The Current Debate On The Juvenile Justice Act Essay

The current debate on the Juvenile Justice Act started after the incidence of the Delhi gang rape case. This incidence is frequently used as the landmark, when we talk about lowering the age of Juvenile. So we should need to look into this cases and examine various sides of this demand. If we talk about the crime, then Crime is present in our society from a very long time. We may disagree it or not the crime is hold in the society cannot deny its presence. However, but in india it has been on the rise in recent times. What’s most surprising is that the youth are getting more and more attracted in ‘crime sector’. It is an undeniable fact that they are the worst affected as they are still in the initial phase of what could be a bright future. But, the question is raised that should minors be treated differently as compared to others who commit the same crime? Is this because of the rather merciful Juvenile Justice System? Crime committed at any age must be treated as a crime. Does the 17-year-old have less reasoning power than an 18-year-old? What great mental development will there be in the next one year? Is minor less capable of understanding the ramifications of his actions one year before? Was the increase of the age of a juvenile from 16 years to 18 years in the year 2000 without any basis? Are they are in a position to decide what is wrong and what is right? To answer all these questions we must have to know what is Juvenile Justice system of India. So In the nextShow MoreRelatedJuvenile Justice Capstone Proposal Essays608 Words   |  3 Pagesï » ¿Criminal Justice Capstone Project Proposal The juvenile justice system can be dated back to the late 18th and early 19th century. Youths were confined to jails with mentally ill and hardened criminals because there were no other alternatives for them. Many of these youths were in these institutions for non-violent offenses. During this same time, many American cities had to find a solution to the overwhelming rate of child neglect. Today, there is still much debate about the well-being of youthsRead MoreCrime and Youth Care Facility1116 Words   |  5 PagesAMENDMENTS IN THE JUVENILE JUSTICE amp; WELFARE ACT OF 2006 (AFFIRMATIVE SIDE/ PRO – FOR DEBATE) Few days ago, the Senate approved on final reading a bill amending Republic Act No. 9344, otherwise known as the Juvenile Justice and Welfare Act of 2006, in order to improve its implementation. I AM IN FAVOR OF THIS GREAT ACT BY OUR LAWMAKERS. We all know that Republic Act No. 9344 has been intended to protect the welfare of children in conflict with the law, majority of who are guilty of pettyRead MoreThe American Juvenile Justice System1043 Words   |  5 PagesAmerican juvenile justice system had developed over the past century with a number of variables that makes it different from the adult criminal justice process. Juvenile justice advocates supports the differences on the youthful offenders. Juvenile crime policy over the course of the twentieth century talks about transferring the law’s conceptions of young offenders. Starting from the nineteenth century, many of the youths were tried and punished as adults. However, treatment of juveniles in the UnitedRead MoreThe Canadian Juvenile Justice System Essay1171 Words   |  5 PagesYouth and juvenile crime is a common and serious issue in current society, and people, especially parents and educators, are pretty worried about the trend of this problem. Accordi ng to Bala and Roberts, around 17% of criminals were youths, compared to 8% of Canadian population ranging between 12 to 18 years of age between 2003 and 2004 (2006, p37). As a big federal country, Canada has taken a series of actions since 1908. So far, there are three justice acts in the history of Canadian juvenile justiceRead MoreThe Criminal Justice System Is Complex1201 Words   |  5 PagesOverview: The criminal justice system is complex and in need of several types of reforms, this is especially true in the juvenile justice system. In 2012, there were 1,319,700 arrests of juveniles in the United States (OJJDP) and this includes both violent and non-violent offenses committed by those under the age of 18. Policy reforms can offer alternatives to the incarceration of young offenders, by providing mental health, or addiction rehabs for those that are in need of it rather than lockingRead MoreWorking As A Juvenile Supervision Officer For The Fort Bend County Juvenile Probation Department1350 Words   |  6 Pages Working as a Juvenile Supervision Officer for the Fort Bend County Juvenile Probation Department, I come in contact with a lot of juvenile offenders. What I have notice during my tenure is that the majority of the juveniles I see are minorities, African- American, Hispanic and Asian young men and women. According to The Sentencing Project, â€Å"In 2010, African Americans comprised 17 percent of all juveniles, but 31 percent of all arrests.† Do juveniles of color commit crimes and come in contact withRead MoreCriminal Law Foundations evaluation paper1641 Words   |  7 PagesCriminal Law Foundations Evaluation The Juvenile Justice System Juvenile justice is the section of law that applies to persons under the age of 18 not capable of receiving sentencing in the adult court system or old enough to be responsible for criminal acts committed in society. In most states the age of criminal culpability is 18 however, the age requirement can be set lower in accordance to certain crimes and statutes set by the state the juvenile lives in. Juvenile law is primarily run by state lawRead MoreThe Abolition Of The Juvenile Justice System1748 Words   |  7 PagesIn Canada, the juvenile court was established as a tribunal having the sole jurisdiction to hear, process as well as pass judgments for illegal behaviour that are committed by youths. This is a court system that fully distinguishes youths from adults as far as crime is concerned where their misconduct is labeled as delinquent acts rather than crime (Barry, 1987, p. 476). Youth are presumed to have less understanding of social norms and they are less aware of the long-ter m consequences of their behaviourRead MoreEssay on Should Juveniles be Tried as Adults1503 Words   |  7 PagesHolden 5 Should Juveniles be Tried as Adults? Juveniles deserve to be tried the same as adults when they commit certain crimes. The justice systems of America are becoming completely unjust and easy to break through. Juvenile courts haven’t always been known to the everyday person. The Illinois Juvenile Court Act of 1899 was the first juvenile court established in the United States (Locked Up†¦). The juvenile court was created to handle the offenders on the basis on their rather than their crimeRead MoreWhy People Commit The Crime Essay1538 Words   |  7 Pagesbehavior, as well as the behavior of juveniles, attorneys, prosecutors, judges, correctional personnel, victims, and other actors in the criminal justice process. Criminological theory is important because most of what is done in criminal justice is based on criminological theory, whether we or the people who propose and implement policies based on the theory know it or not. In criminology, examining why people commit the crime is very important in the ongoing debate on how crime should be handled or

What Is An American Essay - 1650 Words

Since this great country was first established many intuitive minds have tried to answer the question; What is an American. This country is full of individuals of many backgrounds, and diversities and each person has a different opinion on this question. In my opinion, an American is someone who values freedom and equality and pursues the American dream. Every American exercises these rights and these are great adjectives to describe our country. Each of the seven readings, and the one image I compiled help mold this broader definition into a more precise description of an American. Robert Creeley, an influential American writer and poet, lived the ideal American dream. He wrote about his struggles early in his life. He lost his†¦show more content†¦Americans set their standards to high compared to the rest of the world. They put themselves on a pedestal too high for any other country to reach (James). Thus, the rest of the world and the immigrants coming to America are infe rior and are not capable of living the American dream. Florence Mayers wrote a sestina in 1940 named All-American Sestina. He challenged American pride and honor at a very crucial time in American history, and accused Americans of placing more value on material goods then freedoms and values (Mayers, ). At that time the American landscape and culture was molding into one that put more importance on material goods, and that idea started to resemble the American Dream. These days Americans judge their success on what kind of house they live in how many cars they own rather then how hard they work at their jobs and how they live their lives. This idea is represented through all of the material goods in the collage. For some the American dream is the value of hard work. To others its a huge emphasis on material possessions. So, the American dream is no longer the American dream. It is a dream that anyone and everyone can relate to. This dream is the idea of having what ever you want. Ma y it be material goods, ideas and values, or freedoms and rights. This idea also represents the uniqueness of America. It is a dream a lot of people around the world dont get to enjoy;Show MoreRelatedWhat Is An American?1384 Words   |  6 PagesWhat is an American? America, one of the largest and most famous countries in the world. Mainly the most known for allowing freedom. The United States of America is one of the only countries in the world that permits equal rights for men and women. It is the only country in the world made out of many different countries and religions. America contains more than 300 million people, and  ¾ of the population are immigrants. Immigrants are people who were born in different countries who migrate to Read MoreWhat Is An American?1040 Words   |  5 PagesThe Question of â€Å"What is an American?† can be answered in many ways depending on the person you’re talking to. Over time, technology and people have changed drastically. From the big sail boats the pilgrims used to cross the seas to the huge freight ships that travel ridiculous amounts of miles used today. But through all of the advancements that we’ve seen over the years, one thing has stayed in place and that is perseverance. The re are always those people who get the job done when it needs to beRead MoreWhat Is an American2973 Words   |  12 PagesAmerican writings have portrayed numerous ideologies of what it means to be an American and these ideals have transcended throughout time and can clearly be depicted by the major influential literary aspirants from each century. The one thing that remains the same is that it has always been a struggle to forge a truly American identity given the fact that our nation is one of immigrants. These early works reached the level of literature, as in the robust and perhaps truthful account of his adventuresRead MoreWhat Is The American Dream?942 Words   |  4 PagesIf asked the question, â€Å" What is the American Dream?†, many people would have a variety of answers. It may depend on many factors including, how one has been raised, their age, socioeconomic factors, and ethnicity. There have been so many changes in our country over the years from the 1900†™s until now including wars, racial beliefs and family structures which led to an array of definitions of the American Dream. An American Dream can be different for each person. It can be about many factors as weRead More What an American Is Essays976 Words   |  4 PagesWhat an American Is Webster?s Dictionary defines American as or its inhabitants. But is that all America and an American truly is? Is a person American simply because of geography? According to Identities, ?America is a confluence of cultures.? Americans are people whose lives depict men and women who are trying to be as successful and robust as possible, this quest is symbolic to citizens of many other countries. This is why America illustrates the Statue of Liberty, a structure thatRead MoreWhat Is The American Dream?1407 Words   |  6 Pages What is the American Dream? If you ask anyone they will provide you with all types of answers, from making a successful life for one to wishing and hoping that America changes and grows as a whole. Personally I believe that the American Dream is the idea that was put in my head as a small child by parents and the other adults around. For me, this was the motion that in the beginning it’s as simple as going to school and make A’s so that I can be accepted into a good college, and then you must workRead MoreWhat Makes An American?791 Words   |  4 PagesWhat is an American? One may say an American is just someone who gets to live free in America, but it is so much more than that. at American is not just a single person but instead it’s everyone as a whole. It’s not who we are as a person but who we are supposed to want to be. An American is everything beautiful. When I think of America I can’t help but think of the song by Katharine Bates, â€Å"America! America! God shed his grace on thee And crown the good with brotherhood From sea to shining seaRead MoreWhat It Means to Be American954 Words   |  4 PagesAmericans strongly affirm the principles of religious freedom, religious tolerance, and separation of church and state. Nearly 9-in-10 (88 percent) Americans agree that America was founded on the idea of religious freedom for everyone, including religious groups that are unpopular. Ninety-five percent of Americans agree that all religious books should be treated with respect even if we don’t share the religious beliefs of those who use them. Nearly two-thirds (66 percent) of Americans agree thatRead MoreWhat Is an American Essay933 Words   |  4 PagesWhat is an American Introduction Although the present day American is a totally a different person, at the close of the Revolutionary War the same individual was a European immigrant impacted by the nature of the American continent. In St. Jean de Crevecoeur’s perspective, an American is a race that results from a mixture of Swedes, Dutch, French, Irish, Scotch, and Englishmen (48). This race consists of unique type of people who are not governed by laws as strict as they experienced in EuropeRead MoreWhat Is The American Dream?895 Words   |  4 PagesSince the very first steps taken on American soil, people have dreamt of pursuing the American dream. What is the American dream? Many people believe that the American dream can’t be defined in one simple sentence. To some people the American dream means getting a new car and to others a new home, but for many Americans it has a deeper meaning. As we have seen, equality has been a struggle from the beginning; but it has led to the liberty within the co untry. The accomplishments that have been made

Schools as organisations free essay sample

Each key stage consist on a range of school Years, there are many within the key stage Early years foundation stage covers the age of 3 to 5which its call Reception, Key stage 1 applies to children of the age 5 to 7 years which are year 1 to 2, Key stage 2 applies from the age of 7 to 11 which are years 3 to 6, Key stage 3 applies to age of 11 to 14 which are years 7 to 9, Key stage 4 applies to age of 14 to 17 which are years 10 to 12. Nursery schools are for children of age 3 and 4, Primary schools cater for children of age 4 to 11, Secondary schools cater for children age 11 to 17 which will be change in 2014 at the age of 18years old. Nurseries and Nursery Classes provide early learning and child care for young children age 3 to 4 years, Nurseries have normally their own head teacher and staff where Nursery Classes are attached to the primary school and they have the some head teacher and staff as the school. These also have to follow a structure of learning called the Early Years Foundation Stage (EYFS). Independent or Private Schools: These schools are independent in their governance and finances and are not affiliated with the local authority (LA). Independent schools are funded by tuition fees paid by the parents and income from investors. Independent schools do not have to follow the national curriculum and the acceptance policy is controlled and administered by the head teacher along with the governing body. These independent schools have to register with the Department for Education (DFE). Free Schools: Free schools are non profit making, state funded school that accept students of all ability. These schools can be set up by a varied range of bodies such as universities, educational groups and parents. Free schools have to meet set standards and are expected to conform to the same Ofsted inspections as state schools. Community Schools: This is a category of state funded school which is only run by the Local Education Authority (LEA). The Staff is employed by the LEA and the land and buildings of the school are owned by the LEA. The schools governors are responsible for the running of the school. The LEA also decides which admissions criteria to use if the school has more applicants than places. These criteria could be: †¢If you live in the area of the school †¢If the child has any siblings at the school †¢If the child has a disability which makes travelling to a remote school difficult The LEA provides support services, such as, psychological and SEN services. Pupils in a community school follow the national curriculum. Community schools also promote and develop strong links with the community by offering the use of their schools facilities and providing services such as childcare and adult learning programmes. Voluntary Controlled/Faith Schools: Voluntary controlled schools can be also known as religious or faith schools. In a voluntary controlled school the land and buildings are owned by a charity which is more often than not a religious organisation such as a church. The LEA employs the staff and also provides support services for the school. The charity appoints some of the members of the governing body although the LEA is responsible for running the school. Voluntary Aided Schools: Much like voluntary schools the land and buildings are usually owned by a charity such as a church but the governing body is responsible for running the school and also contributes to building and maintenance costs. Voluntary aided schools are partly funded by the local education authority, partly by the charity and by the governing body who will also employ its own staff. Pupils who attend a voluntary aided school have to follow the national curriculum and support services are provided by the local education authority if needed. Trust Schools: These are state funded foundation schools which receive extra support from a charitable trust that is made up of partners e. g. business or educational charities who work together for the benefit of the school. Any maintained school that is a primary, secondary or special school can become a trust school and will remain local authority maintained. Having a trust status will enable schools to raise standards through strengthening new and existing long term partnerships between schools and external partners, as well as broaden opportunities for pupils and support a child’s all round development. Specialist schools: Children who have a statement of special educational needs (SEN) can and usually are educated in mainstream schools if the school has provisions that are suitable for that child, however children with SEN can also be educated in specialist schools. Special schools usually take children with particular types of special needs. The majority of a schools funding is provided by the department for education and skills (DFES) through the local education authority, however not all schools for pupils with SEN are maintained by the local authority and are funded by fees that are paid by the parents or charitable trust funds. 1. 3Explain the post-16 options for young people and adults. Further Education (FE): Further full-time education could be in school, Sixth-form College, a college of further education/tech. You can study for qualifications such as A levels, International or AQA Baccalaureate, BTECs, Diplomas, OCRs (now called Cambridge Nationals) and vocational courses i. e. NVQs. Positives: Higher level career choices and opportunities. Many courses free for students straight out of High School. Negatives: Can be expensive for post 17/18 students. No income whilst doing course unless it’s a night or part-time course. Employment, Apprenticeships and Work-based Learning: Positives: You can train full-time or work and train at the same time. You can work towards an apprenticeship which will offer you the opportunity to gain further work-based qualifications. Some apprenticeships can lead to university level study and can be an alternative to higher education. Negatives: Wages usually minimal while training. There could belong working hours together with long study hours. Get a job: Positives: Earn money and learn new skills in a more hands on and practical way. Negatives: Lack of training could affect your future prospects. Join the armed forces: Positives: Opportunity to travel, job security, opportunities to achieve a Higher Education qualification. Negatives: Long commitment, loss of freedom, potential danger, time away from family. University: Higher Education courses such as Degrees Positives: A must for those wishing to be doctors, architects, scientists. Greatly increases chance of employment in a specific career choice. Negatives: Expensive, time consuming TDA 3. 2: Schools as organisations 2. Understand how schools are organised in terms of roles and responsibilities. 2. 1 Explain the strategic purpose of: School Governors: The Governors usually consist of parents, teachers, SEN coordinators, Chaplains (faith schools) These are volunteers who make sure the school provides good quality education for its pupils. These people are responsible for the recruitment of teachers, teaching assistants and head teachers. Set policies and ensure they are implemented and followed in the school. Observe how the head runs the school. Set the budget for the school. Senior Management Team: These usually consist of the head, deputy head, heads of subjects and office staff. They are responsible for the day-to-day running of the school, personnel, finance (spending the budget), curriculum (EYFS, Key Stage 1 and 2), HR, staff development, assessment timetable, grade reviews, all business matters. SENCO (Special Educational Needs Coordinator) These coordinators are responsible for the development of students with special educational needs as well as gifted and talented pupils. They work with parents and other professionals such as speech therapists, physiotherapists, social workers and liaise with educational physiologists. They are responsible to coordinate the provision for any child to receive the curriculum. Teachers: Teachers are responsible for the planning and delivery of the curriculum and are to create a safe, positive and disciplined learning environment. Providing data in relation to each student required for the School recording and reporting system. Following and maintaining standards of student care and discipline in and outside of the classroom through the guidelines of the Schools Policies. Support Staff: These consist of Teaching Assistants, Higher Learning TAs, Learning Mentors, Counsellors, ITC technicians Welfare staff (dinner ladies), cleaning staff. They are responsible for assisting with the delivery of the curriculum. Like the teachers, to following and maintain standards of student care and discipline in and outside of the classroom, for Pastoral care, the maintenance of the school premises and Communication Technology. Uphold all school policies 2. 2 Explain the roles of external professionals who may work with a school. The role of these external professionals is important as many of the families may not be able to afford to see such professionals on a private basis. With these professionals actually visiting schools there would be an increase in attendance as children would not have to take time away from school to receive treatment. Speech therapists: These may work with children who have a speech impediment such as a stutter or lisp. These also may work with SEN pupils. Physiotherapists: Care plan for children with reoccurring motor problems, the handicapped and other movement related afflictions. ICT Technicians: Schools may require expert advice on technical issues that the ‘in house’ ITC Tech cannot resolve. Sports Groups: Schools regularly seek outside companies to run PE and extracurricular activities in specific sporting areas. Foreign Language Teachers: More and more primary schools are bringing in teachers to deliver foreign language lessons. Specialist Subject Teachers/Tutors: Ex professionals or teachers with a specific skill set such as Art and Music are being brought in for classes to expand the knowledge base on the pupils. TDA 3. 2: Schools as organisation 3. Understand school ethos, mission, aims and values. 3. 1 Explain how the ethos, mission, aims and values of a school may be reflected in working practice. Ethos: Dictionary definition: The disposition, character, or fundamental values peculiar to a specific person, people, culture, or movement. The Ethos of a school is more related to the beliefs and feelings of a school. The Ethos of the school should be recognisable when entering the school environment as it is part of the nature and daily practice of the staff and pupils there. It is usually clearly set out for the whole school to be aware of and is reinforced through daily activities. It enforces that children’s safety is paramount and that children a. re at the centre of everything. The 5 Every Child Matters aims are often taken into account when developing the ethos and mission of a school these are: †¢Being healthy: deals with the extent to which the school contributes to the development of healthy lifestyles in children. This will include ways in which schools promote physical, mental, emotional and sexual health by encouraging sport and exercise, healthy eating and drinking water, the ability to detect and manage stress levels in pupils, having high self-esteem and discouraging drug taking, smoking and drinking alcohol. †¢Staying safe: deals with the extent to which the school contributes to making sure that pupils stay safe from harm. This includes complying with child protection legislation and policies, CRB checks, protecting pupils from bullying, harassment and other forms of maltreatment, discrimination, crime, anti-social behaviour, sexual exploitation, violence and other dangers. Ensuring that all staff are properly trained. †¢Enjoying and achieving: deals with the extent to which pupils of the school make progress with regard to their learning and their personal development. Evidence to evaluate this includes arrangements to assess and monitor learners’ progress, support learners with poor attendance and behaviour, and meet the needs of potentially underachieving groups. Also, promoting social, cultural, sporting and recreational activities. †¢ Making a positive contribution: deals with the development of self-confidence and forward thinking behaviour in pupils, their understanding of rights and responsibilities, and encouragement to take an active role in the community. There should also be a focus on enabling young people to develop appropriate independent behaviour and to avoid engaging in antisocial behaviour. †¢Achieving economic well-being – deals with how the school prepares pupils for the ‘real world’ to acquire the social and academic skills and knowledge needed for employment and to be economically independence. Mission: The mission is based upon what the school intend to achieve in a more physical and academic way as set out by the head teacher. This is often seen as a motto that is short and easy to remember. The decision as to what the school’s mission statement should be is often defined by the type of school and its outside links. For example, a faith school, like the school where I work, would more than likely include reference to its church or God. Aims: The Aims of a school are usually set by the head teacher in collaboration with the school governors and are set out in the school prospectus. Values: The values of a school are based on moral code. If a school is a church or religious based school, many of the values will be derived from religious works 3. 2 Evaluate methods of communicating a school’s ethos, mission, aims and values. Prospectus: The bulk of all the attributes can be communicated within this leaflet or booklet designed to attract admissions. Advantages: Everything all together in one place. Disadvantages: Depending on the size there may be too much information and the overall message may be confused. Newsletters: Many schools send newsletters weekly/monthly or each term to inform parents of aims and values. Advantages: Up to date information, targeting all parents at once. Disadvantages: No guarantee the parent/guardian will receive the letter of even read it is they do get it. Diaries: Pocket diaries are used by some schools to give to parents. Advantages: A functional object so there is more chance of parents using it. Disadvantages: May only use the calendar and not read or take any notice of other information printed on it. It is small and easy to lose. Website: Websites are an interactive medium most schools utilise for up-to-date information regarding anything going on at the school and can also carry information on the school’s ethos, mission, aims and values. Advantages: Easy to access, can store vast amounts of information, user friendly. Disadvantages: Not everyone is computer literate; people may not have access to the internet or even own a computer, tablet or smart phone. School Planners: Planners can be sent home every evening and weekends and are collected or viewed in school hours. Advantages: A good gauge of the work that the pupils are doing at home and parents have constant access to what they are doing in school. Letters can be sent home in these which might increase the chance of the parent receiving it. Disadvantages: Parent may not take an active role in their child’s development. Some parents may not read or write and may not know the English language. Assemblies and Masses: In faith/church schools, such as St Columba’s where I work, masses and assemblies are the main way the school communicates and promotes the school’s ethos, mission, aims and values. Advantages: All the pupils are in one place at the same time. Parents can go to the Church and are invited to the full school assembly every Friday afternoon. Disadvantages: Not all parents have the time in the day to attend these masses and assemblies due to work commitments. Not all of the parents are practicing religion or do not have an interest in attending church. TDA 3. 2: Schools as organisations 4. Know about the legislation affecting schools. 4. 1 Summarise the laws and codes of practice affecting work in schools. The Children’s Act 2004/2006: This Act emphasises the importance of safeguarding children and young people within an educational setting. If a learner discloses neglect or abuse; an establishment should have instructions to help the learner. This could be referral to an outside organisation or dealt with internally. It was amended in 2006 to place more responsibility on local authorities to; improve well-being for young children, and reduce inequalities, ensure there is sufficient childcare so parents can work, ensure local childcare providers are trained, introduce the Early Years Foundation and reform the regulation system for childcare, with two new registers of childcare providers, to be run by Ofsted. The Education Act 2002: With this Act schools are required to work alongside other community-based organizations and develop links and a shared of ‘sense of belonging’ while valuing the contributions of ‘different individuals and different communities. The Equality Act 2010: This Act supports professionals, pupils and parents who may be discriminated against age, disability, race, religion, belief, gender and sexual orientation. The Act identifies direct and indirect discrimination. Teachers must understand the importance of Health and Safety at Work Act 1974: The act suggests that all workers are entitled to work in a safe environment where risks are properly controlled. Teachers must also adhere to the Every Learner Matters Agenda created by the government. The IFL devised Codes of Professional Practice which teachers must follow. The LLUK (Lifelong Learning UK) suggest Professional Standards for teachers, tutors and trainers in the lifelong learning sector. Data Protection Act 1998: This Act was passed by Parliament to control the way information is handled and to give legal rights to people who have information stored about them. In regards to a school setting, no information is to be disclosed verbally or documented by any of the staff. Disability Discrimination Act 1995 and The Special Educational Needs Code of Practice 2001: Under the SEN code of practice parents and SEN children have the right to a mainstream education. However this has meant that more children are integrated into mainstream schools, which has had a positive effect on all pupils. The Disability Discrimination Act has meant that all schools built from this date have to make provision for pupils with disabilities. For example they need to have ramps, lifts and disabled toilets. The Act also means that pupils should not be excluded from any aspect of school life due to disabilities. Human Rights Act 1998: This Act gives legal effect in the UK to certain fundamental rights and freedoms contained in the European Convention on Human Rights (ECHR). These rights not only affect matters of life and death like freedom from torture and killing, but also affect your rights in everyday life: what you can say and do, your beliefs, your right to a fair trial and many other similar basic entitlements. Everyone has the right to education (although does not mean the right to go to a particular school), the right to respect for private and family life and the right to freedom of expression. Restraint of pupils is permitted under the act to prevent crime and injury to others, although the school should have a policy on this and all school staff should be aware of its guidelines for its use. The Freedom of Information Act 2000: Any person may request in writing information held by a school, schools have a duty to provide advice and assistance to anyone asking for the information, however there are some cases which schools will need to protect the information which may be confidential. The Department of Education has produced guidelines to give advice when dealing with request for information. The UN Convention on the Rights of the Child 1989: This Act states that all children have an equal right to education, have a right to freedom of religion, have a right to express their own views and opinions, have a right to be protected from any discrimination. Children’s education should develop each child’s personality, talents and abilities to the fullest and the best interest of the child are the primary consideration. 4. 2 Explain how legislation affects how schools work. Acts such as The Children’s Act of 2004/2006 came in alongside the Every Child Matters framework to address issues of care, welfare and discipline. There are five basic outcomes for children and young people under Every Child Matters these are; Be Healthy, Stay Safe, Enjoy and Achieve, Make a positive contribution and achieve economic well-being. These points are explained in more detail in section 3 – 3. 2 page 7. 4. 3 Explain the roles of regulatory bodies relevant to the education sector which exist to monitor and enforce the legislative framework. General bodies such as the Health and Safety Executive: The Health and Safety Executives (HSE) are a UK government body that are responsible for monitoring government legislation for Health and Safety at school. The HSE plays an additional role in producing advice on Health and Safety issues and guidance on relevant legislation. The HSEs function is to prevent injuries, ill health as well as making sure that teachers and other people with responsibility are checking any major risks from activities on and off the school premises. Things the HSE will check within a school are: toilet facilities for staff and pupils, the condition and maintenance of the school premises, water supplies, weather protection, lighting, heating and ventilation, properly maintained flooring and that the correct measures are in place to reduce the risk of slipping on wet surfaces, the equipment that the children play or use is not faulty or rusted and that the playground surfaces are up to standard. On school trips and off site visits HSE will be carried out on: †¢Any special educational or medical needs of the students. †¢The age, competence, and fitness of the pupils along with the usual standard of behaviour. †¢Adult to student ratio. †¢The proficiency and experience of the accompanying adults. †¢Modes of transport, journey routes and location visit as well as any emergency procedures. School specific regulatory bodies: Ofsted are responsible for carrying out inspections of schools to ensure that the quality of the service provided is up to standard for every individual child. During an inspection they will gather evidence based on the practice they are observing as well as what they learn from the people using the service. They then use this evidence and other information that is gathered to make a professional judgement on the service offered and it will then be published in an Ofsted report. The report will contain the quality of provision in the National Curriculum subjects and aspects of childcare, social care, education as well as learning and skills. Ofsted will also act as a regulator in checking that the people, premises and the services that are provided are suitable to care and educate children and potentially at risk young people. If childcare or a child’s social care provider does not meet the adequate or required standards then Ofsted will need them to take the necessary actions to improve their facilities. TDA 3. 2: Schools as organisations 5. Understand the purpose of school policies and procedures. 5. 1 Explain why schools have policies and procedures. All schools must have certain policies and procedures, which they follow. These are called statutory policies. Many schools however produce a range of policies that will cover all aspects of school life including things that affect the school, children or staff and teaching and learning. 5. 2 Summarise the policies and procedures schools may have relating to: †¢Staff and Pupil welfare †¢Teaching and Learning †¢Equality, diversity and inclusion †¢Parental engagement StaffPupil Welfare and Parental EngagementTeaching and Learning Pay policySafeguarding child protection policyCurriculum (for each subject) Performance ManagementHealth SafetyEarly Years policy Grievance policyDrugs AwarenessTeaching Learning Smoking policyBehavior ManagementSEN Policy Alcohol and Drugs policyPersonal, social and health educationPlanning and Assessment policy Disability Equality policyAnti-bullying Homework policy Race EqualityAttendance Marking policy ComplaintsSex and RelationshipsAssessment policy Continuing Professional Development PolicyCharging and Remissions policyCitizenship policy Display policyCollective Worship policyPolicy for Creative Learning First Aid policyCommunity Cohesion Policy Governor Visits policy Equality and Diversity policy Disciplinary Policy Policies for staff: These policies are put in place to protect the staffs’ welfare and their rights within a school setting and to support staff in their management of situations they may be involved in. Every policy should outline its aims, purpose and responsibilities the staff will have. Examples of policies relating to staff: Anti bullying policy: will outline what a particular school will do to prevent and tackle bullying. How the school will discuss, monitor and deal with bullying. All parents/carers should receive this policy when their child enrols at the school. Whistle blowing policy: will provide avenues for staff to raise genuine concerns about other members of staff and will allow a member of staff to take the matter further if they dissatisfied with the governing body or local authorities response. The policy will also assure staff of the steps that will be taken to protect themselves from reprisals in whistle blowing real worries. Pupil welfare: Discipline policy: which will show that the school will encourage positive behaviour which will enhance opportunities for children to learn and develop, and establish acceptable patterns of behaviour that will encourage a sense of responsibility towards others. Child protection policy: will consist of key elements in protecting children and young people, these elements being: To ensure that the appropriate steps will be taken in checking the suitability of staff and volunteers who work with children and young people in a school environment. Raise awareness of child protection issues and providing children with the skills and knowledge they require to keep themselves safe. Develop and apply procedures to identify and report cases, or suspected cases of abuse. Support victims of abuse in accordance with their arranged child protection plan. Establish safe surroundings in which children and young people can learn and develop to the best of their ability. Teaching and learning: These include curriculum policies, an early year’s policy, special educational needs policy, planning and assessment policy and marking policy. The aims and missions of these policies are to provide safe, stimulating learning environments for pupils and teachers. These policies are put in place to ensure that all children have an equal opportunity to the schools curriculum so that learning is differentiated to fit each child’s individual learning needs and capabilities. Equality, diversity and inclusion: These policies are set in place to ensure that all children, regardless of their background, abilities or disabilities, race or religious beliefs have equal access to the school and its curriculum and to be treated equally in every aspect of school life. The Gifted and Talented policy outlines the way that the school identifies what ‘gift and talented’ means and also identifies the procedures and measures that are used in supporting a child or young person who is gifted and talented. Equal Opportunities Policy is set in place in education to ensure that children and staff recognise that discrimination on the foundation of colour, culture, origin, sex or ability is not acceptable and to make sure that all staff feels valued, supported and have the appropriate advice and encouragement for professional development. Children are to be seen as an individual and each child‘s education is to be developed in relation to their needs and abilities. Parental engagement: Parents and families play a fundamental role in helping children achieve their full potential in education by supporting them in their learning and developing within their own homes. By working together with the child’s school parents can create a learning environment to help reinforce lessons that are learned at school. Homework policies contribute towards building responsibilities and self discipline in a student. Homework should provide a student with the opportunity to apply the information they have learned in class, complete unfinished class assignments and develop independence within the individual. 5. 3 Evaluate how school policies and procedures may be developed and communicated. All staff should be shown in detail the most important and most frequently used policies when they begin in employment as a part of their induction. All staff should have access to the documentation whether it is posted on an internal network, disk or hard copy in a file. All staff should be made aware of any additions or changes the governing body makes to the procedures. An effective way in which these policies could be developed might be liaising with teachers and parents to obtain other standpoints and opinions on them. Researching other schools policies and procedures to see how they differ from your own. TDA 3. 2: Schools as organisations 6. Understand the wider context in which schools operate. 6. 1 Summarise the roles and responsibilities of national and local government for education policy and practice. The role of the National Governments Department of Education (DfE) is to be responsible for children’s education and services. They are responsible for setting the National Curriculum and EYFS system as well as the development of the the five stages of Every Child Matters as outlined in section 3. 1 Page 7. They also run the schools league tables. Other aspects of the National Governments involvement in the school system include: †¢Promoting integrated working for people who work with children. †¢Developing voluntary and community organisations (non-governmental) †¢Fund research into educational projects concerning children. The roles of the Local Government in education are mainly concerning advice and support for those working in schools. The Local Authority and Education (LEA) follow the Department for Education (DfE) guidelines. Setting specific standards in relation to the safeguarding of children, for example enhanced CRB disclosures; this applies to independent recruiters along with Local Authorities (LA). They aim to recognise private sector supply agencies and LA’s who demonstrate the standards of good practice in managing and providing supply teachers for schools, and raising the standard of supply teaching. Teachers must also be registered with the General Teaching Council (GTCE). 6. 2 Explain the role of schools in national policies relating to children, young people and families. A National Governments incentive to help schools started two new funding programmes introduced by the Department for Children, Schools and Families as part of the Government Children Plan: †¢Every Child a Talker (ECAT) †¢Social and Emotional Aspects of Development (SEAD) These were introduced to develop the skills of early year’s specialists. These programmes were designed to tackle the need for children in schools to experience a language rich setting through staff in making sure that they work successfully with families. SEAD helps staff in school gain the knowledge and understanding to help communicate with parents more effectively so they may be able to support their child’s social and emotional needs better. The Every Child Matters paper set out a national agenda and plan with the aim of providing more services that were accessible for the needs of children, young people and families which stated that schools and other child care providers must demonst

Use of Antidepressants in the USA

Introduction Modern society has come to rely on medication to restore the body and mind to best functionality. Antidepressant medications, which are used to treat depression, have gained increased popularity in the United States. These drugs have taken the title of â€Å"most frequently prescribed drug†, suggesting that the US might be overusing them.Advertising We will write a custom research paper sample on Use of Antidepressants in the USA specifically for you for only $16.05 $11/page Learn More Use of Antidepressants Antidepressants are used when a person experiences depression of a prolonged period and this depression interferes with the person’s ability to carry out daily activities or enjoy himself (Rees 335). They interact with the brain leading to a change of moods and bringing about emotional stability. Antidepressants take away the feeling of depression in a person and help them to feel the way they did before they became depress ed. These medications can also block symptoms of panic therefore enabling a person to carry out with the daily tasks effectively. Americans and the â€Å"Happy Pill† There is a significant overuse of Antidepressants in the US. A report by the CDC revealed that antidepressants were â€Å"the third most common prescription drug taken by Americans of all ages in 2005-2008† (1). Physicians are recommending and prescribing antidepressants as treatment for depression and insomnia at a higher rate than then did in the past. Attarian and Schuman observe that in the US, antidepressants have become some of the most commonly recommended and prescribed treatments for insomnia and depression complaints (18). This observation is supported by the CDC which documents that in 2005, about 5% of the total drug prescriptions by physicians all over the US were for antidepressants. Reasons for Increased Use A number of reasons have contributed to the significant increase in antidepressants use by Americans. Antidepressants create an illusion of happiness leading to their overuse by Americans whenever they feel sad or low. Americans have developed the habit of using medication to deal with mild depression or general low feelings that do not require the use of antidepressant medications. Rees notes that antidepressants provide a quick means for a person to feel better (Rees 335). The decrease in the quality of life for most people has increase risk of depression and the subsequent use of antidepressants. With the high levels of stress that people experience, they are likely to experience sadness and frustration that lead to depression at higher rates (Attarian and Schuman 17). This overall decrease in quality of life for many people in the US has contributed to the overuse of antidepressants.Advertising Looking for research paper on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More There has been a dramatic shift towards the use of antidepressants to cure conditions such as insomnia and anxiety disorders. While therapy was the most common means of dealing with anxiety disorders, there has been a trend towards using medication to deal with these conditions. With insomnia, in the past alcohol and sleeping pills were the most commonly used hypnotics among insomniacs. However, since the 1990s, antidepressants have become the preferred means of treatment of insomnia (Attarian and Schuman 18). Interestingly there is no hard evidence regarding the efficacy of these medications in dealing with insomnia. Conclusion Antidepressants use in the US is at an all time high. This is a troubling thing since these over prescription might decrease the effectiveness of the drugs. Reliance on the drugs to treat anxiety conditions even when other option such as therapy might be better is detrimental to the well being of the patient. Steps should therefore be taken to reduce the overuse of antidepressants in the U S. Works Cited Attarian, Hrayr and Schuman Catherine. Clinical Handbook of Insomnia. NY: Springer, 2010. Center for Disease Control and Prevention (CDC). Antidepressant Use in Persons Aged 12 and Over: United States, 2005–2008. Oct. 2011. Web. https://www.cdc.gov/nchs/data/databriefs/db76.htm Rees, Alan. Consumer Health USA. Boston: Greenwood Publishing Group, 1997. This research paper on Use of Antidepressants in the USA was written and submitted by user Ayleen Z. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Lord of the Flies by Golding. An epic tale that depicts the different facets of the human spirit

The Lord of the Flies by Golding. An epic tale that depicts the different facets of the human spirit The adventure novel, The Lord of the Flies, was an epic tale that depicted the differentfacets of the human spirit. It was written by William Golding in the 1950's and recievedmany awards. Idt was declared the "Outstanding Novel of the Year" by E.M. Forrester.The author did in no wat mean for this story to be biographical, but Mr. Golding depictedwell the many different aspect of human nature. The book has been described as"provacative, vivid and enthralling," but Time and Tide said it best when they wrote, "It isnot only a first-rate adventure story but a parable of our times."The novel took place on an island probably somewhere in the middle of theAtlantic. This can be inferred because of the fact that the boys are British and that theyarrived on the island by way of a plane cradsh. The story also occurred during wartime.Ralph Wolf as he prepares to jack a sheep.The story begins when a group of British boys crash on an uninhabited island. Inthe beginning they area all unruly and un morginized. Finally, a boy by the nakme of Ralphdecides to take charge and call a meeting. The boys declare him "chief" and then begin tofollow his lead. Ralph is also assisted by another lad by the name of Piggy. The group ofboys were getting along fine until Jack Merridew, a boy who wanted to be "chief" instead,decided to go his own way. He disobeyed Ralph and did things his own way. He was topreoccupied witdh his own whims to do the act that was most important on the island,which was to keep the signal going so they could be rescued. Finally, Jack went againstRalph and declared that if any of the other boys wanted to have "fun," which...

Public Information Model Essays

Public Information Model Essays Public Information Model Essay Public Information Model Essay Essay Topic: For Whom the Bell Tolls According to McDonalds Canada site, McDonalds has started publicising itself through advertisements during 1967 when they realized that local advertising would be insufficient to support a single identity therefore a percentage of sales would be generated to fund their international advertising campaigns. This is a form of press agentry model due to the form which is to publicise the organisation and with the case of McDonalds, its services and food in any way possible. However, it was not until recently that McDonalds started to apply the four models of public relations as a consequence of the issues that surface and the increase level of social awareness. In the media release entitled Big mac make record cents for charity, they have invited celebrities, local VIPs, community and charity groups for their McHappy Day, another example of press agentry model.  An example of public information model is the distribution of nutrition leaflets available in all restaurants in Australia, according to their media release (March 31, 2004). From the very same media release, Sensory Solutions, Australias specialist food research agency did surveys regarding the nutrition information on the packaging, and as a result of this survey McDonalds will start labelling their packaging with nutrition. This is an example of symmetrical model where mutual understanding is created between the public and the organisation. An example of asymmetrical model would be the super size me issue, whereby after obtaining feedback from various organisations, McDonalds added more items on the menu and reinforcing its wholesome goodness of their products through advertisements and debates located on the site entitled A balanced diet, a balanced debate. This is because according to Johnston and Zawawi, feedback is used to determine what the publics attitudes are toward the organisation and how they might be changed (2004, p.9) The changes that are evident here is through the dynamics of their method of communicating themselves towards their publics, from recurring changes of their advertising themes to the usage of different media to communicate to their consumers through the distribution of nutrition leaflets, posts on the internet to name a few.  3. Do you believe the film Super Size Me represents a serious public relations threat to McDonalds? Is the companys response likely to be effective? Give reasons for your answers. For this section, it shall focus on introducing Super Size Me, what constitutes as a public relations threat, whether it represents as a serious public relations threat, and how the documentary has affected McDonalds, including their response towards the phenomenon.  Morgan Spurlock, the director has made controversial waves through his release of the documentary entitled Super Size Me. In this documentary he conducted a 30 day experiment which as stated on the site Super Size Me,  During the journey, Spurlock also put his own body on the line, living on nothing but McDonalds for an entire month with three simple rules:  1) No options: he could only eat what was available over the counter (water included!) 2) No supersizing [sic] unless offered  3) No excuses: he had to eat every item on the menu at least once  McDonalds USA states that  This movie is all about one individuals decision to act irresponsibly by consuming more than 5,000 calories a day twice the recommended level for adult males and by purposely limiting his physical activity. Thats why this movie makes no contribution to the important dialogue taking place today on nutrition and balanced lifestyles. Public relations is the management function that establishes and maintains mutually beneficial relationships between and organization and the publics on whom its success or failure depends. Cutlip, Center and Broom (2000, p.6). Whether or not Super size me is a serious threat depends on whether practice of public relations by McDonalds has not complied with the definition. Specifically, if McDonalds has not been catering to the needs of its customers ever since the Super size me crisis, and that customers do not patron McDonalds, and whether mutual benefits have not been created, only then can it be said to be a threat.  Super size me should not even be an issue, to Spurlock making complaints about him experiencing physical discomfort which includes internal and external physical tolls on his body in the form of increase in blood sugar and high blood pressure levels, one has to bear in mind that it was due to choice and that he has brought it upon himself. This was the point brought up by another film maker that chose to prove that one could still eat McDonalds and still be healthy. This will be exercised by Soso Whaley where is stated in the site entitled competitive enterprise institute, Whaley will document her experience of eating breakfast, lunch, and dinner at McDonalds for the month of April to dramatize the debate over public health and what has been termed Americas obesity epidemic. By making prudent menu choices, she will demonstrate that no one should blame the nations food purveyors for being overweight or unhealthy even if fast food really were their only choice So is Super Size Me really considered a threat? comments by McDonalds USA were that their focus was still on their customers and not Super Size Me. They have stressed that their social responsibility with regards to their customers has still been upheld with the availability of variety in their menus and the attempts and conducts of continuously refreshing their menus to suit the needs of the community. Furthermore they stated that  McDonalds has always been committed to playing a constructive, responsible role in developing solutions to our customers lifestyle needs offering more menu variety, promoting physical activity, and supporting consumer education.  This is also evident in McDonalds worldwide corporate responsibility report 2004 where they uphold the benefits of both their internal and external publics, creating mutual understanding and benefits between both parties hence it not being a serious public relations threat.

Why is luxury market growing so rapidly comparing to Japan and U.S Essay

Why is luxury market growing so rapidly comparing to Japan and U.S - Essay Example At the moment, these luxury market industries have set their eyes on a newer and bigger target, which is China. By comparing China to Japan and the United States, we will be able to track since when it is this started happening and see if China is going to strive even more in the luxury products market. When these large luxury market industries started to move to China, this shows that; First of all, it shows China’s rapid growth of economy. Second, increasing purchasing power led to higher consumption. And third, luxury items became a symbol of wealth and social status, due to the emerging middle class. But many for the Asian countries, these luxury products also symbolize power in their social class. With luxury products on high demand and not only the rich buying them, these industries will strive further and greater in Asian countries. The enhanced consumption of luxury goods in China has also to do with the altering demographics. Since China has one child policy, so at pr esent the Chinese population comprises of a large number of young people being raised by an average of six adults. Thus these young people constitute a pampered lot who have access to a large purchasing power, which they afford to spend on luxury goods. Besides, the young generation is also better connected with the outside world, courtesy the internet, affordable air travel, overseas education and the media. So the young people in China want their consumption patterns to be in tandem with the rest of the world. Hence, the market for the luxury goods in China is expected to grow on a steady pace over the years. The companies that first took advantage of this rising consumption of luxury goods were the already established European brands. The young consumers in China associated these brands with status and power. In a contemporary context, the luxury retailers are spreading throughout China like a wild fire, eager to cash in on the buying power of the well settled young consumers. Th e scope for a luxury consumer market that was unthinkable 20 years ago has now emerged as a viable future with immense possibilities for research. Table of Contents Title Page†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1 Executive Summary†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2 Table of Contents†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦ 3 Research Question..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4 Contributions of Research†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5 Literature Review†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 Research Methods†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 8 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 9 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 10 Appendices†¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 11 Research Question Q: why is luxury market growing so rapidly comparing to Japan and U.S.?

English Language Learners Essay Example | Topics and Well Written Essays - 750 words - 1

English Language Learners - Essay Example So, Slavit et al (2002) introduces many ways to learn second language along with highlighting similarities and differences. The main obstacle while learning English as a second language characterizes the students into two categories social and unsocial. For those students who possess a social and outgoing attitude, it is easier to learn as they are carefree about the mistakes and try experimenting the language while imitating phrases. Here they are not concerned about the mistakes. On the other hand it is difficult to learn English for those who possess a shy attitude and are conscious to what they should say and what not. Such students are unsocial and are concerned about grammatical mistakes. Hence it is difficult for them to utter and imitate phrases. ‘Errors’ and ‘Social Interaction’ are two profound approaches, which help a learner to learn the best of a language. Errors are the indicators of progress and if dealt positively can lead a child towards language perfection. In this context in case of errors it is not encouraging to adopt an attitude that points out errors in a learner, instead a better strategy is to highlight the correct form in the form of a model. Social interaction is another way of learning which not only is helpful in grasping new concepts but also encourages an individual to take part in oral and written language development through talking and listening. This is the reason for why today there is a growing trend of ‘chat forums’. According to Drucker (2003) there is a strong interconnection between listening and reading. This is evident from the fact that children who are able to read a little are when subjected to learn phonetic words, they found an ease to develop interest, which is helpful in learning and memorizing phonetic words, while on the other hand those words that are bore to pronounce are not remembered easily. In this context

Micromax Info Essay Example for Free

Micromax Info Essay Regd. Office: 21/14, Naraina Industrial Area, New Delhi-110028. CODE OF CONDUCT FOR DIRECTORS, SENIOR MANAGEMENT, OFFICERS AND EMPLOYEES OF MICROMAX INFORMATICS LTD. MICROMAX INFORMATICS LIMITED is committed to conducting its business in accordance with the applicable laws, rules and regulations and with highest standards of business ethics. This code is intended to provide guidance and help in recognizing and dealing with ethical issues, provide mechanisms to report unethical conduct, and to help foster a culture of honesty and accountability. Each Director, senior manager, officer and employee is expected to comply with the letter and spirit of this code. The Directors, senior management, officers and employees of the Company must not only comply with applicable laws, rules and regulations but should also promote honest and ethical conduct of the business. They must abide by the policies and procedures that govern the conduct of the Companys business. Their responsibilities include helping to create and maintain a culture of high ethical standards and commitment to compliance, and to maintain a work environment that encourages the stakeholders to raise concerns to the attention of the management. A present, overall, contents of this Code are in practice, being already followed by the Directors and the Senior Management, however, in compliance with the new Clause 49 of the listing agreement, the Code as set out below, is to take effect from the date, when approved by the Board in its meeting 1. APPLICABILITY: The Code is applicable to all the members of the Board of Directors, Senior Management, Officers and employees of the Company. Senior Management shall include all executives holding the positions of Director (Non-Board Member/s), Sr. Manager, Managers, Asst. Managers and all head of the departments excluding Board of Directors. Such personnel shall hereinafter be treated as members of its core management team. 2. DILIGENCE: The Directors, senior management, officers and employees are to exercise due diligence in attending to their respective duties and obligations in the best interest of the Company. 3. CONFLICTS OF INTEREST: The Directors, senior management, officers and employees should be scrupulous  in avoiding conflicts of interest with the Company. In case there is likely to be a conflict of interest, he/she should make full disclosure of all facts and circumstances thereof to the Board of directors or any Committee / officer nominated for this purpose by the Board and a prior written approval should be obtained. A conflict situation can arise: a. When an employee, officer, senior manager or Director takes action or has interests that may make it difficult to perform his or her work objectively and effectively, b. The receipt of improper personal benefits by a member of his or her family as a result of ones position in the Company, c. Any outside business activity that detracts an individuals ability to devote appropriate time and attention to his or her responsibilities with the Company, d. The receipt of non-nominal gifts or excessive entertainment from any person/company with which the Company has current or prospective business dealings, e. Any significant ownership interest in any supplier, customer, development partner or competitor of the Company, f. Any consulting or employment relationship with any supplier, customer, business associate or competitor of the Company. 4. TRANSPARENCY: The Directors and the Senior Management are to ensure that their action/s in the conduct of business are transparent, except where the confidentiality of the business requires otherwise. Such transparency shall be brought through appropriate policies, procedures, and maintaining supporting and proper records. 5. FAIR DEALING: Each director, member of core management team, officer, and employee should deal fairly with customers, suppliers, competitors, and employees of group companies. They should not take unfair advantage of anyone through manipulation, concealment, abuse of confidential, proprietary or trade secret information, misrepresentation of material facts, or any other unfair dealing-practices. 6. HONEST AND ETHICAL CONDUCT: The Directors, senior management, officers and employees shall act in accordance with the highest standards of personal and professional integrity, honesty and ethical conduct not only on Companys premises and  offsite but also at company sponsored business, social events as well as any places. They shall act and conduct free from fraud and deception. Their conduct shall conform to the best-accepted professional standards of conduct. 7. CORPORATE OPPORTUNITIES: Directors, senior management, officers and employees owe a duty to the Company to advance its legitimate interests when the opportunity to do so arises. Directors, senior management, officers, and employees are expressly prohibited from: a. Taking for themselves personally, opportunities that are discovered through the use of Companys property, information, or position, b. Competing directly with the business of the Company or with any business that the Company is considering. Using Companys property, information, or position for personal gain. If the Company has finally decided not to pursue an opportunity that relates to the Companys business activity, he/she may pursue such activity only after disclosing the same to the Board of directors or the nominated person/committee. 8. BUSINESS INTEGRITY: The Directors and the Senior Management are to ensure that the Company carries out its business as per accepted practices of business integrity, ethical standards, fair play and conduct, honestly, legitimately and as a fair competitor. 9. WORK PLACE: The Directors and the Senior Management are to ensure that there is gender friendly work place, equal opportunities are given to men and women, and there exists good employment practices. 1 0. QUALITY OF PRODUCTS/SERVICES: The Directors and the Senior Management are to endeavor that the products / services of the Company meet the accepted standards of quality including that of ISO 9001 and any other standard/s, and also the specifications of the legal authorities/laws so that customer satisfaction is ensured. Moreover costs are kept reasonable. 11. PROTECTION AND PROPER USE OF COMPANYS ASSETS: The Directors and the Senior Management are to ensure to protect Companys assets and property and the same should be used only for legitimate business  purposes. 12. CONFIDENTIALITY: The Directors, Senior Management, Officers and Employees shall maintain the confidentiality of confidential information of the Company or that of any customer, supplier or business associate of the Company to which Company has a duty to maintain confidentiality, except when disclosure is authorized or legally mandated. The Confidential information includes all non-public information (including private, proprietary, and other) that might be of use to competitors or harmful to the Company or its associates. The use of confidential information for his/her own advantage or profit is also prohibited. 13. COMPLIANCE WITH LAWS, RULES, AND REGULATIONS: T he Directors, senior management, officers and employees shall comply with all applicable laws, rules, and regulations. Transactions, directly or indirectly, involving securities of the Company should not be undertaken without pre-clearance from the Companys compliance officer/Company Secretary. Any Director, member of core management team, officer or employee who is unfamiliar or uncertain about the legal rules involving Company business conducted by him/her should consult the legal department of the Company before taking any action that may jeopardize the Company or that individual. 14. RELATIONSHIP WITH CUSTOMERS AND SUPPLIERS: The Directors and the Senior Management are to endeavor that their dealings with the customers are given due importance, value is created and relationship of trust is built. In dealing with suppliers it should be the endeavor that supplies are based on need, quality, service, price, and appropriate terms and conditions. 15. SHAREHOLDERS: The Directors and the Senior Management are to ensure that the rights of shareholders are met as per law and good corporate practices, and all efforts are made to provide best services to them. 16. COMMUNITY ACTIVITIES: The Directors and the Senior Management are to endeavor that the Company be a trusted corporate citizen and, as an integral part of the Society, fulfills its responsibilities and duties to the societies and communities in which it  operates. 17. CODE OF ETHICS FOR CHIEF FINANCE OFFICER: Honesty, integrity and sound judgment of the senior financial officers is fundamental for the success and reputation of Action Construction Equipment Limited. The professional and ethical conduct of the senior financial officers is essential to the proper functioning of the Company. The senior finance officers as well as Directors of the Company shall be bound by the following code of ethics: 1. Act with honesty and integrity, including the ethical handling of actual or apparent conflicts of interest between personal, financial and professional relationships, 2. Make full, fair, accurate, timely, and understandable disclosure in reports and documents that the Company files with, or submits or makes periodically, to the shareholders, government authorities, and to the public, 3. Comply with governmental laws, rules, notifications and regulations applicable to the Companys business, 4. Disclose to the Board or any committee/officer designated by the Board for this purpose, any material transaction or relationship that reasonably could be expected to give rise to any violations of the code including actual or apparent conflicts with the interests of the company, 5. Promote prompt reporting of violations of the Code of Ethics to the Board of Directors or any person/committee designated for this purpose, as may be necessary, 6. Respect the confidentiality of information acquired in the course of employment unless legally obliged to disclose and ensure that no such confidential information is used for personal advantage/benefit, 7. Maintain the skills necessary and relevant to the Companys needs, 8. Act in good faith, responsibility, with due care, competence and diligence without misrepresenting material facts, 9. Refrain from any inappropriate or undue influence of any kind in all dealings with independent auditors, and avoid any actual or apparent conflicts with analysts, 10. Achieve responsible use of and control over all assets and resources employed or entrusted to them, 11. Promote ethical and honest behavior within the Company and its associates, Chief Finance Officer should adhere to both the code of business conduct and the code of ethics of the Company. Violation of the code of ethics will lead to appropriate disciplinary action including dismissal from the services of the Company any  deviation/waiver from this code can only be affected on the sole and absolute discretionary authority of the Board or any person/committee designated by the Board for this purpose. 18. INTERPRETATION OF CODE: Any question or interpretation under this Code of Ethics and Business Conduct will be handled by the Board or any person /committee authorized by the Board of the Company. The Board of Directors or any designated person/committee has the authority to waive compliance with this Code of business conduct for any Director, member of core management team, officer or employee of the Company. The person-seeking waiver of this Code shall make full disclosure of the particular circumstances to the Board or the designated person/ committee 19. COMPLIANCE WITH THE CODE OF CONDUCT: Compliance with this Code of Conduct is an obligation. The Directors and the Senior Management are to ensure that this Code is communicated to, and understood and observed by all employees. The Directors and the Senior Management shall affirm compliance with the Code, on an annual basis. The Board expects employees to bring to their attention, or to that of Senior Management, any breach or suspected breach of this Code. Compliance with this Code is subject to the review by the Board and complemented by the Audit Committee of the Board. Any modification/s, amendment/s, or review of this Code shall be done by the Board.

catcher in the rye :: essays research papers

As defined in The American Heritage Dictionary, symbolism is defined as the practice of representing things by means of symbols or of attributing symbolic meanings of significance to objects. The book â€Å"The Catcher in the Rye† by J.D. Salinger was the only novel he has written. The novel The Catcher in the Rye is about a boy named Holden Caulfield who’s trying to find himself and what he’s supposed to do with his life. Through his journey he gets kicked out of many schools, interacts with unusual characters, and has many different events that are unusual. Throughout the novel, he will be told he needs some kind of help and at the end he too will realize it himself. Why is Holden’s red hunting hat significant because, his hat is red like Allies hair, he’s hunting for truth, and he wears it like a catcher.   Ã‚  Ã‚  Ã‚  Ã‚  First, Holden’s red hunting hat is significant because of him wanting to be the â€Å"Catcher in the Rye†. Also, Holden’s red hunting hat demonstrates symbolism because his hat is representing the fact that he wants to â€Å"save kids from losing their innocence† by catching them as would a catcher do.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"And I am standing on the edge of some crazy cliff. What I have to do, I have to catch everybody if they start to go over the cliff- I mean if they’re running and they don’t look where they’re going I have to come out from somewhere and catch them. That’s all I’d do all day. I’d just be the catcher in the rye and all† (173 Salinger). Also, Holden’s trying to save kids from making the same mistakes that he would by catching them before jumping into adulthood he doesn’t want them to grow up making the same mistakes that he did. Holden soon realizes that he can’t catch every single kid from falling into adulthood because it isn’t in his powers to help them because it’s a move they have to take.   Ã‚  Ã‚  Ã‚  Ã‚  Second, Holden’s red hunting hat has another significance which is being that it’s the same color as the color of Allies hair. This demonstrates symbolism because he really didn’t have a closer relationship with Allie. He feels bad that he had blown them off those few times that he wanted to hang out with him. Also, Allies red hair and Holden’s red hat reminds Holden about his brother and what he meant to him.

Hamlet’s Soliloquys

Throughout the play Hamlet there are soliloquys, these soliloquys enable the audience/reader to be able to know what the characters truly think and how they truly feel. Although many characters have their own soliloquys, Hamlet’s are the most informative and advance the plot the greatest. In Hamlet’s soliloquys we learn of events that speed his revenge, how he feels about his father’s death and his mother’s swift marriage to Hamlet’s uncle Claudius. Hamlet’s first soliloquy of the play reveals possibly the most about his character in one soliloquy. This soliloquy reveals that Hamlet longs for death by saying â€Å"O that this too too solid flesh would melt† (Shakespeare 14) but he cannot kill himself because it is a sin: â€Å"His canon ‘gainst self-slaughter. † (Shakespeare 14). Hamlet is considering suicide because he finds life and the world utterly tedious and foul, and overrun with â€Å"things rank and gross in nature† (Shakespeare 14). When Hamlet talks about his father he compares him to the sun god Hyperion and his uncle and new king Claudius to a satyr. Hyperion to a satyr† (Shakespeare 14). Hamlet recalls how lovingly his father cared for his mother â€Å"so loving to my mother† (Shakespeare 14), and how passionately she loved him â€Å"she would hang on him As if increase of appetite had grown† (Shakespeare 14). When Hamlet thinks of his mother marrying his despised uncle, Hamlet is disgusted at how soon they were married after his father’s death. Hamlets first soliloquy creates a dark atmosphere because he longs for death and condemns his mother’s marriage to his father’s brother. By truthfully revealing his innermost thoughts and emotions, Hamlet’s soliloquy advances the plot by showing the audience and reader how Hamlet feels about the current situation, his father’s death, his own life and mortality, and his mother’s marriage to Claudius. Hamlet’s second soliloquy follows the visit from the late King Hamlet’s ghost. Once the ghost leaves, Hamlet seems fully determined on revenge in contrast to the underlying theme of meditation and love while Hamlet was with the ghost. Once the ghost is gone, Hamlet has no thoughts of whether or not the Ghost is good or evil. Hamlet vows to remember the Ghost and its command to revenge. He makes it clear his feelings toward his mother â€Å"O most pernicious women! † (Shakespeare 32), and to his uncle â€Å"O villain, villain, smiling damned villain! † (Shakespeare 32). This soliloquy’s main focus is on Hamlet’s revenge of his father’s death. Looking at this soliloquy it looks like Hamlet will be swift in his revenge, but his road to revenge will be full of procrastination and over thinking. This soliloquy advances the plot by showing what will be the focus throughout the rest of the play. In Hamlet’s third soliloquy he contemplates how the first player can weep for Hecuba, a fictional character, when in reality Hecuba means nothing to the first player and Hecuba cares nothing for him. Hamlet thinks of what the Player would do if he had the motive that Hamlet has. This thought provokes Hamlet to scold himself for apparent cowardice and lack of action when he has real reasons to take them. From this he curses Claudius â€Å"Bloody, bawdy villain! Remorseless, treacherous, lecherous, kindless villain! † (Shakespeare 62). Hamlet listens to himself and mocks his emotional outburst â€Å"Why, what an ass am I! † (Shakespeare 62). Hamlet realizes that he must act in some way and sets his brain to work and thinks of something to do â€Å"About, my brains. Hum† (Shakespeare 62). He begins to shape a plan to test the Ghost’s story. Hamlet starts to question whether the Ghost is a good or evil spirit â€Å"The spirit that I have seen May be a devil, and the devil hath power† (Shakespeare 62). Hamlet’s plan becomes clear, the players will perform a play showing a murder similar to the way that Claudius murdered the King Hamlet, if when watching this murder Claudius reveals his guilt; it will prove that the Ghost has spoken truly â€Å"The play’s the thing Wherein I’ll catch the conscience of the king. † (Shakespeare 63). This soliloquy creates a conniving atmosphere as Hamlet plans to make Claudius reveal his guilt of murdering his brother, King Hamlet. This advances the plot by showing that Hamlet is capable of taking some action and shows the audience Hamlet’s plan to make Claudius show his emotions. This fourth soliloquy starts out with possibly the most popular Shakespeare quote in the world â€Å"To be, or not to be, that is the question:† (Shakespeare 66). By this Hamlet could be talking about his own personal dilemma, whether he should live, or commit suicide. Hamlet could also not be considering his own situation, but is asking a more general question: is life worth living? This questions the advantages and disadvantages of human existence, whether it is better to be unhappy, than to be at all. This soliloquy creates a dark atmosphere because of Hamlet’s questioning of suicide and if life in general is worth living. This soliloquy shows that Hamlet is still questioning life as he did earlier in the play in his first soliloquy. Just before Hamlet’s fifth soliloquy, Hamlet argues with Polonius and refuses to be treated like a musical instrument that can be made to say anything at someone else’s wish. In the soliloquy Hamlet uses the melodramatic stock imagery of a traditional Elizabethan revenger, â€Å"Now could I drink hot blood,† (Shakespeare 88). As Hamlet leaves to meet Gertrude, he vows to scold her, but not harm her, â€Å"I will speak daggers to her, but use none. † (Shakespeare 88). In Hamlet’s sixth soliloquy, he enters into the church where he finds Claudius praying. Hamlet draws his sword to kill Claudius but then holds back because he is praying. If Hamlet were to kill him while he was praying then Claudius’s soul would be sent to heaven. Hamlet then reflects on the fact that his father was killed at a moment when he was unprepared for heaven thus condemning him to suffering after death. Hamlet then decides to kill Claudius at a more sinful moment, and thus damn him to hell. Once again Hamlet has found an excuse to postpone killing Claudius. There is dramatic irony in Claudius’s final couplet. It reveals that Hamlet may have caught the conscience of the king, but that he was deceived by appearance. Claudius only looked as if he was praying, his efforts to contact god were unsuccessful: â€Å"My words fly up, my thoughts remain below. Words without thoughts never to heaven go. † (Shakespeare 91). This soliloquy creates a dark atmosphere even though it is in a church because Hamlet wants to make sure that he not only kills Claudius but that he suffers eternally. This soliloquy shows that Hamlet is not a hard-hearted traditional revenger and continually finds reasons to delay killing Claudius. Before Hamlet’s seventh and final soliloquy, Hamlet speaks with a captain in the Norwegian army. The captain tells Hamlet that the army is passing through Denmark on its way to fight for a tiny unprofitable part of Poland. Hamlet reflects on the sickness of an apparently healthy society â€Å"This is th’impostume of much wealth and peace. † (Shakespeare 110) in which thousands will die in battle over such a â€Å"straw† (Shakespeare 110). These thoughts prompt Hamlet’s last soliloquy in which he once again reproaches himself for delaying the revenge of his father’s murder. Hamlet then considers that everything he encounters prompts him to take revenge: â€Å"How all occasions do inform against me, And spur my dull revenge. † (Shakespeare 110). He reflects that god has given him human intelligence to use and that capacity for making moral decision making is what separates humans from animals: â€Å"Sith I have cause, and will, and strength, and means To do’t† (Shakespeare 110). The encounter with Fortinbras’ army spurs Hamlet to speed his revenge: â€Å"Oh from this time forth, My thoughts be bloody or be nothing worth. (Shakespeare 111). Throughout Hamlet’s soilioquys we have been given an inside look at his deepest thoughts, his views on life and death, and his view on military expeditions. Most importantly we learn that Hamlet is not a traditional Shakespearean avenger. His main character flaws, procrastination and overthinking, prevent him from accomplishing a speedy revenge.

Different Interpretations of Taming of the Shrew Essay

Since there are so many different adaptations of Taming of the Shrew, there are quite a lot of differences when you see it, then when you read it. Especially when you try to imagine the Wooing Scene, in Act 2 Scene 1. Here are a few main differences I noticed in two of the different adaptations I watched: * Gaudete Academy 2010 Production (http://www.youtube.com/watch?v=xaebQOnnHMU) * Petruchio was a little scared of Katherina when he first met her * Katherina was a lot more harsh, physically * Instead of dialogue with words, they made Petruchio speak and Katherina act with facial expressions and basically actions. Petruchio: You lie in faith. For you are called Kate. Plain Kate. Bonny Kate. And sometimes Kate the curst. (Katherina flicks him annoyingly) * Also Petruchio has long monologues, but instead they make Katherina respond with actions and not verbally. So Kate’s actions made it seem like dialogue * There is so much more physical abuse, than verbal abuse Petruchio: My super dainty Kate. (Katherina pushes him off the stage) * They change some words and sentences, so the audience understand the jokes and puns * A lot of interaction with the audience Petruchio: Take this of me, Kate of my consolation: Hearing thy†¦ hearing thy†¦ Uh, help? What’s that sir? *Harpy* Hearing thy Harpyishness praised in every town * Taming of the Shrew (1976) (http://www.youtube.com/watch?v=RdqOHvcD-VU) * Baptista acts a little evil when Petruchio asks for Kate’s hand in marriage * Petruchio acts a lot more rude, physically * Katherina struggles with Petruchio a lot more * Katherina seems weak, even from the start * Kate doesn’t argue as much as in the play * Petruchio over powers Kate a lot, instead of them being equally horrid * Petruchio adds more actions, so it adds more emphasis to the argument * Gremio’s line stands out more, than in the play script * Taming of the Shrew (CorkShakespeare) This one is very similar to the original play script, so not many points (http://www.youtube.com/watch?v=hxtQKwHO6xU) * Most of the other adaptations points * Costumes were modernized * Petruchio is very forceful

Total quality management A Path to Sustainable Growth and Improvement

Total quality management A Path to Sustainable Growth and Improvement Executive Summary Starting and maintaining any business venture is a process that requires determination motivation and general know-how in regards to how to operate a business and ensure that it remains profitable despite the various challenges and risks that may be available in the business environment one wants to venture in. As such, there are several considerations that should be carried out to ensure that all details regarding the business are addressed and well planned for.Advertising We will write a custom research paper sample on Total quality management: A Path to Sustainable Growth and Improvement specifically for you for only $16.05 $11/page Learn More The considerations include but are not limited to: the identification of the business opportunity, development of the product or service, evaluations of the suppliers, clients and business environment and market analysis among others. A recurrent and most important concept that must be considered i s the quality of the output produced by all processes within the business. Total quality ensures that the business survives the harshness of business environments, all the while guaranteeing profits from the venture. This report shall set out to explore Total Quality Management (TQM) as being among the core concepts used by business entities to safeguard their reputation, ensure effective and efficient delivery of quality products and services and manage businesses towards success. To this end, the principles of TQM shall be discussed and its relevance to human resource, client satisfaction and supplier management analyzed. By using relevant and credible sources, this report shall present a comprehensive and informative discussion on how TQM plays an integral role in facilitating business growth, promoting efficient human resource management, guaranteeing customer satisfaction and enhance strategic management in various aspects of the business. In short, this paper shall elaborate t he importance of TQM in today’s organizational management. Introduction Throughout their existence, organizations and businesses are considerably under a lot of pressured to raise their levels of performance and productivity. This is especially so in the modern-day business environment which is characterized by aggression and excessive competition. This constantly forces businesses to exhibit innovativeness and enhanced performance so as to remain relevant and profitable in the ever increasingly competitive arena. To achieve the organizational goal of increased productivity, the input of both the individual and groups in the organization remains invaluable. However, for these inputs to make a significant impact there must be a strong leadership and management to steer the individual and group effort in the right direction. This being the case, the development of leadership and management strategies is of great importance to any business entity. Exemplary leadership and manage ment alone cannot guarantee that a business will be successful in the long-run. Due consideration has to be given to quality management as well. It is from realization that Total Quality Management (TQM) was invented. TQM is an all-inclusive improvement concept that has in the last few decades, been adopted by many organizations in their journey towards increased market share, profitability and sustainable growth.Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Considering the importance of this concept, business analysts and scholars have over the years developed various TQM principles and models to assist business leaders make the most out of their ventures. However, many businesses have failed to sustain TQM in their processes long enough to realize its full benefits. This paper shall therefore provide an informative discussion on TQM, its history, principles and appli cability in understanding business processes, interactions and growth. TQM: A Brief History Bagad defines TQM as a broad and continuous approach that businesses implement to ensure quality and performance improvement that guarantees customer satisfaction (4). According to the author, this guarantee is achieved by â€Å"integrating all quality-related functions and processes throughout the company (Bagad 12).† As regarding to its prominence, Bagad asserts that after the Second World War, the need to inspect the quality of goods and services availed to consumers became a common practice which led to the development of the Statistical Quality Control (SQC) theory which was formulated by Dr. Edwards Deming (Bagad 18). According to the theorist, the quality of products could only be ascertained by sampling random products produced from each batch. As such, this theory was based on the assumption that any manmade or technical error experienced in the production process would ultima tely lead to defects or other quality related issues to the end products. As such, the theorist believed that by eliminating the errors in the production process, the end product would certainly be of high quality. Testing the quality of manufactured goods was further necessitated by the fact that the Japanese manufacturing industry produced a lot of poor quality goods after the Second World War. As such, in the fifties, quality control became a major concern for most nations. Subsequently, in the 1970’s, the concept of total quality evolved. This was attributed to the fact that business organizations had acknowledged the value of quality control. As such, it was not only logical, but a strategic move to implement measures that included all employees in quality control processes. This notion was more efficient and covered a wide range of business activities towards the delivery of quality goods. TQM: Understanding the Concept As has been elaborated above, TQM is a management tool that facilitates leaders and managers to direct their organization into a successful future. It is a wide concept that requires commitment from both the management and organizational employees if it is to be successful.Advertising We will write a custom research paper sample on Total quality management: A Path to Sustainable Growth and Improvement specifically for you for only $16.05 $11/page Learn More As such, it not only aims at managing and assuring that quality is maintained in all goods or services produced, but extends to the management of the people and processes used. This approach ensures that each internal and external production stage promotes full consumer satisfaction (Mukherjee 23). Notably, whenever leaders integrate TQM concepts in their businesses, their organizations do the right things correctly with little to no complications. Maguad asserts that TQM, like any other management strategy utilizes the people-process- system cycle (181 ). This is because TQM focuses on consumer-supplier quality relations. However, the efficiency of this relationship is influenced by the level of commitment to quality, communication (as regarding to how the quality message is transmitted) and culture. Culture in this context influences the relationship in the sense that organizations have deep rooted cultures. As such, if an organization is willing to change its culture such that it promotes improvement in quality, then the organization will have a good consumer-supplier interface. However, if the organization is reluctant to cultural change, the interface will not work as it is expected to in terms of providing total customer satisfaction. This paragraph can best be elaborated by this diagram below. A diagram elaborating the TQM interface in an organizational setting This diagram shows how different internal and external factors are interlinked to ensure that the quality of the product meets or exceeds the expectations of the con sumer. It should be noted that in each interface is made up of various processes. As such, they all affect each other and failure in one interface leads to the organizations inability to deliver quality goods and services. According to the Department of Trade and industry (DTI) website, quality in TQM refers to the ability of a product or service to fully satisfy a consumers needs or fully meet them as expected (2).Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More As such, the author(s) reiterates that quality is measured in term of a product’s or service’s performance, appearance, availability, delivery, reliability, maintainability, cost effectiveness and price (DTI 2).† The author further suggests that an organization should always ensure that its products and services meet these requirements. The only way this can be ascertained is by conducting a market research (DTI 3). Empirical Research The rationale for the study and its methodology Prior to discussing the core tenets of TQM, we need to discuss the empirical survey that was aimed at examining customer’s perceptions of quality. This question is of great importance for modern companies since they need to understand which dimensions of quality are of the greatest value to clients. This information can help them to better develop products as well as services. The main objective of this survey was to determine what aspects affect the customer satisfaction and wh at factors affect their purchasing decisions. It should be noted that scholars distinguish different aspects of product quality, in particular, performance, functionality, reliability, serviceable life (Sower, 7). As far as service quality is concerned, researchers speak about such dimensions as reliability, responsiveness, and assurance (Kandampully, Mok Sparks, 54). In many cases, it is rather difficult to determine which of these dimensions of the greatest importance for customers. The survey that has been conducted relies on quantitative relied on quantitative research methods, namely on the structured interview. The respondents were asked a series of multiple-choice questions that prompted them to assess different aspects of product and service quality in terms of their importance[1]. The participants for the study were randomly selected and the sample was divided into two equal groups; male subjects and female subjects. The total sample size was 30; the participants were recr uited in near shops and supermarkets. Each of them was informed about the purposes of this survey. The participants were not required to name themselves or identify their income level and age. This information could made the findings more accurate, in this case, the respondents would have been more reluctant to take part in this survey. In total, this survey lasted for three days. Analysis of findings The responses of the participants indicate that customer perceptions and interpretations of quality are not universal. The most important quality dimensions of a product are performance and reliability, 17 respondents out of 30 identified make their purchasing decisions on the basis of these characteristics. Such attributes as serviceable life and design were of lesser priority to the priority. Yet, it should be mentioned that for female respondents design was of higher priority than for male subjects. Seven out 15 female subjects judged a product by its design. The second issue to be discussed is the quality dimensions of service companies. Judging from the responses of the participants, a large number of customers pay attention to reliability (10 respondents) and time-efficacy (12 respondents). However, one should not assume that politeness and responsiveness do not affect the clients’ decisions. Approximately 27 percent of customers (8 respondents) evaluate a service company according to the politeness of its workers. Additionally, the results of this survey suggest the manufacturing as well as service companies should involve customers into product development or assessment of performance. 83 percent of respondents (25 participants) agreed with this statement. It has to be admitted that this study has several important limitations. Perceptions of quality can be dependent on the income level of a respondent. For instance, customers, who are very sensitive about the price, may pay more attention to serviceable life of product. In contrast, customers, who are not price-sensitive, can attach more value to performance and design. During the survey, we could not ask the subjects about their income level since many of them might have refused to participate in the study. Hence, we do not know to what extent this variable affect people’s expectations and perceptions of quality. Those customers, whom we interviewed, attached more value to the quality of a product rather than its price (20 respondents out of thirty). The second limitation of the research is that the questions of this survey are not applicable to all kinds of products; they are more suitable for manufactured items. They may not be suitable for grocery goods or clothing. Thus, the researchers would have to ask different questions, if they want to focus on these particular goods. Implications and conclusions This survey can have several implications for business administrators and practitioners of total quality management. First of all, it shows that customers wish to b e more involved in the development of products and services. By acting in such a way, they will be able to strengthen their position in competitive environments. Most importantly, they will manage to enhance customer loyalty. This argument is quite consistent wit the core principles of TQM, since this approach focuses on customer satisfaction as the major objective of any company. Secondly, this research has shown which quality dimensions of products and services are of the highest priority for modern customers. By using customer surveys, the management can understand the expectations of their target audience and their needs. Principles of TQM A principle can be defined as the main belief of the founding concept that makes an action or reasoning valid. Like any other management strategy, Maguad reiterates that the most integral components of TQM are leadership and commitment (185). Leadership in this context refers to a process through which one person uses the help and support of o thers towards achieving a particular goal or task. As Maguad suggests, leaders are the people who are taxed with the role of marshalling the human resource in the organization for its growth and expansion (193). They do this by planning, organizing, leading and controlling the organizations activities and resources. Commitment is the level of loyalty, determination and motivation exhibited by members of an organization as they carryout their tasks. As mentioned earlier, various interfaces often work together to ensure that an organization produces quality products and services. Leadership is very important because a leader’s ability to delegate, make decisions, resolve conflicts and motivate employees determines whether an organization will be successful in its endeavors. On the other hand, commitment affects the performance and motivation levels exhibited by employees. If employees are committed, an organization is more likely to experience growth and increased profits becau se at the end of the day, an organization cannot function without the people factor. Considering these two core elements, it would be a worthwhile endeavor to shed some light on the basic principles of TQM. As may have been deduced throughout this research, TQM aims at promoting three main objectives: customer satisfaction, supplier satisfaction and continuous improvement of an organization’s processes. Customer satisfaction Customer satisfaction often refers to the ability of a product or service to fully satisfy the needs of the intended consumer. This should be the primary concern of any organization willing to survive the aggressive nature of today’s business environment. This is mainly because satisfied clients mean more sales, increased market share and unwavering consumer loyalty. These elements ensure that an organization makes profits which can be used to research for cheaper and better ways of production, expanding an organization’s market base and exp and the business. With these undertones, the question that is left wanting is; how does TQM ensure consumer satisfaction? Gilmore addresses this question by reiterating that TQM is an effective strategy that can be used to minimize variations in the production process thereby increasing the organization’s chance of producing quality products and services that meet (if not exceed) the needs and expectations of the consumers (207). The author further states that, in every organization there are various departments and offices that cater for different needs of the consumers. These factions make up quality chains which depend on each other to produce the final product or service. These quality chains stand at a risk of being broken due to human or technical errors. Such failures often sip through and multiply down the production process and may lead to failure of the organization to meet the requirements of the clients. As such, Kanji et al state that, TQM presents organizations with an opportunity to train their employees on different factors they should consider when handling tasks in the consumer-supplier interface (52). This in turn ensures that each employee has the necessary skills needed to achieve quality. Similarly, Gilmore argues that TQM focuses on identifying the potential areas that may cause problems and solve them before a product or service is made available to the market (208). Considering the definition of quality provided herein, we could argue that quality is consumer driven. This means that an organization must identify the needs of the clients and formulate the best means of meeting them satisfactorily. Gilmore states that a perfectly produced product or service is of no benefit to the organization if it fails to meet the needs of the client (207). As such, the author contends that TQM tools enable organizations to identify such needs by outlining market research methodologies and production processes that enhance accuracy and efficien cy in various consumer-supplier interfaces. In addition, Gilmore asserts that consumer preference and needs vary from one consumer to the other and from season to another (209). As such, the author contends that it is often difficult to determine what consumers need and expect from a product or service. However, the author states that TQM presents organizations with various tools and strategies which can be implemented to ensure that the products or services produced are always tuned to the needs and expectations of the target market. Some of the measures of TQM that can be used to address these changes include but are not limited to focus groups that concentrate on the needs of specified consumers, market surveys which gather information on current trends, competition and prices, and customer interviews which provide firsthand information on what consumers need and expect from a product or service. Such information enables organizations to implement processes that address these nee ds and expectations thereby guaranteeing consumer satisfaction (Gilmore 209). Supplier satisfaction A supplier is the person or organization that has consented to sell you various resources needed to produce your product. This principle of TQM requires organizations to form good relationships with their suppliers. Yong and Wilkinson states that TQM places great emphasis on an organization’s ability to satisfy its suppliers (250). The authors further contend that it is imperative that organizations provide their suppliers with clear and concise details on what they are supposed to supply and when they are supposed to supply. In addition, the authors suggest that the organization should make an effort to pay the suppliers in a fair and timely manner. In so doing, the supplier delivers quality goods and services which are then used by the organization to produce quality goods or services to its external consumers (Yong and Wilkinson 256). Failure to do so invariably leads to del ays in supply delivery, delivery of poor quality resources or even inconsistencies in deliveries. Such issues affect the quality of the products produced in terms of performance, availability, durability and reliability. These factors may cause consumers great dissatisfaction (Yong and Wilkinson 257). In addition, Maguad states that TQM also encourages organizational leaders and managers to motivate and boost the performance of their employees (internal suppliers) if quality is to be maintained (184). The author recommends that this can only be achieved if the people in charge provide the workers with clear and concise instructions, adequate working tools and equipments and favorable working conditions (Maguad 187). According to the TQM principle on supplier satisfaction, these factors combined with a fair reward and remuneration packages promotes commitment and motivation among the workforce, which leads to the efficient and timely execution of tasks within the organization (179). Additionally, such measures increase the productivity levels exhibited by employees, all the while enabling management to identify good employees as well as the issues that affect the performance of various employees. In summary, this principle of TQM indicates that, when an organization satisfies its suppliers (internal and external), the quality of the end product is more likely to satisfy the needs of the consumers as well as those of the organization. Continuous Improvement of the Organization’s Processes This is the third and equally important principle of TQM. According to Rahman, this principle is founded on the assumption that organizations must always improve their processes, strategies and methodologies if they are to keep up with the dynamic nature of the business environment (203). Rahman supports this assertion by contending that competition, technology and consumer preferences are improving and growing faster each day (201). As such, it is always wise for an org anization to improve its methods if it aims at staying ahead of the game. Similarly, this principle encourages managers and employees to work smart rather than doing hard work. According to Rahman some organizational leaders are under constant pressure to increase the organization’s productivity (206). As a result, such leaders try to improve the organization’s performance levels by coercing and forcing employees to work harder. According to the author, this only results to mishaps and poor performance because the workers are in most cases de-motivated and stressed (Rahman 208). These factors may cause them to loose focus and do shoddy jobs so as to finish the tasks on time. This in turn lowers the overall quality of the goods or services produced. Kanji et al state that this principle of TQM enables leaders to effectively find the source of the problem and device viable means of solving or avoiding them without necessarily pressuring the employees (50). In addition, t his principle also recommends leaders to encourage and allow constructive criticism and suggestions from employees. Considering that the employees are often at the forefront in production processes, they are best suited to provide information on how an organization can improve an organizational process. For example, Barad and Dror state that employees can offer valuable suggestions on whether a process is efficient or not. In addition, workers can suggest on whether a process should be improved or eliminated, and how such changes can best be implemented to avoid further complications (6630). Some of the process improvement strategies proposed by this principle include but are not limited to just-in time-production which reduces overproduction and production costs and variable reduction tools. These are examples of TQM strategies and tools that can be implemented to improve processes all the while reducing the amount of resources that is wasted. Similarly, Lynch and Keating II assert that the continuous improvement principle requires organizations to always find improve their productivity and growth by finding better means of carrying out business activities through learning, effective decision making processes and problem solving (353). TQM recommends the Plan-Do-Study-Act cycle (PDSA) as being among the most effective models to implement if continuous improvement of organizational processes is to be achieved. Below is a diagram elaborating the cycle. A diagram illustrating the PDSA cycle This cycle promotes quality in the sense that the management plans for what needs to be improved and makes decisions on how best such improvements can be implemented. The second step requires the implementation of the improvements that have been recommended. This simply means that the organization does what it has planed to do. Thirdly, after implementing/doing what was planned, the management and other concerned parties monitor how the improvements impact business processes. In this stage, information can be collected regarding the problems, effectiveness and further improvements (recommendations and suggestions) that need to be addressed. The information collected from the third stage is used to improve the strategy or process such that it remains without any flaws. Jjjhjhjh states that this model has proven to be of great importance in effective decision-making processes, problem solving and risk management in many organizations. TQM as a Strategy for Human Resource management Human resource management refers to the strategies and policies that an organization implements so as to plan, control, organize and lead its workforce towards attaining the set organizational goals and objectives (Lammermeyr 175). In most cases, organizational failure is attributed to poor human resource management. As such, having efficient HRM strategies is not only logical, but a prerequisite for successful and efficient execution of tasks by employees. TQM consists of a ra nge of tools that can be implemented by an organization’s human resource department to ensure that it plays a greater strategic role in an organization. Some of the tools include but are not limited to the following. Cause-and-effect diagrams According to Wallace and Stahl, if management is to effectively identify and rectify various problems that affect the quality of the products or services produced, all employees must have the necessary skills needed to handle such problems (37). The authors acknowledge that production of quality goods or services is an organizational concept. This means that each individual within the organization has a role to play in enhancing quality productions. As such, the authors state that the cause-and-effect diagram enables human resource managers to identify the problem, its causes and effects (Wallace and Stahl 37). After collecting this information, the managers can develop training programs which equip employees with the skills needed to ta ckle or avoid these potential problems in a timely and efficient manner. As such, these charts enable the human resource department to design policies that ensures that the workforce performs as expected and meets the client’s needs effectively. Flowcharts Flowcharts are schematic diagrams which indicate all the steps that should be followed in order to execute a process or operation efficiently (Wallace and Stahl 37). Wallace and Stahl state that flowcharts are a form of a visual tool that can be easily used and understood (38). By making these charts available at all operation sites, the human resource ensures that workers know what to do and how to address a problem if it arises. This is mainly due to the fact that flowcharts enable workers to develop clear mental images of how various tasks are supposed to be carried out. The provision of these charts enables human resource managers to promote quality productions because the flowcharts act as a point of reference to emplo yees who do not know what to do in various situations. Checklists Checklists are documents which contain a list of all known issues and the frequency of their occurrence. Wallace and Stahl state that these lists look simple at first glance but are quite effective when it comes to gathering information about the quality or defect of certain processes (38). Checklists may be used by human resource managers to identify and prioritize various potential issues that may affect the quality levels exhibited by an organization. Through this list, the human resource manager can make necessary changes, and decisions relating to which issue is most threatening and delegate qualified people to find a solution before things get out of hand. Customer Satisfaction Aspect of TQM As has been revealed within this research, TQM focuses on the strategies that can be implemented by organizations to ensure that they meet or exceed the consumer’s expectations and needs. TQM equips organizations with various tools and strategies that can be implemented to ensure that it meets the needs of its clients. To begin with, Kanji and Wallace reiterate that TQM requires organizations to do extensive research on its client’s needs and expectations. This can be done by establishing focus groups that gather information about the needs and expectations of a specific group of consumers (Kanji and Wallace 980). In addition, Kanji and Wallace assert that, TQM also enables organizations to collect more relevant information through consumer interviews, research on market trends and behaviors; and acts as a guide to which products or services an organization should produce (983). Similarly, TQM principles provide organizational employees with guidelines on the questions they should ask themselves and the clients in regards to the quality level they expect from a given product. Some of the questions incorporated within the TQM philosophy as regarding to customer satisfaction aim at finding out: who the customers are, their specific needs and specifications and methods of collecting this data (Lammermeyr 177). In addition, employees are able to evaluate whether they can meet such requirements and how they can measure their ability to satisfy those needs. On the same note, organizations are able to figure out whether or not, as well as their ability to monitor and continually meet the changing needs of their clients. In summary, TQM enables organizations to research, plan, implement, monitor and improve their processes such that they constantly and continually guarantee consumer satisfaction. TQM and sustained Organizational Growth Notably, TQM does not only focus on the quality of the products or services produced by an organization, but also, on the factors that affect the processes and people factor that work in a given organization. By using TQM tools and strategies such as the PDSA cycle, research methodologies, checklists and flowcharts among others, organizations are able to identify and meet the needs of their clients, pinpoint potential operational problems and defects that may affect the quality of the products or services produced and develop strategies to counter, mitigate or avoid them. In so doing, organizations implementing such strategies and tools enjoy a large market share, reduced cost of production, increased profits and a reliable consumer base. These are some of the core factors that ensure that an organization enjoys a sustainable growth regardless of the harsh situations presented by today’s business environments. In addition, TQM educates leaders and managers on the importance of various elements (consumers, suppliers, employee empowerment and organizational visions and cultures) that should be considered during the production of goods and services. By considering these elements, organizations are better placed to handle or avoid potential problems that may hinder the organizations from experiencing sustainable grow th. Similarly, TQM emphasizes on leadership, commitment, culture and communication as the key concepts that should be considered by organizations willing to succeed in their endeavors. If these concepts are efficiently implemented, they provide a recipe for organizational growth, competitive advantage, development and survival amidst changing business environment. Conclusion Managing the quality levels exhibited by an organization in terms of products, services and processes is seldom an easy undertaking and in many situations, businesses have failed in this regard due to lack of know-how by the business owners. As such, it is always important to ensure that the philosophy of TQM is implemented before an organization initiates a project, process or operation before pouring all its investments into it. On this note, this study has provided a detailed and informative guideline as to how business entities can apply TQM concepts in all their activities. Notably, most businesses aim at i ncreasing their profitability by either sales or profit maximization. These strategies may be effective in the short run but may fail to guarantee the organization its survival in trivial times. However, focusing all efforts towards meeting or exceeding the needs and expectations of the consumers ensures that the organization is on the first row in terms of sustainable growth, marketing and management strategies and supply of quality products and services. This research paper set out to explore the renowned philosophy of TQM. To this end, the evolutionary history and an overview of the same has been offered. In addition, the basic principles of TQM have been highlighted and discussed. Similarly, ways in which TQM addresses customer satisfaction, sustainable organizational growth and enhances human resource management as a tool for strategic management have also been addressed. As has been revealed herein, TQM has proven to be a cornerstone on which businesses can improve their perfo rmance and quality levels exhibited by their products and services. 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