Diversity in the Workplace - 5680 Words

SURFACE LEVEL DIVERSITY, DEEP LEVEL DIVERSITY, AND ORGANIZATIONAL COMPETITIVENESS ABSTRACT Surface level diversity is the mixture of people who differentiate by sex, race or ethnicity, and the observably physically disabled. These differences typically cannot be changed and are easy to measure because they are visual. Deep level diversity are differences such as personality and attitudes that can be communicated through verbal and nonverbal behaviors. Diversity can be affiliated with socio-economic factors such as education, profession, job function, and social class. These three components of diversity affect how individuals operate in the workplace. Diversity can channel a sense of competitiveness, which has pros and cons. The†¦show more content†¦This article will discuss the different implications of surface level diversity and deep level diversity, inclusion, effects of competitiveness , and managers ability to efficiently direct an organization to success using those factors. Surface/Deep Level Diversity Diversity research traditionally has focused on the relation between â€Å"surface-level† diversity (demographic differences among employees, such as gender, age, or race) and the level of corporate performance (Harrison, Price, and Bell 1998; Harrison et al. 2002). Deep-level diversity may refer to attributes not easily observed, including technological and educational abilities, socio-economic background, knowledge, skills, values, attitudes, beliefs, and personality (Milliken and Martins 1996; Harrison et al. 1998). In today’s society it is said that deep level diversity now holds more of an influence of how we perform in the workplace because of internal traits. Deep-level diversity refers to differences among team members’ psychological characteristics, including personalities, values, and attitudes (Harrison, 1998). Information about these factors is communicated through verbal and nonverbal behavior patterns and is only learned through extended, individualized interactions and information gathering. Deep-level diversity may influence verbal and nonverbal modes of communication and the way in which peopleShow MoreRelatedDiversity In The Workplace. . Diversity In The Workplace990 Words   |  4 PagesDiversity in the Workplace Diversity in the workplace is imperative even though some commentators argue that too much diversity can be negative. Diversity can lead to staff feeling ‘threatened or even annoyed by persons with views and backgrounds different from their own’ (Barsoux, Strebel and Manzoni, 2010). Instead of inclusivity, diversity can end up causing conflicts, as some staff are reluctant in changing their viewpoints and are less adaptable to change. 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Nowadays, workforceRead MoreDiversity in the Workplace1096 Words   |  5 PagesRunning head: DIVERSITY IN THE WORKPLACE Diversity in the Workplace Amber Barger ORG536 – Contemporary Business Writing and Communication Colorado State University –Global Campus Dr. Phillip Jackson November 26, 2013 DIVERSITY IN THE WORKPLACE As companies start to regain their footing after the recent economic downturn, 2 factors such as the rising number of immigrants, mergers of large corporations, the popular use of temporary workers and the increasing globalization of business,Read MoreDiversity in the Workplace714 Words   |  3 PagesDiversity in the Workplace Introduction Workplaces are becoming increasingly diverse, and this is a dynamic that is causing some tension between and among employees. What are the positives and negatives of diversity in the workplace? 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Teaching Plan Free Essays

CLINICAL TEACHING PLAN Name: Course and Year: BSN 3-A Class Schedule: Monday, Tuesday Wednesday Instructor: Date of Submission: Oct. , 2011 A) Description of Learners The learners are BSN Level 3 students. The average age range is from 18- 20 years old, single and full- time students. We will write a custom essay sample on Teaching Plan or any similar topic only for you Order Now Enrolled and registered in the said college school. The new curriculum requires them to report three days in school and three days in the clinical area for their RLE or practicum requirements following the 3/3 plan. Their exposure to the Clinical Area will enable them to practice their skills in the art and practice of rendering appropriate nursing care and intervention. To apply, practice, and enhance of what they learn in school during the return demonstration session. To help their patients become independent in health care and/ or maintenance and rehabilitation, whatever the case may be. To teach patients regarding in health teaching on how tom prevent illness and how to promote health. B) Focus of Clinical Experience Nursing care of clients who are confined in Pedia Ward who have different cases. Most belong to the lower income level. C) Setting The Pedia Ward is located beside the Nurse’s Station. It has a 10 bed capacity. D) Briefing or Orientation a) Discuss and explain the learning objectives of the RLE in the Pedia Ward. b) Discuss the requirements and specific activities during the duty hour. c) Receive the endorsement from the outgoing shift. d) Explain the nature of the evaluation and grading system as follows: i. Psychomotor: 50% * Assessment 10% * Planning and Implementation 30% Evaluation 10% ii. Affective: Attitude/ Professionalism 20% * Is neat and well- groomed 5% * Observes punctuality in all activities 5% * Is reliable, dependable and resourceful 5% * Shows composure in handling emergency/ Crisis situations 5% iii. Cognitive: Cognitive Knowledge 30% TOTAL: 100% SCHEDULE OF ACTIVITIES FIRST WEEK TIME| 1| 2| 3| :00- 8:00| Devotional (RTMDH)| Devotional (RTMDH)| Devotional (RTMDH)| 8:00- 9:00| Receive Endorsement| Receive Endorsement/| Receive Endorsement| 9:00- 10:00| Ward Orientation and Rounds| Bedside care/ Preparation of medication | Bedside care/preparation of medication| 10:00-10:30| First batch (5students)| 10:30-11:00| Second batch (6 students)| 11:00-12:00| Vital signs taking/Measuring of intake and output/Charting and Graphing| Vital signs taking / Measuring of input and output/Giving of medication| Vital signs taking/ Giving of medication/ Charting and Graphing| 12:00-1:30| Reporting| Group Discussion| Evaluation f Week Performance| 2:00- 3:30| Endorsement| Endorsement| Endorsement| 3:30- 4:00| Travel time| Travel time| Travel time| Days TIME| 4| 5| 6| 7:00- 8:00| Devotional (RTMDH)| Devotional (RTMDH)| Devotional (RTMDH)| 8:00- 9:00| Receive Endorsement/ Rounds| Receive Endorsement/ Rounds| Receive Endorsement/ Rounds| 9:00- 10:00| Bedside Care/Preparation of Medications | Bedside Care/Preparation of Medications / CBG| Bedside Care/Preparation of Medications | 10:00-10:30| First batch (6 students)| 0:30-11:00| Second bat ch (5 students)| 11:00-12:00| Vital signs taking/ Giving of Medications/ Charting and Graphing| Vital signs taking/Giving of Medication/ Charting and Graphing| Vital signs taking/ Charting and Graphing| 12:00-1:00| Measuring of intake and output | Short Quiz | Measuring of intake and output | 1:00-2:002:00-3:30 | Reporting | Reporting | Reporting | 3:30- 4:00| Travel time| Travel time| Travel time| SECOND WEEK Days THIRD WEEK Days TIME| 7| 8| 9| :00- 8:00| Devotional (RTMDH)| Devotional (RTMDH)| Devotional (RTMDH)| 8:00- 9:00| Receive Endorsement/ Rounds| Receive Endorsement/ Rounds| Receive Endorsement/ Rounds| 9:00- 10:00| Bedside care/ Health Teachings/ Preparation of Medications | Bedside care/ Procedural activities / Preparation of Medications | Bedside care/ Procedural activities/ Preparation of medication| 10:00-10:30| First batch (6 students)| 10:30-11:00| Second batch (5 students)| 1:00-12:00| Vital signs taking/CBG| Vital signs taking/ Giving of medication| Vital signs tak ing/ Giving of medication| 12:00-1:00| measuring of intake and output/Graphing/Charting| Measuring of intake and output Graphing/Charting| Measuring of intake and output/ Graphing/Charting | 1:00-2:002:00-3:30| ReportingEndorsement | ReportingEndorsement | Reporting/evaluationEndorsement | 3:30- 4:00| Travel time| Travel time| Travel time| FOURTH WEEK TIME| 10| 11| 12| 7:00- 8:00| Devotional (RTMDH)| Devotional (RTMDH)| Devotional (RTMDH)| 8:00- 9:00| Receive Endorsement/ Rounds| Receive Endorsement/ Rounds| Receive Endorsement| 9:00- 10:00| Preparation of Medication | Preparation of Medication | Rounds| 10:00-10:30| First batch (5 students)| 10:30-11:00| Second batch (6 students)| 1:00-12:00| Vital signs taking/ Giving medication/CBG| Vital signs taking/ Giving of medication/ Measuring of input and output/CBG| Vital signs taking| 12:00-1:001:00-2:00| Measuring of Intake and Output/ Graphing/ChartingGroup Discussion | Case Study Presentation/ Evaluation of NCP and Drug listPost- test | Final Evaluation of Over- all Performance Distribution of Final grades| 2:00- 3:30| Endorsement| Endorsement| Endorsement| 3:30- 4:00| Travel time| Travel time| Travel time| Days (HEALTH EDUCATION) Submitted by: Mary Angeli P. Balomit BSN 3-A Submitted to: Mrs. Carla Guilaran (Teacher) How to cite Teaching Plan, Papers

Students Discrimination in Employment free essay sample

The Seventh Secretary-General of the United Nations Kofi Annan (2006) once said that â€Å"Gender equality is more than a goal in itself. It is a precondition for meeting the challenge of reducing poverty, promoting sustainable development and building good governance. † However, despite this and all of the actions done by the LGBT (Lesbian, Gay, Bisexual and Transgender) groups, gender discrimination is still visible in our country especially in the sectors of employment, education and society. It is evident in the recent years that the number of LGBTs in these sectors has been increasing and many of them have already experienced gender inequality. These result to different consequences in the life of LGBT individuals. That is why our study decided to focus on these three sectors. This paper will disclose facts about the stands and opinions of the concerned LGBTs that will help the government to see this problem and address to it immediately. We believe that the government should do actions to minimize, if not eliminate, the above-mentioned discrimination issue in the different sectors of the country because they are the most capable to do so. Background Gender equality has always been an issue in the Philippines. Lesbian, Gay, Bisexual, and Transgender (LGBT) are experiencing various kinds of discrimination in different sectors of society; however, the government is still not exerting much effort to solve this problem. That is because the people in the government do not comprehend the gravity of the matter, leaving them with the thought that there is no serious problem regarding sexual-orientation discrimination. Reasons why discrimination against LGBT in the country still exists include lack of legislation that protects them from discrimination of multiple reasons, such as gender identity, sexual orientation and Filipino traditions, beliefs and values (Alcantara, Batac, Canlas, Fernando, and Garcia, 2013). Religion is the primary basis of Filipino’s practices and traditions, thus, most of them consider LGBT as immoral and sinful. Since 1999, many Discrimination Bills have been filed in congress by the legislators, however, until now, there is no single bill that protects the LGBT from gender discrimination has enacted into a law. Consequently, LGBT individuals still experiencing unjust treatment from other parties, and are constantly deprived of equal rights in many aspects of humanity. This study will focus on discrimination against the LGBT in three aspects – employment, education and community. It will provide responses from the involved individuals that will help the government address the problems regarding this issue. Body (1st main pt) The government should do actions to minimize, if not eliminate, gender discrimination as we cannot deny the fact that many Filipino LGBT College students are experiencing different types of discrimination especially in employment, education, and society. There are companies in the country that block the promotion of LGBT employees, and worse is that they do not even hire LGBT individuals as they believe that homosexuality denotes weakness and immorality. In fact, 15 to 43 percent of gays experienced different kinds of harassment and inequality in employment (Burns and Krehely, 2011). Furthermore, based on a 2008 study of the Williams Institute on Sexual Orientation and Gender Identity Law, â€Å"27 percent of lesbian, gay, or bisexual workers had been harassed or discriminated against at work on the basis of their sexual orientation† (Badgett and Mallory, 2012). Moreover, the General Social Survey (GSS), â€Å"show [sic] that over one in four LGBT employees report discriminatory treatment in the workplace in past the five years, and over one-third are not out to anyone at work† (Mallory and Sears, 2011). Likewise, according to Pizer, Mallory, Sears, and Hunter (2012), â€Å"millions of lesbian, gay, bisexual and transgender (LGBT) workers remain vulnerable to employment discrimination absent further federal protections against sexual orientation and gender identity discrimination†. Miss Pao Alcantara (personal communication, November 15, 2013), a member of the organization of LGBT students from the University of the Philippines, told us through an interview that: It is really difficult to be an LGBT  individual in the Philippines. For one, it’s really hard to come out as an LGBT because of the fear that our families won’t accept us, or people will judge us because of our sexual orientation and gender identity. We also see discrimination everywhere, from the companies not accepting transgender applicants, or firing employees who do homosexual acts†¦. For now, it’s really difficult. But I hope that it will change through time. Recent studies reveal that more big companies abroad are now accepting LGBT in their companies. Discrimination among these LGBT is diminishing in other countries. They can get promoted and are given greater work responsibilities based on their abilities (Hewlett Sumberg, 2011). According to a 1996 Newsweek magazine poll cited by Fitch (1997), a majority of American voters and even successful companies are conformed in the equality for gays and lesbians in the workplace. Likewise, Human Rights Campaign studies revealed that more than 300 employers are also giving benefit to the LGBT employees and are supporting their groups. Furthermore, different organizations such as Servicemember LegalDefense Network, The Gay, Lesbian Straight Teachers Network, and the Interfaith Working Group are working together to advocate the anti-discrimination. However, in our country, LGBT employees still experiencing unfair treatment from their employers and co-workers. In fact, Ms. Pao shared a story where she had experienced discrimination at work: Another happened in a government agency where I took my internship last summer. During the interview, the interviewer from the HR of that agency told me that I passed all the qualifications but he will not accept me if I continue dressing up as a woman. He wanted me to wear men’s slacks and men’s shoes and men’s polo even though I am not comfortable wearing those things. (P. Alcantara, personal communication, November 15, 2013) People say that the LGBT does not need to be protected from discrimination in employment because it is the discretion of the employer which applicant is to hire. Conversely, the basis for hiring and promotion should be purely based on merits, credentials and ability of the applicants and employees. In fact, we should all respect every individual as pinoy politics (2013) mentioned in his article that the LGBT should never be deprived of equal rights and governmental and societal support because they, as well, are human beings who are giving the same types of contributions to the country. Also, Alcantara (personal communication, November 15, 2013) mentioned in her interview that â€Å"in employment, our sexual orientation and gender identity should not be a factor. Employers should look at our credentials, or our qualifications, not on our sexual orientation. It has nothing to do with our performance at work†. Due to this, experts and young people call for increased respect for the Human Rights of Lesbian, Gay, Bisexual, and Transgender (LGBT) people in Asia. According to the Embassy of the United States (2013), â€Å"LGBT activists emphasized the importance of enacting anti-discrimination laws, particularly in education, health, employment [emphasis mine], family affairs, media, community and politics in a public discussion convened by the United Nations Development Programme, United States Agency for International Development and its Regional Development Mission for Asia, and UP†. Body (2nd main pt) As college students, LGBT students are already surrounded with people who already fully express their own opinion and feelings. For them it is inevitable for other people to express their own opinion for or against LGBTs. It is also common for schools and colleges to have stereotypes within them. From the cool jocks to the nice girls, the LGBT are mostly categorized at the bottom of the social pyramid. The people who think badly of these LGBTs can be called â€Å"homophobes,† which is described by Webster (2013) as a person who hates homosexuals badly. These homophobes makes the LGBTs feel unsafe, in addition to the fact that mostly there are no any laws or school policies that protect their rights. Hence, the government should do actions to help these students feel safe and free from any kind of discrimination in their education. Yet, some people believe that LGBT does not need to be protected from discrimination in education because discrimination does not exist in the first place. On the contrary, the surveys conducted by AAMCs Group on Student Affairs (GSA) and Organization of Student Representatives (OSR) found that discrimination in education had an undeniable existence. Furthermore, according to Burns and Krehely (2011), â€Å"studies show that anywhere from 15 percent to 43 percent of gay people have experienced some form of discrimination and harassment at the workplace. Moreover, a staggering 90 percent of transgender workers report some form of harassment or mistreatment on the job†. As a matter of fact, due to the fear of rejection and being bullied, some youths do not come out of their closet, making them remain as a closet LGBT. Moreover, some big and popular colleges and universities in the Philippines also committing gender discrimination. According to Alcantara et al. , (2013), â€Å"the Philippine Normal University in Manila barred effeminate gay students from having long hair, applying make-up, or wearing earrings inside the campus†¦. † (p. 3). Likewise, â€Å"In San Beda College in Manila, masculinity tests used to be imposed on presumably gay students. Students can? t [sic] enrol if they fail the arbitrary test† which indicates their â€Å"perception of masculinity† (Bagas, 2008). Consequently, many gay students are trying to hide their sexual orientation to enter the said College. Moreover, some teachers made their gay students stand in front of the class just because they were acting as a girl (Alcantara et al. , 2013). Transgender individuals were even â€Å"made to leave the classroom or threatened [emphasis mine] with being barred from graduating† because of their sexual orientation (Alcantara et al. , 2013, p. 4). Another case was about Perci Cendana, the first openly gay chairperson of the University Council (USC) of UP, who experienced homophobic propaganda with phrases like: â€Å"Perci Kadiri and Bading wag iboto† during the campaign period. These circumstances indicate that gender discrimination in education is getting worse. Body (3rd main pt) Also, discrimination against LGBT college students in the country from violent community should be solved by the government. We observe that many LGBT individuals were not allowed to enter some establishments in the country due to policies on â€Å"dress codes†. Health institutions also treating the LGBT unfairly and less important, and offers them limited access to their services. Likewise, LGBT people experience discrimination from police and military institutes by not allowing them to join their institutions because of the existence of their policies which are biased against the LGBT (Alcantara et al. , 2013). As a matter of fact, some LGBT members mentioned that being â€Å"gay† is not really fun â€Å"in the Philippines† (Ribaya, 2013). Research shows that LGBT people have â€Å"reduced access to medical care† wherein they are waiting longer than heterosexual people when seeking treatment, and they are also â€Å"less well screened for health conditions† than those of straight individuals (Better Health Channel, 2011). Some of the issues they face according to Better Health Channel (2011) include: â€Å"The majority of gay men and lesbians have had experience of homophobic health professionals†, â€Å"Gay men and lesbians may experience difficulties communicating with medical professionals because of the fear that they may need to ‘come out’ during the consultation and risk receiving less favourable [sic] treatment as a result†, â€Å"The right to provide ‘medical consent’ may be refused to same sex partners, in spite of the fact that it is now illegal to do so†, â€Å"Gay men and lesbians may be reluctant to have their sexuality recorded in their histories due to the fear that others may gain access to their records†, and â€Å"Reduced access to services leads to reduced levels of screening in gay and lesbian populations. This is likely to account for the higher levels of some cancers in these groups†. Although almost all of health insti tutions claim that they treat everyone the same, it is clear and obvious that LGBT individuals still experiencing unjust treatments in this specific sector of society. â€Å"Sometimes health professionals chase them [LGBT people] away unknowingly† (Moyer, 2011). â€Å"Gay and lesbian people do not need special medical treatment, but they do need treatment that is fair and appropriate† (Better Health Channel, 2011). Furthermore, recently studies show that LGBT in the armed forces â€Å"were forced to keep their sexuality a secret or risk being discharged—a risk that would become a certainty if attempting to marry a person of the same sex† (Cray and Miller, 2013). For some reasons, Marisol Castillo Aragones, a representative of Lagunas 3rd District, said that there should police desks that will protect the LGBT people since the rate of â€Å"human rights violations† on LGBTs are significantly increasing (Ancheta 2013). In fact, the ProGay Philippines gave a report to the UN Human Rights Council However, people say that that they have also the right on how they want to treat everyone, including LGBT individuals. LGBTs are not superior to have special treatments, and heterosexual people have their own opinion, thoughts and beliefs that needed to be respect as well. Then again, the LGBTs are humans as well and they should be treated equally as heterosexual persons. Human rights apply to them as well, as Theodore Roosevelt once said â€Å"No man is above the law, and no man is below it†. Conclusion: LGBT people, even at this generation, are still experiencing different types of discrimination due to their sexual orientation. We may observe that in different sectors of society: education, employment and community. The surveys and interview the researchers conducted indicate that LGBTs are not satisfied with how the government responds with their grievances and complaints about the discrimination issue against them. After so many years of struggling and fighting to pass the Anti-Discrimination Law, the government still do nothing to materialize the law. The approval of the said law will certainly minimize, or even root off, the inequality between homosexual and heterosexual people. According to Articlebase (2011), â€Å"hundreds of thousands of transgender, lesbians and gay men are victims of discrimination in hiring policies, wage levels, benefits and other workplace benefits†. Moreover, the problem regarding to the issue is so â€Å"so pervasive that the victims are not even painfully aware that they suffer inequalities in quality of life and legal benefits†. However, there is still a hope for these people to attain equality and fair treatment. According to ProGay Philippines (2011), â€Å"a bill filed in the House of Representatives in 2010 aims to correct these inequities and provide hope to some eight million lesbian, gay, bisexual, and transgender (LGBT) Filipinos†. Furthermore, â€Å"Anti-Discrimination Bill† will provide the society, including LGBT Filipinos, â€Å"at large the legal definition of discrimination on the basis of sexual orientation and gender identity, or SOGI for short† (ProGay Philippines, 2011). Moreover, Senator Loren Legarda (2011) said in the Senate of the Philippines that: This measure [Anti-Discrimination Bill] will lessen, if not eliminate, cases of discrimination in the Philippine society as it penalizes acts of discrimination, profiling, violence, and all forms of intolerance in employment, education, delivery of goods, facilities and services, accommodation, transportation, media, in search and investigatory activities, and in political, civil, cultural and social life on the basis of ethnicity, race, religion or belief, sex, gender, sexual orientation, gender identity, language, disability and other status. Moreover, the said measure seeks to impart to Filipino youth the importance and value of respect to the â€Å"identity, affiliation, status and preferences of other people†¦ from primary to tertiary levels, discussions on discriminations based on ethnicity, race, religion or belief, sex, gender, sexual orientation, gender identity, language, disability, or other status† (Senate of the Philippines, 2011).

My Black-Box House free essay sample

I have a home away from home. It’s not a friend’s house or the strip mall on Dixwell Avenue or the narrow trail on the Farmington Canal that stretches through my town. It’s my school, Hamden High, with a student population of about 2,500. I know it sounds odd aren’t teenagers supposed to hate school? I don’t, because in a strange way it’s the perfect refuge. Sometimes my friends and I after 13 hours of school, sports, and clubs contemplated staying overnight. We imagined how we would shower and change in the locker rooms, grab a bite from the cafeteria, and sleep on the cots in the nurse’s office. In reality, I have come close. During my years here, I have slept on the chairs in the band room after class, changed for badminton practice in the bathrooms, and snacked inconspicuously in almost every class. But during my high school career, I have felt most at home in my school’s black box, Room C103, the place that the drama queens, acting fiends, and crew machines of Hamden High call home. We will write a custom essay sample on My Black-Box House or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The old, comfy couch there has been a second bed for me. In theater, I have always been a backstage participant, like a shy child who prefers to stay in her room the room being the costume shop. I have been on the costume crew for four years, and in that time, I have felt most at home with the actors, crews, and directors who have led the black-box bunch. I remember my first play: Shakespeare’s â€Å"Much Ado About Nothing,† set in stylish 1960s Italy. With the help of my costume supervisor, I made my first costume from scratch: an evening dress. Lavender and purple with white and purple gems on the bottom, it fit the actress like a glove. When I saw it on stage, sparkling in all its glory and making the character of Leonata come to life, I felt pride. I realized then that I wanted to do this forever, to help create characters through cloth, color, and texture. Now I am the head costume designer for Hamden High’s Mainstage Ensemble. My costume supervisor has put all her trust in my abilities to research and select designs, colors, fabrics, and trims that will fit each character. Though a daunting task, I welcome and love it! I love the long nights when I run to Panera for a bite to eat, and return to cut patterns, sew fabric, hem raw edges, and fit actors. Sometimes I feel like an older sister or even a mother to the younger actors, telling them to come in for their fitting, reminding them to say â€Å"Please† and â€Å"Thank you† to us costume girls, and whispering â€Å"Shhh! Keep quiet!!† backstage while a show is running. In a way, theater is like building a home atmosphere, putting together a brand-new house complete with sets, props, lights, sounds, and finely clothed people. Through my four years of theater, I have built a family of friends and mentors in this strange black-box house. I have seen my theater family come and go moving on to bigger and better things and I have felt a lump in my throat each time I see them go. I remember during closing night of â€Å"The Crucible,† the actor who played John Proctor cried, knowing that this was his last night in our theater hall, the last time he would see his theater â€Å"family† running to change sets and help put on costumes. I know that I will have more than a simple lump in my throat when my last play comes. Though I will miss my Hamden High theater family, I am excited to make my new home at a school like UCONN a place where I can experience these feelings anew in a vibrant and spirited atmosphere. I look forward to learning new skills in something I truly love and wish to do for the rest of my life. In Storrs, I will wake up every day hoping for 13-hour days behind the scenes, making the actors on stage look as if their characters have come to life. And, hopefully, I will find a comfy couch in some new black-box house to sleep on and call my own.

financial accounting Essay

financial accounting Essay financial accounting Essay INTRODUCTION Boyce's (2008) paper identifies various key issues that are seen to have lead many corporate failures, accounting and ethical education. These failures, as seen by Boyce, have shifted the focus from the system in which we operate in to the behavior of individuals. Furthermore, he argues the neglect in the emphasis of change in the way accounting intellectuals educate students is adding to the core failures in identifying unethical behavior. Also, Boyce (2008) identifies the failure by the profession to adequately provide a code of conduct to be followed that could be faced in the realm of the current corporations failures. ETHICS EDUCATION AND ACCOUNTABILITY One of the major issues that Boyce (2008) identifies is the lack of adequate ethical education to accounting students in particular. He voices his concern about the non-existence of ethical relevance in teaching today which adds the question of whether the approach of educators towards students ability to identify ethical issues if come across made even harder specifically when faced with real situations. The suggested solution to such failure as seen by Boyce (2008) is to extend the knowledge of education to students by implementing awareness of ethical dilemmas for real situations. Furthermore, to go beyond, these ethical dilemmas, Boyce suggests a structural reforming in tertiary education. One way to create a change is to substitute the practical scenarios given to students that do not relate by any way to the real situations they could face in the

How to Get the Most Out Of Khan Academy SAT Prep

How to Get the Most Out Of Khan Academy SAT Prep SAT / ACT Prep Online Guides and Tips The College Board recently partnered with Khan Academy to provide free SAT prep resources.There are a lot of resources offered, and they can be a great help if you know how to use them correctly. This guide will explain exactly what prep materials Khan Academy offers, what they’re best for, when you should rely on other prep materials, and tips for getting the most of out Khan Academy's resources. What Is Khan Academy SATPrep? Khan Academy is a free, online resource that offers video tutorials on a wide variety of subjects, including SAT prep, which is what this article will be focusing on.The resources they offer are video tutorials, personalized study recommendations, practice questions, quizzes, and eight full-length practice exams (which are also available on the College Board’s website).These resources were designed to help students identify the areas they need to improve on and give them targeted practice based on those recommendations. Because Khan Academy developed these resources with the College Board, you can be sure they are an accurate representation of what the actual SAT will cover.To learn more about Khan Academy and their test prep resources, check out our other Khan Academy guide which gives a complete introduction to this resource. How Can You Get Started With Khan Academy SATPrep? The following steps will help you get started using Khan Academy's test prep resources. #1: Set Up an Account If you haven’t used Khan Academy before, the first thing you want to do is go to their website and create an account. You’ll need an account to access their resources and track your progress.Signing up for an account is simple and requires your name, e-mail, and birthdate. After you’ve created your account, you can choose which subject you want to study. In your case, this would be Test Prep, and you can choose to study for the new SAT or the PSAT/NMSQT.If you choose to study for the new SAT, you’ll be given two options for your next step: send your PSAT scores to Khan Academy or take a diagnostic quiz. #2: Import Your PSAT Scores If you have already taken the PSAT, you can have your scores uploaded to your Khan Academy account.You do this by signing into your College Board account (Khan Academy will take you directly to the site) and giving the College Board permission to send your PSAT scores to Khan Academy. Khan Academy will then use your PSAT scores to give you personalized study recommendations for the SAT.If you haven’t taken the PSAT yet or don’t have your scores, that’s no problem, just read the next section. #3: Take Diagnostic Quizzes If you don’t have PSAT scores to upload, then you can still get your personalized study recommendations by taking diagnostic quizzes. There are eight diagnostic quizzes, four in Math, and four for Reading and Writing (two in Reading and two in Writing and Language). Choose which quiz you want to take first. The quizzes are short, only about 5-10 questions each.If you ever don’t know how to answer a question, you can select the option, â€Å"I would be guessing† so that Khan Academy knows you need to work on that topic. After you complete a quiz, you’ll immediately learn which questions you answered correctly and be given a skill level for each of the topics you were tested on. The higher your skill level, the better you understand that concept. If you get the majority of questions for a topic correct, you will be assigned Skill Level 3. If you get the majority of questions incorrect, you will be assigned Skill Level 2 for that topic. Khan Academy is still working on resources for Skill Level 1, so you won’t be assigned that level, and you can only reach Skill Level 4 after using some of their resources and showing improvement on future quizzes. #4: Next Steps After you finish either the four quizzes for Math or the four quizzes for Reading and Writingyou will be given an overall skill level for that area and recommended practice questions and video tutorials based on the subjects you need to practice the most. As you review each topic, you’ll do exercises designed to help raise your skill level in that topic. These exercises include practice questions, videos, and timed quizzes. Once you reach Skill Level 4, you can assume you have a solid knowledge of that particular subject. You can also easily choose a particular subject to review because each section has a list of all the subject areas it tests, and for each there are practice problems and videos (usually with both easier and harder examples). Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! Following certain steps can help make Khan Academy much more helpful. What Is Khan Academy SATPrep Best For? Now that you know how to get started with Khan Academy, how can you get the most out of it? Khan Academy can be a helpful resource, but there are certain areas that it’s best for and other areas where you’d be better off using other resources. Read the next two sections to learn how to use Khan Academy to your best advantage. Strength 1: Specific Study Recommendations Khan Academy’s test prep resources can help you if you aren’t sure how to begin your SAT prep or you aren’t sure what to study.After taking the diagnostic quizzes or uploading your PSAT scores, Khan Academy will give you personalized study recommendations. These recommendations are based on the skills you need to focus your studying on the most, and each time you log in, there will be new recommendations for you.In this way, Khan Academy provides some structure for you to base your study plan around. This can be particularly helpful for students who don’t know anything about test prep or feel overwhelmed by it. Khan Academy will break it down and walk you through the process. Strength 2:In-Depth Ways to Solve Problems If you’re struggling to understand a certain topic and reading explanations isn’t cutting it, then Khan Academy’s video tutorials may help you.Khan Academy is known for their videos, which break down problems step-by-step. For SAT prep, they have video tutorials for each topic the SAT tests. For example, they have videos on more than 20 different grammar topics alone. These videos typically range from 2-10 minutes long, and they involve Sal Khan (the founder of Khan Academy) working through each step of a sample problem. Most topics have videos for both a basic example and a more challenging example. For some people, being able to see and hear someone work through a problem can make a significant difference in how well they understand the concept.You can also watch these videos as many times as you need to for the information to sink in. Strength 3: Drilling Certain Skills Because Khan Academy's resources are clearly organized by specific topic, you can easily use them to drill yourself on a particular skill or topic you want to strengthen. For example, if you need to improve your knowledge of, say, linear functions,you can find that topic in Khan Academy's resources, then watch videos and complete practice problems that focus specifically on that area. This is a more focused and effective method of studying specific skills than just completing an entire practice test would be, so it'll save you time and help you strengthen that skill faster. Strength 4:Official Resources As I mentioned above, since Khan Academy developed these resources with the College Board (the designer of the SAT), their resources are considered official.This means you can be certain that they give an accurate representation of what the SAT will be like and what topics it will test. Some lower-quality test companies provide prep materials that aren’t always an accurate representation of the SAT. They may ask questions on topics the real SAT doesn’t, ignore important subjects the SAT covers, or ask questions in a way the SAT never would. When you’re preparing for the SAT, the more accurate your prep materials are, the more they’ll help you, and Khan Academy offers high-quality resources.Using official prep resources can be particularly helpful if you’re just beginning to study for the SAT and don’t have a solid knowledge of the test yet. Once you’ve studied the test more, you’ll begin to be able to identify when unofficial prep resources deviate from the actual exam. What Is Khan Academy Test Prep Not as Good For? We have an entire guide that explains why you shouldn't onlyuse Khan Academy's resources for your SAT prep, but here is an overview of three of their most important shortcomings. For each weakness, an alternative resource is suggested. Weakness 1: Test Strategies As we mentioned above, Khan Academy’s resources are considered â€Å"official† because they were developed with the College Board.While this means they accurately represent the SAT, because Khan Academy is working with the College Board, they won’t provide tips and strategies forthe SAT that can help boost your score.This is probably the biggest drawback of using Khan Academy. Khan Academy explains how to answer specific questions in a very in-depth way, but they don’t include a lot of information on general trends of the test, such as which subjects the SAT has more questions on, ways the SAT can try and trick you, and patterns test makers follow when they develop questions. They also don’t give students strategies to follow when they take the test, such as when to skip questions, how to tackle Reading passages, or time-saving tricks to solving math problems.Knowing this information can really help you improve your SAT score and feel more confident about the test. ALTERNATIVE: Look for non-official prep resources to get this information. To get you started, we have a ton of information on the SAT, including guides specifically for the Math, Reading, and Writing and Language sections. Weakness 2: Variety of Lessons Khan Academy offers some high-quality video lessons, but there is very little variety in the way they cover information. Each video lesson consists of explaining an example problem. While this can be very helpful, there are no lessons just on covering general topics, such as a lesson that explains how to solve linear equations or one that explains basic grammar principles. Seeing practice problems explained step-by-step is definitely helpful, but, for many people, they’ll need more information and guidance when learning topics they don’t know much about or have trouble understanding.Khan Academy doesn’t have videos like these under test prep; you would have to look through theirother resources to try and find videos that focused on the topic you're trying to learn. Only using the test prep video lessons Khan Academy offers may mean you don’t get enough preparation for the SAT because you’re only learning how to answer specific problems, not the basic concepts behind those problems. ALTERNATIVE: It’s great to use Khan Academy’s resources, but you should supplement them with additional lessons. You could buy an SAT prep book with practice questions, or you can check out some other online resources. Weakness 3:Realistic Practice Test Experience Practicing for the SAT under realistic test conditions is important because it helps you feel more prepared for the real exam and spot potential weaknesses, like time management issues, that you wouldn't have otherwise noticed if you weren't answering practice questions under conditions similar to those of the real exam. While Khan Academy offers practice questions, quizzes, and full-length tests, using their resources will not always give you the most accurate testing experience for three reasons: Typically Only Test a Few Questions at a Time While Khan Academy does offer the eight official full-length practice tests that you can take in one sitting, most of the time you will only answer about 5-10 questions at a time. The real SAT is long, and if you only answer questions in short quizzes, you won’t know how you hold up during a 3-4 hour long exam. You may know all the content but get exhausted after 2 hours and make silly mistakes. Taking full-length practice tests lets you know how long tests affect you and also builds up your endurance. If you haven't beentaking complete practice tests, taking the entire SAT at once can be an exhausting experience. Questions Are Answered Online A smaller, but still important issue, is that, unless you choose to print out the exams Khan Academy offers, you will be taking them online, which is not how you will take the actual SAT (which is always taken with pencil and paper). Only taking practice SATs on a computer may mean you get tripped up on test day because you discoveryou’re slower at answering questions on paper and run out of time on a section. Questions Are Mostly Untimed The majority of practice questions you answer on Khan Academy are untimed, giving you as much time to work on them as you want.While this may be helpful if you’re just starting out and taking your time to put new knowledgeinto practice, timing is a huge component of the SAT, and if you get used to taking all the time you need, you could end up burned on the real exam when you run out of time midway through a section. ALTERNATIVE: Take at least a few practice tests on paper, and take the entire test at once, under real test conditions. We have a bunch of free and official practice exams you can print out and take (these are the same official practice tests found on Khan Academy and the College Board's website), as well as a guide that will explain how to make your practice tests as realistic as possible. Tipsfor Getting the Most Out of Khan Academy Now you know the strengths and weaknesses of Khan Academy’s SAT study material. Use the followingfour tipsto get the most out of their resources and raise your score more quickly and efficiently. Tip 1: Upload Your PSAT Scores or Take the Diagnostic Quizzes First While it may be tempting to start right away with video lessons or a few practice questions, the best way to start using Khan Academy is to give them a baseline of your strengths and weaknesses, either by uploading your PSAT scores or taking the diagnostic quizzes. Doing this at the beginning will allow you to see which areas you need to improve in the most in, and it will also allow you to track your skill level in each area and see how much you improve. Even if you don’t plan to follow all of Khan Academy’s suggestions, having them available can be helpful down the line if you don’t know what to study next or want to know how much progress you’ve made in a subject. Tip 2: Work Through a Few Subjects and See Which Methods and Resources Are Most Helpful Khan Academy offers several different types of prep resources, and you should try multiple methods to see which helps you learn best.For example, if you’re looking to improve your math skills, for one subject you could go straight to the practice problems, for anotheryou could watch the video tutorials first, and for a third subject you could go back and forth between videos and practice problems. See which method you learn the most from, then use that method the majority of the time as you continue studying. Tip 3: Use Practice Tests Wisely The eight full-length exams (also available on the College Board’s website), are currently the only official practice exams available for the revised SAT. While there are unofficial exams available, official exams are the best to use because they give you the most accurate representation of what the actual SAT will be like. Therefore, you’ll want to use these practice exams carefully. Don’t just take them all at once; spread them out over the course of your studying. Also, take them under official testing conditions. If you take the tests online, Khan Academy times each section of the practice exams to make themmore realistic, but they also offer you the choice to stop after each section and review your answers. We don’t recommend you do this; instead, take the test all the way through as you will for the actual SAT in order to see if your score changes after several hours of testing. Tip 4: Supplement With Other Resources As mentioned above, Khan Academy offers some high-quality resources, but there are some areas they’re not as strong in as others. Use other resources to learn about tricks of the SAT, identify patterns test makers use when developing questions, and to answer additional practice questions. To get you started, check out our guide to other online SAT prep resources. Summary The College Board’s decision to partner with Khan Academy and offer free SAT prep resources has benefits for many students. Anyone can create a Khan Academy account and make use of their video tutorials, personalized study recommendations, practice questions, quizzes, and full-length exams. Because they offer a study plan and recommendations for what you should be working on, Khan Academy’s resources are best for students who aren’t sure how to begin their SAT prep or don’t know which areas they need to focus on. The materials can also be particularly useful if you are more of a visual learner and make use of the videos that explain example problems step-by-step. Khan Academy’s SAT prep resources are not as good at providing a totally realistic testing experience or teaching students the tricks and patterns test makers use, so you will still want to supplement your study with other resources. To get the most out of Khan Academy’s resources, we recommend you upload your PSAT scores or take the diagnostic quizzes in order to learn which areas you need to study the most, make use of their multiple resources to see which study methods work best for you, and take the full-length exams underrealistic testing conditions and spread out over the period you are studying. What's Next? Interested in more information on Khan Academy and why they've decided to offer free SAT prep material? Check out this guide to learn all about Khan Academy and their SAT resources. Wondering when you can take the SAT? Our guide explainsall the upcoming SAT test datesso you can start planning. Want to use your PSAT results for Khan Academy but aren't sure how to get your PSAT scores? Learn how to get your PSAT score report. Want to improve your SAT score by 160 points? We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

Hypothesis Assignment Example | Topics and Well Written Essays - 250 words

Hypothesis - Assignment Example Iranian, are also pro-American, attacking the nuclear projects would result in many causalities since they are spread out which would again turn the Iranian citizens against America (Helman, 1). From this the first hypothesis can be developed. Other reasons why America may not launch an attack on Iran are that it would be against the international law of self defense where countries are only allowed to attack others when there are justifiable threats. This is not true for Israel since Iran is still one year away from producing nuclear weapons. Attacking Iran openly would also drive their activities underground which would create a more adverse threat to the world security (Helman, 1). From this, the second hypothesis can be developed. Helman, Christopher. â€Å"Israel has Nuclear Weapon but only Iran has nuclear Power†. Forbes. 21st October 2012. http://www.forbes.com/sites/jamesconca/2012/10/21/does-anyone-care-about-irans-nuclear-energy-program/ (accessed

Financial Intermediaries Essay Example | Topics and Well Written Essays - 1250 words

Financial Intermediaries - Essay Example Financial intermediaries have played a key role in poverty eradication, by financially supporting their customers with investment funds. Their main 21st-century role is providing financial services through innovative ways to the poor in order to increase their capacity of production and quality of life. Since majority of the poor live in rural areas and only depend on agriculture, they are prune to many risks because of income fluctuations. On the other hand, they cannot access insurance markets and conventional credit to offset this. The poor rarely access funds from many formal financial intermediaries due to fear of high risks and costs that are involved in small transactions that are not profitable and the poor are unable to provide collateral security to these institutions.Financial institutions also provide markets for assets of firms by liquidation and restructuring of firms that are in distress. In this case, they sell assets in order to recover bank loans. When they know the synergies existing among firms, they suggest efficient solutions like corporate control and assets reallocation. Siklos asserts that healthy firms search for displaced capital of firms that have become bankrupt, although this may make firms acquire machines that are unsuitable for them. Financial intermediaries also act as centralized markets where they provide ready information on buyers and machines, thus allowing capital, which is displaced, to move to uses that are its productive.

The 140 Marketing terms you must know Essay Example for Free

The 140 Marketing terms you must know Essay The most visible part of a communication program for the end consumer. Uses mass media channels such as press, bill boards, radio, TV and cinema. See also Below the line. Advertiser A company that uses advertising as a strategic tool to build its business. The advertiser most often works with an Advertising Agency. Advertising Agency The advertisers first communication partner. Designs campaigns that run in press, TV, billboards, radio, cinema and online. 2 Key departments are Strategic Planning, Account Management, Creative and Production. Account Director The client contact at the advertising agency: briefs the right agency resources sells the agency work oversees the account profitability Adaptation work All translations, modifications and specific implementation ideas that will make a global campaign work locally to full effect. Agency Briet The crucial meeting (and document) in which the Advertiser communicates its business and communication objectives to the agency. 3 App A simple piece of software designed for a specific use and purpose for the end user. Mainly for mobile digital devices (smart phones and tablets). Art Buyer The person who finds the third party talents ho will design the final print and TV ads (photographer, film director, illustrator ). She also negociates all the production quotes and royalties. Art Director The eye of the creative team. In particular is in charge for the look ; feel of the campaign. (see also Copy Writer) 4 Below the line The less visible part of a communication program for the end consumer. Uses more targeted channels such as trade publications, direct mail, emailing or even in store activities. See also Above the line. Benchmarking The learning process that goes through the study of the best practices from the past or rom the brands competitors. 5 Benefit The essence of what the brand promises to its consumers that can change their lives in a positive way. See also Brand Promise Big Idea An outstanding creative idea never seen betore, that connects witn consumers and is true to the brand. Body copy The small type text in a press ad that explains in more detail the attributes and benefits of the product or service advertised. See also Headline. Bottom up Any user generated communication piece that will have an impact on the brand perception (e. g. blogs, forums, word of mouth). See also Top down. 6 Brand Awareness The percentage of the population who know the brand by name and can associate it with the right product category. Brand Book The brand Bible. The document that sums up the brand: its vision, pyramid, and its visual and creative guidelines. The purpose is to ensure that every future communication piece respects the values and the formal identity of the brand. Brand Character Describes the brand personality and the type of relationship it has with its consumers as if it were a person. 7 Brand Equity The differential effect that brand knowledge has on customer response to brand marketing activity. Brand Generated Content Content that is 100% generated by the brand Marketing department or by the agency, as opposed to User Generated Content. Brand Premium The price difference consumers are prepared to pay for a branded product vs a very similar product unbranded or from another brand. Brand Promise The rational or emotional benefit the brand stands for. Should always be consistent with the brand vision. 8 Brand Vision The brands ultimate ambition and why it is irreplaceable. The vision explains and Justifies the brands present and future initiatives. BTB Communication Any communication piece that addresses a business constituency of the brand, eg a ustomer, a supplier or a partner. BTBTC Communication Any communication piece intended for both to the business partner and the end-consumer that will facilitate the selling protocol (e. g. window displays, demonstration kits, etc.. ). BTC Communication Any communication piece directly addressed to the end-consumer. 9 Budget (Production/ Media) The financial provisions made by the advertiser to support the costs of its marketing and advertising campaigns. Buzz Literally a murmur. An intriguing communication piece that generates a word of mouth. The goal is to turn consumers into a free media for the brand. Also called Viral Marketing. 10 c Call to action Any communication piece that generates a positive change in the consumers behaviour (e. g. visit the web site, make an inquiry, visit a store, Campaign The implementation program that will make the creative idea come to life through all the relevant touch points with the consumers (offline, online, POP ). Challenge (in the brief) Explains what behavior or mindset change the advertiser wants to create on consumers through the new communication program. 11 Challenger Brand A brand with a strong and relevant point of difference yet without the stature, nowledge, and e steem of a Powerbrand. Claim An advertising statement that sums up the product performance or benefit. Competitive analysis/Copy review The analysis of the past advertising and results of a brand vs its competitors. Concept A short paragraph describing how the brand wishes to present itself through its products or services to appeal to consumers. Connect The brands ability to get closer emotionally to each and every consumer. 12 Copy Strategy See Creative Brief Copy Writer The pen of the creative team more specifically in charge of the headlines, signature and body copy. (see also Artistic Director) Cost controller Independent expert appointed by the advertiser to check the quotes and optimize production budgets. Creative Awards Yearly prize giving ceremony that distinguishes the most creative campaigns and agencies. The best known and prestigious Awards are the Cannes Lions. (See also Effie Awards) 13 Creative Brief Also called Copy Strategy. The contract that articulates what is expected from the creative campaign, what it must communicate (benefit, reason why), and to whom (core target). Creative Director Head of the agency creative department. Accountable for the quality of the work and he creative reputation of the agency. Creative Journey The total creative process from the initial concept writing to the local implementation of the campaign. Usually takes approximately 10 months. 4 Creative Presentation The meeting in which the advertising agency presents its different creative proposals for the future campaign. All decision makers on the agency and client side should be present. Creative Selection Always the clients call. When the decision is taken to go forward with one idea among the different creative proposals presented by the agency. Creative Team In general a Copy Writer and an Artis tic Director. Together they come up with the creative idea that answers best the creative brief. Their work is approved by the Creative Director. 5 Ditterence (brand) Any ownable attribute that makes a brand unique. The #1 of the four building blocks ofa Powerbrand. Digital Media The various platforms and channels (websites or Social Media) a Brand uses on the Internet Disruption Advertising method originally created by JeanMarie Dru of TBWA. Its core belief is that the strongest brands have established themselves 16 by breaking all pre-existing conventions on their market. DOS DONTS Formal guidelines of what should always and lso what should never happen in any piece of advertising developed for the brand (e. g. fonts, colors, logo placement, . Part of the Brand Book. 17 Effie Awards distinguishes the top business building campaigns and agencies. (see also Creative Awards). Endorsement A third party explicit support that improves the brands credibility (eg a celebrity, an expert, a group of consumers.. ) Esteem (Brand) Measures to which degree consumers are proud of buying and of using the brand. The #4 of the four building blocks of a 18 Fee (agency) The financial compensation paid by the advertiser to its advertising agency. Negociated by contract most often on a yearly basis. Also based on an agreed Scope of Work (SOW). EMOT (or ZMOT) First (Zero) Moment Of Truth P;G concept. The very short lapse of time in which a shopper in a store makes up his/her mind about a product or a brand. 19 Gatekeeper Someone from the advertiser organization with the power to approve or stop the process at any given stage of the development of the creative campaign. Generic Anything can be claimed by any player in a given category. Cannot be owned by any brand. GRP Media measurement unit on a given target audience that combines the average reach 20 nd the number of occasions to be exposed to an advertisement (reach x frequency). Gut feeling The initial reaction a Marketeer should always have when first exposed to an ad. The more spontaneous, the better. 21 Headline The line at the head ofa press or poster ad that it supposed to catch the attention of the viewer. See also Body Copy. Hemisphere right/left Refers to how our brain works. The right Hemisphere is the most intuitive one, the left Hemisphere is the most analytical. Ag campaign should speak to both hemispheres. Impact A metric of the ability for an ad or a campaign to get noticed and remembered immediately y the target audience. Incentive (agency) Any reward that generates the motivation to go the extra mile. Money is one. Recognition is another. Insight A consumer related truth. It should always be the starting point to develop new products or to conceive an effective communication strategy. The Strategic Planner can help brands to identify untapped insights. Judgment (Creative) There are 7 criteria to Judge a creative campaign: 1. Is ita big idea? 2. Is it on equity? 3. Does it communicate the benefit? 4. Is it simple? 5. Does it connect? 6. Is it distinctive and recognizable? 7. Is it easy to implement? 24 Kit (communication) The different creative pieces of a campaign put together for the local markets to adapt according to their specific needs and requirements. Knowledge (Brand) The consumers clear understanding of what the brand stands tor. Intimate Knowledge is the #3 of the four building blocks of a 25 KOL Key Opinion Leader. Has the credibility, expertise or fame to be a decisive influencer on a group of consumers. Key Performance Indicators. Pre-selected criteria to help assess and monitor the results ofa campaign. 26 Layout In advertising a piece of creative presentation material in the form of a drawing on a board. Has the same meaning as Mock up. Lead Agency The agency in charge of the strategy and central work on behalf on an international client. Its role is also to coordinate the work of the local agencies and monitor the account profitability for the network. 27 Mandatories Defined in the Agency Brief. For eg media selection, formats, cultural traps, graphic guidelines, different languages Indispensable before the creative team start working on the brief.

Tropical Africa: Food Production And The Inquiry Model :: essays research papers

Tropical Africa: Food Production and the Inquiry Model Hunger is the result of disasters such as drought, floods, the changing of the jet stream patterns and other natural disasters. They are beyond our control. It has been estimated that one third of the land in Tropical Africa is potentially cultivable, though only about 6% of it is currently cultivated. However, to change farming from a low-input low-yield pattern to a high-input, high-yield pattern necessitates the use of more fertilizer and the planting of high-yielding varieties of crops There are a number of environmental factors, related mostly to climate, soils and health, resisting easy developmental solutions. Rainfall reliability is closely connected to rainfall quantity The rainfall in the equatorial heart is very plentiful and reliable. However, there is much less rainfall towards the outer edges of the rain belt. Periodic and unpredictable droughts are a characteristic feature of these border zones. There are three climatic zones in Tropical Africa: 1.a region of persistent rain at and near the Equator 2.a region on each side of this of summer rain and winter drought, and 3.a region at the northern and southern edges afflicted by drought. All the climates listed in the previous paragraph are modified in the eastern parts of Tropical Africa by the mountains and monsoons. The soils of Tropical Africa pose another problem. They are unlike the soils of temperate areas. Soils are largely products of their climates, and tropical soils are different from temperate soils because the climate is different. Because of the great heat of the tropics tends to bake the soils, while on the other hand, the rainfall leaches them. The combined heat and moisture tend to produce very deep soils because the surface rock is rapidly broken down by chemical weathering. All this causes the food's rate of growth to slow down or maybe even stop and as a result food production won't even come close in catching up to the rate of population increase; therefore starvation and hunger is present. In the process of a flood and drought, the roots of trees are shallow and virtually no nutrients are obtained from the soil. The vegetation survives on its own humus waste, which is plentiful.

Covering Ignorance

In â€Å"The New Civil Rights†, Kenji Yoshino proposed that change is needed in our current civil rights. In recent discussion of civil rights, one issue has been seen that minorities are â€Å"covering† or toning down a disfavored identity to fit into the mainstream (Yoshino 479). On the one hand, some argues that â€Å"covering† is a vital part for a fluid social interaction and peaceful coexistence. From this perspective, we can see that the Yoshino’s â€Å"new civil rights† that should be based to individual rights rather than groups can have a drastic change in how our society functions (Yoshino 481).On the other hand, Yoshino argues that a â€Å"new civil rights† is needed for harnessing individual authenticity rather than to assimilate in group identities. In Steve Olson’s essay he said that Hawaii is a â€Å"melting pot of racial cultures† where races are almost indistinguishable because of the history of intermarriage b ut still these people chose to affiliate themselves differently than others (Olson 251). According to this view even with the lost of distinction between racial groups in Hawaii they still affiliate themselves to different groups to distinguish from the other groups.By looking at Yoshino’s paradigm of â€Å"new civil rights†, we can see that while its goal of â€Å"liberty† is commendable, it is dependent on individuals that will give action which is impractical. We can in sum, then, the issue is finding an effective way to help all citizens’ exercise their civil rights or will it be just a lost cause because we will remain ignorant of the issue. In Marc Maurer’s â€Å"Creating Disability Rights† Maurer said â€Å"they themselves the disabled are the primary agents of change† (Maurer 6).Maurer wanted to change the view of the judicial court about how the disabled are being discriminated and not being protected by the civil rights, but again like Yoshino’s idea, Maurer needs the people to see the issue and act upon it which can cause people to ignore it. I myself didn’t really give too much thought about these matters because I lack knowledge in these issues about civil rights. I suppose there is some degree of demand necessary in order to provoke or encourage a social change but because today’s society is like water in that it always seems to take the path of least resistance.If there is any obstruction it will simply go around. Most people don’t want their lives interrupted by pressing issues like gay or civil rights. They are viewed as obstructions. To maintain social flow, insistence for change by the struggling groups will be largely ignored and the norm of society will use assimilation as its justification vehicle, resulting in covering. In order to change, â€Å"we must be willing to see the dark side of assimilation, and specifically covering, which is the most widespread form of assimilation required of us today. (Yoshino 480) This statement elaborates on the idea that change will occur when society is educated enough to realize the identity assassination that occurs with assimilation, and also be willing to realize it rather than ignore. Education, as it has in the past, will be the best way for social change to occur. Urging change will always encounter resistance, where education will cause improvement. In this way the modern school can play a positive role in advancing this complicated society of ours toward a future in which all kinds of people are both valued and respected.

Blood Brothers Theatre Review Essay

We visited the Phoenix Theatre on the fourth of October and when we the play started I was drawn to the actual setting of the stage; firstly contrast in the set and how it represented the two side’s class divide. Mrs Johnstone’s huge family all cramped up in the small, crumbling, graffiti covered terraced council housing with the rest of the workers and Mrs Lyon’s large elegant suburban detached house with is wrought iron street lamp and large windows and also with the interior of the houses only the kitchen of Mrs Johnstone’s house is shown overflowing with cooking utensils and laundry and other domestic trivialities but not a chair in sight which means Mrs Johnstone is always either shown standing up or sitting on the step whereas Mrs Lyons living room is shown with its tasteful decorating, art deco lamps, corner pillars and a large sofa in the middle where she is often shown sitting on offering another contrast between her and Mrs Johnstone. Another feature of the setting I particularly enjoyed was the raked stage which allowed better levels for the actors the stage is heavily raked, meaning that a lot of the action is easy to see from all over the house. The set is simple and remains stationary, creating a focused performance space and emphasised certain scenes like when Mrs Lyons suggested Mrs Johnstone give her one of the twins she upstaged Mrs Johnstone who had to turn to respond and also allows for multiple scenes such as when Mrs Lyons revealed Eddie and Linda’s ‘affair’ she turned Micky to face upstage where Eddie and Linda are walking together, which emphasises the cross cutting of that scene and another feature of the raked stage is that it simply allowed a better view of the Performance for the audience. The Play began with a frozen image of the dead twins seen through a red gauze curtain and the narrator gives the lines he is to repeat at the end This use of Dramatic Irony means you sympathise more with the characters knowing the fate that awaits them and it is also a very dramatic way to begin the show immediately drawing you in making ask questions which of course are answered throughout the duration of the play. The dramatic irony also makes you play closer attention to the play as you are compelled to see how the situation could have been avoided and it is shown through foreshadowing that all that would happen was set in stone from when a seven year old micky pretended to shoot a seven year old Eddie to when a seventeen year old Sammy pulled a knife out on the bus. These glimpses into their future might have been missed if you weren’t completely Hooked on the play and so the use of framing and dramatic irony means you were absorbed in the play completely. The costume in the play is a strong representation of the social status of the characters and so everything about Eddie and Mickey’s clothes represents key parts of their life and how they have added to their character as their costumes are a large representative of the whole nature versus nurture theme of the play. Eddie as a seven year old wears very neatly pressed v neck sweater over an immaculately white shirt and short trousers whereas mickey was wearing a jumper so ragged and dirty its quite hard to determine what colour it is, it’s full of holes and stretches to well over his knees indicating it is most likely a hand me down. The contrast in the childhood upbringing of the two characters is apparent in their clothing, the closest Eddie has ever come to second hand clothes is when he meets mickey on the other hand mickey has probably grown up with his siblings old clothes and toys et cetera. The adolescent Mickey wears fashionable denim and leather. Which shows him at what was the peak of his life, the happiest his is to be in the play. The adolescent Eddie wears a very smart school uniform The adult Mickey again wears a baggy jumper. However this is when he is dominated by medicine. His clothing also illustrates the loss of that huge childhood energy he had at the beginning of the play. It is hard to determine what purpose the narrator serves. On stage he appears dressed in a smart black suit –reminiscent of funeral garb so sort of fore shadowing but the costume his gives him a neutral status, as we cannot identify anything about his character. It gives him a sense of anonymity throughout the show, and the fact that the other characters do not acknowledge him gives him a ghostlike quality except when he takes a picture of. His main role throughout the show is to act as a constant reminder to us of the Brothers’ tragic fate – exemplified in the musical number ‘Shoes upon the Table’, which is repeated Throughout both acts of the show. It is also notable that as the show commences with the scene of The finale, his attire is like that of somebody who is attending a funeral – and it seems that he is dressed for such an occasion throughout the entire play. The characters seem to look through him or just avoid him until Linda asks h im to take their photograph and it seems as soon as she does this their lives begin to go wrong, coincidence or were their lives touched by evil The use of sound is possibly the most powerful dramatic medium used in the play; the songs are extremely well written fit immaculately with the themes of the play and the lyrics and melody are re used throughout the play. Music was used to draw emotion from the audience. It also helped to move along the action and always conveyed a theme, message or feeling. Echo was also used in parts of songs. However it was recorded and therefore gave a very surreal and artificial effect. The music and lighting combined at the beginning of the play to create both a DRAMATIC EFFECT and a SAD ATMOSPHERE which worked very well to draw you in. The use of the orchestra collaborated well with the songs. The gunshot at the end of the play worked well as it shocked the audience despite them knowing the ending. There was a great contrast in lighting between the countryside and the city. In the countryside it was bright and the scenery consisted of typical green rolling hills and a crystal blue sky. However in the city the lighting was much darker and the scenery consisted buildings. When the front door of Mrs Johnstone house opened light flooded on to the stage. The purpose of this was to generate the idea of presence of Mrs Johnstone and her children living inside the house. The stage was lit up with a red light at the beginning of the end. This was used as an indicator of the bloodshed to follow. A red light also appeared when Mrs Lyons came on to the stage. This illustrated her madness and guilt stricken conscious. This was also done by the use of blackouts. A blue light appeared at the end when the narrator came on to the stage and sang. To illustrate the madness of Mrs Lyons in song flashing lights came on. This made the audience feel uneasy and uncomfortable with the character of Mrs Lyons.

Critical Analysis of Immigration and Migrant Workers The WritePass Journal

Critical Analysis of Immigration and Migrant Workers Introduction Critical Analysis of Immigration and Migrant Workers IntroductionREFERENCESRelated Introduction For many years, migration, perpetrated by the quest for career advancement by skilled labour, asylum seeking by refugees and interest in greener pastures has been going on internationally. Some countries have faced challenges and setbacks due to international migration of skilled labour/personnel and some have gained significantly by being recipients of such personnel. This essay will seek to address the issue of teacher migration/exodus in Zimbabwe. Human Capital Theory in conjunction with the theoretical perspective of Globalisation will be used to analyse this issue in the aforesaid country. Zimbabwe is a landlocked country located in the Southern part of the African continent. Its neighbouring boarder countries are South Africa, Botswana, Zambia and Mozambique and it is a former British colony. For the past decade it has been going through a challenging political climate characterised by violence, poor economy, introduction and an ongoing land reform programme which was poorly implemented and resulted in the country going downhill as agriculture was one of their main foreign currency earners and attracted the imposition of economic sanctions.HIV and AIDS is also prevalent in Zimbabwe. According to the preliminary results of the 2002 census, Zimbabwe has a population of 11.6 million against a projected figure of 14.7 million. This would mean that the estimated number of Zimbabweans in the Diaspora is 3.1 million which was worked at the assumptions that, mortality had remained at the 1990 level, fertility had declined and there had been a negligible international emigrati on. Zimbabwe uses the neighbouring South Africa’s Rand and the US dollar as its main currency. Its education system consists of 8 years of primary education and 6 years of high school before a student can be admitted to university. The wealthier population normally send their children to private schools which follow the Cambridge exams curriculum and the others send theirs to government run schools which use the national curriculum. In 1980, education was declared free and for all, but since 1988 the government introduced and gradually increased charges attached to school enrolment. Zimbabwe has eleven universities that are internationally accredited that serve the whole nation and 8 teacher’s colleges. Each year Zimbabwe loses thousands of skilled professionals crucial to the development needs of the country. They migrate mainly to South Africa, Botswana, UK, Australia, and USA. Crush et al (2005) assert that Zimbabwe is experiencing a crippling flight of professionals and skilled people that has escalated to levels that have serious implications for growth and development. Included in this list of professionals are teachers, who play a pivotal role in the continuity of the learning and education process. Chetsanga (2003) argues that, it is difficult to properly determine the accurate statistics of the Zimbabweans that have migrated as the plight of teachers in particular dates far back to year 1998, with teachers going on strike because of low pay. Teachers were also one of the main targets of political attacks then, as the ruling party accused them of supporting the opposition party. Between 2000 and 2002 the Ministry of Education recorded a high influx of teacher resignations and absconding, with teachers migrating to other countries, mainly United Kingdom and South Africa to claim asylum, fleeing from political violence, and some moving to other departments.The study he did established only 479348 Zimbabweans in the Diaspora (including teachers) and is aware that a large number is not accounted for in that figure. He says, of that figure, most hold Bachelor’s degrees, followed by polytechnic graduates, 20% hold Masters Degrees, while 5% hold PhDs. He says the health and tea ching personnel account for more than 75% of that figure. Chanda,cited in Chetsanga (2003) explains Zimbabwe’s teacher exodus from another dimension, where she describes it as, the concept of ‘survival migration’ which focuses on the situation of people who are outside their country of origin because of an existential threat to which they have no access to a domestic remedy but who fall outside of the dominant interpretation of a ‘refugee’ under international law. He says, it focuses on people who cross borders fleeing some combination of, environmental disaster, livelihoods failure, and state fragility. Chetsanga (2003) conquers that the reasons why teachers are leaving Zimbabwe appear to be diverse ranging from professional, political to economical. Crush et al (2005) also say, the teachers unhappiness goes deeper than economic circumstances, to include, housing, medical services, education and a viable future for their children. The number of people living below the poverty datum line has surged in the past three years because of economic crisis and spiralling of inflation. Over 75% of Zimbabweans are now classified as poor, while 50% are living in abject poverty. As of December 2002 the unemployment rate was between 75% and 80% and has even got worse. All civil servant salaries are uniform in Zimbabwe at present regardless of experience, education background, geographical location, or genders and they are pegged at US190 ( £126) a month against a high cost of living that needs at least US510 ( £340) a month to meet the poverty datum line. Around one in ten of the population live with HIV, Zimbabwe is experiencing one of the harshest AIDS epidemics in the world. In a country with such a tense political and social climate, it has been difficult to respond to the crisis. President Robert Mugabe and his government have been widely criticised by the international community, and Zimbabwe has become increasingly isolated, both politically and economically. The country has had to confront a number of severe crises in the past few years, including an unprecedented rise in inflation which reached 100,000%   in January 2008, a severe cholera epidemic, high rates of unemployment, political violence, and a near-total collapse of the health system. The situation in Zimbabwe got so bad that between 2002 and 2006, the population decreased and Infant mortality has doubled since 1990.Average life expectancy for women, who are particularly affected by Zimbabwes AIDS epidemic, is 47 and 40 for men. Zimbabwe has a higher number of orpha ns, in proportion to its population, than any other country in the world, according to UNICEF. In fact, as many as 1 in 4 children in Zimbabwe are orphaned as a result of parents dying from AIDS. Teachers are relied on to counsel their students about Aids, but statistics indicate they are no more knowledgeable about avoiding infection than other Zimbabwean adults. Teachers are at high risk of getting infected with HIV and Aids, and already one-third of them are likely to be infected with the virus. According to a report presented by a state-appointed education assessment team, the rate among teachers mirrors Health Ministry statistics showing that an estimated 27% of Zimbabweans aged 18-49 are infected with HIV, with at least 3 000 deaths a week. The teacher migration adds to the depletion from the AIDS affected population, worsening the already depleted labour force. Through migration, Zimbabwe is losing the value of its investment in education because a large number of highly trained Zimbabweans who include teachers have left the country. Efforts in trying to reach out to Zimbabwe with specific skills through improved educational opportunities may go to a waste unless measures are taken to offset the pull factors attracting the highly educated Zimbabweans to other countries. If the Zimbabwean government does not do anything by making staying at home attractive it will continue to lose its highly skilled personnel to other countries and the brain drain unabated because the brain drain in Zimbabwe is based on the global phenomenon associated with man’s quest for better opportunities in life. De Villers (2004) says, the trend and high magnitude of the brain drain cripples the country’s capacity to engage in sustainable development and it is a well established fact that knowledge is the most important instrument in the creation and acc umulation of wealth and the primary factor in international competitiveness. Therefore Zimbabwe’s migration of the skilled and knowledgeable personnel has had and is continuing to have a clear negative impact on the country’s development system as evidenced by its inflation rate, HIV and AIDS statistics, exclusion from major international dealings, and poor education and health systems. The aforesaid teacher migration/exodus challenge faced by Zimbabwe can be analysed using the Human Capital Theory (HCT) in ascertaining Zimbabwe’s position in the global world, marrying it with the theoretical perspective of Globalisation. The Human Capital Theory (HCT) is a model that is widely used in the economic analysis of education worldwide. It is used as a background assumption in many areas of economics like in the theory of economic growth. HCT is commonly linked with education and thus theorists in human capital tend to marry the two and view education as investment in human capital. The concept of HCT boarders around that the economic growth, prosperity and function of a nation mainly depends on its physical and human capital stock. The investment people make on their individual selves education wise enhances the productivity of the economy and that is what human capital theorists endeavour to point out. The human capital theorists emphasise on the rate of returns to education. They argue that, educate yourself and the returns to education will be higher, hence uplifting you as an individual and you uplifting your nation, the returns are both economic,(for example-the more you invest in years of schooling, the better pay you are likely to earn),and non economic (eg-acquired knowledge through education may help you to understand and deal with issues better, like HIV and AIDS).Kingdon and Theopold (2008) emphasise that, similar to this, returns to education may be private (accruing to the educated individual) or maybe social (benefiting the individual and their community).She however does not dispute that, the returns might be influenced by the level of education that one has acquired, type of education, education institution attended, field of study and other things, hence even some universities tend to charge more for other courses compared to others, simply because of their estimate d rate of return. Psacharopoulos and Woodhall (1997) infer that, investment in people education wise is as or more important to economic growth as investing in machinery as education enhances a workers productivity. The screening hypothesis challenges that interpretation of education and argues that, education is only used by employers to screen employees. The screening hypothesis is true to an extent, because for example in the Zimbabwean situation, where the Ministry of Education has reported an influx of teachers in areas like, language teachers compared to maths and science. Only teachers with qualified teacher status specialised in languages are employed, when areas like maths and science recruit even personnel without qualified teacher status to fill in vacant posts. If that requirement was not put in place in the languages department, it would be difficult for recruiters to recruit and this is one of the reasons why some personnel that are capable of teaching in the languages department have migrated. Robert (1991) asserts that education and the creation of human capital creates the differences in labour productivity and the differences in overall levels of technology that we observe in the world. This meaning that education plays a critical input for innovations, research and development activities, thus being seen as an intentional effort to increase the resources needed for creating new things like technology. In this generation we are living in, a technological nation tends to be better successful as it is advanced and quicker. Psacharopoulos and Woodhall (1997) confirm that, by saying that in East Asia, education has given them their success in economic growth and development. Hong Kong, Singapore, and Taiwan have achieved high rates of economic growth due to their investments in education. In the Zimbabwean context, due to the migration of teachers, areas like technology advancement are so crippled, because the skilled personnel to impact this knowledge to learners is limite d.While the problem is not mainly limited to this, skilled personnel migrate as well due to their worry on how their skills might remain stagnant and not match the global need which calls for technological knowledge nowadays. Skilled labour migrates to go and advance their skills in other countries and in a quest to make sure their children and families acquire the best education and skills too. Muchemwa (2009) argues that on this same score, a country like Zimbabwe will be left with insufficient personnel to run its own education systems and shortages in the education sector will impair transfer of skills to the next generation of citizens. According to Fagerlind and Saha (1997) HCT in both developing and developed countries, just provides a basic justification for large public expenditure on education because if its notion which is derived on the presumed economic return of investment in education both at the macro and micro levels. Individuals then tend to think such investment is worthwhile as it was seen to provide returns in the form of individual economic success and achievement. At a bigger level, efforts put to promote investment in human capital would result in economic growth, that is, ‘educate part of the community and the whole of it benefits’ (Schultz 1971).Morgan et al (2005) argues that in contexts like the Zimbabwean, teacher training is often highly subsidised, which due to migration it technically means that the governments are funding the training of teachers who serve other in other countries, usually developed countries where they can earn a much higher salary, thereby leaving Zimbabwe with little labour to run their affairs. While it may be argued that the Zimbabwean government takes measures like bonding to curb this, to make sure that for example a teacher stays and serve in the country for at least two years before migrating. From personal experience, the measures are not so strictly implemented and the money is affordable to pay back as long as you have migrated to a country that has a valuable currency. I completed my teacher training in Zimbabwe in year 2000 and moved to England a year after that.When I had left the Ministry, my parents who I had assigned as my guarantors during my teacher training, received letters that I was supposed to pay back the government money. I managed to send three hours worth of wages from my cleaning job in England, and it covered the whole debt. While in general terms human capital theorists argue that an educated population is a productive population, Ayara (2002) reports that it is not the case with countries like Nigeria, Zimbabwe and other African countries who have engaged in too much corruption and have not had the expected positive growth impact on economic growth .He says educational capital has gone into privately remunerate but socially unproductive activities, like fraud, prostitution and many more. In countries like Zimbabwe, the education system is failing due to economic and political instability that has led to the prevalence of corruption. Gaidzanwa (1999) assumes that, the core of a country’s problems and success lies in its government, that is, the choice of its leaders and how they run the affairs of the country. If the migrated emigrants, like teachers and other professionals would be allowed to vote, from their countries of board, their informed and education influenced choices of leaders would co ntribute to the turnover of the poor economy and its sustainability. At the individual level, it has become an issue, to what extent education as a form of human investment can be directly related to improvement and income. For example,   in the Zimbabwean situation, a non qualified teacher, a post graduate teacher and a qualified teacher with 20years teaching experience are all bracketed under the ‘civil servant pay scale’ and all receive the same salary of US$190 currently. Low pay rates and poor living and working conditions have been the major causes for teacher exodus. This goes on to explain how the HCT’s philosophies are not always the case especially in countries and individuals that are facing challenges. Robert (1991) also conquers that education; from a HCT perspective can create inequalities and social class stratification. Education can in this instance be used as a tool to measure poverty against wealth. The HCT reinforces that, the educated one has a likelihood of a better job, leading to better income, better life and better class. It can therefore be concluded that while individuals, societies, countries and the world look up to education as a means of a better life and investment in agreement with the HCT. It is not always the case that investing in education can bring the expected returns. There are some external factors that can hinder those expectations like the politics and economy of a given country. On individual basis, things like ill health, discrimination in education systems and poverty which is the case in Zimbabwe, where HIV/AIDS is having a highly negative impact to its human stock together with skilled labour migration.HCT always assumes well functioning economies and employs a, one size fits all approach, paying a blind eye on countries and individuals that are struggling for different reasons. The framework does not take account of segregated labour markets where people are allocated jobs on the grounds of race, gender or assumptions about class or cost. It should address beyond investment education wise as there are other uneducated personnel with no qualifications, who contribute to the welfare of the nation’s economy and do well as individuals, things like health as well should be incorporated and any form of knowledge deemed appropriate for enhancing economic growth should be incorporated in HCT. While the government of Zimbabwe has invested a lot in training and educating their teachers who have migrated to other countries, hence leaving the country with a shortage of labour in that field (especially maths and sciences) and a possible, crippling effect on the transfer of skills to the next generation. The theoretical perspective of ‘Globalisation’ will also be used to critique this issue of teacher migration in Zimbabwe, comparing and contrasting it with HCT. The businessdictionary.com, defines globalisation as, the worldwide movement towards economic, financial, trade, and communications integration. It implies the opening of local and nationalistic perspectives to a broader outlook of an interconnected and interdependent world with free transfer of capital, goods, and services across national frontiers. However, it does not include unhindered movement of labour and, as suggested by some economists, may hurt smaller or fragile economies if applied indiscriminately. Park (2003) asserts that, globalisation, has just been turned into a buzz word in recent times, which has been used even by people who have no understanding of the economic term, which mainly reasons on why commodity flows and divisions occur. He says, globalisation is about creating a set of competencies that enable companies to utilise resources on an optimal basis to meet differentiated customer demand profitably and cost-competitively without regard for geography, which si mply means, getting an organisation into a position of doing business in any market it chooses. However Kingdon and Theopold (2008) conclude that there is no single agreed definition of globalisation and there are many ways to summarise the vast literature on this subject. She says that, the forces of globalisation affect the lives of most people all over the world, be it business people or villagers, well paid workers or labourers as well as desperate migrants in transit in the hope of better lives, with the migrating Zimbabwean teachers as an example. She says, globalisation is an often discussed and seldom understood phenomenon, which entails an increase in human activities that cross national boundaries. These may be economic, social, political, technological or biological. The theory of globalisation together with HCT and teacher migration in this essay will lean a lot on Millennium Development Goal (MDG) number 8,which addresses, the development of global partnership for development, which encourages the further development of an open, rule based, predictable, non discriminatory trading and financial systems. Kingdon and Theopold (2008) have grouped approaches to globalisation into four clusters, that is, world- systems, global culture, global polity and society and global capitalism. She assumes that the approaches to globalisation endeavour to create what is famously called the ‘global village’, where the basic idea is that, the spread of the mass media, especially television and the internet, means everyone can be exposed to the same images at the same time and the ever increasing integration of people in societies around the world has influenced human evolution. While this perspective is acknowledgeable to an extent in the migration o f teachers in Zimbabwe, where the use of the internet and media and information passed on by others who have migrated already to those that are still in the country on how to migrate and improve lives has been used, however Khadria (2005) argues that when goals and targets were set for global goals for education, they were more politically than technically determined. The migration of teachers has been one of the human activities that have been crossing national boundaries for a long time. Appleton (2006)says that, though there has been international movement of educators since the ancient Greeks first tutored the Romans, the advent of globalisation in the 1990’s has seen such migration return to prominence. Like Zimbabwe, some countries have seen net losses of educators and have expressed concerns leading to, for example, things like, introduction of visas, adoption of a protocol of teacher recruitment by the commonwealth in September 2004 to try and put this migration under control. He argues that by 2000,for example in some parts of England, some schools were already relying on the recruitment of overseas teachers to fill in the gaps, with some, teacher supply agencies moving into the market to supply teachers, this however denotes the difference between HCT which emphasises on the nation gaining from their human stock, to the human stoc k crossing the national boundary to a wider world(global).It can however be concluded that, unlike HCT that emphasises on individual and national gains, Globalisation, embraces both individual, national to the whole global village. It does not limit human capital stock and returns to national level, it reflects that things move away and come back some how.HCT uses, rate of returns to individuals and the nation while globalisation is often interpreted in terms of economic actors and economic institutions. Khadria (2005) and Grace (2003) agree that, If countries like Zimbabwe would manage its affairs well, the beneficial effects of teacher migration would impact and reflect positively on its economy and even have a multiplier effect on the economy as a whole. They explain that, migrated personnel send part of their earnings home in form of remittances hence providing the home country with a source of valuable foreign currency which is pivotal in trade dealings.(See appendix 1.0). It is estimated that an overseas worker on average can remit home over US$500 per month. Studies have shown that the propensity to save is usually higher among emigrants than local people, in preparation for their possible returns to the home country. Therefore if 35% for example, is sent to Zimbabwe monthly, more than $25billion dollars will be availed to the Zimbabwe economy and through various expenditure mechanisms, government can be able to raise substantial amount of revenue for public coffers. According to the Zimbabwe Revenue Authority (ZIMRA), 70% of the cars in the Zimbabwean roads have been shipped from the Diaspora. The taxes paid on the clearance of those cars, if managed properly without corruption can as well provide Zimbabwe with a lot of revenue significant to the country’s economic growth and global trades. Skeldon (2005) argues that, the emigration of skilled workers is not new but has taken on greater urgency in the context of globalising economy and ageing society. He says the developed world is viewed as poaching the best and brightest from the developing world, thus prejudicing home countries of their chance of development, but he strongly believes that any movement of labour is as much internal within any country as it is among countries and that skilled labour migration should not be seen differently from other types of migration and movement of other goods. Statistics show that not all teachers that moved from the teaching field in Zimbabwe, migrated, some moved to other departments like NGO’s due to attractive salaries, and whilst Zimbabwe, employs some of its personnel like technology engineers from countries like Botswana, or send some of its personnel abroad on government scholarships for training. Zimbabwe should acknowledge that, it as well benefits from other educa tional global dealings too. It can therefore be argued or speculated that, teacher migration should be viewed as a global necessity, to assist those in need and curb unemployment in countries with excess personnel than poaching skills. The theory of globalisation, does not hinder the fact that, for example, if Zimbabwe gets back on its feet and does well economically, maybe tomorrow or in a decade, if it can attract skilled labour as well, it can attract teachers from other countries too, as was the case in the 80’s where use of expatriate teachers from, Germany, Sweden etc was common. HCT emphasises on the number of years invested in schooling, yielding better returns. An average qualified secondary teacher in Zimbabwe currently invested 7 years to primary schooling,6 years in high school and 2 years training at a teacher’s college, which equates to 14 years and Zimbabwe considers him/her as their highly skilled labour. When that teacher migrates, for example, to England, he/she cannot qualify for a qualified teacher status, she has to do another 3 years for a PGCE, to meet the local standard, and hence most of these migrated people have had to further their education or do other menial jobs. Skeldon (2005) says the question of who are skilled labours at global level has been raised. What an individual country might view as their skilled labour might not be what the host country perceives. Using the example mentioned above, of teachers who might opt to do the PGCE in England. One can question that, has there been a truly brain drain as the brains have been retrained again in the destination country. This highly denotes an advantage brought about by migration and globalisation. In HCT, highly successful entrepreneurs and businessmen/women are excluded on the basis that some of them do not even have any tertiary education even though they posses skills essential for economic growth, but globalisation accommodates them. Both HCT and globalisation, though in different ways, agree that education has become a multimillion dollar migrant industry, particularly at global level. Teacher migration has had an effect on quality of teaching in Zimbabwe. Most parents wish that their children could access the quality of education that would make them employable worldwide, with some affording parents sending their children to expensive private colleges(teachers earn higher) that examine children, through the, Cambridge Schools Examination Certificate than the Zimbabwe National Schools Examination Certificate(ZIMSEC) which is not recognised worldwide and used in Government and Council schools(teachers earn very little),so as to prepare them for life in the globalising economy. Some individuals even enrol for expensive online courses with foreign universities. So one can hypothesise that, people opt for certain types of education or training for individual returns or to specifically increase their chances of migra tion. Though there is no guarantee that these individuals will definitely migrate, this contributes to better educated and trained people for the domestic market as well. Statistics show that most people who have managed to migrate from Zimbabwe are the skilled and educated, with teachers and health professionals on large numbers, because chances of them making a living in another world are high and they are employable. Skilled personnel are likely to have the knowledge (how to apply for visas, what the host country requires and contacts of already migrated colleagues or relatives) and means (money to apply for Visas, purchase travel tickets, etc).This even goes far beyond individual or small society level but rather to a wider world, where countries have been labelled as underdeveloped, developing and developed because of their economic power and growth. Even when it comes to manpower planning needs, parents strongly feel that in an area of scarce skilled manpower, the better educated their children, the better chances of getting well paid jobs. The poor ones even look up to the education of their children as a means of alleviating their poverty. Babalola (2003) is of the notion that, the main problem associated with the belief that education is good for economic growth and development lies in how to maintain an equilibrium position in terms of ascertaining the evidence of either too little or too many educated people in a society. He says that a shortage of educated people will limit growth whilst too much of them will create unemployment hence limiting economic growth and development. The Ministry of Education in Zimbabwe confirms, that there are other teaching fields like languages and social sciences in Zimbabwe, which tend to have excess trained personnel compared to maths and sciences. Therefore migration of these teachers might be necessary than a hindrance and this is evidently a challenge to HCT but a bonus to Globalisation. While teacher migration has been a burning issue in the Ministry of Education and Zimbabwe as a whole. It is difficult to argue out why the teachers should have stayed in the country of origin given the economic, political and social climate and considering that it is not the only department that has registered a high movement of personnel. The problems associated with teacher migration need to be addressed at government level. Although the destination countries benefit from this migration, it is difficult to conclude that their economic successes depend on these migrants and that countries of origin’s development is prejudiced by this. However the issue of brain drain seems like it will be debatable for long. REFERENCES Appleton, S., Morgan, W. J. Sives, A (2006) THE IMPACT OF INTERNATIONAL MOBILITY OF TEACHERS-CONCLUSIONS FROM A FOUR COUNTRY STUDY , paper presented at the Development Studies Association Conference. Open University, Milton Keynes Ayara, N .N (2002) THE PARADOX OF EDUCATION AND ECONOMIC GROWTH IN NIGERIA: AN EMPIRICAL EVIDENCE.Ibadan, Polygraphic Ventures Ltd. 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