Mass Surveillance Essay

The affair began on June 17, 1972, when the local police arrested five men for breaking and entering into the Democratic National Committee headquarters at the Watergate complex. The police found on the burglars a slush fund used by the committee for the re-election of the President Richard Nixon and listening devices. They look secrets agents more than burglars. As Washington is a federal district, the affair was charged to the F. B. I. Within hours after that, the F. B. I discovered a name of a C. I. A officer in the address book of one of the burglars. The officer was a member of a secret operative team charged by the President to protect confidential documents inside the white house. Although the burglary seemed to be an operation led by former employees of the White House in order to spy on Democratic Party elections plans, the FBI investigation was not going away. The case was covered by the head of F. B. I Patrick Gray. Who was shortly before appointed by the President in place of J. Edgar Hoover (dead in May, 1972). The President had chosen his friend instead of William Mark Felt, the Bureau’s Associate Director, the second-ranking post in the F. B. I after Hoover. At first, the case made a very little noise and seemed to be covered up. Nixon reelected for another four years in November 1972. He defeated McGovern, the democratic leader, with over 60 percent of the popular vote. Until end of 1972, when the two Washington Post journalists: Bob Woodward and Carl Bernstein revealed the affair in public. They had been informed by an F. B. I whistleblower (he revealed himself in 2005 and he was William Mark Felt, the number two in the F. B. I at that moment). The affair was covered by many other media like Time Magazine, and The New York Times and they accused the President and his administration. Who also accused the media of making wild accusations, putting too much emphasis on this story. Months later, the affair had a dramatic consequents and political repercussions, an investigation conducted by the Senate with democratic majority. It was revealed that President Nixon had a tape-recording system in his office and he had recorded many conversations. Recordings from these tapes implicated the president revealing that he had known about the affair and had attempted to cover up. After a protracted round of bitter court battles, the U. S. Supreme Court unanimously ruled that the president had to hand over the tapes to government investigators, he ultimately handed over. Facing near-certain impeachment in the House of Representatives and a strong possibility of a conviction in the Senate, Nixon resigned the presidency on August 9, 1974. His successor, Gerald Ford, issued a pardon to him. The Watergate scandal resulted in 69 government officials being charged and 48 being found guilty like vice president, F. B. I head, C. I. A officers, and all members of president’s administration.

Theories And Development Of Public Administration

Like any other field of social sciences, the development of Public Administration as a study and also, as a practice is a response to evolving social contexts. As it is an eclectic field of study, it has adapted its key concepts and theories predominant in that period of time from the other fields of study. Thus, one can look at its development by identifying key concepts of economic, sociological and other studies that have contributed to how it is today.According to Brillantes and Fernandez (2008), the development of Public Administration can be classified as traditional/classical Public Administration and modern Public Administration (2). The traditional/classical Public Administration mainly leans on the models of Organization theory. These models are classified into three, namely, the classical, the neoclassical or human relations and the integration theory or modern theory (Cabo 36). The classical theory became the conceptual foundations of the traditional public administration (Cabo 37). There are 3 schools of thoughts under this theory.One is the Scientific Management which searches for the â€Å"one best way† for an organization to work efficiently, that is, increased productivity with minimal waste and costs (Cabo 37). In doing so, the model suggests that there is a scientific way to achieve production goals. It then postulates that to increase workers’ productivity, â€Å"the best way† is that there should be a competitive management, a clear division of duties between management and labor, and a scientific method and technique in selecting, training, and motivating employees (Cabo 37).With this, time and motion studies became a prevalent method in looking for the â€Å"one best way† (Cabo 37). However, although these studies have indeed improved productivity, it was heavily criticised later on because it failed to account the individuals’ common sense and judgement in the organization (Laegaard and Bindslev 15). Ne vertheless, the model is still useful in evaluating technical processes both in the private and public sector to this day (Laegaard and Bindslev 15). Meanwhile, asScientific Management focuses on increasing productivity, the second school of thought, the Administrative Management, focuses more on the efficiency of management of organization (Cabo 44). It contends that a general theory of administration which can be both applied in the private and public sector is highly possible and that studies must seek to discover and understand the underlying principles that govern it (Fayol cited in Cabo 40, Brillantes Jr. and Fernandez 3). According to Henry Fayol, there are 14 principles of administration.These are: division of labor, authority, discipline, unity of command, unity of direction, subordination of individual interest to general interest, remuneration of employee, centralization, scalar chain of hierarchy, order, equity, stability of tenure of personnel, initiative, and esprit de corps (Fayol cited in Cabo 40-41). Meanwhile, Gulick and Urlick (1937) further enhanced Fayol’s ideas into a comprehensive theory of administration (Brillantes Jr. and Fernandez 3) and contended that there are 7 administrative functions the management should perform (1937 cited in Cabo 42).These are planning, organizing, staffing, directing, coordinating, reporting, and budgeting or POSDCORB (Gulick and Urlick 1937 cited in Cabo 42). In general, Administrative Management offered practical ways to organization and management (Cabo 43). They are, however, criticised because of the lack of systematic methods (Cabo 43) and over-simplification of administrative conditions (Simon cited in Laegaard and Binslev 16) which resulted to contradicting principles (Simon cited in Cabo 43).Lastly, the third school of thought, the bureaucratic model, is different from the other two as it includes social and historical perspective in its approach to organization (Laegaard and Binslev 16). Its main contention is that for an organization to function smoothly, bureaucracy must consist of neutral professional public employees and that public employees must act as if the superior’s interests are his own (Weber cited in Laegaard and Binslev 16). It identifies 5 characteristics of an ideal bureaucracy, namely, hierarchy, division of labor, formally written rules and procedures, impersonality, and neutrality (Weber cited in Cabo 44).The classical theories, in general, defined many of the key concepts of the Organization theory which greatly enriched the traditional Public Administration. However, they are criticised as having very little regard to the worker or employee within the organization as persons (Cabo 44). The worker is seen as economically-driven (Cabo 44) and therefore the social-psychological aspects, which may also contribute to his productivity, is not taken into account. Thus, in response, the neoclassical model of Organization theory was proposed.Rather t han focusing on the mechanical aspect, the theory focuses more on human relations and sees organizations as social systems composed of interpersonal relationships (Cabo 47). It looks into the how people interact with one another in the organization, how they behave, their feelings, motivations, and aspirations (Cabo 47). One of the key ideas of the theory is the result of the Hawthorne experiments wherein it was found out that informal work groups, rather than management demands, have greater influence on employee productivity (Cabo 48).Chester Bernard (1938) then explained that the informal groups are significant in an organization because it fosters social integration by providing for the social-psychological needs of workers such as pride, prestige, and loyalty (Cabo 49). In general, the theory enriched the study of Public Administration as it makes human perspective an equally important organizational concern (Cabo 49). There are, however, criticisms that arise on the concepts o f the theory. Although it has offered explanations on organization performance, it has failed to explain adequately other aspects of organization behaviour and performance (Cabo 49).More so, the human relations approach is prone to management manipulation of informal groups just to get workers do what management dictates (Cabo 49). Thus, in order to deal with the weaknesses of both the classical and neo-classical theories, the integrative or modern organization theory was proposed. The theory tries to understand and explain the organization in a more holistic method, integrating the classical approach with the social-psychological perspective of human relations (Cabo 50).With this, the theory then proceeds to look into aspects of organization where management and workers meet their goals. Four streams of thought fall into the modern organization theory, namely, the decision-making theory, industrial humanism, open-systems theory, and the contingency approach. With decision-making th eory, bounded rationality is being established contrary to the complete rationality of the classical model (Cabo 51). This is because, in every organization, decisions made are bounded with organizational and human limitations (Simon cited in Cabo 50-51).Rather than getting everything they want, people tend meet half-way and make satisficing decisions to achieve their goals (Simon cited in Cabo 51). Meanwhile, with Industrial Humanism, it is contended that the formal organization structure itself facilitates adverse effects on the workers’ performance (Cabo 52). Thus, social and psychological concepts like human needs and motivations should be considered in the formulation of key aspects of organization such as in job designs, organization structure, and management functions, among others (Cabo 51).The Open systems theory, for its part, sees the organization as an open system that is continuously interacting with the environment and is affected by it (Cabo 53). Thus, for orga nizations to survive and grow, it must be dynamic and adaptable to the changes in the environment. Therefore, inputs such as human and material resources are seen as essential in its operations and success (Cabo 51). Lastly, the contingency approach in the modern theory basically suggests that there is no single technique or method that is applicable to all situations (Cabo 55).Managers or administrators must be able to determine the need at hand and make use of the existing management and administrative ideas. Public Administration as a study, did not however, stop at looking institutions and its processes at organizational level. It went beyond so as take more of the social responsibility expected of Public Administration, that is, for the welfare of the public it serves. The events that followed after Word War II marks the beginning of this new development stage called the modern Public Administration.As post-war effects, coupled with internal political-economic factions, were fe lt, many of the third world countries had been struggling to jump start economic development (Cabo 64). Thus, the study and practice of Public Administration, particularly the traditional Public Administration was introduced to third world by Western powers. As the field was seen as an agent of social change (Brillantes Jr. and Fernandez, 5) and served as a guide for development, it took a new identity and is now called Development Administration.Development Administration is a sub-phase of modern Public Administration wherein traditional Public Administration is used to describe the societal problems and craft solutions in the third world context (Cabo 64). The goal was to â€Å"steer countries along the path of economic and social progress† by strengthening the bureaucracy to ensure efficient and effective implementation of policies and programs (Cabo 64). According to Gant (1979), Development Administration characteristics can be best explained by purpose, loyalties, and a ttitude (Cabo 64).By purpose, DA seeks to stimulate and facilitate national development, implement policies and programs determined by the people and introduce change and innovative structures and processes that will help achieve development goals (Cabo 64). By loyalty, the bureaucracy establishes pledges to the people through their elected representatives and by attitude, DA is positive, persuasive, innovative, and outward looking (Cabo 64). Although the theory seeks to help third world countries gear towards development, it has somehow failed to achieve its goals as the model yielded varied results (Cabo 64).Few of the main reasons that have caused the mixed results are the culture factor and the existing social, economic, and political contexts in a particular society (Cabo 64). Development Administration leanings towards Scientific and Administrative Management (Cabo 63) failed to capture the external factors brought about by differences in social contexts. Meanwhile, the New Pu blic Administration, another sub-phase of modern Public Administration, first emerged in the United States as a response to the observed widening of gap between prosperity and status of well-being among the people (Cabo 66).The main goal of the New Public Administration was to achieve social equity (Cabo 66). In order to do so, the government must not take a value-free stance as being promoted by the traditional Public Administration (Cabo 66). Rather, it must protect and promote the welfare of the disadvantaged groups (Cabo 64). It is from this theory that the concept of Reinventing Government, a newer sub-phase, is built upon.With the rapid changes in many of the societies nowadays, the advent of modernization and the expanding field of technology, the previous theories of Public Administration are seen as anachronistic (Cabo 73). Unlike the New Public Administration that sees the government as the driver of social change, Reinventing Government sees the government as a facilitato r to bring about change through collective efforts (Cabo 74). Coined by David Osborne and Ted Gaebler (1993), the theory seeks to improve government performance by changing the ways and means of the government in achieving its goals (Cabo 75).It contends that the government must act in entrepreneurial ways (Cabo 74), that is, to maximize productivity and effectiveness at lower costs. The theory builds up on the assumption that government is a crucial factor in collective undertakings to solve social problems and that civilized society cannot function effectively without it (Cabo 74). It is also the task of the government to uphold equity or equal opportunity as it is critical to the nation’s success (Cabo 74). Reinventing government has 10 principles laid down by Osborne and Gaebler.These are: catalytic government: steering rather than rowing, community-owned government: empowering rather than serving, competitive government: injecting competition to service delivery, mission -driven government: transforming rule-driven organization, results-oriented government: funding outcomes not inputs, customer-driven government: meeting the needs of the customers, not the bureaucracy, enterprising government: earning rather than spending, anticipatory government: prevention rather than cure, decentralized government: from hierarchy to participation and teamwork, and market-oriented government: leveraging change through the market (Osborne and Gaebler 1993, cited in Cabo 74-79). Currently, one of the new streams of Reinventing government is the E-government, wherein access to public information and processing of documents have been made available through the internet thereby making the government more reachable to the people and transactions which involves them faster and more convenient (Fang 1).Also, there is a proposition from Barzelay (2001) that the New Public Management which is into reinventing government, must turn towards policy approach for it to be able t o enhance both study and practice of the field. With the policy approach, analysis may then be undertaken weighing consequences of combinations of government rules and routines in a particular context (Barzelay 158) to determine what works and what does not. Reinventing government, however, takes high risks if implemented. It entails radical change and doing so may then entail costs and risks which are too much to take by political leaders and public managers alike (Halachimi 1995 cited in Cabo 80).In addition, getting the consensus of stakeholders who will be affected by the changes may be difficult (Cabo 80). The theory is also being criticized for looking at the people as customers or end users of policies rather than as citizens or participants in the policy-making process (Brillantes Jr. and Fernandez 7). Nevertheless, the field has evidences of success in Australia, the United Kingdom, and in New Zealand (Barzelay 162). Thus, it only signifies that reinventing government is po ssible. As being discussed above, the development of Public Administration has generally been a response to the context from which they are crafted upon. They are born out of the need to be able to solve pressing issues and concerns in a particular period.However, even though society has evolved to something very different from where the concepts and theories were formulated, the thoughts and ideas are still evident in the practice of Public Administration today. A good example is evident in the State of the Nation Address of the President of the Philippines, Benigno Simeon Aquino III. In his SONA, concepts of Organizational classical theory, such as efficient and effective implementation of programs and projects based on scientific studies and the principles of administration such as discipline, order, and initiative, among others are evident. Application of the Neo-classical theory is evident in the program implementations of Community-Driven Development (CDD) and Bottom-top Budge t Approach (BUB).With CDD and BUB, it is the people and the local government that identify projects for their community. Meanwhile, New Public Administration concepts are reflected through the delivery of social services in health and education such as Philhealth coverage and more classrooms for school children. But in general, the government’s overall goal is to reinvent itself under the slogan tungo sa matuwid na daan. Although there has been much debate on the road the government has taken to change, it still is an effort to reinvent to gain back the trust of the people and to make its services more efficient and effective. In all these processes, it can be said that government plays a significant role in Public Administration.As more and more models or theories are made available, the government, in coordination with stakeholders, must carefully determine what model/s to use to achieve desired change in the society. It is important that stakeholders should be knowledgeabl e of the strengths and weaknesses of each model and carefully evaluate the context and processes from which it will be applied so as not to over target or fall less to avoid erroneous operationalization of solutions. Nevertheless, as society continuous to evolve, academics and practitioners of Public Administration alike must continue to develop models that are timely and relevant in order to keep the discipline alive for the welfare of the people.

Business Environment Analysis Coursework Example | Topics and Well Written Essays - 500 words - 1

Business Environment Analysis - Coursework Example As discussed in an earlier study, technology implementation is vital for the growth of any enterprise. Myra in order to successfully expand and attract more customers needs to implement some basic technology in order to manage and keep track of its customers (especially scheduling and cancellations), inventory management and employee management, as well as security. For this purpose, some investment needs to be made in a workstation, and surveillance cameras. Cameras need to be positioned in a way that it does not invade the privacy of the customers, especially since it is a salon. One main computer should be enough for the moment to successfully handle inventory and customers. For this purpose, specially designed software that manages these functional areas needs to be installed. I would recommend Salon Iris Software (Pro Version). It is relatively economical, runs on PC (business or home computer) works with printers, cash drawers, and scanners. (SalonIris, 2014) One can log in from anywhere with Remote Access and apps for iPhone, iPad & Android, moreover, it is optimized for small to large salons and spas and includes marketing, payroll, pictures, accounting, and more. (SalonIris, 2014). The Pro Version is priced at $1399 for a one time investment OR a monthly subscription of $109. (SalonIris, 2014). Another computer may be required to monit or the surveillance cameras. No special training is required to operate the software. However, special security personnel may be required to monitor the cameras continuously. With the implementation of this software, Myra will be able to successfully manage client scheduling and allot specific times and or discounts to special customers (based on their service history with Myra). The software efficiently manages Inventory as well. To add to the features, it keeps a track of employee work hours as well as payrolls. The major advantage

The pro's for teenage girls getting the new HPV vaccine Essay

The pro's for teenage girls getting the new HPV vaccine - Essay Example Of the more than 100 types of HPV, more than 30 types can be passed from one person to another through sexual contact† (National Cancer Institute, 2008). It stands to reason, then, that if a vaccine is to be effective, it must be administered before or shortly after a young woman becomes sexually active. There have been numerous arguments brought up against using the vaccine, but a coherent look into its advantages clearly indicates the positive significantly outweighs the negatives. To begin with, the virus has proven to be effective against some of the more dangerous strains of HPV. â€Å"Studies have found the vaccine to be almost 100 percent effective in preventing diseases caused by the four HPV types covered by the vaccine – including pre-cancers of the cervix, vulva and vagina and genital warts† (Division of STD Prevention, 2006). Together, these four strains of HPV are thought to cause approximately 70 percent of cervical cancers and 90 percent of genital warts. â€Å"The vaccine covers types 6 and 11, which are thought to be responsible for more than 95 percent of genital warts cases, and types 16 and 18, which are believed to be responsible for more than 70 percent of cervical cancer cases† (Dempsey cited in University of Michigan Health System, 2007). One of the main complaints against new vaccines is commonly concerns regarding the safety of the ‘cure’. In the case of the HPV vaccine, â€Å"the FDA has licensed the HPV vaccine as safe and effective. This vaccine has been tested in over 11,000 females (ages 9-26 years old) around the world. These studies have shown no serious side effects† (Division of STD Prevention, 2006). By comparison, â€Å" In the United States there are about 10,000 new cases of cervical cancer each year and around 4,000 deaths from the disease† (â€Å"A Vaccine Expert†, 2007). By providing the cure long before the behavior, many girls’ lives

Kant's Political Writings Essay Example | Topics and Well Written Essays - 1750 words

Kant's Political Writings - Essay Example However, our choice of leadership may not always be right and appropriate since as men we tend to be wrong at times due to our human nature. Nonetheless, a leader is always needed and we must submit to them irrespective of whether we agree with them fully or not. This was the origin of the supreme rule among men. It was the only way to establish law and order in any social setting irrespective of where that rule comes from. It is therefore an offense to go against the rule of law by organizing any form of resistance to the leaders in authority. Such an action is deemed offensive and should be punished according to the constitution in place. If anyone is against any law or figure of authority, they should find a constitutionally recognized way of placing their complaints without disorganizing or trying to forcefully overrule the structure of power. His approach to leadership in any social setting points to dictatorship and democratic doctrines. These principles cannot coexist hand in hand since one form will take over the other in time. However, these doctrines are beneficial to men in their quest to find stability in their day to day lives. I support his ideology on this subject matter since he gives some pointers to its advantages. He takes us back to the laws of nature that govern the animal and plant kingdoms. According to his third proposition, our full capabilities are only realized when in an organized group and not as an individual. This is because we are social creatures. He gives us an example of trees trying to collectively seek for air and light for their growth and other trees that do not participate in this union but go off on their own. The latter trees grow to be strong and blossom fully while the former do not grow to their full potential. The value of group association is enhanced since it comes with great benefits to the individuals joined in the venture. This does not come easy since they will be some problems experienced in one way or the ot her. These deviations are to be expected since peace comes with a price. This should be dealt with constitutionally as the people look to the greater picture of a centralized form of governance. The leaders should be capable of providing for its citizens and especially for those unable to do so. It then acquires the right to tax its citizens in a bid to avail certain resources for its entire people. This right to tax should not be abused but used for the greater good of its entire people. The people are then given some privileges by the constitution such as those of voting, legal ownership of property and the right to freedom. The right to rule conferred upon the state is given to it by its citizens. This power should be supreme and the means to an end. The leader should be then having more authority than the people he is ruling over. He can lead his people to a resistance but he must have made claim to his actions and offer protection to his subjects. This resistance could be again st the constitution or a part of it. This form of defiance could be unconstitutional since it points to the leader of the resistance as the Supreme authority yet he is meant to be a tool to follow through with the rule of law. This goes against Kant’s principles as it means that there is a flaw in the constitutional framework of the society. This is even graver when a coup is staged by the people who are meant to be subjects upholding the legality of the leadership they choose. Instead they should be able to stage complaints in the most peaceful of manners and if that approach fails, then submitting to the law would come in handy. In the case scenario of the murder of the leader as was seen in the execution of Charles I, there was the deviation from

Investigative Reporter Assigment Research Paper

Investigative Reporter Assigment - Research Paper Example In that context it will be really valid to mention a CIA report as per which Iraq maintained and retained weapons of mass destruction program irrespective of the varied prohibitive UN resolutions (CIA 1). This report elaborated in detail that Iraq had a clandestine weapons of mass destruction program and was amassing biological and chemical weapons which if not checked and restrained could spell disaster for the friendly neighbouring countries and the associated Western nations (CIA 1). This CIA report also stressed that Iraq also had a hidden nuclear weapons program and if a military operation is not initiated against Iraq in the near future, Iraq will be very soon be in possession of a viable nuclear weapon and hence will be in a position to intimidate and blackmail the averse neighbouring nations and their Western allies and friends. Varied media reports concertedly backed such claims expressed and supported by the US and the UK, which started to appear concocted and non-corrobora ted in the later media publications. On 17 March 2003, the war drums were already beating when The Washington Post published the full text of the speech given by President Bush unravelling in detail the frustration of the allied nations over the diplomatic efforts being pursued by the allied nations to convince Iraq regarding giving up its weapons of mass destruction program (Reuters 1). In this speech President Bush reiterated the US pledge to divest Iraq of its weapons of mass destruction and to annihilate its nuclear weapons program, whatever it takes (Reuters 1). President Bush also mentioned more than dozen resolutions passed by the United Nations Security Council urging and mandating Iraq to give up its weapons of mass destruction program and to comply with the conditions laid down by the international community. In this publication

Joseph Mengele Essay Example | Topics and Well Written Essays - 1750 words

Joseph Mengele - Essay Example As a teenager, Mengele proved to be a very brilliant person, and was often praised by his instructors for his great control and self-discipline. He was very delightful, assertive, and good looking. Mengele’s favorite subjects at school included zoology, physics, and biology, but his most favorite subject was anthropology, which is the study of humans. After graduating in 1930 and wanting to make a name for himself, Mengele left the family business and ventured into medicine. This was the beginning of his infamous career. Mengele soon joined the Nazis and immediately applied for the highest position in society, the SS. The SS was an elite squad that controlled Germany’s racial cleanliness and strictly adhered to the Nazi beliefs. In the period building up to WWII and during the war, Mengele was drafted and served as a soldier. In addition to fighting on the battlefield, he was able to practice his medical skills and given power to make choices. Mengele was awarded many m edals during his service, including the First Class, Second Class, and two Iron Crosses, for bravery and courage. Later, after becoming wounded on the battlefield, Mengele was sent back to Berlin to conduct his medical experiments, through which he earned the name â€Å"Angel of Death.† Mengele was recognized as the angel of death, inflicting harm and spreading hate to all, including many innocent Jews who were unlucky to encounter him. â€Å"Usually 70 to 90 percent of all new arrivals had been condemned to die without even a passing glance from their judge and jury at Auschwitz. The handsome officer who held omnipotent sway over the fate of all the camp's prisoners was Dr. Josef Mengele, the Angel of Death† (trutv). Josef was called the Angel of Death for many reasons. One of them was that he would kill large crowds of people without hesitation. Once there was an infestation of lice in the women’s section of Auschwitz camp, and Josef came up with an idea to fi x the problem. He gassed all 750 of the women, killing them in order to solve the lice pandemic without hesitation. He was never reluctant to kill and did not think twice about the human cost of his experiments. He specifically conducted experiments on twins, the procedures of which were gruesome and torturous. These experiments included gutting and removing the reproductive organs of his patients (Auschwitz), and injecting chloroform into the hearts of a set of twins at the same time in order to instantly paralyze and then kill them. His nickname, â€Å"Angel of Death,† suited him very well. He lived up to his title through conducting numerous inhumane experiments. Josef Mengele fled from Auschwitz on January 17, 1945 (Mengele) as the Soviet army advanced toward Berlin. During the first few years of the post-war era, Mengele remained in hiding on a farm near his native Gunzburg. He took on a fake identity and began working as a farm hand. Mengele was kept informed of recent political events through his secret contacts with old friends in Gunzburg. Although he still hoped to conduct his research and experiments, it became increasingly apparent that the Allies would not let such a notorious villain escape. Eventually, he died while on the run in a drowning accident in Brazil, after which the body was checked to

Global Warming Research Paper Example | Topics and Well Written Essays - 1000 words

Global Warming - Research Paper Example This decision is fundamentally based upon the assumption that if humans are legally bound to control CO2 emissions, global warming can be reduced. However, scientists vary in their views regarding the existence of global warming as a problem. Many do not attribute this problem to humans. Government’s resolution to finalize such a treaty is being criticized in that if its enforcement is delayed up to some 25 years, it would hardly do anything to lower the temperature after 100 years. In this way, the proposed restrictions of the treaty would do more of economic harm than environmental good. A better idea is to postpone any legal action unless human activity is proved to be the fundamental cause of global warming. Meanwhile, better technology should be developed in order to mitigate the issue of global warming so that both environment and economy remain in good health. Biblebelievers.org.au (n.d.) has discussed certain myths that contradict the beliefs of many. They are discusse d as follows: Myth 1 – scientists mutually consent upon warming up of Earth. According to the ground-level temperature measurements, since 1850, temperature of Earth has only increased from 0.3C to 0.6C. There is no evidence of global warming in the global satellite data of the past 18 years. Thus, saying that the globe is warming up is a myth. Myth 2 – Humans are making the globe warm. ... Scientists’ view on global warming (biblebelievers.org.au, n.d.). Myth 3 – If necessary action is not taken in time, this can be very deleterious for the environment. Immediate government action is required before it gets too late. Proponents of the theory of global warming consented in a 1995 analysis that action to safeguard the environment against global warming can be delayed for at least 25 years without causing any harm to the environment. Governments can cut emissions to approximately 9 billion tons per year now, or wait until 2020 and cut emissions by 12 billion tons per year. Either scenario would result in the desired CO2 concentration of 550 parts per million. Delaying action until 2020 would yield an insignificant temperature rise of 0.2 degrees Celsius by 2100. (biblebelievers.org.au, n.d.). Myth 4 – Global warming caused by humans will create dreadful environmental issues. Such beliefs have been totally rejected by many reputable scientists, particu larly those who researched upon the Intergovernmental Panel on Climate Change (IPCC) of the UN organization. â€Å"There is no actual evidence that carbon dioxide emissions are causing global warming. Note that computer models are just concatenations of calculations you could do on a hand-held calculator, so they are theoretical and cannot be part of any evidence† (David Evans cited in Cook, 2011). International energy statistics are available that tabulate the peat, coal, crude oil and brown coal production for every country starting from 1751. An in-depth analysis of the statistics suggests that the emission of CO2 has increased manifolds in the last century. According to EIA (cited in Cook, 2011), up to 29 billion tonnes of CO2 were released in the year 2006. The level

Microsoft Company Analysis Assignment Example | Topics and Well Written Essays - 6250 words

Microsoft Company Analysis - Assignment Example The Company also designs and sells hardware, and delivers online advertising to the customers. The Company operates in five segments: Windows & Windows Live Division (Windows Division), Server and Tools, Online Services Division (OSD), Microsoft Business Division (MBD), and Entertainment and Devices Division (EDD). The Company’s products include operating systems for personal computers (PCs), servers, phones, and other intelligent devices; server applications for distributed computing environments; productivity applications; business solution applications; desktop and server management tools; software development tools; video games, and online advertising. It also designs and sells hardware, including the Xbox 360 gaming and entertainment console, Kinect for Xbox 360, Xbox 360 accessories, and Microsoft PC hardware products. In July 2012, the Company purchased Edgewater Fullscopes Process Industries 2 (PI2) software and intellectual property. In July 2012, Comcast Corp. acquir ed the Companys 50% stake in MSNBC.com. In October 2012, it acquired PhoneFactor Inc. On July 18, 2012, it acquired Yammer, Inc. (Reuters). Another key acquisition made in 2011 is Skype, Ciao, and Videosurf. On the other hand, apart from these, the company is also very active in the emerging cloud computing business, with cloud-based software and services being the core components of the cloud solution. Usage payments together with advertising are the key sources of revenues for its cloud business. These cloud offerings include Bing, Xbox Live, Windows Live, Microsoft Office 365, Microsoft Dynamics CRM, and Azure. These services are offered either individually or as part of solution suites. In all the company is present in more than 100 countries and basically has a planet-wide business, in concert with its key competitors.  

Investment Risk Management Research Paper Example | Topics and Well Written Essays - 1750 words

Investment Risk Management - Research Paper Example These include the following: an assessment of the factors that contributed to the financial failure of the firm, a discussion and representation of mortgage backed securities and the risks associated with leveraging them to a particularly high degree, in evaluation of management’s role with respect to the collapse of Lehman Brothers, a discussion of the recent debt crisis within the Euro zone and the relevance that Lehman Brothers example provides for this particular scenario, and final evaluation of the role of federal government and seeking to regulate ultimately decrease the incidence of such collapses in the future. Naturally, each of the aforementioned sections will corresponds to a section that provides recommendations and potential solutions that could have otherwise ameliorated the factors involved (Kershaw & Moorhead, 2013). It is the ultimate hope of this particular author that such a level of discussion and analysis will be beneficial to the reader in seeking to gai n a further level of understanding concerning the case of Lehman Brothers and the corresponding importance that this has with respect to other firms in the current market. Firstly, as a function of assessing the factors that contributed to the financial failure of the firm, these are ultimately contingent upon the high exposure of certain types of investments that Lehman Brothers engaged with. Essentially, mortgage backed securities (MBS) were a mainstay of the financial backbone that Lehman Brothers relied upon as a function of funding its continuing operations and providing investment security to its clients (Steele, 2014). However, as a direct result of the fact that these mortgage-backed securities were inherently unstable and essentially directly linked to the solidity of the mortgage market, this represented a lack of diversification and placed investors in an extreme risk of losing sizable parts of

Langston Hughes Salvation Essay Example for Free

Langston Hughes Salvation Essay In this essay I will not only â€Å"inventory† my college readiness experience but I will also attempt to critique my own life skills as to assess my ability to excel in the college experience. Looking into the â€Å"Habits of Mind†, I understand you asked me to elaborate on one however two stand out. I would like to take the opportunity to expound on two. The first being metacognition, I am a conscious thinker. I consciously reflect on my past experiences personal and professional to determine my future endeavors. I believe success is a building block process. I have gained knowledge cognitively and intellectually by engaging in life as a whole. Past educational as well as life experiences have created a knowledge base that was honed by maturation. My personal life choices as well as a varied career in the military have given me insight into a knowledge base that has equipped me to with life skills that continue to go hand and hand with my professional goals. Most importantly completing a college degree. My second â€Å"Habits of Mind† skill I readily use is persistence; I can be dogmatic in my approach to success. This skill comes from a successful military career. I do not use the word can’t it is not in my vocabulary. I spent thirty years in the military all over the world because of this I was unable to complete my college degree. However it was always a goal I knew I would accomplish. I am now here to complete my goal. Now in all honesty I must expound on what I need to develop out of the eight habits I think I need to explore â€Å"Creativity† not that I am not creative but my military experience molded my state of mind for many years. I am still adjusting to civilian life and the freedom that it brings. This is a work in progress and knowing a weakness gives you the knowledge base to change and diversify my skills in the needed areas. In conclusion I am enjoying my college years and I am able to focus on the experience in its entireity because I am an older student. I don’t know if after high school I would have valued it as much as I do now. I make every day a learning day and I value the importance placed on my personal growth thru my educational experience.

TECHNICAL, VOCATIONAL AND TRAINING IN SOMALIA

TECHNICAL, VOCATIONAL AND TRAINING IN SOMALIA TECHNICAL, VOCATIONAL EDUCATION AND TRAINING (TVET) IN SOMALIA EXECUTIVE SUMMARY Somalia is one of the poorest countries in the world, a situation aggravated by the civil war and the absence of a functioning national government for over a decade. The impact of state failure on human development in Somalia has been profound, resulting in the collapse of political institutions, the destruction of social and economic infrastructure, and massive internal and external migrations. This is more pronounced in Central South Somalia where intermittent conflicts continue to destroy what has been left. In the more peaceful semi-autonomous regions of Puntland and Somaliland, notable progress has been registered in public sector growth, albeit slowly. Even in these regions, the public sector has very limited capacity to create employment opportunities for its own citizens. Providing employable skills is one of the alternatives assessed to have potential to create employment opportunities for the youth. The level of economic development notwithstanding, partner governments in Puntland, Somaliland and Central South Somalia need to formulate and execute appropriate systems and policies that can effectively guide and facilitate the growth of the private sector within agreed national development priorities. Still, in spite of the efforts of the international community, weak coordination and fragmented implementation of actions has not supported the effective growth of the TVET sector. The choice of skills training is not always guided by the needs of the market but by need to ‘address all needs by projects whose scope is too small to warrant such undertakings. Puntland, Somaliland and Central south Somalia do not have standardized curriculum or syllabi for TVET. There is also no standardized system for TVET assessment, examination and certification. The only standardized curriculum available but not being used in most of the TVET centres is the UNESCO PEER developed curriculum[1]. It is imperative that this is considered in any future intervention. Implementation of education programs in Somalia is coordinated through the Education Sector Committee (ESC), yet there are many partners with sub-programs falling under this sector but subsumed under a different thematic area. In such situations, the TVET does not receive appropriate technical direction for its success. The survey involved conducting a skills training market and opportunities study in respect of the vocational training leading to livelihoods opportunities of the unemployed youths in Somalia. The survey was expected to provide a situational analysis on skills development by focusing on opportunities and institutional arrangements for skills development taking cognizance of the specific characteristics of the three different zones of Somaliland, Puntland and South Central Somalia. The study would come up with recommendations on appropriate skills development to provide the target and guidelines on implementation framework of the skills development strategy. Data was gathered using secondary sources, key informant interviews, semi-structured interviews, focus group discussions, and direct observation. Excerpts of interviews with stakeholders by the first consultant were reviewed and relevant inferences made. The survey found that skills market in Puntland, Somaliland and some regions of South Somalia has potential owing to private sector growth, the high demand for specific skills, among other factors. The skills in high demand include electrical works, tailoring/dressmaking, solar PVC technology, plumbing, shampoo/soap making, masonry, metal work, shoe making, fabric design (tie/dye, printing, batik, and embroidery), secretarial, management and ICT. Poverty, insecurity, low expectations and an overall environment characterized by market imperfections limit skills development and will be critical challenges during project implementation. Based on the findings, the survey recommends the following: 1. Financial support to partners and institutions implementing vocational training activities should demand a proportionate financial contribution from the partner government or institutions. This could take either or all of the following forms: cost recovery through charging user fees; government part funding to the VTCs or public-private-partnership. 2. Capacity strengthening of MOEs structures to execute a policy framework which will guide the quality implementation of vocational training by public and private institutions. 3. Given the nascent/formation level of the management structures of respective vocational training centers, it is critically important to train and build the functional capacity of these institutions on the vocational skills training concept and Employment Promotion so that they can be stronger in their role of designing and implementation of literacy and vocational training in skills with economic and social relevance to the community. 4. Orientation of the vocational training teachers on adult education pedagogy/methodologies. Even if they have been found qualified during recruitment, orientation is critically important for consensus and solidifying their understanding on vocational and livelihoods skills training objectives and expectations as well as the different stages in the learning process. 5. UNESCO needs to re/design modular training process entailing the following three areas: (i) Basic functional literacy and numeracy skills. (ii) Vocational and Livelihoods skills in identified trade areas. Cross cutting issues such as HIV and FGM needs to be gradually worked into this module. (iii) Simple business management or entrepreneurship skills on identifying and evaluating a viable business idea, market effect on skills demand, getting started and basic management and book keeping, and customer care principles. Continuous efforts should be made to bear in mind that livelihood and skill training is a process and not an episodic event. 6. Given the landscape of insecurity and the concomitantly heavy investment in security, it is advisable to link vocational training with peace and reconstruction efforts. The example of Kosovo Enterprise Programme (KEP) in the collapsed USSR can be a learning model. The model is simple and workable in any society under reconstruction. 7. In order to enhance the marketability and relevance of the skills, it is critical to support a research and marketing development unit that regularly undertakes local Economic Development and Skills Market survey for consideration by VTCs in reviewing vocational skills curriculum. The training approach adopted should be one that links center-based vocational training and apprenticeships in which those being trained can undertake practical work with the local business/merchant community for purposes of applying the knowledge acquired and getting exposed in starting their own enterprises. The capacity of the master craftsmen to whom the trainees will be attached will have to be improved through training and induction on areas of practical emphasis. 8. Address the poverty barrier that hinder access to vocational skills training by implementing competency/performance based bursary schemes for the trainees. Existing schemes pay the cost of training based on duration required to complete the training. It is a fact that not all are competent enough to produce quality products after completing. A high premium needs to be pegged on performance for both the trainee and the master trainer. 9. Within a wider consultation under the principle of Sector Wide Approach, rethink the incentive structure for trainers at vocational training centers so as to attract and retain qualified trainers. 10. Creating synergy with other vocational training programs implemented or being implemented by other donors (STEO, VETAPE etc) in the same regions will strengthen the sector growth by avoiding wasteful duplication of efforts. This should be greatly achieved through the organisational platform of Somali Support Secretariat/Education Sector Committee and other coordination mechanisms in Puntland, Somaliland and Central South Somalia. 1 INTRODUCTION Susceptibility of Communities to adverse effects of poverty is largely contributed by lack of appropriate skills to engage in efficient and diversified income generation production systems. In Somalia, unemployment creation is slow and inadequate to absorb the high number of youth looking for employment opportunities. Livelihood skills that include technical and vocational abilities impart the community with capabilities, resources and opportunities for pursuing individual and household economic goals. Where this is lacking, poverty and insecurity rise by almost equal proportion. Weak institutional structures limit the provision of skills causing individuals ability to deal effectively with the demands and challenges of everyday life to be adversely affected. The political and social turmoil in Somalia provides many challenges for young people, which could be potentially alleviated by providing them with opportunities to acquire appropriate employable skills. Consequently, UNESCO is supporting the development of a systematic, coordinated, needs-based and institutionalised provision of vocational, technical and livelihoods skills approach in Somalia. By working with the local administrations, partners and institutions to set systems and standards for skills development, UNESCO aims at strengthening vocational, technical and livelihoods skills for development and participation of young people. One of the major problems UNESCO will be addressing is the need to increase opportunities for employment and participation in income generation activities for the youth. As verified from different studies and reports, the youths are deficient in employable skills and have limited opportunities to develop themselves in the current situation. In the last 7 years, there has been increased attention by the international community to the revitalisation of the TVET sector. Unfortunately, the capacity of the Ministry of Education to coordinate and monitor the implementation of the TVET is weak raising serious questions on quality and sustainability. The result has been training that is neither linked to the market nor designed with adequate consideration of the capacity of the trainees to uptake and practice the skills effectively. 1.1 BACKGROUND With a population of 7.7 million in 2006[2], and an income per capita estimated in 2002 to be $226 (compared to $515 in Sub-Saharan Africa), Somalia is one of the poorest countries in the world. The UNDPs Human Development Index ranked Somalia 161 out of 163 countries in 2001. Extreme poverty (less than $1 PPP) is estimated at 43 percent. It is 10 percentage points higher for rural and nomadic populations. General poverty (less than $2 PPP) afflicts 73 percent of households, but reaches 80 percent in rural and nomadic populations. Income inequality is significant with the poorest 10 percent of the population receiving only 1.5 percent of total income. The civil conflict, continuing insecurity in many parts of the country, and poor access to services and infrastructure have made conditions worse than they were before the civil war. Absent or weak administrative structures provide minimal interference with trade or private sector activities. As a consequence, the private sector has flourished, trading with neighbouring and Asian countries, processing agricultural products and manufacturing on a small scale, and providing services previously monopolized or dominated by the public sector. There has been significant (but unmeasured) private investment in commercial ventures, including in trade and marketing, money transfer services, transport, communications, airlines, telecommunications, construction and hotels, education and health, and fishery equipment, largely funded by the large remittances from the Diaspora. The World Bank Country brief for Somalia (2009) assesses that remittances, amounting to about $1 billion per year, have partially offset a larger drop in per capita output for Somalia. However, persistent insecurity threatens further growth of the private sector and the absence of provision of key public goods is hurting both rural and urban households and the private sector. The macro-economic situation offers opportunities as well as challenges in the promotion of vocational and livelihoods skills. The thriving private sector, offers varied opportunities for skills to drive the growth of the different enterprises. Some of the skills are not readily available in Somalia and are frequently sourced from Diaspora or neighbouring countries, the main reason being that there are not adequate Vocational Training Institutions that offer quality trainings to meet the skills demand of the local market. On the other hand, the weak administrations have resulted to growth of the private sector, including the vocational training under a policy vacuum. Even where it exists in Somaliland, enforcement is weak leading to major challenges on quality control. In an environment where the private sector is far ahead of the regulatory functions of the government, it would be more prudent to pursue the dual track of strengthening the governments capacity to implement policy guidelines alongside capacity development of the private vocational training institutions and organisations to implement demand driven quality skills training and self regulate. Male and female Gross Enrolment Rates was estimated by UNICEF to be 37 percent and 25 percent respectively in 2006/2007 school year[3]. Since 2000, the number of children enrolled in grades 1-8 has increased roughly by 300%, from an estimated 150,000 to over 467,780[4]. There is a very high disparity between male and female learners, administrative regions, and various social and economic groups. Secondary enrolment rates are even lower, estimated by UNESCO[5] to stand at only 6%. Those joining Institutional Based Vocational Training are even lower as the facilities only exist in major cities of Puntland, Somaliland and Central South Somalia. Even where they exist, their capacity to absorb the growing number of school dropouts and those who complete grade 8 and form 4 for vocational training is limited. It is estimated that about 65.5% of the urban youth are unemployed. The figure is lower among the rural and nomadic communities where it is estimated to be 40.7%[6]. This is expected, bearing in mind that in rural areas, over 75% of the communities is estimated to be employed within the agricultural and livestock sector- their main source of livelihoods. Overreliance on traditional farming systems coupled with extreme weather conditions have been highlighted as major causes of poverty in the rural areas. A feasibility study conducted by the EC in June 2004 in Puntland and Somaliland revealed that there was a very high rate of unemployment among young adults, and in turn resulted to vulnerable livelihoods and widespread poverty of the target groups. The situation is worse in Central-South Somalia where the civil war destroyed the entire economic and social infrastructure resulting in missed opportunities, disruption of the social order, poverty and vulnerability. Based on available policy papers, strategies and study reports available in the three different regions major problems identified on access to TVET include: threat to traditional livelihoods sources, Structural constraints on job creation, limited availability of people with employable skills and basic education and, high population of disadvantaged people. Among the strategies suggested to address these problems include: provision of financial resources to strengthen TVET framework; Institutional and organisational development for sustainability of TVET, raising quality levels and relevance of skills to increase employability; policy dialogue with partners; Increase and optimise capacity through better management and utilisation of facilities; increased provision and retention of qualified trainers and the implementation of employment promotion to improve rural livelihoods. Financial support towards development of TVET sector by EC, Italian Cooperation, UNDP and other international development partners have resulted to enhanced institutional framework for implementation of vocational training. In particular, capacity has been developed in the ministries of Education in Puntland and Somaliland resulting to the establishment of TVET units, administered under the NFE department headed by a Director. TVET policy developed under the EC funded PETT project has already been approved and adopted by MOE, Somaliland. In Puntland, the draft policy developed under the same project has not been finalised for adoption by the council of ministers and parliament. However, attributes of it are well captured in the Puntland Education Policy Paper (PEPP), 2007. Personnel working in Vocational Training Institutions have benefited from capacity building programs implemented under the PETT and STEO projects funded by EC and UNESCO support. The vocational training centers in Kismayo, Mogadisho, Berbera, Burao, Hargeisa, Galkaio, Garowe and Bosaso have received support in the form of equipment. The Kuwait government contributed equipment towards Garowe Technical and Vocational Training center. However, due to low pay, the institutions have not been able to retain all the trained personnel. However, as captured by End of Project evaluation[7] report of PETT (Promotion of Employment Through Training) project, there are many gaps that the current grants are not able to completely address owing to the large number of people who need the skills. The vocational training manuals developed by UNESCO for 11 crafts and trade skills covering levels 3 2 are the only coherent manuals that exist. The manuals have been good references materials for vocational training programs implemented from different funding sources in Somalia. Several studies undertaken by international development partners indicate that the vast majority of the 14-20 year age group is out of school and with very limited access to education and skills training. Among the urban, rural and pastoral families, lack of employment and poverty are consistently ranked the most common problems and potentially the most common causes of other social problems. The institutional framework for implementing TVET in all the three zones (Puntland, Somaliland and South Central Somalia) is weak and currently not able to offer technical support that would guarantee quality control, registration and certification of all the institutions providing vocational training. The situation in south central Somalia is different; Coverage of Ministry of Education as an implementing partner is limited to small pockets of Mogadisho; No recognizable central authority for liaison purposes; Widespread destruction of facilities which could create demand for more capital especially for institutional based intervention (IBTVET); fluid security situation pitting the armed groups against the Transitional Federal Government and threatening to result to full blown conflict. The Technical, vocational and livelihood skills development envisaged by UNESCO is in tandem with the Rehabilitation and Development priorities for Somalia that can partly be pursued through supporting sustainable livelihoods improvement via provision of employable skills to the youth. Currently the majority of the youth have limited knowledge and skills to enhance their employability (self or paid) and productivity. It is recognized that chances of gainful employment are enhanced by acquisition of employable skills. The Technical and Vocational Education and Training (TVET) in Somalia is very limited due to lack of adequate infrastructure and systems to implement the activities falling under the sector. Trainings are provided by private vocational training centers and the few public training centers funded by the international community. As institutionalised training is limited, most trainees acquire their skills through apprentice training. In effect the quality of skills acquired is dependent on the capacity of the trainee and the quality of the trainers/craftsmen to provide training. TVET needs to be expanded in order to produce skilled artisans and middle level technicians who will eventually strengthen the Somali economy, which can then increasingly rely on their own domestic workforce. Consequently, the MoEs need support in order to expand their capacities by strengthening the TVET framework. The increased efforts by the international community to provide improved technology (eg motorised water pumps, grain milling machines, tractor hire, and improved livestock management systems) are intended to raise productivity and value addition to cushion peoples livelihood activities from the effects of extreme weather patterns. Due to limited technical skills, the uptake and sustainability of this technology has been discouraging. The low unemployment in the rural areas by itself is deceiving as there is plenty of disguised unemployment. Many implementing partners (IPs) have activities under the broad category of livelihoods development. These entail beekeeping, tailoring and dressmaking, soap making, sesame oil extraction and flour milling. By funding livelihood activities, Implementing partners plan to graduate the communities from emergency to development status. But despite the increased programming around the livelihoods development activities, beneficiaries are not being lin ked to vocational training institutions to acquire the relevant skills; in other regions, skills training opportunities are completely lacking. Evaluation reports of many of these interventions present a very grim picture of the sustainability of provided technologies. The primary objective in providing the technologies was to increase productivity that was to result to increased income and employment opportunities for the many unemployed youth in the urban and rural areas. As poverty and unemployment are the major drivers of conflict in Somalia, employment creation for the youth is not only a social and economic necessity but also a political imperative. The study is based on the information needs by UNESCO to guide in planning interventions in TVET and livelihoods Skills Development in Somalia. The study aims at analysing the status of Technical Vocational Education and livelihood skills Development (TVELSD) in Somalia to map out current interventions and gaps in the sector. It also aims to assess the policy and resource capacity of the respective MOEs to implement a sustainable TVET. The survey is reviewed against the existing policies by the government in the respective regions. The broad national development study in Somalia is well documented in the Joint Needs Assessment (JNA) report and the Reconstruction and Development Programme (RDP) report. A previous survey undertaken by UNESCO PEER[8] in 2002 revealed that a number of the institutions providing TVET lacked proper management structures, standardised curriculum and assessment system. Additionally, they lacked adequate equipment, teaching and learning materials, and qualified and motivated personnel. A countrywide market feasibility study conducted by European Commission[9] in 2004 re-confirmed this state of affairs by citing the following constraints in the TVET sub-sector. * Weaknesses in the management of TVET activities; * Difficulties of quality assurance for TVET, especially limited availability of course syllabi and lack of qualified technical trainers; * Limited number of standardized TVET courses; * Lack of standardized assessment and certification services; * Urban bias of TVET opportunities and limited benefits to rural communities; * Difficulties of sustaining TVET interventions; * Lack of strategic planning for TVET by local authorities; * Limited capacity of local authorities to manage TVET Prior to the civil war that culminated in the collapse of the government in 1991, Somalia had functioning technical and vocational institutions in Mogadishu, Kismayu, Burao and Hargeisa that specialized in a range of technical courses and traditional trades at craft and artisan levels. Youth joined these institutions to acquire specialized skills that in turn enabled them to join the employment sector, either as employees or self employed persons. Most of these institutions were however destroyed or run down during the long period of civil. Consequently, these events resulted to high drop out of youth from schools to add to the number of unskilled youth that existed even before the civil war. With limited skills and no functioning education system, the youth had limited livelihood options. In apparent response to the demand for education and vocational skills training, the international community through UN, INGOs, LNGOs have supported the rehabilitation and or construction of vocational training centers in major towns of Somaliland (Hargeisa, Berbera and Burao), Puntland (Bosaso, Garowe, Gardo and Galkaio) and Central South Somalia (Mogadishu, Merka, Baidoa). Most of the functioning institutions are owned by local Institutions and governments through the support of the International Community. Several skills provided in these institutions include: garment making, soap making, tie and dye, carpentry, computer technology, masonry, electrical installation, plumbing and metal fabrication. UNESCO PEER through Technical and Vocational Education projects funded by the Italian Government initiated several interventions to revitalize technical and vocational education in Somalia at the grassroots level. Some of those interventions include: development of curricula/syllabi in selected marketable and demand driven trade areas, training of instructors and center managers, provision of course materials and textbooks to vocational training centres and initiation of standardized assessment and certification. This study commissioned by UNESCO PEER draws lessons from past and current activities on TVET in Somalia. 1.2 OBJECTIVE OF THE STUDY According to the TOR, the study will identify dimensions of technical and vocational education training (TVET): Skills Development and issues of economic relevance, social relevance, and management models effectiveness. Based on this; make recommendations for increased and improved TVET delivery in Somalia. The anticipated results of the study will be as follows: 1 Analysis of the organization and structure of TVET, public and private, formal and non-formal, by levels and management structures, including objectives, strategies and results, as well as the regulatory framework for private TVET 2 Identification of the main issues and problems in TVET delivery in terms of relevance to economic and market requirements, access to training, quality of training, and efficiency in the delivery processes. 3 Analysis of government TVET management and delivery. 4 Recommendations on improving the relevance, equity, quality, efficiency and management of TVET 1.3 SCOPE OF WORK The study was planned to cover the whole of Somalia but due to insecurity in the Central South Somalia, the Consultant limited his visits to Puntland and Somaliland- the two semi-autonomous regions of Somalia. The survey covered the Non Formal, technical and vocational Education sub-sector targeting the Internally Displaced Persons (IDPS), Refugees, Returnees, pastoral communities and ex militia as study groups. The study involved undertaking socio-economic and prefeasibility investigation of vocational and livelihoods skills training in Somaliland, Puntland and Central South Somalia. Unfortunately, field visits to south central was not undertaken due to insecurity. 1.4 JUSTIFICATION FOR THE STUDY i. Technical and vocational education and training (TVET) in conflict and post conflict areas is a critical component of the socio-economic development of target communities. It has been assessed that acquisition of livelihood skills results in enhancing communities ability in battling poverty and social exclusion in favour of self-employment. By spreading know-how, it inspires innovation and works to curb unemployment, especially among marginalized population in conflict and post-conflict countries. ii. It will act as a catalyst for streamlining the TVET sector in Somalia by providing information which will better inform policy makers and service providers and facilitate TVET programme development. iii. It will contribute to better coordination and implementation among stakeholders. 1.5 APPROACH AND METHODOLOGY Following initial meetings with the Head of UNESCO PEER in Somalia, it was agreed that the study would review the initial study report, assess information gaps not addressed by the submitted report and use a combination of methods to collect information necessary in re-drafting the report. The study thus reviewed available information on TVET projects that included the PETT and STEO, relevant TVET-related surveys, project evaluations reports and best practices undertaken elsewhere in the world. There was a feasibility Survey done by EC[10] in June 2008 covering Puntland and Somaliland and the report was extensively used as a key source of information for this study especially in the general overview of livelihoods and vocational training situation in Somaliland and Puntland. However, from the gaps identified from the direct interviews with stakeholders in Somaliland and Puntland and to validate some of the information contained in the report and documents reviewed, questionnaires were designed to elicit information from the some of the VTC where much of the information gaps existed. The data collection was undertaken by consultant assisted by field based UNESCO staff. The methodologies adopted in redrafting the report included: i. collection of data from the submitted report, ii. stakeholders consultations and interviews, iii. Review of literature available, and iv. internet research, The methodology and approach used in generating data for the first report included: i. Discussions with different TVET stakeholders, NGOs, UN agencies, institutional managers and trainees to understand implementation of TVET; ii. Focused group discussions with the Somali Ministries of Education officials at various levels and other stakeholders to establish policy aspects of Non Formal and Technical and Vocational Education; iii. Site visits to observe institutional facilities; iv. Document review of UNESCO PEER reports and syllabuses and reports of other agencies hard copies and online including UNESCO Website to gain insight into technical and vocational education; v. Structured questionnaire used to access baseline data on institutions offering technical and vocational training; vi. An assessment of the job market to find out the livelihood skills and skill gaps. The consultant was not able to visit some central south Somalia but was able to interview MOE officials in Puntland, Somaliland and other implementing partners in both locations. Much of the information in compiling this report is derived from the initial field interviews undertaken by the first consultant and enriched by additional literat

The Aspect of Hypocrisy in the Workplace

The Aspect of Hypocrisy in the Workplace From the previous emotion and writing exercise, several sentences were noted down. These sentences were as a result of the frustrations which I had experienced at my previous workplaces following the hypocrisy which existed. This paper seeks to discuss the problem of hypocrisy as per the previously noted down sentences. The problem of hypocrisy in the workplace has always left me feeling both angry and helpless. As a result, I have often wondered why individuals have to be selfish. At the workplace, I observed that managers were only keen to have their orders followed. Already receiving higher incomes, they still found it easy to step on their juniors who had no choice but to follow their orders. People should not expect others to do things which they are not prepared to do themselves. Every other time, such managers made decisions which were not rational and only because they wanted to profit from the benefits alone. It does not hurt to wish and dream and so many times I have wished I had the power to put a stop to this hypocrisy. If only I was at the helm of that company, I would set an example for everyone else. As a leader willing to serve everyone equally I would be prepared to apply the same for those with whom I share special relations. I do not see why one deserves to be treated differently from others simply because they know the boss. Managers often had their friends receive special treatment with most of them being engaged in various workshops which came with a lot of benefits. Some things should just be prohibited. Hypocrisy not only lowers a companys efficiency but it also brings about unethical tendencies which should not be allowed in workplaces. References Check, J. (2004). I Teach, (I Feel), I Write: The Effects of Emotion on Writing About Schooling The Quarterly, Vol. 26, No.3. Greene, S.S. (1995). An Introduction to the Study of English Grammar, Philadelphia: Cowperthwait Co. Nordquist: R. (2010). Basic Sentence Structures in English About.com, Retrieved on 18 January, 2010 from, http://grammar.about.com/od/basicsentencegrammar/a/basicstructures.htm Wiechert, P. (2007). Exclamative Sentences-a Basic Sentence Type? An Analysis of Exclamative Sentences in English and German, Berlin: Grin Verlag

Paeadise Lost :: Essays Papers

Paeadise Lost In John Milton’s Paradise Lost, we can see that there are the two ideas damnation and salvation through the characters of Satan and Adam & Eve, respectively. It is Satan’s sin of pride that first causes him to fall from God’s grace and into the depths of hell. This same pride is also what keeps him from being able to be reconciled to God, and instead, leads him to buy into his own idea of saving himself. With Adam & Eve, we see that although they too, disobeyed God, they repented of their sin, and were reconciled to the Divinity through the saving judgement of the Son. It is their ability to admit their wrong doings to God that allow them to have the promise of returning to Paradise; something that Satan was not able to do. In the fourth book in Paradise Lost, we see Satan wrestling with himself over what has happened, his fall, and what it is he is about to do, his completely setting himself against God. He is able to recognize that God’s forgiving nature extends even to himself, "I could repent and could obtain By Act of Grace, my former state", and is if only for a moment, unsure as to "which way I shall fly"? However, Satan knowingly chooses to cling to his foolish pride, and is unwilling to ask and receive the forgiveness of God, "is there no place left for repentance†¦ none left†¦ disdain forbids me". It is important to understand that Satan fully comprehends the sin he is about to commit as he is well aware of the consequences for his actions. He allows his pride to completely remove him from ever regaining his "former state", and so damns himself and the other fallen angels to the hell set aside for them. This idea of his last and lost chance to reconcile himself to the Divinit y is seen when he declares "So farewell Hope†¦ Farewell Remorse: all Good to me is lost". This demonstrates his complete sense of despair, and thereby, his complete rejection of both God and His love. When we look at Adam & Eve, we see what might be considered tragic "heroes" in the sense that they also knowingly doom themselves to be removed from Paradise, and subjected to the harsh, new world as well as death, and yet persevere with the hope for a better future.

The Telephone :: Informative, Technology, Inventions

The Telephone   Ã‚  Ã‚  Ã‚  Ã‚  The telephone itself is a rather simple appliance. A microphone, called the transmitter, and an earphone, called the receiver, are contained in the handset. The microphone converts speech into its direct electrical analog, which is transmitted as an electrical signal; the earphone converts received electrical signals back to sound. The switch hook determines whether current flows to the telephone, thereby signaling the central office that the telephone is in use. The ringer responds to a signal sent by the central office that causes the telephone to ring. As simple a device as the telephone, had a mighty big impact on society during the 30's. This was due to the fact that, it was during the 30's when telephone service became economically feasible and also reliable.   Ã‚  Ã‚  Ã‚  Ã‚  Men and women alike were captivated by the intrique and fascination of talking to relatives and friends, miles and miles away. Not only did the telephone pamper to individual woes, but it provided a very useful industrial service. It allows commercial companies to expand their horizons infinitely easier than ever before. It became possible to set up meetings and discuss business matters with partners thousands of miles away. Companies that posessed a telephone had a enormous advantage over the rest. And in a time as economically troubled as the 30's depression, everyone was looking for a competitive edge.   Ã‚  Ã‚  Ã‚  Ã‚  The telephone wasn't invented in the thirties, nor was the first transatlantic line built then, but the thirties represents a time in history when the world was changing incredible fast and much of that change was made

Symbols in Cat and Mouse Essay -- Mouse

Symbols in Cat and Mouse Symbols are very important in the story "Cat and Mouse" by Lisa Metzgar. Lisa tells the story of a woman dealing with issues from a small mouse in her house, to not wanting to be married. Animals are used throughout the story to symbolize underlying issues. The reason for the story being called what it is instead of just plain 'mouse' is because both the cat and the mouse represent Marcy at one point. The mouse is a symbol of her in that it is trying to escape the traps that are out for it. This is the same way that she is trying to avoid being tied down by the people in her life. The cat can also represent Marcy after it has taken the poison, symbolizing what will happen to her if she allows others to determine her happiness. When the story opens, Marcy seems to have only one problem, and that is the fact that she has a mouse in her house. However, it isn't until she starts thinking about the mouse that she, "cannot help thinking about all the other things that are wrong with her life" (Metzgar, 67). The first problem for her is that her parents are in the beginning of a divorce and they both seem to want to pull her in their corner. Her father wants her to get to know (and eventually like) his new girlfriend Helen, while her mother wants Marcy to hate her. The other (and definitely the biggest) problem is her relationship with her boyfriend Tom. She didn't really want a serious relationship when the two first started dating but didn't want to hurt him either. Now she fears that he is smothering her and worries that he will propose. The mouse represents Marcy in that like her, it is being hunted. The difference between the two is that she is the one trying to de... ... main character. The mouse, which is scurrying around Marcy's house, can represent her free self that does not want to be tied down. The traps that the mouse repeatedly escapes are representations of the traps that Marcy herself escapes when dealing with people throughout the story. The lazy cat that has nerve damage from eating the rat pellets can represent Marcy if she allows herself to be controlled by the people around her. Although, the reader can see the link between the main character and the animals, it isn't until the end of the story that Marcy realizes that the mouse is really warning her of what will happen if she gives in to the 'traps'. By physically seeing the mouse being caught by the nose in the trap and seeing the misery on its face, she realized that this is the same way that she will be if she allows her spirit to be controlled by others.

Drunk Driving

Persuasive Presentation Outline Example Driving While Intoxicated Topic: Local San Marcos Problem Organization: Problem/Solution Specific Purpose: I would like my audience to believe that an alcohol education class should be taken before one can receive his/her license Introduction I. Attention Getter: In the past decade, four times as many Americans have died in drunk driving accidents as killed in the Vietnam War (NHTSA, 2006). II. Relevance: How close have you come to losing your life as a result of an alcohol-related accident? III.Credibility: Recall story about my boyfriend receiving phone call that his brother, Jeremy, had been killed in a drunk driving accident. IV. Propositional Statement: Driving while intoxicated remains a problem in the United States and in the city of San Marcos. Because young people do not know enough about alcohol and its effects. I propose that a mandatory course in alcohol education be required before one can receive his/her driver’s license. B ody I. The first part of the problem is that we continue to drive while under the influence of alcohol.A. Drinking and driving is a problem on a national level. 1. 16,189 people were killed in alcohol related accidents in 2005. This is one death every 32 minutes (NHTSA, 2006). 2. Three in every five Americans will be involved in an alcohol-related crash at some time in his/her life (NHTSA, 2006). B. Drinking and driving is a problem on a local level. 1. San Marco police department reported 196 arrests in 2005 related to alcohol-related crimes. Of those arrests, 67 were driving while intoxicated. San Marcos Police Department, 2005). 2. 50% increase from arrests made in 2000 (San Marcos Police Department, 2005). Transition: Not only is drinking and driving a major problem, young people are often very uniformed of its effects.II. The second part of the problem is that young people do not know enough about alcohol and its dangerous effects and they received mixed messages about alcohol. A. Young people lace an awareness of alcohol’s severe effects. 1. In 2004, 2. million teenagers did not know that a person could die from an alcohol overdose (Dunning, 2005). 2. Young people believe myths, not facts. (Dunning, 2005). B. Young people receive mixed messages about alcohol and its effects. 1. Less than one in three parents of tenth grade students gave their children a clear â€Å"no-use† message about alcohol (MADD. 2004). 2. When parents â€Å"bargain† with youth, the youth are more likely to drive after drinking or be in a vehicle driven by someone who has been drinking (MADD

Promote Products & Service Essay

1/ Introduction: After the 3D movie blockbuster of American film called â€Å"Avatar† released worldwide in 2009, a lot of cinemas in the world also start the movie with this technology. In particular, a few years ago, to demand of customers as well as improving the quality of business, there are many investors have invested †3D coffee†. 3D Coffee is gradually developing into a movement entertainment healthy. It looks like a new air crept into the lifestyle of young people. 2/ Business idea: * Create a unique coffee shop, where customers can enjoy nice coffee cups and watch blockbuster movies together. * Establishing a high-speed system of wireless for customers can access free. * This would be an ideal location for family or couple want to relax and talking. 3/ Requirements to  succeed in your business: * Location: The first restaurant should be located in a busy residential area to attract a lot of customers in Sydney. After the first 3D restaurant succeeds, there is more 3D coffee shops will be opened. When brand of shop was known in a lot of cities, we should get franchised and starting this business in other big cities. * Pricing strategy: Give customer a price of product consistent with cost rate. Organizing regular promotions to customers and discount special days. * Quality strategy: maintaining and development the company production that has been consumed widely in the consumer market as well as improve the poor quality production. * Advertising and Promotion strategy:To attract client’s that 3D coffee shop would advertise through TV, radio, magazine, Face book and internet. The shop should have advertising strategies to clients through networking communities. Promotional activities for all products sometimes are showed such as discount activities, promotions and big events to compete with other shops as well as provide information about the restaurant to customers. * Customer service: Creating a professional staffs with higher responsibility. They should be friendly and patient with customers to make customers feeling comfortable and enjoy their visit. 4/ Entrepreneurship: * Design the shop: there are three floors. + The first floor: This floor for staff only, there are bar, toilet, etc. + The second floor: there is one large room with a capacity of 30 people, it can be used to organize offline, enjoy music Audiophile, Lossless lyrical, gentle, combined watch HD movie blockbuster. + The third floor: there are 10 rooms with 5 rooms for groups of friends, families can sit comfortably that have large screen (120 inch), large space,  polite, audio system modernization and 5 rooms for couples, friends with private space, romantic, seat systems extremely relaxing. All rooms are equipped with HD projector – 3D and it can serve 3D movies with high quality. * Customer: The majority of the customers is young people who looking for new things and want to try the different feelings. In addition, this shop also serves international customers who want to find where they can have both their own space to watch movie, enjoy coffee and talk together, so that this is an ideal location. 5/ Business Objectives: A/ The common purpose: Give to customers of all ages who need somewhere for entertainment, relaxation and enjoying favorite movies as well as where customers meet friends. Besides, this shop also serves customers who want to hold a birthday party for your friends, relatives, or want to date, say a marriage proposal, Events, etc. In general, this shop will help customer to reduce stress after a stressful working hours. B/ Shop business purpose: * Bring large profits for the investors. * Bring revenue to the country from tax * The economic benefits contribute to the annual budget: + Income tax + Personal income tax. * Create a professional image, reliable in the hearts of consumers. * To satisfy the entertainment needs of the people, improve the spiritual life, help people to get fun time after hours for learning and work stress, contributing for the cultural life community and re-production labor. 6/ SWOT Analysis: A/ Strength (S): * Ample space, designing layout unique and beautiful, new furniture. * Favorable location. * Reasonable price. * The management work capacity and determination. * Services to provide good quality, high-speed transmission. * The wifi internet service has high speed and easy to register multiple packages Promotions. * Using modern machinery and professional. B/ Weakness (W): * The first capital investment is lacking. * Don’t have patrons as well as reputable supplier for products in the starting days. * The new shop establishment makes it difficult to attract new customers. * Don’t have too much experience in business coffee 3D. C/ Opportunities (O): * Focus on potential clients: students, people with average incomes. * There is good material. * Opening more branch around the world or sell franchise for foreign companies. D/ Threats (T): * Other local shops could try to adopt business idea in a short time. * The large number of new shop that will be opened to competition. 7/ Financial, Legal, Marketing, Operational and Business viability: * Financial:In order to this business succeed and develop which the company have to invest about $500,000. When business achieved and attract customers that will have grown steadily 5% each year in investment. Beside, business should hire accountants to prepare tax return, overt business activities to take care of business tax affairs. * Legal:Business will hire lawyers to maintain activities and resolve with legal and procedure affairs. * Marketing:Pay advertising company to create original Ads, flyers. At the same time, advertise through TV, radio, magazine, Face book and internetas well as developing logo and slogans. * Operational: create a management reasonable system include supervisors, floor managers and leaders to manage staff shifts. All of them should be training and study a course about professional skills to service clients. * Business viability: maintain activities and making a profit and increased steadily per year. 8/ Conclusion: 3D COFFEE†Ã¢â‚¬  will provide a space, an suitable environment for many different demands of customers as well as creating healthy recreation and relax with some reasonable prices. When customers come to â€Å"Coffee 3D† that they will be integrated into the environment lively, friendly and everyone will be linked together easier. Furthermore, this shop will satisfy all the needs of the individual or collective by new services and so interesting. Through the analyse and present research information of project †3D COFFEE†. We think this project will bring high economic efficiency and accordant with the needs of people as well as the general trend development of social especially young people. 9/ References: * Principles of Marketing (26/09/2011) 5th edition, Person Australia.

Drug Addiction and Service Training Program Essay

The National Service Training Program (NSTP) Law, RA 9163, also known as â€Å"An Act Establishing the National Service Training Program for tertiary level students, has three program components; Reserve Officer’s Training Corps [ROTC], Civic Welfare Training Service [CWTS], and Literacy Training Service [LTS] – aiming to enhance civic consciousness and defense preparedness in the youth and developing the ethics of service and patriotism. Under the NSTP-MAPUA Office, which supervises the implementations of CWTS and ROTC, governed by R.A. 9163 of 2001, are MAPUA-CWTS and MAPUA-ROTC Offices. These two independent offices provide students a grading system, and different activities that endows students with theoretical and practical knowledge and experiences that are needed for community services. After finishing LTS/CWTS, graduates become part of National Service Reserved Corps; after finishing ROTC, graduates will be a part of Citizen Armed Forces. A human is a rational being, born free but are responsible for his own action, has his own identity for who he is, intrinsically a social being, and sexual in nature with uniqueness of expression – these are the characteristics of a person. Values are integrated in a person’s physical, intellectual, moral, spiritual, social economic and political aspects. By understanding the character and the definition of a person, maximizing these characteristics are crucial to be able to create a positive result in realizing his competence and ability. There are many opportunities that await each person, but blind enough to notice it. A person himself is best qualified in changing and directing his life for he’s always been given an alternative whether to do or not to do an act, and is accompanied by responsibility. Understanding Filipino values are very important in realizing how Filipinos behave and act, for these values serve as a basis on which every individual’s s trength in facing the challenges of life should be directed. The positive side of the Filipino values should be put in use and disregard the negative ones to be able to bring out the best in the Filipino society in general and the individual in particular. Each Filipino I blessed inherently by a set of values – value of respect for life, concern for the family and the future generations, value of truth, of justice, of equality, of promotion of the common good, and of concern for the environment. These values are in need to be awakened in order to serve as a vehicle and reinforcement towards our goal of realizing social change and progress. A group is defined as a collection of individuals with different personalities acting and interacting with one another in the process of living. Within a group, a leader or a set of leaders is/are appointed; the one who guides his members and possess certain qualities on effective leadership. John C. Maxwell‟s book entitled â€Å"21 Indispensable Qualities of a Leader† helps people recogn ize, develop and refine the personal characteristics needed to be a truly effective leader that people would want to follow. For every group, decisions are made. There are different kinds of decision-making, for instance, having only one person to decide or having a majority vote. Difficulties are also encountered but there are some conflict resolutions and styles used to solve the problem. National security is the protection to preserve the nation’s physical integrity and territory. National security has an objective of defending the territorial integrity of the state and the freedom to determine one’s own government while, human security aims the safety and survival of people, shorthand for the same is freedom from fear of physical violence. It responds to ordinary people’s needs in dealing with sources of threats. Disaster is a phenomenon brought about by either natural or man-made hazards that causes great damage and suffering – for instance, in life and property. The community, composed of its people in a state or country, takes extra-ordinary measures on how to survive when everything we take for granted is gone, when structures we depend on have failed. Disaster preparedness is an activity which complies with the preventive measures, ensuring that the community is in a state of readiness to contain the effects of a forecasted disastrous event in order to minimize loss of life, injury, and damage to property. Disaster management is a planned step taken to minimize the effects of a disaster. DRUG – any substance that brings physical, psychological, emotional and behavioral changes when used. There are many consequences when people use drugs; their behavior changes leading them to do bad things to others and their selves, and all sorts of health problems. Every classification of drug abusers – from experimenters, occasional, regular users to drug dependent people, corresponds to certain counter measures, depending on the degree of drug abuse. The Republic Act 9165, known as the Comprehensive Drugs Act of 2002, is the one that deals on cases which involve the use of drugs.

Deviant Workplace Behavior

Deviant workplace behaviors are generally considered those that violate the organizational standards, policies or Internal rules. It Is Important to mention the difference between unethical behavior and negative deviant behavior. While unethical behavior deals with breaking the rules of society, negative deviant behavior focuses on violating significant organizational norms (Appellate et al. , 2007). Both types of behavior, however, will be examined In this paper. Researchers have given these behaviors many different names Including workplace deviance, counterproductive behavior and anti-social behavior.Behavior is deemed deviant when an organization's customs, policies, or internal regulations are violated by an Individual or a group that may Jeopardize the well-being of the organization or Its citizens (Appellate et al. , 2007). The Impacts of Deviant Workplace Behavior When normal work behavior goes outside the norms of the organization, its consequences are far-reaching and affec t all levels of the organization including its decision-making processes, productivity and financial costs.Many Influences Impact the ethical behavior of employees and thus Impact the overall company; however, managers can take proactive steps to positively influence ethical behavior. Management greatly influences the behavior of employees. In fact, how managers define and establish the culture makes a significant impact on how lower-level employees act as well as In the way the organization as a whole acts when faced with dicey ethical issues (Ernst and Young, 2008).Coca-Cola in India is an example of how one company is trying to proactively address ethical issues. During the recruitment and hiring process, Coca-Cola India measures each applicant's stand on personal ethics. According to Anal Gar, Vice President of HRS, â€Å"No matter how much pressure we have on us to recruit, hiring an employee whose ethics are suspect is a no- go† (Sell 2009). The organization implemented a set of workplace ethics and protocols that are helping drive the desired corporate culture. Every employee needs to abide by it regardless of the designation of role. It Includes punctuality, keeping personal work to the minimal, controlling expenses, maintaining office decorum and contributing towards creating a positive culture that results in enhanced reference and workplace relationships† (Sell 2009). The company also works with an external agency to provide a hotlist to encourage and protect weightlessness within Its organization. What Causes Bad Behavior In the Workplace?According to a recent phone survey of 1 ,305 American employees performed by Integrate Realty Resources, stress leads to physical violence in one in ten work environments. Ana almost anal AT tense surveyed salsa yelling Ana vernal anuses Is common in their workplaces (Dad, 2001). Most interestingly, this behavior is not linked to class, Job type, education, or income levels. So what's causing all this erratic behavior? In short, stress. American businesses have suffered tremendously in the last five years due to severe economic downturn.These changes required organizations to downsize, leaving the remaining employees with more duties than ever before. This â€Å"do more with less† culture means employees are stretched to their maximum constantly. Employees are skipping breaks and lunches in order to meet job and departmental objectives. All the studies on deviant workplace behavior conclude similarly; the higher the stress level within the work environment, the Geiger the likelihood employees will experience counterproductive workplace behavior.Warning Signs Millions of people are affected by violence in the workplace every year. Workplace violence is tied to a broad range of behaviors falling along a spectrum that, depending their nature and/or severity, significantly affect the workplace, generate a concern for personal safety, and/or result in physical injury or even d eath (Cordial, 2011). This behavior rarely forms out of the blue, yet managers feel unsure how to prevent negative outbursts.Although every situation is different, there are some inclusive warning signs managers can look for to ensure the safety of the workplace: Excessive tardiness or absences, increased need for supervisions, lack of performance, change in work habits, inability to concentrate, signs of stress, changes in attitude, weapons fascination, drug ; alcohol addiction and the inability to take responsibility for their actions. Ultimately, it is important that managers realize there are few warning signs that their employee may be in distress and need intervention.Creating a corporate culture that encourages staff to report the unusual behavior of cohorts to upper management is imperative for mitigating violence in the workplace (Executive Disclosure, 2006). Why is Deviant Behavior Allowed to Happen in Organizations? According to many studies, corporate propaganda statemen ts such as, â€Å"we value or people† or â€Å"employees are our real assets† or â€Å"we work hard to foster a spirit of teamwork† is nothing like what's really going on within the company. Silos, politics, complacency, and finger pointing are much more common than commitment, trust, and a go-getter attitude.This results in bad behavior and sickens teamwork wrought the entire organization. Bad behaviors result in poor decision making, which produce big problems for the organization (Time Business, 2002). Bad behavior is like a cancer in an organization which must be healed before any meaningful and lasting change can occur (Productivity Cubed, 2010). When morale is down and results are not stellar, many organizations embark on change programs; implementing change initiatives, developing new strategies, and conducting â€Å"corrective interviews†. But, after a few go-rounds employees start to suffer from what researchers call Change Fatigue.If a culture o f politics, blaming, and distrust exists, no meaningful change can, or will, occur. In a sick culture people will say what they think the boss wants to hear without believing in the changes proposed. For a true change to occur people must have a different mindset. How Can Organizations Mitigate Deviant Behavior? Although tender are many Issues wince cause concern Tort organizations, tender are ways for managers to positively impact the ethical behavior of employees. As Ben Heinlein, the former General Electric General Counsel stated, â€Å"Performance does to have to come at the expense of integrity.A company can meet or exceed its numbers and, at the same time, adhere to formal rules, establish global ethical standards and motivate employees throughout the company to exemplify values of honesty, candor, fairness, reliability and trustworthiness† (Sell, D. 2009). There is a consensus among organizations that violence in the workplace is unacceptable, however most organization s operate on a reactive basis, rather than developing proactive solutions to address this issue (Chem., 2010). Experts recommend that employers implement processes which enable employees to report inappropriate workplace behavior.Managers should be trained on encouraging staff members to step-up and report threats or harassment. Organizations should consider creating workplace violence prevention programs to eradicate bullying, intimidation and violent occurrences. Ultimately, all companies- big or small – should have policies in place which address workplace violence. Conclusion When we consider all the research, papers and articles on the topic of deviant workplace behavior, it is unquestionable and transparent that the problem is rebound, not endemic to a particular race, gender, culture, group or organization and it will always be present in our society.