The Private Journal Essay Example | Topics and Well Written Essays - 500 words

The Private Journal - Essay Example She applies metaphors to describe how America was designed in the ancient days. The journal is also interesting from the way spellings and letters have been combined. The combinations make sounds which can be deciphered. In addition, the journal has a sense of humor that is evident from the poem she composed when she had insomnia during one of the nights (Knight, 2003). The journal also reveals the theme of racism based on what the author recorded in her diary. It is evident from the text that Knight could be described as a racist from the way she refers to Native Americans living in Connecticut as primitive people and regards African Americans as slaves who do not deserve to sit in the same table with whites. Her sentiments rekindle the brutal experiences Africans underwent during the slavery era (Knight, 2003).Although the author of the journal faced serious challenges while making her trip to New York, some words she used were in bad taste. Her description of the Native Americans who reside in Connecticut as uncivilized people is a reflection of how the author looked down upon other people. The way she depicts the African American wraps up the whole ideology she had on African Americans. To her, the African Americans are supposed to remain as slaves. Besides, she criticizes those who share a common table with them during meals. The author tries to take the reader to a time racial discrimination was rife in America. Knight can be described as a callous person who was very insensitive about the plight of the African Americans during the slavery era (Knight, 2003).

Biographical Analysis of Hannah Altazan Article Example | Topics and Well Written Essays - 500 words

Biographical Analysis of Hannah Altazan - Article Example Different than many of her peers, Hannah actually enjoyed attending school. She appreciated the relationships that were developed with her teachers and classmates, as well as the information she learned in the process. Hannah would go on to attend Pearl River High School. As Hannah entered high school, her interest and appreciation of school further developed. During this period she further extended her interest in education by reading many texts in addition to her homework. As Hannah progressed through high school and realized that she would be attending college, she began to consider potential career paths and areas of study. With her interests in mind, a career in education as a teacher was an obvious career path to assume. After Hannah decided to pursue a career in education she began to further consider potential subjects she could teach. Hannah thought back to her childhood experience with her sister and began to recognize that her particular experience could be expanded to include many individuals with disabilities. Hannah believed her experience with Kinley would provide a strong background for helping other students. She was also inspired by her relationship with Kinley, such that she was highly motivated to help others with their challenges. Ultimately, her profound experience with Kinley and interest in education led her to decide to study to become a special education teacher. After deciding to study to become a special education teacher, Hannah went about further researching her interest. With this newfound passion in mind, she began working at the Pearl River High School’s special education department. While Hannah had experiences helping Kinley with various tasks, her participation at Pearl River’s special education department brought her into contact with students with many difficulties.  Ã‚  

International Business To Business Marketing Essay

International Business To Business Marketing - Essay Example This may be summarised by the observation that the behaviour of a complex system cannot be understood completely by the segregated analysis of its constituent parts. However, Beverland (2002) suggested the use of this idea in regard to supply chains is neither consistent nor straightforward. New also argued that the supply chain metaphor is used in many ways, but three meanings dominate discussion: "supply chain" from the perspective of an individual firm; "supply chain" related to a particular product or item (such as the supply chain for beef, or cocaine, or oil); and "supply chain" used as a handy synonym for purchasing, distribution, and materials management (Larson, 1998). Supply chain management can mean any one of these things, but one aspect is certain: Purchasing and/or outsourcing activity is being undertaken (Barkema, 1997). Beverland (2002) suggested that supply chain management is an integrative philosophy used to manage the total flow through a distribution channel from the supplier to the ultimate user. Another definition is the management of a chain or of operations and centres through which supplies move from the source of supply to the final customer or point of use (Chng, 2000). In essence, the supply chain starts with the extraction of raw material (or origination of raw concepts for services), and each link in the chain processes the material or the concept in some way or supports this processing. The supply chain thus extends from the raw material extraction or raw concept origination through many processes to the ultimate sale of the final product, whether goods or services, to the consumer. Internet and Supply Chain Management Many organizations, often too late, are now realizing that they should have paid as much attention to their internal business processes, their orderfulfilment resources and systems, and the integration of those processes and systems with those of their suppliers of goods and order-fulfilment services, as they did to their customer-facing Web site. The need is for a seamless end-toend 'order to cash' process incorporating the Web site, the business' accounting systems and the delivery mechanism. The accounting needs should embrace, as a minimum, accounts payable, accounts receivable, inventory, purchase orders, invoicing and credit control. (Johnson, 2002) The delivery mechanisms in many organizations cannot cope, when Internet trading is added to the traditional market offering, with the requirement for a large number of small orders requiring, to all intents and purposes, instant shipping. They may have historically been shipping relatively large orders to a few intermediate supply chain points on a two to three day lead time basis. (Chopra, 2003)The

Cleveland’s Livability Essay Example for Free

Cleveland’s Livability Essay

Promoting Diversity and Inclusion in Health and Social Care

Promoting Diversity and Inclusion in Health and Social Care Sharon Heather Ferguson-Guy Promote equality and inclusion in health social care or children’s and young people’s setting Outcome 1 – Understand the importance of diversity, equality and inclusion 1:1Â  Explain what is meant by: Diversity – the word diversity means a different and varied. In the United Kingdom you will find people are different and varied in lots of ways. For example, people who have originated from many different countries, people from different ethnic background, people of different genders with different sexual preferences, people with different values and beliefs, people with different interests and people from different economic backgrounds. We must try and create an environment so that everybody feels valued as a person. Equality – to have equal opportunities means having equal access to things that influence our quality of life and life prospects. To have a fairer society where all that wish too, can participate and have the opportunity to fulfil their wants and needs no matter what disabilities, gender, religion, sexual orientation, beliefs, race and cultural differerences. Inclusion – when individuals are included they often end up with a quality of life that is better than they would reasonably expect. Inclusion is when everyone gets a chance to participate and be part of the team. It is also to feel and be respected and to take part in activities no matter what disadvantages they may have. 1:2Â  Describe the potential effects of discrimination: The potential effects of discrimination are that individuals often end up with a quality of life for lower than they would reasonably expect. Historically discrimination has sometimes been a matter of life and death. In some countries and cultures some of the effects of discrimination, include individuals being generally treated as outsiders and second class citizens, or being subjected to physical attacks and verbal abuse or individuals could be denied education jobs or opportunities. Discrimination can be that of verbal abuse, humiliation, intimidation, and mistreatment. The effects of this can make the individual feel stressed, low self esteem, unwanted, angry, which leads to behaviour problems, feeling isolated, unable to cope, feeling depressed, guilty, anxiety, loss of confidence. The physical effects would in turn be that of changes of eating habits, weight loss, weight gain, poor appetite, headaches, and sleeplessness, lack of energy, communication problems, and deterioration of health. 1:3Â  Explain how inclusive practice promotes equality and supports diversity: Inclusive practice promotes equality and supports diversity so individuals often end up with a better quality of life. To promote equality and diversity and ensures that the user is treated as an individual so as not to be excluded so, to value any differences and embrace full potential of their own personal needs and wants. Every user have a personal care plan which has been put together and is all about them, no two care plans are the same so each have their own individual needs. So each user will be treated equally and by recognising their diversity when assessing their care plans. Outcome 2 – Work in an inclusive way 2:1Â  Explain how legislation and codes of practice relating to equality diversity and discrimination apply to your own work role The codes of practice that relate to my work role are as part of The Person Centred Care Approach. I must respect patients in terms of their religion or sexuality and treat all individuals equally. I am aware to uphold their human rights and make sure they are not being discriminated against. Below are the legislations that relate to my work role: The Equality Act 2010 is the law which bans unfair treatment and helps gain equal opportunities in the workplace. The act replaces anti-discrimination laws from before with a single act to make it simpler to rid of any inconsistencies. The act covers nine protected areas about treating people unfairly so it does not happen. They are: Disability Age Sex Sexual orientation Gender reassignment Religion or beliefs Race Pregnancy and maternity Marriage and civil partnership The Equality Act sets out to prevent unfair treatment in the workplace, the different ways in areas that people are treated unlawfully; it may be direct or indirect victimisation. Unfair treatment should be a thing of the past, but, it still goes on in today’s society. This law replaces: Disability Discrimination Act 1995 Employment Equality (Religion or Beliefs) Regulation 2003 Equal Pay Act 1976 The Race Relations Act 1976 The Sex Discrimination Act 1975 Human rights Act 1998 – this has 16 basic rights that affect the aspects of human rights. There is also a Code of Practice which relates to my work role which is from the General Social Care Council (GSCC) Codes of Practice – it describes the standards and conduct for social care workers and employers. So I must: I am to be accountable for the quality of work that I do and to take responsibility for keeping up and improving my knowledge and skills. Encourage the independence of the patient while protecting them as far as possible from danger or harm. Protect the rights and promote the interest of patients and fellow colleagues. Respect the rights and choices of patients whilst making sure that their behaviour does not cause harm to themselves or other people. Maintain trust and confidence of patients and colleagues. Have the publics trust and confidence in social care services. The Care Standards Act 2000 – this regulates independent health and care sector, this is done by health authorities as well as the local authority which has been overtaken by the National Care Standards Commission (NCSC), this became responsible for registering and inspecting all care homes and private healthcare facilities in the UK. April 2004 this was replaced with Commission for Social Care Inspection (CSCI) and Commission for Healthcare Audit and Inspection (CHAI). On 1st April 2009 they were both amalgamated to introduce the Care Quality Commission (CQC), it became responsible for inspecting the quality and monitor care homes in England. Outcome 3 – Promote diversity equality and inclusion Describe how to challenge discrimination in a way that promotes change I would report any discrimination to my manager and also try to point out to the individual in a tactful manner that their actions were not acceptable under current legislation. I would also encourage them to embrace diversity and treat everyone equally and promote a positive outcome.

Risk management by indian banks

Risk management by indian banks Case analysis: Risk management by Indian banks The banking and financial crises in recent years in emerging economies have demonstrated that, when things go wrong with the financial system, they can result in a severe economic downturn. From this perspective, financial sector reforms are essential in order to avoid such costs. These reforms have become the tools for banks to manage risk. Some of the tools are: 1) Interest Rate Scenario The first important issue that I would like to highlight relates to interest rates. Interest rates reflect strongly to inflation rates, there has been a distinct downward drift in the inflation rate during the second half of the 1990s, which is now at around half the level as compared with the first half of the 1990s. Both the popular measures of inflation the Wholesale Price Index (WPI) and the Consumer Price Index (CPI) have shown a definite fall in the recent period. This is clearly reflected in the downward trend in nominal interest rates. The banks have also reduced their deposit rates. But the lending rates of banks have not come down as much. While banks have reduced their prime lending rates (PLRs) to some extent and are also extending sub-PLR loans and effective lending rates continue to remain high (Table 1 and Chart 1). 2) Lending to Small and Medium Enterprises Banks have now understood the problems with lending large organizations. The large organization not only reduces the interest rates by bargaining but also makes default payments by which banks are under tremendous risk, and hence banks are now making a move to provide more loans to small and medium enterprises. 3) Revival of Long-Term Financing The development finance institutions (DFIs) were set up in the 1950s to provide medium and long-term finance to the private sector. Many of these institutions were sponsored by the Government. DFIs were expected to resolve long-term credit shortages and to acquire and disseminate skills necessary to assess projects and banks creditworthiness. The current trend is of DFIs converting themselves into banks. In this context, the future of long-term lending acquires great importance. 4) Non-Performing Assets As of March 31, 2002, the gross NPAs of scheduled commercial banks stood at Rs.71,000 crore, of which the NPAs of public sector banks constituted Rs.57,000 crore. The absolute amount of NPAs continues to be a major drag on the performance of banks. Banks uses the process of securitisation of assets to remove NPAs from the balance sheets. 5) Investing in government securities: In the current interest rate environment, banks are finding it more profitable to invest in government securities. In 2001-02, trading profits of public sector banks more than doubled to Rs.5,999 crore from Rs.2,250 crore in 2000-01. The net profits of these banks during these two years were Rs.4,317 crore and Rs.8,301 crore respectively and this includes an additional Rs.1,365 crore and Rs.1,547 crore from forex operations. The Reserve Bank has been encouraging banks to be proactive in risk management and banks have been directed to maintain a certain level of Investment Fluctuation Reserve (IFR). TABLE 1 : REAL INTEREST RATES Year Weighted Weighted Average Average Inflation Rate Real Interest Rate Ended Average Average Cost of Cost of WPI Manufact- CPI-IW Borrowers Central Depositors March Lending Interest Rate Aggregate Time uring Price Government Rate of of Central Deposits Deposits SCBs Government of SCBs of SCBs Securities 1 2 3 4 5 6 7 8 9=(2-7) 10=(3-6) 11=(5-8) 1990-91 15.0 11.4 8.1 10.6 10.3 8.4 4.6 6.6 1.1 6.0 1991-92 16.5 11.8 7.1 9.1 13.7 11.3 13.5 5.2 -1.9 -4.4 1992-93 16.8 12.5 7.7 9.6 10.1 10.9 9.6 5.9 2.4 0.0 1993-94 16.5 12.6 6.9 8.7 8.4 7.8 7.5 8.7 4.2 1.2 1994-95 16.1 11.9 6.4 7.0 12.5 12.2 10.1 3.9 -0.6 -3.1 1995-96 17.1 13.8 6.9 8.5 8.1 8.6 10.2 8.5 5.7 -1.7 1996-97 16.9 13.7 7.6 9.4 4.6 2.1 9.4 14.8 9.1 0.0 1997-98 16.3 12.0 7.3 8.8 4.4 2.9 6.8 13.4 7.6 2.0 1998-99 15.5 11.9 7.4 8.9 5.9 4.4 13.1 11.1 6.0 -4.2 1999-00 15.0 11.8 7.1 8.6 3.3 2.7 3.4 12.3 8.5 5.2 2000-01 14.3 11.0 6.8 8.1 7.2 3.3 3.8 11.0 3.8 4.3 2001-02 13.9 9.4 7.0* 8.3* 3.6 1.8 4.3 12.1 5.8 4.0 Average 1990-91 to 1995-96 16.3 12.3 7.2 8.9 10.5 9.9 10.4 6.5 1.8 -0.3 1996-97 to 2001-02 15.3 11.6 7.2 8.7 4.8 2.9 6.8 12.5 6.8 1.9 Table 2 : Comparative Position of International Real Interest Rates Country / Money Long-term Prime Rate Inflation Rate GDP Growth Period Average Market Rate G-sec Yield United States 1991 to 1996 1.50 3.71 4.40 3.09 2.58 1997 to 2001 2.73 3.20 5.73 2.46 3.37 United Kingdom 1991 to 1996 4.05 5.30 4.25 3.25 1.92 1997 to 2001 3.40 2.77 3.46 2.57 2.76 Germany 1991 to 1996 3.63 4.09 9.04 2.85 3.20 1997 to 2001 1.99 3.17 7.75 1.57 1.75 Japan 1991 to 1996 2.00 2.78 3.57 1.16 1.74 1997 to 2001 0.09 1.40 2.07 0.13 0.69 Korea 1991 to 1996 7.50 7.21 3.16 5.99 7.35 1997 to 2001 4.79 5.85 6.74 3.82 4.31 Thailand 1991 to 1996 3.71 5.78 7.74 4.97 8.17 1997 to 2001 3.22 4.65 6.98 3.44 -0.20 China 1991 to 1996 N.A. N.A. -2.09 12.32 11.61 1997 to 2001 N.A. N.A. 6.28 0.23 7.93 India 1991 to 1996 3.43 N.A. 6.57 10.52 5.41 1997 to 2001 3.40 5.87 7.62 5.08 6.14 Hungary 1991 to 1996 N.A. N.A. 5.11 25.04 -1.63 1997 to 2001 N.A. N.A. 4.13 12.29 4.52

Why Shakespeare Created Falstaff in Henry IV Essay -- William Shakespe

The character Sir John Falstaff played a crucial part in Shakespeare's Henry IV. Falstaff portrayed a side of life that was both brutal and harsh. This was important because, as Falstaff was, all the other main characters in the play were Nobles. Unlike Falstaff, the other nobles in the play acted as nobles. Falstaff, on the other hand acted more like the lower class people. In doing this he portrayed the thoughts and feelings of the lower class people. As he portrayed the lower class people, Falstaff brought the reader to think about the difference between a noble and lower class people. This was because Falstaff contrasted well with the nobles and brought out new aspects of the themes that Shakespeare experienced during his life. Some of these views brought out be Falstaff were quite harsh, in comparison to the accepted views of the time. To help balance the harshness of his views, Falstaff was very good natured and invoked laughter in the reader. Falstaff made life exciting for Prince Harry, and he was fun to be around. His character is in sharp contrast with the nobility which will be Harry's companions at court when he becomes King, and seems to be quite dishonest by comparison. However, in some ways, he is truer than any of the noblemen, because he is quite person concerning his own self interest. It is not that he does not lie. He does, in the last scene of Act II, when he tells about how he and his companions were robbed by other highwaymen after capturing their prize, "All! I know not what you call all, but if I fought not with fifty of them, I am a bunch of radish: if there were not two or three and fifty upon poor old Jack, then am I no two-legged creature." Harry and Poins were, of course, the robbers who fell on the... ... know. Sir John may have "bab- bled, of green fields", he certainly babbled of some other things. At last the end came. "'A . . . went away and it had been any christom child ", went to "Arthur's bosom, if," as the Hostess truthfully adds, "If ever man went to Arthur's bosom." Falstaff is a central element in the two parts of Henry IV, he is supports the structure of the play. Yet he does seem to be a mainly fun maker, a character whom we laugh with and laugh at. The perfect example for this was the fat knight's account of the double robbery at Gadshill. The part of plump Jack is joyously expanded and diversified, for the delight of men and the glory of, Shakespeare. It is plain that the role of Sir John is not restricted to what is indispensable to Shakespeare's main purpose. Falstaff lies at the very foundation of these plays, that it is a structural necessity.