Ancient Egypt and Education Essay

Egypt, the gift of the Nile, is situated in the northern part of the African continent. Ancient Egypt was a desert country watered only by the Nile River which flooded the country from August to October, leaving behind a very rich black earth. The river flows into the Mediterranean Sea. The government of Egypt was autocratic, ruled by a king called Pharaoh who had absolute power. The kingdom started in 3400 B.C. when under the leadership of Menes, the first Pharaoh, Memphis in the north and Thebes in the south merged together and Egypt became a united country. The name Pharaoh meant â€Å"great house† which referred either to the palace or to the duties of the king. The land was owned by the Pharaoh who divided it among his nobles and the priests who owned large portions of the land for religious purposes. The common people tilled the land and gave large portions of their produce to their overlords, nobles, and priests. The Egyptians were polytheistic. They worshipped the sun god, Ra or Amon Ra, and Osiris , his female counterpart, the good god, who judged the dead. Their son, Horus, was god of day, and Set or Seth was their Satan. The Egyptians were firm believers in life after death, hence, they built many temples. Egyptian civilization dates back to 5000 B.C., the start of its recorded history. * Training of scribes. Scribes were in great demand to record the transactions of ecclesiastical and commercial business. This was the most coveted profession at that time. * Religious. This aim was to inculcate proper respect for the gods and the pharaoh who was also considered as god. * Utilitarian. The father wanted to transfer to his son his skills in his occupation and the mother to her daughter the skills in keeping house. * Preservation of cultural patterns. Those in charge of Egyptian education, the nobles and priests, wanted to preserve their cultural patterns, the Egyptian civilization. * Religious education. This was predominant as the priests wanted to inculcate in the minds of the learners proper respect for the gods, moral conduct, and a preparation for life after death. * Vocational-professional education. This was also predominant because they wanted to perpetuate the artistic skills that embellished their temples and other buildings and their wonderful achievements in engineering and architecture. * Military education. This was only for the sons of the nobles. * Education for public administration. This was for those who aspired for positions in the government because the pharaoh needed many assistants to implement his desires. * Priesthood education. This was for those who aspired to become priests. * Home arts education. This was largely vocational and offered to women. The Egyptian woman was accorded higher regard than in other Eastern countries at that time. They could even inherit the throne. * Writing, reading, and language education. The Egyptians used the hieroglyphics form of writing (from the Greek words hieros, â€Å"sacred† and glypho, to carve). These were pictures or signs that represented ideas. The hieroglyphics were great in number but later they were simplified into what was called hieratic (sacred) and later still into a form called demotic. * Reading, writing, and language. The learners learned the language of their respective vocations, especially commerce. * Religious and secular literature. They studied aphorisms, proverbs, moral judgments, etc. * Artistry in metals and lapidary. * Mathematics, especially geometry and surveying , were studied due to the frequent inundations of their field which washed away the landmarks which had to be replaced. * Subjects in astronomy, engineering, architecture, physics, medicine, embalming, dentistry, and law were taught in the temple schools by the priests. * Music, dancing, playing the harp, cymbals, drum, lyre, guitar, tambourine, and clapping to rhythm. * Sports, games, and physical education with swimming, wrestling, archery, and hunting and fishing taken as vocations and avocations. * The military schools offered training in the use of the bow and arrow, battle ax, lance, mace, and shield. Egypt became a military power in the ancient world from 1600 to 1400 B.C. Education was under the control of religion. This was a part of early Egyptian culture. * Home. The home provided for basic education. Home skills and rudiments of right and wrong were taught at home. * Temple schools. The temple schools were for higher education, especially for the professions such as engineering, architecture, medicine, dentistry, surveying, etc. * Military schools. These schools were only for the sons of the nobles; their purpose was for defense and aggression. * Court schools. To these schools went those aspiring for a public office and those taking up law. Law was taught by a corps, Pharaoh’s corps of public officials, part of a function of priesthood. * Vocational schools. These were schools of arts and trades. * The young studied at home, usually with the mother as teacher. * At age 5, the boys attended the reading and writing schools under the priests if the parents could afford to pay the school fees. At 17, the boys entered the schools that offered their vocations. * Apprenticeship. This was the dominant method especially in the lower and the vocational schools. * Dictation, memorization, copying, imitation, repetition. These were standard practices in teaching especially in the lower grades. * Observation and participation. These were also standard practices of teaching, especially in the vocational courses. * Although some lay teachers were allowed to teach in the lower schools, the teachers in the temple and higher schools were always priests and scribes. Flogging was used to penalize failure to learn. The pupils and students had to pay a certain amount of school fees even in the lower schools. Hence, education was not universal. Outstanding Contribution to Education The outstanding contribution of the early Egyptians to education were probably geometrical measurement and surveying. They were the first to use these two mathematical techniques and their mastery was due to the annual inundation of their fields by the Nile River, necessitating the remeasuring of their fields again and again and restoring the landmarks lost during floods. After centuries of progress, Egypt declined. Some historians trace the cause to the refusal of the priestly class to change the accepted rules and practices. The old prevented the young from learning further because of apprenticeship. But the chief cause was â€Å"the incapacity of the Egyptian mind to ascend from the practical and empirical to the scientific and universal. Conceptual thinking, reasoning, creative imagination, and intellectual curiosity were foreign to them. They saw in knowledge only a means of practical advancement; they had love of knowledge for its own sake.†

Course Schedule of Philosophy

I will answer my cell phone only after 4 pm. If you are unable to reach me please leave a message that includes a brief description of your question or concern, and I will return your call as soon as possible (but always within 24 hours). I Welcome! I came to education as an â€Å"adult learner† having received an associate degree from MATCH when I was 30. I graduated from Marquette University 4 years later with degrees in education, writing and English. Then 4 years later I earned master degrees in education and computer technology from Cardinal Stretch University. Currently I am working on my doctorate in education.Course Description This five-week course in critical thinking and informal logic helps students develop the ability to reason clearly and critically. It includes an introduction to the disciplines of inductive and deductive logic, fallacious reasoning, and problem- solving techniques. Emphasis is placed on the identification and management of the perception proces s, use of assumptions, emotional influences, and language in various forms of business communication. Topics and Objectives Critical Thinking: Purpose and Process Define â€Å"thinking. † Identify the critical thinking process.Relate the stages of cognitive development to logic and critical thinking. The relationship of logic to critical thinking. The Perception Process and its Influences Outline the perceptual process. Explain Describe perceptual blocks to clear and critical thinking: personal barriers, sensing, and physiology. Assumptions: Critical Thinking and the Unknown Recognize assumptions in various situations. Compare and contrast necessary and unwarranted assumptions. Develop methods of checking assumptions and creating alternatives. Logic versus Emotion Define the role of emotion in reasoning and argument.Identify the impact of emotional influence on personal and professional effectiveness. Explain the impact of feelings on the critical thinking process. Analysis o f the Use of Language in Thinking and Argument Explain the role of language in the critical thinking process. Identify the power and limitations of language in expressing thoughts. Explore the impact of language diversity. Elements and Composition of Argument Explore the role of critical thinking in persuasion. Distinguish arguments from nourishment. Identify the parts of an argument and their relationship to each other. Describe the role of analogy in argument. Identify the methods used in organizing thoughts. Differentiate between inductive and deductive modalities of reasoning. Explore the structure and use of syllogisms in reasoning. Define the concepts of truth, validity, and soundness in a deductive argument. Patterns of Fallacious Reasoning Apply sound rational reasoning to problem solving. Recognize fallacies in written, oral, and visual arguments. Critical Thinking Techniques Synthesize understanding of fallacies in reasoning and argument. Develop spontaneous oral arguments .IW51101 *For on-ground students, these are oral and [email  protected] presentations with notes. 1 101 Total 11001 Course Changes Please note that the instructor's assignments may vary from the original syllabus you received from the student web page. Assignments in this document take priority. While the reading assignments and learning objectives remain the same, some of the assignments in this syllabus have been customized for this particular section. *** The instructor reserves the right to change this document wily nil as he sees fit! *** Policies and ProceduresThe University trusts each student to maintain high standards of honesty, academic integrity, and ethical behavior. All individual assignments MUST reflect each student's own original effort. During the course students must achieve specified learning outcomes in order to meet the course objectives. Your assignment grades will be dependent on the accomplishment of those objectives. All assignments are evaluated on the b asis of achievement, and not on effort. University of Phoenix Grading Guidelines can be found in your Program Handbook.A student who meets course objectives will earn a grade of â€Å"C†. In order to earn a grade of â€Å"A† or â€Å"B† the student assignments. Unless otherwise specified, all papers are to be typewritten, double-spaced, and proofread and corrected for grammatical, spelling, and typographical errors. Source material must be cited within the body of the paper and referenced at the end of the paper. All references must be cited within the body of the paper. The format for all typewritten work follows the standards in The Little, Brown Compact Handbook (Custom 4th De. University of Phoenix). All written assignments will be evaluated as specified in the Grading Criteria for Written Assignments found at the end of this syllabus and on my instructor's web page. Attendance and participation Attendance at each workshop is mandatory! In this five week cou rse only one unavoidable absence will be permitted, and you must notify one of the instructors in advance. Should an absence occur the student is responsible for any assignment(s) due in that workshop.Points for classroom participation are dependent on your presence in the classroom for the entire workshop! If you are absent for any reason participation points for that workshop will be deducted from your grade. Arriving more than 15 minutes late for class or leaving class early will also result in point deductions; each occurrence will be evaluated individually. If you must be unavoidably absent for the learning team presentation it must reflect your involvement (by audio or video tape) in order for you to share in the grade for that assignment.Learning teams play an important part in achieving the educational outcomes in the degree programs at University of Phoenix. Teams will be formed in the first workshop of the course, and students are expected to commit to five hours of learni ng team activities each week in addition to attendance at the workshops. Through the process of completing team charters and meeting logs, and participating in classroom discussions, students will have the opportunity to reflect on the learning that has takes place as part of the team's work together.The learning team presentation in Workshop Five will be evaluated on the basis of content (10 points) and presentation style (10 points). If you have questions regarding what is determined by style it is up to you to request this information from your instructor. All learning team members will receive the same grade for the reservation, regardless of individual style differences. Late assignments It is assumed that students will perform professionally in preparing work required for this class.All assignments must be submitted on their due date. Assignments will be accepted up to one week late but that will result in an automatic grade reduction of 10% of the total possible points for th at assignment. I will not accept assignments ahead of time). Incomplete Incomplete will only be considered on an individual basis. Academic Honesty Academic honesty is highly valued at the University of Phoenix. You must always vomit work that represents your original words or ideas.If any words or ideas used in a class posting or assignment submission do not represent your original words or ideas, you must cite all relevant sources and make clear the extent to which such sources were used. Words or ideas that require citation include, but are not limited to, all hard copy or electronic publications, whether copyrighted or not, and all verbal or visual communication when the content of such communication clearly originates from an identifiable source. Please see the I-JOB Catalog for more information about academic honesty, including consequences of academic dishonesty.Privacy and Confidentiality in the Online Classroom One of the highlights of the I-JOB academic experience is that students can draw on the wealth of examples from their organizations in class discussions and in their written work. However, it is imperative that students not share information that is confidential, privileged, or proprietary in nature.

Business Logistics and Supply Chain Management

The Supply Chain Management is one of the important functions of an organization that is concerned with the administration of the flow of the services as well as products of the particular pany (Christopher 2016). It is concerned with the inventory and transport as well as storage capabilities of the raw materials. This report deals with the logistics challenges faced during the process of transporting the l otives, thermal coal and wagons for the construction of a railway line from â€Å"Central Western Queensland† to â€Å"Abbot Point Port† located in the Northeast Queensland. The challenges of the logistics are discussed in detail with focus on two key areas. The objective of this report is to identify the logistics challenges during the process of transportation of the raw materials from initial point (Germany) to the final destination (Abbott Point Port). The raw materials are required for the construction of a railway line and hence must reach the final destination in a timely manner. It is also important that the raw materials reach the international mining pany in proper condition, thus minimizing any damages or risks in transit. The report will outline the primary challenges faced in the supply chain management. It will also focus on details like port activities, inland details, sea freight details and various logistics activities. It will also discuss the â€Å"Australian Quarantine and Inspection Services Requirements† in order to understand the issues in a better manner. The major deliverables of the project include the identification of the major issues in the process of logistics and strive to seek suitable solutions for it. The range of activities which deals with effective and efficient transfer of goods as well as services from the â€Å"point of origin† to the â€Å"point of consumption† is known as Supply Chain Management (Monczka et al. 2015). It involves the process of raw materials storage, inventory management and the movement of the goods from one place to the other. The process of logistics deal with the right products delivered in right quantity to the right customer at the right cost (Christopher 2016). The products must be delivered in right time and at the right place. The process of logistics usually deals with the transport activities of a single organization, however, the supply chain management, deals with the transport activities within a network of panies that work in a collaborative manner (Wisner Tan and Leong 2014). The integrated logistics deal with the customer service, production planning, purchasing, transport and the warehouse activities (Christopher 2016). There are important supply chain activities that must be undertaken by the pany for the purpose of successfully delivering the materials to the final destination. There are three broad logistics activities that can be carried out by the pany- Inbound logistics, outbound logistics and Conversion operations (Christopher 2016).   Some of the important activities are described below- There are two important areas in the process of logistics management. They are discussed below- Transportation- It is important to focus on the transportation of the raw materials. There are several reasons for efficient transportation of freight. The specialty and the surplus is responsible for the purpose of trading. The trading enhances the specialty as well as aim for greater surplus options for the panies (Christopher 2016). The process of transportation is required from the process of delivery of the raw materials to the manufacturing process (Christopher 2016). The transportation accounts for one-third of the total logistics costs. It is one of the most important factors that influence the efficiency of the logistics process (Christopher 2016). The panies must aim for maintaining economic transportation facilities in order to control the expenditure of the pany (Christopher 2016). The cost of the transportation should be controlled so that the pany maintains high market share and the logistics costs can be kept under control (Jensen and Bergqvist 2013). The transportatio n costs consist of various expenses such as vehicles cost, cost of terminals, pallets, containers, time and labour (Christopher 2016). The logistics specialist must take into account the operation of transport system in the country so that the highest efficiency can be achieved. The process of transportation is an important step for the purpose of the conversation of the raw materials into finished goods (Eskandarpour et al. 2015). The plexity of the transportation is an important consideration in the total quality management. It acts as a bridge between the consumers and the producers (Christopher 2016). Materials handling- The pany must pay attention to the materials handling department of the logistics management. There are four dimensions in the materials handling job such as movement, time, quantity and space (Alanjari Razavialavi and AbouRizk 2014). This task requires the management of the raw materials from procurement to transport. It is important to increase the effective capacity of the logistics process and reduce the malfunctioning in the product handling process. The pany must ensure that the raw materials are delivered to the clients using an excellent cost-effective carrier and at the right time (Rushton Croucher and Baker 2014). It should also be ensured that the products are not damaged in transit and it is important to maintain the optimum quality of the raw materials (Alanjari Razavialavi and AbouRizk 2014). There can be several factors such as premium freight, production shortage, inventory adjustments and others (Alanjari Razavialavi and AbouRizk 2014). There can be issues with the materials handling managers such as incorrect material bills, shipping errors, production reporting errors, incorrect cycle counts and others (Alanjari Razavialavi and AbouRizk 2014). It is also important for timely release the products so that it can reach the clients in a timely manner. There are a number of issues in the logistics operations that can be faced by the pany. The challenges are described as below- The pany should pay attention to the excellent transport of the modities so that it reaches the final destination safely. The pany should pay attention to the transportation of the goods through the sea containers (Davenport 2013). The pany should focus on the logistics process through the utilization of sea port terminals. An alternative to the sea freight can be â€Å"inland carrier† (Talley 2014). This implies that the pany must utilize carriers other than the ocean modes. These can be water, land or air, depending on the budget as well as convenience of the logistics pany (Davenport 2013). There should be different considerations that should be considered such as cost, time, convenience, nature of goods and others (Davenport 2013). It is important to consider the important port activities that are an important part of the logistics process. There are many disparate activities in the port such as movement of the containers, movement of the ships, cargo management, custom activities, loading as well as unloading of the ships and others (Bichou Bell and Evans 2013). There are other important factors such as channels, anchorages, human resources, berths, tugs, warehouse and others (Bichou Bell and Evans 2013). The logistics specialist needs to gain knowledge regarding the efficient management of the port (Bichou Bell and Evans 2013). These include managing the resources as well as the flow of money. There should be bination of efficient cargo handling services and the reduction of the unit costs (Selinka Franz and Stolletz 2016). It is important to check the application of technology in the cargo handling services. An efficient cargo handling services should ensure minimum damages of the goods (Bichou Bell and Evan s 2013). The logistics specialist should take into account the efficiency of the ports before dealing with them regarding the transport of the goods. The Australian Government has formulated a strict security inspection and quarantine measures for the inward as well as outward movement of goods entering a particular state in Australia (Weng   An and Hu 2015). The quarantine measure checks all the cargo entering the state for possible contamination by microorganisms (Weng An and Hu 2015). The AQIS is a government agency in Australia which is responsible for quarantine laws, on behalf of the Department of Agriculture (Australia.gov.au 2016). This activity would minimize the threat of severe pests and protect the agriculture industry in Australia. The logistics specialist should consider the AQIS specifications so that there can be smooth functioning of the logistics process (Weng An and Hu 2015). The logistics pany should aim for finding a solution for the logistics challenges. It should try to maximize the transportation efficiency of the pany. It should focus more on the creation of dedicated shipping partners which would make the transportation process hassle free. The pany should ensure the timely delivery of the raw materials. The pany should also focus on the security of the goods that are transported. The port activities and the sea freight details must be considered by the logistics specialist. The detailed processes in carrying out supply chain management as well as logistics function of the pany are elaborated. This report would enable the CEO to understand the intricacies of the logistics function. This report is to be submitted during the planning phase of the supply chain management process that would give a clear picture to the senior management of the pany. Alanjari, P., Razavialavi, S. and AbouRizk, S., 2014. A simulation-based approach for material yard laydown planning.  Automation in Construction,  40, pp.1-8. Australia.gov.au. (2016).  australia.gov.au. [online] Available at: https://www.australia.gov.au/ [Accessed 21 Sep. 2016]. Bichou, K., Bell, M. and Evans, A., 2013.  Risk management in port operations, logistics and supply chain security. CRC Press. Bowersox, D.J., 2013.  Logistical excellence: it's not business as usual. Elsevier. Christopher, M., 2016.  Logistics & supply chain management. Pearson Higher Ed. Davenport, T.H., 2013.  Process innovation: reengineering work through information technology. Harvard Business Press. Dekker, R., Bloemhof, J. and Mallidis, I., 2012. Operations Research for green logistics–An overview of aspects, issues, contributions and challenges.  European Journal of Operational Research,  219(3), pp.671-679. Eskandarpour, M., Dejax, P., Miemczyk, J. and Pà ©ton, O., 2015. Sustainable supply chain network design: an optimization-oriented review.Omega,  54, pp.11-32. Fay, S. and Xie, J., 2014. Timing of product allocation: Using probabilistic selling to enhance inventory management.  Management Science,  61(2), pp.474-484. Fernie, J. and Sparks, L., 2014.  Logistics and retail management: emerging issues and new challenges in the retail supply chain. Kogan Page Publishers. Jensen, A. and Bergqvist, R., 2013. Seaport strategies for pre-emptive defence of market share under changing hinterland transport system performance.  International Journal of Shipping and Transport Logistics,  5(4-5), pp.432-448. Mentzer, J.T., 2015. Logistics Modeling in the 1980’s: A Decade of Challenges. In  The 1980’s: A Decade of Marketing Challenges  (pp. 156-160). Springer International Publishing. Monczka, R.M., Handfield, R.B., Giunipero, L.C. and Patterson, J.L., 2015.Purchasing and supply chain management. Cengage Learning. Rushton, A., Croucher, P. and Baker, P., 2014.  The handbook of logistics and distribution management: Understanding the supply chain. Kogan Page Publishers. Selinka, G., Franz, A. and Stolletz, R., 2016. Time-dependent performance approximation of truck handling operations at an air cargo terminal puters & Operations Research,  65, pp.164-173. Stadtler, H., 2015. Supply chain management: An overview. In  Supply chain management and advanced planning  (pp. 3-28). Springer Berlin Heidelberg. Talley, W.K., 2014. Maritime transport chains: carrier, port and shipper choice effects.  International Journal of Production Economics,  151, pp.174-179. Waters, D. and Rinsler, S., 2014.  Global logistics: New directions in supply chain management. Kogan Page Publishers. Weng, X., An, J. and Hu, Y., 2015. Research on the Market Access of Cold Chain Logistics Service Quality Safety for Agricultural Products.  Journal of Service Science and Management,  8(6), p.793. Wisner, J.D., Tan, K.C. and Leong, G.K., 2014.  Principles of supply chain management: a balanced approach. Cengage Learning.

Definig Terrorrism and victims of terrorism Essay

Definig Terrorrism and victims of terrorism - Essay Example Resolution 1267 was passed in 1999 and related to sanctioning the Taliban. In 2000, the Swiss Federal Council implemented Resolution 1267 by passing the Taliban Ordinance. Resolution 1333 was passed by the UN Security Council in 2000 and expanded sanctions against the Taliban to include Al-Qaeda members. The expanded sanctions required the appointed UN Sanctions Committee to coordinate intelligence from states of any individual or party that might have connections with Al-Qaeda or its leader Osama bin Laden. In 2001, the Swiss government implemented Resolution 1333 and included a provision prohibiting entrance or transit via Switzerland of any person or party covered by the Resolution.3 In October 2001 the Swiss Federal Prosecutor commenced an investigation of Nada, an Egyptian and Italian national living in Switzerland.4 The following month in November 2001, Nada together with others linked to him were included on the list maintained by the Sanctions Committee and were listed by vir tue of the Swiss Taliban Ordinance. ... In November 2002, Nada was arrested and deployed to Italy and his funds were confiscated. In the meantime, Nada’s border permit applicable to Switzerland was revoked.5 In March 2004, Nada applied to the Swiss immigration officials for permission to travel to Switzerland for medical care and to commence legal action but his application was denied. In May 2005, the Federal Prosecutor dropped the investigation of Nada on the grounds that the claims could not be substantiated. As a result, Nada requested that his name be removed from the list maintained by the Taliban Ordinance. However, the request was denied by the Federal Council on the grounds that since Nada remained listed by the UN Sanctions Committee, he could not be removed from the list maintained by Switzerland. Thus it was not until 2009 when Nada was removed from the Sanctions Committee list that his name was removed from the annex to the Taliban Ordinance. Nevertheless, Nada filed a complaint under Article 8 (protect ion of privacy and family life), Article 13 (entitlements to effective remedies) and Article 5 (security and liberty rights and a decision relative to detention without delay) of the European Convention on Human Rights, 1950 (ECHR).6 The ECtHR found that despite the fact that aliens were not guaranteed free access to foreign borders and that the threat of terrorism was particularly high when Nada was listed, there were vitiating circumstances and facts supporting Nada’s claim that his right to privacy and access to family life under Article 8 had been violated. To begin with, Nada had been confined to an enclave in Switzerland’s territory effectively cutting him off from contact with everyone else. Moreover, Nada’s health and age would be taken into account in determining violation of

Case Study for Chipolte Example | Topics and Well Written Essays - 1000 words

For Chipolte - Case Study Example It also thrives by having smaller entities which immensely subsidize on the labor costs. As part of achieving high output, the company adopted solar panels for its peak period operations. This has also ensured high degree of environmental friendliness. The first part of this study involves carrying out a value chain analysis for Chipotle. Value chain analysis is the instrument for assessing the competitive advantage in relation to the market trends. The aim is to help a company achieve the greatest possible significance over its competitors. It also makes the company more appealing to win the people being served, that is, the whole idea is customer-focus (Bischoff 5). And for Chipotle, this is in line with its mission, which is to deliver high quality output at a low cost and a considerable shorter duration of time. The rapid development and substantial revenue of Chipotle saw it attract many investors. Also, with the steady increase of clients preferring the good quality food it offers, it became successful expanding into a big corporation. But the decision to increase the food prices affected its stock significantly. This was coupled with the stiff competition from other restaurants resulting into a 4 percent decline of output. To address this, Chipotle should continue with its gourmet ingredients at relatively lower prices, since its competitors do not offer organic components as it does. This will make it thrive since its marketing strategy is also through promotional events and verbal advertising of which none of its competitors uses. This makes it more outstanding than other businesses because it is able to stay in touch with its clients, thereby can get immediate feedback concerning the quality of services. Chipotle must continue to major on showcasing its value ingredients, i.e. displaying the quality of its products. This is because of the stiff competition and rivalry that exists in the restaurant industry, which

Co-creating New Social Business Case Study Example | Topics and Well Written Essays - 250 words

Co-creating New Social Business - Case Study Example In some countries, legal constraints have been embedded in their laws where companies are held responsible for actions contravening set rules and regulations on social responsibility and sustainability (Brugmann & Prahalad, 2007). Â  In adherence to the above, one of the striking strategies employed by companies is the conceptual analysis. In the conceptual analysis, companies are required to provide quality value based services and sustainability approaches to ecological sense as well as business sense. Provision of value-based services entail responding to customers’ expectations and satisfying their needs. However, this does not necessarily mean companies have to conform to customers’ thoughts, wishes, and perception. Value-based organizations are more attractive to customers and employees are normally motivated (Brugmann & Prahalad, 2007). Â  On the other hand, sustainability approach is in very many dimensions. Some of these dimensions are ethical, economic, nature philosophical, and social. Ethical dimension dictates the moral relationship that is used to define the future ways of doing business and social dimension are geared towards social justice within the society. As for nature philosophical and economic dimensions, the vulnerability of nature is presumed by limiting its degree of interference for future generations while in the economic sense theories and practices are used to create awareness on sustainable development.

The Economics of Education & Financing Education Adequately Essay

The Economics of Education & Financing Education Adequately - Essay Example This paper explores the evidences that increasing social problems may lead to large increases in the annual cost of public elementary and secondary education in Fentress County Tennessee. The paper also determines the current expenditures per pupil in Fentress County, three surrounding counties, and the state per pupil expenditure average. Response to question one. Increasing social problems could cause massive increases in the annual cost of public secondary and elementary education. Social problem involves social issues that may plague the system of education. For example, emotional, ethical, gender, economic, and cultural issues are some of the social problems in education. The major effect of these problems on education has always been to increasing the cost of education (Brimley, Rulon, Garfield, et.al. 2008). For instance, economic issues increase the cost of education by making the government give out financial support to families with low income, give scholarships, and run th e education programs. This leads to a high cost of maintaining education in the secondary and elementary levels of education. According to the Fentress County Tennessee, the average cost of educating a child placed in a public school was more than six thousand dollars ($7,436) for one year (Brimley, Rulon, Garfield, et.al. 2008). Of this annual amount, a huge percentage of funds are typically allocated to activities of teaching. This is an area where the effects of social problems are realized. The cost due to behavioral problems is approximately 65% or about $ 4,833. Even though, the other sections of the school like supervision and administration could also be affected by social problems, the annual figure of the teaching portion of education, in this case, was used in the calculation. As per a research conducted by the Public Agenda research group in Fentress County Tennessee, 45% of school teachers reported that they normally spend a significant part of their time to manage the behaviour of their classroom thus making them to spend a little time in teaching (Brimley, Rulon, Garfield, et.al. 2008). This implies that, for every ten teachers, four of them spent over 55% of their principal classroom time on dealing with social problems of the learners. In terms of finances, the impact cost of a statistic like this one is 55% of $4,833 which is equal to $ 2,658. This is the amount of finances that is wasted on the management of social issues for every child per year. A study conducted on a number of schools in Fentress County Tennessee, having different school size, reported a massive education cost due to managing social problems in the school (Brimley, Rulon, Garfield, et.al. 2008). From this study, a table (Table1) was drawn to display the cost impact of social problems on education. Table 1: Cost impact of social problems management in Fentress County District schools. School Size Cost impact of social problems management on education based on the percent o f time spent. 25% 30% 50% 250 $328,563 $394,275 $657,125 400 $525,700 $630,840 $1,051,400 500 $657,125 $788,550 $1,314,250 650 $854,263 $1,025,115 $1,708,525 800 $1,051,400 $1261,680 $2,102,800 1000 $1,314,250 $1,577,100 $2,628,500 The table (Table1) shows out the cost effect of managing the behaviour of students in the classroom. When observed keenly as a percent of the time lost out of approximately 180 days (a school year), the figures are disturbing. Number of school days lost due to social problems m

Article Review (Shopping for Privacy on the Internet) Coursework

Article Review (Shopping for Privacy on the Internet) - Coursework Example He emphasized the fact that consumers would not be handed privacy on a silver platter but rather they must become vigilant in their demand for Web site operators to adhere to their demand for privacy. Professors Pitt and Watson (2007) respond to Nehf’s (2007) article by utilizing an ‘ecosystem approach’ to explore the various elements of privacy. Not only do they examine relations amongst the three main participants in the privacy interactions, namely, ‘citizen/consumer/investor, government and corporation’ but also the reasons for the lack of success of the market system to protect the privacy of all stakeholders. Nehf (2007) commences his article by emphasizing that the brunt of the responsibility of protecting consumer privacy is in the hands of the individual. The individual is the one who has to attempt to reduce the risks involved in submitting personal information to any public site. Particularly, on the World Wide Web the customer’s personal information may be used by unscrupulous Web site organizers. Although ‘federal (and a few state) laws’ limit the utilization of some personal information, these restrictions are full of exceptions and many of the internet transactions are not even ‘subject to state or federal privacy laws’(Nehf 2007, p.351- 352). Interestingly, Nehf (2007) highlighted the superficial form of concern that online businesses appear to have in protecting the privacy of their consumers. These businesses profess to collect a minute amount of data on the customer which will be kept safe from predators vandalizing this data. Consistent with this apparent concern for the protection of consumers’ privacy by online businesses, consumers also are genuinely concerned with ‘identity theft’ and the possible humiliation of having their private affairs published for all and sundry to peruse. Thus, consumers attempt to protect themselves by submitting as little information as possible to these

What is Foreign Direct Investment Term Paper Example | Topics and Well Written Essays - 2500 words

What is Foreign Direct Investment - Term Paper Example FDI or Foreign Direct Investment is defined as the scenario where "A company from one country obtains a controlling interest in a (new or existing) firm in another country, and then operates that firm as a part of the multinational business of the investing firm. FDI may be financed through parent company transfer of funds to the new affiliate, borrowing from home-country lenders, borrowing in the host country by the parent company, or any combination of these strategies." (FDI Definition, n.d.)  Foreign direct investment is also a measure of ownership of private enterprise, its stocks, and resources, and used as a growing tool in economic globalization. These investments add up to the GDP (gross domestic product) of industrialized and industrializing economies.  There are quite a few different modes of entry to foreign markets, but almost all of them can be categorized under the following four- exporting, licensing, franchising and direct investment. Each of these entry modes ha s their own set of advantages and disadvantages, and the appropriateness of each of them depends on the market dynamics of the guest country as well as the factors specifics to each company.  Foreign Direct Investment allows the investing firm to varied a degree of control over its overseas business activities. FDI, additionally, offers higher profitability options to the investing company. Control is one of the most important characteristics of FDI, and hence FDI is generally adopted as a preferred mode of entry when control and coordination are critical to the success of international drive of the company. Foreign direct investment is also preferred when the host market prefers buying products that are locally manufactured. Many governments also actively promote FDI as FDI directly adds value to the local economy and generates employment. Additionally, many retail, as well as institutional customers, feel that local manufacturing presence results in better after sales service an d decreases the overall cost of ownership.  However, FDI has its own set of disadvantages too. FDI, by definition, involves a higher commitment level for the company, and the company is exposed to a range of risks including political, geographical and economic risks. FDI is also subject to probable depreciation of the value of its investment in case of an adverse fluctuation of exchange rates. Despite the fact that FDI is generally encouraged by the government, there are cases where government policies act as a roadblock for FDIs. In many countries, government policies forbid foreign countries from owning majority control of a local company in selective or all industries. In some other countries, there are various levels of restrictions in the repatriation of profits. Companies opting for foreign direct investment as the entry mode to other economies or markets also have to face additional challenges in terms of allocating additional bandwidth, adapting to local political, legal a nd business environments. (Marchick D.M. and Slaughter M.J., June 2008)