Financing and management of risk Essay Example | Topics and Well Written Essays - 1500 words

Financing and management of risk - Essay Example The Post Office Ltd. and General Logistics Systems are wholly owned subsidiaries of Royal Mail Group. Post Office Ltd. runs the post office counters and the General Logistics Systems is a global logistics company. The company employs around 2 lakh people working for the organization with a net income of ?300 million. Royal Mail has a network of around 14000 post offices. The network of Royal Mail distributes millions of letters and parcels everyday all over the world. The Royal Mail services include collection of mails and letters from all parts of the world and distribute the same to the respective postal addresses. The letters are posted by the senders in the wall posts which are collected everyday and despatched to the communication addresses. The first class deliveries take one day’s time to reach the address of the receiver. On additional payments, there are special deliveries to the receiver that reaches by 9 a.m. or 2 p.m. on the next day. Royal Mail also has provisions for insurance of the items sent to the receiver. In case the receiver is not present at the time of delivery, an information card is left for the receiver to be noticed. The special deliveries are used by the business houses, small businesses and consumers for prompt deliveries and insurance covers are taken for protection of the items sent by post. Royal Mail also runs a business mail service separately which offers provision for the business houses to send letters, parcels and items at reduced price. The network of distribution for deliveries consists of large fleet containing 40000 vehicles on the road along with the operation through air and rail network throughout day and night. The mails are collected from the wall boxes and collection points, sorted and delivered to the recipients. The various stages of the network through which the delivery is done include collection of mails in major three mail centres which are then passed to the network hubs where it is sorted and delive red across various parts of the country. The collection and delivery services vary according to the requirements and volume. The network of collection and delivery is finalised according to the work plan and targets of operation. Evaluation of risk exposures of Royal Mail The risk exposure to the operations and business environment of Royal Mail could be understood by analyzing the operational issues faced by the organization. Despite maintaining a large fleet for its operations, there are several risks faced by Royal Mail services depending on the location of collection and delivery, time of operations, existing infrastructural issues, etc. The operations of the Royal Mail pertaining to services for collection and delivery of post are carried out in areas which involve huge traffic congestion. Heavy traffic conditions in the localities affect the time of delivery of the postal service. Due to the existing local conditions, the company bears the risk of delay in delivery of items de spatched. The collection and delivery services of Royal Mail from the heart of the city and other localities occur at congested situations during peak traffic conditions. The fleet of workers who are responsible for collection and delivery within the stipulated times face tough operating conditions in order to meet the deadline or

Caring for Individuals with Additional Needs Essay Example for Free

Caring for Individuals with Additional Needs Essay In this task the explanation of why individuals may experience additional needs will be provided. There are 4 main categories of disability. I will list them and also give an example of each category and also say if the disability is physical, cognitive or sensory. Physical meaning having problems with strength or co-ordination within caused by having an accident or an inspection. Cognitive meaning a person having problems with learning and understanding everyday things. Sensory – this can be a problem with learning through sight, taste, smell, touch and hearing. Basically this has to do with the five senses. The categories are: Genetic (from a family member through blood) – Sickle cell is contracted through either parent (mother/father) who has the trait. This trait can be passed on to the child or children. If the father has a trait and the mother has a trait, the child can get the full trait. This category is physical. Accidental – accidents can cause disability e. g. a person driving a car and accidentally hits down a person walking in the road; this can cause major damage to this person. The person could be paralyzed for life. This category is physical and could also be cognitive because this person could have hit his/her head and ended up being brain damage. The brain damage can lead to this person losing most of the knowledge he/she had before and have to start learning all over again. Developmental – can be caused be a pregnant woman having difficulty in the womb or during birth. A child can develop disability while growing up for example contracting Meningitis. Possible complications that can be caused are hearing loss, learning disability or problem with co-ordination and balance. This category can be sensory, physical or cognitive. Environmental – can be caused by working in a place where there is lots of dust or even smoking can cause a person to develop asthma or other infections. This category can be physical.

Right to Abortion Essay -- Abortion Birth Pregnancy Argumentative Essa

Right to Abortion   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Abortion has always been a controversial subject among everybody whether they are involved directly or indirectly, whether they are for it or against it. It is nearly impossible to find someone who doesn't have an opinion about abortion. Both those who favor or oppose abortion make superior arguments to defend their beliefs and views. Personally, I think every last person is entitled to his or her own opinions, beliefs, thoughts, and rights. And yes, women have rights too, and denying women the right to choose abortion in the early stages of fetal development is denying her rights as a US citizen and is also discriminating against her. I think that abortion should be restricted to the first 21 weeks, which is when most of the tests can be taken to determine the health of the fetus. Anything after that might be immoral, since the fetus can very well live outside the mother's womb; although, it does depend on the situation. Abortion should unquestionably not be used as a primary birth control use. It should be determined based on the circumstances of the pregnancy. A woman should have the choice to have an abortion if she is raped, impregnated by a disturbed man or by incest. It would be unfair to force a rape victim to bear an unwanted baby and give up all the dreams she ever had and be reminded of that rape for the rest of her life. I also think a womanà ¢s life should not be sacrificed or put at risk, a woman should be able to abort if th...

Patient Care

â€Å"I expect to pass through life but once. If therefore, there be any kindness I can show, or any good thing I can do to any fellow being, let me do it now, and not defer or neglect it, as I shall not pass this way again. † William Penn (1644-1718) There are many ways to define patient care in my own words. Doing my job to the best of my ability not only for myself but the patients that are in my care is of the utmost importance.My dedication to my work is defined by my ability to communicate effectively, actively listen, treat the patient with respect, respect their autonomy and take part in the environment I provide care in. By defining my personal point of view on what good patient care is I am setting my own standards to which I will strive to achieve in work and in life. Communication is in my opinion is the most important thing I can do to provide quality patient care. Being an effective communicator has many aspects to it.One is to help the patient feel like a human and not another test or number. Calling the patient by their name. Always talk directly to the patient and not â€Å"about† the patient. Give appropriate explanations about the procedure and explain what will be happening before, during and after the procedure. Answer any questions to the best of my ability and provide answers or solutions to ones I may not be able to answer, Follow up. Communication is not just speaking but actively listening, is not only verbal but also physical.Looking someone in the eye when engaging in conversation is a great way to show you are listening. Hearing a patients worries and concerns and maintaining a calm composed presence can help ease their fears. Not taking a patients anger personally. I know that they do not want to be where they are and probably have many concerns. It is my job to be professional and not react to someone who may be rude or angry due to circumstances that have nothing to do with me. Practicing patience is an important sk ill to develop and hone in the health care field.Involving a family member or whomever the patient may have brought for support is a good idea. Asking the patient if they would like that person or family member to be in the room during the procedure is a great way to relieve any stress they may have going in. Taking the time to listen and hear the patient while having understanding even in the most undesirable situations is my job as a health care worker. Another Important aspect is my dedication to my work. Making sure my room is clean and organized. Ensuring that every piece of equipment in my care is clean and working properly.Ensuring the patient is covered and offering a blanket in a cold exam room is one way to make them feel comfortable. Offering a glass of water if a patient is thirsty. Whatever I am able to provide to make the patient more at ease I will. A reassuring smile and a squeeze of the hand may be all they need. Lastly Respect. To respect a patient concerns, questi ons, family, morals, values and religion is important to providing a quality of care that truly puts the patient first. Patient care has many different definitions, not one answer is wrong or more right than another.It is important to consider what it means to me as an individual, as well as an employee that represents where I work and to take responsibility for creating a good patient care atmosphere. Patient care to me is always putting the patient first. The patients’ needs, concerns and autonomy all have to be respected. I can only hope that in my time as an ultra sound technician that I can provide the quality patient care that I would want given to my family or myself. As Mr. Penn said, be kind and do good things because we only get one chance.

Department of Marketing, Tourism and Hospitality Essay

1. Introduction and welcome Marketing is part of all of our lives and touches us in some way every day. It is also a key factor in business success and is increasingly used by organisations in a wide range of sectors. The unit begins with an examination of the marketing concept and marketing theory. It goes on to consider the various issues that marketers face in marketing decision making and the concepts and theories that can help. The unit helps you to understand the challenges of marketing management in manufacturing and service industries: analysing marketing environments; evaluating strategic alternatives and designing marketing programmes involving decisions about products/services and important concepts of the services marketing theory. The focus in this unit therefore is on the theory and practice of marketing in the context of organisations. On completion of the unit you will have gained understanding of the decisions that face marketers in a complex and dynamic environment and the concepts and theories that can be used to inform these decisions. This handbook outlines the content and key features of the unit. We hope you enjoy this unit and find the variety of tasks and assessments both interesting and challenging. The unit essentially continues the theme of integration by providing the necessary marketing input into the Applied Integrated Business core unit. Accordingly, the subject content will serve to reinforce and contextualise the learning within that unit. The focus will be on an interactive and active learning environment to engage students in learning activities throughout the sessions. This handbook should be your first point of reference. It outlines everything you will need to know about how this unit is structured, the assessments and the reading that is required. Please take some time to read it carefully. This handbook will help you progress smoothly and enjoyably through this unit. You will also find a regularly updated source of information and an electronic copy of this handbook in the unit website on Blackboard BREO. The address is: http://breo.beds.ac.uk (no www required) 2.Unit leader and team details Unit Leader Ioannis Kostopoulos Ioannis Kostopoulos is a Lecturer in the Department of Marketing Tourism and Hospitality at University of Bedfordshire. His research interests are in services marketing, internal marketing and market research. During his consulting work he has worked with many large organizations in the hospitality, telecommunications and sports’ industry. He holds a PhD in Services Marketing, a master’s degree in Marketing and Communications and a bachelor’s degree in Statistics. Email: ioannis.kostopoulos@beds.ac.uk Office hours: Wednesday 10-11 am and Thursday 12- 13 pm Office: To be arranged (Students will be informed through BREO) Telephone Number: To be arranged (Students will be informed through BREO) Other Lecturers Tony Pyne Tony Pyne, now semi retired, has taught marketing at the University of Bedfordshire for 20 years. His research interests are in not for profit marketing and services marketing. Prior to becoming an academic he was the marketing director of a small international market research agency specialising in high tech products and before that its operations director. He has a master’s degree in marketing, a PGCE and is a graduate chemist Email: ioannis.kostopoulos@beds.ac.uk Office hours: Friday’s 10am -2pm Office: JM02 Telephone Number: 3457 Field Administrator Sally Mayne Vicarage Street (H Block). Email: Sally.mayne@beds.ac.uk 3. Aims and learning outcomes 3.1 Unit aims The focus in this unit is on the theory and practice of marketing in the context of organisations. On completion of the unit you will have gained understanding of the decisions that face marketers in a complex and dynamic environment and the concepts and theories that can be used to inform these decisions. 3.2 Learning Outcomes | On completion of this unit you should be able to:| To achieve the learning outcome you must demonstrate the ability to:| LO1| Understand the nature, scope and role of marketing in organisations| Describe and apply the basic marketing tools and concepts and articulate the role of marketing in a variety of organizations| LO2| Be able to identify and discuss the key issues that marketers face as they make decisions| Critically review published work on a range of marketing issues| LO3| Understand and discuss the key concepts and theories that inform marketing decisions| Propose well researched and theoretically underpinned solutions to marketing problems | LO4| Identify and analyse marketing problems and plan appropriate courses of action| Be able to formulate plans for marketing activities, including appropriate marketing mix policies and be able to defend and justify proposals for marketing plans and actions.| L05| Apply marketing theory in different organisational contexts| Be able to formulate plans for marketing activities, including appropriate marketing mix policies and be able to defend and justify proposals for marketing plans and actions.| LO6| To express ideas and findings and proposals both verbally and in writing| Write coherently on the subject with accurate referencing, spelling, punctuation and grammar and make clear, timely and well structured presentations.| 4. Approach to learning * Unit delivery will use a combination of lectures and seminars, with the emphasis in seminars being on discussion and debate providing students with an opportunity to relate theoretical content to real-life practical situations. The one hour lecture aims to provide students with useful elements from the pertinent theory and increase their theoretical knowledge and technical skills. Practical seminar activities will be used where appropriate (for example video material, case studies, role play) and students will be encouraged to work individually and in groups to develop a thorough appreciation of the many issues examined. The use of small groups to prepare and present case studies in workshops will aim to provide further experience of working collaboratively, the opportunity to manage a problem-solving group, and the ability to present material clearly and concisely. The primary objective of the presentation is to further develop the ability to present complex ideas orally in a clear, coherent and concise fashion. There will also be a need to defend the ideas in the subsequent group discussion. The presentation topics, which are an integral part of the module, are designed to enhance and deepen understanding of the subject material. * * Attendance and participating in classes Studying at the University of Bedfordshire is not just about subject knowledge. We are also concerned to help you develop your wider attributes and skills. To do this you will need to attend and actively engage in the range of learning activities the course provides. Because attendance is fundamental to your development we do expect you to attend. We will monitor your attendance and contact you if it gives cause for concern. The Division operates a strict non-attendance policy which is available to view on BREO. You can help us by notifying us of any factors that affect your ability to attend. If you are absent from your studies through illness then it’s important that you let us know. You should contact the unit leader or the Field Administrator, Sally Mayne at sally.mayne@beds.ac.uk. If your absence is likely to affect your ability to complete your studies or submit assignments then you can apply for an extension or deferral through the Student Engagement and Mitigating Circumstances Teams. If you feel that your problems are serious enough to be considered for Mitigating Circumstances you will need to apply before the deadline by filling in a Mitigating Circumstances form. Forms can be printed from SiD online or a hard copy can be collected the Student Information Desk (SiD). A decision will normally be available to you within 48 hours of receipt of the claim form and evidence. Progress of the application can be checked by accessing SiD online or by visiting the Student Information Desk (SiD). They can be contacted at sid@beds.ac.uk or by telephoning 0300 300 0042. 5. Assessment brief 5.1 Assessment Overview No| Assessment method | Description of assessment methods| Weight (%)| Submission date | Form of feedback| 1| GroupAssignment| Group Presentation with Report| 30%| 7th December 2013| Summative & Formative| 2| IndividualAssignment| Progress Portfolio| 30%| 22nd March 2013| Summative & Formative| 3| UnseenExams| End of Unit Examination (2 hours)| 40%| End of Unit| Summative| 5.2 Group Assignment You are asked to form groups of 5-6 persons. Then you should visit a store(s) of a chosen international chain of coffee shops (e.g. Starbucks, Costa Cafe) or fast food restaurants (e.g. McDonalds, KFC ), observe and make notes regarding the following: * Store’s Service capes * Service delivery process * Customers and employees’ reactions during the service encounter * Service quality You may use photographs to support your discussions. However, please ensure that you ask permission from the store manager before doing so. Then you should prepare and hand in an audio visual podcast presentation and a written report that should contain the following: – Presentation Your presentation is to be in the form of an audio visual podcast submitted via DVD, memory stick e.t.c. There will not be an in-class presentation. The presentation should be no longer than 10 minutes and it is a presentation to a formal business committee. In this presentation you will point out any fail points or points that need improvement, in the delivery of the provided service in the store and suggest ways in which the store can upgrade the level of quality of the service provided to customers without significantly increasing the cost of the service delivery. – Written Report For your report you should use your notes from the store observation, general information you will collect on the international chain of your choice as well as material from the pertinent literature and include in your report the following: * A blueprint of the provided service * An evaluation of the store’s physical evidence and the degree to which they are aligned with the company’s general profile * An evaluation of the degree to which the specific chain is market oriented Format for submission – Presentation The length of the presentation should not be longer than 10 minutes The presentation is to be in the form of an audio visual podcast submitted via DVD, memory stick or Utube, i.e. there will not be an in-class presentation. – Written Report * The word limit for is 2000 words. * All work should be word processed using either Times New Roman or Arial font, Arial 12 point; 1.5 line spacing; single side A4 paper with numbered pages with line spacing of 1Â ½ and justified. * Left hand margin of 3cm; Right hand margin 2 cm; Header 2.5 cm and Footer 2 cm * A bibliography and referencing (where applicable) is essential * Harvard system of referencing * A minimum of 10 referenced academic sources is required. * No more than 50% of references may be from the internet. Extent of collaboration allowed: All members of the group should contribute equally to the research and preparation of the report. Average peer grade: All individuals will receive a mean average peer grade (out of 16), based upon a detailed diary addendum completed by all group members, confirming individual weekly contributions and responsibilities toward the completed report. Full group names and accompanying averaged grades should be clearly presented. The tutor reserves the right to adjust any grade if upon evidence &/or investigation any student is deemed to have failed to effectively contribute. Failure to include diary and peer grades will result in the loss of the 25% overall peer grade. Marking Criteria Excellent work, 16 – 14 points *An analysis which deals fully with the major elements from a services marketing point of view *Selection and amplification of ideas which accord with the analysis presented . *Work which shows very good grasp of the concepts in services marketing *Effective use of formatting and layout *An excellent and cohesive report. Above average work, 11 – 13 points *A report which is attractive in appearance which addresses the key issues of the assignment competently and creates a positive overall impression *An analysis which deals competently with most of the assignment’s tasks. *A reasonable choice of ideas which in aggregate show the students understanding of the major elements of the assignment. *Answers which are appropriate and show a good awareness of the services marketing concepts and principles which relate to the assignment areas. *Good use made of formatting and layout. *A good cohesive report. Average work, 8 – 10 points *An analysis, which deals with most areas in a manner which, is correct. * A report which is in the main appropriate and shows a good awareness of the services marketing concepts and principles and which relate to the key areas designated in the assignment *Reasonable use of formatting and layout *A cohesive report. Below average work, 5 – 7 points *A report which would be considered very poor in a commercial or industrial context and which do not allow the assessor to identify most of the achievement of specified tasks. *An erroneous or substantially incomplete analysis from a services marketing point of view *Answers which show poor understanding of the concepts in question. 5.3 Individual Assignment Picton and Broderick define integrated marketing communications as A process which involves the management and organisation of all agents in the analysis, planning, implementation and control of all marketing communications contacts, media, messages and promotional tools focussed at selected target audiences in such a way as to derive the greatest economy, efficiency, effectiveness and coherence of marketing communications effort. Select a large service organisation (e.g. Bank, Airline Company, Telecommunications Company, Hotel) that advertises heavily in many media and by way of a portfolio show how it makes use of the integrated marketing communications concept. You will need to collect your examples over a period of several weeks. If you leave it to the day before it is due in you will inevitably receive a failing grade. This is an individual assignment and I would expect 1500 words plus several examples which may include your notes on what you observe on a store visit. Format for submission Written Report * The word limit for is 1500 words. * All work should be word processed using either Times New Roman or Arial font, Arial 12 point; 1.5 line spacing; single side A4 paper with numbered pages with line spacing of 1Â ½ and justified. * Left hand margin of 3cm; Right hand margin 2 cm; Header 2.5 cm and Footer 2 cm * A bibliography and referencing (where applicable) is essential * Harvard system of referencing * A minimum of 10 referenced academic sources is required. * No more than 50% of references may be from the internet. Details for the assessments will be supplied as separate documents throughout the unit. They will also be available on BREO. Please read the assessment instructions very carefully. 5.4 Submission details – Plagiarism You should hand in assignments through the Assignment Hand in point, located outside the LRC in Park Square next to the Book Return point. For LRC opening times please see http://lrweb.beds.ac.uk/. You can deposit your assignments at any time throughout the opening times of the University building. Although you will be able to submit your piece of work until 8am the next day and it will be accepted as on time, for example: if an assignment is due in on Monday 19 April it can be submitted up to 7.59am Tuesday 20 April, this is NOT recommended and you should submit your assignment by 4pm on the published due date. You will need to print your own top cover sheets from eVision (these carry the details of the unit and assessment on the front). Attach the top sheet to the assignment securely and then collect a barcode label from the dispenser located at the Security Desk next to the LRC. Follow the instructions on the Assignment Hand in point display to submit the assignment. Collect the receipt which indicates that a piece of work has been handed in. A receipt confirming the unit, assessment and time of submission for the assignment will be sent to your email account. Receipts must be retained as proof that the work has been submitted. You must also submit a copy of your assignment through TURNITIN via BREO. It will graded as a non-submission if written work is not submitted on time through TURNITIN. Coursework must be handed in by the date and time specified in your student handbooks or on BREO. Late work is not accepted, and will be deemed a fail and graded G(0) (no work submitted). Written work must be legible and comprehensible, work may be rejected work which does not meet reasonable standards of presentation, and this may result in you failing or being referred. Written work must be presented in English. Extenuating Circumstances If you believe that you are likely to miss a deadline because of extenuating circumstances (for example illness), you should apply to apply for an extension through the Student Engagement and Mitigating Circumstances Teams via SID. Your application should be accompanied by documentary evidence of your extenuating circumstances. Individual tutors are not able to extend published deadlines. Plagiarism Plagiarism takes the form of repeating another person’s words or images and claiming them as your own, or presenting someone else’s line of thinking as if it was your own. To plagiarise is to give the impression that you have written or designed or thought something that you have in fact borrowed from someone else. You can use other people’s ideas, words and images, but it’s important that you acknowledge them through appropriate referencing. Remember that your examiners are wanting to assess your ability, not those of others, so it’s important that you also interpret others’ work and that there is sufficient of your own work in your assignments that your ability can be assessed. You should keep a careful record of all the sources you use, including all internet material and ensure that you understand correct referencing practices. These are outlined the course handbook and online at: http://lrweb.beds.ac.uk/guides/resources/referencing You are also not permitted to re-present any assessment already submitted for one unit as if for the first time in another unit. Double counting of assessed work is not normally allowed. If submitting work previously included in another assessment then you should attribute the section of text from the earlier work so that it can be taken into account by the examiners. Plagiarism Detection Service To help address plagiarism and protect your award, please also ensure you submit a copy your written work electronically through ‘Turnitin’ via BREO. We may also submit your assignment to the UK universities’ JISC Plagiarism Detection Service. Working together Discussing ideas with your fellow students is part of learning and we would encourage you to do this and to exchange interesting and relevant sources and references. However, there is a distinction between sharing ideas and collusion which is an academic offence. You must not work with others to the extent of exchanging written materials you have prepared, such as notes or drafts of assignments unless you have been expressly told that this is permissible. If these types of materials are shared this will be regarded as an assessment offence for the person who lends the material as well as for the person who uses it. Your own work should be regarded as your own property and you should protect it. If you are working in a shared space, log off from the computer you are working on whenever you take a break so that others cannot access or copy your own work; take care to destroy printed drafts or copies of work, rather than just discarding them; and, don’t give your work to others in any format. If you are working on a group assignment make sure you understand the allocation of responsibilities between yourself and the other members of the group. 5.5 Feedback Assessment will be provided individually to students, through group feedback (where relevant) and on your individual student BREO site. There are also opportunities for formative feedback on your work throughout the unit which will help you complete your final assignments. Marked work will be available for collection from the tutor three weeks after the assessment deadline. 6. Teaching and reading schedule You can check your timetable at: http://timetable.beds.ac.uk then follow the links under ‘units’. If there are changes to the timetable, you will be notified on the BREO site for this unit. Please check it regularly. *Further reading suggestions will be provided to students in a weekly basis through BREO. Further reading includes academic articles, book chapters and case studies. 7. Reading and resources The majority of directed readings will be in the form of books, published conference papers, and case study materials. You will be advised of essential reading relating to each topic covered and directed towards the most relevant textbooks and articles for these subjects. This guidance will be communicated by tutors and via BREO. In addition, you are encouraged to access journal articles via electronic databases and encouraged to search for appropriate examples of relevant research. You are strongly encouraged to access information electronically but to exercise critical judgement when identifying useful sources. The Learning Resources Centre at Park Square houses our main tourism collection. Here you can expect to find copies of essential texts on your reading lists as well as supplementary reading. Many of our resources are in electronic format and can be accessed off-campus. Extensive reading is essential and it is important you reference this work accurately and correctly. Please make you sure you read and follow the guide to referencing found at: http://lrweb.beds.ac.uk/guides/resources/referencing Subject –specific library guides are available in printed format in the Learning Resource Centre and on the Learning Resources web site http://lrweb.beds.ac.uk/guides/subjectguides. Go to Advice and Help, then Subject Guides. These guides tell you which resources are important for your particular course. The Subject Librarian is Bill Mortimer who can be contacted by e-mail bill.mortimer@beds.ac.uk or by phone 01234 351671, ext.4374. Bill is based in the Polhill campus, Room: R1.01. If you want to call him free of charge, that’s possible from the LRC. Essential reading Brassington, F and Pettitt,S (2006) Principles of Marketing, Fourth Edition, Prentice Hall, NJ. ISBN 0-273-69559-2. Recommended reading Christopher H. Lovelock, Jochen Wirtz, Patricia Chew (2009), Essentials of Services Marketing First Edition, Prentice Hall ISBN-13 978-981-06-7995-8 Kotler, P., Wong, V., Saunders, J. and Armstrong, G. (2005) Principles of Marketing: 4th European Edition, Prentice Hall International/Pearson Education Limited. ISBN: 0273 68456 6 Groucutt, J, Leadley P, Forsyth P (2004) Marketing: essential, principles, new realities First Edition, Kogan Page ISBN 0-7494-4114-3

Whats Tested on the SAT Writing Section Grammar and Questions

What's Tested on the SAT Writing Section Grammar and Questions SAT / ACT Prep Online Guides and Tips "Writing, to me, is simply thinking through my fingers." If Isaac Asimov weretalking about the SAT Writing and Language section, he would probably add that he would have to think through his fingers fast. With 35 minutes for 44multiple choice questions, you have to work quickly and efficiently to achieve a high score. Let's go over the Writing and Language section in detail so you know exactly what to expect. Format of the SAT Writing The Writing and Language section is your second section on the SAT. Writing and Language, together with Reading, makes up your verbal score (aka, "Evidence-based Reading and Writing" score). This section is35 minutes long and asks you 44 multiple choice questions. All of the questions are based on passages. In fact, there are four passages followed by 11 questions each. Thepassages are sourced from the areas of Careers, Social Studies, the Humanities, and Science: Careers passages might discuss trends or debates in major professional fields, like medicine, technology, or business. Social studies passages might draw from history, anthropology, psychology, political science, or sociology. Humanities passages could feature an author or explore trends in literature or the arts, includingprose, poetry, art, music, or dance. Science passages will focus on topics in earth science, biology, chemistry, or physics. You won't get any prose; all of the passages will be nonfiction, explanatory, or argument-based. One or more will also be accompanied by a related graphic, like a chart, table, or graph. The thing you need to know about theWriting and Language passages is that they're full of problems. They willbe riddled with errorsin punctuation, word choice, sentence structure, and organization. The multiple choice questions will point to various parts of the passages andask you if and how each partshould be fixed. The Writing and Language section tests your editorial skills. Let's take a closer look at how it does this. Writing and Language: Testing Your Editorial Skills Writing and Language asks you to read error-strewn passages and make them better. First, you have to recognize whether or not there is an error.If there is, then you have to choose the answer that would fix or improve the sentence, paragraph, or passage. To accomplishthis task, you need to understand grammar rules andhow to organizeideasanduse transitional words and phrases. According to College Board, Writing and Language questions test four main skills area: Command of Evidence, Words in Context, Expression of Ideas, Standard English Conventions. A little over half of questions ask about the first three skills areas and have to do with the development and organization of ideas and effective language use. The other half of questions cover Standard English Conventions. These questions ask about sentence structure, usage, and punctuation. They tend to be more detail-oriented questions. Let's take a closer look at each of these skill areas and what they test, along with an official sample question in each. 1. Command of Evidence Command of Evidence questions tend to look at the big picture. They want you to improve the way a passage presents information or imparts meaning. You might need to add a supporting detail, introductory sentence, or conclusion to make a passage more impactful. These questions often ask you to include the reason for making a change (ie, your "evidence").This sample question falls into the Command of Evidence category. It wants you to strengthen a passage and provide your reasoning behind choosing a particular answer. Picking up on context clues is very important! How else are you going to figure out that it was Professor Plum with the candlestick in the billiard room? 2. Words in Context Words in Context are more detail-oriented than Command of Evidence questions, as they point to a particular word. You might need to replace a word that doesn't make sense or choose one that works better in itsparticular context. None of the words will be particularly advanced, but they might be ones that are easily confused (e.g. the words "outperform, outweigh, and outdo") or that take on different meanings depending on context. As with many Writing questions, Words in Context questions will have the option of "No Change."Before thinking about how to replace the word, you have to decide whether or not there's a problem in the first place. Here's a typical example of a Words in Context question in SAT Writing and Language. 3. Expression of Ideas As their category indicates, Expression of Ideas questions ask you to think about how ideas are expressed. You might rearrange the order of sentences to improve flow or strengthen an argument. You might also choose to delete a sentence completely. These are "big picture" questions that ask you to make revisions that would make the passage more impactful. The following is an example of an Expression of Ideas question on the SAT. 4. Standard English Conventions Almost half of the SAT Writing questions fall into this Standard English Conventions category. Here's where your understanding of grammar and punctuation rules comes into play. These questions ask you to fix errors in sentences and clauses. You might edit for errors in verb tense, subject-verb agreement, pronoun use,parallel construction, commas, or apostrophes. The following example, for instance, asks you to distinguish between "there" and "their" and to make sure the phrase under considerationhas propersubject-verb agreement. The second question testscomma rules. In addition to these four major skill areas in Writing and Language, Command of Evidence, Words in Context, Expression of Ideas, and Standard English Conventions, you'll also encounter another question type that calls for its own special prep. About 2% to 4% of questions will be about data interpretation. On the redesigned SAT, data is all around you. Extra Question Type: Data Interpretation As you read above, one or more of the passages in Writing and Language will be accompanied by a graphic, like a chart, table, graph, or some other visual that communicates data. The graphic will be related to the passage in some way, but it might be described incorrectly. Questions couldask you to revisean incorrect representation of the data or to add a sentence based on data to strengthen an argument. Here's an example of a data interpretation question on Writing and Language. The data interpretation questions are the only ones of the Writing section where you might have to flip between pages to read the question and then consult the graph. As you can see in the samples, all of the other questions should line up directly with the part(s) of the passage to which they refer. Now that you have a sense of the skills and question types on this section, read on for some key study tips to prepare for SAT Writing and Language. Get out your red pen. College Board has just given you the job ofEditor-in-Chief. How toStudy for SAT Writing and Language The SAT Writing and Language section asks you to be an editor. It presents you with flawed passages, and your job is to make them better. You might improve a word, fix a punctuation mistake, rearrange ideas, or add sentences to improve flow. While some of your editorial skills are the cumulative result of years of reading and reading, how can you take specific steps to prepare yourself for the SAT Writing section? Read on for sixstudy tips to help you achieve your target scores. 1. Study Grammar Rules Almost half of the questions on the Writing section ask you to fix an error in grammar, usage, or punctuation. While grammar rules aren't the only part of your SAT Writing prep, they are a big part. To prepare, you should make sure you understand the most commonly tested grammar rules, like subject-verb agreement, parallel structure, and simplifying wordiness. By knowing the rule, you can pick up on what a question is asking you. Then you can confidently locatethe right answer, rather than simply relying on what sounds or looks right. Get a firm grasp of grammar and usage rules so you can master these question types on SAT Writing. 2. Study Punctuation Rules The old SAT didn't ask about punctuation, but the redesigned test does. You may need to fix a comma, apostrophe, semicolon, colon, or period, perhaps combining phrases into one sentence or separating a run-on into two sentences. Make sure to review the most commonly tested punctuationrulesand then test your understanding with official practice questions. Pair each rule with relevant practice questions to reinforce the concept. Then take practice tests where the questions are all mixed up in random order to make sure you can recall the relevant punctuation rule when you get tested on it. These questions are tricky if you don't know, for example, the right way to use a semicolon. If you do, though, then they're a piece of cake. 3. Read Essays and Newspaper Articles As you read above, all of the passages on the Writing section ask about nonfiction, explanatory, or argument-based texts. If you've spent English classes only reading literature, likeThe Great Gatsby and The Crucible, then you might need extra practice with non-prose texts. Somegreat sources forpractice are nonfiction essays and newspaper articles. Read with an analytical eye, perhaps circling transitional words and taking notes on the margins about how ideas are organized or how an author builds an argument. Deconstruct the text in front of you just as an editor would. If a passage strikes you as particularly strong, try to pick apart why it's so strong. If it fails to impress, note what you would change to make it more impactful. Developing your editorial eye is key for doing well on the SAT Writing and Language section, where your primary task is to edit and revise pieces of writing. Look alive! You need to stay alert tomake it through the long winter of SAT prep. 4. Pay Attention to Feedback on Your Writing Do any of your teachers give you editorial feedback on your writing? If so, don't just go straight to the grade and ignore the marks and comments. The marks and comments are key to developing an understanding of edits and revisions. Study them closely, and ask questions if you don't understand any. Similarly, you might go out of your way to ask your English teacher, for example, to give you feedback on a piece of writing. Or you could become aneditor yourself and trade comments with a peer. If you get feedback on your papers, pay close attention - it will help you become a better writer, which will, in turn, help you do better on the Writing section of the SAT! 5. Study Multiple-Meaning Words Some of the questions in SAT Writing fall into the Words in Context category. None of the highlighted terms are particularly obscure or advanced. Instead, they're relatively common words that may change meaning depending on context. Studying mid-level, multiple-meaning words will help you for both the Writing and Reading sections of the SAT. Beyond studying word lists, pay attention to how certain words shift depending on how they're being used. This understanding, along with the ability to pick up on context clues, will help you masterWords in Context questions. 6. Practice Interpretating Data from Graphics Finally, you'll get a few questions asking you to interpret data from graphics. These questions require an understanding of the graphic, plus they might ask you to go one step further to fix a mistake or insert a description into the passage. You can hone this skill in your Science and History classes, with SAT practice questions, and even with ACT Science questions (though, of course, not all the Writing data interpretation questions will necessarily be related to Science). Make sure that you can grasp a variety of charts and graphs, like pie charts, line graphs, scatterplots, bar graphs, and tables. While data interpretation may not be the first thing that comes to mind when you think about a writing test, it needs to be part of your prep for SAT Writing and Language. By honing your editorial and data interpretation skills, along with learning exactly what's tested on this second section of the SAT, you'll be one step closer to your goals. In closing, let's review the key points that you need to know about the Writing and Language section of the SAT. SAT Writing and Language: Key Points SAT Writing is your second section on the SAT, and all the questions are multiple choice and passage-based. This section asks you to be an editor and to fix errors in grammar, punctuation, and organization. Your job, simply put, is to make a flawed piece of writing better. To prepare for this section, you should study rules of grammar, usage, and punctuation. Beyond these rules, you should read and write widely, keeping a critical eye on structure and flow, to hone your editorial skills. You might also practice peer editing with a friend, as well as pay close attention to any feedback you get on your own writing from teachers. The Writing and Language section makes up half your verbal score, while the first section of the SAT, Reading, makes up the other half. By learning all about the skills tested, question types, and study strategies, you're well on your way to achieving your target verbal scores. What's Next? Is writing your strong subject, and you want the SAT score to prove it? This perfect scorer gives you 11 strategies forgetting a perfect score. Feeling unsure about data interpretation questions? This guide tells you how to analyze graphics on the Writing and Reading sections of the SAT. Official SAT practice tests are the gold standard for high quality practice questions. Download 8 free printable official SAT tests here. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Review of Alice Walkers essay on the creative spirit of her female ancestors Essays

Review of Alice Walkers essay on the creative spirit of her female ancestors Essays Review of Alice Walkers essay on the creative spirit of her female ancestors Paper Review of Alice Walkers essay on the creative spirit of her female ancestors Paper Essay Topic: Creative Alice Walker uses Virginia Woolfs phrase contrary instincts to describe the creative spirit that her female ancestors valued while working and living in oppressive conditions. Throughout Walkers essay she made many connections between these contrary instincts and how she perceived the constraints on the knowledge of women in her childhood era. Although, the knowledge Walker talks about in her essays is not the kind that most people think of when they hear the word. It is the knowledge and creative spirit of ourselves that she talks about; the primary source of what we need to get us through life. She made the relation of how women used art to express their creative spirit; their knowledge. Walker depicted how her ancestors expressed their knowledge through their creative spirits, whether it be through sewing a quilt or creating a garden. She tries to get us to realize that all we have to do is to find our hidden creative spirit and that will be where we will find our knowledge. Walker speaks about how creative spirit can be passed down from generation to generation. At the age of 17 Walkers mother ran away from home to be married. While taking care of six children, Alices mother also had to battle with a white landlord over her childrens education, make clothes for all of her children, make sheets and towels, can vegetables and fruits, and still find some time in the day to make quilts. Alices mother barely had time to deal with obstacles pertaining to her own creative spirit. Alice looked up to her mother because of all the suffering she endured while finding time for herself to be creative with her flower garden. According to Alices views on the heredity of someones creative spirit, she believes that her creativity came from her mother. Walker states that We have constantly looked high, when we should have looked high- and low (744). She is referring to the fact that maybe the things that hold people back are the things that make our creative spirit. Sometimes people search for their creative spirit in some of the most interesting of places, when it is usually right there in front of them. Alice continues to speak of a quilt that is hanging in the Smithsonian Institution in Washington D. C. The quilt was made by an unknown black woman in Alabama from bits and pieces of insignificant rags. Even though it is only bits and pieces of someones creative spirit, it still shows right through the meaningless pieces of cloth. Looking back at the lives of my mother and grandmother I can only see these two women completely lost in a sea of children and chores. When could they find the time to let their creative spirits loose? Then I read Walkers piece and my eyes opened. Id forgotten about the gardens. As in In search of my mothers gardens both my mother and grandmother have gardens. They planted flowers, ferns, and vines. They gave each other clippings from their most mature plants so that the plant could grow in the others garden. The two of them would tour each others garden to talk about what was growing well that season or which plant was on its last leg. Gardening was the common thread that bonded them as mother and daughter, and as women. They intertwined their creative spirits with nature to create gardens-to create themselves. Alice Walker challenges us, as art does, to make sure that we do not overlook what might be true to our existence; of who we really are. She is trying to get us to look deeper than we thought we ever could, to find our creative spirit, our knowledge and heritage and to give it new life. a woman who still struggles to sing the song that was your gift,.. It is not so much that you sang, as that you kept alive, in so many of our ancestors, the notion of song. (743) We cannot let our voices be muffled by your own lack of awareness. Walker is showing us that it is our responsibility to represent our mothers and grandmothers voices, to keep their creative spirit burning through the night; and when we die it will not be a flame being put out, but a candle being extinguished so that the morning sun can shine. Judging an artist based on skin color or gender will get us nowhere. A piece of art can challenge your opinions, inspire your creative spirit, and take you on a journey to find your hidden knowledge. Art asks the viewer to go deeper to find the true core of their creative spirit. We must know a piece of arts history to do it justice. If we do not know its background behind a piece of art, we are only confusing ourselves even more, thereby depriving ourselves of history, which certainly belongs to us. It is in these artistic expressions that Walker tries to get us to find our creative spirit. For her mother it was her garden, as it is for my mother. Walker tries to get us to understand that our creative spirit is the knowledge of ourselves, and that our spirit is all we need to get us through life. Through art and other forms of creative spirit, we find knowledge; of what came before us and of the things that are passed on from our relatives. Our creative spirit and knowledge is who we are and what we do. There is always room for us to grow through out our life time, to expand on the knowledge that we will pass down to our kids. In a sense it is as though our creative spirit is our trademark. When Walker chose the title for her piece, In Search of Our Mothers Gardens, she made it very appropriate and fitting to the inflection towards knowledge and self discovery. When examining the essay from a literal level, you see that Alice was looking at her mothers garden as an example of Woolfs contrary instincts, and the creative spirit that she was so curious about. Whereas examining her work from a symbolic level, the title is plural, showing that there are other people that may be in search of the creative spirit that is passed down from generation to generation; although it may not necessarily be in the form of a physical garden. Whereas instead people are still looking for their symbolic garden which Walker tries to get us to see. Through out her essay Walker shows us that it is not the diploma in our hand, but the spirit in our heart that will guide us to happiness in our life.

Mary Wollstonecrafts Life and Work

Mary Wollstonecrafts Life and Work Mary Wollstonecraft has been called the first feminist or mother of feminism. Her book-length essay on womens rights, and especially on womens education, A Vindication of the Rights of Woman, is a classic of feminist thought, and a must-read for anyone who wants to understand the history of feminism. Wollstonecrafts life and her work have been interpreted in widely different ways, depending on the attitude of the writer towards womens equality or depending on the thread of feminism with which a writer is associated. Rights of Man - and Wrongs of Woman Mary Wollstonecraft is usually considered a liberal feminist because her approach is primarily concerned with the individual woman and about rights. She could be considered as a difference feminist in her honoring of womens natural talents and her insistence that women not be measured by mens standards. Her work has a few glimmers of some modern sexuality and gender analysis in her consideration of the role of sexual feelings in the relationships between men and women. Wollstonecraft can be claimed with some legitimacy by communitarian feminists: their critique of a rights approach echoes in Wollstonecrafts emphasis on duty in the family and in civic relationships. And she can also be seen as a precursor of the political feminists: her Vindication and perhaps, even more, her Maria: The Wrongs of Woman link womens oppression to the need for men to change. Like several other women of the time (Judith Sargent Murray in America, Olympe de Gouges in France, for two examples), Wollstonecraft was a participant in and  an observer of a remarkable series of social revolutions. One was Enlightenment thought in general: a skepticism about and revisioning of institutions, including the family, the state, educational theory, and religion. Wollstonecraft is especially associated with Enlightenment thought that put reason at the center of human identity and as the justification for rights. But these ideas seemed in stark contrast to the continuing realities of womens lives. Wollstonecraft could look to her own life history and to the lives of women in her family and see the contrast. Abuse of women was close to home. She saw little legal recourse for the victims of abuse. For women in the rising middle-class, those who did not have husbands or at least reliable husbands had to find ways to earn their own living or a living for their families. The contrast of the heady talk of rights of man with the realities of the life of woman motivated Mary Wollstonecraft to write her 1792 book, A Vindication of the Rights of Woman. Tracts and ideological books had been exchanged in the war of ideas around rights and liberty and freedom and reason for several years. Writings on the rights of man including one by Wollstonecraft were part of the general intellectual discussion in England and France before, during, and after the French Revolution. Wollstonecraft moved in the same circles as Thomas Paine, Joseph Priestley, Samuel Coleridge, William Wordsworth, William Blake and William Godwin. It was in that atmosphere that Wollstonecraft wrote her Vindication, taking chapters to the printer as she wrote them (she was still writing the end after the first chapters had been printed). She later (1796) published a travel book, writing about a trip to Sweden, in which her descriptions of another culture were full of feeling and emotion something which her more rational-oriented critics deplored. Godwin In that same year she renewed an old acquaintance with William Godwin. They became lovers a few months later, though they lived separately to focus on their separate writing careers. Both were philosophically opposed to the institution of marriage and for good reason. The law gave rights to a husband and took them away from a wife, and both were opposed to such laws. It was decades later that Henry Blackwell and Lucy Stone, in America, integrated into their wedding ceremony a disclaimer of such rights. But when Wollstonecraft became pregnant, they decided to marry, though they continued their separate apartments. Tragically, Wollstonecraft died within two weeks of delivery of the baby, of childbed fever or septicemia. The daughter, raised by Godwin with Wollstonecrafts older daughter, later married the poet Percy Bysshe Shelley in a shocking elopement and is known to history as Mary Wollstonecraft Shelley, author of Frankenstein. Shortly after Wollstonecrafts death, Godwin published his Memoirs of Wollstonecraft as well as her unpublished and unfinished novel, Maria: or the Wrongs of Woman. As some have argued, his honesty in his memoirs of her troubled love relationships, her suicide attempts, her financial difficulties, all helped conservative critics to find a target to denigrate all womens rights. The most vivid example of that is Richard Polwheles The Unsexd Females which viciously criticized Wollstonecraft and other female writers. The result? Many readers steered away from Wollstonecraft. Few writers quoted her or used her work in their own, at least they did not do so publicly. Godwins work of honesty and love, ironically, nearly caused the intellectual loss of Mary Wollstonecrafts ideas. More About Mary Wollstonecraft Rights in the Air: the context of  A Vindication of the Rights of WomanWhat Rights?  - arguments of Mary Wollstonecraft in  A Vindication of the Rights of WomanLife of Mary Wollstonecraft  - the life of experience that grounded her work Mary Wollstonecraft Quotations  - key quotations from Mary Wollstonecrafts workJudith Sargent Murray  - a contemporary feminist, from AmericaOlympe de Gouges  - a contemporary feminist, from FranceMary Wollstonecraft Shelley  - Mary Wollstonecrafts daughter, author of  Frankenstein

Role of the Internet in Economic Development and Culture Coursework

Role of the Internet in Economic Development and Culture - Coursework Example The essay will also study how developing countries are using the technology for economic development, and whether a gap is being formed between rich and poor countries due to the advent of this technology. Concepts such as globalization, strategic and international management and marketing, and culture will be delved into with use of established literature where necessary and every effort will be made to provide meaningful conclusions. 2. Evolution of Internet and its impact on culture and businesses At the most basic of levels, the internet can be described as a worldwide network of networks, enabling millions of smaller computers to share information with each other and to share various communications, databases, and transactions. For individual perspective, when one is connected to the internet, he/she can contact anyone else on the internet, can trade or publish ideas, and can sell products with minimum overhead costs (Reedy and Schullo 2004; Trott, 2008). With such flexibility, the internet, and its main application, the World Wide Web (WWW), have given businesses a useful alternative to carry out their operations, which is resulting in increased customer satisfaction, which in turn leads to more measures for the development of ‘online’ businesses. Reedy and Schullo (2004) summarise that the internet as a whole must liken to a toolkit containing multipurpose gadgets with many useful innovations. In order to understand the true potential of the internet, Reedy and Schullo (2004) also suggest that it is vital to also gain knowledge of the origins and evolution of the aforementioned innovations. The advent of the internet as a main personal and commercial tool was a result of the concept of technology transfer, wherein the early 1980’s the initial technology leading to the internet was only used for military and scientific purposes. Later, this initial technology was made open for researchers and businesses to adopt and exploit for further development and innovation, and the internet, as we know it today, was born (Trott 2008). Hence the process of technology transfer is of promoting technical innovation through the transfer of ideas, knowledge, devices, and artifacts from leading businesses, research organizations and academic research to more general and effective application in industry and commerce (Trott 2008). Although the internet has inbuilt weaknesses like security problems, they can manage optimally by successfully implementing the information security policies, including fail-safe Anti-Virus Protection system (Milberg 2000). As a result, it can be inferred that the internet itself has become a safe channel for technology transfer through the efficient and cost-effective manner in which entities can transfer and share information, and also facilitate innovation through such interaction. Apart from technology transfer, by allowing people of different culture to interact in a virtual space, it also leads to t he exchange of cultural information between them.

I need to paraphrase Essay Example | Topics and Well Written Essays - 750 words

I need to paraphrase - Essay Example re cash flow, then the value of the asst is determined by discounting the future cash flows properly through taking into account the total of all the cash flows. d) The value of bonds is determined by the discounted value of the Principal and all the coupon payments and this is done through the use of discount rate. For instance, a ten year value bond that has a value of 10 % will yield value of 1000 or par. g) It can be observed that annual payment of 10 year bond is more risky compared to a similar bond of one year since the value is derived from cash flows that are closer to the current date and vice versa in case of the first one. Slight changes in the yield mean big changes in the discounted far away cash flow values. This results in more fluctuation of the 10 year bond. h) When discount rate (yield) is used to discount the future cash flows, it is assumed that the same return on the investment as the discount rate would be obtained. As commonly known, the discount rate or the current expected return constantly fluctuates depending on the market situation which means that the expected return might not be obtained. This type of risk is referred to as reinvestment risk. i) When there are semiannual payments, the number of periods used also increases. When there is a 10 year semiannual coupon bond with rate of 10% coupon while the current nominal rate is pegged at 13%, the value of the bond would be USD 834.72. j) If a 10 year bond with coupon of 10% as well prevailing interest rate of 10%, between an annual coupon bond and semiannual is bought, the semiannual one is bought while the cash flows are received more quickly. In such a scenario, both coupon rates and current interest rates are the same where there is no price difference. In the event that the coupon rate is different from the nominal rate, a difference is found. For instance, if the current nominal rate is 8%, the annual coupon bond will then be valued at USD 1134.20 while the semiannual is

Seeing and Knowing Essay Example | Topics and Well Written Essays - 1500 words

Seeing and Knowing - Essay Example The blind are generally disabled implying that the lack of sight presents a great disability in them thereby impairing some of the essential human activities. Additionally, there is a working relationship between the human vision and their abilities to learn. The relativity of vision in humans therefore infers that different people with different visionary abilities possess different levels of learning abilities. Most of the learning material requires the use of sight for effective interpretation of the knowledge they convey. Such materials as books and other online sources rely on the use of vision to read and map out the information from them. However, owing to the relativity of human vision, different people possess varying abilities of interpreting the information is some of these materials (Dillard 12). Those with perfect eyesight see every aspect of the conveyed materials thereby having deeper understanding of the information. Others with poor eyesight mostly because of defecti ons fail to observe some aspects of the learning aids thereby missing some of the most important aspects of the information that the materials convey. The blind are the most disadvantaged since they have no visionary abilities. They therefore develop sharper touch sense, which still is no competition to the sense of sight. They therefore take longer to learn and cannot learn as effectively as those with eyesight learn (Ehrlich 31). Seeing is therefore an important aspect of earning that every teacher ensures in his or her pupils and student. Most of the learning aids especially in junior schools such as kindergarten and lower primary rely on the use of vision to impart knowledge in the students. Most of these compel the students to make visual observations and refer to the items thereby learning their names. This is the most basic mode of learning; it requires effective eyesight and an efficient coordination between the eyesight and the brain. The two most work concurrently since th e eyes capture the visionary aids and send the signals to the brain for interpretation. This way, the brain masters the names and the concepts explaining the visions thereby accumulating information. Teachers, especially at such early stages of human development, try to understand their pupils always monitoring their ability to see and referring to faster medical assistance so that to aid the students who possess visionary impairments. Different visionary theorists research and try to explain the manner of learning in children by using vision. This follows the understanding that vision is an important aspect of the learning process. One such theory is the looking and looking again logic. The theory asserts that for younger children to understand some of the concepts they not only in school, they should often look and look again to ensure that they imprint some of the most memorable aspects of the object in their brains. Looking for the first time makes the learner overview the objec t thereby killing the shock of first sight. The effects of such shocks prevent learners from noticing specific and memorable aspects of the object. However, by looking again they get to observe with recognition at their objects thereby noticing some of the most fundamental aspects of the object most of which the brain imprint thereby providing a more permanent reflection of the objects. The looking and looking again logic of seeing and knowing does not only apply to small children.

GOP Debates on 09.07.2011 and 10.18.2011 Essay Example | Topics and Well Written Essays - 1000 words

GOP Debates on 09.07.2011 and 10.18.2011 - Essay Example It was clear that the debate would be aggressive as Romney and Perry exchanged blows. Both candidates continuously challenged each other with allegations one every given opportunity. The debate was undoubtedly crucial as the economy has been lagging and Obama’s popularity has been diminishing. Throughout the debate, it seemed that Perry was confident and poise even with criticism that were alleged against him. His illustration of running a country with the same policies as Bush and Regan made him formidable against his opponents. Perry came out aggressive, attacking Romney often and early as he tried to gain leverage with the voters. Moreover, he continued to avoid the accusations that were made to him. It seemed as he did not finish strong at all, but did able to leave his impression. Perry and Romney’s clash was the focal point as Romney attempted to mimick the same strategies as McCain and Dole. It was evident that Romney wanted to gain leverage but failed to do so. After dodging the accusations from Paul, Romney counterattacked. Romney seemed to look defensive in his stand. It seems as if Perry will dynamically modify the GOP race. While Perry and Romney dominated the packed, Gingrich and Paul did make some impact. Gingrich seemed to be confident at times with his plan to increase employment but failed to gain any momentum as he was too focused on attacking the media. Similarly, Ron Paul offered a strong defensive stand against libertarianism, but failed to expand his argument as he continued to emphasize non-trivial matters such as vaccines for HPV, eliminating TSA agents and FMA. Furthermore, it seemed that Paul promised too much financial stability that seemed too good to be true at this point. It seemed as if Paul and Herman Cain were on the same playing field. Herman Cain good off to a good start as he insisted on reducing taxes but was shot down of the sexual allegations that continued to diminish his reputation. Rick Santorum and Jon Hu ntsman, both failed to solidify foundation. Rick Santorum was passionate but kept deterring from main issues as he kept using big words that were not comprehended by the public. Santorum failed to gain any ground like Cain, who was already having a hard time feuding against accusations that were made against him. Jon Huntsman, another Republican nominee, was clearly out of sync as he failed to build his repertoire in any manner. His futile attempts to build his reputation as a diplomat seemed to be quite interesting. The only female of the Republican party, Michele Bachmann, seemed to be a very interesting yet fanatic character as she proposed a universal $2.00 per gas gallon. Overall, the essence of this Republican debate symbolized the critical events for the upcoming elections. THE GOP DEBATE ON OCT 18th The GOP debate on October 18th was another testy affair as candidates continued to spar with each other on critical issues such as foreign policy, immigration, and tax plans. It seemed to be so feisty that New Gingrich, the Republican candidate, took a huge shot at Obama as he remarked, â€Å"Unlike President Obama, I’m glad to be in Las Vegas. It’s a great place to have a convention.† Similarly, Rick Perry did not wait for his chance to take shots at Herman Cain, criticizing him of his 9-9-9 plan as he stated, â€Å"

Law Case Essay Example | Topics and Well Written Essays - 1500 words

Law Case - Essay Example The radio stations are protected under section 2(b) which guarantees the freedom of the press. However, the Broadcast regulator can intervene and incase the radio stations are not in compliance with the law or are infringing on the rights of the others. The paper thus discusses the issues of charter and administrative law in relation to the cancellation of the license of a radio station by the broadcast regular after the use of sexist and disparaging remarks by its host. The broadcast regulator is a tribunal and it has the powers of canceling the license of a radio station in case it operates contrary to the law. Although the radio stations are protected by section 2(b) of the Charter of rights and freedom, it has to ensure that its contents are in accordance with the legal provisions. The radio stations are also in business and it is supposed to act in a manner that is lawful (Willes, & Willes, 31) The radio station breached the provisions of section 2(b) which promotes the freedom of expression and freedom of the press. The use of disparaging and sexist remarks damages the public image of the celebrities involved. This is indicates that the business activities of the radio station is responsible for the defamation of character of the celebrities. The station also acted in bad faith when it ignored the complaints that had been raised by the celebrities affected by the sexist and disparaging remarks of the radio host. Since the radio station failed to stop the radio host from using the sexist and disparaging remarks it was right for the broadcast regulator to cancel the license of the station. As an administrative tribunal the Broadcast regulator had the right to intervene although the matter deals with the issues of the constitution. According to section 1 of the Charter Claims and Administrative Law, there should be a balance between the benefits and deleterious effects. The use of the

GOP Debates on 09.07.2011 and 10.18.2011 Essay Example | Topics and Well Written Essays - 1000 words

GOP Debates on 09.07.2011 and 10.18.2011 - Essay Example It was clear that the debate would be aggressive as Romney and Perry exchanged blows. Both candidates continuously challenged each other with allegations one every given opportunity. The debate was undoubtedly crucial as the economy has been lagging and Obama’s popularity has been diminishing. Throughout the debate, it seemed that Perry was confident and poise even with criticism that were alleged against him. His illustration of running a country with the same policies as Bush and Regan made him formidable against his opponents. Perry came out aggressive, attacking Romney often and early as he tried to gain leverage with the voters. Moreover, he continued to avoid the accusations that were made to him. It seemed as he did not finish strong at all, but did able to leave his impression. Perry and Romney’s clash was the focal point as Romney attempted to mimick the same strategies as McCain and Dole. It was evident that Romney wanted to gain leverage but failed to do so. After dodging the accusations from Paul, Romney counterattacked. Romney seemed to look defensive in his stand. It seems as if Perry will dynamically modify the GOP race. While Perry and Romney dominated the packed, Gingrich and Paul did make some impact. Gingrich seemed to be confident at times with his plan to increase employment but failed to gain any momentum as he was too focused on attacking the media. Similarly, Ron Paul offered a strong defensive stand against libertarianism, but failed to expand his argument as he continued to emphasize non-trivial matters such as vaccines for HPV, eliminating TSA agents and FMA. Furthermore, it seemed that Paul promised too much financial stability that seemed too good to be true at this point. It seemed as if Paul and Herman Cain were on the same playing field. Herman Cain good off to a good start as he insisted on reducing taxes but was shot down of the sexual allegations that continued to diminish his reputation. Rick Santorum and Jon Hu ntsman, both failed to solidify foundation. Rick Santorum was passionate but kept deterring from main issues as he kept using big words that were not comprehended by the public. Santorum failed to gain any ground like Cain, who was already having a hard time feuding against accusations that were made against him. Jon Huntsman, another Republican nominee, was clearly out of sync as he failed to build his repertoire in any manner. His futile attempts to build his reputation as a diplomat seemed to be quite interesting. The only female of the Republican party, Michele Bachmann, seemed to be a very interesting yet fanatic character as she proposed a universal $2.00 per gas gallon. Overall, the essence of this Republican debate symbolized the critical events for the upcoming elections. THE GOP DEBATE ON OCT 18th The GOP debate on October 18th was another testy affair as candidates continued to spar with each other on critical issues such as foreign policy, immigration, and tax plans. It seemed to be so feisty that New Gingrich, the Republican candidate, took a huge shot at Obama as he remarked, â€Å"Unlike President Obama, I’m glad to be in Las Vegas. It’s a great place to have a convention.† Similarly, Rick Perry did not wait for his chance to take shots at Herman Cain, criticizing him of his 9-9-9 plan as he stated, â€Å"

Paraphrasing this essay so no one find it plagiarism

Paraphrasing this so no one find it plagiarism - Essay Example There are three major enthusiasts of the North Face including men and women who are between the ages of 18 and 35 and fall within and the higher class of their socioeconomic classes. It is thought that these customers emerge as the most profitable as well as brand loyal. The customers are also realized to become more concerned with reliability and their well maintenance of their outdoor gear just due to their outdoor lifestyles that are active. The health conscious customers would be the second group to focus with the advertisement. The group that mainly belongs to the upper/middle socioeconomic brackets is mainly composed of men and women within the ages of 25 and 50. The third group of focus is this that consists of both men and women in 50s to 70s and fall in the lower to upper socioeconomic brackets. The company maintains a given innovative product design by doing things differently. As a result, the North Face takes advantage of the fact that it is a highly respected leader in the industry as well as being considered highly priced in the industry to maintain their loyal customers. The consistent development and introduction of new products is the very good example of the North Faces advantage. The looks, style, durability and quality of the product have been established to be the strongest attributes to The North Faces value position. The customer has found a good position in the market against its competitors as to offer sustainable, durable,, as well as high-quality products. These are products that can withstand harsh climatic conditions last longer. The main reason that this company wants to be providing high-quality products is because they want their customers to feel secure when making the purchases. This has been a good and easy way for the company to maintain their com pany trust. They have these marketing strategies that are meant to go beyond the competitors as well as going beyond and above the expectations of the

Monopoly for the Potato chip industry Essay Example for Free

Monopoly for the Potato chip industry Essay A monopoly is a company that provides a product or service for which there are no close replacements and in which significant barriers of entry can either prevent or hinder a new company from providing competition (Case, et al. , 2009). Take into consideration the potato chip industry in the Northwest are not only competitively structured but are in long-run equilibriums. The firms were earning a normal rate of returns and were competing in a monopolistically competitive market structure. In 2008, two lawyers quietly bought up all the firms and then began operations a monopoly called â€Å"Wonks†. For them to operate efficiently they had to hire a management consulting firm, which will estimate the different long-run competitive equilibrium. With this change comes several important things to consider that will be effected one being the stakeholders involved, price changes and the market structure to be most beneficial to the new corporation. By consolidating the oligopoly members of the Northwest potato chip industry, located in the United States, the legal professionals created a monopoly (Lindblom, 1948, p. 671). By taking away competition in the region, Wonks would now control their position on the market demand curve, where they can go from the produced quantity, to price point, even to where the product can be sold. Monopoly by definition is, â€Å"exclusive control of a commodity or service in a particular market, or a control that makes possible the manipulation of prices,† (Monopoly, 2012). In all actuality a package product like a potato chip could not hold market domination for long. Other manufacturers will transport their product into this region like paying slotting allowances, in order to obtain products for placement on the supermarket shelves. An industry that that comprises just one firm producing a product for which there are no close substitutes are called monopolies (Case, et al. , 2009). Although a monopoly has no other firms to compete with it still constrained by market demand (Case, et al. , 2009). With that said a monopoly must choose both price and quantity of outpost simultaneously because the amount that it will be able to see depends on the prices is sets. However if the price is too high, it won’t sell anything. Thus a monopolist will set prices to maximize profit (Case, et al. , 2009). Stakeholders will both benefit and be hurt by the assembly of the new market domination. The Government will receive more revenues for taxes as the prices are raised and new income is earned for Wonks Industry. In the even that the business looks suspicious they may be forced to respond to a demand from other potato chip producers or consumers, to protect them from inappropriate or unfair trading practices (Lindblom, 1948, p. 671). Some cooperating enterpises like supermarkets or corner stores, are more than likely to see an ability to sell Wonks products at higher prices to consumers, perhaps motivated by higher prices being charged to them by Wonks. Since Wonks are assumed to be the only potato chip industry in town the stores can agree to higher prices. They do this because the demand will be higher if the competition is lower (Lindblom, 1948, p. 671). Consumers on the other hand won’t see any advantage, since the only difference in the market is not having any competition (Case, et al. , 2009). Inevitable price increases will come until a consumer refuses to pay the price. Because of that the company will have to reach a point on the demand curve where they will charge only what the customer will pay for the product (Case, et al. , 2009). Many technological and strategic forces shape market structure, including economies of scale, cost of differences among firms, entrants’ expectations and entry barriers (Bresnahan, 2012, 531). The empirical models of market structure from qualitative chose models of firms’ entry decisions. The models are presumed that we do not observe entrants’ revenues or costs (Bresnahan, 2012, 531). Economic models are used to study market concentration in retail markets for new automobiles. One entry summarizes the competitive cost of entry. The second statistic measures the presence of entry barriers or differences in entrants’ fixed costs (Bresnahan, 2012, 531). Monopolistically competitive firms realize that the decisions they make will be reacted to by other members of the club (Case, et al. , 2009). Pricing will be profitable and comparable, product will be widely available, and vendors will try to attract certain segments with pricing or product offerings (Case, et al. , 2009). It is likely the pro-monopoly potato chip companies made similar margins, their products are found next to each other on super market shelves, and the companies were similarly profitable (Bresnahan, 2012, 531). Enterprises derived from Monopoly ran industries, will stay to look for ways to maximize their profits (Case, et al. , 2009). This will allow products to remain the same, therefore nothing will change in how their were offered. The delivery will be consolidated, but plants not having cost advantage will be left behind in favor of lower cost facilities (Case, et al. , 2009). When a monopoly becomes empowered the product mixes will be reviewed and the low production/less profit generating product will be eliminated (Case, et al. , 2009). In doing so a consumer could find one type of chip when there were actually three different types of chips available. The size of the products being offered, as well as the prices and the volume of the products will be tampered with as a result of market forces not influencing these decisions. (Case, et al. , 2009). Between monopoly and perfect competition are a number of other imperfectly competitive market structures (Case, et al. , 2009). Oligopolistic industries are made of a small number of firms where each has a degree of price setting power. A Monopolistically competitive industries are made up of a large number of firms that acquire price setting power by differentiating their products or by establishing a name (Case, et al. , 2009). The sort term life of a monopoly market forces and consumer demand will all act to make the monopolistically competitive firm the best for both Wonks and for consumers. This can be assessed through the Sherman Anti Trust Act to agencies like the Federal Trade Commission and the Department of Justice. A monopolistic competitive firm enjoys some of the advantages of both monopoly and free enterprise (Case, et al. , 2009). The Chip market has barriers that will act to keep all the players in the chip market safe, and margins will be protected while business are happy with their market share. They can also produce and sell with the knowledge that they will not have to manage production volumes or pricing in their marketplace. Some members of the oligopoly will enjoy harmonious business times (Case, et al. , 2009). Consumers can benefit from limited competition and have product provided at prices the free market will set. product shortages, elimination of marginal products, price spikes will not affect their marketplace (Case, et al. , 2009). The chips will be available where the consumer expects and at price points they expect. The price will decrease or increase which will be industry wide this will keep from the producer from being singled out for price increases (Case, et al. , 2009). A monopoly is an industry with a single firm in which the entry of new firms is blocked. An oligopoly is an industry in which there is a small number of firms, each large enough to have an impact on the market price of its outputs. Firms that differentiate their products in industries with many producers and free entry are called monopolistic competitors. A monopoly is a company that provides a product or service for which there are no close replacements and in which significant barriers of entry can either prevent or hinder a new company from providing competition (Case, et al. , 2009). With this change comes several important things to consider that will be effected one being the stakeholders involved, price changes and the market structure to be most beneficial to the new corporation (Case, et al., 2009). By taking away competition in the region, Wonks would now control their position on the market demand curve, where they can go from the produced quantity, to price point, even to where the product can be sold. Stakeholders will both benefit and be hurt by the assembly of the new market domination. Monopolistically competitive firms realize that the decisions they make will be reacted to by other members of the club (Case, et al. , 2009). Bibliography Bresnahan ,Timothy F. Reiss, Peter C. Entry in Monopoly Markets. The Review of Economic Studies. Vol. 57, No. 4 (Oct. , 1990), pp. 531-553. Case, K. E. , Fair, R. C. , and Oster, S. E. (2009). Principles of Microeconomics. (9th ed). Upper Saddle River, New Jersey: Pearson Prentice Hall. Lindblom, Charles E. The Union as a Monopoly. The Quarterly Journal of Economics , Oxford University Press Vol. 62, No. 5 (Nov. , 1948), pp. 671-697 Monopoly. (n. d. ). Collins English Dictionary Complete Unabridged 10th Edition. Retrieved October 08, 2012, from Dictionary. com website: http://dictionary. reference. com/browse/monopoly.

Analysis of a Womens Quota in India

Analysis of a Womens Quota in India INTRODUCTION OF WOMENS RESERVATION BILL The question of a womens quota in India is distinct from any other nation because the Constitution of India has already provided for quotas for the Scheduled Castes (SCs) formerly untouchable castes in the Hindu community and the Scheduled Tribes (STs). It has provisions for similar measures for the socially and educationally backward classes now termed as the Other Backward Classes (OBCs). These quotas are for admissions to educational institutions, public sector employment and political representation. The 73rd and 74th Constitutional Amendments provided for 33% quotas for womens representation in the local self-government institutions. These Amendments were implemented in 1993. They were enacted without any pressure or persistent demand from women or any other section. Prior to these Amendments the State of Karnataka had introduced 25% womens quota in Panchayati Raj Institutions.1 First elections after the implementation of quotas were held in 1987 (Jain 1996). Later, State of Mah arashtra passed a law providing for 30% reservation of seats for women in rural as well as urban local self-government institutions. It is curious that, in spite of over 1,000,000 elected women representatives flooding the local governments; the womens movement in India was totally silent over this issue till 1996. The smooth passage of the 73rd and 74th Constitutional Amendments encouraged all major national political parties to commit themselves to extending 33% womens quota to state legislatures and Parliament. The 81st Constitutional Amendment Bill, popularly known as the Womens Reservation Bill, was introduced in the Parliament in 1996 to that effect. The womens movement had no role in bringing about this Bill. It did offer some inputs in the Committee hearings but it became vocal and visible on this issue only after its first debacle in eleventh Lok Sabha. Even then, this visibility was in the form of demonstrations and sit-ins in front of the Parliament and not by way of proactive intervention in the electoral process by supporting women candidates or recruiting movements spokespersons in elective roles on various levels. OBJECTIVES OF WOMENS RESERVATION BILL The proposer of the policy of reservation state that although equality of the sexes is enshrined in the Constitution, it is not the reality. Therefore, forceful affirmative action is required to improve the condition of women. Also, there is evidence that political reservation has increased redistribution of resources in favour of the groups which benefit from reservation. A study about the effect of reservation for women in panchayats shows that women elected under the reservation policy invest more in the public goods closely linked to womens concerns. In 2008, commissioned by the Ministry of Panchayati Raj, reveals that a sizeable proportion of women representatives perceive an enhancement in their self-esteem, confidence and decision-making ability. Some opponents argue that separate constituencies for women would not only narrow their outlook but lead to perpetuation of unequal status because they would be seen as not competing on merit. For instance, in the Constituent Assembly, Mrs Renuka Ray argued against reserving seats for women: When there is reservation of seats for women, the question of their consideration for general seats, however competent they may be, does not usually arise. We feel that women will get more chances if the consideration is of ability alone.12 Opponents also contend that reservation would not lead to political empowerment of women because: (a) Larger issues of electoral reforms such as measures to check criminalisation of politics, internal democracy in political parties, influence of black money, etc. have not been addressed, (b) It could lead to election of proxies or relatives of male candidates. LOK SABHA Reserved seats may be allotted by rotation to different constituencies in the state or union territory. If a state or union territory has only one seat in the Lok Sabha, that seat shall be reserved for women in the first general election of every cycle of three elections. If there are two seats, each shall be reserved once in a cycle of three elections. Similar rules apply for seats reserved for SC/STs. Of the two seats in the Lok Sabha reserved for Anglo Indians, one will be reserved for women in each of the two elections in a cycle of three elections. LEGISLATIVE ASSEMBLIES The Bill reserves one-third of all seats in the legislative assemblies that are to be filled by direct election for women. Such seats may be allotted by rotation to different constituencies in the state. For SC/ST seats, similar rules as those for the Lok Sabha apply. KEY FEATURES 1. As nearly as may be one-third of all seats in Lok Sabha and State Legislative Assemblies shall be reserved for women. 2. Reservation shall apply in case of seats reserved for Scheduled Castes (SC) and Scheduled Tribes (ST) as well. 3. Seats to be reserved in rotation will be determined by draw of lots in such a way that a seat shall be reserved only once in three consecutive general elections. DEMOCRACY The concept of democracy will only assume true and dynamic significance when political parties and national legislatures are decided upon jointly by men and women in equitable regard for the interests and aptitudes of both halves of the population. Inter-Parliamentary Union, 1994 While there is no universally accepted definition of democracy, any functional analysis must include two fundamental principles: all members of the society must have equal access to power, and all members must enjoy universally recognised freedoms and liberties. The Indian model of democracy also prioritises representation so as to avoid the pitfalls of majority rule. On this basis, there already exists a quota for Scheduled Castes and Scheduled Tribes. It is clear from the statistics alone that women do not have easy access to raditional power structures. Their entry into public spaces is persistently isabled by prevailing historical constructions of gender, created and perpetuated by the dominant institutions such as family, religion, education and the State. Nevertheless, the nature of this relationship also means that the same institutions which created the imbalance can take responsibility for its repair. The final objective of reservation is to increase womens visibility in all policy decisions on the basis that all policy decisions affect women as well as men, and affect women differently to men. This applies equally to the harder issues such as trade, industry, agriculture, defence, employment etc., as it does to those softer issues which are traditionally assigned to women politicians. Political participation of all sections of society is essential for building a functioning and representative democracy. Women must therefore be present in new arenas of decision making, with their experiences, perspectives and visions of the future informing public debate. Reservation will provide elected women with the ability to compliment elected men in making the rules that apply equally to both sexes, and which women are equally expected to abide by. Reservations on Reservation The greatest impediment to the passing of the Bill is the insistence from certain political lobbies on a quota within a quota for women of other backward classes (OBC). The concern is that, without these provisions, elected women will come from the ruling classes alone and will selectively represent the interests of these socio-political elite. OBCs and Muslim women are not currently represented Within the Womens Reservation Bill simply because there is no general reservation for OBCs and Muslims and as such a sub-quota within the Womens Reservation Bill may be unconstitutional. Whilst it might be possible to add a sub-clause, the push should first be for a Constitutional Amendment that enables a general OBC quota and/or a non-secular quota for Muslims. This was the recommendation of the Joint Select Committee Formed in 1996, which responded to a common delegation of backward caste MPs with the assertion that sub-reservations for OBC women were not legally permissible until a separate constitutional amendment established a general quota. In addition to a number of minor technical adjustments, the Committee then recommended that the bill be passed into law as soon as possible. Interestingly, neither Mulayam Singh Yadav of the Samajwadi Party nor any other leader has of yet brought a proposal for reservation for OBCs or other minorities to be debated and discussed in the Parliament. Once the Womens Reservation Bill is passed, quotas for general reservation for other social groups can be raised in the parliament as a separate Issue, with one third of the seats within these distinct quotas subsequently reserved for women. Even with no general quota, it is difficult to understand why it is assumed that OBCs will be less well represented upon the implementation of womens reservation. To quote the former Judge of Delhi High Court, Justice Rajinder Sachar (PUCL Report, 2003), There are about 200 OBC candidates in the Lok Sabha It is not their public service, but merely the caste configuration that has preferred them. Similar results will follow even after the reservation for women. CLIMRAP Subsequently, womens organisations and the National Commission for Women (NCW) have accused detractors in parliament of making demandsfor OBC sub-quotas simply to undermine the bill and safeguard their own seats, or alternatively to keep their Muslim and OBC vote bank intact at a highly opportune time. They claim that, within the parties most Protesting about the need for female representation from backward classes, there are remarkably few female candidates or elected representatives: the Samajwadi Party (SP), for example, has 2 women representatives out of a total of 39 MPs. If these MPs were truly concerned about the lot of OBC women, it should have been possible before now to distribute party tickets to female candidates from OBCs and other minorities. There are also very real dangers in compartmentalising the Issue of womens empowerment. The NCW have noted that quotas are one of the few issues to unite women in parliament from across party lines often because many of these women have personally witnessed the systemic discrimination that impedes womens participation in electoral and political procedures. Reservation is a tool that begins to repair the damage caused by Centuries of discrimination that exists ubiquitously across political parties, across social classes and across community divisions. Of any excluded group, the most deprived member will always be a woman. 22.5 per cent of seats in Parliament are already reserved for SC/ST of which just over 7 per cent are held by women and around 200 MPs are from OBCs (well over a third of the Lok Sabha). In contrast, just 8 per cent of seats in the national legislature are held by women. There is undoubtedly a need to further the participation of Lower castes and classes, but an alternative prop is needed to the Womens Reservation Bill. The government cannot continue to be sidelined on this issue because there are men in Parliament who apparently possess more pressing Concerns than the liberation of half the population. Ultimately, mens very presence in Parliament will always enable them to shout louder and more often Until the Bill is passed. METHODOLOGY Womens Rights and Social Development I measure the progress of a community by the degree of progress which women have achieved. B.R. Ambedkar Taking measures to enhance the status and visibility of women is critical for sustainable progress against the range of human development indicators, Both because women are particularly vulnerable to social and economic marginalisation when resources are scarce, and because women are critical agents in the development processes. According to various international reports, development in India is being severely hampered by the breadth of the gender gap and limited female participation in traditionally male dominated institutions and social strata as in below: India and the Gender Gap The World Economic Forums annual Gender Gap Report (2007) affirmed that there are just six countries Iran, Bahrain, Oman, Pakistan, Saudi Arabia and Yemen performing worse against economic parameters, with women constituting a mere 3 per cent of legislators, senior officials and managers and making up 90 per cent of informal workers in the economy. Against other major indicators, there is also immense cause for concern: India has the largest number of maternal deaths in the world and shocking rates of female malnutrition, and a woman in India has lesser chance of survival than in all but 2 of 128 countries. The oft-discussed imbalance in the sex ratio can be attributed not only to female infanticide, as is often assumed but to sustained neglect from infancy of female health, nutrition and wellbeing. A girl child is up to 3 times more likely to be malnourished than her brother (UN), and is also significantly more likely to drop out of school before completing a full eight years of education. As well as passive neglect, violence against women and girl children is on the rise: the number of rapes per day has increased by nearly 700 per cent since 1971, and thousands of dowry deaths occur each year (National Crime Records Bureau). There are countless studies to demonstrate the effectiveness of womens empowerment as a tool for development. For example, Kerala and Manipur have experienced rapid progress in improving health and reducing mortality and fertility rates the benefits of which affect men as well as women and in these states women also play a vital social and economic role. This correlation should not be surprising, given that nutrition and child health generally fall within the remit of the womans household decisions. Ultimately, healthy, educated and empowered women are more likely to raise healthy, educated and confident children and engage positively with the life of the community (UNICEF). To eliminate gender discrimination and promote female empowerment, womens decision making capacity must therefore be enhanced within the household, the workplace and the political sphere. Increased political influence should have reverberations for womens equality in the other two realms, which will in turn have implications for Indias performance against all milestones for social progress. Reservation of seats is a basic, consistent and logical step towards both womens emancipation and inclusive development particularly for a government which promised that the equal access to participation and decision making of women in the social, political and economic life of the nation would be at the heart of its agenda (National Policy for the Empowerment of Women, 2001). Experiences in Panchayati Raj Institutions (PRIs) The challenges faced by elected women in local government are often extreme, and have been widely documented by both proponents and critics of womens reservation. However, it is important to note that there are also many success stories from within the PRIs. Where womens presence has been meaningful, they have been able to make a significant contribution to the life of the community and offer an alternative perspective to the traditional status quo. Womens panchayats have also successfully campaigned and taken action on pressing issues that impact on womens rights such as alcoholism, child marriage, domestic violence and gambling. Nevertheless, the experiments with reservation in PRIs have demonstrated that it will be necessary to ensure that women access equal opportunities to progress within the political system, and that fixed reservation in the Lok Sabha does not act as a seal on participation. Few women from PRIs have of yet managed to progress through the ranks and enter State Assemblies, national legislatures etc. Processes of promotion Within decision making bodies must therefore be facilitated, for it is overly simplistic to imagine that prejudice is not dispersed within the institutions of governance themselves. Women demand one third reservation in parliament 30 Aug 2009, 0014 hrs IST, ET Bureau Thursday should have been a red-letter day for Indian women. Thats when the Cabinet agreed to hike reservation for women in all tiers of the Panchayati raj system from the existing 33% to 50%. In a country where the Womens Reservation Bill, reserving a third of the seats in Parliament for women, has been stonewalled for 13 years, the decision marks a victory, however small. But its not enough. Especially if, as many suspect, it is a convenient ploy to draw attention away from the main issue: the inability (unwillingness?) of the government to deliver on its promise of reserving seats for women in parliament. The unstated underlying logic (?) seems to be more women are fine provided they are at the sub-ordinate level of decision making. So give them more seats in Panchayati level institutions that are anyway fairly powerless but dont allow them to sup at the high table of Parliament/state legislatures But is that fair, either to the women or the country? Research suggests that having more women lawmakers makes a huge difference, not just to women, but to society as a whole especially in poor countries. In Rwanda, for instance, a much-needed law that defines rape and protects victims of sexual abuse was passed only after women legislators became a force to reckon with. Their male counterparts saw the subject as taboo. (Rwanda, incidentally, is the first country in the world where women are in a majority in Parliament). Unfortunately, Rwanda is an exception. In the 100 odd years since women were first elected to a national parliament, only 18.4% of seats worldwide are currently held by women. To address this, close to 110 countries have introduced rules to help women get elected. So has India but with one difference. We, or rather our male Parliamentarians, are willing to allow more representation to women, but not where it matters, in Parliament and state legislatures. This is why even as Indian women celebrate Thursdays decision by the Union Cabinet they must see it for what it is mere crumbs! The fact is more than sixty years after independence women are among the most deprived sections of Indian society. In law, the Indian woman has few equals in the world. The Indian Constitution, unlike many others, gave equal rights to women as to men right from day one. In every respect she is on par with the Indian man. But only on paper! In reality, the picture could not be more different. On almost every human development indicator, women trail not just their male counterparts but also women in neighbouring countries; countries that are not only poorer but cannot boast of so many women at the helm of affairs: a president, a chief minister and a powerful political leader at the centre. Take, for instance, maternal mortality rates. Deaths during childbirth in India are way above the S Asia average. In Sri lanka almost all births take place in institutions; in India this number is below 40%. Again, poorest women in Bangladesh have 72 % the health coverage of the richest; in Pakistan the comparable figure is 63 % but in India the number drops to 55% in urban areas and just 37 % in rural areas. This state of affairs has much to do with the fact that less than one in ten legislators in parliament or state assemblies in India is a woman. According to the Delhi-based PRS Legislative Research, women accounted for less than 7% the total MLAs in 28 states and two union territories and little over 9 % of the total number of MPs in the last Lok Sabha. The position has improved in the 15th Lok Sabha, but only marginally. Agreed reservation as a policy instrument is a poor substitute for ensuring equality of opportunity, whether in educational institutions or in jobs or in Parliament. .But having said that, it is nothing but hypocrisy when a political class that regards reservation as an answer to social discrimination suffered by SCs, STs, and now OBCs, argues it is not an answer when it comes to increasing the presence of women in Parliament. Thursdays Cabinets decision to reserve 50% seats in Panchayats for women while stonewalling the Womens Reservation Bill must, therefore, be seen for what it is: a bid to divert attention from the much larger issue at stake. There is no reason why the rest of the country, especially its womenfolk, should fall for it. IMPLICATIONS OF THE BILL The main provisions of the Bill, as introduced in the Rajya Sabha in May 2008, are: 1. Not less than one-third of seats to be reserved in the Lok Sabha and State Legislative Assemblies for women. 2. One-third of the total number of seats reserved under clause (2) of article 330 (the existing quota for Schedule Castes and Scheduled Tribes) to be reserved for women belonging to the Scheduled Castes or the Scheduled Tribes. 3. Reservation of seats to cease to exist or expire after 15 years of the commencement of the constitutional amendment. 4. To select women candidates through a system of rotation, by which one third of the total number of constituencies to be reserved for women candidates, will be determined through a draw of lots. 5. To consider extending the reservation to Rajya Sabha and the Legislative Councils of States, without making any definite provisions within the scope of the current Bill. KEY SUMMARY AND ANALYSIS 1. There are divergent views on the reservation policy. Proponents stress the necessity of affirmative action to improve the condition of women. Some recent studies on panchayats have shown the positive effect of reservation on empowerment of women and on allocation of resources. 2. Opponents argue that it would perpetuate the unequal status of women since they would not be perceived to be competing on merit. They also contend that this policy diverts attention from the larger issues of electoral reform such as criminalisation of politics and inner party democracy. 3. Reservation of seats in Parliament restricts choice of voters to women candidates. Therefore, some experts have suggested alternate methods such as reservation in political parties and dual member constituencies. 4. Rotation of reserved constituencies in every election may reduce the incentive for an MP to work for his constituency as he may be ineligible to seek re-election from that constituency. 5. The report examining the 1996 womens reservation Bill recommended that reservation be provided for women of Other Backward Classes (OBCs) once the Constitution was amended to allow for reservation for OBCs. It also recommended that reservation be extended to the Rajya Sabha and the Legislative Councils. Neither of these recommendations has been incorporated in the Bill. CONCLUSION As in India there are several reservations like SC, ST and OBC etc. is already present from its independence. However in 1996 a talk of another reservation bill called womens reservation bill was debated to introduce. However it is not applied till now. By the womens reservation bill we can easily prevent discrimination of womens from our society by applying the womens reservation bill. Some leaders like Lalu Prasad Yadav and Mulyam Singh Yadav are not in favour of womens reservation bill because they think that there are already several reservations like SC , ST and OBC etc. some people thinks that they are right while some other are not in favour of this bill. By passing this bill we make womens more responsive and hardworkers. Along with this there is increase in participation of Indian womens. Lawful Representation There is nothing so unequal as the equal treatment of unequals. Aristotle The Constitution of India is a progressive document that guarantees equal rights for both sexes, and entitles women to enjoy economic, social, cultural and political rights on an equal footing with men (Article 325). It proceeds to consider the appropriate use of legislation to redress inequality and prevent the Further infringement of womens fundamental democratic freedoms and human rights. Under Article 15 (3), the State is thereby empowered to make special provisions, legislative or otherwise, to secure womens socio-political advancement. Indian case law has already interpreted the Equal Protection provisions to allow for affirmative action for women. In addition, India is a signatory to a number of international agreements that support proactive state measures for womens political development: 1. The Convention on the Elimination of All Forms of Discrimination against Women (CEDAW) was ratified by India in 1993. Article 3 discusses appropriate measures, including legislation, to ensure the full advancement of women. Beyond this, Article 7 affirms that signatories should take all appropriate measures to eliminate discrimination against women in the political and public life of the country. It recognises that, unless countries take active steps to promote this integration, women will never be able to fully enjoy the basic human rights guaranteed in international law. 2. The Inter Parliamentary Unions (IPU) Universal Declaration on Democracy (1997) asserted that the achievement of genuine democracy presupposes a genuine partnership between men and women in the conduct of the affairs of society in which they work in equality and complementarily, drawing mutual enrichment from their differences. 3. The Beijing Platform for Action (BPfA), 1995 affirmed that womens persistent exclusion from decision making was substantially hampering the achievement of democratic transformation, womens empowerment and achieving the goals of sustainable development. The BPfA therefore endorses affirmative action for women in the political spheres. Under the Constitution and other national and international Commitments, the State is thereby under an obligation to protect and promote the human rights of women, including the right to political equality, without any discrimination on the basis of sex. 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