The Future of Mass Media Programming Term Paper

The Future of Mass Media Programming - Term Paper Example The term paper "The Future of Mass Media Programming" analyzes the future of different types of mass media such as the broadcast and print medias. The paper discusses if their way of presenting the information will change due to the appearance of new technologies. The future of the mass media programming will comprise of a highly integrated single electronic system that will have the ability to output high-quality audio, video, and printed materials. In this case, everything will be obtained electronically, including newspapers, movies, videos. Everything is going digital, and in the future, it seems there will be more smart media devices, which will be controlled using voices. In ten years time, media landscape will be far much change whereby print and broadcast forms of media will be accessible via the internet. The Broadcast form of content will be replaced by streaming content. Many people will have large OLED screens connected to the internet. The large audience will be in a position to watch or view television at the same time globally. Printed physical materials such as books and newspapers will not be competent as compared to those that are accessible online. Eventually, publishing companies will have to collaborate with the internet to provide their information on time. So, the media companies will have to give the best quality of information since competition will be very high and profits will mainly depend on the value of information delivered and the number of the audience who find the information valuable. (Daud, 2008). Actually, there will be one main channel of information distribution, and it will only require one device that has access to the internet. Everything will be accessible in there, and this will force media companies to change their production strategies. Application of blogging will help the forms of media to persuade the audience to access information. All media companies and institutions will have to start a marketing strategy that will help in reaching a big audience. A global media policy m ust be established to protect media companies from hackers and a mode in which the companies will make a profit. Print media will have to make their products available online for easy access and selling. Bookstores will be having very few books on the shelves. The customer request for a book and it is printed and bind at that moment. However, it will be important to avail all books and other print resources in the internet, to ensure that there is easy access by the customers. Therefore, all publishing companies will have to provide all of their books online. Electronic books will be the best selling and maximize profits of the author and the publishing companies. Another strategy of availing the books to the readers is through the creation of audio books. Many people have a problem reading a book online because of different commitments, but they can listen to audio books while

DBQ French Revolution Essay Example for Free

DBQ French Revolution Essay History can be seen as a series of changes people put upon one another. Throughout the years, these changes have had affected society significantly resulting in more or less conflicts. The French Revolution was one of the many changes that affected society resulting in both conflicts beginning and others being resolved. The French Revolution began in 1789 due to the inequality of French society. The French society was divided into three estates. The first two consisted of clergy and nobility respectively. The third was made up of merchants, businessmen, lawyers, and peasants. They had the least rights and privileges compared with the other estates. The third estate had to pay all the taxes imposed by the king, King Louis XVI, whereas the other estates were excused from it. This made life harder for the peasants, but also sparked the French revolution when the Third Estate began to demand more rights. King Louis XVI ignored the demands of the Third Estate. When the Third Estate wanted to form the National Assembly, this exposed Kind Louis XIVs abuse of power. The Estates General was unfair due to the Third Estates constantly being outvoting by the first and second estates. This resulted in the Tennis Court Oath which said they wouldnt give up. Instead, the people of the Third Estate turned to rioting like when they stormed the Bastille to free political prisoners. After the revolution, the peasants made sure they were heard. They started killing nobles; the guillotine was made making the death sentence faster and cheaper. Thousands were killed with the guillotine including Louis XVI and Marie Antoinette, his wife. The time after this was known as the Reign of Terror, when Maximilien Robespierre took over. During this period of famine and panic, the peasants were finally heard and released from feudalism. This French Revolution changed a lot helping commoners, but not the other people. It actually created a bigger war killing thousands of people. The people were left in fear and the commoners were still left poor and had little food. The Revolution resulted in several negative outcomes as well as positive. Negatively, the Reign of Terror broke out and its aftermath, which includes  countless deaths. Likewise, Louis XVI was overthrown fortunately, which gave the crown to Robespierre and eventually to dictator, Napoleon Bonaparte, who was able to create a stable economy and equalized taxes. I think the French Revolution definitely gave people some sense leading to stabilizing their way of life.

Effect And Consequences Phenomena Of Habitat Fragmentation Biology Essay

Effect And Consequences Phenomena Of Habitat Fragmentation Biology Essay Habitat fragmentation is currently one of the most concern topics in threatening process of biodiversity. It is a natural process which a particular habitat is separated and divided into smaller pieces due to physical barriers such as mountains, rivers and other landscapes. This process takes place within a long period of time, and speciation occurs through it. However, the interference of human activities has increased the rate of habitat fragmentation. The activities include rural development, agriculture, and urbanization; and habitat destruction caused by these activities happened in short period of time. Species are unable to adapt to the rapid changes of their surrounding, subsequently some species are endangered and eventually go extinct. In this essay, an overview on the effects and consequences, and the solutions of habitat fragmentation will be explored. Over centuries, people especially prospective developers have been debating on the issue of the protection and conservation of habitat. What is the important of habitat and why do we need it? This is the most common question people asked. Despite human gain profit from the natural environment, we seldom appreciate and understand the need for taking care of it. A habitat is a place which consists of biotic and abotic factors that favor the survival of various species in a particular area (Miller Hobbs 2007). Each species plays an important role to the environment and formed a biodiversity. Correspondingly, we obtain many natural resources through biodiversity. For example, medicine, food, woods, and water are sources that come from the natural environment. Furthermore, habitat is essential for future resources such as new cure for diseases from a plant species that are not yet discovered. Habitat maintains the genetic diversity of species and supports life; therefore there is a need to protect the habitat so that it continues to support life. Effect and Consequences Phenomena of habitat fragmentation Habitat fragmentation begins when there is a decrease in the total area of habitat due to habitat loss. The fragmented habitats areas are smaller and separated with further distance from each other. Similarly, the species population is also divided into smaller groups but increase in the number of patches. As a result, isolation of species occurs and prevents breeding in different areas. The flow of gene remains in the same population and are not allowed to exchange to a broader area. The genetic diversity of a species eventually decreases and the gene variation become lesser. Habitat loss The loss of habitat caused limited resources for the species to survive. There will be less food source and nesting site. Furthermore, species have higher chance of getting expose to their predator. For example, the reproductive rate of forest bird was affected by high level of nest predation and parasitism by brown-headed cowbirds (Molothrus ater) in highly fragmented forest located in the Midwestern state of United State (Sanderson Moulton 1999). This can be assumed that the loss of habitat provide insufficient nesting sites for the forest bird to reproduce. On the other hand, cowbirds can easily find and target the nests of the forest bird. Eventually, this factor contribute to high mortality rate while low reproductive rate of forest birds. Edge effect Habitat fragmentation also leads to habitat  ¿Ã‚ ½Ã‚ ¿Ã‚ ½edge ¿Ã‚ ½Ã‚ ¿Ã‚ ½, which is a boundary formed between the habitat and the disturbed environment. The zone formed prevents species to migrate from place to place, thus limited the abundance and distribution of species in certain area. The risk of breeding failure is higher for species which live in a small fragmented forest due to small population, compared to the species in large habitat ¿Ã‚ ½Ã‚ ¿Ã‚ ½s size. In addition to that, the habitat  ¿Ã‚ ½Ã‚ ¿Ã‚ ½edge ¿Ã‚ ½Ã‚ ¿Ã‚ ½ acts as a physical barrier to the species in small fragmented forest, hence they are unable to cross over to other larger fragmented area. Consequently, this factor has increased the loss of species. For instance, a research has conducted on the study of species-area relationship in a threatened monkey community (Marshall et. al. 2010) and found that the habitat area has the greatest contribution to the abundance and diversity of monkey species. L ikewise, a small habitat does not favor in species diversity. Impact to human Some people think that habitat do not affect much on the human society, nevertheless habitat destruction brings massive negative impacts on human being. First of all, the loss of habitat indicates that the loss of biodiversity and this further implies on the loss of many bioresources which is essential to us. Habitat destruction also leads to imbalance on ecological cycles such as nitrogen and carbon cycle. The natural habitat plays an important role on converting nitrogen in air to nitrogen-contained compound which can be used by living organisms, as well as reduces level of carbon in the atmosphere. The disruption of these cycles by human eventually leads to many unfavorable situations such as acid rain, climate change, etc. Moreover, habitat destruction also increases the occurrences of natural disaster such as flood and landslide as habitat serves as a protection from it. Solutions to Habitat Fragmentation Habitat Restoration Habitat restoration refers to the action that contributes to the re-building process of a habitat. The purpose of habitat restoration is to restore biodiversity by protecting and improving the damaged habitats. Strategy used for habitat restoration depends on different situations. Figure 1.0 shows the determination of conditions before developing the goal for habitat restoration. Figure 1.0 Requirement for the development of habitat restoration strategy (Miller Hobbs 2007). Agri-environmental schemes are introduced by the British government in order to maintain the vegetative structure and prevent further habitat destruction by agriculture. Research (Moro Gadal 2007) has showed that the relationship between the abundance and diversity of small terrestrial mammals and the restored fragmented forest have a positive association. It indicated that habitat heterogeneity provides more vegetative structures, thus more small mammals species can cope with their surroundings. Challenges in habitat restoration Despite conservation of habitat becomes one of the concern topic globally, there are still others problem that must be solved and these problems have opposite direction to habitat restoration. The rapid growth of global human population is the main factor of all. The increase in human population size requires more land for urbanization. Food crisis is also another factor contribute to deforestation for farming in order to supply more food. Therefore the government should project a suitable plan in order to maintain the balance between human need and the biodiversity of the natural environment. Conclusion In summary, habitat fragmentation caused by human activities leads to negative effects on the biodiversity as well as to human benefit. The problem of habitat fragmentation should be aware by the public so that actions can be taken and stop the continuing of habitat destruction.?

21st Century Capitalism Essay -- Term Papers Research Essays

21st Century Capitalism 21st Century Capitalism. By Robert Heilbroner. (New York: Norton, 1993. 175pp., $17.95) The Work of Nations: Preparing Ourselves for 21st Century Capitalism. By Robert Reich. (New York: Vintage, 1992. 339pp., $14.00) Undoubtedly, the 20th century has witnessed some of the most significant economic events in modern history. For example, the Great Depression saw capitalism come close to its end, and the principles of laissez-faire repudiated as the New Deal was enacted to rehabilitate the economy. More recently, the downfall of the Soviet Union represented a major victory for capitalism over the now-defunct communist system, which is nearing extinction even in the land of Mao, as China reluctantly and gradually moves towards a free market economy. Despite the fall of communism, one should not be too quick to celebrate. Alas, the future of capitalism remains undetermined. Several notable economists have issued predictions for the role of capitalism in the upcoming years. I choose to focus on two: Robert Heilbroner and Robert Reich. Robert Heilbroner, the Harvard-educated economist and New School professor most noted for The Worldly Philosophers, details his predictions for the future of capitalism in 21st Century Capitalism. Heilbroner is reluctant to draw any great conclusions about capitalism’s future and instead leads a rather deceptive course, first analyzing capitalism â€Å"from a distance†. Heilbroner’s first task is to study the primitive !Kung people of Africa’s Kalahari Desert in a brilliantly effective and easy-to-understand strategy intended to differentiate between the three forces of Command, Tradition, and the Market. Describing Tradition, he writes â€Å"From their infancy, Kun... ...xpecting striking revelations about capitalism’s future. Perhaps the disparity is due to the fact that Heilbroner is a brilliant economist, equal to the likes of Keynes, Schumpeter, and Galbraith, while Reich is a politician-as-academic. Another point worth noting is the likely audiences of both books. Heilbroner, whose works are read in college economics courses across the nation, likely intended his book for serious economists. On the contrary, Reich’s book with its colorful cover is likely intended for the general audience. In conclusion, Heilbroner’s long list of scholarly achievements will now grow by one. 21st Century Capitalism is a brilliantly written work with expert analysis and a masterful study of the future of economics. However, Reich's work is somewhat less impressive, and his analysis is, to a certain extent, less in-depth than that of Heilbroner.

Can Ethics be tought

The notion that ethics is a process of communication that gives way to new understandings and commitments to our social fife has been utilized herein to explore several questions. Should ethics teaching be via standalone modules or embedded in ethics discussion within curricula? Clearly both have merit yet we argue that authentic ethics discussions should pervade curriculum, be conceptualized and multifaceted. This attention to implementation and the notion of a possible ethics framework to structure student experiences was explored.Key Words : Ethics, Teaching, Curriculum, Instruction Introduction Ethics is often presented in classes by well meaning educators as a moral philosophy hat infuses critically assumed beliefs which are used to search for a good† human life. To most this is a classical understanding, however if we were to suggest ethics could be inherent in the duties humans owe to each other we would be touching upon a modern understanding. Educators and students con fronted with these understandings may frequently face a predicament.The educator may discover or currently know that they cannot teach ethics because of religious (spiritual) and cultural disagreements linked to what should be taught (curriculum). Many students draw upon background pre-understandings and are perplexed when confronted with ethical understandings of both peers and professors (Emerson & Convoy, 2004). To choose to not discuss ethics may be a safer path yet avoidance sends messages that this topic is a private matter and not suitable for discussion.It is not a private matter yet avoiding discussion of ethics at all levels of education may only fuel mystification and/or ignorance. Discussing ethics should not be a private matter it should be within educational programs and rightly so, according to the many business school deans who rank ethics among the top five learning goals for their programs (Martial & Cauldron, 2005). Herein, we could consider ethics as, the general study of goodness and the general study of right action †¦ [which] constitute the main business of ethics.Its principal substantive questions are what ends we ought, as fully rational human beings, to choose and pursue and what moral principles should govern our choices and pursuits. (Audio, 1995, p. 3) This study of right action could be viewed as a system of rules or principles rooted in the legal system however ethics can also be understood as a set of skills (acts) yet this understanding has limitations. Ultimately, we can view ethics as a process of life. Our argument is that we should discuss ethics in educational programs order to develop our understandings and enrich our lives.Our present day society is reeling from ethical wrongdoing (crime) and challenges (bad decisions) reported in the media yet these ethically challenged people behind these scandals share a common experience, school. O Centre for Promoting Ideas, USA www. Subsistent. Com Perhaps, each person attend ed school until the law no longer required them to attend or until the person attending deemed they were ready to leave school. Many complete only secondary school and work their way into executive positions; some go Arthur and deeper in post-secondary stepping directly into professional roles.The path we examine is of importance herein since the following words address and illuminate the teaching of ethics at the post-secondary level within the subject area of business over the past thirty years and we ask: Can ethics be taught? Secondly, if it is to be taught, than how should it be taught? 1. 0 Curriculum: Can ethics be taught? Current research and the researchers behind this research were searching to discover the root causes of well reported ethical problems, dilemmas and challenges in all areas of society (Frank, Bookie, & Garnished, 2010).The investigation of unethical activity may lead back to a common experience point for the people within the scandal and that often is schoo l. Herein we launch into a cursory inspection (due to page limitations) of the construction and delivery of curricula within business at the post-secondary level over the past thirty years. We illuminate the issues and discover if there is or was a linkage between what is, or is not taught, and the causes of unethical behavior which has inspired many researchers to take an even closer look at how texts are written and how professors teach within business courses.Stark (1993) indicated that the unethical behavior is not the result of an absence of business ethics curriculum since, â€Å"over 500 business-ethics courses are currently taught on American campuses; fully 90% of the nation†s business schools now provide some kind of training in the area† (p. 38). Perhaps the problem lies not in the sheer number of ethics courses offered, but possibly the ethics courses are not being taken seriously (Emerson & Convoy, 2004; Stephens & Stephens, 2008).Alternatively, it could be that professors, who hold questionable ethical philosophies, inadvertently rejecting this onto their students or it could be a dearth of real life† application in textbook case studies (Wittier, 2004). The reason for our current predicament is puzzling. There exists an argument as to whether or not ethics should be taught in a post-secondary environment (Ritter, 2006). Dodo (1997) explains that, â€Å"†¦ The primary reason for discussing ethical issues in the business classroom is for the students to develop a process which considers the ethical implications of business decisions† (p. 96). Weber (1990) reviewed four studies and found that three of the four indicated a costive shift in ethical reasoning as a result of ethics education. Boyd (1981) indicated an increase in moral reasoning and Stead & Miller (1988) saw an increase to students† awareness and sensitivity towards social issues following ethics coursework. Burton, Johnston and Wilson (1991) also sh owed an increase of ethical awareness when compared to a control group within their research.Even though published research has indicated that ethics education improves ethical attitude, there are others that have shown a negative relationship (Cohen & Bennie, 2006; Stephens & Stephens, 2008). Crag (1997) argued that ethics cannot be taught and a study conducted by Bishop (1992) further supported this assertion. Bishop (1992) concluded, that â€Å"another interesting criticism of ethics is that as long as we have laws that dictate what is permissible; we do not need courses in ethics† (p. 294). Pavement (1991) found that† †¦ There are serious flaws in the very foundation of the business ethics course – [and] ethical theory itself† (p. 92) because most of what is provided in business ethics texts does not involve ethical dilemmas and many instructors place too much emphasis on ethical situations dealing with policy Pavement, 1991). Crag (1997) and Ritte r (2006) unidentified other groups, such as, the Association to Advance Collegiate Schools of Business (CABS international) who have questioned this dilemma. Ritter (2006) suggested, â€Å"academics concerned about including ethical decommissioning strategies or other content in their classroom are hard pressed to find simple answers in either the theoretical or empirical research† (p. 153).Perhaps this situation arises due to the fact that within Goldberg†s Theoretical Model on Moral Development, â€Å"character development has already occurred by the time an individual reaches college age† (Ritter, 2006, p. 154). McCabe et al. (1994) supported this perspective while researching MBA students utilizing the Research Terminal Values Scale as a means to gauge the ethical predisposition of respondents; similar to what was done in the 1994 study conducted by Skull and Costa. This longitudinal study used the same sample of respondents over a two year period, yielding n o significant changes in their ethical attitude.Areola and Lurch (1983) also conducted a similar study where respondents were contacted years after administration of the original study, indicating a deterioration of ethical attitude. 45 1. 1 Morals and Ethics. Churchill (1992) believed that there was a misconception behind whether or not ethics can be trained because many who attempted to answer this question often confused the terms â€Å"ethics† and â€Å"morals† suggesting they shared a similar meaning. He defined morals as the behaviors of a human and ethics as a â€Å"†¦ Systematic rational reflection upon that behavior† (p. 297).Crag (1997) noted a similar distinction between moral standards and ethics when he stated: I do not want to teach moral standards; I want to teach a method of moral reasoning wrought complex ethical issues so that the students can apply the moral standards they have in his view, the primary function is to teach ethical systems of analysis, not moral standards of behavior. (p. 19) Being able to teach ethics within a program requires instructors to be able to grasp the process of moral reasoning to a point where this can be taught as a necessary route to arrive at ethically sound outcomes.Instructors therefore need to have an understanding of the moral relationship with ethics, something that may take a great deal of experience with the unique curricula o fully grasp. Gunderson, Capitol and Raja (2008) supported the development and implementation of ethics curriculum suggesting â€Å"individuals should become more ethical as they increase their educational accomplishments because of increasing exposure in both receiving and administering ethics curricula† (p. 315). Hence, the ethics course advances along with the instructor†s understanding of the ethics curricula and related instructional theory. . 2 Teaching ethics: Goal establishment. Regardless of the method of instruction utilized to deliv er business ethics; strategic Laos and objectives must be first identified within the curricula. Weber (1990) believed that ethics instruction must achieve some goal or set of goals before integrating it into the curricula. For instance, Belton and Sims (2005) highlighted several goals when teaching business ethics at the undergraduate level, stating, 1 . Assist student in the formation of their personal values and moral ideas, 2. Introduce them to the broad range of moral problems facing their society and world, 3.Provide them contact with important ethical theories and moral traditions and 4. Give them he opportunity to wrestle with problems of applied business ethics, whether personal or professional. (p. 388) Bishop (1992) also reported a set of ethical curriculum objectives created by The College of Business. Similar to the objectives outlined by the Belton and Sims (2005) study, The College of Business wanted to help guide and plan the implementation of ethics curriculum. Belt on and Sims (2005) suggested that it is also vitally important to know the backgrounds of each of the students.Some cohorts of students might have a mixture of backgrounds, while in another cohort students might be composed of tauter students coming directly from industry for retraining. In order to achieve goals or objectives, approaches to curriculum might be based on the backgrounds of the students in the classroom. Belton and Sims (2005) explain: Students, especially those with little exposure to the larger world, often bring to the classroom values that they have adopted from their parents, church affiliations, peer groups, or similar persons or forces of influence.The students in their thinking and actions simply reflect the values of their reference groups without having examined or evaluated them. P. 389) Business ethics education is about helping the student bring to consciousness their own set of values, but also, recognize how their values may conflict with the values of the business world (Belton and Sims, 2005). Ritter (2006) agreed and concluded that ethics education must be relevant to the student in order for it to transfer once they have graduated and are out working. 1. Coursework: The stand-alone ethics course. Offering business ethics as a stand-alone course or integrating it across the curriculum has sparked much debate. Henderson (1988) believed that by offering rouses solely devoted to business ethics † .. Sends a powerful message: A top priority at this school is for all students to know and follow the generally accepted rules of business† (p. 53). Weber (1990) identified, in a national survey of graduate and undergraduate students, that fifty three percent of students prefer to have a separate course in ethics.More recently, the CABS†s Ethics Education Task Force (2004) put forward this position: Business schools must encourage students to develop a deep understanding of the myriad challenges surrounding corporate res ponsibility and corporate governance; revive them with tools for recognizing and responding to ethical issues, both personally and organizationally; and engage them at an individual level through analyses of both positive and negative examples of everyday conduct in business (p. 9).What is certain is that ethical dilemmas occur, and within a context that is not always reproducible in coursework. Understanding and applying rules is but one half of the equation within an ethical dilemma because â€Å"the typical approach to ethical dilemmas is a two-step process: we locate a rule, and then we assume or Judge that it applies to our situation† (Labeled, 1985, p. 5). It is the ability to Judge or evaluate, which is a higher order thinking skill, which challenges us to do the right thing† within a situation. 1. 4 Embedding ethics curriculum.Researchers such as Ritter (2006); Ukuleles (1988) and Dodo (1997) argue that stand- alone courses are disconnected from real-world appli cation and that ethics must be integrated throughout the curriculum. Wynn and Meager (1989) conducted a study only to discover no significant changes in ethical decision making took place as a result of taking a course in ethics. Saul (1981) suggested that in order for business ethics to succeed, ethical considerations must be woven into every aspect of the â€Å"decision making repertoire as economic ones† (p. 273).Belton and Sims (2005) further supports this by stating â€Å"ethics is embedded in all business decision-making. A given decision may be described as marketing, production, or financial decision, but ethical dimensions are intertwined in the decision† (p. 381). Even if ethical decision making is integrated into business curriculum, Sims (2002) argued that the success of this approach would materialize only if the entire faculty and administration were in agreement. Alternatively, Stephens and Stephens, (2008) concluded: Ethics courses may be resulting in b etter ethical decision making.Perhaps alerting students to ethical violations is making them more aware of their decisions in the workplace. The results indicate that requiring an ethics course does make an immediate (albeit perhaps short term) difference in ethical decision making or in assessing potential ethical/unethical behavior. (p. 54) The variety of opinion is easy to find within the last few years hence the problematic nature of our question Should we (can we) teach ethics in classes?If yes, then how must it be done to achieve desired outcomes? 1. 5 Effective implementation. Ritter makes mention in her 2006 study that â€Å"†¦ Most theorists suggest that given the proper implementation, an ethics curriculum can be designed for effective learning† (p. 154). A study conducted by David, Anderson and Lawrence (1990) reported that only 24% of the respondents indicated that ethical issues were emphasized throughout their program.Surprisingly this study concluded, Full y 92% of respondents indicated they never attended a business ethics seminar in college; 80% never had a course in business ethics; 92% never wrote a business ethics term paper; 75% never heard a faculty lecture on ethics; and 56% never participated in a case study with ethics issues. (p. 29) The results of this study can be linked to a current study that concluded â€Å"professors are ill prepared or uncertain about how best to teach accounting ethics† (Frank, Bookie & Garnished, 2010).Alternatively, perhaps, it is not that ethics cannot be taught, but rather, how ethics education is delivered which might be the reason for poor ethical attitude amongst students and recent graduates. Ritter (2006) identified a multitude of perspectives throughout the iterate, and determined three common questions surfaced frequently which asked: â€Å"how [should we] teach ethics in business school, what to teach, and even if [we should] teach it at all† (p. 153). Burton et al. (1991) indicated that students preferred discussing ethical business scenarios instead of a lecture that is philosophical in nature.Researchers Pizzicato and Evil (1996) discovered that only 10% of the students preferred lectures, and yet this approach had been used 68% of the time. Students did, however, express their preference for class discussions when learning about business ethics (Pizzicato & Evil, 1996). More recently, Pettifog, Stay and Opaque (2000) conducted two-day workshops on ethics in psychology and after the workshop, the different teaching approaches used throughout (lectures, questions and answers, group discussions, videotapes, recommended readings, problem-solving, essays and exams) were rated by the participants.Ethical discussions for the workshop were divided into several categories: philosophy and theories of ethics, codes of ethics and guidelines, ethical decision-making, ethical sensitivity, legal issues, disciplinary issues and selfsameness. Preferred teaching ap proaches varied depending on the topic. 7 For example, when discussing philosophy and theories of ethics, respondents preferred lecturing and answering questions, whereas, students preferred discussing vignettes when reviewing codes of ethics, ethical dilemma decision making and sensitivity to ethical issues.When learning about legal aspects of ethics and disciplinary matters, respondents preferred video (visual). Pettifog et al. (2000) identified a unanimous rejection of the traditional approaches to learning: writing essays and studying for exams, but it was noted that essays or exams were not used throughout the workshops. Most intriguing, Pettifog et al. 2000) explained that the most effective teaching approach, not only depends on the student†s learning styles, but also depends on what is being taught (content). Preceding this research, Burton et al. 1991) also supported these findings, indicating a strong preference for in-class discussions of hypothetical scenarios vers us philosophical lectures on ethics. This 1991 study also indicated that gender and teaching method did not produce any results of significance (Burton et al. ). Earlier research conducted by Webber (1990) indicated that 50% percent of participant students felt as though ethics was not tresses enough and 53% felt as though a separate ethics course should be offered. 1. 6 Normative theory: A framework. Bishop (1992) defined a philosophically-oriented approach to ethics as â€Å". Rigorous in terms of theory, logical foundations, and abstract conceptualizations of business ethics problems† (p. 293). Later in the decade Dodo (1997) investigated students at a particular school who were required to complete an undergraduate degree with courses in philosophy and religion. It was these philosophy courses where utilitarian theories, deontological theories, theories of Justice and theories of rights were explored. The ethics content was infused in the curricula and yet the courses lac ked practical application depending predominately on theory.This imperfection within curriculum is commonplace and can be traced back to academic valuing of theory within course content over authentic societal issues, problems and dilemmas. Bringing the daily news and event s into the classroom is a start but threading this authentic content into curricula is a goal however; is this proper way to teach ethics? It may be a popular more with students but professors may not value this approach. Doing what is right and acting within a context calls upon each person†s understanding and perception, it is â€Å"not simply a matter of following rules or calculating consequences.It is a matter of discerning which rule are called into play in a situation † (Labeled, 1985, p. 29). Your values, morals and philosophical orientation among other variables come into play as your very perception filters the events. This fact can change the manner in which we teach a course in ethics as we need to discuss how one can make a distinction from what is important to that which is less so. 1. Issues: Students and Curricula Pavement (1991) contended, â€Å"what may be clear to the trained philosopher is not at all clear to the student.Philosophers have had extensive training in logical analysis and argumentation† (Pavement, 1991, p. 387). In many instances, students who register for an ethics class, are usually at the very introductory stages of learning philosophy and are not able to apply these abstract and sometimes contradicting philosophies to business scenarios (Pavement, 1991; Tuneless,2008). Pavement (1991) goes on to say â€Å"†¦ The texts† lack of specificity of method for applying theory, ND the lack of resolution in dealing with competing theories, is compounded by the professor teaching the course† (p. 387).For instance, even the Normative values framework is quite expansive and based upon several theoretical frameworks, for example: Egoism (hedonistic or otherwise), consequentialness utilitarian and non-, act or rule utilitarianism, moral sense theories, a veritable menagerie of deontological theories of varying stringiness, constitutionalism, natural law theories, etc. , are all in hot contention for the exclusive franchise on the Good and the Right. (Miller, 1991, p. 397) To expect a student entering an ethics course to have a grasp of these theoretical frameworks seems somewhat unfair to the student.It now becomes a challenge to identify a starting point in any ethics course. We need to know from the onset of the course, the level of preparedness of each student. Failing this, the course could literally miss its mark as the content could be too advanced. Historically researchers such as Farman (1990) explained that using a principle- based approach to learning ethics, assumes students are functioning at Goldberg†s autonomous stage, but it was through Farman†s experience she concluded that most de nts have difficulties breaking free from ethical relativism.Interestingly, Pavement (1991) analyzed two hundred syllabi and was able to identify an examination question that created confusion and influenced students to think in a relativistic or subjective way. 48 Pavement (1991) stated, â€Å"this typical question asks the student to analyze and discuss a particular business situation using â€Å"either† utilitarian or deontological theory †¦ The professor thinks that the use of either one is K† (p. 388).Farman (1990) added that poor ethical attitude â€Å"cannot be remedied in the course of a ten-week ethics lass; a reflection of my failure as a teacher; or, more significantly, a measure of the impracticality of teaching ethics in this way? ‘ (p. 32). Dodo (1997) explained that philosophy courses are usually offered in a department separate from the business department. These courses offer very little practical application that usually results in a weak t ransfer of ethical reasoning in a business context (Dodo, 1997).Offering a course from within the business department provides students with an opportunity to consider ethical decision making as it relates to everyday business activities. Business ethics provides a link from what is learnt in a philosophy course to what students are faced with once they get out into the work world. Dodo (1997) explains that there must be cooperation between the philosophy department and the business department to ensure students receive a balance between theoretical reasoning and their application into today†s world.Robertson (1993) defined normative research as † .. The values, norms, or rules of conduct which govern ethical behavior and which are presented as an ideal† and argued that much of the research in business ethics lacked validity because searchers did not incorporate these theories into their studies† (p. 586). Some studies in the area of business ethics are groun ded in normative theory while others are not. For example, Warner (1988) conducted a study on the rights of individuals and responsibilities of shareholders during a merger and acquisition.

Social Impact of Technology

The Social Impact of Technology There is no doubt that technological change brings about social change. The Industrial revolution saw many people displaced from their land, to find work in crowded city factories. Serfdom was abolished and the population shifted from villages to the cities. Strong family ties, self sufficiency and the right to occupy land were replaced with uncertain tenancy of land, dependency on trade and a weakening of the family unit. Economically, goods and money abounded, and trade flourished.The merchant class profited from the wealth that was generated on the backs of the displaced population of urban workers. Children were sent to work in factories, in order for families to make enough money to live. The peasant class worked long hard hours in poor conditions with no security. The Industrial revolution led to the alienation of the working class and although many union battles have since led to the adoption of better working conditions, the effects of the Indu strial revolution remain.The family unit is even more vulnerable today with soaring divorce rates, high rates of teenage suicide, most of society are either heavily mortgaged to banks or paying high rents, and no one can be self-sufficient in a world governed by free wheeling free trade. Advances in technology, is generally not equitably shared within society. People with money have more opportunity to aquire technology, which enables them to acquire even more wealth. It is also important to remember that war has been and will continue to be the driving force for technology and innovation. Power and wealth are intrinsically tied together.Technology leads to greater social economic division. Laborers are viewed as commodities and expendable. Technology leads to alienation because it can create jobs that require no specialist knowledge. To date, since the industrial revolution we have seen technology used to the detriment of society. The right to occupy land has become a privelege tha t must be worked for and earned and now the battle is on to control all the world's food and textiles through genetically modified seeds and animals. The insidious part of GM is that there is no recall once it is released into the environment.Salmon that will grow ten times faster than normal salmon will destroy river systems, as their unfair genetically modified advantage will see all smaller life forms extinguished, and genetically modified crops that are dependent on pesticides will contaminate organic, heritage seeds that have sustained people for thousands of years. Seeds will no longer be able to be harvested and replanted but the farmer will have to buy new seed every year from GM seed makers. This fight is more important that the fight over open source because it involves the right of people everywhere to have clean, safe food that has not been genetically altered.Essentially GM is a tax on everyone because a patent will be on every seed and seeds are made to be sterile the following year. This is something to become angry about. The greedy corporations and individuals that want control over our food, water and land, do not care about the irreversible damage to the environment. people and animals that they cause. We have the right to eat tomatoes that are free of fish DNA, meat and milk that is free of human DNA, pigs that haven't been grown to harvest anthrax antibodies. They will never be able to prove the safety of GM food and no long term studies have been done.Nor will GM solve the problem of soil erosion, and pollution of rivers from artificial fertilizers and pesticides. Only a return to responsible organic and biodynamic farming practices will solve these problems. The 50 harmful effects of GM food Courts are not keen to pursue pesticide makers for poisoning farmers, or GM seed makers for monopolizing the world's seeds through patents, (through genetic engineering that not only renders the seed worthless for replanting the next year but also co ntaminates non-GM crops by cross pollination.Already the majority of the world's seed stock is controlled by a handful of corporations – see http://www. cqs. com/50harm. htm and http://www. seedsavers. net ) The internet in its current form was developed as a free exchange of information, unregulated by any one government or owned by any one person or company. In its raw form it was the playground of hackers and computer geeks, who challenged the status quo. It brings about a new era, the technological revolution.The free flow of information, has brought about technological advances at an unprecedented rate and has made many rich and brought companies who failed to adapt to a standstill. How will this technological revolution impact on our society? If the industrial revolution is any thing to go by, there will be winners and losers to technological revolution. E-commerce will affect the middle man and allow direct trade with consumers. Efficiency brings about lower prices for the consumer, but it is more accurate to argue that efficiency brings about greater wealth for shareholders, directors and owners.The intrinsic weave of social interactions of trade, can be disentangled and made into a horizontal supply chain. E-commerce will create efficiencies that effectively remove the need for a long supply chain but at the expense of social relationships. The effect of e-commerce, and the internet will impact on every society on the earth. Already, the barriers of trade between individuals in different countries are non-existent. Company contact details are searchable through powerful search engines, and trade can commerce between two individuals who would otherwise never have met.The internet dissolves national boundaries, and the consequences for cities that have developed as centers of administration and trade will be disastrous, if they do not embrace the technological advances in communication and trade that the internet brings. While at the same time, f ree trade means fierce competition without the protection of award wages. People are reduced to consumers and suppliers. Resisting the tide of technological change is impossible. Of course it is possible to do business without a website or email or mobile phone or a fax machine.People have been doing business well before any of these gadgets were invented. But business today is about competition, and technology is about leverage. Technology can lead to alienation if it is not widely dispersed in society. The Industrial age saw the concentration of technology in the hands of the rich and powerful, allowing them to dominate and subdue the population into harsh working conditions and the social impact of the internet and computers is only just beginning, will it challenge the status quo or will it lead to greater population control?The latter is probably more likely, and many will look on this time as the golden age of the internet. Already technology like digital TV is being pushed in the guise of better quality but the benefits to those who own the systems is that they will be able to track what you watch, when you watch it, whether or not you switch off an ad, and perhaps even whether that pizza ad makes you pick up the phone and call for a pizza.Knowledge is power, and with access to tapping phone lines, reading emails, reading your credit card statements, knowing by GPS where you are by tracking your mobile phone, it can be a scary world, if all that knowledge and power were to be used to oppress and control. On the upside, technology has made the developed world a richer place to the detriment of the environment. Machines have allowed people to move away from physical work, so that now in Australia there is 100,000 accountants and 85,000 farmers.Perhaps, technology has gone too far, and there are more people counting beans than growing them ! Impact of technology on government The legal system is dependent on local jurisdictions under common law. Historical ly, one has to remember that before the age of the internet, airplanes and telephones, the vast majority of business was done locally. Technology has rapidly changed the way people do business but there has not adapted to the changes. There is no one body that governs international trade. What are the implications?If you buy a product from a local supplier in your State, and it turns out that the item is faulty, you can go back to your supplier to work out repair or replacement and if they don't help you, you can take the matter to local Trades office or file legal action in your state. If however, you buy a product outside your jurisdiction, you must file a claim in the State, where the supplier is located. You can only use a lawyer in the State where you file your action, your local llawyer can only act as a consultant and has no authority to represent you in court or to serve papers.Therefore, we have a world which is governed by local laws and yet the businesses and individuals are now actively trading outside of their local area. Governments are trying to make laws about content on the internet but have no jurisdiction to enforce those laws. This has created havens in small developing countries, that are happy to accept companies that want to run online gambling websites that may be outlawed in their jurisdiction or companies that wish to reduce their tax liabilities by opening up bank accounts in developing countries.We see arising now a homogenizing of local laws on issues like SPAM, and even sending a international letter from anywhere in the world involves the completion of almost identical forms, Governments are making agreements, in an attempt to be relevant in a world where people are able to trade more freely and where digital communication has enabled businesses to work, almost without physical boundaries. Business names and the Internet In the beginning, it was easy to start a new business.You would go to your local business registration office in your State and apply for a business name. If it was taken, you would choose another name. Most people do not realize that a business name is only valid for the State that it is registered in and the only way to protect your business name is to incorporate a company. In Australia, you would lodge forms with ASIC to incorporate a company and you then have rights to use your business name exclusively in Australia and its territories.However, with the birth of the internet, your Australian company name may be the same as the name of a company overseas. This has resulted in legal action being taken, as companies tussle of business names and the rights to use those names and a court system that is unable to deal effectively with international disputes over business names and has resulted in greater costs to people who want to start a business as they must register multiple domain names, take about international trademarks and find a name that has not already been taken.Even if they con tact lawyers to register all the domain names and trademarks to avoid disputes(both local and international), legal action can still be taken against them. And when it comes to justice, money wins almost every time, unless companies want to relocate to safe havens in developing countries where they cannot be pursued in court. Conclusion Technology has allowed man to move from manual labour of the fields to cities and machines. It has allowed huge cities to arise, because of the urban poor that have migrated to cities for improved services and job opportunities.Technology has spawned the growth of modern society but it is also now used to control the population, in a way the Roman Caesars could only have dreamed of The economic impact of information technology has been a subject of a great deal of debate. For business economists, it is useful to identify how information technology (IT) is likely to impact the economy, because IT (defined as computer and communications technology and its applications) is likely to have a substantial impact on the economy's growth during the coming decades.The reason for this is the use of IT by nearly all industries in the economy's base, so that IT becomes a universal input to nearly all other outputs. If IT costs decline, they can create substantial economic gains for many of the industries that use IT, because money spent on IT can be invested in other inputs and improvements in production or services. Furthermore, because business relies upon IT to do a wide range of tasks and to create competitive advantage, by facilitating these tasks for end users, important gains are achieved that are difficult to measure in a classic input-output framework.In addition, IT, seen in a larger context, should have even wider impacts on the economy, because new channels of communications, such as the Internet, cellular television, and broadband applications, will provide business with new channels to reach customers and suppliers. In the pas t, the economic impact of IT has been subject to much debate. The productivity paradox was first proposed by Steven Roach, the chief economist at Morgan Stanley, who found that BLS data on investments in computers had a clear negative rather than a positive impact on productivity gains in several major industries.Roach's paradox appeared to be valid because quite a few service industries had negative productivity gains between 1977 and 1984. Some tried to explain this paradox by noting that it was difficult for workers to adjust to computers. Others noted that few computer applications made significant improvements in the amount of work most workers could do. Still additional commentators felt that the paradox was a product of poor statistical measurement.Because this paradox was driven by the negative productivity results for several service industries, one approach was to see if the service productivity figures were accurate. One study, by Joel Popkin and Company for IBM,(1) found that the BLS productivity statistics Roach used for several service sectors had important shortcomings. Most importantly, the BLS productivity data relied on output measures that did not truly reflect the changes in the nature of work in some service industries. If these are corrected in several important service industries, two things could be shown.

Raising Biracial Children to Be Well-Adjusted

Raising Biracial Children to Be Well-Adjusted Biracial children have existed in the United States since colonial times. America’s first child of dual African and European heritage was reportedly born in 1620. Despite the long history, biracial children have in the U.S., opponents to interracial unions insist on invoking the â€Å"tragic mulatto myth to justify their views. This myth suggests that biracial children will inevitably grow into tortured misfits angry that they fit into neither black nor white society. While mixed-race children certainly face challenges, raising well-adjusted biracial children is quite possible if parents are proactive and sensitive to their children’s needs. Reject Myths About Mixed-Race Kids Want to raise mixed-race children who thrive? Your attitude can make all the difference. Challenge the idea that multiethnic children are destined for a life of difficulty by identifying successful Americans of mixed race such as actors Keanu Reeves and Halle Berry, news anchors Ann Curry and Soledad O’Brien, athletes Derek Jeter and Tiger Woods, and politicians Bill Richardson and Barack Obama. It’s also helpful to consult studies that debunk the tragic mulatto myth. For example, the American Academy of Child and Adolescent Psychiatry  posits that â€Å"multiracial children do not differ from other children in self-esteem, comfort with themselves, or a number of psychiatric problems.† On the contrary, AACAP has found that mixed children tend to celebrate diversity and appreciate an upbringing in which various cultures played a part. Celebrate Your Child’s Multiethnic Heritage Which biracial kids have the best chance of success? Research indicates that they’re the kids allowed to embrace all components of their heritage. Multiracial children forced to choose a single-race identity tend to suffer from this inauthentic expression of self. Unfortunately, society often pressures mixed-race individuals to choose just one race because of the outdated â€Å"one-drop rule† which mandated that Americans with any African heritage be classified as black. It wasn’t until 2000 that the U.S. Census Bureau allowed citizens to identify as more than one race. That year the Census found that about 4% of children in the U.S. are multiracial. How mixed children racially identify depends on a number of factors, including physical features and family attachments. Two multiethnic siblings who look as if they belong to different races may not identify the same way. Parents, however, can teach children that racial identity is more complicated than what someone looks like on the outside. In addition to physical appearance, mixed children may choose a racial identity based on which parent they spend time with most. This especially proves true when interracial couples separate, causing their children to see one parent more than the other. Spouses who take an interest in their mate’s cultural backgrounds will be more equipped to teach children about all aspects of their heritage should divorce occur. Familiarize yourself with the customs, religions, and languages that play roles in your mate’s background. On the other hand, if you’re alienated from your own cultural heritage but want your children to recognize it, visit older family members, museums and your country of origin (if applicable) to learn more. This will enable you to pass traditions on to your kids. Choose a School That Celebrates Cultural Diversity Your children likely spend just as much time in school as they do with you. Create the best educational experience possible for multiracial children by enrolling them in a school that celebrates cultural diversity. Talk to teachers about the books they keep in the classroom and the general education curriculum. Suggest that teachers keep books in the classroom that feature multiethnic characters. Donate such books to the school if the library lacks them. Talk to teachers about ways to counteract racist bullying in the classroom. Parents can also improve their children’s experience in school by discussing with them the types of challenges they’re likely to face. For example, classmates may ask your child, â€Å"What are you?† Talk to children about the best way to answer such questions. Mixed-race children are also commonly asked if they’re adopted when seen with a parent. There’s a scene in the 1959 film â€Å"Imitation of Life† in which a teacher openly disbelieves that a black woman is the mother to a little girl in her class who looks like she’s completely white. In some instances, a biracial child may appear to be from an entirely different ethnic group than either parent. Many Eurasian children are mistaken for Latino, for example. Prepare your children to deal with the shock classmates and teachers may express upon discovering their racial background. Teach them not to hide who they are in order to fit in with mono-racial students. Live in a Multicultural Neighborhood If you have the means, seek to live in an area where diversity is the norm. The more diverse a city is, the higher the chances that a number of interracial couples and multiethnic children live there. Although living in such an area won’t guarantee that your children never face problems because of their heritage, it lessens the odds that your child will be viewed as an anomaly and your family subjected to rude stares and other bad behavior when out and about.

Ethiopian women vs. canadian essays

Ethiopian women vs. canadian essays Every country has their differences, whether it a matter of opinion or a completely different culture. There are many different aspects that affect as many womens lives as war and famine does. Canadian and Ethiopian women are different through their lifestyles in terms of education, health and marriage. In Canada, education is a very important part of life where all girls have the opportunity to go to school. These girls have the chance to further their education to gain a career of their choice. They grow up knowing that they can have a job in any profession they choose. This is because education is readily available to Canadian girls. And women. In Ethiopia, the availability of education is the opposite of Canadian girls. Girls either do not have the opportunity to go to school, or are made to leave at a very young age. Due to this, the girls and women never learn how to read or write. This also means that women do not have the option of getting a job to be independent. This, again, is unlike Canadian women who can be independent and self-reliant. Education is as old as mankind itself, and a very important aspect to ones life. Institutional learning is a specific human creation and function by which we differ from all other creatures. Yet, not al are receiving this fundamental s ervice. Canadian women are lucky enough to have this luxury we call education, whereas, Ethiopian women do not. This is because of this considerable difference that Canadian and Ethiopian women are contrasted. Another fundamental difference between Canadian and Ethiopian women is the availability of health care. Canadian women have free health care available to them at any time. Women can access the service of getting vaccinations for common diseases, doctors and obtain birth control. According to Statistics Canada, (2002), there are 74,945 Canadian citizens that have a medical degree. Due to the large amounts of doctors in Canada, diseases are n...

Romeo and Juliet movie (NOT the Leonardo Dicaprio version) Essay

Romeo and Juliet movie (NOT the Leonardo Dicaprio version) - Essay Example The freshness and youthfulness of the performance of the leading characters had brought a different light to the story. The plot of the original work by Shakespeare had been meant to be young, but other movie adaptations had failed to capture the said youthful character. The plot of the story was the best impression of the Shakespeare’s work. Capturing the essence of the plot can be considered as an important achievement of the film because it is very seldom that written literary works can be successfully adapted to film due to different factors such as limitations in the film genre and the subjectivity of the interpretation of the production team, especially the director and the script writer. The most important focus of the paper though is the message of the film. The message of the story of Romeo and Juliet both in the written form and in the film is the power of love. Basically, the story showed the different types of love. Love of the family and love between the two lover s, Romeo and Juliet had been the force that stirred and moved the film. The love of the family can be observed in every member of each family. The conflict between the two families started due to the intention to protect their loved ones. For Romeo and Juliet though, the main driving force had been the love they had for each other.

Major Theories of Organizational Behavior Essay Example | Topics and Well Written Essays - 500 words

Major Theories of Organizational Behavior - Essay Example In this paper we would discuss the ways the major organizational behavior theories have helped, guide the way for managers in the complex and changing global business environment. The principal purpose of organizational structure is one of control: to control the way people coordinate their actions to achieve organizational goals and to control the means used to motivate people to achieve these goals. At Microsoft (Dumaine, 1990), for example, the control problems facing Bill Gates were how to coordinate scientists' activities to make the best use of their talents and how to reward scientists when they developed innovative products. Gate's solution was to place scientists in small, self-contained teams and to reward them with stock in Microsoft based on team performance. For any organization, an appropriate structure is one that facilitates effective responses to problems of coordination and motivation - problems that can arise for any number of environmental, technological, or human reasons. As organizations grow and differentiate, the structure likewise evolves. Organizational structure can be managed and changed through the process of organizational design. At the same time that organizational structure is evolving, so is organizati

Social Security Act of 1935 Essay Example | Topics and Well Written Essays - 750 words

Social Security Act of 1935 - Essay Example The wages paid to the workers varied to a great margin, meaning that some of these workers were oppressed by the lack of a system to harmonize wages (Martin & Weaver, 2005). In particular, older workers suffered the most as they were subjected to very low wages, while their younger counterparts were receiving better payments. Apart from the glaring differences in wage payment, the workers were also faced with challenges such as probable loss of wages due to deaths, retirements, and disabilities (Martin & Weaver, 2005). All these factors combined, called for the establishment of a social system that would cushion the workers against loss of income. The strongest facilitator for the creation and enactment of the Act, however, was the great depression which occurred in 1929, a time during which a lot of families suffered economically, and in turn, socially (Martin & Weaver, 2005). The 1935 Social Security Act was enacted for the purpose of enabling the federal government, in collaboration with state governments to provide social welfare to needy groups. These groups included aged people, people with disabilities, expectant mothers and children, victims of industrial accidents, and the unemployed (Martin & Weaver, 2005). For these services to be actualized there was need for the creation of a social security board which would be tasked with making plans for the roll-out of these benefits, and managing funds involved in the process. Once established, the program provided monthly benefits to people aged 65 years and older who had were no longer engaged in regular employment (Martin & Weaver, 2005). The retirees were paid benefits according to the average wages they had been earning prior to retirement. Later on in 1939, Martin & Weaver (2005) write that the retirement program was extended to cover the retiree’s dependents, meaning the wife, who had to be at least 65 years old, and children. The program was not only concerned with the welfare of the aged

How the life and personal qualities of Harry Bridges can inspire us to Scholarship Essay

How the life and personal qualities of Harry Bridges can inspire us to achieve our goals today - Scholarship Essay Example After completing school, Bridges declined to enter his father’s real estate business, choosing to be a merchant seaman at 16. In 1920, Bridges entered the USA, and became a longshoreman at San Francisco in 1922. Bridges protested against the stranglehold of the ship owners through the company-controlled Longshoremens Association of San Francisco and the Bay Region (the Blue Book Union). Speedups, arbitrary dismissals, blacklisting of militant workers, low wages, long hours and dangerous working conditions were endemic on the docks. Bridges earned support among the longshoremen for the revival of the local of the International Longshoremen’s Association, advocating "Organization...rank and file control... unity of action... union democracy... solidarity among all Coast ports... among all unions,† (ILWU website). The local ILA was formed in 1933. Despite pressure from the Roosevelt administration, theories of a communist conspiracy and media opposition, the 1934 Wes t Coast Longshore Strike began on May 9, with Bridges as the chairman of the Strike Committee. Bridges formed a coalition of all waterfront workers and effectively stopped shipping on the West Coast. On July 5, "Bloody Thursday," the police charged the workers picket lines, shooting into the ranks of unarmed men, and wounded over one hundred men. Two men were killed. This led to a general strike and finally, arbitration commenced, with the unions successfully negotiating joint hiring-halls, a thirty hour week, higher wages, union recognition and coast-wide contracts. In 1937, Bridges founded the ILWU, serving as President for 40 years. Bridges life was characterized by a shining integrity which one cannot fail to admire. He remained steadfast in his loyalty to his fellow-workers, insisting that the salary of all union officials be the same as that of a longshoreman’s wages. His tactics are a shining example of the adage ‘United we stand,

Write about movies with solution Essay Example | Topics and Well Written Essays - 750 words

Write about movies with solution - Essay Example In as much as the movies might be fascinating, keen considerations should be the theme of the movies as they pass extremely relevant as well as pertinent information. The first movie Soylent green is a fiction film directed by Richard Fleischer, which highlights police genres and procedural investigations into a murder of a dystopian wealthy businessperson due to environmental problems. The environmental threats covered in the movie include overpopulation, pollution, poverty, depleted resources, dying oceans as well as the green house effect. The movies find a basis on the survival of people on the many-processed food that people relay on, including Soylent green. With a high population of over 40 million in New York, the housing conditions are unreliable and dilapidated. The city has a characteristic of homeless people found in the streets, which only survives on portions of food produces by Soylent Corporation. The corporation produces a new product in the market Soylent green made of high-energy plankton, more palatable and nutritious than other varieties. In the movie detective, Robert Thorn investigates the murder of William R. Simonson a director of the Soylent Corporation. As the investigations proceed, many things unfold when the New York Governor Joseph Snatini a onetime collaborate to Simonson; orders the closing of the case. When thorn disobeys, he sends him an assassin in a ration distribution facility; unfortunately, the assassin cannot accomplish the task successfully. Thorn then takes oceanography reports together with other researchers such as the exchange corporations. After a thorough research, they find out Soylent green is made from processed human remains. To a further surprise, he also finds out; it is the dead people, which make Soylent green. He survives from an attempted murder spreading the gospel that Soynet green is not food but dead people. Secondly

Varying viewpoints on the importance of group unity vs. the individual Essay

Varying viewpoints on the importance of group unity vs. the individual in American culture - Essay Example On the surface, the themes in the two work of literature that is Pioneers! O Pioneers! By Walt Whitman and The Grapes of Wrath by John Steinbeck appear to be a contest in unity versus individual. However, essentially they tend to reinforce these contradictory yet coexistent trends in the American character. The poem Pioneers! O Pioneers! By Walt Whitman is an ode celebrating the courage of the pioneers who renounced the claims and legacy of the civilizations of the Continent to aspire for a difficult and more fulfilling life in the American West. This sentiment is very much evident in the following lines: â€Å"Have the elder races halted? Do they droop and end their lesson, wearied over their beyond the seas? We take our task eternal, and the burden and the lesson (Whitman: Online)† The poem tends to celebrate the unifying myth of the West, a cherished notion that was central to the genesis of the Unite States, a concept serving as a continuum between the past and the future, celebrating the collective potential of a young country like America. â€Å"O you youths, Western youths, So impatient, full of action, full of manly pride and friendship, Plain I see you Western youths, see you tramping with the foremost (Whitman: Online)† The intermittent usage of the word â€Å"we† in the poem attempts to highlight a collectively American heritage and legacy. However, at the same time the poem also appeals to the individual pioneer lurking in the consciousness of every American. It brings forth the typical American individualistic strain of to do away with the set ways and pulls of the past, to venture forth into new territories, be it geographical or cerebral. The very ploy of using the first person plural by the poet enables one to weave this streak of individualism into a collective entity, thereby allowing for the coexistence of both. I contrast; The Grapes of Wrath by John Steinbeck seems to attempt just the opposite. Actually Steinbeck based this novel on the experience he accumulated while traveling through California in the mid 30s, where he witnessed people living in abject poverty owing to the Great Depression and the Dust Bowl. The novel poignantly and starkly recognizes the situation and times in the lives of the families, where the collective survival and existence seems so impossible, unless bolstered and propped by busts of individual courage and gumption. The very act of trying to eke out a survival by an individual at an economic and emotional level instills something steely in the character of the entire group. Though America is based on the idea of need for the individual, Steinbeck in The Grapes of Wrath tends to qualify this individualism, by depicting the struggle of the individual soul yet celebrating the ability of a well weathered soul to bring solace to the group. So peculiarly, his deliberations on Ma bring forth this enigma: â€Å"She seemed to know, to accept, to welcome her position, the citadel of the family, the strong place that could not be taken. And since old Tom and the children could not know hurt or fear unless she acknowledged hurt and fear, she had practiced denying them in herself. †¦ She seemed to know that if she swayed the family shook, and if she ever really deeply wavered†¦ the family will to function will be gone (Steinbeck 84).†

How the life and personal qualities of Harry Bridges can inspire us to Scholarship Essay

How the life and personal qualities of Harry Bridges can inspire us to achieve our goals today - Scholarship Essay Example After completing school, Bridges declined to enter his father’s real estate business, choosing to be a merchant seaman at 16. In 1920, Bridges entered the USA, and became a longshoreman at San Francisco in 1922. Bridges protested against the stranglehold of the ship owners through the company-controlled Longshoremens Association of San Francisco and the Bay Region (the Blue Book Union). Speedups, arbitrary dismissals, blacklisting of militant workers, low wages, long hours and dangerous working conditions were endemic on the docks. Bridges earned support among the longshoremen for the revival of the local of the International Longshoremen’s Association, advocating "Organization...rank and file control... unity of action... union democracy... solidarity among all Coast ports... among all unions,† (ILWU website). The local ILA was formed in 1933. Despite pressure from the Roosevelt administration, theories of a communist conspiracy and media opposition, the 1934 Wes t Coast Longshore Strike began on May 9, with Bridges as the chairman of the Strike Committee. Bridges formed a coalition of all waterfront workers and effectively stopped shipping on the West Coast. On July 5, "Bloody Thursday," the police charged the workers picket lines, shooting into the ranks of unarmed men, and wounded over one hundred men. Two men were killed. This led to a general strike and finally, arbitration commenced, with the unions successfully negotiating joint hiring-halls, a thirty hour week, higher wages, union recognition and coast-wide contracts. In 1937, Bridges founded the ILWU, serving as President for 40 years. Bridges life was characterized by a shining integrity which one cannot fail to admire. He remained steadfast in his loyalty to his fellow-workers, insisting that the salary of all union officials be the same as that of a longshoreman’s wages. His tactics are a shining example of the adage ‘United we stand,

Varying viewpoints on the importance of group unity vs. the individual Essay

Varying viewpoints on the importance of group unity vs. the individual in American culture - Essay Example On the surface, the themes in the two work of literature that is Pioneers! O Pioneers! By Walt Whitman and The Grapes of Wrath by John Steinbeck appear to be a contest in unity versus individual. However, essentially they tend to reinforce these contradictory yet coexistent trends in the American character. The poem Pioneers! O Pioneers! By Walt Whitman is an ode celebrating the courage of the pioneers who renounced the claims and legacy of the civilizations of the Continent to aspire for a difficult and more fulfilling life in the American West. This sentiment is very much evident in the following lines: â€Å"Have the elder races halted? Do they droop and end their lesson, wearied over their beyond the seas? We take our task eternal, and the burden and the lesson (Whitman: Online)† The poem tends to celebrate the unifying myth of the West, a cherished notion that was central to the genesis of the Unite States, a concept serving as a continuum between the past and the future, celebrating the collective potential of a young country like America. â€Å"O you youths, Western youths, So impatient, full of action, full of manly pride and friendship, Plain I see you Western youths, see you tramping with the foremost (Whitman: Online)† The intermittent usage of the word â€Å"we† in the poem attempts to highlight a collectively American heritage and legacy. However, at the same time the poem also appeals to the individual pioneer lurking in the consciousness of every American. It brings forth the typical American individualistic strain of to do away with the set ways and pulls of the past, to venture forth into new territories, be it geographical or cerebral. The very ploy of using the first person plural by the poet enables one to weave this streak of individualism into a collective entity, thereby allowing for the coexistence of both. I contrast; The Grapes of Wrath by John Steinbeck seems to attempt just the opposite. Actually Steinbeck based this novel on the experience he accumulated while traveling through California in the mid 30s, where he witnessed people living in abject poverty owing to the Great Depression and the Dust Bowl. The novel poignantly and starkly recognizes the situation and times in the lives of the families, where the collective survival and existence seems so impossible, unless bolstered and propped by busts of individual courage and gumption. The very act of trying to eke out a survival by an individual at an economic and emotional level instills something steely in the character of the entire group. Though America is based on the idea of need for the individual, Steinbeck in The Grapes of Wrath tends to qualify this individualism, by depicting the struggle of the individual soul yet celebrating the ability of a well weathered soul to bring solace to the group. So peculiarly, his deliberations on Ma bring forth this enigma: â€Å"She seemed to know, to accept, to welcome her position, the citadel of the family, the strong place that could not be taken. And since old Tom and the children could not know hurt or fear unless she acknowledged hurt and fear, she had practiced denying them in herself. †¦ She seemed to know that if she swayed the family shook, and if she ever really deeply wavered†¦ the family will to function will be gone (Steinbeck 84).†

Alibrandi Dairy Entry Essay Example for Free

Alibrandi Dairy Entry Essay I am writing for a number of reasons, As your father I feel really guilty for not being there for you and your mother for so long but If there is one message I would want you to hold in your heart always it is this you are loved unconditionally. that my love for you is not decided based on how you act, what you say or what happens on any given day. There are no conditions and the love is given freely to you Jose. I had never thought about what it would really feel like to have a child? To watch them grow and learn the ways of the world. I am often in awe at their wonder, their pure joy in the magic of life. But all at the same time I hurt when I see you Jose. But I know that you must experience life not just the small bits all of it, even the pain and the hurt it can bring. Although you and I have been in each others life for almost a year I want you to know, every day I see you becoming more and more yourself. I thank your mother for the hard work she has put into you because it must have been hard on her raising you own her own but I see that I have nothing to worry about because your Mother has raised an independent young woman, and I congratulate you on finishing your HSC and starting university, and I see the confident, strong individual I want to help you become. More than anything, that is my job as your father, to give you the guidance, support, freedom, and love to be who you are and who you want to be. It isn’t always easy, and I’m not always good at it. I get frustrated more than I wish I did. I yell more than I wish I did. When we butt heads, it is because I see my own insecurities reflected in yours like when you called me from school because you hit another girls nose with a book. Your mother and I want you to see the world stretched out before you, want you to see all the possibilities and potentialities and not be afraid of them, want to you be excited by your own abilities to shape your worlds, to change your futures, to make things right and better and beautiful. Jose if there is one thing I am thankful for it is you, Jose it hasn’t even been a year and yet and you have shown me what others long and search for many years, and that is love before I thought I had everything I had a great job, car and girlfriend but I always felt something was missing and you have shown me what I was missing. You are young and is still growing, and you are powerful. Know this, in your hearts, if nothing else. Even when you doubt it, or are scared or unsure, you are amazing, and you are never alone. Just as you are exploring and learning and making mistakes, so am I, as your father. But as your father, I am also doing all I can to make sure that you know that all of that is okay. And you, my Jose, my amazing Jose, are becoming who you are meant to be. I will help when I can, and get out of the way when I need to. But I will always, always be here, watching, amazed at who you are becoming. And if there is anything you need I am only a phone call away.

Personal delelopment in Accounting and Finance Personal Development Essay

Personal delelopment in Accounting and Finance Personal Development Essay Introduction Personal Development in Accounting and Finance course overall helps me to understand how did my career goal comes about, where do I stand now, and understand the journey and process which I will have to go through in order to achieve my career goal. 2. What did I learn / achieved in PDAF? In PDAF, Belbin lesson, I understand that a team role is a pattern of behaviour. Different team role have different characteristics and all team roles have both strengths and weaknesses. A person could be having a few team roles at a same time. Through the questionnaire, I manage to identify a few team roles which I will normally adopt at work, which include the specialist, the completer/finisher and the shaper role. I manage to identify what are my strengths and allowable weakness. As I am showing the shapers weakness therefore I hope to improve on this area. (See appendix 1). Through this MTBI personality test, I discovered that the personality type which I belong to is ISTJ (introverted sensing with extraverted thinking), whom is a duty fulfiller. This test also allows me to identify my strengths and weaknesses at work and home. I also realise that possible careers for ISTJ are accountants and financial officers which is what my career goal is. (See appendix 3). It was feedback from my group member that she feels that Im in the right career path as the ISTJs personality described me truly. 3. My Career journey thoughts feelings Looking back at my lifeline during lesson 2, I feel that whoever I am now depend on the decision which I had made when I was 19 years old. To choose between going to a polytechnic for engineering course or a private school for CAT made my career journey changed. It is also because of great interest on figures and influences from family, that why I decided to choose a private accounting school for CAT courses rather the other. (See appendix 2) I also feel that all these while in my career journey, I was consider quite lucky. I am lucky in a sense that, I have a lot opportunity to learn new things and gain experience on accounting field compared to the others. I started my first job as Account Assistant with no relevant working experience. Yet I have the opportunity to learn from scratch. I understand that not much company is willing to teach fresh graduate especially when this so called fresh graduate had not officially graduated at that point of time. My career goal is to be an accountant. After doing some website research on the responsibilities for this role, I realise the main duty for an accountant in Singapore public or private sector is about the same. I believe in term of working experience I should be able to fit in as I have pick up quite a valid experience in this area. But looking at the current market entry requirement, sad to comment, although I have the experience and skills in accounting software, I see myself in a non-favourable position in obtaining this position at the current moment. I will need to upgrade my qualification and that is to take up a degree course so that I can fit into the position. (See appendix 4) After working in accounting line for so many years, sometimes I do feel that my interest on my job had faded quite a lot. Sometimes I do not have the energy to move on. I feel that this might be due to long working period with no proper break or rest. As my career goal is to be an accountant, so I will not give up this goal so easily. If financially allows, I am considering of moving out of my working life temporary to have a good break while pursuing my degree course. I think by doing so, I can rest and replenish my energy level on my job, and I can place full time concentration on my study. My follow-up after PDAF After attending this Belbin lesson, I will like to improve on my weakness by showing more concern on the others. Now I tend to think twice before commenting remarks. Although is hard to do it, I hope I can do in time to be. (See appendix 1). I also hope that I can control my emotion (See appendix 2), by not being so affected when my close colleagues left the company. Im happy to know that I am in the right career path and see myself having more strengths than weaknesses being an ISTJ. Being someone whom honored our commitment, loyal and faithful, I hope I can continue this way especially toward my family. There is one weakness which had been around for quite a while and it had been happening quite often at work. It needs a lot of skill and effort in order for me to strengthen it. This weakness is having too strong sense of duty until I had difficult time to say no to others when I was given more work than what we can reasonable handle. I see the need for me to reduce this strong sense of duty image in front of others. I have to control it well so that my sense of duty still exist but yet I know how to say no to them when too much work is being passed down to me. (See appendix 3) I also realise I do not have a proper written cover letter, the current one which I have now contain only a few lines which does not state any impressive remarks to employers. I also did not amend the cover letter accordingly to fit well to each individual job requirement. Therefore I need to pick up some skills on improving my cover letter. My CV was not updated with my latest experience and skill which I have obtained in my previous company. I need to update it regularly or as and when I have done any special projects or obtain any extra skills. Appendices The Group Presentations Appendix 1 Team Roles (Belbin) Presentation content Through the Belbin questionnaire, the team role which I have normally adopts is the Specialist role. Based on the information located from the website http://changingminds.org/explanations/preferences/belbin.htm, specialists strength is it has expert knowledge and skills in key areas and will solve many problems while its allowable weakness is it can be disinterested in all other areas. I do agree on the questionnaire that most of the time at work I have been adopting the specialist roles strength. Example, in my current position, I am handling GL (general ledger) function. Due to job responsibility, I often have to provide knowledge and assistance to other colleagues especially colleagues whom handle Accounts Receivable and Payables on any un-cleared issues or problems. I do not agree that I have adopted specialist roles weakness as in not much of showing disinterest in other areas. Example, usually at work I am very concern about other areas as I often have to attend other departments queries. I agreed that another role which I have also adopted successfully is the Completer/Finisher role. Example, as my position covered month closing and reporting. I often have to do detail checking on entries for errors and omissions before presenting the data to my superior. Also I tend to worry too much when my colleagues do not finish their areas of work on time. Reflection In the Belbin lesson, I understand that a team role is a pattern of behaviour. Different team role have different characteristics and all team roles have both strengths and weaknesses. A person could be having a few team roles at a same time. Through the Belbin questionnaire, I manage to identify a few team roles which I will normally adopt at work. Beside the contributions side of the specialist and completer/finisher, I realise that sometimes I tend to adopt the Shaper role. This role is full energy and action, challenging others to move forwards. This role can be insensitive. Example, at work I often have to push other colleagues and make sure they meet the closing deadline on time, by doing so, I tend to show the shapers weakness which is being insensitive. I sometimes tend to comment blunt remarks show poor attitude to the others when jobs were not done in time or properly. Appendix 2 Job Motivation Presentation content Reasons why I have decided to have accounting as my career choice are because of my interest and influences from my family member. Since I was young, I always like figures and counting, solving problem sums in school. It is also due to my sisters influences, that why I chose to further my study in accounting and hoping to be an accountant. My sister is the first one who enlightened me. She convinced me to convert my interest into my career since my interest is on figures, and I am always being good at mathematics. A few values which are important to me, one of which is money. I personally feel that money comes in hand in hand with hard work so with the hard work I have put in; I will want a justifiable amount of salary. Next value is happiness at work and good relationship with colleagues. I feel that in order to achieve happiness at work, we must maintain good relationships with colleagues. By having that, it will help to motivate us to go to work. Finally is appreciation from superior and career advancement. I feel the needs to have good opportunity to learn and do more things, follow-by promotion. I also need appreciation from superior by recognizing my hard work. Co-workers are the ones whom will influence me at work. Relationship with them often will affect my mood of working. With close and good relationship with my colleagues, I feel happy and more motivated to go to work. As I am a very emotional person. I will feel affected if a close colleague left the company. I know because, in my current job, my mood was greatly affected when my accountant and a close colleague left the company. It is a sense of loss especially toward my accountant as she had given me very good appreciation and opportunity. When she left the company, I feel I have not only lost a good colleague/superior, I also lost my value. Market requirement will affect my career choice. I always feel that accounting roles are always valuable in the market as all companies have accounts department and therefore accounting staffs will never be jobless. Reflection After working for quite a number of years, I realise my interest on my career had faded. My interest on figures is no longer existed. I value my values especially money at work more than interest. I see the important of these values, when my values are being achieve, I tend to be more motivated to move on but when values are not being achieved, it will influence me by affecting my motivation and emotion. Appendix 3 MBTI Presentation content The personality test located from the website http://www.humanmetrics.com/cgi-win/JTypes1.htm shows that my MBTI type is ISTJ, the duty fulfiller. ISTJ primary mode of living is focused internally, where we take things in via five senses in a literal, concrete fashion. Our secondary mode is external where we deal with things logically. Accountants and financial officers are the one of the possible career paths for ISTJ. One of the ISTJs strength is we are people whom honor our commitment. We are loyal and faithful. We are people who can be depended on to do the right things for our families. Another strength which is, we are stable, practical and down-to-earth. We tend to believe in laws and traditions. We often tend to believe that things should be done accordingly to procedures and plans. ISTJs have strongly-felt internal sense of duty which lends them a serious air and motivation to follow through on task. Because of this strong sense of duty, ISTJs may have difficult time saying no when we are given more work. Another weakness which we have is we will resist putting energy into things which dont make sense to us. I agreed the strength about believing that things should be done accordingly to procedures and plan. I usually like to do proper planning before proceeding. Example, I have habit of listing down the works I have to do for month end closing. I will note it as done once complete. Sometimes because of too many pieces of work coming in at the same time, I tend to state the items down and do it based on priority. I dont quite agree to the point that ISTJ tend to resist of putting energy on things which dont make sense, because perhaps I believe that sometimes at work, things might not be within our control so I often just continue to put in energy even if the things dont make any sense to me. Feedback from my group members One of my team-mate comments that I have performed well in the group presentation. While another feel that Im in the right career path as I fit truly well in ISTJ personality. Reflections Based on the personality test, I feel that I have chosen the right career choice. In term of personality at work, it reflected the very true side of me. It best described what kind of person I am at work or home. It highlighted to me what are the strengths and weaknesses I have. ISJT has such a strong sense of duty that we may have a difficult time saying no when we are given more work than what we can reasonably handle. Looking at this point, I realise that this had happened quite often in my working life. I never say no to my superior when I was given too much work to do. I feel that there is a need for me to reduce my strong sense of duty image to the others especially to those who had been taking advantage of me. Appendix 4 Careers Presentation content The job which I have chosen is accountant position. Employers for public sector include local authorities, schools and etc, while employers for private sector range from large multinational organizations to small local businesses. Accountants in both public sectors and private help to prepare examine and analyze financial statements and other financial reports. They check for accuracy in these records and this allows them to provide a clear picture of the companys financial activities. They report to the management regards to all the finances issues. They develop, maintain and analyze budgets. They also check and pay creditors invoices, collect debts and charge customers for goods and services. Although the duties for accountants in both sectors are similar, a public sector accountants main concern is not raising profit but to make best use of public money. They aim to balance the cost of public services against income. They may carry out internal audits if required. Another difference is as all limited companies must be externally audited therefore accountants for private sector are not allow do audit check. The entry requirement for accountant is at least a bachelors degree in accounting or a related field. In term of skills and abilities requirement, both sectors need the accountant to have a good level of numeric. They should be able to use spreadsheets and specialized finance-related software to analyze and interpret figures and explain them to laymen. Both will need good communication skills, in both spoken and written. They should process good problem-solving skills, and have the ability to work well under pressure. Reflections Looking at the market requirement, I feel that my market value had dropped a bit although I do have the relevant experiences. The reason is because entry requirement had changed compare to the past. In the current situation, a degree qualification is a must. Appendix 5 Job Adverts Presentation content My job ideals is to find a job which is of accountant level and its responsibilities should be similar to what I am currently handling, but it should have some extra work which I am able to gain some experience from it. I have chosen 3 jobs which are all accountant level position. They are accountant, finance for AIC (Agency for Integrated Care), accountant for NTUC (National Trades Union Congress) and accountant for Amanresorts International Pte Ltd. And the one which I have finally decided on is the accountant role for AIC. This roles responsibilities match with my current responsibilities. In this role, they are looking for someone whom will ensure timely month end activities as well as submission of financial and management reports. This role also needs to manage cash and banking matters, liaise with audit firms on audit matter and support budgeting and forecasting exercise. In term of skills and abilities, they are looking for someone whom has minimum 2 years experience in full set of account and knowledge of SAP accounting system. I had exposure on full set and SAP in my previous company, and I was there for more than 2 years. I feel that this job is suitable for me the role responsibilities are scopes which I had handle before and I am comfortable with. In term of accounting system, they are using SAP which I rather preferred. AIC is a private limited company under healthcare industry. It was set up by Ministry of Health but was now under National Healthcare group. In term of benefit, I feel that it should be well too. Reflections I feel that in term of experiences, I do have the opportunity to fit into accountant level position once I obtain my degree. Appendix 6 Draft CV How did I choose the format, layout and content of my CV, and what are the specific problems I have had in designing a targeted CV, The CV format which I have been using is the combination CV. I obtained this format from the website many years ago. The layout for combination CV shows both skills and abilities and employment history. The total pages for current CV I had with me now makes up of 5 pages. In term of contents, I state a bit on my skills on accounting software and Microsoft office, and very detailed employment histories. For the employment history wise, information on the work I had been doing was stated in point form with no strong words to attract interviewers attraction. The whole CV also reflected repeated job-scope as I am doing almost the same job-scope for my initial employment. Overall to comment is I find my CV a bit lengthy. The problem I faced in designing a targeted CV is I am not sure of how to make use of strong wording. Also sometimes I find it hard to describe the effort that we have put on a task on paper so that readers can understand. Assignment 2 Application Pack Introduction Job Title I have chosen to apply for the position of Accountant, Finance for Agency for Integrated Care (AIC). 1.2 Requirement of the Job The responsibilities include handle full set of accounts and ensure month end closing activities. This role needs to handle grant administration, manage cash and banking matters. She/He needs to liaise with audit firms and tax consultants on audit and tax matters. She/He needs to support budgeting and forecasting exercise. The entry requirement is a recognised degree in Accountancy or equivalent with minimum 2 years experience in full set of accounts. It will be an added advantage if she/he has knowledge of SAP accounting system. Job Advertisement This is the job advertisement for the position of Accountant, Finance which I am applying for: Advertised:23-7-10 | Closing Date:22-8-10 Accountant, Finance (Singapore) Responsibilities: You will report to Manager, Finance. Handle full set of accounts (GL, AP, AR and Fixed Assets) and ensure timely and accurate month-end closing activities as well as submission of financial, management and statutory reports, implementation and compliance with Internal Controls Handle grant administration, including prompt claims submission, disbursement and tracking Manage cash and banking matters Liaise with audit firms and tax consultants on audit and taxation matters, including preparation of audit and tax schedules Support budgeting and forecasting exercises Requirements: Recognised degree in Accountancy or equivalent with minimum 2 years experience in full set of accounts Knowledge of SAP accounting system will be an added advantage A team player who is meticulous and able to work independently Good communication and interpersonal skills Please do not use the buttons below to apply for the above position. Kindly forward your detailed resume in MS Word format only, stating full details of qualifications, experience, current and expected salary, to . Top of Form Bottom of Form   Ã‚  Company Information   Ã‚  Email to Friends   Ã‚  View Similar Jobs   Ã‚  Location Map   Ã‚  Save This Job   Ã‚  View Salary Report   Ã‚  All Jobs From Company   Ã‚  Report Advertisement Agency for Integrated Care 5 Maxwell Road #10-00 Tower Block MND Complex Singapore 069110 Website: http://www.aic.sg/ Reasons for choice of job Through searching for job advertisements from internet, I have set my focus on job advertisements for Accountant role. Among the advertisement that I have reviewed, I shortlisted 3 which are listed below: Company Agency for Integrated Care (AIC) Job Title Accountant, Finance (b) Company Amanresorts International Pte Ltd Job Title Accountant (c) Company National Trades Union Congress (NTUC) Job Title Accountant These 3 were shortlisted because the job responsibilities are similar to the current job responsibilities which I am currently handling which is involve in month end closing activities and year end budgeting and forecasting exercise. I feel comfortable to advance my career in this scope of duties. Of the above 3, I have selected (a) as the one that I will focus on in Assignment 3. The reason for choosing this job is because the responsibilities for this position in AIC is not only something which I am familiar with but it also has some other responsibility which I will like to learn from. This is preparation of statutory reports. I will like to take this opportunity to pick up this skill. This company is using SAP system, which is a well known accounting system. I feel more comfortable using SAP system compare to other software like Accpac (as per stated by Amanresorts International Pte Ltd). Skills Attributes My suitability for the job Skills My current accounting role with Volkswagen Group Singapore Pte Ltd includes handling month end closing activities. My duty also includes preparing month end financial reports. In my previous exposure in Hercules Chemical Solution, I handle full set of accounts for both Singapore and India accounts. In both company, I used SAP system. Personality Based on the MBTI, I realise that my personality type is ISTJ, which the possible career is being accountant or financial officer. I am someone whom has excellent ability to take on any task given by my superior. I will follow through the task till completion by organizing and planning. I am hard worker, who do now allow obstacles to get in my way of performing my duties. Motivation I am currently motivated mainly by values. Value like money is very important to me now. I hope to find a company which not only pay well but also give good staff benefit. Value like appreciation from superior and career advancement is also important to me. I hope to see myself being recognised through my hard work. Weaknesses What may hinder me in applying for this job My limitation for this job opportunity will be I do not have the experience in preparing statutory reports, which I am not sure if the company is willing to train me on this area. I also do not have the experience in working in healthcare industry. Cover Letter Name Tay Siew Ling Address Blk 684B Choa Chu Kang Crescent #11-330 Singapore 682684 Contact 92975400 (Mobile) Email [emailprotected] 09 August 2010 Agency for Integrated Care 5 Maxwell Road #10-00 Tower Block MND Complex Singapore 069110 Dear RE: Application for the position of Accountant, Finance Refer to your job advertisement on the  www.jobstreet.com.sg on 23 July 2010; I will like to express my interest to apply the position of Accountant, Finance. I am a CAT holder and currently pursuing the Bachelor of Arts in Accounting with University of Bedfordshire. In my current employment with Volkswagen Group Singapore, my responsibilities include handling month end closing and preparation of financial reports. I am also involved in year end budgeting and forecasting. In my previous employment with Hercules Chemical Solution, I am responsible in handling full set of account for both Singapore and India account independently in Singapore with reporting head in Shanghai. Additionally, I have hands-on experiences on SAP system, financial module for more than four years. With these exposures, I am confident that I will be able to perform well in AIC I greatly appreciate you taking the time to review my credentials and experience. I hope that youll find my experiences  intriguing enough to warrant a face-to-face meeting, as I am confident that I could provide value to you and your  company as a member of your team. Please feel free to contact me if you have any query. Hope to receive a favourable reply from you. . Yours sincerely, Language Proficiency Spoken Language: English and Mandarin Written Language: English and Chinese Skill Proficiency Well versed in Microsoft Office Software: Words and Excel. Proficient with accounting software: SAP system, Accpac Dos Version, Solomon and Incadea. Proficient with internet online banking: Citi-Direct, Bank of America online banking, Deustche online banking and DBS DEALS Education Qualification University of Bedfordshire Bachelor of Arts (Honours) Accounting (July 2010 to Jan 2012) The Association of Chartered Certified Accountants Certified Accounting Technician (CAT) (1998 to 2003) Fairfield Methodist Secondary School Singapore-Cambridge General Certificate of Education-Ordinary Level (O-level) (1996 to 1997) Singapore-Cambridge General Certificate of Education-Normal Level (N-level) (1993 to 1996) Queenstown Primary School Primary school leaving examination certificate-PSLE Employment History Details Volkswagen Group Singapore Pte Ltd Account Executive (14 May 2008 to Current) Handle the full spectrum of General Ledger and Fixed Asset Ensure proper documentation for all fixed assets and depreciation amount was taken up correctly Month end journal preparation and posting. Ensure timely and accurate closing of monthly account Prepare and review monthly profit and loss statement and balance sheet. Analysis monthly expenses and common cost allocation for respective department. Prepare inter-company reconciliation and ensure AP Executive to follow-up on any invoices not received Prepare reconciliation on Receivable and Payable sub-ledger against General Ledger Prepare weekly cash position report Prepare monthly bank reconciliation Prepare monthly audit and closing schedules Responsible for Fixed Deposit placement and coordinate with AP Executive on any fund transfer and huge payments Quarterly GST preparation and submission Involve in bi-weekly COE bidding process Involve in year-end stock take for vehicle and parts inventories Assist in year-end budget and forecast Liaising with external auditors during yearly audit Assist the Finance Manager in all ad-hoc duties as assigned Achievement Back-dated perform bank reconciliation for January to May 2008 Manage to perform reconciliation between Incadea and SAP system, also reconciliation between AP/AR control account against sub-ledger Involvement in change of chart of account and roll-back project on the accounting system Energy Market Company Pte Ltd Account Executive (June 2006 to April 2008) Handle the full spectrum of Accounts Receivable, Accounts Payable and Fixed Asset for EMCs operating account Handle partial spectrum of General Ledger Ensure proper documentation for all fixed assets and depreciation amount was taken up correctly Ensure timely and accurate closing of monthly operating account Ensure timely billings on Industrial Training program fee and seminars Ensure timely posting of all collections received Ensure all supplier invoices matches with purchase orders issued Ensure proper coding of GL code and posting of supplier invoices and staff reimbursement Ensure timely cheque and telegraphic transfer payments to suppliers and staff reimbursement Prepare cash position report Prepare monthly bank reconciliation Quarterly GST preparation Submission on Statistic survey for energy industry Involve in year-end fixed asset checking Liaising with internal and external auditors during quarterly and yearly audit Assist the Finance VP and Accountant in all ad-hoc duties as assigned Achievement Involvement in change of chart of account and update of accounting system Successfully roll-out the E-Fixed Asset module Attended the Microsoft Excel Expert course sponsored by company and was award a Microsoft Office Specialist at the Expert level from Microsoft Hercules Chemical Solutions Pte Ltd Account Executive (June 2004 to June 2006) Handle the full set of account for Singapore and India accounts (up to Balance Sheet and Profit and Loss) Ensure timely and accurate closing of monthly account for Singapore and India Ensure timely billings on services fees and royalty income to inter-company Ensure timely posting of all collections received Ensure all supplier invoices matches with purchase orders issued Ensure proper coding of GL code and posting of supplier invoices and staff reimbursement Ensure timely cheque and telegraphic transfer payments to suppliers and staff reimbursement Prepare and review monthly profit and loss statement and balance sheet including expenses analysis Month end journal preparation and posting. Prepare monthly audit and closing schedules Prepare monthly bank reconciliation Monthly Australia VAT preparation and submission. Quarterly Singapore GST preparation and submission. Quarterly preparation of reconciliation reports for SOX control requirement Liaising with external auditors during quarterly and yearly audit Liaising with tax agent from India on india tax issue Assist the Financial Accountant in all ad-hoc duties as assigned Achievement Involve in moving the manual set of account for India into SAP Involve in change of bank from Citibank to Bank of America SNP Corporation Ltd Accounts Assistant (June 2003 to June 2004) Handle the full spectrum of Accounts Receivable and credit control Ensure timely billings on non-stock related items example rental and advertisement Responsible for proper sort and filing of high volume of tax invoices and credit notes on stock related item Ensure timely posting of all collections received Responsible for customer code creation Prepare month end reports, example sales records and aging reports. Assist the Senior Accountant in all ad-hoc duties as assigned Tee Hai Chem Pte Ltd Accounts Assistant (January to May 2003) Handle the full spectrum of Accounts Receivable Responsib