goddess Ishtar: â€Å"is not even (the core of) the brick structure of kiln-fired brick, †¦ one league city, one league palm gardens, one league lowlands, the open area of the Ishtar temple, three leagues, and the open area of Uruk it encloses† (tablet XI). The moral of the tale is that he finally accepts that he must settle down as an administrator in a settled urban community, rather than a wanderer in search of amorous or other adventure. In contrast to this the female characters in The Iliad, which dates from more than a thousand years later, are little more than goods to be passed from one powerful male hero to another, sometimes more or less willingly in matrimony, and sometimes as the spoils of war. In The Iliad notions of power are very much the main theme (Sherman, 2003, p. 47) The women like Helen of Troy are trophies, and their function is mor e symbolic than as an active participant in society. Homer stresses the heroic deeds of the warriors, and his western society values possessions, cities, and conquering other peoples. The patriarchal line of descent is stressed through the frequent repetition of lists of names and titles such as this: â€Å"After Diomede same the Atreidae/Agamemnon and Menelaus and then/the two named Aias, jacketed with brawn/then came Idomeneus and his

An Analysis on the Factors Affecting the Recent US Economic Growth Research Paper

An Analysis on the Factors Affecting the Recent US Economic Growth - Research Paper Example Since the degree of industrialization in the country is high, approximately 55% of its imports are crude oil (â€Å"The World Fact Book†). The economic prosperity of U.S. had declined to some extent during the oil price boom from 2001 to 2006 (â€Å"Recent U.S. Economic Growth†). The soaring prices of energy resources increased the cost of imports as well as industrialization in the nation. Moreover, the real estate sector of the nation was facing certain exuberances since the latter half of 2007 in U.S. (â€Å"The World Fact Book†). The real estate’s homes were traded for speculative purposes in the country. Over time, failure of some projects lead to severe crisis in the U.S. money market during 2008. The commercial banks were forced to offer to accept direct implicit bail outs and some of them like Lehman Brothers had collapsed due to severe financial crisis. The recession in 2008, had significantly lowered the economic growth of U.S. since the Great Depression. In order to set everything in the right state, the U.S. government in 2008 has decided to inject $700 billion in its market through the enactment of the Troubled Asset Relief Program (TARP) (â€Å"Recent U.S. Economic Growth†). Some of these funds were utilized by the state federal government for purchasing equities of banks and some industrial corporations. In addition to that in 2009, under the guidance of President Barack Obama, the Federal government injected an additional sum of $787 billion in the U.S. economy (â€Å"The World Fact Book†). It was claimed that this fund was supposed to be allotted for financing the expansionary fiscal policies of the country from 2010 to 2011. The federal budget defici t measured in terms of percentage change in GDP in U.S. was 9% in 2011 but it decreased to a level of 7.6% in 2012 (â€Å"The World Fact Book†). This proves that there are some substantial reasons for which the economic status of U.S. has

Taj Mahal Essay Example | Topics and Well Written Essays - 500 words

Taj Mahal - Essay Example The picture depicts the beautiful monument made of white marble, on the blue backdrop of the sky and the river, below! The Taj Mahal was built over a period ranging sixteen years, from 1632 to 1648, by the Mughal Emperor Shah Jahan, in the sweet remembrance of his wife, Mumtaz Mahal. It is essentially a mausoleum, built by the emperor, with love for his wife. Ever since, it has been the cynosure of tourists, architects and historians, alike. The first striking feature of this picture is the magnanimity of this mausoleum of love, contrasted against the miniature structure of humanity! We can see the huge graceful structure, against which the tourists and visitors look inconspicuous. This is what the monument delivers, with its beauty, which is a visual treat. The visitors and tourists possess expressions of awe and wonder, on viewing this magnificent building, which refuses not to cast a spell on anyone who visits or views it. Another striking feature of this monument is that the pure white marble used to build this monument is reflective of t

English Castle Essay Example for Free

English Castle Essay Castles are fortifications made to protect resources and lives as well. It is also the main structure of defense. Walls made of large well-defined heavy stones that are stacked to perfection. The castle has a stable, storehouse, bakeries, kitchens, cottages and quarters for soldiers. Usually a city a situated in a castle where a city is surrounded by walls and the only entrance is a single huge gate. This gate is where the merchants and entrepreneurs trade goods for the city market. It was the Norman conquerors who made the castle building an art. They built castles primarily as a defense outpost. They situate a castle in a high ground wherein it will be surrounded by water or a deep ditch. It was supposed to be high because it will delay intruders from attacking also it will be very susceptible for archers to snipe down intruders. Castle acts as keeps or strongholds that no one can penetrate. A castle is governed by a king, the highest rule. In the English setting, castles were built in Medieval era, wherein castles were made out of stone. This is a linear representation of what has transpired back then. In the Stone age, Causewayed Camps and Stonehenge was discovered. The Bronze age produced the Hillforts of England and the Maiden Castle, which is considered to be the biggest castle. In the Iron Age and the Romans Hillforts of England was reinforced since the English were under siege. The English people put up Hadrian’s Wall and the Roman Forts as a line of defense. After the Romans have fallen, the English people were restless with war and were attacked by Scotts, the Welch and the Anglo-Saxons. These invaders were also accompanied by the sudden attacks of the Vikings. By that time Alfred the great thought of defense mechanism to make England less susceptible for attacks. Alfred the great made the not a formation of walls instead made a strategic positioning of fortified towns that was called â€Å"Burhs†. Logically, if there are many fortified towns reinforcing each other then there will less attacks made because the chances of survival will be small. This happened in the reign of the Anglo-Saxon which is also known as the Dark Ages. But the root of all the prestigious castles made were from the Medieval Period spearheaded by the Norman Invasion in which they introduced the Motte and Bailey castle which is made from stone and wood. At this time, the Medieval Kings have devised a plan to erect Windsor and Warwick Castle. Then King Edward I conquered the Wales. He established the massive fortifications called Concentric Castles. Examples of these Concentric Castles are the Cowny, Harlech and the Caernarvon Castle. Concentric Castles were also called Edwardian Castles. They have no basic points of concentration. Their defense is the wall rings built around them and the entrance is a single gate that serves as bridge and also served as the gate. They lower the gates in the morning and closes at night. Castles in general are mainly for protection and also for economic purposes. There are estimated to be seventy-two English Castles and here are some of them: Alnwick, Lindisfarne, Warwick, Carisbrooke, Pevensey, Tintagel, Stafford, Pendennis, Lancaster, Herstmonceux, Saint Mawes, Grimsthorpe, Calshot, Rochester, Ludlow, Kenilworth, Richmond, Carlisle, Yarmouth, Bodiam and Scotney Castle. Among those numbers of Castle, a few stand-out such as Pontefract, Bodiam, Caister, Allington, Hever, Tower of London, Windsor, Warwick and Leeds Castle. Pontefract Castle was King Charles last fortress in the Civil War. Bodiam Castle was erected by a soldier in the time of King Edward III named Sir John Dalyngrudge. He believed that fortifying the castle would make it hard for intruders to penetrate. Caister Castle was built by Sir John Fastolfe, who fought in the French Wars. In the Allington Castle, Sir Thomas Wyatt was born. This castle was his sanctuary for writing the prose and verse of his poems. Hever Castle has a beautiful garden always been associated with Queen Anne Boleyn which is the concubine of King Henry VIII. The Tower of London is considered to be the royal residence of the King. It also means that it was the center of power. Tower of London is not a single tower but it consists of other different tower as defense structures. It thwarted the attacks of the Vikings. Beheading and tortures are also done here to show disillusion the people from the strength the government has and also to promote fear to their enemies. Windsor Castle is longest standing castle with its nine hundred years of its glorious existence. The Windsor Castle is comprised of three wards namely: Saint George’s Chapel as the lower ward, royal apartments and grad state rooms as the upper ward and middle ward is an amphitheater. The Warwick Castle follows a Motte and Bailey style that is made of wood but since the William the conqueror was in-charge the he changed the wooden part of the castle into stone by exploiting the Anglo-Saxon labor force. Lastly, the Leeds Castle, which lies on the River of Len and is strategically engineered between to adjacent islands. The name Leeds came from King Ethelbert IV called Ledian. Whatever the advantages of Motte and Bailey and Concetric designs, for being cheap and crude or tough and expensive, it sure made the history of England very meaningful. Acquisitions of land here and there entailed that there was a decentralized rule of power and due to it colonizers took advantage of it and waged war. The Norman conquerors should be proud on what they have achieved. Today, castles are just remnants of what has transpired back then. All of which is written in history, engraved in our memory. The hardships and sufferings of those who are tortured are screaming in the air where the castle stood. Ghosts of the dead haunt these sacred places, a place rich with tradition and full of honor and dignity. Castles are not just fortifications for protection but a shelter for the weak and oppressed, a symbol of bravery and diplomacy and above all a symbol of life in its borrowed existence. The English Castles are rich with memories of the executed and the times of triumph. For what of it remains is what is ours to preserve. Its existence can never be replaced, its value, its worth, and its beauty. Lastly, castles are not built by stone, wood or clay, it is made of the people’s blood, sweat and tears. People visit English castles because of awe and amazement that it brings to them. Its structure reminds them of how people have lived and it also depicts the events that have transpired back then. Since wars are the predominantly remembered association with castles, rumors and stories about the existence of ghosts emerged. The existence of ghosts is attributed to the executions done inside a castle and also to the prisoners kept in the dungeon. Though there is no material evidence to show that there are ghosts within these castles, people still insists its existence. The intricate designs and ornamentation around the castle adds up to the mysticism it brings to the visitors. The main attraction in visiting castles is the place where the throne is situated since in represents royalty and dominance over a large scale of people. But there is also an equal attracting part of the castle in contrast to the throne is the dungeon or lair. This is where prisoners of war are kept. In this place, it is believed that prisoners are being tortured to death to extract information from their army. Since, loyalty is valued, these prisoners are executed and their screams fill the air like a resonating sound of a ghost. Death is considered to be the ending of their torment. In sum, castles are visited based on their history and to what historical events have happened there. Castles best explain how the pre-existing people have lived their lives and also it show how technology have transcended to what it is right now. The scientific engineering and planning of creating a good castle is logically thought of. Every detail of a castle has a rational purpose. It was distinctively modified upon the needs of the people living in it. Lastly, the long-lasting castles are the evidences of the great historical events for the English people.

The Structure And Complexity Of Languages English Language Essay

The Structure And Complexity Of Languages English Language Essay Language, as described by the cognitive scientist Steven Pinker, is the jewel in the crown of cognition (Siegler 212). Out of all our mental processes of cognition, language is arguably one of the most used and intricate process, as evidenced by the approximately 6,909 different languages used in the world today (Lewis, ethnologue.com). As Noam Chomsky wrote, when we study the human language, we are approaching what some might call the human essence' (Chomsky 88). Chomsky refers to language as the human essence because it is one of the few cognitive abilities that is so central to human development, while at the same time putting human beings in their own echelon of biological complexity in organisms. As much as we take language for granted, an alien species foreign to our methods of communication may become curious or puzzled when watching us communicate. After all, we sometimes sit for long periods of time, listening to our fellow humans make hisses and squeaks with their vocal chords. We do this because that these sounds that we make have structure, meaning, and significance. In our daily lives, each one of us wields the tools of language not only to convey information, but also to motivate, influence, or command attention. To understand language, there are four key areas that merit attention: the structure of language, different stages in language development, varying views in language acquisition, and the biology behind language. Structure of language Although language is incredibly complex, as mentioned before, linguists have found ways to separate language into different parts. According to the current methods, language is comprised of three simpler building blocks: phonemes, morphemes, and grammar. The smallest unit of language is a phoneme, which are the basic sounds of a language. For instance, the English word cat is made up of three phonemes, including the starting c- sound, followed by the vowel a-, and finally the hard consonant t- ending. While at first glance phonemes may seem to be equivalent to letters, this is not the case. In English, combining two vowels often generates a new phoneme, such as the ou- vowel sounds in pout. According to linguists who have studied over 500 different languages, humans use around 869 different phonemes. English is comprised of around 40 different phonemes, with other languages having anywhere from 20 to 90 (Meyers 383). A chart listing the main English phonemes is provided (see fig 1). In language, changing phonemes in words alters their meanings. For instance, changing the phoneme between the letters b- and t- creates twelve new meanings: bat, bout, beat/beet, bought, bet, boot, bit, boat, bite, but, and bait (Wardbaugh 189). As important as vowel sounds may seem, consonant phonemes actually carry more information: The treth ef thes statement shed be evedent frem thes bref dementretien (Meyers 383). Another interesting phenomenon that we encounter in our daily lives is the difficulty people have with pronouncing words from different languages. This is primarily because as we grow and learn language, we learn the set of phonemes required by our native language, but we also have difficulty with phonemes from other languages. For instance, a common example of this is a native German speakers difficulty with the English phoneme th-. When trying to pronounce the word this, German speakers often say dis instead. This is because the th- phoneme doesnt exist in the German language. Likewise, English speakers have trouble with the German rolling r- and breathy ch- phonemes. Surprisingly, this is also common among sign languages as well. With almost 200 different sign languages used in the world today, native signers of one language may have difficulty with the phoneme-like building blocks of other sign-languages. According to the researcher Ursula Bellugi, Chinese native signers who come to America to learn sign usually sign with an accent (Klima and Bellugi 158). http://kisi.deu.edu.tr/tarkan.kacmaz/courses/phonetics/phonemes.jpg Figure 1- English Phonemes Morphemes are the second building block of language. While phonemes are the basic sounds of a language, morphemes are the smallest units of language that convey meaning. There is some overlap between morphemes and phonemes; some phonemes, such as the English a- and I-, are both basic sounds as well as words that carry meaning. More often, however, morphemes are combinations of multiple phonemes. Some may be entire words, but others are parts of words. While words like run and toy are morphemes, prefixes and suffixes like pre- and -ed qualify as morphemes as well. The third and most complex building block of language is grammar. The English language is composed of 40 phonemes, which combine to form around 100,000 different morphemes, which then combine to form over 1,000,000 different words and derivations (Meyers 384). In order to handle all of these words in a structured and organized manner, we develop rules and patterns to create a standard method to communicate between one another. The two main divisions of grammar include semantics and syntax. The first branch of grammar is semantics, which is the set of rules that governs how we derive meaning from words, morphemes, and sentences. In semantics, we study the relationship between signifiers and their denotata. Signifiers are the signs, words, or phrases that we are interested in, while denotata is what these objects stand for. For instance, from the rules of semantics, we know that adding -ed to the verb blast means that the action happened in the past. The second branch of grammar deals with syntax. Syntax is the set of rules that gives meaning to the order of the words in the sentence. Syntax varies wildly from language to language, as there is no universal set of rules. In English, for example, adjectives often come before their nouns, as in the phrase large house. However, in Spanish, syntax dictates that adjectives usually come after the nouns they describe. The same phrase in Spanish would be casa grande, with the adjective coming after the noun it describes. Grammar has and always will be incredibly intricate. As Steven Pinker wrote in 1994, There are Stone Age societies, but there is no such thing as a Stone Age language (Pinker 15). However, this is the innate beauty of language: complexity built out of simplicity. When you look at each of the different building blocks of language by themselves, they arent too hard to understand; in fact, at some points, they may even be seen as intuitive and simple. However, the infinite combination of words, phrases, and sentences that we are able to form with the aid of language enables us to express almost any emotion or feeling through language. Stages in language development While we often take human communication for granted, humans have an amazing knack when it comes to developing a high proficiency in language in such a short period of time. Many of us have tens of thousands of words stored in our minds as we go about our daily lives, and we are able to construct sentences with these words with almost perfect syntax with ease. We use approximately three words a second as we speak, and this is often done spontaneously, with little to no planning beforehand. This section seeks to explore how we get to this level of proficiency. Each person enters this world as a tabula rasa for language; we have no knowledge of language at all, and for quite some time, we remain this way. At 4 months of age, babies begin to develop their receptive language, or ability to understand and comprehend spoken word. Initially, they begin to match sounds with moving lips. They prefer to be looking at the face that makes the sound, and they begin to learn that certain manipulations of the mouth make distinct sounds. Then, at 7 months of age, they are able to differential separate words from a stream of spoken sound. Whats quite amazing is that researchers have found that young children around 7 months of age have an innate advantage when it comes to segmenting spoken sounds. A study conducted in the mid-1990s placed several adults and 7-month old children in rooms with a computer emitting a sound. To most of us, the sound that the computer was making would sound like completely random sounds jumbled together. However, the researchers had placed repeating syllables inside these sounds, and it turned out that the young children had an easier time distinguishing the repeating syllables than the adults (Meyers 387). This information plays a large role in studies of second language acquisition, which we will examine more closely when looking at critical periods for language acquisition. At 4 months, children also begin developing their productive language. The first stage is referred to by scientists and psychologists as the babbling stage. During this stage, babies create random sounds strung together that have no meaning. Babbling is universally similar; in other words, a Chinese babys babbling would be no different from a Russian babys babbling. The household language has no bearing on the sounds created during this stage. However, if the babbling has no meaning, what is its purpose? The babbling stage is natures way of preparing the child for a vast array of phonemes, since different languages require different phonemes. At 10 months, babbling has changed. Instead of ranging a vast array of phonemes, the sounds created by the child will be the same as the sounds of the household. At this point, a well-trained ear can listen to the sounds that a child makes and will be able to distinguish with a fair degree of certainty which language is spoken in the household. At this point, children are said to be functionally deaf to sounds outside of their native language. This is similar to scenario presented earlier contrasting a German speaker with an English speaker. Likewise, this effect can also be seen in Japanese adults who move to an English speaking country. Japanese speakers cannot differentiate between the English r- phoneme and the l- sounds. For instance, a Japanese speaker will hear the same thing when an English speaker says both right and light. This is because the Japanese speaker is functionally deaf to the difference between these two phonemes (Meyers 385). Young children usually enter the stage known as the one-word stage around their first birthday. At this stage, most know that sounds convey meanings, and they are able to connect words with pictures. I addition, the children will usually begin to use one syllable phrases or short words to communicate with others. This stage is where the infants language begins to match the language spoken by the family in the household. Vocabulary acquisition is relatively moderate, with the infants learning around a word a week, but this speeds up to a word a day 18 months of age. Finally, at the age of 2, children enter the two-word stage. Because the phrases used are usually in the noun-verb pattern, the speech is often called telegraphic speech since it resembles the short messages that telegraphs relayed. Also, just like the old telegraphs, the speech almost always follows the rules of syntax (big dog instead of dog big). Once children move out of this stage, they usually begin to create longer phrases rather rapidly. An interesting fact that is noted regards children who get a late start in learning their language. This problem can arise if a child is an international adoptee, moving to a foreign country where another language is used in the household. Psychologists have noted that even though the children get a late start on learning the language, they move through all of the stages noted above, except they do so at a faster pace (Meyers 386). Figure 2- Summary of stages of development How we learn language In the realms of psychology, many people have tried to explain the method behind how we acquire language at an early age. Although no universal theory has been developed, the contrasting views of two important people- B. F. Skinner and Noam Chomsky- provide differing opinions about language acquisition. B. F. Skinner, a noted behaviorist, believed in a theory known as Operant learning. According to his theories, children acquired language through three well known principles: association, imitation, and reinforcement. Association deals with connecting sounds with words, images, or objects. A child who is told to point to his nose will be able to locate his own nose with practice. Imitation, the second principle, explains how children pick up grammar. Children hear adults using proper grammar, and then imitate the patterns that they hear. Finally, the last principle is reinforcement. According to Skinner, acquisition of language isnt complete until children receive positive feedback for creating sentences or communicating correctly (Meyers 386). When the famous linguist Noam Chomsky heard of Skinners theory of language acquisition, he believed that it didnt explain the whole picture. Chomsky firmly believed that children learned new vocabulary and principles of grammar too quickly to be explained by Skinners Operant learning. For example, Chomsky pointed out that children tended to overgeneralize grammar rules when first starting out, creating fresh sentences using rules they hadnt been taught before. In Chomskys view, language acquisition was like helping a flower grow in its own way (Holyoak and Thagard 170). Chomsky proposed the idea of a language acquisition device. Though it has not been proven scientifically, the concept behind the language acquisition device is that it acts as a switch box, with certain switches needing to be turned on or off in order to produce language. These switches are conditions that we are exposed to as we developed or language. In addition to the language acquisition device, Chomsky also believed in a concept often called the inborn universal grammar. Chomsky noted that all of the worlds languages were built out of the same building blocks-nouns, verbs, adjectives, etc. Thus, we learn the specific grammar of languages that we experience readily, since universal grammar comes prewired into our brains. This proposal is supported by the fact that all children begin saying nouns before moving on to other parts of speech, such as verbs and adjectives. While both Chomsky and Skinner propose valid arguments defending their theories, psychologists believe that true language acquisition is a medium between both theories. Skinners ideas were more related to the nurture aspect of the debate, while Chomsky believed in the nature side. As with almost every psychological subject, the true answer is that development is only possible with both nature and nurture working together. Research has also shown that critical periods do in fact exist for language acquisition. Deaf children who received cochlear implants before the age of two developed far better speech than those who received the implants after the age of four. Children who arent exposed to language until the age of 2 or 3 receive a rush of language, unleash[ing] their brains idle language capacity (Meyers 387). These children usually go on to become strongly proficient in language skills. However, children who havent been exposed to any language (such as deaf children without exposure to sign language) by the age of seven slowly start losing the ability to master any language. A recent study compared children deaf by birth who didnt learn sign language until the age of nine with children who learned English before becoming deaf around the age of nine and learning sign language. The children who learned English first developed a far greater mastery of sign language than the children who were deprived of language. As Meyers concluded in his book, when a young brain does not learn any language, its language-learning capacity never fully develops (Meyers 388). This window for language learning also plays a part in second language acquisition; those who wait longer to begin learning another language tend to have a more difficult time with the process. In a study done in the early 1990s, two researchers asked Korean and Chinese immigrants whether each of around 270 short sentences that they were displayed were grammatically correct or not. Some of the immigrants had come to the United States in their childhood, but all of the immigrants tested had lived in the United States for around 10 years. When the data was collected and documented, it was seen that the older the immigrant was when he or she arrived in America, the worse they performed on the grammar test. The results of the study are graphed in Figure 3. Research done into the brains involvement in second language acquisition is covered in the next section. Figure 3- Results of the immigrant study The biology behind language When it comes to language and communication, people are ready to believe that many of the skills that we associate with language- reading, writing, and speaking- are governed by the same areas of the brain. However, studies looking into the effects of aphasias, or injuries that impair language ability, revealed some surprising results. According to Meyers, some people with aphasia can speak fluently but cannot read (despite good vision), while others can comprehend what they read but not speakà ¢Ã¢â€š ¬Ã‚ ¦ still others can write but not read, read but not write, read numbers but not letters, or sing but not speak (Meyers 389). Puzzled by the varying effects of aphasia, scientists began studying patients with these mental disorders and

The Grant Corporation Information Technology Essay

The Grant Corporation Information Technology Essay This report studies how to implement human resources information system, problems faced by Director of HR at grant incorporation in order to implement new HRIS and the corrective measures that should have been done to facilitate the change are studied in this case report. The critical success factors and weaknesses in various stages of implementing an HRIS are explored in the paper. The problems are rooted mainly in two factors. One is that HR department lacks knowledge about HRIS and secondly poor communication in the change process. According to (Hammer, 2000) some organizations are not successful in implementing human resource information systems. The system fails because the various software programs are not integrated and information is often missing. Some possible ways to prevent or solve these problems are: 1) consider add-ons, 2) get portal power, 3) integrate the system, 4) hire or host, 5)use what you have, 6) restructure the team, and 7) dont go it alone. The recommendatio ns based on research are provided in this report. The Grant Corporation The following case analysis report includes scenario of change management process at The Grant Corporation. The HRD at Grant Corporation needed to expand to keep up with the growth of organization. Newly hired Director of HR, Julia Woodland suggested implementation of a HRIS system to deal with existing HR issues. But it was not successfully implemented. According to (Mackenzie, 2010), increasingly, the failure to successfully implement information systems have less to do with the hardware or software aspects of the new system and more to do with the skills of the change leader and the people and organizational issues related to the change. The cause of problem that arises at grant incorporation involves lack of leadership, communication, planning, change management, and training. Woodlands Evaluation Julia Woodland executed a successful need analysis and concluded that HRD requires advance technology to perform efficiently and effectively. She proposed the purchase of an integrated payroll/HRIS that will integrate the finance departments system, benefits and 401(k) providers systems, which got approved. Woodland was so overwhelmed with the project; she overlooked the fact that the success requires participation and commitment from all areas of the firm. Human Resource Information Systems: Basics, Applications, and Future Directions (Michael J. Kavanagh Mohan Thite, 2008) states The Eight-Stage Change process(Kotter,1996), the steps are to Create a sense of urgency, recruit powerful change leaders, build a vision and effectively communicate it, remove obstacles, create quick wins, and develop your momentum. If Julia had followed this process, it could have helped her to make the change part of the Grant Corporation. Required Individuals for Change Process In my opinion, top management support is required from beginning, all through the execution evaluation of project along with the people who are going to be affected. In this case IT department, HR department, Payroll would have been included from the initial stage of process. As, employee communication is especially critical when were trying to get others to see and do things differently (Duck, 2001, p.27) Staffing Errors and Their Impact There are three primary activities in an HRIS implementation configuring the HRIS for the firms business processes and policies, interfacing data with other systems and converting historical data into the HRIS, and preparing the organization for the new HRIS. Woodland failed to involve, consult key people from organization in change process, she had unrealistic expectations, that her staff would welcome the new system, there was lack of communication which created distrust among HRD, and which impacted adversely on management commitment resulting in failure of implementation of HRIS. (Lorenzi, 2000) noted that for successful implementation of IT system, effective leadership, planning, change management techniques, communication, and training should be comprehend. Woodland should have considered these factors to achieve her goal. Importance of Cultural Issues Organizational culture is defined as a complex set of shared beliefs, guiding values, behavioral norms, and basic assumptions acquired over time that shape our thinking and behavior; they are part of the social fabric of the organization-its genetic code. As such, culture drives the organization and guides the behavior of everyone in that organization-how they think, feel, and act. In other words, the culture forms a behavior template. (Michael J. Kavanagh Mohan Thite, 2008, p. 192). Woodland would have understood the organizational cultural prior implementing the change. By developing a better understanding of the organizational culture, she could have implemented the strategies regarding change which employees might have embraced. Communication Plan If I had been in Woodland`s position I would have developed a communication plan that would have defined clear and concise roles for employees involved in the change process. Communication is one of the important tools in implementing effective change strategies for success. As (Michael J. Kavanagh Mohan Thite, 2008) defined in the Case for Change: Reason for change, Vision for future, Plan for getting there, Believe change is achievable and clear expectations must be included in communication plan. Having a company meeting to stage the beginning of these new ideas will provide the employees with the information they need to embrace any impending changes that the company is making and to their role in the new vision for the future. Training In this case training would help employees at to cope with organizational change by enabling them understand why it happens, why it is needed and what it means to them and to organization. With proper training employees would feel confident in using HRIS, and training would reduce their concerns, thus encouraging them to be a part of change. User Acceptance The Grant Corporation must involve end users in planning of HRIS project from beginning. According to (Michael J. Kavanagh Mohan Thite, 2008) when users are included in planning, acceptance testing, and switching over to a new HRIS, their commitment, trust increases for the project. Woodland must keep ongoing communication with employees, along with feedback to make HRIS user friendly. Woodland must inform employees regarding decisions made and by asking them to provide input on those decisions to make system accepted by them. Process Reengineering The process reengineering is beneficial as this would allow the company to obtain its full return on investment (ROI). With reengineering they can gain full potential of new system, instead of just automating existing processes. The firm will alter their conservative processes to align themselves with the new technology. (Michael J. Kavanagh Mohan Thite, 2008). Implementation Maintenance and Support HR and IT departments will have to establish a help desk to assist employees with their concerns. They will also need to ensure system is being used correctly. New policies and procedures must be established for the use of electronic data addressing security and privacy concerns. Effectiveness and efficiency of system should be monitored. Ongoing communication and training is vital for proper maintenance and support of the system. CONCLUSION The Grant Corporation case analyzes importance of good technical and organizational skills for successful implementation of an HRIS system. The success of a HRIS system exists in understanding organization culture, ongoing communication along with effective implementation process. Change management is a process by which an organization moves from its current state to some future desired state as defined by its vision. (Michael J. Kavanagh Mohan Thite, 2008, p. 201). REFRENCES: Duck, J. The change monster. New york: Crown Business. Hammer, M. 2002. Recharging your HRMS Workforce. 81(9): 38-41. (2002). Retrieved from http://gspa.nida.ac.th/load.php Lorenzi, N. . (2000). managing change:An overview. Journal of the american medical informatics association, 116-124. Mackenzie, A. (2010). Chapter 8 Course Notes.htm. Michael J. Kavanagh, M. T. (2008). Human Resource Information Systems: Basics, Applications, and Future Directions. SAGE, 2008.

Adolf Hitler :: essays research papers fc

Adolf Hitler’s Early Years Adolf Hitler’s childhood was different than most, but alike at the same time. Here you will see what went on in his family, what happened during decision making of secondary school, and what he did after school before he became the man everyone knows. Adolf Hitler was born April 20, 1889. Adolf lived with his family on a small farm outside of Linz, Austria. His mother’s name was Klara. Hitler became very attached to her in his childhood. Alois was the name of his father. His father was in the Austrian Civil Service. Alois was used to giving orders so he demanded a lot of chores around the farm for the children. When Hitler was seven, the family moved off the farm to Lambach, Austria. To Hitler this meant fewer chores and more time for play. There Hitler went to an old Catholic Benedictine Monastery School. He took part in boy’s choir and also did very well at this school. He thought very highly of the priest and considered to be one for a while. At age nine he was caught smoking a cigarette by a priest. He was forgiven and not punished. His brother, Alois, Jr., described Hitler as quick to anger. He loved to play Cowboys and Indians when he was young. This gave way to battle re-enactments. Adolf’s little broth er, Edmund, died at the age of 6 from the measles. This was the first time Hitler had to confront a real death instead of the fake ones he sees when he was playing. This seemed to shake him up badly. His little brother was buried in a cemetery right outside of Hitler’s room. He developed a dream to be an artist before he entered secondary school (1). There were two different secondary schools, classical and technical. Hitler wanted to enter the classical school to become an artist, but his father wanted him to follow in his footsteps and go to the technical school. He ended up going to the technical school and did not do so well. He was held back his first year. Hitler thought that if his father would see how poorly he was doing in technical school that his father would allow him to go to the classical school where he could fulfill his dream. This career choice brought many arguments between Adolf and his father because his father thought that the idea of becoming an artist was ridiculous. Adolf Hitler :: essays research papers fc Adolf Hitler’s Early Years Adolf Hitler’s childhood was different than most, but alike at the same time. Here you will see what went on in his family, what happened during decision making of secondary school, and what he did after school before he became the man everyone knows. Adolf Hitler was born April 20, 1889. Adolf lived with his family on a small farm outside of Linz, Austria. His mother’s name was Klara. Hitler became very attached to her in his childhood. Alois was the name of his father. His father was in the Austrian Civil Service. Alois was used to giving orders so he demanded a lot of chores around the farm for the children. When Hitler was seven, the family moved off the farm to Lambach, Austria. To Hitler this meant fewer chores and more time for play. There Hitler went to an old Catholic Benedictine Monastery School. He took part in boy’s choir and also did very well at this school. He thought very highly of the priest and considered to be one for a while. At age nine he was caught smoking a cigarette by a priest. He was forgiven and not punished. His brother, Alois, Jr., described Hitler as quick to anger. He loved to play Cowboys and Indians when he was young. This gave way to battle re-enactments. Adolf’s little broth er, Edmund, died at the age of 6 from the measles. This was the first time Hitler had to confront a real death instead of the fake ones he sees when he was playing. This seemed to shake him up badly. His little brother was buried in a cemetery right outside of Hitler’s room. He developed a dream to be an artist before he entered secondary school (1). There were two different secondary schools, classical and technical. Hitler wanted to enter the classical school to become an artist, but his father wanted him to follow in his footsteps and go to the technical school. He ended up going to the technical school and did not do so well. He was held back his first year. Hitler thought that if his father would see how poorly he was doing in technical school that his father would allow him to go to the classical school where he could fulfill his dream. This career choice brought many arguments between Adolf and his father because his father thought that the idea of becoming an artist was ridiculous.

The Spanish Revolution :: essays research papers

Ever since the fall of 1930 when the Spanish Revolution began there has been no surcease of the struggle in Spain. For a long time there was a deadlock of forces, an equilibrium in the tug of war between the property holders and the destitute. Now the equilibrium is being definitely broken. The issue before Spain is either Communism or Fascism. The matter is being fought out not with ballots but with bullets and ruthless civil war. Slowly the political revolution is being definitively turned into a social revolution. From the very beginning, the mass of workers of Spain, both in the city and in the country were the decisive elements. When the students rioted before the universities in 1930 it was only when the workers joined them with a vast general strike that the regime of the military dictator, Primo de Rivera, fell and the temporary regime of General Berenguer set up. When General Berenguer tried to hold fake elections without extending the franchise to all, it was another general strike that overthrew the regime, compelled new elections, forced the king to flee and established the republic in April 1931. At this point the Syndicalist and Anarchist workers began to miscalculate their forces. Syndicalism and Anarchism, in spite of their revolutionary phraseology were able only to overthrow the old regime and to allow the new democratic republic to be set up; but these movements could not go forward to the positive constructive tasks of setting up the rule of the workers. These antiquated movements were good enough to accomplish the negative and critical tasks of overthrowing an antiquated monarchy; they did not know how to deal with a modern bourgeois republic. In the course of the revolutionary movement there was set up what in fact amounts to a dual power, the masses respecting the authority of the unions and the revolutionary organizations, the government being forced at times to yield to the opinions of these mass organizations on vital questions. At one time the bourgeois government was even forced to declare that Spain was a workers republic and to feign friendliness toward the Soviet Union. The leaders of the toilers' organizations, however, did not know what to do with their power. The lending groups were composed of four principal elements: the Anarchists, the Syndicalists, the Socialists and the Communists. The Anarchists were powerful enough within the trade union movement to exercise decisive influence for a time upon the whole situation.

polar bears :: essays research papers

Polar Bear, common name for a white bear found on the sea ice of the Arctic throughout the North Polar basin. The only marine bear, it is longer than other bears and streamlined for aquatic life. It has the plantigrade feet (heel and sole touching the ground) typical of bears, with five sharp, curved claws on each foot for grasping the ice and holding its prey. Long hair between the pads protects the bear's feet from the cold and provides traction on the ice. Stiff hairs on the forelegs, and very broad front feet, help the bear swim. All polar bears are white, although their fur may yellow in the summer. The largest wild bears ever weighed—more than 800 kg (1760 lb)—have been polar bears. However, most male polar bears weigh an average of about 350 kg (about 880 lb), and most females weigh about 250 kg (550 lb). Polar bears have a strong navigational sense, an extremely good sense of smell, and they are unusually clever at solving problems in order to obtain food. They eat primarily ringed seals, and occasionally bearded seals, walruses, or white whales. They also feed on berries, sedges, mussels, and kelp. As with other true bears, polar-bear mothers and young form strong bonds. The young are very small when born: about 1 kg (about 2 lb). Their eyes remain closed for about 40 days and they must nurse every few hours. The mother holds them close to keep them warm. Except during the breeding season, male polar bears are solitary and roam over vast expanses of sea ice while hunting. During the breeding season (May to June), the males fight furiously over females.

Britain’s Social Policy

Britain’s National Health Service (NHS), set up by the Department of Heath in July 1848 as a healthcare provision, is based on its citizen’s needs not ability to pay. The Department of Health oversees the NHS with funds provided through taxpayers (History of the NHS, n. d. ). Launched as a single organization, the NHS was founded around 14 regional hospital boards in three segments consisting of hospital services; family doctors, dentists, opticians and pharmacists; and local authority health services, including community nursing and health visiting (Ibid).As with any public service agency, changes are imminent. Since 1948, the NHS has undergone major changes in the organizational structure of the agency and in the manner in which patient services are provided. While the NHS proved beneficial to Britain’s citizens, there remained negatives in the program. In spite of improvements and successes, the NHS food was still rationed, building materials were short, and t here was a significant economic crisis and a shortage of fuel. In spite of efforts to improve conditions, the war created a housing crisis in addition to the post-war reconstruction of cities.The New Towns Act (1946) created major new centers of population, but each center was in need of health services. During the period from 1948 to 1957 (History of the NHS), the agency underwent administrative difficulties, financial problems, criticism over minimal fees charges to recipients (e. g. â€Å"a flat rate of ? 1 for ordinary dental treatment†) (Ibid), problems balancing all responsibilities and demands of the government and public, and maintaining medical professional and community health issues. By 1960, the NHS began to see positive changes. The introduction of improved drugs lead to better treatment to citizens.It was during this period that the polio vaccine was introduced along with â€Å"dialysis for chronic renal failure and chemotherapy for certain cancers were develop ed† (NHS, n. d. ). As time progressed, through 1967, problems concerning doctor’s pay arose. However, some of the problems were resolved through the Royal Commission. Like the reformation in pay structures, improved management conditions also became a significant concern. In fact, the NHS introduced a Hospital Activity Analysis to enable medical professionals and managers â€Å"better patient-based information† (NHS, n.d. ). Furthermore, the 1960s brought about a change in segmentation as medical staff was divided into specialty groups, leading to additional criticism (e. g. the 1962 Porritt Report called for unification) (NHS). Also launched in 1962 was Enoch Powell’s Hospital Plan, a ten-year program approving the development of district general hospitals for areas with populations of about 125,000 (NHS), advocating new postgraduate education centers, and giving nurses and doctors a better opportunity for education and future employment and stability.In 1967, recommendations for developing a senior nursing staff structure and moving forward with advancements in hospital management were made in the Salmon Report, while the Cogwheel Report marked the first report on the organization of doctors in hospitals. By 1968, the NHS boasted clinical and organization optimism. However, the optimism was short-lived. Medical progress was notable (e. g. inclusion of endoscopy and Computerized Axial Tomography scanning), including an extension of investigative groups.Also prevalent during the period of 1968 to 1977, transplant surgery became widely used, pharmaceutical improvements were evident, and intensive care units gave the NHS a renewed sense of how medical care would be provided to its citizens. This renewed spirit was short-lived with the mergence of Lassa Fever. The general practice charter encouraged the formation of primary health care teams, new group practice grounds and a rapid increase in the number of health centers.Additionally, t his period saw a change in the Government’s Hospital Plan as new hospitals began to provide even more people with improved and local services. Also indicative of progressive changes is the arrival of information technology through â€Å"health service computerization and clinical budgeting† (NHS). Nevertheless, advancements did not remove the continued debate concerning the organizational structure of the NHS. In 1974, a new system was introduced, but conflict continued combined with an increase in inflation.When inflation reached 26 percent, a wage restraint was enacted. According to the NHS, â€Å"industrial action hit the NHS while consultants were also alienated by proposals to reduce private practice within the service† (NHS, n. d. ). NHS historical sources relate that by 1978 the NHS â€Å"had become a victim of its own success† (n. d. ). Changes were imminent. The introduction of new technology and multifaceted treatment methods led the NHS and its governing forces to realize additional advancements were imperative.By the late 1980s, the NHS reported highly recognized advances, including the areas of primary health care, genetic engineering, successful drug advancements, and the introduction of the MRI of which the agency states: â€Å"the number of operations for fractured neck or femur and osteoarthritis of the hip was reaching almost epidemic proportions†¦increasing numbers of heart and liver transplants were being performed and surgical treatment for heart disease was becoming more common† (n. d. ).In spite of the positive changes, the NHS continued to face on constant dilemma –financial stability. Increasing demand for services exceeded the resources available, leading to the mandated audit process of what NHS professionals were doing. By 1987, the NHS’s medical staff was in debt (NHS, n. d. ), waiting lists were increasing, and hospital wards were being closed (n. d. ). The NHS reports the peri od of 1988 to 1997 as its â€Å"most significant cultural shift since its inception with the introduction of the so-called internal market† (NHS, n. d. ).A 1989 White Paper, Working for Patients, was passed into law (Community Care Act 1990). Leading up to the beginning of the 1990s, the NHS saw the emergence of the internal market while health organizations became NHS trusts (independent, competing organizations with their own managements). By 1991, the NHS reported 57 Trusts, with all care provided by Trust at the end of 1995. All of the changes marked what the agency calls the â€Å"New NHS† and defines this change as â€Å"modern, dependable† (NHS, n. d. ). The new NHS operates under â€Å"six principles† of which include:†¢ The renewal of the NHS as a genuinely national service, offering fair access to consistently high quality, prompt and accessible services right across the country; †¢ To make the delivery of healthcare against these new national standards a matter of local responsibility, with local doctors and nurses in the driving seat in shaping services; †¢ To get the NHS to work in partnership, breaking down organizational barriers and forging stronger links with local authorities; †¢ To drive efficiency through a more rigorous approach to performance, cutting bureaucracy to maximize every pound spent in the NHS for the care of patients;†¢ To shift the focus onto quality of care so that excellence would be guaranteed to all patients, with quality the driving force for decision-making at every level of the service; †¢ To rebuild public confidence in the NHS as a public service, accountable to patients, open to the public and shaped by their views. (â€Å"Six Principles†) Of all influences on the changes in the social policies of Britain the NHS and Community Care Act 1990 has had the greatest impact. In fact, before the Act, most of Britain’s health and public services were pla nned and provided by health and local authorities (Commissioning the New NHS, 1998).The Act divided the role of health and local authorities by changing their internal structure thereby giving local authority departments responsibility for assessing the needs of the local population and then purchasing the necessary services from providers (1998). However, under the terms of the Act, a select number of health and social services authorities opted out of what would mean competing with other providers to work together in other sections of the community (e. g. voluntary groups and housing associations) (1998).Under a â€Å"mixed economy of care† (NHS), social policies evolved to also include a service specification inviting providers to â€Å"tender for the contract to provide those services† (Commissioning the New NHS, 1998). This mixed economy was intended as a tool to give citizens a variety of health care choices. However, according the Department of Heath’s re port (1998): Some local authorities chose to purchase services as part of a ‘block contract’ (where a certain service is provided for a fixed price and a fixed length of time).Purchasing services in this way may actually reduce choice for the individual, as frequently no alternatives (outside those provided by the block contract) are made available. Key Elements of Housing Policy Post-war housing policy is believed to have been a â€Å"notable success† (Ball, 1983). Since the days following the war, the physical housing situation in Britain has improved dramatically. In the period of the 1950s to 1980, Britain had seen a significant net gain of 200-250,000 dwellings each year (p. 2).In fact, Ball (1983) reports that â€Å"millions of slums have been demolished† and â€Å"thousands of other dwellings have been renovated to [meet] modern standards† (1983). Britain’s housing conditions have seen a significant improvement, specifically into the 1 980s. In fact, the change was so dramatic that less than 5 percent of dwellings were overcrowded. Improvements in housing includes the inclusion of a bath/shower and an inside toilet. Of all policies in post-war Britain, the 1977 Housing Policy Review was the best moment of all changes in housing provision.By the early 1980s, however, satisfaction disappeared and a growing housing crisis became a concern once again. According to Ball (1983), Britain’s post-war housing record has been poor compared with other West European countries. While all experienced a housing boom from the late 1950s to the early 1970s, Britain’s population size resulted in its trailing behind other countries’ house building rates (see Table 1), most predominately those with a similar welfare state social democratic tradition. Key elements of the housing policies includes the Department of Health’s responsibilities to:†¢ Identify local market information on the supply of housing , care and support services for older and disabled people; †¢ Access support on developing and implementing regional and local housing with care action plans; †¢ Obtain advice on public and private sector capital and revenue streams to inform business investment decisions; †¢ Disseminate guidance on the DH’s Extra Care Housing fund and grant allocation arrangements; †¢ Facilitate the adaptation of good practice to local settings; †¢ Support successful applicants with the development process and share their learning with unsuccessful applicants;†¢ Access knowledge management tools to support practice development and service improvement. †¢ Secure funding to research, test and evaluate new and innovative models of housing with care solutions support; †¢ Offer training and consultancy resources to support service development and change management processes; and †¢ Convene regional LIN meetings to identify and share what works (Departm ent of Health, 2007). According to Gummer (2005), in the 25 years since the UK’s â€Å"right to buy† housing policy, approximately 2 million families have become homeowners, changing the way Britain’s housing policies and market is perceived.The â€Å"right to buy† policy opened opportunity to â€Å"a whole new group† giving them â€Å"a stake in the community that they had never had before† (p. 69). However, in spite of the positive changes, Gummer (2005) reports that Britain continues to receive criticism with the most cited concern being â€Å"that the sale of council houses means there is a shortage of homes to let† (p. 69). Contrary to the positives, negative critism has surfaced, including a Contract Journal article (Penny, 2005) stating that â€Å"social housing schemes could be about to receive a much-needed shot in the arm — as well as a much-needed boost from the private sector† (p.40). Penny (2005) argues the impracticability of Britain’s urging to commit to a social housing PFI. â€Å"Unless you know exactly what you are taking on, anyone involved in such a scheme could be taking a huge risk,† argues Penny (p. 40). The author, among others, believe that the proposed new NHS LIFT approach indicates the public sector retains an interest in the scheme of which Penny also argues will â€Å"sidestep tenants’ objections to being put into the hands of a firm being run solely to generate profit† (Ibid).Despite obvious objections, the Contract Journal (Penny, 2005) does see positive aspects of moving to NHS LIFT-style management and asserts that a move flexible program would benefit the public in more ways than better housing alone. Based on references concerning LIFT-style initiatives (NHS LIFT Guidance, 2007; Penny, 2005; Millet, 2005) the program addresses almost all concerns in social housing, including the continued coverage of health and schools. As time progres ses, Britain’s housing policy changes continue to be focus of debates on just how much of the changes are for the good of citizens and how much is political agenda.One must question the validity of various housing programs, including the current and forthcoming plans for housing for the elderly. One such program is the Wanless Telecare proposal (Housing LIN Policy Briefing, 2006) that the Audit Commission defines as â€Å"any service that brings health and social care directly to a user, generally in their own homes, supported by communication and information technology. Data is collected through sensors, fed into a home hub and sent electronically to a monitoring center† (2006, p.1). According to the Briefing document (2006), Britain’s government believes the Telecare program can help older people to remain in their homes for longer (p. 1). However, while the program proposal defines the costs associated with implementing the program as â€Å"modest† (20 06, p. 2), they are high, specifically to the homeowner. The set up fee of a basic home safety package costs about ? 360 plus monitoring costs of ? 5 per week. Home health monitoring is more expensive, around ? 700 and ? 10 per week monitoring costs.Given these high figures, combined with the already luminous housing problems with the elderly, how can such a program benefit citizens? According to the Audit Commission’s review of the Telecare housing safety program, â€Å"Telecare equipment and services provide the opportunity to react to hazardous events and to alert and prevent deterioration in an individual’s ability to care for themselves† (2006, p. 3). One specific pilot study (West Lothian: Opening Doors for Older People, 1999 quoted in Department of Health White Paper, 2006) for the inclusion of Telecare surveyed 10,000 households in the West Lothian district age 60 or over.The survey purpose was to reveal the validity of Telecare inclusion as a possible m eans of â€Å"reengineering† services for older people to include the development of extra care housing and changes to home care services. According to the survey, implementing Telecare on its own without wider system improvements is a wasted opportunity. In fact, the survey revealed: †¢ Telecare is not a cut price alternative to personal care, but sits alongside it †¢ A technology driven approach does not work †¢ A focus on cost saving/shunting does not work †¢ A high level of commitment at senior level is required†¢ West Lothian has found ‘minimal interest’ from the local NHS in telecare/telemedicine possibilities (Department of Health, 2006; Audit Commission, 2004; Brownsell et al, 2001). Understanding the changes in Britain’s housing policy since 1979 enables its citizens to better equip themselves for what future changes may come. In fact, Britain’s housing policies have fluctuated, indicating a positive change and decl ining to criticism and little faith of its citizens. While the government is consistently working toward bettering its housing policies, there remains many avenues yet to be explored. References:Audit Commission (2004). Older People: Implementing Telecare. London: Audit Commission. Ball, M. (1983). Housing Policy and Economic Power: The Political Economy of Owner Occupation. Methuen: London. Brownsell, S et al (2001). An attributable cost model for a telecare system using advanced community alarms. Journal of Telecare and Telemedicine, Volume 7. _______________ (1998). Commissioning the new NHS, 1999/2000. Department of Health, HSC (98) 198. Department of Health (2007). Official website. Crown, retrieved January 11, 2007 from http://www. dh. gov. uk/Home/fs/en Department of Health White Paper (2006).Our health, our care, our say: a new vision for community services. London: The Stationery Office. Gummer, J. (2005, Nov 5). â€Å"Right to buy† was the right move for everyone. E states Gazette, Issue 544, 69. Millet, C. (2005, Oct 10). Social housing set for LIFT-style deals. Contract Journal, Vol. 430 Issue 6545, 1. ______________ (2007). NHS LIFT Guidance. Crown, retrieved January 10, 2007 from http://www. dh. gov. uk/ProcurementAndProposals/PublicPrivatePartnership/NHSLIFT/N HSLIFTGuidance/fs/en Penny, E. (2005, Oct 10). Editor’s Comment. Contract Journal, Vol. 430 Issue 6545, 40. United Nations Statistical Yearbook 1978

Cfa Level1 Note – Ethics and Professional Standards

Ethical and overlord bills 1. scratch of Ethics A. State the quaternity components of the ordinance of Ethics. Members of AIMR shall 1. Act with uprightness, competency, dignity, and in an good manner when embraceing with the public, nodes, prospects, employers, employees, and fellow instalments. 2. impose and encourage early(a)s to substantiate in a overlord and ethical manner that bequeath reflect credit on genus Phalluss and their profession. 3. strain to principal(prenominal)tain and improve their competence and the competence of others in the profession. . work sensitive wield and exercise independent professional judgment. to put in measuring rods of Practice 2-I. regulations of master contract I. profound Responsibilities A. Know the laws and rules. Standard Maintain knowledge of and comply with all relevant laws, rules, and regulations (including AIMRs compute of Ethics and Standards of paid Conduct) of all government, government agenc y, regulatory organization, licensing agency, or professional association governing the particles professional activities. submission Members quarter acquire and maintain knowledge to the highest degree relevant laws, rules, and regulations by Maintaining current files on applicable statutes, rules, and regulations. Keeping in orchest grazeed. Reviewing indite deference procedures on a regular basis. B. Dont break short or help others break the law. Standard Not knowingly spellicipate or assist in either ravishment of such(prenominal) laws, rules, or regulations. conformity When members funny a guest or a colleague of planning or engaging in ongoing illegal activities, members should fork surface the compeverying actions Consult counsel to watch over if the consider is, in fact, illegal. Disassociate from whatsoever illegal or unethical activity. When members hand commonsensical grounds to believe that a clients or employees activities be illegal or une thical, the members should split from these activities and urge their theater to attempt to express the perpetrator to cease such activity. 2-II. Standards of schoolmaster Conduct II. Relationships with and Responsibilities to the Profession A. Use of superior Designation II(A. 1) AIMR members whitethorn reference their social station only in a self-respecting and rational manner.The example of the reference may be accompanied by an close comment of the requirements that have been met to bind social station in these organizations. II(A. 2) Those who have earned the in good order to routine the Chartered Financial psychoanalyst denomination may go for the tag Chartered Financial Analyst or CFA and ar encouraged to do so, moreover only in a proper, dignified, and judicious manner. The use of the designation may be accompanied by an straight explanation of the requirements that have been met to obtain the right to use the designation. II(A. ) Candidates in the CFA Program, as defined in the AIMR Bylaws, may reference their participation in the CFA Program, but the reference moldiness distinctly estate that an individual is a prognosis in the CFA Program and cannister non imply that the aspect has procured every type of partial designation. B. master copy Mis calculate II(B. 1) Members shall non engage in whatever professional conduct involving double-tonguedy, fraud, deceit, or misre initiation or draw out either act that reflects adversely on their honesty, trustworthiness, or professional competence.II(B. 2) Members and candidates shall not engage in some(prenominal) conduct or commit all act that compromises the integrity of the CFA designation or the integrity or validness of the examinations leading to the award of the right to use the CFA designation. Compliance 1. thread clear that dishonest personal behavior reflects poorly on the profession. 2. Adopt a code of morals to which every employee moldiness subscribe. 3. Conduct footing checks on potential employees to tell that they be of good character and eligible to drift in the enthronement industry.C. rampart against buccaneering Standard Members shall not copy or use, in substantially the akin form as the original, hearty prepargond by another without acknowledging and identifying the name of the author, publisher, or obtain of such substantial. Members may use, without acknowledgment, factual nurture published by recognized pecuniary and statistical inform service or similar sources. ? ? Compliance 1. Maintain copies of worldlys that were relied on in preparing the research promulgate. 2.Attribute quotations (and projections, tables, statistics, models, and methodologies) employ other than recognized financial and statistical insurance coverage go. 3. Attribute paraphrases and summaries of sensible prepargond by others. 2-III. Standards of professional person Conduct III. Relationships and Responsibilities to the Emp loyer A. Inform your Employer of the Code and Standards III(A. 1) Members shall inform their employer in piece of music, through their machinate supervisor, that they are obligated to comply with the Code and Standards and are subject to disciplinary sanctions for rapes thereof.III(A. 2) Members shall deliver a copy of the Code and Standards to their employer if the employer does not have a copy. Compliance Members should state their supervisor in writing of the Code and Standards and the members responsibility to follow them. The member should withal suggest that the employers lard the Code and Standards and disseminate it throughout the buckram. If the employer has publically acknowledged, in writing, that they have adopted AIMRs Code and Standards as part of the firms policies then the member acquire not give the formal written notification as undeniable by III(A).B. Duty to Employer Standard Members shall not assay any independent practice that could guide in reco mpense or other benefit in competition with their employer un slight they obtain written consent from both their employer and the persons or entities for whom they undertake independent practice. ? ? Compliance 1. Members who plan to engage in independent practice for recompense should go forth written statements to their employer describing the types of operate they lead perform, the expected duration of the run, and the salary they will receive. . Members should also publish to their potential clients the identity of their employer, the fact that they are do independently of the employer, and what their employer would charge for similar services. 3. Members desire juvenile employment should not speck existing clients or potential clients prior(prenominal) to leaving their employer or take records/files to their new employer without the written permission of the previous employer. C. accept Conflicts between you and your Employer III(C. 1) Members shall relegate to th eir employer all matters, including unspoiled sufferership of securities or other enthronisations, that moderately could be expected to interfere with their indebtedness to their employer or mogul to establish deaf(p) and objective tributes. III(C. 2) Members shall comply with any prohibitions on activities imposed by their employer if a struggle of interest exists.Compliance Members should report to their employers any advantageous interest and any fussy relationships, like corporate directorships, that may fair be considered a conflict of interest with their responsibilities. Members should also discuss the situation with their firms residency officer to begin with pickings any action that could lead to a conflict of interest. D. key out Additional allowance from Outside the Firm to your Employer Standard Members shall disclose to their employer in writing all monetary ompensation or other benefits that they receive for their services that are in increment to fee or benefits conferred by a members employer. Compliance Members should get at an quick written report to their employer specifying any compensation or benefits they receive or throw to receive for services in addition to what their employer is to give them. This written report should state the equipment casualty of any oral or written agreement, the amount of compensation, and the duration of the agreement. E. Responsibilities of SupervisorsStandard Members with supervisory responsibilities, office, or the ability to influence the conduct of others shall exercise reasonable supervision over those subject to their supervision or authority to keep back any violation of applicable statutes, regulation, or provisions of the Code and Standards. In so doing, members are entitled to confide on reasonable procedures designed to hear and prevent such violations. ? ? Compliance The supervisor and the conformity officer should 1. Disseminate the shape procedures. 2. Update the p rocedures as necessary. 3. Educate the ply and issue periodic reminders. . Incorporate a professional conduct evaluation into the employees slaying come off. 5. Review employee actions to ensure configuration and identify violators, initiating procedures once a violation has occurred. A supervisor should respond straighta stylus to the violation by conducting a gross(a) investigation, and placing limitations on the wrongdoer until the investigation is complete. 2-IV. Standards of Professional Conduct IV. Relationships with and Responsibilities to Clients and Prospects A. The Investment Process IV(A. 1) comely Basis and Re launchings. Members shall a.Exercise diligence and thoroughness in make enthronisation recommendations or in winning investing actions. b. Have a reasonable and fit basis, supported by subdue research and investigation, for such recommendations or actions. c. seduce reasonable and diligent drivings to avoid any material misrepresentation in any r esearch report or investing recommendation. d. Maintain appropriate records to support the erudition of such recommendations or actions. Compliance 1. see the enthronization fundss introductory characteristics (records must show the characteristics of the investment funds and the basis for the recommendation). . snap the needs of the portfolio (includes the clients needs, as well as the needs of the hail portfolio). 3. Maintain files to support investment recommendations. pic IV(A. 2) look for Reports. Members shall a. Use reasonable judgment regarding the inclusion or exclusion of relevant factors in research reports. b. particular(a)ize between facts and opinions in research reports. c. Indicate the base characteristics of the investment involved when preparing for public distribution a research report that is not directly related to a specific portfolio or client.Compliance Members should consider including the pursuit discipline in research reports 1. Expected annu al range of return, calculated on a summation return basis. 2. Annual income expectations. 3. received rate of return or yield. 4. The degree of disbelief associated with the cash flows, and other assay factors. 5. The investments tradeability or liquidity. pic IV(A. 3) Independence and Objectivity. Members shall use reasonable care and judgment to achieve and maintain independence and objectivity in reservation investment recommendations or taking investment actions. Compliance 1. Protect integrity of opinions.Reports should reflect the analysts impartial opinion. 2. wear out all corporate relationships (i. e. , directorships, underwriting arrangements or acting as a market maker). 3. Disclose personal holdings and near ownerships. 4. become a dependant refer. 5. Restrict special cost arrangements. Members should pay for their commercial theodolite and hotel charges. 6. restrain gifts (US$100 is the maximum welcome value for a gift or gratuity). 7. Restrict investm ents (strict limits should be imposed on private placements). 8. Review procedures (supervise the personal investment activities of the employees).B. Interactions with Clients and Prospects IV(B. 1) Fiduciary Duties In relationships with clients, members shall use occurrence care in de nameine applicable fiduciary indebtedness and shall comply with such duty as to those persons and interests to whom the duty is owed. Members must act for the benefit of their clients and place their clients interests before their own. Compliance 1. Follow all applicable rules and laws. 2. impart the investment objectives of the client. 3. Diversify. 4. Deal evenhandedly with all clients with respect to investment actions. 5. Disclose all possible conflicts of interest. . Disclose compensation arrangements. 7. Preserve the confidentiality of client t distributivelying. 8. Maintain dedication to the plan beneficiaries. pic IV(B. 2) Portfolio Investment Recommendations and Actions Members shall a . Make a reasonable inquiry into a clients financial situation, investment experience, and investment objectives prior to making any investment recommendations and shall update this reading as necessary, but no less frequently than annually, to allow the members to adjust their investment recommendations to reflect changed circumstances. b.Consider the appropriateness and suitability of investment recommendations or actions for each portfolio or client (including the needs and circumstances of the portfolio or client, the raw material characteristics of the investment involved, and the basic characteristics of the total portfolio). c. complete between facts and opinions in presenting recommendations. d. Disclose to clients and prospects the basic format and general principles of the investment processes by which securities are selected and portfolios are constructed and shall promptly disclose to clients and prospects any changes that might significantly come upon those processe s.Compliance Know basic nature of your client know objectives and constraints. pic IV(B. 3) Fair Dealing Members shall deal fairly and objectively with all clients and prospects when disseminating investment recommendations, disseminating material changes in prior investment recommendations, and taking investment action. Compliance 1. Limit the number of people privy to recommendations and changes. 2. edit the time frame between insane asylum and dissemination. 3. Publish personnel guidelines for pre-dissemination. 4. Simultaneous dissemination. 5. Establish rules about employee handicraft activities. . Establish procedures for determining material changes. 7. Maintain a itemisation of clients and their holdings. 8. Develop trade allocation procedures. 9. Make sure one account is not being used to bail out other accounts. 10. If the firm offers differing levels of service, this fact should be disclosed to all clients. pic IV(B. 4) Priority of minutes Clients and employers shall have priority over legal proceeding in securities or other investments of which a member is the adept owner so that such personal transactions do not operate adversely to their clients or employers interests.If members make a recommendation regarding the bribe or sale of a hostage or other investment, they shall give their clients and employer comely opportunity to act on the recommendation before acting on their own behalf. Compliance 1. restrict personal transactions. 2. Define covered investments. 3. Limit the number of entre persons. dismission Walls should be built to prevent the flow of instruction from one collection or department to other groups at heart the firm. 4. Define prohibited transactions. The text specifically mentions equity based IPOs. . Establish reporting procedures and prior-clearance requirements. 6. Ensure that procedures will be obligate and establish disciplinary procedures. pic IV(B. 5) Preservation of Confidentiality Members shall conduct t he confidentiality of culture guided by clients, prospects, or employers concerning matters inwardly the scope of the client-member, prospect-member, or employer-member relationship unless the member receives information concerning illegal activities on the part of the client, prospect, or employer.Compliance The simplest and most effective way to comply is to avoid discussing any information received from a client yet to colleagues working on the same project. pic IV(B. 6) Prohibition against Misrepresentation Members shall not make any statements, orally or in writing that misrepresent a. the services that they or their firms are capable of performing. b. their qualifications or the qualifications of their firm. c. the members academic or professional credentials.Members shall not make or imply, orally or in writing, any assurances or guarantees regarding any investment save to communicate accurate information regarding the terms of the investment instrument and the issuers o bligations under the instrument. Compliance Firms can provide guidance to employees who make written or oral presentations to clients or prospects by providing a written list of the firms available services and a description of the firms qualifications. pic IV(B. ) revealing of Conflicts to Clients and Prospects Members shall disclose to their clients and prospects all matters, including beneficial ownership of securities or other investments, that reasonably could be expected to impair the members ability to make unbiased and objective recommendations. Compliance Members should report to their employers, clients, and prospects any material beneficial interest they may have in securities, corporate directorships, or other special relationships they may have with the companies they are recommending.Members should make the disclosures before they make any recommendations or take any investment actions regarding these investments. pic IV(B. 8) Disclosure of Referral Fees Members shall disclose to clients and prospects any favor or benefit received by the member or delivered to others for the recommendation of any services to the client or prospect. Compliance 1. Disclose all agreements in writing to any client or prospect who has been referred. 2. set forth in the disclosure the nature of the consideration and the estimated dollar value of the consideration. . Consult a supervisor and legal counsel concerning any likely arrangement regarding referral fees. 2-V. Standards of Professional Conduct V. Relationships with and Responsibilities to the Investing Public A. Prohibition against Use of Material Nonpublic Information Standard Members who possess material private information related to the value of a security measure shall not trade or cause others to trade in that security if such trading would breach a duty or if the information was misappropriated or relates to a tender offer.If members receive material nonpublic information in confidence, they shall not breach that confidence by trading or causing others to trade in securities to which such information relates. Members shall make reasonable efforts to achieve public dissemination of material nonpublic information disclosed in breach of a duty. Compliance Fire walls, minimum elements are 1. Control over interdepartmental communications. 2. Review employee trading against restricted lists. 3. Restrict trademarked trading time the firm is in possession of material nonpublic information.Additional procedures 1. Restrict personal and proprietary employee trading. 2. Place securities on a restricted list when the firm has material nonpublic information. 3. Disseminate material nonpublic information only to those with a need to know. 4. limit a supervisor who decides when trading is appropriate. B. surgery presentation Standard 1. Members shall not make any statements, orally or in writing, that misrepresent the investment performance that they or their firms have accomplished or can reasonably be expected to achieve. 2.If members communicate individual or firm performance information directly or indirectly to clients or prospective clients, or in a manner mean to be received by clients or prospective clients, members shall make every reasonable effort to assure that such performance information is a fair, accurate, and complete presentation of such performance. Compliance Misrepresentation about the investment performance of the firm can be avoided if the member maintains data about the firms investment performance in written form. Investment accounts should be feature into entangleds by investment class and risk groups. Standards of Practice Handbook a found a thorough knowledge of the Standards of Professional Conduct by recognizing and applying the Standards to specific situations. This is an operation of many opposite morals concepts to assorted scenarios. After having learned the ethics material in earlier learning outcomes you will be able to apply these concepts to unhomogeneous scenarios as you take the quizzes. b Distinguish between conduct that conforms to the Code and the Standards and conduct that violates the Code and the Standards.This requires looking at different scenarios and possibly applying several ethics concepts to each scenario. After you learn and understand the ethics concepts you will be able to apply them to specific situations through the quizzes. 4 AIMR mathematical operation initiation Standards Handbook a apologise the goals of the AIMR-PPS Standards. The Standards have been designed to live up to the hobby goals To achieve greater uniformity and comparability among performance presentations. To improve the service offered to investment management clients. To enhance the professionalism of the industry. To bolster the legal opinion of self-regulation. Note The Presentation Standards are intended primarily to be performance presentation standards, not performance measurement standar ds. Portions of the AIMR-PPS are required while some are recommended. AIMR strongly encourages the adoption of both required and recommended components of the Standards. Also, performance presentations may have to provide more than the minimum requirements of the AIMR-PPS to meet the generous intent of the Standards. b Identify the parties touch on by the AIMR-PPS standards. Firms. The PPS Standards are voluntary. The PPS are widely recognized as fair and accurate reporting guidelines for investment performance. AIMR Members, CFA Charterholders, and CFA Candidates. The PPS are not explicitly incorporated into the AIMR Code and Standards of Professional Conduct. The PPS does, however, help insure that members, charterholders and candidates are in compliance with Standard V(B), Performance Presentation, so that they will make no material misrepresentation of their performance results. Prospective and Current Clients.The PPS helps clients compare investment performance across fir ms. The PPS helps clients evaluate their investment managers performance. c Identify the four main topics of the AIMR-PPS standards (i. e. , creation and maintenance of composites, calculation of returns, presentation of results, and disclosures). Creation and maintenance of composites. A composite is a set of portfolios that follow the same investment style. Calculation of returns. Presentation of results. Disclosures. d Identify what constitutes a valid assign of compliance with the AIMR-PPS standards.To claim compliance, firms must meet all composite, calculation, presentation, and disclosure requirements. Adherence to the basic requirements, however, does not guarantee fair and adequate performance reporting. Compliance with the standards also requires bond certificate to all applicable laws and regulations. If the firm has do every reasonable effort to ensure that their performance presentation is in compliance with the PPS, the firm can use the following legend? XYZ Fir m has prepared and presented this report in compliance with the Performance Presentation Standards of the Association for Investment Management and Research.AIMR has not been involved with the preparation or review of this report. Any use of the mark AIMR shut as shown above is prohibited. If results are not in full compliance, performance cannot be presented as Being in compliance with the AIMR-PPS except for Statements referring to the calculation methodology used in a presentation as being in accordance or compliance with AIMR-PPS standards are prohibited. AIMR members who misuse the term AIMR, AIMR-PPS standards, or the Compliance Statement are subject to disciplinary sanctions under Standard V(B).