Supply side factors of drop out for students

Harmonizing to the National Plan for 2003-2015 ( 2003 ) of the Royal Government of Cambodia, Education for All ( EFA ) is the first critical and inevitable measure for bettering and sharpening human resources, which are needfully needed for Cambodia ‘s economic fight in an progressively planetary and regional economic system. Driven by a figure of development be aftering enterprises by the Royal Government of Cambodia, the constitution of EFA, which was approved by the Royal Government of Cambodia in 2002, came into consequence. In add-on, the National Plan emphasizes that, to develop the state ‘s economic system, Cambodia needs to guarantee its ain countrywide basic instruction, primary and lower secondary instruction, since the Government firmly believes EFA is the first and inevitable mechanism for Cambodia to make its ain Socio Economic Development Plan II ( SEDP II ) by agencies of equalising educational entree among its both advantaged and disadvantaged kids. This E FA program is besides encouraged by the on-going Poverty Reduction Strategic Plan ( PRSP ) of 2002, which aims at poorness decrease in Cambodia since the Government found that it has been the chief trap well lending to hapless pupils ‘ dropouts in Cambodia Basic Education. A paper by United Nations Children ‘s Fun ( UNICEF ) ( 2007 ) , which outlined the cosmopolitan primary instruction by aiming making the unapproachable in Cambodia, emphasizes that, to guarantee EFA in Cambodia, it is necessarily necessary to guarantee correlativity between both supply and demand-driven factors since the two factors are inseparable, intertwined tow-side consequence. This research, conducted by agencies of literature reappraisal from several beginnings, purposes to reply the undermentioned inquiries: What are these demand-side and supply-side which may forestall hapless kids from remaining in school? What does the Kampuchean Government do to cut down the influence of these factors on drop-out? The followers are the illustrations over the above research job, which chronologically includes the present state of affairs of drop-out in basic instruction in Cambodia, both supply-side and demand-side factors which may forestall hapless kids from remaining in school, and the Kampuchean Government ‘s solution in cut downing the influence of these factors on drop-out.Present Situation of Drop-out in Cambodia Basic EducationWith necessary engagement in their household ‘s economic activities, Kampuchean pupils in basic instruction normally face late school entry and early school dropout ( ILO, UNICEF, 2006 ) . The same research by ILO and UNICEF ( 2006 ) besides explains that about 16 per centum of Kampuchean kids are already active in their household ‘s economic work at the age of six while over half of them are involved at the age of 10. Therefore, kids engagement in economic activities exceeds that in school by the age of 15. In this sense, most of them merely ana lyze entirely, so they consider dropout. A study by World Bank ( 2005 ) shows that dropout rate becomes the highest during the pupils ‘ passage from primary schools to take down secondary schools. While the pupils are making their basic instruction, some of them choose to drop out of school without even finishing it. The study, furthermore, identifies many grounds of dropout, in which poorness seems to be the most influential ( as cited World Food Programme, 2007 ) . The tabular array below is the illustration by MoEYS/UNESCO ( 2000 ) , and NPRS ( 2005 ) on different grounds why pupils in Cambodia basic instruction bead out of school:ReasonsMales ( % )Female ( % )Parents ‘ poorness 22.3 19 Needed at place 1.6 21.1 Poor instruction 0.4 0.4 Distance to school 2.9 2.9 Schooling is non utile 0.4 0.3 Family migration 3.9 3.9 Other grounds 11 8.8 No response 37.5 43.6 Beginning: MoEYS/UNESCO ( 2000 ) /NPRS ( 2005 ) ( as cited in World Food Programme, 2007, p. 5 ) Harmonizing to the tabular array above, MoEYS/UNESCO ( 2000 ) /NPRS ( 2005 ) shows that poorness is the most influential factor forestalling pupils from traveling to school and hence doing them to drop out. It besides shows a great difference in the figure of pupils who reach the last class in primary schools and the proportion of pupils who continue their survey to take down secondary schools. The study moreover explains that, despite the abolishment of primary school fees, the secondary schools ‘ fees are non free. Therefore, possibly these are the grounds why pupils decide to drop out of school during the period of their passage from primary to take down secondary school since their parents or households can non afford their go oning instruction. The same determination by MoEYS/UNESCO ( 2000 ) and NPRS ( 2005 ) illustrates that, despite increasing proportion of pupils traveling to primary schools, there are still a big figure of pupils dropping out of schools or non inscribi ng for their go oning instruction in lower secondary schools ( as cited in World Food Programme, 2007 ) .Supply-side FactorsA statement by UNICEF ( 2007 ) identifies three chief supply-side factors, which prevent hapless kids from remaining in school, viz. unequal public outgo on primary instruction, high pupil-teacher ratio, and uncomplete school substructure. The study shows that, even though 80 to 84 per centum of entire Kampuchean instruction budget has been allocated to basic instruction, turn toing the issue of unequal public outgo is still a job, which to boot involves deciding issues of distance from school, installations and substructure of school, and instructors ‘ preparation and Numberss, peculiarly for entree to primary schools in distant and rural countries. The account, furthermore, emphasizes â€Å" aˆÂ ¦though investing in instruction has helped to increase the net registration rate in Cambodia by over 20 per centum over the period 1997 to 2004, a signif icant figure of kids still denied instruction opportunitiesaˆÂ ¦ † ( UNICEF, 2007, p. 8 ) . In add-on, high pupil-teacher ratio is besides a job. â€Å" Pupil-teacher ratio in schools in the poorest 300 communes averaged every bit much as 79 students per instructor compared with 46 in schools in the richest 300 communes † ( World Bank, 2006, p.101 ) . Another statistics sing high pupil-teacher ratio in primary instruction shows: The pupil-teacher ratio in Cambodia does non compare favourably with that of other states in the regionaˆÂ ¦ Cambodia has one of the highest pupil-teacher ratios in the part, between 1.8 to 2.9 times more than other states. The high pupil-teacher ratio has a direct influence on attending and larning results, and it peculiarly affects those kids populating in underserved countries of the state ( UNICEF, 2007, p. 9 ) . UNICEF ( 2007 ) , furthermore, shows that uncomplete school substructure besides affects students ‘ survey in schools, particularly who chiefly live in distant countries and those who can non afford their day-to-day transit. The determination proves that, despite to-some-extent betterment in structural substructure in basic instruction in Cambodia, a figure of uncomplete schools remain still. Those uncomplete schools is the chief cause of primary school students ‘ drop-out since they can non travel upward as those uncomplete schools can non supply higher classs for them. Similarly, a 2004 World Bank study peculiarly points out four of import factors from supply-side: deficient school preparedness, a big figure of uncomplete primary schools, low quality of instructors, and unequal wellness attention installations, viz. H2O and latrines and such acquisition installations as library. The study posited the roots of students ‘ dropouts on poorness trap, stating that: Poverty is the first factor that predisposes kids to drop out of school. Poor households are unable to pay the cost of schooling that could be every bit high of 79 per cent of the per capita non-food outgo of the poorest 20 per cent of the population. Children ‘s deficiency of school preparedness frequently a consequence of malnutrition and deficiency of preschool experiences is another factor that particularly impacts negatively on Grade 1 repeat and drop-out ( as cited in UNICEF, 2005, p. 9 ) . Mainstreaming Inclusive Education Undertaking by Voluntary Service Oversea ( VSO ) ( 2006 ) conducted a little pilot survey of a little sample of kids ( n=32 ) on primary school dropout in Kampot state, and it provided similar account on supply-side factors. One of the grounds is excess costs for school. The research shows that students are supposed to pay more for their excess lessons, or they would neglect in their survey. The 2nd ground is that their places are distant from schools. The research show that some pupils spend at least an hr each from place to school and this is the chief ground for their school dropouts. The concluding ground in the findings is instructors ‘ behaviour. The study emphasizes that physical penalty, harmonizing to 25 % of the kids, continues to be in school and is a factor that discourages some of them non to go to school ( VSO, 2006 ) .Demand-side FactorsIn the working documents by UNICEF ( 2007 ) on Universal Primary Education: Reaching the Unrea ched, demand-side explains three factors as the grounds for pupils dropouts, viz. poorness, geographics and ethnicity. First, poorness is really likely to be the most influential facet. Without even nutrient to eat for their day-to-day endurance, kids are required to work by their household. Cambodia Child Labor Survey emphasizes that around 50 % of all kids in Cambodia, aged from 7 to 14, were much more actively involved in economic aid in 2001 if compared with other with-similar-income states ( ILO, UNICEF and World Bank, 2006 ) . â€Å" Together with the demand of significant domestic work, this economic activity delays the chance that a kid would get down primary school by the official school entry age of six † ( UNICEF, 2007, p. 10 ) . In the same statement, UNICEF ( 2007 ) found that costs of kid schooling is the issue. Since cost of basic education-both direct and indirect-is high in Cambodia, hapless pupils find it disputing to remain in school, but sing dropout might be the better pick. Poverty is besides a chief cause of hapless pupils ‘ late entry into primary school. World Bank ( 2005b ) has found that â€Å" Children in Cambodia enter school well subsequently than the official school enrolment age of six, averaging 7.6 old ages as of 2001, † ( as cited in UNICEF, 2007, p. 11 ) . Therefore, this delayed start in school seems to be a terrible disheartenment in their academic continuance and it therefore appears to be the account about why hapless pupils decide to drop out of school. Second, the Ministry of Education, Youth and Sports ( 2006 ) shows geographical location earnestly affects hapless pupils ‘ survey in footings of non merely farness but besides school conditions. Students whose agencies of transit is non low-cost have to travel to school on nutrient for long distance. At the same clip, the school conditions in distant countries are normally much worse than those in the urban countries. With no longer tolerance t o this regular state of affairs, most hapless pupils choose to discontinue school ( as cited in UNICEF, 2007 ) . Third, the study by UNICEF ( 2007 ) illustrates that cultural minorities largely live in rural countries, and they therefore do non truly mean to remain in school since survey can assist them with about nil. Therefore, dropout would be their better manner. In add-on, the same pilot survey by VSO ( 2006 ) besides identifies four factors from demand-side as the grounds why pupils drop out of schools, viz. demand for kids to work, deficiency of personal resources, deficiency of assurance, and unwellness. Need for kids to work to back up their household is largely inevitable for hapless kids in Cambodia. The determination states that around 25 % are required to assist their households with any necessary plants. The study adds, â€Å" in these state of affairss, school is frequently an excess load. Children become exhausted and therefore unable to concentrate on their survey † ( VSO, 2006, p. 16 ) . Consequently, this difficult work may forestall them from traveling to school. In add-on, guaranting adequate resources for their survey is besides the issue. â€Å" Similarly, 12.5 % of the interviewed kids [ n=32 ] in Kampot state are found unable to afford books or pens, so they can non take portion in lessons. Even though this ground is non given as a chief ground for dropping out, but it is at least in concurrence with other grounds † ( VSO, 2006, p. 17 ) . VSO ( 2006 ) adds that deficiency of assurance partially affects the pupils ‘ survey. 9 % of those kids dropped out as the consequence of their ain hapless public presentation in school. With deficiency of assurance in head, pupils are more likely to discontinue school. The account adds that, of those grounds, unwellness is another since, even though it is a rare instance, pupils are more likely to discontinue school when they are earnestly sick.Government ‘s SolutionsTo cover with this dropout issue, the Royal Government of Cambodia, with Ministry of Education, Youth and Sports as executive mechanism, needs to guarantee effectual execution for the undermentioned undertakings. UNICEF ( 2005 ) emphasizes that the MoEYS foremost needs to implement and vouch that all Kampuchean kids, particularly the hapless, are given equal chance to acquire choice instruction and to accomplish just entree to instruction. Second, the MoEYS besides needs to endeavor to supply more chances for vulnerable groups to acquire mine old ages of basic instruction. To accomplish these two chief aims, the MoEYS has outlined some of import, relevant schemes in ESP/ESSP. These include abolishment of the cost barrier to basic instruction and other illegal Acts of the Apostless by agencies of first doing enrolment run effectual ; 2nd providing to the demand and scholarship for secondary instruction, chiefly for those hapless and vulnerable kids ; 3rd extinguishing uncomplete primary schools by constructing extra schoolrooms and more lower secondary schools in underserved countries ; four turn outing school operational budget ; 5th cut downing repeat and drop-out chiefly in Grade 1 to 6 ; 6th supplying more chances for kids out of school to re-entry ; 7th making plans for out-of-school young person to acquire equal instruction ; eighth spread outing l iteracy plans for grownup ; and eventually seeking to enroll instructors from remote and cultural minority country. In a more elaborate account by EFA ( 2003 ) , to cover with these issues, the Royal Government of Cambodia has introduced a figure of strategic programs, in which some are in the procedure of execution while some are the future programs. First, it was necessary for the Government to set up both â€Å" Poverty Reduction Strategic Plan ( PRSP ) and Socio Economic Development Plan ( SEDPII ) † since the Government believes that long-run EFA sustainability, particularly to help the hapless or other deprived pupils, will ne'er be ensured without these two programs ( EFA, 2003, p. 19 ) . In another broader context, about comprehensive instruction reform has to be implemented with thorough accent on following cardinal mileposts 2000/2002: â€Å" Design and execution of PAP for primary instruction, concentrating on cut downing cost load on the hapless and publicity of improved internal efficiency in early 2000. Formulation of preliminary instruction policy and strategic model, as portion of interim PRSP in mid-2000. MoEYS hosting of Government, givers and NGO seminars on international experiences of sector broad attack to education reform in mid/late 2000. Formal understanding to education partnership rules by MoEYS, givers, NGO advisory group in early 2001, alongside revival of donor instruction sector w0rking group. Joint reappraisal and assessment of ESP and ESSP, climaxing in joint ESSP assessment study and collaborative forward program and high degree instruction unit of ammunition tabular array in mid 2001. Design and execution of assorted mode instruction sector support plan and complementary capacity edifice aid plan by cardinal donor Alliess in early 2002. MoEYS and donors/NGO readying of poorness impact, sector public presentation, revised ESSP and donors/NGO study as portion of first ESSP public presentation reappraisal in late 2002. Formulation of preliminary PRSP and MTEF, pulling on the policy and strategic waies set out in the revised ESSP 2002/6 in late 2002 † ( EFA, 2003, pp. 19-20 ) .DecisionWith elaborate amplification in response to the above research inquiries, brief decision on dropout grounds in Cambodia basic instruction can been seen as an interconnected factors between both demand-side and supply-side, which need necessary solutions from the authorities. In supply-side factor, dropout is affected by five chief grounds, viz. unequal public outgo on primary instruction, high pupil-teacher ratio, uncomplete school substructure, low quality of instructors, and deficiency of school installations, which are largely the duties of the authorities. Likewise, demand-side factors are besides the instance, in which pupils necessarily face several challenges: poorness, geographics, ethnicity, demand for kids to work, deficiency of personal resources, deficiency of assurance, and unwellness. Of all the gro unds from demand-side, poorness seems to be the most seeable ground in the pupils ‘ dropout. As can be see in the above literature reappraisals, their household ‘s fiscal crisis is the most influential barrier which causes their late school entry and ignorance. With these challenges, pupils seem to hold less motive in their survey, and they therefore end up with dropping out of school. To manage this issue, the Royal Government of Cambodia should make four prioritized undertakings: equalising basic educational entree to all pupils, supplying more chances to vulnerable groups, set uping Poverty Reduction Strategic Plan ( PRSP ) , and developing Socio Economic Development Plan ( SEDPII ) . With all the undertakings successfully accomplished, drop-out rate is expected to diminish consequently.

Define and Discuss ‘Retail Experience’ Essay

Define and discuss ‘retail experience’. Use a case study example to demonstrate its application. How does the retailer create and enhance value? Define and discuss ‘retail experience’. Use a case study example to demonstrate its application. How does the retailer create and enhance value? David Olu RETAIL MANAGEMENT Define and discuss ‘retail experience’. Use a case study example to demonstrate its application. How does the retailer create and enhance value? When people go shopping they want to encounter an enjoyable experience which will satisfy their needs so in recent years retailers have tried to take the shopping experience to another level in order to encourage consumers to build a relationship with the brand. The purpose of this essay will be to outline what is meant by the term â€Å"retail experience†. The main focus will be on a particular case study involving Apple in order to explain how the retailer goes on to enhance value. Retail experience can be seen as a process in which a retailer packages an experience together with products. (Berman B & Evans J 2010) highlight that â€Å"A Retailers image depends heavily on its â€Å"atmosphere†. When looking at atmosphere it is the psychological feeling a customer gets when visiting the retailer.’’ It is noted that atmosphere can influence hedonic value this is an important aspect of the experience, because this is what plays a vital role in gaining a customer’s interest and it can help in leading the customer into the buying process. All of the major retailers will aim to provide a relaxing environment for their consumers because shopping is considered as fun and pleasurable (Jones, 1999). There are some key factors that contribute to this, first we look at music because it provides entertainment for shoppers Turley and Chebat (2002). Followed by lighting the appropriate use of it,  such as product spotlighting and dim ambient lighting, and thirdly the use of bright and vibrant colours. Swinyard (1993) reiterated this by pointing out that â€Å"Mood states are present in virtually every shopping encounter, and could have a significant effect on shopping behaviour†. And In Relation to this (Kemp and Kopp 2011) also put forward that Emotions shape our everyday existence, including our consumption and purchase behaviour. So this could mean that a consumer in a bad mood may tend to view shopping activities differently from one in a good mood. When a customer enters the store atmosphere they are not able to experience the music in seclusion or smell the scent without seeing the colours as well they do not walk on the floor-covering without feeling the ambient temperature. The typical customer experiences amounts of all these and other incentives as an on-going, collective experience. So it can be argued that most buying environments are purposefully designed to produce specific emotional effects in shoppers. Berman & Evans J (2010) argued that â€Å"The presentation merchandise and the displays that bring shoppers into the store are very important in creating a retail image. So other factors which have to be considered when looking at retail experience is the layout of the shop itself because if the shop is nicely laid out it will encourage customers to spend more time in the shop than originally planned. So retailers have to consider the layout of the products and how they can appeal to customers and also clearly labelled displays if they have any in order to make the customers indentify what is on sell clearly. So it is always essential for a business to ensure that the shop is properly organised. A store exterior provides a powerful impact on a business’s image this should be planned effectively a store exterior consists of the total physical exterior of the store itself, with a storefront most retailers can present a traditional, trendy, upscale environment, in relation to retail experience customers who happen to pass a shop they usually judge a store by its exterior so this can be used to draw in customers with things like display windows showing products will be able to catch a customer’s attention  straight away most retailers make use of mannequins in order to grab people’s attention. Customers always want to feel valued and welcomed when they visit a shop so when they enter the shop they expect a good customer service from the members of staff this is crucially essential for an organisation to manage. Because not only will shoppers appreciate the store due to the products offered, or atmospherics’ but they will have more of a strong interest due to the kindness of the salesperson (Lombart and Jeandrain, 2003). If the members of staff are always available and helpful it will create a customer satisfaction and this can be considered as a key determining factor with benefits of repeat shopping and buying behaviour if managed effectively so with this it means that customers will always have a good experience, when they encounter polite and helpful members of staff and this will also create a positive image for the business. Promotion is another tool in which retailers will aim to provide satisfaction to their customers so in order for them to do this they implement special offers as a strategy to achieve this, if an organisation regularly provides promotion as part of its experience it will find that they will attract more customers. So for example retailers like Tesco or Asda regularly offer promotion and they go head to head on offers in order to gain draw in more people. Not only will offering promotions attract repeat custom it will also allow the organisation to generate profit. All different kind of Retailers will try to use different ways in order to bring that retail experience that their consumers desire so retailers who connect with customers through experiences which are personally relevant , memorable, interactive and also emotional are more likely to increase sales and brand loyalty and this is why experience stores such as Apple have emerged, reason being that they want customers to bond with the brand, at first hand , a â€Å"try before you buy† approach . Apple is one of the biggest leading technology companies in the world apple provides customers with an attractive and relaxed environment where they can  handle. â€Å"Apple has been developing its experience stores since 2001 and by the end of 2008 the company had opened some 250 increasingly sophisticated stores† (Jones, & Comfort, 2010). Benghazi (2012) States that entertaining browsing experiences might help a browser to learn more about the offers and characteristics. Customers will be able to use knowledge in order to make a decision on whether they should purchase the product or not so in regards to this Apple provide their consumers with a live interaction of their products for example the Apple store in London’s regent street lets customers get involved in â€Å"Getting started workshops† this includes showing customers how to set up a new Mac, connecting to the internet and sending emails. This goes to show that Apple are trying to involve their customers with a firsthand experience of the brand and the products they offer, the experience goes beyond the store itself the company provides summer camps for children and youth workshops. Children aged 8-12 years get what is known as a â€Å"hands-on Mac experience, during a 3 hour workshop 8-13years olds can compose a song â€Å"in a garage band†, construct a photo album and create key note presentations. This illustrates on how Apple are trying to expand retail experience to their customers by going beyond the in store experience this will in return generate a positive outcome for Apple. Within regards to the designs of the stores, the interior represents three values, which are transparency, community and service. There is the open spacious interior containing the computers, IPods and IPhones which are neatly placed on tables this portrays transparency. Community is encouraged by the store through its theatre and its lounging areas and then the commitment into services is branded into customers minds as they are able to visit the genius bar, each store is looked at as a place where people can feel comfortable and are not intimidated by technology. Apple stores may be designed to sell but also at the same time they are designed to teach, customers who walk into an apple store just for a casual play of the products can find that the experience can quickly turn into some serious learning. When we look at a typical apple store it has three  spaces the first one is usually for play and for purchasing, and the other one is for learning a customer would typically come across these areas in that order. The shop is laid out in a simple manner enabling the customers to move around freely to admire the products within the store. Like any other store, apple stores consist of members of staff who wear a blue t-shirt with the apple logo in the middle making them easily recognisable to the public as the staff with a casual look. There always there to help customers with their knowledge on how to use the products. The members of staff always ensure to ask customers if they need help if the customer looks lost, this type of retail setting allows customers and members of staff to interact as the members of staff are always asked questions in regards to the products, and the questions that the customers ask the staff guide the learning and they reveal what has been learned and what else is there left to be learned. So in a sense Apple have able to take the relationship between the customers, staff members and the store to a different level of retailing and learning. The Apple store has built relevance into every section of the shop, the members of staff are aware that they have to start with the customer and with whatever knowledge the customer knows and then progress on from there. Despite the technology the apple store experience is more focused on forming a relationship with the products rather than just focusing on products. An Apples store experience generally provides a powerful image about the brand Apple is able to combine products together with service effectively in order to reward their customers with a unique experience in which customers are able to feel like learners who are able to develop valuable skills. The Apple store learning experience is greatly adapted and focused on the interests and the needs of the individual customer. Conclusion Retail experience is vital for all of the retailers to establish in order to looking at Apple they have successfully established an environment where customers would want to come back again and again so in conclusion Apple has shown that they value their customers by ensuring that their customers experience the products at first hand and by also taking that experience out  of the store by providing their customers with things like summer camps. It is vital that Apple continue to bring this experience to their customers because it will mean that they will generate repeat custom and also they will be able to attract new customers. Bibliography Books Berman, B. and Evans, J. (2010) Retail management a strategic approach. 11th Ed. New Jersey: Pearson education Inc, p.508, 509,510,512. Internet Sonera, T. (2006). Apple case study. Available: www.buyukdemirci.com/Apple/Apple_case_.pdf. Last accessed 18th November 2012. Journals Ballantine, P. et al. (2010) Atmospheric cues and their effect on the hedonic retail. International Journal of Retail & Distribution Management, 38 (8), p.1, 2. Burns, D. and Neisner, L. (2006) Customer satisfaction in a retail setting: The contribution of emotion. International Journal of Retail & Distribution Management, 34 (1), p.50, 51. Jones, P. et al. (2010) Retail experience stores: experiencing the brand at first. Marketing Intelligence & Planning, 28 (3), p.243. KEMP, E. and KOPP, S. (2011) Emotion in consumption. Journal of Consumer Behaviour, 10: p.1. Kronrod, A. et al. (2012) Hedonic Consumption and compliance with assertive messages. Journal of Consumer Research, Inc., 39 (1), p.52. Nsairi, Z. (2012) Managing browsing experience in retail stores through. International Journal of Retail & Distribution Management, Vol. 40 (9), p.678. Swinyard, W. (199300) The Effects of Mood, Involvement, and Quality of Store Experience on Shopping Intentions. Journal of consumer research, 20p.271. Washor, E. et al. (2009) At the Core of the Apple Store: Images of Next Generation Learning. The Phi Delta Kappan, 91 (2), p.61, 62, 63

Human Resource Management, Performance Management Assignment

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Real Options -The Madoff Affair - Essay Example Despite that Madoff had no record of bribery with the authority; his case shows that the financial security top officials were failing in their job How the fraudster managed to pull through during the financial hard times remains a question worth noting. Additionally, most financial managers today, are still perplexed as to how Madoff managed to trick the Securities and Exchange Commission (SEC). The Ponzi scheme raised suspicion a number of times. However, when SEC investigated the firm’s financial records and activities Madoff’s pyramid scheme was undetected. The second important aspect worth noting is that Madoff kept his business low profile and this is why it took long before the scheme was uncovered. This was through secrecy and hiring family members as his top officials in the firm. This was until December, 2008 when Madoff admitted that the firm was â€Å"one big lie†. He specifically confessed this to his son who was a top official in the same firm. The confession came just when the economy was in its worst and banks that had loaned some of the investors’ money counted billion in losses. Mad off firm was stated as a Ponzi scheme which was pyramidal in nature because the past investments returns from earlier investors came from the latest investor’s deposits. Therefore, the returns were not true product of the investments. The firm was stripped naked and the true business conduct was revealed when some of the investors withdrew their funds from the firm. Madoff had funds to pay the investors their interest money and this led to his arrest for crimes of fraud, false financial statements and money laundering among others. The crimes made the perpetrator convicted the maximum of 150 years (Manzakee). The Ponzi scheme not only shocked the financial advisors, SEC but also president Barack Obama. In an interview after Madoff’s conviction, President Obama exclaimed

How do You Know You Exist (if You Do) Essay Example | Topics and Well Written Essays - 1500 words

How do You Know You Exist (if You Do) - Essay Example The idea of existence is therefore one which is complete truth and is not questioned with the skepticism of one not existing. Conviction of Existence The first concept that Descarte’s points out is that one exists only because they believe they exist. He states: â€Å"But I have convinced myself that there is absolutely nothing in the world, no sky, no earth, no mind, no bodies. Does it not follow that I, too, do not exist? No. If I convinced myself of something [or thought anything at all], than I certainly existed† (Descartes, 1984: 16). The main point that Descartes shows is based first on the assumption that the physical does not truly exist. Instead, the things which are seen are from the mind. The existence that one creates is also from the mind and alters according to one’s perception as opposed to true existence. The idea of existence therefore comes from the thought that one exists and is convinced that they are real, as opposed to being a figment of one ’s imagination. This particular concept is further pointed out by Descartes with the belief that one is only able to exist because this is what they perceive. If one no longer believes that they exist, then they are unable to truly create an existence and will believe they are wrong in defining their own ability to live and exist. Even though there is truth that one exists to their own perception, this limits and causes questions relating to existence. If one only exists in the mind, then it causes invalidation that existence also is created externally. There is a perception of a physical reality which one experiences on a daily basis. There is also the experience of relationships to others, beliefs which are created and knowledge that is established while one is in existence. If one did not exist, then there would have to be millions of people that would have to discount events happening at the same time within a physical reality. For instance, if there are hundreds of stude nts at a library and someone comes in shouting, each individual would have to state that this environment and physical reality were not real. The shouting and being in the reality was a perception of existence that one believed in and didn’t happen. However, there is a physical reality, response to the senses and relationships that show that this existence did really happen. This justifies that each individual exists in a physical reality outside of the mind. The perception of how one exists comes from belief; however, there is physical proof as well as thought processes that justify that each individual truly exists. The Instantiation Principle The concept of existence in reality and the physical mind is further questioned with Descarte’s belief in the instantiation principle. In this particular principle, there is the understanding that the individual only exists from the first person point of view. This is based on self – evidence which is created from the be lief that one exists. When one thinks he exists, then he has to exist because his mental state creates this belief system. However, the belief is only to justify existence and doesn’t necessarily create a sense of justification. One is only able to state they exist through personal belief. There is no direct relation to one existing through science, math or self – evidence which is made apparent through different ideologies. The thought then becomes the only existence while all else is only a reflection

Organization Needs Assignment Example | Topics and Well Written Essays - 250 words

Organization Needs - Assignment Example â€Å"Wishes† are different from needs as they basically refer to desires, which are sought to meet an end product. â€Å"Means & Methods† is a technique through which a result can be produced (Kaufman, Rojas, & Mayer, 1993). Kaufman has underlined three basic level of needs: Mega level, which identifies a gap at the societal level, Macro level, which identifies a gap at the organizational level, and Micro level which is concerned with gaps within individuals or groups. The following case study is an example of a consultant who identifies an organizational need of Micro and Macro level. The company, Farradaw Solutions has been providing bespoke solutions through establishing road tunnels, and rail tunnels etc. The company faced challenges when the CEO introduced a new restraining clause in the employment’s contract. Employees started showing resisting behavior and they did not readily accept the change. Frustration grew among employees and even the most competent workers were showing unreasonable behavior and the organization progress started to decline. At this point, the personnel manager took initiative made changes in the organizational set-up but the results were still devastating. She asked a consultant to identify the gaps. The need analysis identified by the HR consultant affirmed that people resisted sudden change, showed ambivalent behavior (Kaufman, Watkins, & Leigh, 2001) when the new clause was introduced. Hence, the basic need, which was identified, was to arrange meetings to make the employees aware of the new changes in the company through ef fective communication so that they understand the reason why the clause was introduced in contracts and to carry out stress management programs for employees who are showing frustration due to pressures at

Sociology Essay Example | Topics and Well Written Essays - 1500 words - 14

Sociology - Essay Example The link between social class and educational attainment can be proved to exist if evidence is found for the existence of a relationship between ability and social class since good abilities are very essential for sound education, since good abilities are essential for sound education and learning. A person is gifted with good abilities by nature. Though practice makes a lot of difference but a practicing person can never be as sharp as the one who is mentally smart. Therefore, good abilities are in born and can not be developed. Secondly, it needs to be evaluated whether a social class is inherited or a higher social class is attainable through hard work or not. Thirdly, it needs to be clarified whether social class is needed to ensure sound educational attainment, or vice versa. It can be observed in the society that money can not buy everything. Many rich parents fail to educate their children despite getting them admitted in expensive schools. Many schools guarantee that they can educate students the best but the fact is that it is not true unless the students themselves take interest in their studies. On the other hand, we come across many cases where poor parents have succeeded in educating their children good enough to get them high posts and good salaries, and accordingly they social class of the children gets upgraded as compared to their parents. Thus, it is proved that money can not buy learning and a higher social status is quite attainable through hard work and luck. Expensive schools are not necessary for the attainment of good education. A mentally sharp and hard working person can get the highest level of education. All he / she needs is to be at the right place and the right time and a good luck. Education is not the property of the rich. Thu s, there is no significant relationship between social class and educational

Different Thinking Between Generations Essay Example for Free

Different Thinking Between Generations Essay Young people usually think differently than older people. Each generation doesn’t think the same way in their values, their goals, their fears, or their hopes. I always have to argue with my parents when we have different thinking. It seems that older people always think negatively about young people’s ideas. They don’t want to change because they have never experienced those ideas in their young life. I sometimes feel uncomfortable and misunderstand my parents’ thinking. In my idea, each generation has their own thinking about the subject as living together without marriage, studying at school, and living style. Older people are very strict about the topic: living together without marriage, but young people think that is the way to find out the best spouse for their life. For example, a woman was punished if she was caught that living with a man who wasn’t her husband. My parents think that is the bad girl. Everybody stayed away from her because she did the worst things ever in the social’ standards. Now is different because I think that is normal. Most of my friends are living with their boy/girl-friends in the same house nowadays. In the modern world, young people are more concentrating on finding their perfect half, so they live together before getting married to know each other well. I heard most couples were getting married with people arranged for them in the past. Now, we have freedom in thinking, so young people want to find their best spouses more than living with the person arranged from their parents. The difference in thinking about this subject always makes me to f eel argumentative with my parents. In the past, older people concentrated on studying at school, but young people don’t think they will successful in future by going to school only. For example, my parents and I always have differences in thinking about my studying. They always want me to finish my college quickly and get good grades to find a good job. I tried to convince them that most companies nowadays require more experience than a degree from college. I know the importance of getting business degree which will give me a shot to apply for a large corporation. If I don’t have any experiences in business, I can’t pass the job interview even I have good grade at school. In my parents’ time, the economy was stable and developed, so most of the companies wanted to hire more people. They cared about quantity more than quality, so they didn’t put many requirements for hiring employers. Now, time changes because the economic is going down to the lowest level. All of the companies are hiring only experienced and skilled employers. That is the reason for me to work and study half and half. My parents don’t realize that and they keep expecting me to finish my study to get a job. That is their only thinking, and we always have a fight every time when my parents talk about this subject, because of the difference in thinking between my parents and me. The biggest difference between young people and older people is living style. My parents and I have different thinking about using money for living. In my parents’ past, my country had a war and has just gotten independence since 1975. Everybody was poor and starveling, my parents worked hard to earn money when they were very young. They learnt that saving money is very important because they needed to survive during the country’s hard time. At my time, the country is developing and the society was improved. People make more money than before, but my parents still keep their own thinking that they should save money as much as they can. When I spend money on shopping, hanging out, or playing games, they blame me that I am wasting money. I explained many times that the country is developing, and my parents should spend more money to enjoy their life. They don’t think that is good idea and keep saying to me that I need to save money. In contrast, each generation has difference in thinking from each other in any subject. My parents always remind me to get a good wife and shouldn’t live with other girls if I don’t plan to marry her. They usually complain me that I should study hard and finish my study, and they often warn me to save money. In my opinion, I think differently because my parents’ thoughts are no longer suitable to the modern world.

Inanna vs. Oedipus Rex Essay Example for Free

Inanna vs. Oedipus Rex Essay She wondered: How long will it be until I have a shinning throne to sit upon? How long will it be until I have a shinning bed to lie upon? The huluppu-tree is a metaphor of Inanna herself. The trees growth symbolizes Inannas growth in her own life. When she mentions that she wants to make a thrown and bed for herself, she is foreshadowing her destiny of becoming a queen. This was her first test in becoming a leader. A leader needs to know how to be responsible for something or someone. They need to show that they care and can put forth tremendous effort toward what is important. In many instances through out the story, Inanna showed responsibility and maturity, but this was her first sight of it. After a couple years of waiting for the bark to split so that she can build her thrown and bed, A serpent who could not be charmed made its nest in the roots of the huluppu-tree. The Anzu-bird set his young in the branches of the tree. And the dark maid Lilith built her home in the trunk. (Pg. 6;Lines 1-4) The three things that built their home in the tree was the next test that he needed to overcome so that she can start her life in becoming a woman. When these struggles started in her life, she knew that she couldnt do it alone, so she asked for help. She first asked her brother Utu, The Sun God. He would not help her. So she then asked her other brother, Gilgamesh who agreed to help. He put on his armor and grabbed his bronze ax and entered Inannas holy garden. He struck the serpent and then the Anzubirds flew away. Finally the Lilth smashed her home and fled. Gilgamash then carved a throne and bed for Inanna using the tree trunk. This portrays a strong leadership quality in Inanna, which is openness. A leader needs to be able to listen to new ideas, even if they do not conform to the usual way of thinking. They need to be able to know that sometimes they might not be right, and have to listen to someone else. Inanna knew she couldnt do it on her own, and she needed help. Asking for help was a learning step for her in maturing her leadership qualities. Oedipus showed different leadership qualities as Inanna, which were determination and integrity. When the plague hit the town the second time, Oedipus as determined to end it. Just as he did when he first entered the town and solved the riddle. He sent many men out to find who killed the king and promised the town that he would find this man and end the plague. Ironically, who he was looking for was himself. He was the murderer of the king and the husband of his mother. When his guilt, no longer see those they should never seen, nor see, unseeing, those he had longed to see, henceforth seeing nothing but night To this wild tune he pierced his eyeballs time and tie again, till bloody tears ran down his beard. (Pg. 1 ;Lines 7-12) Oedipus was a very strong leader. He put an exceptional amount of effort and responsibility towards the people of the city. He was determined to end the plague for his people of Thebes. When he found out that he was the man he was looking for, he punished himself. Instead of killing himself, he pierced his eyes out so he has to live the rest of his life knowing that all of his answers were right in front of him, but he couldnt see it. This is why he was a great leader. He had the most power in the whole city and could have easily accused someone else. Yet he punishes himself Just as would if it was another man. This shows a great amount of integrity. He never veered from his inner values, even when it was expeditious to do so. I think that Inanna has better leadership skills than Oedipus because she is more experienced. Oedipus has natural leadership qualities. Inanna was tested throughout her life, which made her a stronger leader. The one part of her life that made her a better leader than Oedipus was when she decented herself to the underworld. My Lady abandoned heaven and earth to decened to the underworld. Inanna abandoned heaven and earth to decened to the underworld. She abandoned her office of holy priestess to decened to the underworld. (pg. 52;Lines 4-6) This shows great leadership qualities. She was striving so much to be great, she never experienced the difficulties of life. So she descended herself so that she can experience the other side of life. This was the biggest step into making her the leader that she was. Oedipus is nothing like Inanna in the sense of leadership. Through out the story of Inanna, she works to achieve royality, experience both sides of life and doesnt help nyone but herself on the way..