Introspection Essays - Emotions, Shyness, Social Psychology

Introspection Introspection is always a difficult process, and even more so when one is still a teenager, struggling to find oneself, but a prominent aspect of my outward personality which keeps floating up in my mind is shyness. I am sitting in my third grade classroom and the bell rings for class to begin. The list of the days assignments is on the board. I begin Reading, which is first, but also my favorite, and quickly finish. I want to move on, but my teacher has other plans. She begins to discuss the reading and randomly calls on the class for input. I did the work and understood it, but I still hope with every cell in my body that she will not pick me. Silently hunched over, staring at my paper, I plead with fate to let me escape. My entreaties denied, the gods mock me as I hear my name. Suddenly, I forget all the dazzling responses I was fervently planning just in case of an emergency such as this. I wonder why I am left surprised by my witless state; this has become routine. Although this fear is common in the classroom setting, it has translated into my personal life. Only recently have I begun to realize that my misgivings about my worth as a human being may not be entirely my fault. My mother has had a tremendous influence on my life. Over the years she has caused me to fear interaction with others (i.e. the world) for fear her type of harsh judgment be passed. Attempting to improve myself, I read a book intended to coax one out of, or help one deal with shyness. It expounded upon a certain type of mother that seeks out to impress upon her childsubconsciously, of coursethat the world is a terrible place, filled with things that must be feared. The purpose of this is for the child to cling to the loving mother, seeking protection from the outside world. The insidious plan backfires once the child is old enough to question his/her behavior as well as that of the parentsa phase we must all go through at some point. As one might imagine, I was relieved to learn that other people have these difficulties, and more importantly, I should not to blame myself. So what is the big deal, you ask? Everyone has parents he or she can point to as less than perfect, right? Well yes, and it should be noted that I am not trying to escape blame for my state of mind by using the wicked mother bit, an alleged scapegoat frequently used in psychology. If I want to change, I must do it myself. I love my mother, and I know most relationships that exist between parents and teenagers are complicated. However, everyone around me can see (and testifies to) the effects of her aggressive, overbearing behavior, so I think there is due cause for my concern. I flee from confrontation outside the home because I am bombarded with it inside the home. Is there no end to this horrible cycle? There may be hope Prompting from recent teachers has helped me begin to find my voice (indeed proven that I have something to say), and calmed the eternal struggle between introversion and recognition, which plagues all shy people. I am certain this growth will continue throughout my last year of high school and through college, and the benefits of your school will further draw me from my shell. I was also able to get a part in the school play. Although I portrayed a sniveling passive character that was constantly berated, I spoke loudly and clearly, tried not to take myself so seriously, and had fun. I even forgot about my mother for a while too. Acceptance Essays

How does Shakespeare show the changing relationship between Juliet and her parents in Act 3 Scene 5 Essay Example

How does Shakespeare show the changing relationship between Juliet and her parents in Act 3 Scene 5 Essay Example How does Shakespeare show the changing relationship between Juliet and her parents in Act 3 Scene 5 Paper How does Shakespeare show the changing relationship between Juliet and her parents in Act 3 Scene 5 Paper Juliets relationship with her father at the beginning of the play was not a normal relationship between a father and a daughter in that period of time. Usually there was conflict between father and daughter as in many societies daughters were considered to be regarded as property, to be given marriage to the most suitable man who offers. Lord Capulet is not like this at the beginning of the play, he tells Paris that he considers Juliet to be far too young for marriage and that she is still a child. He asks him for her to have two more summers as a child left before marriage. He is very concerned that many young brides die from childbirth because they have married and had children far too early.But saying oer what I have said before:My child is yet a stranger in the world;She hath not seen the change of fourteen years;Let two more summers wither in their prideEre we may think her ripe to be a bride.However, Juliets relationship with her mother is totally different. Lady Capulet has ob viously never spent much time with Juliet and a prime example of this is when she goes to talk to Juliet about the noble Paris wanting to marry to her. In Act 1 Scene 3 Lady Capulet sends the nurse out but then when she realises that it would not be as easy as she thought it might be recalls her into the room so as to help her if she could not cope on her own. She also knows that Juliet and the Nurse have a much closer relationship than they do because the Nurse has been looking after Juliet for all of Juliets life. She was her wet-nurse and breast fed her when she was a baby. The Nurse has looked after her since. The language between Juliet and her mother is very formal; Madam, I am here. What is your will?This is the matter. Nurse, give leave a while;We must talk in secret. (NURSE begins to leave)Nurse, come back again;I have remembered me, thous hear our counsel.Thou knowst my daughters of a pretty age.At the beginning of the scene the atmosphere is tense as Romeo has only just l eft Juliets bed chambers. Before Lady Capulet enters her room, Juliet expresses her surprise at her mothers visit.Who is it that calls? It is my lady mother.Is she not down so late, or up so early?What unaccustomed cause procures her hither?This suggests that Lady Capulet does not naturally come to see her. It also suggests that there is a large distance between Juliet and her mother. The word unaccustomed tell us that Lady Capulets visit is strange and that it only happens rarely. Lady Capulet uses formal and blunt language which shows no affection. Even when Lady Capulet finds that Juliet is crying she is insensitive and uncaring. She tells her that she should stop this nonsense and get on with it. She expresses that no good can be done by all of this crying and that Tybalt will not be brought back by whatever she does. Therefore, have done. Whilst Juliet and her mother are having a conversation about Tybalts death and the villain that killed him, Juliet uses lots of double meanin gs and soliloquys to the audience.The word Villain is repeated over by both Juliet and Lady Capulet. Lady Capulet says it with the meaning of it being the person (Romeo) who killed Tybalt. However, Juliet is using this as a double meaning, so her mother hears what she wants to hear, but the truth is being spoken, just secretly. Lady Capulet continues all the way through the scene in a crisp and businesslike manner. She is very sure that they will get revenge on Romeo over what he did to Tybalt. There is irony and a shadow on the future when she speaks sometimes. That he shall keep Tybalt Company: when Lady Capulet is telling Juliet about the marriage that has been arranged she refers to her as her child.Marry, my child, early next Thursday morn,The gallant, young and noble gentleman,The County Paris, at Saint Peters church,Shall make thee a joyful bride.She warns Juliet that he will not be at all pleased and thinks that she knows how he will react. Lady Capulet tells Lord Capulet th e news grudgingly and she knows what his response will be. She lets him know that she disapproves. I would the fool were married to her grave! this is irony. Lady Capulets parting words to Juliet after Juliet has pleaded with her are orders and demands and she disowns her like Lord Capulet. Talk not to me, for Ill not speak a word: Do as thou wilt, for I have done with thee. She confirms what Lord Capulet says. Shakespeare manipulates the audiences reaction to Juliet throughout this exchange is how Juliet kept talking to the audience as well as the characters on stage. And because the audience have more insight than most of the characters, their reaction is more sympathetic towards Juliet.Lord Capulet is in a good mood when he enters Juliets room. At first he sets a picture of a good day. The air doth drizzle dew. But when he realizes that Juliet is upset he automatically thinks that she is crying over her cousins death. He is concerned, but even though trying to comfort her, his ge neral message is to get on with it. He refers to Juliet as a small ship sailing on a stormy sea and that she cannot take it.How now, a conduit, girl? What, still in tears?Evermore showering? In one little bodyThou counterfeits a bark, a sea, a wind;For still thy eyes, which I may call the sea,Do ebb and flow with tears; the bark thy body is,Sailing in this salt flood; the winds thy sighs,Who raging with tears and they with them,Without a sudden calm will oversetThy tempest-tossed body.This mood is short lived as his tone changes abruptly. How now, wife! Have you deliverd to her our decree? This language is now very businesslike and to the point like Lady Capulets language. The word decree says that they have already decided and that it cannot be changed. Once Lady Capulet has told her husband that Juliet refuses to marry Paris lord Capulet expressive his disbelief, but it quickly turns into anger. He uses a series of rhetorical questions and repetition that expresses his disbelief.S oft, take me with you, take me with you, wife.How will she none? Doth she not give us thanks?Is she not proud? Doth she not count her blest,Unworthy as she is, that we have wroughtSo worthy a gentleman to be her bride?Juliet begins to try to explain but he dismisses it. How, how, chop logic! Lord Capulets anger increases very quickly. He echoes her words mimicking her explanations. He makes it very clear that he is disgusted in her. He uses language that refers to her as an animal. But fettle your fine joints he gets into an angry flow of insults t hat he hurls at her continuously. He uses repetition and alliteration, he threatens her, saying, I will make you go if you dont, and if you dont go I will disown you. Lady Capulet is shocked at how angry he is and she tries to intervene. Lord Capulet takes no notice of her and just ignores her. Juliet pleads to be heard out but he will not listen to her. He is on a tirade and just continues to throw insults at her, more every time that sh e tries to speak. His lines are full of abuse and orders, he is frightening and threatening. He uses three imperatives that mean the same thing, but it makes the speech flow better.Hang thee, young baggage! Disobedient wretch!I tell thee what: get thee to church o Thursday,Or never after look me in the face:Speak not, reply not, do not answer me;My fingers itch. Wife, we scarce thought us blestThat God had lent us but this only child;But now I see this one is too much,And that we have a curse in having her.Out on her, hilding!The nurse tries to calm him down and tries to defend Juliet with a brave outburst even though she is horrified. Lord Capulet turns on to the Nurse instead, and he hurls insults at the Nurse instead. Lord Capulet is irrational because he is so angry. Finally he has no other witty remarks so he has one last huge rant at Juliet. It is jagged and broken up. There are mostly single syllable words and it is choppy. He creates a picture of a perfect Paris, and then co ntrasts him to Juliet. He mimics Juliet so as to humiliate her. There are again, more orders and more commands.

Cross Cultural Management Essay Example | Topics and Well Written Essays - 2000 words

Cross Cultural Management - Essay Example Time Focus (Monochromic and Polychromic): Monochromic culture means the people doing one thing at a time. They value a certain sense and orderliness of there being on correct place and time for everything. There is no value interruption. In Spain and Poland, monochromic culture gives control on the situations by professional managers, bureaucratic structure, time management, technology etc. concentrating on time and efficiency and planning and schedule for the productivity. They believe that professional and personal lives are separate. They live to work, not work to live. Their privacy and private property are used to maximum yield. They improve their productivity efficiency in their property. â€Å"Soundproof, private offices to minimize work distractions and shut people out.  Careerism and workaholism as the main source of self-identity† (Cultural Characteristics and Classifications 2011). They also believe in careerism and workaholism as the main source of self-identity. For business people, in monochromic culture, schedules and punctuality are very important. Time schedule and deadlines are tend to be rigid and monochromic people’s meetings are interrupted very rarely. Poland generally follows monochromic culture. But in the case of polychromic culture, people do multiple things at a time. â€Å"People and relationships are more important, in this culture; schedules and deadlines tend to be quite flexible and meetings are frequently interrupted† (Gesteland 1999). Here, people use time to relax and enjoyments. Because they believe in live to work and not work to live. They do changes in plans according to the business needs and environments. These people are fatalistic believers. External environment will control the human events. They give more than one priority for a time. Spain and other many Latin American and Asian countries are followers of polychromic culture. Time orientations: (past, present and future) The time orientation i n a culture means the thinking about past, present and future. It talks about how a culture values time and how they can control believes of people. The past-oriented culture is concerned with old or traditional values and follows traditional ways to do things. They look conservative in management and make no changes in thing that are tied to the past. â€Å"Present-oriented societies include the rest of the Spanish-speaking Latin American countries. They see the past as passed and the future as uncertain. They prefer short-term benefits. Future-oriented societies have a great deal of optimism about the future. They think they understand it and can shape it through their actions. They view management as a matter of planning, doing and controlling (as opposed to going with the flow, letting things happen)† (Differences in Cultures n.d.). The U.S and Brazil are future-oriented countries. Power: Hierarchy and Equality: Hierarchy: A characteristic feature of the Poland economy is the commitment and the participation of the people in the countries day to day affair. The Poland is a patriotic nation with the well-built invasions from the various countries; they uphold a good cultural identity, where they had an established autonomy. Usually it is seen that the administration functioning hours are from 8 am to 4 pm and there are frequent international businesses and company that utilize foreign staff in a more western move toward long working

Apocalyptic Eschatology and the Delay of Parousia Essay

Apocalyptic Eschatology and the Delay of Parousia - Essay Example 2006). Parousia is Greek word which means presence or arrival. In an ancient Greek speaking world, it was used to describe the ceremonial visit of a ruler or the apparition of a god. In the New Testament it is used of the appearance or coming of the glorified Christ at the close of salvation history (Harrington, W.). The Pauline epistles are the fourteenth books in the New Testament that has been ascribed as to the Apostle Paul. The epistles of Paul have influenced the Christian theology and ethics. The epistles include controversies in the Christianity, his views and observation on several books in the Old Testament. Pauline epistles are divided in different subgroups depending on whose church he addressed to. The subgroup are as follows: Epistles to the Romans, First Epistle to the Corinthians, Epistle to the Galatians, Epistle to the Ephesians, Epistle to the Philippians, Epistle to the Colossians, First Epistle to the Thessalonians, Second Epistle to the Thessalonians, First epistle to Timothy, Second epistle to Timothy, Epistle to Titus, Epistle to Philemon, Epistle to the Hebrews. Paul on his writings assumes that the basic temporal scheme fo Jewish apocalyptic speculation which make mention of the two ages, the Old Age under Satan and the New Age God's power will dominate. He believed that God's sending of his Son, Jesus Christ had already inaugurated the New Age; yet the event had not wholly obliterated the Old Age with its powers of sin and death. For him the ultimate outcome of the apocalyptic would be the victory of the Old Age, because God struck the decisive blow for freedom in the cross. In Corinthians 2:8 the crucifixion was attributed as to the ruler of the Old Age, which refers to both the political authorities involved and to the demonic powers at work in and through them. Thus, according to Paul, the cross will symbolize the strange power of God, a power made perfect in weakness. God affirmed this power by raising Jesus Christ from the dead, by sending the Holy Spirit, and by establishing the Church as the foundation of his New Age. The Pauline eschatology lies between the older documents in which the Chiliastic view appears and this later efflorescence of it in 4 Ezra and Baruch. It is affirmed that Paul expects a double resurrection, one of a certain class of the delay of Parousia, and that of the remaining dead at the consummation of the world before the judgement, and that he places the glorious reign of Christ between these two resurrections1. According to the Pauline epistle addressed to the Roman church both the righteous and the wicked will be judged on the same day: "But in accordance with your hardness and your impenitent heart you are treasuring up for yourself wrath in the day of wrath and revelation of the righteous judgment of God, who " who will render to each one according to his deeds: eternal life to those who by patient continuance in doing good seek for glory, honour, and immortality; but to

An Analysis of an Aspect of the Role of the Early Year Practitioner Essay

An Analysis of an Aspect of the Role of the Early Year Practitioner - Essay Example Because of the apparent differences between the outdoors and indoors environment, the roles of practitioners in promoting children independence vary in these two distinct learning situations. This paper explores the various roles of the practitioner when young children are learning both in outdoors and indoors in fostering the child’s independence. Wells (2000) argues that developing a confident and independent child involves creating an enabling environment that promotes mental health. Promoting independence in children is a multidisciplinary and social cultural undertaking, intended to achieve the favourable conditions that enhance the wellbeing of the child. This undertaken through various activities that enhance emotional resilience, through activities formulated to encourage self-confidence, and life skills, such interpersonal skills and resilience (Barnes, 2000). In learning institution, promotion of mental health or independence in children is achieved through various a ctivities in both the outdoors and indoors setting. Nicol (2002, p93) defines outdoors environment as â€Å"a place that provides opportunities for a person to interact with the dynamic systems of nature and its elements†. ... Besides interacting with the environmental aspects, outdoors learning provides the children with limitless opportunities of engaging in social interactions with their peers and other members of the community (Kellert, 2005, p96-106). Outdoor environment provides three major types of learning, including environmental, personal and social education (Nicol, 2002, p52). This form of learning is accompanied by physical activities that play critical role in normal development of children and tackling health challenges such as obesity. Therefore exposing children to interact freely with the natural environment provides them with opportunities of engaging productively with nature (AIR, 2005). Higgins (1996) argues that failure to familiarize children to the environment adequately could induce fear of the natural world in them. Outdoors learning involves a wide variety of activities. Therefore, the role of practitioners is mainly restricted to facilitating the activities, using different mult isensory and experiential techniques (Education Scotland, 2008, p83). These approaches promote children’s involvement in various physical, spiritual emotional, aesthetic and cognitive experiences as components of learning. Organising outdoor learning activities requires utmost consideration of the various relationships necessary for optimising the learning experience and ensuring the needs of the children are met. Thus, the practitioner should consider relationship between participants involved, the activities and the place where the outdoor activities take place (Education Scotland, 2008). According to Barnes (2000, p39), children need space and freedom and these necessities underscore the importance of outdoor learning. Space provides

Chinese Education System: An Analysis

Chinese Education System: An Analysis China is a country which owns a long history. Therefore, Chinese education system is developing continuously. The education heritage is particularly rich. The purpose of this essay is to analyze the development of Chinese education system. This essay firstly will give a literature review. Then the essay will explain the phase of Chinese education system as well as the education system in different social phases in details so that it can be understood that the change of Chinese education system clearly. After that, this essay will discuss how Chinese education system contributes to the Chinese economic growth. At last it concludes that knowing the development of Chinese education system is very significant to the current development of education. Literature Review Education plays a critical role in the development of a country. China has a long history, and then the education heritage is particularly rich. Therefore, China has been accumulated a tremendous wealth of information and experience of education system. Before 1990, China was in the feudal society. It did not have public schools and students went to primary schools. In the feudal society, females were not permitted to accept the education. Since 1900, China has entered the end of Qing Dynasty, which means that China has entered Modern History phase. (Alitto, 1999) With the change of the nature of Chinese society, education system also changed accordingly. From then till 21st century, the change of Chinese education system can be divided into three phases. The first phase is the education system in the modern history, that is, the end of Qing Dynasty; the second period is the education system in the Republic of China from 1915 to 1949; the third is the education system in the Peoples Republic of China from 1949 to now. (Burton, 1996) In each phase, the education system has developed much and made progress at that time, which offered great experience that is rather helpful to current education. Currently, Chinese education system is consisted of four parts, including basic education, secondary vocational and technical education, higher education and adult education. (Rui, 2003) Basic education refers to the pre-school education, general primary education and secondary education General primary education lasts for six years. Secondary education is divided into junior education and senior education. Chinese government attaches great importance to basic education. Since 1986, most areas of the country are universalized in general primary education. Major cities and some economically developed regions are accepted secondary education. Secondary vocational and technical education includes general secondary schools, technical schools, vocational secondary education, as well as various forms of short-term vocational and technical training. Since 1980s, Chinese secondary vocational and technical education had rapid development. In 1997, all types of secondary vocational and technical schools reached 33,464 and the number of students reached 1.8 million. (Geoff, 2005) There were more than 2,100 training centers in the end of 1990s. General higher education refers to college, undergraduate, graduate and other higher educational levels of education. In the higher education, college usually has two or three years for education. Undergraduate usually lasts 4 years and medicine undergraduate usually lasts 5 years. (Sianesi, 2003) In addition, postgraduate education system lasts 2 or 3 years and doctoral education system is 3 years. Through 50 years, the country has made great progress in the development of higher education. Since 1991, China began to implement the degree system. From then, the degrees are divided into bachelor, master and doctorate. After a series of reforms and restructuring, higher education increased energy and had the development in the scales. The structure has become more reasonable and education quality and school effectiveness notably improved. Adult education includes the teaching education, literacy education and other forms of education which aims at the adults. Adult Education has developed rapidly. In 1999, there are 891 adult colleges in China. After entering 21st century, more adult education colleges have opened. More people choose to accept the adult education because they realize the importance of education. Chinese government thinks that education socialization is the main way to build the economic growth. (Krueger, 2001) Only if the comprehensive education is improved, the economic level will grow. Nowadays it has entered the information and technology times, education is especially to the development of a country. Only if the country has rich education, the country can be strong. Therefore, to know the change of education system will be helpful to find out which kinds of education systems should be applied to the development of China. The Phase of Chinese Education System Education System in Different Historical Phase Since 1900, China has entered the end of Qing Dynasty, which means that China has entered Modern History phase. With the change of the nature of Chinese society, education system also changed accordingly. From then till 21st century, the change of Chinese education system can be divided into three phases. The first phase is the education system in the modern history, that is, the end of Qing Dynasty; the second period is the education system in the Republic of China from 1915 to 1949; the third is the education system in the Peoples Republic of China from 1949 to now. In each phase, the education system has developed much and made progress at that time, which offered great experience that is rather helpful to current education. If learning the change of Chinese education system, it will be very necessary to know the education system in different historical phase. The change of Chinese education system can be discussed from three phases. Education System in the Modern History In 1901, Liu Kunyi and Zhang Zhidong put forward to change the school system and imitate the Japanese education system. In 1905, the government of Qing Dynasty repealed KeJu education system, which is a traditional education system and has last many years. From then on, new education system developed fast all over the areas of China. In China, women traditionally are not approved to access to school. Therefore, before the modern history, there are no formal educational institutions for women. However, when China was at the end of Qing Dynasty, it began to build women school so that women could accept education from then on, which is a large change comparing to traditional education system. In modern history, more and more people chose to go to foreign countries for education. It is estimated that the increasing number of students in the United States had reached more than 600 in 1910. Education System in the Republic of China After the republican revolution, the new education system of the late Qing Dynasty has been basically complete. The government of Republic of China basically inherited the education system in the Qing Dynasty. Beijing government of Republic of China kept the original charge of education, changing the Culture Division to the Ministry of Education to retain the same subordinate bodies. In the education sector, it began to imitate the education in the United States in the early years, not Japan. In 1918, the Church School in China increased to 6000 and owned 300,000 students. Between 1920s and 1930s, Civilian education and rural education were developed by a group of people. During the period of Republic of China, the government has implemented to establish a large number of specialized schools and colleges. According to related references, there are totally 32 stated-owned universities all over the countries. At that time, private schools began to rise, which has never existed in the p ast. Education System in the Peoples Republic of China In 1949, China has an important historical change, that is, Peoples Republic of China was established. After that, China became a socialist country, so the education system was changed to develop towards Soviet Union. The government of Peoples Republic of China decided to split some completed universities. As Peoples Republic of China was at the beginning stage of establishment, it required a large number of industrial and technical personnel. Then the government created a large number of Chinese technology institutes. At the same time, college entrance examination has also formally established in 1955. In 1950, China has provided nine-year compulsory education for a fifth of the worlds population.(Geoff, 2005) Nine-year compulsory education operates in 90 percent of Chinas populated areas, and illiteracy in the young and mid-aged population has fallen from over 80 percent down to five percent.(Agelasto, 2001) Between 1966 and 1976, the outbreak of Cultural Revolution made the develo pment of the education system in China have been geared particularly to the advancement of economic modernization. At the same time, all schools were closed the lessons and university entrance exams were canceled. Until 1977, the Culture Revolution has finished and college entrance was recovered. Among the notable official efforts to improve the system were a 1984 decision to formulate major laws on education in the next several years and a 1985 plan to reform the education system. (Rui, 2003) Investment in education has increased in recent years; the proportion of the overall budget allocated to education has been increased by one percentage point every year since 1998. (Chan, 2001) Nowadays, there are preschools, kindergartens, schools for the deaf and blind, key schools, primary schools, secondary schools and various institutions of higher learning. In current times, the education stage in China can be divided into four stages: the first stage is Primary School and the age is fro m 6 to 12; the second stage is Junior middle school and the age is from 12 to 15; the third stage is senior high school and the age is from 15 to 18; the fourth stage is university or colleges and the age is from 18 to 22. Of them, primary school and junior middle school can share compulsory education. The Development of Chinese Education System Promotes Economic Growth In 1950s, Chinese economic development level was obviously lower than any other developed countries. With the reform and opening up policy, Chinese government began to attach more importance on the education. As a result, the government tried best to let every child accept the education. In 1960, Chinese annual GNP per person was less tan USD 191.61 dollars. (Wang, 2003) However, through the endeavor in several years, the annual GNP per person in 1995 has reached USD572.12 dollars. In 1960, Chinese high education only took up 1.75 percent in the whole country. Accompanying with reform and opening up policy, Chinese government enlarged the scales of universities. Between 1990 and 1998, the total quantities of students who studied in the school increased from previous 2.0627 millions to 3.4088 millions. Its annual growth rate has reached 8.2 percent. (Sicular, 2002) The development of education needs large investments of capitals. However, education also consumes much labor. At present, the workers who engage in the education are over 10 millions. Every year, a lot of scientific results create large economic efficiency directly. And increase the social wealth. Therefore, education can impact on the growth of GDP directly. In addition, the industry which supports and ensures the educational service can enlarge with the development of education. Through this, it can obtain large investments and outputs of the materials. (Law, 1996) Therefore, the development can influence on the GDP indirectly and promote the growth of GDP. Between 1952 and 1978, the educations contribution to the increase of Chinese national economy is RMB 96.2 billions. (Xiao, 2006) This number took up 41 percent of total growth of national economy. From 1978 to 1997, the educations contribution to the increase of Chinese national economy is RMB705.3 billions, which took up 47.8 percent of total national economy. It can be seen that the growth of a national economy will increase the educational investments. Meanwhile, educational development can promote the growth of national economy. Enlarging education, especially high education, not only could satisfy social development and peoples demand, but also offer more job positions of educational service. In a certain degree, enlarging high education may create new employments for society and also take the development of industry which supports and ensures the education, such as architecture industry, financial industry, publishing industry and so on. It is investigated that in 2005, peoples bank deposit owned 14000 billions. Of all, education deposit took up 44 percent. (Krueger, 2001) At present, in Chinese cities, the fastest consumption is education, which has increased by 20 percent every year. Development of higher education, increased personal income in the market economy, People are not only familiar that education has a great impact on the quality of life, but also deeply appreciate that education has directly impacted on economic efficiency in the future. According to the above statistics, it can be found that Chinese education industry is so-called public schools which are made of most national governments, local government, so that the country resulted in insufficient investment in education. As a result, education resources should not be a reasonable configuration and the schools efficiency is not high. (Kwong, 2005) In order to meet the needs of higher education, it is essential to not only to increase the investment of government, but also to introduce a wide range of social groups, state-owned enterprises and private enterprises, individuals or other social groups to become the subject of education. (Fong, 2004) To develop higher education, the main diversity of our country realize the education level of economic development with the developed countries there is a large gap between supply and demand of funds for education has become a constraint in the development of education. The main diversification of education can finance m any non-governmental funds, reducing the countrys financial burden. (Dow, 2005) In a large extent, it could insist the school autonomy and academic freedom, promoting the healthy development of science and culture. (Cleverley, 2004) Meanwhile, the main diversification of education can guarantee a successful transition from the stage of a small number of higher educational to popularity stage. It can transfer large number of personnel to enterprises, especially for small and medium enterprises In fact, developed countries own a high degree of private schools. According to the findings, China has entered the high educational popularity phase. However, China is a large population base and has a feature of regional imbalances in the development of education. (Chen, 2006) The contribution of higher education to the GDP Chinese eastern, central and western regions were respectively 1.47%, 1.17%, 0.68%. Of all, Shanghais contribution took up the highest rate2.75 percent. But Qinghais contribution took up the minimum only 0.17%. (Bassanini, 2001) To achieve the sustainable economic development in China, it is necessary to boost economic development in the eastern part to drive the economy in the center and western China because higher education must be a balanced development of the region. Therefore, Chinese educational development still needs a long road and the country should develop a wide range of forms of higher education. At the same time, it is very significant to improve the quality of education rather than just the number of students. I n this situation, China can deliver more talents to the society, and finally will improve the national economic growth. In the past 20 yearsà ¯Ã‚ ¼Ã…’China has experienced the reform and opening-up policy, thus Chinese education the implemented the bounds of history. In the new international and domestic environment, China must face the important responsibility how to maintain the society to attach great importance to education reform and investment in education system. (Croizier, 2000) It is the fundamental guarantee for China economic sustainable development to ensure that the implementation of compulsory education in rural areas. Through effective measures, Chinese national education system could play a leading role and become an important cornerstone for economic development. Conclusion It can be seen that from 1900 to now, the education system in China has changed too much. Therefore, to know the change of education system will be helpful to find out which kinds of education systems should be applied to the development of China. Of course, there are still some disadvantages of current education system. The government is improving the education system and making better on this point.

diversity management: case study Essay -- essays research papers

Nightmare on Wall Street   Ã‚  Ã‚  Ã‚  Ã‚  This case is all about facts and incidents about the harsh truths that lie behind the discrimination and harassment against women in the workplace. Males have predominately rules the workplace on Wall Street and had the perception of having no women take their glory. For years women were filling suits with the EEOC (Equal Employment Opportunity Commission) about the way men were treating them. Women were getting mistreated, demoted, harassed or even fired in some incidents for reasons beyond their control.   Ã‚  Ã‚  Ã‚  Ã‚  Robert Thomann is a good example of the mistreatment that was being laid on the female brokers. Thomann was out on 8 weeks maternity leave and when she came back, her branch manager which was known as the tyrant demoted her. Cueno, her branch manager, said that any sexual harassment charges would be deliberated in the Boom, Boom Room which was located in the basement of the firms building. It was a room decorated like a fraternity with a toilet seat hanging on the ceiling. After I read that, I could not believe it. The way the men were acting and treating women is unbelievable. Something needs to change at Thomann and other women keep filling suits against these male dominated managers that were not scared of any repercussions of the way they were acting. They did not think that they were doing anything wrong because their mindsets were all about the males in that industry were better su...

Process Strategy and Analysis: Toyota Motors Case study Essay

Toyota Motor Corporation, Japan’s largest and the world’s #4 carmaker by 2003 sales (after General Motors, Ford, and Daimler Chrysler), had a wide range of products and strong brand names with high quality image. Toyota’s growing reputation for quality and very small numbers of technical problems in its vehicles generated interesting customer loyalty and a growing demand for its products. Toyota management was managing the company’s inventory, costs and capacity very successfully and was applying cost reduction programs very well. Toyota had riving ambition to become greener. The company made a hybrid-powered (gas and electric) sedan- the prius- that had already being snapped up in U.S. and European markets. Toyota also made huge investments in developing fuel-cell technology for its vehicles. Its gas-powered cars, pick-ups, minivans, and SUVs included such models as the Camry, Celica, Corolla, 4Runner, Echo, Land Cruiser, Sienna, the luxury Lexus line, and a full-sized pick-up truck, the v-8 Tundra. Toyota also was making forklifts and manufactured housing, and was offering consumer financial services. With its wide distribution channels, strong channel efficiency and effectiveness, Toyota was both successfully competing with the world’s upper three auto makers and poised to replace GM in the top spot this decade. Toyota was known world-wide for its up-to-date vehicles, strong vehicle design, comfortableness, safety, strong resistance to wind and rollover, low fuel consumption, presence of electronic and other devices in the vehicles, and strong reputation for luxury. Surveys, however, rated the attractiveness and comfort of its passenger cars as mediocre. Also rated mediocre was the off-road excellence of its SUVs. Toyota was a leader in technological improvements, such as drive, production and vehicle construction technology and had a solid ability to design and innovates new products, to differentiate its products, to innovate new vehicle lines, or to extend existing vehicle lines. Global sales of Toyota vehicles were increasing every year beginning in 2001. Toyota showed a growth of 20% in its sales from March 2002 to March 2003 and growth of 49.6% in its net income for the same period. This increase reflected not only the quality of its vehicles, but also Toyota’s strong efficiency in sale operations, applying one-to-one marketing, entering into partnership and joint ventures with other companies world-wide, being price competitive, strongly applying sales incentives such as warranty extensions, and applying advertisement tools such as TV commercials, ads in magazines and newspapers and exhibition presentations. Toyota needed little use of financing packages and radio commercials in its sale incentive programs. Also, Toyota was known for strong after-sale services that helped the company to strengthen relationships with its customers and quality of service provided to them. Toyota had a strong, unique corporate culture that helped the company remain very well organised and highly competitive. Toyota also had strong co-operation with its partners and among its divisions that allowed Toyota to further co-ordinate interdivisional operations. In comparison to its big three competitors, Toyota had strong manufacturing operations with the ability to produce highly innovative products, taking advantage of low cost structures, ability to open new manufacturing plants, benefiting from economies of scale. Transplant assembling. Availability of technology for its production, and availability and standards of sources, the ability to enter new markets, and the like, Also, Toyota had strongly balanced its activities both domestically and internationally. There are five basis ways in approve: (1) reduce resources, (2) reduce errors, (3) meet or exceed expectations of downstream customers, (4) make the process safer, and (5) make the process more satisfying to the person doing it. First, a process that uses more resources than necessary is wasteful. Reports that are distributed to more people than necessary wastes copying and distribution time, material, user read time, and, eventually, life space. Second, for the most part, errors are a sign of poor workmanship and require rework. Typing errors that are detected after the computer printout require opening the file, making the correction, and printing the revised document. Third, meeting or exceeding expectations of downstream customers improves the process. For example, the better the weld, the less grinding required, making the appearance of a finish paint more The fourth way a process can be improved is by making it safer. A safer workplace is a more productive one with fewer lost-time accidents and less workers compensation claims. The fifth way to improve process is to increase the satisfaction of the individual performing the process. Sometimes a little change, such as an ergonomically Make a substantial change in a person’s attitude toward their work. Manufacturing cycle The manufacturing cycle typically occurs at the distributor/manufacturer for retailer/ manufacturer) interface and includes all processes involved in replenishing distributor (or retailer) inventory. The manufacturing cycle is triggered by customer orders or by the forecast of customer demand and current product availability in the manufacturer’s finished-goods warehouse. One extreme in a manufacturing cycle is an integrated steel mill that collects orders that is similar enough to enable the manufacturer to produce in large quantities. In this case, the manufacturing cycle is reacting to customer demand (referred to as a pull process). Another extreme is a consumer products firm that must produce in anticipation of demand. In this case the manufacturing cycle is anticipating customer demand (referred to as a push process). The processes involved in the manufacturing cycle Order arrival from the finished-goods warehouse, distributor, retailer, or customer Production scheduling Manufacturing and shipping Receiving at the distributor, retailer, or customer Order arrival During this process a finished- goods warehouse or distributor sets a replenishment order trigger based on the forecast of future demand and current product inventories. The resulting orders are then conveyed to the manufacturer. In some cases the customer or retailer may be ordering directly from the manufacturer. In other cases a manufacturer may be producing to stock a finished products warehouse. In the latter situation, the order is triggered based on product availability and a forecast of future demand. This process is similar to the retail order trigger process in the replenishment cycle. Production scheduling This process is similar to the order entry process in the replenishment cycle where inventory is allocated to an order. During the production scheduling process, orders (or forecasted orders) are allocated to a production plan. Given the desired production quantities for each product, the manufacturer must decide on the precise production sequence. If there are multiple lines, the manufacturer must also decide which products to allocate to each line. The objective of the production scheduling process is to maximise the proportion of orders filled on time while keeping costs down. Manufacturing and Shipping This process is equivalent to the order fulfilment process described in the replenishment cycle. During the manufacturing phase of the process, the manufacturer produces to the production schedule. During the shipping phase of this process, the product is shipped to the customer, retailer, distributor, or finished-product warehouse. The objective of the manufacturing and shipping process is to create and ship the product by the promised due date while meeting quality requirements and keeping costs down. Distribution Toyota used the traditional distribution channels; vehicles from the production places were distributed to national or regional distribution, which then distributed the vehicles to the local dealers. The three units of Toyota that produced passenger cars, SUVs, light trucks, and mini vans. Toyota was also entering into partnerships with other carmakers world-wide, such as South Korean Hyundai and Chinese carmakers, and used their distribution channels to enter the markets where these partners were predominant. With these activities, Toyota was trying to balance its distribution channels world-wide and to increase the efficiency and effectiveness of their distribution channels. Manufacturing Toyota had manufacturing facilities in 37 countries and sold its products in 200 countries around the world. As the situation deteriorated in 2003, manufacturers were increasingly experiencing inventory problems as they were unable to shift their growing stockpile of cars into the saturated fleet market. With the increasing costs of product storage and reduced retail revenues, coupled with relaxed consumer demand, production cuts was likely to occur in the company. Also, Toyota was looking for ways to open production places in regions like China and Mexico, in order to benefit from cheap labour force and gain competitive advantage. In this process the product is received at the distributor, finished-goods warehouse, retailer, or customer and inventory records are updated. Other processes related to storage and fund transfers also take place. Few companies in the world excel at continuous improvement on a corporate-wide basis like Toyota Motor Corporation. Toyota is perhaps best known for its highly effective production system, dubbed â€Å"lean manufacturing† by an MIT study in the 1980’s (Womack et. Al, 1990). But interestingly, history’s most efficient method of production was not born from a sudden brainstorm by an ingenious individual (although Toyota has had plenty of those over the years). Rather, it evolved into its present state over decades of sustained, high level of continuous improvement activity (Cusumano, 1985). Toyota’s efficiency extends not only to the production floor, but also to product development, prototyping, testing, and all other business operations. Manufacturers the world over have been emulating Toyota’s practices, and have done so with much success (Liker, 1998). However, unlike Toyota, much of the success has been confined to the production floor and little success elsewhere. Toyota’s product development system, the first author found this tool to be used pervasively and with incredible power and effectiveness (Sobek, 1997). Toyota uses it to systematically guide problem-solvers through a rigorous process, document the key outcomes of that process, and propose improvements. The tool is used so pervasively that it forms a keystone in Toyota’s world-famous continuous improvement program. Toyota calls this tool the A3 report. The A3 Problem-Solving Report The A3 report is so named because it is written on an A3 sized paper (metric equivalent of 11† x 17†). Toyota has developed several kinds of A3 reports for different applications. Every report starts with a â€Å"theme† or title. The theme indicates the problem being addressed, and is fairly descriptive. The theme should focus on the problem, and not advocate a particular solution Theme: Every report starts with a â€Å"theme† or title. The theme indicates the problem being addressed, and is fairly descriptive. The theme should focus on the problem, and not advocate a particular solution As Spear and Bowen (1999) elucidate, Toyota indoctrinates its people with its own version of the scientific method—every improvement is designed as an experiment. The A3 problem-solving process is a structure to implement the scientific method. The current condition and root cause constitutes the necessary background research, the target condition and implementation plan outline the experimental design and the follow-up plan states the hypothesis. TQM is based on a number of ideas. It means thinking about quality in terms of all functions of the enterprise and is a start is a start-to-finish process that integrates interrelated functions at all levels. It is a systems approach that considers every interaction between the various elements of the organisation. Thus, the overall effectiveness of the system is higher than the sum of the individual outputs from the subsystems. The subsystems include all the organisational functions in the life cycle of a product, such as (!) design, (2) planning, (3) production, (4) distribution, and (5) field service. The management subsystems also require integration, including (1) strategy with a customer focus, (2) the tools of quality and (3) employee involvement (the linking process that integrates the whole). A corollary is that any product, process, or service can be improved, and a successful organisation is one that consciously seeks and exploits opportunities for improvement at all levels. The load-bearing structure is customer satisfaction. The watchword is continuous improvement. (Ross, 2) Hence TQM requires six basic concepts: A committed and involved management to provide long-term top-to bottom organisational support. An unwavering focus on the customer, both internally and externally. Effective involvement and utilisation of the entire work force. Continuous improvement of the business and production process. Treating suppliers as partners. Establish performance measures for the processes. (Besterfield, Michna, Besterfied & Sacre, p.2) (Crosby, 1979) presented the following steps in order to undertake TQM effectively. Management Commitment: Top management must become convinced of the need for quality and must clearly communicate this to the entire company be written policy, starting that each person is expected to perform according to the requirement or cause the requirement to be officially changed to what the company and the customers really need. Quality improvement team: From a team composed of department heads to oversee improvements in their departments and in the company as a whole. Quality measurement: Establish measurements appropriate to every activity in order to identify areas in need of improvement. Cost of quality: Estimate the costs of quality in order to identify areas where improvements would be profitable. Quality awareness: Raise quality awareness among employees. They non-conformance. Corrective action: Take corrective action as a result of steps 3 and 4. Zero defects planning: From a committee to plan a program appropriate to the company and its culture. Supervisor training: All levels of management must be trained in how to implement their part of the quality improvement program. Zero defects day: Schedule a day to signal to employees that the company has a new standard. Goal setting: Individuals must establish improvement goals for themselves and their groups. Error causes removal: Employees should be encouraged to inform management of any problems that prevent them from performing error free work. Recognition: Give public, non-financial appreciation to those who meet their quality goals or perform outstandingly. Quality councils: Composed of quality professionals and team chairpersons, quality councils should meet regularly to share experiences, problems, and ideas. Does it all over again: Repeat steps 1 to 13 in order to emphasise the never-ending process of quality improvement. (Ross, p. 6-7) Management must participate in the quality program. A quality council must be established to develop a clear vision, set long-term goals, and direct the program. Quality goals are included in the business plan. An annual quality improvement program is established and involves input from the entire work force. Managers participate on quality improvement teams and also act as coaches to other teams. TQM is a continual activity that must be entrenched in the culture- it is not just a one-shot program. TQM must be communicated to all people. The key to an effective TQM program is its focus on the customer. An excellent place to start is by satisfying internal customers. We must listen to the voice of the customer and emphasise design quality and defect prevention. Do it right the first time and every time, for customer satisfaction is the most important consideration. TQM is an organisation-wide challenge that is everyone’s responsibility. All personnel must be trained in TQM, statistical process control (SPC), and other appropriate quality improvement skills so they can effectively participate on project teams. Including internal customers and, for that matter, internal suppliers on project teams are an excellent approach. They understand the process better than anyone else does. Changing behaviour is the goal. People must come to work not only to do their jobs, but also to think about how to improve their jobs. People must be empowered at the lowest possible level to perform processes in an optimum manner. There must be a continued effort to improve all business and production processes. Quality improvement projects, such as on-time delivery, order entry efficiency, billing error rate, customer satisfaction, cycle time, scrap reduction, and supplier management, are good places to begin technical techniques such as SPC, benchmarking, quality function deployment, and designed experiments are excellent for problem solving. On the average 40% of pounds is purchased product or service; therefore, the supplier quality must-be outstanding. A partnering relationship rather than an adversarial one must be developed. Both parties have as much to gain or lose based on the success or failure of the product or service. The focus should be on quality and life-cycle costs rather than price. Suppliers should be few in numbers so that true partnering can occur. Performance measures such as uptime, percent non-conforming, absenteeism, and customer satisfaction should be determined for each functional area. These measures should be posted for everyone to see. Quantitative data are necessary to measure the continuous quality improvement activity. (Besterfield, Michna, Besterfied & Sacre, p.3) The purpose of TQM is to provide a quality product and/or service to customers, which will, in turn, increase productivity and lower cost. With a higher quality product and lower price, competitive position in the marketplace will be enhanced. This series of events will allow the organisation to achieve the objectives of profit and growth with greater case. In addition, the work force will have job security, which will create a satisfying place to work. As previously stated. TQM requires a cultural change. The change is substantial and will not be accomplished in a short period of time. Small organisations will be able to make the transformation much faster than large organisations. (Besterfield, Michna, Besterfied & Sacre, p.3) Hence summarising the key points discussed above, productivity is a major concern of managers. It implies measurement, an essential step in the control process. The productivity measurement of skill workers is generally easier than that of knowledge workers such as managers. Yet managerial productivity is very important, especially for organisations operating in a competitive environment. Production management refers to those activities necessary to manufacture products; it may also include purchasing, warehousing, transportation, and other operations. Operations management has a similar meaning, referring to activities necessary to produce and deliver a service as well as a physical product. The operations management systems model show inputs, the transformation process, outputs, and the feedback system. A variety of tools and techniques make operations more productive. Seven steps are often involved in planning and designing a product and its production. Companies can choose from six different kinds of production layouts. In order to operate the system, the managerial functions of organising, staffing, and leading must be carried out effectively. Controlling requires an information system often supported by computers. (Koontz and Weihrich, 1994; p.653) Among the various tools for planning and controlling operations is operations research, which is the application of scientific methods to the study of alternatives in a problem situation to obtain a quantitative basis for arriving at the best solution. The operation research procedure consists of six steps. Examples of tools are linear programming, inventory planning and control, the just-in time inventory system, and distribution logistics. Other tools and techniques are time-event inventory system, engineering, work simplification, quality circles, total quality management, and a variety of computer-aided approaches. (Koontz and Weihrich, 1994; p.653) References Besterfield, D. H., Michna, C. B., Besterfied, G., H.,   & Sacre, B.   S., (no date available). Total Quality Management, Third Edition, pp. 1-3. Crosby, P., (1979). Quality is Free, New York: McGraw-Hill, 1979. Cusumano, M.A., 1985, The Japanese Automobile Industry: Technology and Management at Nissan and Toyota, Harvard University Press, Cambridge, MA. Koontz, H., and Weihrich, H., (1994). Management: A Global Perspective, Tenth Edition, McGraw-Hill, International Editions, pp.633-653 Ross, J. E., (no date available). Total Quality Management: Text, Cases and Readings, Second Edition, Florida Atlantic University, Boca Raton, Florida, pp. 1-3   Liker, J.K. (ed.), 1998, Becoming Lean: Inside Stories of U.S. Manufacturers, Productivity Press, Portland, OR. Sobek, II, D.K., 1997, Principles that Shape Product Development Systems: A Toyota-Chrysler Comparison, Ph.D. dissertation, The University of Michigan, Ann Arbor. Spear, S. and H.K. Bowen, 1999, â€Å"Decoding the DNA of the Toyota Production System,† Harvard Business Review, Sept.-Oct., 77(5), 97-106. Womack, J., D.T. Jones, and D. Roos, 1990, The Machine that Changed the World: The Story of Lean Production, HarperPerennial, New York.   

Research Paper on Corporation and Security of Staff Devices

Research Paper on Corporation and Security of Staff Devices Research Paper on Corporation and Security of Staff Devices Abstract In the past, people could only use computers owned and managed by a company, and no one would think of lugging in their personal computers (PC) to use in the company. However, today, many things have become quite different. Many employees use personal devices such as tablets, smart phones, and many other gadgets that promote efficacy in communication. The use of these handheld devices by the staffs within an organization has provided services as well as a constant connectivity to workers. Despite the merits of new technological devices in a corporation, they are presenting new threats to the corporate assets (Mitchell, 2004). Research Problem The employees’ personal devices are causing ongoing concern in most companies concerning information security. For example, there are sensitive corporate information which can easily be transported as well as lost by using these devices. However, the Bring Your Own Device (BYOD) movement in most organizations has led to an increasing number of expensive security incidents. The main problem in this case is that most corporations are still relying on the staff personal devices such as personal laptop for business (Loader, Biggs, 2002). These ancient devices do not have the same security level than those of the company leading to serious security threats to corporate information. This research proposal will discuss on the use of personal devices within the corporate as well as the security issues associated with the use of these devices (Burke, 2006). The issue of security level has become very problematic to many organizations since the employees using these devices usually jeopardize company security through loss and theft, malware, spam, phishing and Bluetooth (Zachary, 2004). It is evident that the use of staff personal devices is growing rampantly and affecting the corporate of all sizes. Therefore, the organizations that allow their staff to bring in personal organization in the premises should ensure that there is proper security implemented to control these risks (Quigley, 2008). From the research collected in various organizations, it is indicated that about 93% of the staffs have mobile devices that connect to the corporate networks and 67% allow personal devices to connect to corporate networks. It is also evident that the staff personal devices are causing challenges especially for the corporate IT security department (Mitchell, 2004). Most of the companies that allowed personal devices to access their networks, it was reported that the employees used their own smart phones, tablets, and other devices to handle business information leading to security issues (Zdziarski, 2008). The most common challenge faced by the IT corporations include the secu rity breaches particularly regarding the corporate information, tracking and controlling access to corporate and private networks, and managing personal devices containing the corporate as well as personal data and applications (Relationship and Resource Management in Operations, Securities Institute Operations Management, 2003). Aim of the Research The research proposal will discuss the corporation reliance on staff using their personal laptop, smart phones for business purposes. The justification for focusing on this issue is that the employees’ personal devices seem not to possess the same security level like those of the company. The aim of this research paper is to contribute to the understanding of various risks issues that are brought upon by using personal devices within an organization (IFPO, 2010). Significance of the Research Most staff members often feel comfortable using their own devices as opposed to using the corporate machines. In the United States of America, about 46% of the businesses are today allowing their staffs to use personally owned PCs (Steinberg, 2007). Several researches in this sector, such as the information technology research and advisory company continue reporting that in the future, employers will require their employees to supply their own devices to be used for business purposes (Lee, Swartz, 2007). Today, the significance of using personal computers is mainly focuses on the factors of choice and convenience for employees as well as saving costs for the employers. Most corporations rely on the staffs’ personal devices because they cause a significant time shift in the working behavior of the employees (Keyes, 2010). However, some corporations that allow staffs to carry their personal devices in the company have become successful in certain respects (Winch, 2010). For ins tance, the devices enable employees to conveniently send and reply to emails at any time, and from any location. This particularly applies to situations where the staff members are taken to do a field research by the organization (Reddy, 2010). Personal devices have enabled catching up on emails to be quite easy and fitted with employee performance. By using the devices, employees quickly handle even the most challenging tasks by relying on the personal devices for communication while managers can obtain prompt responses to their enquiries as well (Keyes, 2002). The other benefit of using personal devices in corporate is that the users will find the devices to be always at hand as compared to big machines implemented within the organizations. Therefore, staff members tend to have ready access to the businesses, personal information as well as check on the organizations latest business figures. The ready access to information offers a greater choice in a way the staff members work (Mahmood Szewczak, 2010). Research Methodologies Mobility can bring both advantages as well as risks to the corporate. As the staff members bring their personal devices into the workplace, most organizations are motivated to encourage the use of these devices for business purposes because they increase employee productivity within the premises (Lucas, 2012). Personal devices especially the portable ones can give the employees access to the corporate resources and continuous collaboration with business partners. The other advantage of using these devices is that they reduce the IT costs by allowing employees to often pay for their own personal devices rather than rely on the ones provided by the company. Therefore, most companies save IT spending on the device purchases and communication services (Zdziarski, 2008). The research also showed that the use of personal devices for work has become very consistent across all the sampled companies (Winch, 2012). Little variation was seen in the number of businesses claiming that they have p ersonal devices on their corporate networks, from the smallest business, which is about 65 % to the largest 68%. Corporation reliance on employees using their personal laptops and smart phones would promote productivity as this allows flexibility and mobility (Wolowitz, Tharp, Rubin, 2010). However, over-reliance on employees’ personal gadgets would compromise the security of corporate data and information. Therefore, the corporate needs to recognize that when the employees connect mobile devices to the organizations systems, the devices must then be treated just like any IT equipment with appropriate security controls (Keyes, 2010). The security issues of these devices should be addressed by the corporate at the outset because the devices used may become a point of security weakness, which threatens to disclose business information. It is evident that most hackers have discovered that the staff members carrying their personal devices to the corporate may have linked both business and personal data within the system (Snoyer, 2004). Therefore, it would be easy for the hackers to get more and more information regarding the corporate. Given that personal devices platforms have not been natively designed to provide comprehensive security, hackers have a strong incentive of developing new techniques or create the mobile-centric malware for the devices (Zdziarski, 2008). Access to Data The access of data to this research proposal will be gained by using both the primary and secondary sources. The data will also be collected using interviews and questionnaires for the corporate who allow their workers to bring in their personal devices to the organization. Access to these data will not be conditional because many corporate have for many years endured security issues in regards to allowing the staff to bring in their personal devices to the organization (Burke, 2006). Ethical Issues In the research Employees can compromise the security of a corporation by abusing their personal devices in various ways (Schultz, 2006). For instance, they may use these devices for other functions other than the stipulated official purposes. Blogging and spending so much time on social networking sites are other forms of abuse that eat into staff working hours and bring unnecessary costs to the organization (Melky Harnest, 2010). These issues can be addressed by pre-programming the devices or network proxy for authentication and access control. Conclusion Employees who bring their personal computers within the corporate usually do this for personal convenience and they are privy to the fact that they are publicizing their preferences even to hackers. The number of organizations that allow their staff to use their personal devices such as smart phones and iPhones are at an all-time high because these companies tend to give the employees greater say over their used devices. Today, workers on the other hand are also driving the tablet sales and point to tablets as the preferred method of consuming content. Caution should be taken by the corporations and employees to ensure that corporate information is secured away from the reach of hackers. Visit our research paper writing service which will help you with writing a research paper on any topic and discipline. Just visit our writing company!

Free Essays on The Detailed Setting Of John Updike’s “A & P”

and colorful imagery to help develop the setting of story. The setting that we see in A & P comes to us through the eyes of Sammy. The way in which Sammy describes the physical elements around him helps to develop Sammy’s personality. The setting of A & P is developed with great detail. For example, Updike describes a specific event where, â€Å"†¦ [the girls] shuffeled out of sight behind a pyramid of diet delight peaches.† Statements like this are what make this story so interesting. Updike could have simply said behind a pyramid of cans, but he goes into great detail, using the name of the canned product. †¦ [i]f you stand at our front doors you can see two banks and the Congregational church and the newspaper store and three real-estate offices and about twenty-seven old freeloaders tearing up Central Street because the sewer broke again. Updike also goes into great detail about how the world outside of the A & P looks. â€Å"†¦ [o]ur town is five miles from a beach †¦ we're right in the middle of town.† Sammy describes what is not visible from the front doors of the A & P which makes his description even more vivid. By applying such vivid descriptions Updike is trying to show the expressivity of Sammy. Sammy gives precise detail about the setting outside the store to allow the reader to step into the scene and imagine the A & P surroundings as if they are actually there. â€Å"After awhile they come around out of the far aisle, around the light bulbs, records at discount of the Caribbean Six or Tony Martin Sings or some such gunk you wonder they waste the wax on †¦[.]† When Sammy is describing what items can be found in that ... Free Essays on The Detailed Setting Of John Updike’s â€Å"A & P† Free Essays on The Detailed Setting Of John Updike’s â€Å"A & P† The short story â€Å"A & P† by John Updike is a story of a boy, Sammy, who works at an A & P grocer. On the surface, this story appears to be a short story of a boy with a crush on a few teenage girls who come into the store where he works. The author uses certain elements such as descriptive words and colorful imagery to help develop the setting of story. The setting that we see in A & P comes to us through the eyes of Sammy. The way in which Sammy describes the physical elements around him helps to develop Sammy’s personality. The setting of A & P is developed with great detail. For example, Updike describes a specific event where, â€Å"†¦ [the girls] shuffeled out of sight behind a pyramid of diet delight peaches.† Statements like this are what make this story so interesting. Updike could have simply said behind a pyramid of cans, but he goes into great detail, using the name of the canned product. †¦ [i]f you stand at our front doors you can see two banks and the Congregational church and the newspaper store and three real-estate offices and about twenty-seven old freeloaders tearing up Central Street because the sewer broke again. Updike also goes into great detail about how the world outside of the A & P looks. â€Å"†¦ [o]ur town is five miles from a beach †¦ we're right in the middle of town.† Sammy describes what is not visible from the front doors of the A & P which makes his description even more vivid. By applying such vivid descriptions Updike is trying to show the expressivity of Sammy. Sammy gives precise detail about the setting outside the store to allow the reader to step into the scene and imagine the A & P surroundings as if they are actually there. â€Å"After awhile they come around out of the far aisle, around the light bulbs, records at discount of the Caribbean Six or Tony Martin Sings or some such gunk you wonder they waste the wax on †¦[.]† When Sammy is describing what items can be found in that ...

Department of Homeland Security - Immigration enforcement Case Study

Department of Homeland Security - Immigration enforcement - Case Study Example However, the involvement of the state and local agencies might imply the difference achievement and malfunction in the enforcement of immigration laws. Nonetheless, the assistance provided by state and local police in enforcing immigration laws is deemed totally voluntary. This is so because there is neither a provision in the United States code nor the code of federal regulations that require the local law enforcing agencies to assign any resources towards enforcing federal immigration laws. Local enforcement of immigration laws has proved to be important as it has helped in capturing suspected terrorists during arresting of alien people. Thus, the role played by state and local authorities in enforcing immigration can never be overstated as they are the eyes and ears of law enforcement which keep the country secure. This can be attributed to the fact that there is a considerable number of officers who first come into contact with aliens in traffic stops, as well as in other law enforcement conditions. The state and local authorities assist in migration law enforcement mostly within the following scenarios: Arrests of Absconders: in the US there are now over 400,000 absconders who are aliens who have gone through court and disobeyed the last order of removal. The absconder issues have gone against the rule of law in as far as immigration is concerned. Several absconders have engaged in criminal activities apart from their initial immigration violation. Hence, it is the work of the state and local authorities to arrest these absconders. Enforcement in remote as well as underserved areas: due to bureau of immigration customs enforcement agents, who are usually thinly spread all over the country, some states experience substantial unlawful immigration without adequate enforcement attention from the particular BICE officials. Such areas may be not

Strategic Approach for Information Systems Essay

Strategic Approach for Information Systems - Essay Example They are not only faster, but also much more accurate. Thus, large corporations process their financial accounts and supervise resources using information systems as human mind is prone to err. Not only do governments provide welfare and basic civic services using these systems, but individuals also utilize these facilities for everyday activities such as shopping, banking, investing and studying. (Robson, 2003) As days pass and technology progresses, innovative and enhanced information systems are coming into existence. Not every person working in a business requires the same information systems; the type depends on their requirements. Top management focuses on business development and planning, while people working on the middle management level require intricate details about the production and etc. to supervise and control business activities. Based on different requirements, there are six basic types of information systems: Transaction Processing System (TPS) - This keeps track and stores all the critical transactions that take place everyday in a business. This is mainly used by the middle management that takes care of the day to day activities of the business. Management Information System (MIS) - This formulates a report that represents all the information recorded by the TPS. This again is of great help to supervisors who can also use this as a way to present the information to seniors. Office Automation System (OAS) - This system basically helps the employees to become more proficient and productive by providing them with facilities to process information, calculate and create documents more accurately. Microsoft Office is a good example of an OAS. Executive information system (EIS) - It readily provides the senior management with vital internal and external information regarding the business in an interactive manner. Knowledge Management System (KMS) - This system assists the sharing of information among employees in an organized manner. Knowledge, the important ideas that have been extracted from the information, is communicated through this system/network. (Pearlson and Saunders, 2005) Advantages of using Information Systems The usage of information systems has many advantages to it. Firstly, it makes all the work painless as all the complicated calculations has to be done by the computer. Also, financial accounts become perfectly balance as errors are caught in a second on computers. Storage becomes simple as the memory of the computer is too deep and can be extended to whatever size we want. Secondly, paper work in finished off and there is no need for organizations to stock up uncountable files. Information systems are not only proficient at handling the information but also help in decision making. Assessment becomes quicker as the exact scenario is portrayed in front of us in forms of reports. Information systems also provide us with analytical tools that help us in judging a situation more clearly. Thirdly, information systems encourage decentralization of authority - it measures performance at all levels and help us in amending organizational plans and procedures. Most