Csr Issue of Burger King Essay

Burger King Worldwide is a Delaware corporation that franchises and operates fast food hamburger restaurants, principally under the Burger King ® brand (also referred to as the â€Å"Brand†). Since the company’s founding as a single restaurant in Miami, Florida in 1954, we have grown to become the world ´s second largest fast food hamburger restaurant, or FFHR, chain as measured by the total number of restaurants. The board of BK sets the â€Å"tone at the top† by promoting an ethical culture that respects and values all employees and stakeholders and encourages compliance with all laws and company policies. Their vision is to be the most profitable QSR business, through a strong franchise system and great people, serving the best burgers in the world. Along with the vision, BK have a strong set of values that are the foundation of how they work day-to-day and help shape the company’s future. Burger King operated in business that is by the natural socially and environmentally sensitive. For instance, Food safety at BURGER KING ® restaurants is non-negotiable; The BURGER KING McLAMORESM Foundation has granted more than $17.6 million to students in the U.S., Canada and Puerto Rico since founding the BURGER KING Scholarsâ„ ¢ program in 2000; BURGER KING ® restaurants received PETA’S â€Å"Most Improved National Food Chain† award in their fifth annual Proggy Awards, which recognize companies for their progress; The A+ rating by The Better Business Bureau is Based on our performance related to ethical business practices. But inevitably, Burger King has gone through various legal issues, especially with certain pressure groups. Some of the disputes that occurred to Burger King, e.g. A trademark dispute involving the owners of the identically named Burger King in Mattoon, Illinois, led to a federal lawsuit; Controversies and disputes have arisen with groups such as People for the Ethical Treatment of Animals (PETA), governmental and social agencies, and unions and trade groups over various topics; Further controversies have occurred during the company’s expansion in the Middle East. Disputes involving these many legal topics have affected almost every aspect of the company’s operations. The ethical policies and corporate  responsibilities practiced by Burger King that appeal to various stakeholders. Depending on the ownership and executive staff at the time of these incidents, the company’s responses to these challenges have ranged from a conciliatory dialog with its critics and litigants, to a more aggressive opposition with questionable tactics and negative consequences. The company’s response to these various issues has drawn praise as well as accusations of political appeasement from different parties over the years. It can be clearly seen the efforts the Burger King has put into fulfilling their responsibilities towards their respective stakeholders. In regard to initiatives, we found that the Burger king’s CSR is focused on 4 key areas: 1. Commitment to Food * BK provides detailed nutrition information to the guests so they can make informed choices. * BK’s HAVE IT YOUR WAY ® brand promise lets the consumers customize their menu choices to meet their individual diets and lifestyles. * Nutrition, quality, value and taste are all important attributes that can help the guests and their children make choices that promote healthy living. 2. Commitment to People BK continues to distinguish themselves from their competitors by being an exceptional employer. One of the ways that they accomplish this goal is by creating a culture that is Bold, Accountable, Empowered and Fun. 3. Commitment to the Environment * BK is continually researching and developing ways to make changes that will be positive on the environment without compromising operational standards. * BURGER KING ® Green Sessions * Reduce, reuse and recycle. * Purchase beef that has been raised in environmentally responsible ways. 4. Commitment to Corporate Governance * The core ethical and governance principles of BKC begin at the top. * As a condition of doing business within the BURGER KING ® system, every approved vendor must comply with the Code of Business Ethics and Conduct for Vendors. * They partnered with, and received recognition from, a variety of organizations that share our dedication to being a good corporate citizen  and improving our communities around the world. In conclusion, Burger King should focus on these initiatives that can create a long-term sustainable competitive advantage. For the problems and issues, no matter that organisation arises, but it is how an organisation deal with it makes it a successful one. References Retrieved from investor.bk.com/conteudo_en.asp?idioma=1&conta=44&tipo=43565 Retrieved from investor.bk.com/conteudo_en.asp?idioma=1&conta=44&tipo=43566 â€Å"Burger King Brands, Inc.†. Bloomberg Businessweek. Retrieved January 18, 2011. Burger King – Wikipedia, the free encyclopedia. (n.d.). Retrieved September 8, 2013, from http://en.wikipedia.org/wiki/Burger_King Jermaine, John (November 20, 2003). â€Å"The burger king and queen of Mattoon†. The Illinois Times. Retrieved September 26, 2007. â€Å"Burger King responds to trans-fat cooking oil suit†. CTV. Associated Press. May 17, 2007. Retrieved September 28, 2007. Martin, Andrew (May 24, 2008). â€Å"Burger King Grants Raise to Pickers†. The New York Times. Retrieved May 25, 2008. Scheck v. Burger King, 756 F. Supp 543 (11th Cir. 1991) Corporate Responsibility | Company Information | BURGER KING ®. (n.d.). Retrieved from http://www.bk.com/en/us/company-info/corporate-responsibility/index.html [ 1 ]. Retrieved from investor.bk.com/conteudo_en.asp?idioma=1&conta=44&tipo=43565 [ 2 ]. Burger King – Wikipedia, the free encyclopedia. (n.d.). Retrieved September 8, 2013, from http://en.wikipedia.org/wiki/Burger_King [ 3 ]. Corporate Responsibility | Company Information | BURGER KING ®. (n.d.). Retrieved from http://www.bk.com/en/us/company-info/corporate-responsibility/index.html

Anglo-Saxon/ Christian Heroes Essay

Heroes are examples of what is good and noble in a culture. British culture has changed their view of a hero between the 5th century and the 10th century. Anglo-Saxon literature is literature expressed orally during the Anglo-Saxon period of Britain, from the 5th century to the Norman conquest. During the Anglo-Saxon era, warriors were to follow a strict code of heroic behavior emphasizing bravery, loyalty, and vengeance. Because Anglo-Saxon was an oral culture, people could keep talking about your past deeds; being remembered makes you famous. Anglo-Saxon heroic values are revenge and boastfulness. One of the most famous Anglo-Saxon poems is Beowulf, which was written in the century. The character Beowulf is a great example of an Anglo-Saxon hero in British literature. Later in the 10th century, Christianity had spread and now Christian values were being considered heroic behavior in British culture. Christian heroic values are forgiveness, self-sacrifice, and humility; kindness mak es you famous. In the 10th century, Dream of the Rood was written. The character Christ is an example of a Christian hero in British literature. Even though Beowulf and Dream of the Rood were Anglo-Saxon heroic poems, they were preserved, because the Anglo-Saxon beliefs in the poems were compatible with Christian beliefs. In Beowulf poem, the hero is Anglo-Saxon epic hero. Beowulf is a mighty and noble warrior who helps Hrothgar and the Danes. He is also is a boastful hero. A boastful hero talks about oneself with excessive pride, so everyone will know about their heroic deeds. Beowulf’s boastfulness isn’t a Christian value. But later in the poem, Beowulf becomes a wise old man who is humbled. A humble person has no pride, egotism, conceit, or arrogance. Instead a humble person has altruism, humility, and modesty, which is a Christian value. In the poem, Hrothgar, the King of the Danes, whom Beowulf serves, warned Beowulf that â€Å" sickness or age will strip you of your strength, or the fangs of flame, or flood-surges, the sword’s bite, or the spear’s flight, or fearful frailty as bright eyes fade, dimming to darkness. Afterward death will sweep you away†¦Ã¢â‚¬  (Pg. 65) Hrothgar is not as strong as Beowulf, but he is wiser, cunning, and generous. Hrothgar foreshadows what will happen to Beowulf and that he will become like Hrothgar. In The Dream of the Rood poem, the hero is a Christian hero. Christ is a generous hero. A generous hero is a person who is willing to give and share unsparingly. This quote shows how in the poem, the generous Christ honors the cross and Mary. â€Å"Lo! The Lord of Heaven, the Prince of Glory, honored me over any other tree just as He, Almighty God, for sake of mankind honored Mary, His own mother, before all other women in the world.† (Pg. 129) Because Mary and the cross had honored Christ, he was willing to share his praise with them. Both Beowulf and The Dream of the Rood poems, Beowulf and Christ are warriors in battle â€Å"Then the young warrior, God Almighty, stripped Himself, firm and unflinching. He climbed upon the cross, brave before so many, to redeem mankind.† (Pg. 128) This quote shows that Christ is a warrior in battle, which is an Anglo-Saxon concept, but in this poem it is meant to show strength. In Beowulf, Beowulf is a warrior his job is to protect people from danger. He was able to protect the Danes and Hrothgar from danger by killing Grendal and Grendal’s mother, but when he was older he still able to protect his kingdom from the dragon, but it costs his life. Both Beowulf and The Dream of the Rood poems, promotes courage and describe the ideal of sacrificing oneself to save others, which is prevalent in Christianity. In Beowulf, the narrator describes how Beowulf courageously battled Grendal, Grendal’s mother, and the dragon. Beowulf fights Grendal while he is young. He courageously fights Grendal without a sword. He rips off Grendal’s arm in Hrothgar’s mead hall, Heorot. Later Beowulf fights Grendal’s mother in her cave beneath the swampy lake. Beowulf brings a sword, Hruting, which he borrowed from his f riend, Unfeth, but he is unsuccessful. Then Beowulf miraculously finds a magical giant sword in the underwater cave and uses it to kill Grendal’s mother. In Beowulf the older, wiser Beowulf fought the dragon in order to protect his people. Beowulf comes fully armed and has an army to help him. Beowulf fights the dragon with his sword Naeling, which is ineffective against the dragon. The dragon morally wounds Beowulf and with Wiglaf’s help the dragon is slain. In The Dream of the Rood, Christ shows courage by climbing upon the cross and knowing his fate. In Christianity, they believe in the willingness to say and do the right thing regardless of the cost, which is defined as courage. According to the Christian Bible, Christ sacrificed himself to save us from our sins. The Dream of the Rood tells the Christian Biblical story to show Christ’s courage. In the story it says, â€Å"many enemies fastened me there. I saw the Lord of Mankind hasten with such courage to climb upon me.† (Pg. 127) This quote shows that Christ is a courageous hero in the poem. A courageous hero has strength in the face of pain or grief. Both Beowulf and The Dream of the Rood poems, describe judgment and consequences for one’s actions. In Beowulf, Wigluf says â€Å" You shall have no joy in the homeland you love. Your farms shall be forfeit, and each man fare alone and landless when foreign lands learn of your flight, your failure of faith. Better to die than dwell in disgrace.† (Pg. 86) Wigluf speaks to the earls and other warriors for not being loyal to Beowulf. Only Wigluf supported Beowulf in his last battle. After Beowulf’s death, Wigluf speaks of feuds and strife after Beowulf’s death, because the Swedes are fighting with the Geats. In The Dream of the Rood, the cross describes the Apocalypse, which is the cataclysmic destruction of the world, followed by resurrection of the dead, and judgment day. Beowulf and Dream of the Rood w ere Anglo-Saxon heroic poems. Both Beowulf and The Dream of the Rood have the Christian ideals of generosity, humbleness, courage, sacrificing oneself to save others, judgment, and having consequences for one’s actions. Similarly, Both Beowulf and The Dream of the Rood have the Anglo-Saxon ideal of a warrior in battle. Beowulf and Dream of the Rood were preserved, because the Anglo-Saxon beliefs congruent with Christian beliefs.

Loyalty and deceit Essay

Book Two of Don Quixoted used to be a separate volume but was later merged into one with the first. An author named Avellaneda wrote an unauthorized version of the book. An irate Cervantes used the pirated version in his sequel. The second book is more serious in the manner in which it tackles the subject of deception. Playing true to character, in the second installment Don Quixote is as gullible and endearing character as in the first book. Don Quixote’s unbridled imagination gets him to trouble as usual and makes him the butt of jokes by wealthy patrons. Sancho’s loyalty to Don Quixote sometimes forces him to resort to deception. For instance, when Don Quixoted travelled to Taboso to visit his intended Dulcinea, Sancho tries to convince him that one of the three peasnat girls they met while traveling as Dulcinea and her ladies-in-waiting. When the Don refutes and says he sees only three peasant girls, Sancho deceives him into thinking that he suffers from a cruel spell which blinds him from the truth. Since Don Quixote cannot distinguish fact from fiction, he theorizes that the enchanters transformed Dulcinea into an ugly peasant girl. Undoing the spell on Dulcinea becoms the chief goal for Quixote in his journeys. A friend Samson Carrasco disguised as the Knight of the Mirrors so he can beat him in a swords fight so they could force him to go home safely. Unfortunately, the Don wins the duel. So Quixote and Sancho pressed on to continue their journey. Later, Don Quixote accepts an invitation to the unnamed Duke and Duchess’s palace. From Chapters XXX through LVII talks about Don Quixote and Sancho’s interactions with the Duke and Duchess. The duke and duchess accept the duo into their abode. Despite the formers’ encouragement to make them relax, Quixote and Sancho feel more uncomfortable than ever. Even if the duke and duchess appears to be social superior, their actions in these chapters reflect their shallow morality. By commanding their servants to look after Quixote and Sancho’s needs, feelings of animosity are aroused. Perhaps brought about by jealousy. The invitation extended by the duke and duchess to the cluleless Quixote and Sancho actually signals the start of an elaborate scheme to deliberately deceive the two in order to make fun of them. The duke and duchess are also abusing the help in order to carry out their cruel intents. These make them morally reprehensible and spiritualy inferior to the common classes. Don quixote fails to grasp the deception behind the duke and duchess’ actions. He was painfully unaware of the extended humiliation he is being subjected to in the guise of friendship. In Chapter XXXIII, Sancho Panza boldly declares to the duchess that believes that his master is a mad man. When asked why he continues to stay with him, he says that he truly cares for Quixote. He stays out of loyalty. He also worries about Don Quixote’s safety. These are probably the most telling lines of the story. Sancho, in his utter simplicity, proves to be compassionate and virtuous. Unlike Quixote who seems to be lost in his own world. Quixote may be virtuous but he is ignorant in the ways of men. The Duke and Duchess poke fun at Don Quixote making him a public spectacle. The conspiracy doesn’t end with Quixote but extends to Sancho as well. They pretend to come up with the antidote to Dulcinea’s enchantment even if the know the story is false by claiming that if Sancho whips himself 3,300 times, Dulcinea will go back to her old self. Don Quixote and Sancho’s adventure orchestrated by the Duke and Duchess include flying a wooden horse to slay a giant who turned the princes and her lover into metal figurines. The Duke and Duchess even arrange Sancho to govern the Island of Barataria. Sancho eventually attains what Quixote promises to him – to become governor. The imaginary island governorship bestowed by the duke and duchess enables Sancho to act out his fantasy of ruling a fictitious island. Even if what transpired is an elaborate ruse, Sancho proves to be an able ruler, very much capable of dispensing his job. His wisdom and realistic approach in solving the different problems presented to him made the townsfolk admire him. Sancho’s rule is short-lived though as he realizes after he got wounded in a make-believe battle arranged by the Duke and Duchess that he is happier as a laborer. Even if his talent for leadership caught everyone by surprise, Sancho chooses to renounce the life of a feudal governor and turns his back on the the elaborate prank played by the Duke and Duchess in a courageous demonstration of loyalty to Don Quixote. The arrogance of the Duke and the Duchess in the Second Part merely highlights the arrogance of class distinctions and sheer callousness of people from the upper class. Sancho and Teresa Panza’s wisdom which is highlighted at the end of the novel shows that old-fashioned goodness and wisdom from the common people still emerges victorious even in a world of full of deceit and cruelty. Don Quixote and Sancho’s truth and sincerity prevail over the Duke and Duchess’ fraud, deceit and malice. Sancho’s genuine service and loyalty turns him from Quixote’s servant to a good friend. Bibliography: Gradesaver, Don Quixote book ii study guide, 2009, 19 April 2009, Don Quixote Virtual Museum, Don Quixote: the story, 2009, retrieved 19 April 2009, Sparknotes, Don Quixote, 2009, retrieved 19 April 2009, Enotes, Don Quixote, http://www. enotes. com/literary-criticism/don-quixote-de-la-mancha-miguel-de-cervantes Wikipedia, Don Quixote, 2009, retrieved 19 April 2009,

ILO conventions in Malaysia and Indonesia Essay

ILO conventions in Malaysia and Indonesia - Essay Example Perhaps the foremost social responsibility levied upon private and public organisation in recent decades is the adoption of fair and just employment practices. This responsibility is being increasingly codified in law and various governmental orders. Its influence is becoming increasingly pervasive through a constant series of federal court decisions as well as steady enlargement in the size and scope of administering agencies. Despite the unjust pressure from the International agencies and Governments of the developed nations it will neither fruitful for the economy of the developing countries nor for the labour of these countries to implement these principles in shape of the social clause of WTO or the ILO directives. The developed nations argue that the ILO standards are not intended to fix a uniform wage level or to establish universal employment conditions but are intended to making the conditions of the labour better all over the world. If the Governments of the developed countries are not intended to protect their job market shocks and really want to provide the labour all over the world they can achieve their goals by providing these countries with technological and financial support. This will automatically lead to the prosperous economies of these countries in turn bettering the living standards of the labour all over the world. ILO: International Labour Organisation is an international agency, which take care of the rights of the labour all over the world. ILO presents the guidelines, which allow the workers to form their organisation in order to help them to bargain and to safeguard their rights, settled a universal standard

Goethals Bridge Replacement Project Assignment Example | Topics and Well Written Essays - 500 words

Goethals Bridge Replacement Project - Assignment Example Once the reviews are a finalized, a final draft of the plan document is proposed. Possible alternatives include rehabilitating the surrounding environment of the bridge so that no harm is done; a bridge built to south of the existing bridge and destroying the current bridge; implementing toll booths in the most traffic times or peak hours so that traffic could be minimalised with high toll rates; Usage of transit based options that would help reducing the same congestion during the peak hours. Actions involve building a bridge in the south direction to Goethals bridge; building a bridge in the north direction aligned to Goethals bridge; in addition to this another action is to extend the now present Goethals bridge in north and south direction by building single bridges. These actions impact logically as well as physically the historical artifacts of the surrounding areas. The proposed actions could logically alter the visual view of the subjective resource or it may change the entire texture. Physically, the building up of bridges involves breaking of woods, bricks which involve noise, pollution etc. all these could physically lead to damaging the structure of the architectural resources. To reduce the disadvantages of the existing bridge is the most important goal of this project. To help people to walk over the bridge as well as allow people to ride bicycles is another usage.

Analyze movie Essay Example | Topics and Well Written Essays - 1000 words

Analyze movie - Essay Example mummy has brought so many questions to light with regards not only to how worthy these claims are but also to the ancient way of life of the past ancestors. The discovery of a man having a copper ax at a time when such thing was not a thing of imagination also begs the question of how accurate the historical dating and recordings are. Many hypotheses were put to explain the discovery of a body in the mount Alps buried in the glacier, the nature of his death and the accuracy of the scientific technology (James). This amazing discovery is what prompted the scripting and finally production of the movie bearing the title â€Å"Iceman Murder Mystery’’. The movie bears all the processes that were involved from the discovery to the final autopsy procedures conducted on the mummified copse of Otzi. The movie however, according to how it was directed depicts or portrays a different theme all together. According to my understanding, the movie tries to portray the fact that human nature remains the same despite the level of advancement achieved in technology and thinking. For this reason, I tend to share a common understanding with Eduard Egarter Vigl on the connection he felt with the Mummy after looking at his face, position of the body and mortality in general. For this reason, was I to be the director of the movie, I would have named or titled it â€Å"Otzi the Stone Age modern man: A Reflection Of human Socio-cultural connectedness to the Past†. The movie in my observation was cast to reflect in the human nature that never changes despite the number of years that pass by. This is supported by almost all the theories that were put forward to explain the cause of death of the Mummy. The theory that now support this argument even further is the one that is seen to be favoured most about the death resulting from not, an animal, not another skirmishes, not any falling glacier but a person from the inside of where Otzi was coming from. This though not well explained in the

London underground Essay Example | Topics and Well Written Essays - 2500 words

London underground - Essay Example It is also the first railway network to operate electric trains, in 1890, which now forms part of Northern line. The purpose of this paper is to explore the history of the London underground, its map design, services, fare, and system. It will also discuss improvements that need to be made in order to improve its functionality, especially with regard to whether or not a ladies carriage should be opened. Finally, the paper will discuss the safety issues and the ridership statistics. The history of railway construction in the United Kingdom can be traced back to early 19th century in which six railway terminals were built on the outskirts of London at around 1854. This include the Euston, King’s Cross, London Bridge, Waterloo, Paddington and Bishopsgate. During this period, there was only the Fenchurch Street that was located at the central business district of London City. This saw an increase in traffic jams, partly due to the desire for rail travelers to be able to reach the city centre by road. Therefore, as a means to decongest traffic in London, a proposal that had been made in 1830s, to construct an underground railway to connect the London City with the mainline terminals was re-energized in 1850s. This was due to the public pressure exerted on the government by commuters who were concerned about the traffic congestion in the city, which led to a lot of delays to reach the London’s city centre where they worked. As a result, in 1855, an Act of Parliament was passed approving the building of an underground railway between Farringdon Street through King’s Cross and Paddington, which was to be called the Metropolitan Railway. The project received a financial backing from Great Western Railway (GWR) when it consented that a junction would be constructed to link underground railway and mainline terminus at Paddington. Moreover, the GWR also accepted to design distinctive trains to link with the new subterranean

Topic on the assignment sheet Essay Example | Topics and Well Written Essays - 500 words

Topic on the assignment sheet - Essay Example Climate change is here, with us to stay due to the reality that, even if corrective measures to reduce the rate of emissions, climate change will still exist (Gov. UK, par 7). Climate poses a lot of risks to the environment, with a potential of totally changing the climatic conditions of the areas affected. Climate change increases the vulnerability of the regions adversely affected to risks, dangers or disasters. This influences the processes of decision making in that, the risks vulnerable regions are more likely to be protected from further degradation as they may cause loss of lives and the destruction of properties. The aspect of protection of the environment is highly considered in addressing the possible outcomes of climate change in the regions of the world (Duncan, par 3). The protection of the people from the adversity of the impacts of climate change will imply the changes in the ways to handle the future probable (Duncan, par 4). The inculcation of the future in the plans is in line with the trends of climate change in the world and specifically in the effect of the future. Methods must be put underway to address the issues that causes climate within the societies. The government and the NGOs together with some stakeholders can be involved in the decision making on what amounts of wastes should be generated while per households. if the possibility of climate change posing future impacts to the people and environment, the decision making process should not be flawed. Climate change presents problems that are exhibited in the current ecosystems and the problems they o posses. Through the impact is hard to determined and approximate in the near future the problems, the trends can be realized and therefore the spread can be gauged to be very detrimental to the people. The policy makers therefore will have to incorporate the well need to plant tree planting as a means to

Professional Affiliations Essay Example | Topics and Well Written Essays - 500 words

Professional Affiliations - Essay Example They also promote the rights of nurses in the workplace, forecasting a positive and realistic view of nursing, and by lobbying.  For instance, making their voice heard through the Congress and regulatory agencies on health care issues affecting every nurse and the public. Through the AJCC, which has been a reputable journal, members are helped not only to be at par with the modern day nursing requirement and policies but also enhance career growths. Journal is unique for it offers the latest advances in the area of clinical research, with special features. This professional body was established in 1969.The professional body is the worlds largest specialty nursing group, and assists educate nurses working in newly created intensive care units. AACN represents the interests of more than 500,000 nurses charged with the responsibility of caring for critically ill patients. The professional body is essential as a professional body since caring for critically ill patients is a critical area in nursing (Daly, 2005).   AACN also happens to be the worlds largest specialty organization representing nurses, and that makes it reputable and showcasing commitment to a nursing profession. The profession is majorly served by AACN Bold Voices and launched in July 2009. AACN Bold Voices contains concise, reader-friendly stories, reputable articles that capture the depth and breadth of critical care and acute nursing. Bold Voices carries current clinical tips along with various articles about certification and chapters. Emergency Nurses Association was founded in 1970. Initially, it aimed at networking and teaching; the professional body has evolved into an authority, lobbyist, advocate and voice for emergency nursing. The professional body currently has more than 40,000 members around the globe and is the only professional nursing association entirely

Personal statement for MS Information System in Pace University Essay

Personal statement for MS Information System in Pace University - Essay Example fter looking for long for an institution with a package for accomplishing my dream of pursue masters of Science in information system, I found out that Pace University is an ideal institution from where to fulfill it. My confidence draws partly from the knowledge that the institution has met both national and international accreditation standards. This makes me believe that the degree will be an added advantage to my dream job in an international organization. The other source for my confidence in pursuing MS in information system at Pace University is the fact that I have been living in the United States since 2009 and, therefore, will have an easy time adapting to the environment of the institution. I am currently pursuing an international business course at Lynn University in Boca, Raton. While at Lynn University, I have engaged in different activities that have imparted me with important lessons. I have helped organize different team projects and events that gave me strong strategic and organizational skills. I have prepared reports for different lectures delivered by distinguished entrepreneurs and chief executive officers on campus and have acquired exceptional writing and analytical skills. Further, I have acquired survey and research skills from my involvement in the Student Volunteer-Habitat for Humanity club. Also, I am outgoing, can get along easily with different people, and will enjoy making connections with my colleagues, alumni, industry insiders, and faculty. I enjoy acquiring new knowledge and the program’s team of advisers will help me make the best out of my study at Pace University. It is impressive to know that Pace University MS program will give me the required practical skills fundamental in accomplishing my ultimate long term goal. Further, my Bachelor of Science in International Business Management will make be a flexible employee capable of revolutionizing any business and IT firm I will be hired. This will be enhanced by internship

The Heart of a Teacher Essay Example for Free

The Heart of a Teacher Essay As I leaned on my headboard, I found myself heading towards the enjoyment of reading this article about how the real teacher teaches with his/her heart in the classroom. And so I started reflecting on what kind of a teacher I am. Teaching at first has not come in my wildest dream but since the family whom I came from cannot afford to send me to exclusive schools or well-known universities where I can pursue my career (fine arts which I wish to pursue), there’s no way out but to take up the course of education. I fear the fact of entering this path because in the first place, it’s not my first choice and it’s none of my choices. I think I had only the nerve to enroll since my mom is also a teacher. It was funny to recall when my professor in the graduate school, Dr. Irapta, asked who among us had experienced role playing as a teacher at home during our childhood, pretending that it was a real classroom scenario. I wasn’t sure how would I answer that question since the real thing is that I hadn’t. But years went on and I started and learned to love what teaching has to offer me. And I think that I already possess what this article is trying to imply, the heart of a teacher. With this, I do agree with the statement that quotes â€Å"We became teachers for reasons of the heart, animated by a passion for some subject and for helping people to learn. † It is very evident on us who consider teaching as a vocation wherein we put our heart not only to the occupation itself but to the student-learners and the subject as well. Sometimes we’re carried by the fact that we create harmonious relationship with this community of teachers, students and subject. We’re driven by some objectives, not only for the salary but our mission and passion to help the innocent ones to get them out of their shells and discover the reality of unbelievable ideas and concepts in this world. But, we cannot deny the fact that many of us lose heart as the years of teaching go by for so many reasons. The question becomes: How can we develop and sustain, in ourselves and each other, the heart for good teaching? Good teaching requires courage – the courage to explore one’s ignorance as well as insight, to yield some control in order to empower the group, to evoke other people’s lives as well as reveal one’s own. This means overcoming fears that block good teaching and learning. When our fears as teachers mingle and multiply with the fears inside our students, teaching and learning become mechanical, manipulative, and lifeless. Some tend to be distracted with the external forces around them; some were disillusioned with the factors and techniques for reclaiming their hearts and for keeping each heart open. When we lose our heart, we need an understanding of our condition that will liberate us from this condition. We need to keep our hearts open to students so that we can make teacher and students and subjects be interwoven into the fabric of community that learning and living require. We, teachers must try to connect ourselves, as well as our subjects to students so that we can create good rapport and learning environment. There must be an inner dialogue of reflection. â€Å"Seldom, I ask the â€Å"who† question–who is the self that teaches? How does the quality of my selfhood form–or deform–the way I relate to my students, my subject, my colleagues, and my world? How can educational institutions sustain and deepen the selfhood from which good teaching comes? † In relation to this, we need to recover the heart to teach by reclaiming our relationship with the teacher within. Listening to the voice within is somewhat easy to do and in fact, helped me to simply reflect on what I have done in a day’s work. The same thing as putting my heart while reading this article and finding solitude and silence just to cope up with the question in me, â€Å"How can I develop the capacity to stand my ground in the midst of the complex forces of both the classroom and my own life? † We must reclaim our relationship with the teacher within. A teacher who invites me to honor my true self-not my ego or expectations or image or role, but the self I am. The voice of the inward teacher reminds me of my potentials and limits as I negotiate the force field of my life. What we teach will never â€Å"take† unless it connects with the inward, living core of our students’ lives, with our students’ inward teachers. We can only speak to the teacher within our students when we are speaking with the teacher within ourselves. How does one attend to the voice of the teacher within? Some particular methods are solitude and silence; meditative reading and walking in the woods, keeping a journal, finding a friend who will simply listen. I merely propose that we need to learn as many ways as we can of â€Å"talking to ourselves. † However, conversation with my peers feels like being at ease, trusted and able to trust and above all, it helps me cultivate a sense of identity and integrity that allows me to feel at home wherever I am. I experienced sometime in my own teaching when I lose touch with my inner teacher and my own authority. During those times, I tried to regain it by wielding the threat of grades but when the voice within authorized me to teach, authority comes as I reclaim my identity and integrity, as I remember my selfhood and my sense of vocation. When the teachers struggle to survive from losing their heart, I guess it would also be practical to have some fun and techniques that ordinary teachers can use in everyday class. The same thing with my experience, I use different techniques, much practical techniques, such as motivating the students and getting their attention to focus on the subject, which will result to staying alive of the students inside the classroom. It is also a daily scenario in our faculty room where they argue about what to do with the students. Some questions their own limits and potentials when it comes to dealing with the relation between the subject and students’ lives. I won’t forget when my co-teacher told me how he was envious about my strategies and techniques on classroom management and on my way of teaching; how do I make my class in order and teach with my heart while during his class with the same set of students, he fails to control the discipline and fails to earn full respect of the whole class which must be evident on their way of interaction. While listening to his clamors, I was thinking of the best techniques I could offer him, but, to my surprise, it came to the point that he was planning to quit teaching. I don’t know why he had that thought of giving up until I read this article. I realized that he has lost his heart and he must be able to understand his condition so that he can avoid himself from truly losing it and recover from it instead. This teacher must talk with the teacher within him and find out how to overcome this condition. As I go on reading the article, I found the statement that says, â€Å"The institutions in which they work are the heart’s worst enemy,† which is indeed correct. Some leaders operate with a deep, unexamined insecurity about their own identity. These leaders create institutional settings which deprive others of their identity as a way of dealing with the unexamined fears in the leaders themselves. Institutions continually try to diminish the human heart to consolidate their own power, then, the individual self of a teacher is left with a discouraging choice. In the end, the teacher will be distant from the institution or will maintain external vigilance against institutional invasion. Teachers have leadership capabilities waiting to be unlocked and engaged for the good of the schools. But if the teachers in some schools or institutions will not be given chance to grow not only professionally but also inwardly, there’s a tendency that the teacher might withdraw from teaching. The question is, â€Å"how can the institution educate students if they fail to support the teachers’ inner life? † We must create enough spaces and trusting relationships within the teachers’ workplace. With this, we may be given opportunities to grow inwardly as teachers and we can be able to tell our own struggles and joys as teachers so that healing can happen within us – not only for our sake but our teaching and students as well. With this, we can bring back our hearts to teaching and reclaim our identity and integrity in teaching.

Looking for Alabrandi and the Simple Gift Essay Example for Free

Looking for Alabrandi and the Simple Gift Essay Good morning teachers and fellow students. The idea that we continue on as we are: unchanged, unchanging is unbelievably illogical. In a time and world where things are constantly changing, it is impossible to be in existence without being affected by the process of change. Changes are inevitable, and they are happening everywhere around us. This idea is portrayed in the Prescribed film â€Å"Looking for Alibrandi† and my ORT The Simple Gift by Steven Herrick. The meeting of two personalities is like the contact of two chemical substances if there is a reaction, both are transformed. This quote by Psychologist Carl Jung is clearly evident in both texts looking for Alibrandi and The Simple Gift. During the opening scene of the film looking for Alibrandi there is a Qantas plane taking off or departing likewise in the Simple Gift the symbol of Change is more dramatic with Billy illegally riding the freight train out of town; he is unsure where he will end up. This is very contrasting to the symbolism of leaving in looking for Alibrandi where Josie believes she knows exactly what she wants to do, where she wants to go and who she wants to marry. Josie Meets Jacob Coote from cook high at a public speaking event, the two have an instant reaction it could even be described by chemical. Josie and Jacob are portrayed as opposites Josie’s believes that she is better than Jacob. When the Sydney schools have the first social event of the year Josie looks to John Barton (the son of the national liberal party leader) But john never asks her it is Jacob that asks her to dance, Jacob Says â€Å"It’s a pity you’re not school captain we could have been perfect† this highlights that Jacob is aware of Josie’s views towards him. In The Simple Gift Billy’s life changes significantly, as does Old Bill’s. When readers first get to know Old Bill, the technique of recounting is used as we learn why he is a homeless man. When Billy enters Old Bill’s life, he is prompted to change the way he lives. At first, Old Bill opposes these changes, as he swears â€Å"piss off kid†. He then begins to accept the changes as we observe him getting up early, having showers and quitting drinking. Old Bill’s attitudes towards change develop through the novel and by the end, he looks forward to change as he deals with his past When Billy first becomes homeless I believe that this moment is the catalyst for change in Billy’s life. Billy meets many challenges in this new place, such as where to sleep and where to find food. He meets these challenges head up, as he is determined to enter this new world and make a new life for himself. He sleeps in an old train carriage, and most of his meals are scraps from McDonalds. His attitude towards this change is enthusiastic and he feels that this change is beneficial for him. Josie meets thernominal challenges also with the death of John Barton, Josie’s world is thrown into turmoil and Josie seeks answers as to why someone like John Barton with all the things he had going for him would commit suicide. And asks the rhetorical question â€Å"I wonder what his parents will do with the sheets, will they throw them away or will they scrub and scrub so that they can always sleep on them.† Josie is in an emotional state for quite a while. One day on the train Josie and Jacob cross paths and Josie has a break down, Jacob comforts her. I believe that this is the catalyst of change for Josie between her and Jacob. Josie’s Initial reaction to her father Michael Andretti coming back into her life was nothing short of her dismissing him as a useless selfish object. This is parallel with the reaction of Billy towards his father. This is supported by the extracts ‘soulless tyranny’ of â€Å"the old bastard’ his father. This technique of expletive language is used to depict the poor relationship he shared with his father. I believe that Josie chooses to have a positive relationship with her father when she calls him after Josie hits Carly with one of her ancient history textbook. Michael gets Josie out of trouble at school and also changes Josie’s perception about fathers Josie now believes that fathers have a use, she is also growing quite fond of her father. Josie now stays at her father apartment on Sydney harbor on most weekends and enjoys spending time with her father. In the closing scene of the film it is exactly one year later on tomato day again and the picture quality is a lot sharper this conveys that Josie is clear about her decision to be there and even invites her friends over this time. The key idea conveyed in both â€Å"Looking for Alibrandi† and â€Å"The simple Gift† is quite nicely summed up by â€Å"The meeting of two personalities is like the contact of two chemical substances if there is a reaction, both are transformed† this is clearly evident in both with Josie’s relationships with Jacob Coote and her father Michael Andretti and Also for Billy with his relationships with Old Bill and Caitlin.

Roles and responsibilities of a teacher

Roles and responsibilities of a teacher Review your own roles and responsibilities as a Teacher, in terms of the Teaching/Training Cycle, identifying boundaries that should be set. INTRODUCTION In every profession, there are roles and responsibilities and boundaries that are set in order to divide the line that indicates the farthest limit. Roles and Responsibilities are important because they would facilitate order in any given organisation and allow personal and organisational objectives to be met, as those with Roles will be accountable to their functions. Actions and activities assigned to or required or expected of a person or group are referred to as Roles while the obligations to carry forward an assigned task to a successful conclusion are referred to as Responsibilities. All learning institutions are subject to legislation. It is of relevance that in this assignment I link these roles and responsibilities to current legislative requirements such as Disability Discrimination Act, (DDA), Special Education Needs (SEN), and Equal Opportunities. Under the Professional Code of Practice, I have responsibilities as a teacher to undertake 30 hours of Continued Professional Development per year and I must also update my subject knowledge. I must therefore, have clarity on my roles and responsibilities in order to prevent omission of duty. In this assignment I will examine the Roles and Responsibilities of a Teacher in relation to the Teaching/Training Cycle. This will lead to focussing on professional activities within the learning cycle. I will also recognise the professional boundaries that govern a teachers behaviour in order to comply with the Professional code of conduct. It is therefore, of significance that I discuss where the teachers different roles stop. After analysing this topic, I will come up with a conclusion. Holtrop (1997) suggests that Obviously teachers wear many hats: friend, counsellor, judge, mentor, hundreds of roles and different roles for different classes, students and extracurricular duties. In relation to the Training cycle, I have a role of Assessor. A majority of learners will have different individual learning needs and for me to accommodate their needs, I need to have assessment skills that will promote equality, diversity and inclusion. I will link this to Domain A of the LLUK Standards which states one of the professional practices as Apply principles to evaluate and develop own practice in promoting equality and inclusive learning and engaging with diversity. I can achieve this by carrying out thorough initial assessments that will help me to identify different learner needs such as poor writing skills, poor reading skills, disabilities etc. This would be in line with Domain C Ways to identify individual learning needs and potential barriers to learning in own specialist area. This will make it easier for both the learner and me to access learning and deliver learning respectively, because based on the assessment needs that I will identify, I must have knowledge understanding of how I will apply the different assessment methods like formative and summative assessments to meet these needs. This may increase the level of motivation to both the learner and teacher. I will link this to Domain E which is about assessment for learning Theories and principles of assessment and the application of different forms of assessment, including initial, formative and summative assessment in teaching and learning. In my role as a teacher I am to conduct initial assessments which will help me to identify learners needs, knowledge and skills and also help to identify referral points against levels within the National Standards. When I identify needs that need to be referred, I will have to give the learner information, advice and guidance to where they are being referred. This will be linked to Domain F which is about access and progression- sources of information, advice, guidance and support to which learners might be referred. This also promotes the Wayt (2008) explains that Assessing varying learning styles within a group and considering learners motivation and previous experiences helps identify various teaching methods that could be useful throughout the programme. Sessions incorporating visual, auditory and kinaesthetic learning styles ensures students have equal rights to learning and provide the opportunity to re-evaluate what is already known while exploring aims and objectives from a different perspective. The initial assessment will provide me with some important detail to inform the plan, which will be revised on an on-going basis to monitor the learners progress and identify any subsequent support needs. Both learner and teacher will be aware of what the learner knows and is able to do and what he/she needs to learn. It is also important for me and the learner to know how the learner likes to learn; as this helps me to identify barriers to learning such as difficulties in reading, writing, numeric, language skills and any other disabilities and will make reasonable adjustments in order to use the appropriate assessment methods that will meet the individual learners needs and promote equality and diversity. At this stage, should any learner require support which is beyond my competence, I will refer and ensure that I give the learner the right information on their referral, so as to meet the professional standards in Domain F of the LLUK Sources of information, advice, guidance and s upport to which learners might be referred. This is in line with the Equal Opportunities Act (2004) which states that all learners must have equal access to learning regardless of their learning barriers, disabilities, sex, religion, and race. Under the Disability Discrimination Act 1995(as amended by the Special Educational Needs and Disability Act 2001) disabled learners must not be treated less favourably and teachers must make reasonable adjustments to ensure that disabled learners are not at a substantial disadvantage compared to their peers. . Following the initial assessment, I should do a diagnostic assessment in order to identify specific individual needs and support required and this will lead to the creation of a detailed personal profile, providing the basis for an Individual Learning Plan. As an Assessor, I have limits to this role. By doing a thorough assessment, I may identify needs that are beyond my competence and may need to refer the learner appropriately. For example, if I identify that a Learner has financial needs, I may need to refer the said learner to the appropriate department. This in itself is helping meet the learners need and adhering to the professional boundaries. It would be very unprofessional for a teacher to give money to a learner to fund his/her education or get money from a learner. This is to conform to the LLUK standard in Domain A which states that Conform to statutory requirements and apply codes of practice and also Domain F which says Boundaries of own role in supporting learners. And one of the professional code of practice introduced by the Institute for Learning (IFL) states that a teacher must protect the interest of the learners and the wider public and any member of the Institute for Learning who breaches the code will be subject t o disciplinary investigation as described by the disciplinary procedure. Let me look at another role of a teacher. As a teacher, I am a Planner, in that I plan appropriate, effective, coherent and inclusive learning programmes that promote equality and engage with diversity. This means I should plan for the use of different teaching methods and activities which are in line with the curriculum requirements and meet the needs of the learners. These may be group discussions, questioning etc. This is in line with the LLUK Standard Domains B and D BK2.1 Principles of learning and ways to provide learning activities to meet curriculum requirements and the needs of all learners. DK 1.1 How to plan appropriate, effective, coherent and inclusive learning programmes that promote equality and engage with diversity. Planning is a very important role for me because it will direct or guide me in the delivery session. My planning will depend on the identified individual needs, which will prompt me to use the appropriate teaching methods. This is because I am required to ensure that the identified needs of my learners are properly taken care of in my planning process. Without planning, I might not be able to meet the learners needs and may not deliver in line with the curriculum. This may result in de-motivation and dissatisfaction to both the learner and I, as learners will feel they have not been catered for and I will feel I have not played my role as a planner. In view of the on going assessments, I am responsible for preparing the assessments in such a way that they meet the needs of individual learners and promote equality, diversity and inclusion. In this case, it is important for me to use different assessment methods such as formative and summative assessments. These could be direct observation, oral questioning, professional discussion, witness testimony of case studies. When this is done, I will have met the LLUK Standard Domain E Theories and principles of assessment and the application of different forms of assessment, including initial, formative and summative in teaching and learning. It is part of my responsibility to ensure that learners are involved in planning for assessments. Learners should not be subjected to a surprise assessment. I should always involve them at the planning stage and be able to give them opportunities to make their own suggestions and choices without putting them in situations where they feel overwhelmed . This will give them a sense of ownership. This is in line with LLUK Standard Domain E Ensure that learners understand, are involved and share in responsibility for assessment of their learning. The planning session should be able to meet the individual learner needs, by considering different resources that will promote fair and effective assessment. For example, a teacher who is going to assessor a learner at a place of work must have planned in advance with the learner, who might have suggested that it was better to do the assessment in the morning because that is when a lot of activities take place. If this happens, it is most likely that the learner will feel at ease and have a sense of fulfilment because he/she has been involved in the planning process and his/her need met. This is linked to Domain E Apply appropriate methods of assessment fairly and effectively. A teacher is also an Information Provider (Lecturer). In reference to the Teaching/Learning cycle, this role requires me to deliver/implement teaching as planned and designed, inclusively to promote equality and diversity. Gay (2000) states that, It is very important for teachers to appreciate the impact culture has on learning. Furthermore, they must make their teaching well suited to the social cultural contexts and frames of reference of ethnically diverse students.  Ã‚   I must therefore, take the differentiation approach, to be able to offer a range of approaches and resources to meet the needs of an individual or a group of learners. It is my responsibility to develop and produce teaching and learning materials appropriate for a range of contexts, purposes and target audiences. Different learners have different levels of understanding and knowledge, and if I am to cater for their needs, I will have to use different teaching tools, such as DVDs, handouts and practical demonstrations(which must be referenced to the curriculum) When applied these teaching tools will promote equality, diversity and inclusion and will have the potential for language, literacy, numeracy and information and communicat ion technology for learners and will make it easier for those who understand visual, auditory and kinaesthetic learning. For example, a learner who understands well when they see might need to watch the video to get understanding. This can be linked to Domain B of the LLUK Standards Ways to ensure that resources used are inclusive, promote equality and support. This can also be linked to Bloom (1997)s taxonomy where he separates out learning into three Domains Cognitive domain concerns our thinking and memory and our capacity for understanding. The psychomotor domain deals with our abilities, the skills that we have, what we can physically do. Affective domain relates to our understanding, i.e. our approach, our attitude to what we do. I am also responsible for making the learning environment a safe place to comply with the Health and Safety at Work Act (1974.) This calls for risk assessments, which help to identify any hazards that would hinder learning. According to Maslows pyramid, everyone needs to feel protected against any life threatening cause. This is also in accordance with the LLUK Standard Domain B- which states that Ways to maintain a learning environment in which learners feel safe and supported. It is therefore important for me to maintain safety in the learning environment and to make learners be aware of their responsibilities in maintaining safety, as health and safety is everyones responsibility.   As a teacher, I have the role of a Mentor/ Counsellor in delivering the course. I should be able to apply appropriate teaching and learning strategies which take account of individual learner needs. When delivering the course, I must show understanding of the responsibilities and boundaries of my own role in providing support for individual learners for example, signposting and /or referring on specialist services. Learners should be given information on where they can find further information, advice, guidance or learning provision. I also need to ensure that learners understand the context of the course, for example the NVQ standards, its application and contribution to the care sector, the economy and the community. It is therefore, important for me to attend standardisation meetings in order to keep abreast with current standards in my specialist area, as required by the LLUK Standards Domain C Own specialist area including current developments and Domain C Ways in which own specialist relates to the wider social, economic and environmental context. Gravells (2007) asserts that, learners learn from each other as well as the tutor. To promote diversity in my delivery, I must ensure that there is involvement of all students in relevant activities, rather than excluding them for any direct or indirect reasons (inclusively), as mentioned in the Tomlinson report. Teachers must facilitate learning environments which will promote culture and ethnic diversity. Therefore, learners from different ethnic groups will be able to voice their cultural expression in order to increase content and learning processes. The assessment of learners competence is an important role of a teacher. I will assess what the learner has learnt and will be responsible for finding out what methods of teaching and learning would be most appropriate for the learner and to motivate the learner to continue and to do better. This can be achieved by using formative and summative assessments. In relation to my area of teaching NVQs in Health and Social Care, formative assessment is aimed to helping the learner become competent and meet specific performance criteria. This should be an ongoing process, where regular tutorial sessions take place, teacher following workplace observation and completing of written tasks. I am responsible for giving learners constructive feedback on their performance, which will motivate them, especially those that are unsure of their own abilities. This can be linked to Domain E The role of feedback and questioning in assessment for learning. I am also responsible for recording outcomes of formative assessment and keeping these records updated and stored safely for confidentiality to conform to the LLUK Standard Domain A Keep accurate records which contribute to organisational procedures. This will in turn give learners a clear guidance as to what aspects of performance they shall still need to work on. In view of the Data Protection Act (1998), I must keep all records within confidentiality agreements to comply with organisational policies and procedures and also to comply with the LLUK Standard Domain A The need for confidentiality, respect and trust in communicating with others about learners. Summative assessment will take place at the end of the learning, giving feedback on learning achievements, maybe a qualification, test or a completed Individual Learning Plan. In relation to NVQs, summative assessment will represent a formal summing up of the learners achievement on completion of a particular piece of work; this may be at a completion of each unit. I will be responsible for making a final judgement on the whole of a unit after making a series of formative assessments. This also must be recorded as evidence to represent the learners competence at the time of the summative assessment. A teacher has a role of an evaluator as well. It is my responsibility to make an assessment of, or to judge what I have delivered. Evaluation will help me to look back at how I delivered the learning and find out what could be done differently. I will need to evaluate my own practice on a regular basis, such as my opinions on the course and how it could be made better next time. Learners must be given the opportunity to evaluate the course whether they achieved something, were the teaching materials enough? Did the course meet individual learner needs? This will help to improve delivery in subsequent sessions. In my role as NVQ Tutor/Assessor, I may need to follow the established structure in place, that means I need to be observed actually assessing and giving feedback and then I will be given feedback on how I perform and how I could improve. Some of the ways of getting feedback on my assessment and teaching skills could be, asking an experienced colleague to observe me, get feedback- formal and informal from learners on different types of assessments I use and how these can be improved. This can also be done by writing reflections to explore and evaluate the different ways I assess, using information from colleagues and learners, as well as the actual experiences and results related to the assessments I use with learners. Reflective practice will enhance good practice and further improve what I do in my subject area. All this is in line with the LLUK Standard Domain E The role of feedback in effective evaluation and improvement of own assessment skills. Revising is about making changes based on the evaluation information and will enable continuous improvements to be made. I am responsible for making any changes to the assessment or teaching methods that were not effective to the learners in order to meet their needs. This can be linked to Domain E The role of feedback in effective evaluation and improvement of own assessment skills. A teacher is a researcher. I should take responsibility to engage in continuing professional development to inform my practice, as this is one of the Codes of Professional Practice. As a teacher, I need to do a lot of research by reading relevant books, using the internet, journals, attending training and other relevant sources to update my knowledge. I am responsible for attending Standardisation meetings to inform my practice and to work in line with the specified standards. I must take it upon myself to explore and keep my mind focused to get knowledge and understanding. Collaborating with others would help to improve my own and team performance. This is in relation to the LLUK Standards in Domain A Ways to reflect, evaluate and use research to develop own practice and to share good practice with others. There are boundarieswithin professional disciplines. Teachers are not supposed to borrow money from learners, neither are they allowed to lend money to learners. It would be unprofessional for a teacher to be found in such a situation. Teachers are also reminded not to go beyond their role by going to learners home for assessment or learner coming to teachers home for assessment. All assessments must take place at the centre and /or workplace. As a teacher, I must always follow organisational procedures in dealing with issues such as complaints and appeals and make references appropriately, especially where the issue is not within my competence. CONCLUSION Roles and responsibilities are important because they will promote accountability among teachers and will help meet personal, organisational goals and individual learner needs. It would be frustrating if teachers lacked clarity on their roles and responsibilities because they would be stuck with who is doing what and who answers to whom? When these roles and responsibilities are applied, they benefit both the learner and teacher, by delivering learning which is inclusive, and promotes equality and diversity. Boundaries will help teachers to work within their limits and adhere to the professional code of practice. . Wayt(2008) The responsibility of a teacher will be to continually   reassess development and change during the course and create a seamless transition   to ensure smooth delivery. This just confirms the teaching/learning cycle. I am responsible for ensuring that the cycle is on going, by seeing to it that action plans are put in place, constructive feedback is given to the learner where necessary and the cycle does not break. This will increase the level of motivation, satisfaction and will help to achieve the goals for both the learner and me. The teacher will also be responsible for inducting the learners to the organisation and course so that learners understand what is expected of them and what the organisation can deliver. This will also help the learners to have a clear understanding of the organisational rules and regulations and also of the course contents. This is likely to result in learners having a good foundation for their course and be able to prepare adequately. REFERENCES Bloom (1997) Maslin-Prosthero -page 185 Gay (2000) Available at http:/www.intime.uni.edu/multiculture/curriculum/culture/roles.htm Accessed on 6th December, 2009 Gravell A (2007) FE champion January, 2007- Post compulsory education and training. Available at www.pcet.net/articles63.html (Date accessed 6th December, 2009) Holtrop (1997) Available at http:/www.huntington.edu/education/lessonplanningroles.html Accessed on 6th December, 2009 Wayt S.(2008). Holistic Health and well-being. Available at http/:www.balance-therapy.co.uk Accessed 6th December, 2009 LLUK STANDARD DOMAINS LINKS Domain A AP 3.1 Domain C CK3.2 Domain E EK 1.1 Domain F   -FK 1.1 Domain A AP 6.1 Domain F -FK 2.1 Domain B BK 2.1 Domain D DK 1.1 Domain E EK1.1 Domain E EP3.1 Domain E -EP2.1 Domain B BK5.2 Domain B BK1.1 Domain C CK1.1 Domain C -CK1.2 Domain E EK4.1 Domain E EK5.1 Domain E EK4.2 Domain A AK4.

Sociology: Privilege :: Sociology Essays

1. (a) Privilege is defined as a favor or right granted to some people, but not to everyone. (b) Power is defined as strength, ability, or a driving force. (c) Difference is defined as the way in which two things are not the same. (d) According to MacIntosh there are two types of privileges. The first is based on what she calls â€Å"unearned entitlements,† which are things that all people should have. Some examples are feeling safe in a public place or working in a place where they feel that they belong and are valued for what they can contribute. The other type of privilege is what MacIntosh calls â€Å"unearned advantage,† and occurs when â€Å"unearned entitlements† are restricted to certain groups. An example would be a white person feeling out of place at a downtown nightclub. (e) The paradox in privilege is that individuals are the one’s who experience privilege or the lack of it, but individuals are not what are actually privileged. Instead, privilege is defined in relation to a group or a social category. For example, race privilege is mo re about white people than it is about white people. Privileges are only granted in society when people identify the individual as belonging to a specific category, race, gender, or cultural background. By saying that oppression is the flip side of privilege the author means that for every social category that is privileged, one or more other categories are oppressed in relation to it. Oppression points toward the social forces that â€Å"press† upon people and hold them back, thus blocking their pursuit of a good life. 2. (a) Capitalism is defined as an economic system based on ownership of resources by individuals or companies and not by the state. Capitalism as it relates to sociology has to do with the fact that it not only produces enormous amounts of wealth, but that it creates extreme levels of inequality among social classes and societies. Capitalism also has made the rich richer and the poor poorer and has opened the gap in the U.S. class system. The matrix of domination says that each particular form of privilege, whether based on race, gender, sexual orientation, class, religion, or ethnicity, exists only as a much larger system of privilege. It works by simplifying and clarifying the gray areas that we encounter in privilege. It allows us to see that each form of privilege exists only in relation to all the rest and keeps us from trying to figure out which is the worst or most oppressive.

Losing My Edge :: Personal Narrative, Autobiographical Essay

Losing My Edge I was friends with everyone on the North team, our rivals, but during the season, we seemed liked enemies. We always talked crap to each other. "Who's going to state this year?" We would say. Back to us they would respond, "Who went to State last year?" The whole season, we anticipated playing North. It all started since the first practice. Our coach would scream, "North is practicing harder than you, they are getting in shape, they are preparing." This made us very angry and his tactics to do better did push us. The day seemed so far away, but the calendar days grew closer and closer to this well-prepared day. I made sure to eat my carbohydrates and to get enough sleep the night before. Finally I had reached the day, and school dragged on forever. The bus ride took forever as we traveled the thawed out highways, anticipation was in the air. When entering the gym, after debarking the bus, I took a deep breath as my stomach filled with butterflies, thinking about everything I carried on my shoulders and all that was expected of me, especially when imagining everyone who would be there. My parents, sister, grandparents, aunts, uncles, friends, peers, coaches and teammates all expected the best. "How nerve racking." I muttered under my breath. When we were in the lockeroom, I felt cadged like an animal. "This its it! It's your turn." Our coach yelled. Finally we escaped from the lockeroom into the crowded gym. This would determine who would go to the State Tournament. Excitement raced through our bones, as our names were announced for the line-up. "Jenna Osheim, 6'0'', senior forward!" My body got the shivers as I ran to the middle of the floor. The referee threw the ball into the air and the race was on. Half time, and the game w as neck in neck. Time ticked away and we were both battling back and forth. "Come on Jenna, it's up to us!" a teammate of mine said to pump me up. I wasn't having a very good game and was getting down on myself. We couldn't lose to this team, as we did the year before. We battled back and forth, we would score, and then they would answer our call. The last minute lasted forever, the referee made a bad call and buzzer finally sounded, leaving us to fall short of one point to have a total score of 54-53.

Thought Communication in The Sailor Who Fell from Grace with the Sea an

Thought Communication in The Sailor Who Fell from Grace with the Sea and Wonderful Fool      Ã‚   In the novels The Sailor Who Fell from Grace with the Sea, by Yukio Mishima, and Wonderful Fool, by Shusaku Endo, the authors write in a way which allows the characters to speak directly to the reader through thoughts. This device lets the reader know exactly what the character is experiencing. Mishima and Endo's use of direct thought communication proves to be a beneficial aspect that aids the reader in understanding these works of literature. Both authors use this literary technique to clearly express to the readers the true thoughts and feelings of the characters; in turn allowing the reader to realize and understand the changes that each character undergoes, and ultimately comprehend the rebirth that the characters experience.    In The Sailor Who Fell from Grace with the Sea, Mishima chooses to have the character Ryuji express his true ideas and sentiments through a direct statement of thought. After spending his first night with Fusako, Ryuji reflects on his glory the next morning while alone. "There's just one thing I'm destined for and that's glory; that's right glory!" (Mishima 16). He goes on to think, "there must be a special destiny in store for me; a glittering, special-order kind no ordinary man would be permitted" (Mishima 17). Through his contemplation of glory, the reader is allowed a glimpse into Ryuji's true thoughts on his destiny and purpose in life. Ryuji's ideas are used to convey to the reader exactly what he is feeling; this is important because the reader can now understand Ryuji's beliefs and comprehend the enormity of change, from a life at sea to a life at land, he will soon e... ...of admiration and respect. As a result of these changes, Tomoe and Ryuji both experience a rebirth of sorts; Tomoe discovers the truth about Gaston and Ryuji discovers what he wants out of life. Had the authors not employed the technique of direct thought narrative, the reader would not have been able to realize the character's thoughts, recognize their changes, nor understand their rebirths. The author's use of communication through the thoughts of the characters allows first for the recognition of character's ideas and thoughts, second, when these thoughts and opinions change, and third, why the characters experience a rebirth.    Works Cited Endo, Shusaku. Wonderful Fool. Chester Springs: Peter Owen Publishers, 1995. Mishima, Yukio. The Sailor who Fell from Grace with the Sea. New York: Vintage International, 1993.            

Batik Garment

The Objectives.. ? To be a World Class Provider of BATIK Garment Industry Our Mission.. ? Our vision is to focus on offering range of quality  batik  products to our customers, and introduce  Malaysian  Batik  to the people all over the world. We would like to penatered US market and introduce variety product that can produce with Batik. It is the opportunity for batik business to improve it profitability and competitiveness. The Opportunities.. ? Rising demand for handicraft products in developed countries such as USA, Canada, Britain, France, Germany, Italy etc. ? Developing fashion industry requires handicrafts products. Development of sectors like Retail, Real Estate that offers great requirements of handicrafts products. ? Development of domestic and international tourism sector. ? Ability to produce high quality product with good design ? e-Commerce and Internet are emerged as promissory distribution channels to market and sell the craft products. 1. INTRODUCTION The Malaysian government has supported its craftspeople significantly since 1974 with the establishment of  Kraftangan, a government organization under the auspices of the ministry of culture that is designed to promote Malaysian handicrafts and culture.This outstanding program serves as a role model for the arts and textile industries of other countries. The common goal is simply to make Malaysia a Batik capital. According to Matrade, textiles are ranked 9th  and accounting for 2. 3 per cent share of Malaysia’s exports of total manufactured goods. In 2011, exports of textiles and apparel & clothings totaled RM10. 81 billion from RM9. 32 billion for the same period last year, an increase of 15. 9 per cent. Of this, exports of textiles was valued at RM6. 72 billion and accounted for 62. per cent share, while apparels and clothing accounted for 37. 8 per cent share, valued at RM4. 08 billion. Higher exports were due to increasing exports of yarns and apparels. The USA, Japan, T urkey, Indonesia and China were Malaysia’s top 5 export destinations for Malaysia’s textiles and apparel & clothing. USA remained the leading export market contributing to 18. 6 per cent share of the total exports of the industry. Export was valued at RM2. 01 billion, an increase of 13. 6 per cent. 1. 1 The Unique Batik MalaysiaDeveloping batik as handcrafted textile – hand printed and hand drawn, has made us all acutely aware of the importance of three essential elements in producing a new product. They are, namely, Design, Colour and Technique. We need to pay attention to all of the three above elements giving emphasis to Design which requires the most and urgent attention. Secondly, Malaysians love bright colours and batik in bright colours has become a manifestation of that expression. However, we need to think of the market and the consumers we are targeting.Therefore, we need to study how they perceive colours and their receptivity to our  selection of c olours. And thirdly, the need to take  an aggressive approach in R&D and to engage in experimenting  new technologies that can expedite and enhance batik production process as well as to solve problems related to attaining quality production. Learning from the experiences of other countries such as Japan and Korea, and adapting their practices to meet our needs would indeed be a real asset. Another aspect of R&D, relates to acquiring  knowledge about the characteristics of fabrics in order to appraise their appropriateness for making batik.What makes Batik  Malaysia unique is that we have been able to develop it through innovation by observing and learning from the tradition of batik–making of other countries, and successfully creating our own indigenous batik–style. 1. 2 Trends in Fashion The world of fashion has created an immense consciousness with the designers and batik – makers who recognise the need to constantly innovate and produce new designs, introduce   new range of colours as well as to experiment with new production techniques to meet with the fast changing consumer taste and fashion trends.As a result, batik crafted from a variety of materials such as silk, cotton and linen of varying texture   have emerged in the market place. 1. 3 Batik as an Art form Malaysian artists have made an inroad with their innovative adaptation of the batik technique on canvas. Henceforth, a new genre of batik as an art form was born. Batik paintings depicting images of Malaysian flora, fauna, forest, food and fiesta themes are providing a glimpse into the rich diversity of natural and cultural heritage of Malaysia through Batik Art. 1. 4 The Design ChallengeA good design should create a pleasant virtual experience: the customer should perceive the product as aesthetically pleasing. In this respect, batik designers should develop batik design to  respond to the particular needs of the consumers thereby promoting  the concept of sp ecial design for specific usage, such as  batik  for school wear, batik for uniform, batik for daily wear, batik for formal day and evening attire and batik for special occasions. Each  particular design with special motif, pattern, colour and fabric  created would therefore give batik that exclusive ook and this  would impact on batik not only as  a versatile textile for clothing but also in popularizing it to a wider market. Malaysia’s natural environment offers limitless source of inspiration from which new ideas, patterns, motifs and colours could be derived. At the same time, the uniqueness of each community in Malaysia, the people and their living traditions and cultural heritage are  yet another  source  for design input. 2. US MARKET 2. 1CULTURE OF THE PEOPLE the  culture of the United States  is primarily a  Western culture, but is also influenced by  Native American,  Asian,  Polynesian,  African, and  Latin American  cultures.Ame rican culture started its formation over 10,000 years ago with the migration of  Paleo-Indians  from  Asia  into the region that is today the  continental United States. It has its own unique social and cultural characteristics such as  dialect,  music,  arts,  etc. The United States of America is an ethnically and racially  diverse  country as a result of large-scale immigration from many different countries throughout its history. Due to the extent of American culture, there are many integrated but unique social  subcultures  within the United States.The cultural affiliations an individual in the United States may have commonly depend on  social class,  political orientation  and a multitude of demographic characteristics such as religious background, occupation and ethnic group membership. 2. 2 POLITIC & ECONOMIC Political US REGULATORY COMPLIANCE Companies that are involved in the production and distribution of medical devices that are intended fo r marketing in the U. S. are required to register their facility with the FDA on form FDA 2891. There is no fee for registering your facility.As of 11 February 2002, foreign companies must also provide the FDA with the contact information for their U. S. Agent and this information can be provided on this form as well. This form must be completed by the official correspondent designated on the form and submitted 30 days prior to exporting to the U. S. All registration information must be verified annually and updated if changes have occurred. If the company is registering for the first time, the registration form FDA 2891 must be submitted to the FDA along with the Device Listing form FDA 2892.This form is used to identify to the FDA the devices that the company has in commercial distribution by generic category. There is also no fee for submitting this form. U. S. Fiscal Policy Turning first to U. S. fiscal policy, the slow pace so far of economic recovery and weak job creation†”despite the wide margin of excess capacity—argues for maintaining supportive monetary and fiscal policies in the very near term. Indeed, expansionary fiscal policy already played a critical role in averting a deeper U. S. recession.According to IMF analysis, fiscal measures contributed about 2 percentage points to GDP growth in 2009, and another one percentage point last year. At the same time, federal debt held by the public has risen from about 36 percent of GDP in 2007 to about 62 percent of GDP in 2010, while prospective debt dynamics have worsened significantly. In the absence of corrective measures, and taking into account underlying fiscal pressures that predated the crisis, debt could reach about 95 percent of GDP by the end of this decade—a level last reached immediately following World War II.Without policy adjustments, subsequently the debt simply would keep rising. From this perspective, the need for urgent action to secure medium-term fiscal sustainabil ity appears to be self-evident. Political Ideologies in the United States Ideologies in US politics vary greatly. However, for the majority of American citizens, most political ideologies are derived from classical liberalism. Ideas such as individual liberty and limited government, for example, are popular with most Americans.Unlike many other countries, there are only two major political parties in America and their core beliefs are very similar due to the moderation that the two party system in US politics encourages. The Democratic Party, who tend to represent liberal ideals, lean slightly to the political left and the Republican, who generally favour conservative ideals, lean slightly to the political right. The two dominant ideologies that exist in American politics today are conservatism and liberalism. Economic in US The United States’ economic freedom scores of 76. 3 drops it to 10th place in the 2012 Index.Its score is 1. 5 points lower than last year, reflecting de teriorating scores for government spending, freedom from corruption, and investment freedom. The U. S. is ranked 2nd out of three countries in the North America region, and its overall score remains well above the world and regional averages. The U. S. economy faces enormous challenges. Although the foundations of economic freedom remain strong, recent government interventions have eroded limits on government, and public spending by all levels of government now exceeds one-third of total domestic output.The regulatory burden on business continues to increase rapidly, and heightened uncertainty further increases regulations’ negative impact. Restoring the U. S. economy to the status of a â€Å"free† economy will require significant policy changes to reduce the size of government, overhaul the tax system, and transform costly entitlement programs. By boosting growth in the private sector, such freedom-enhancing policies are the best hope for bringing down high unemployme nt rates and reducing public debt to manageable levels. The trade weighted average tariff rate is 1. percent, with non-tariff barriers such as â€Å"buy American† procurement rules adding to the cost of trade. Investment freedom is hampered by ongoing protectionist restrictions. The impact of the recently passed financial reform bills has yet to be measured, as detailed regulations are gradually emerging. The indicators to gauge the economic performance in US Population: 310. 0 million GDP (PPP): $14. 7 trillion,2. 8% growth 0. 9% 5-year compound annual growth,$47,284 per capita Unemployment: 9. 6% Inflation (CPI): 1. 6% FDI Inflow: $228. 2 billion (Based on data compiled as of September 2011) . 3 TARGET MARKET 3. PRODUCT STRATEGIES Malaysian Batik is fresh, fashion-forward, and edgy. And this modern-day style of Batik is now penetrating European and American markets. With its couture quality, Malaysian Batik is equally at home on any New York or Paris runway. This is a world -class textile and art form that is â€Å"here and now. † Malaysian batiks are not limited to cotton either. Today various type of silk including jacquard, satin, crepe de chine are used to produce batik blok and batik tulis. Voile, rayon lawn and shirting have also been used at one time or another.Most type of cloth can be used to produce batik except polyester. Today’s batiks are highly fashionable, baring little resemblance to the stereotyped sarong. Batik tulis are much more fluid and cater to both local and international markets. Batik has many moods. It can be mod, sweet, formal or just plain fun. And it is not just limited to apparel. Exclusive designs and quality as well as good workmanship are our products greatest assets to create strong brand image. We offered clothing collection such as: 3. 1 Batik T-shirts & Men’s Outfit.We decided to base our outfits on the guppy because they are so colourful. The aim of the competition is to take batik into intern ational markets and since the guppy is found everywhere, we thought everyone could relate to the designs. The men’s outfit had a black long shantung coat with similar design motifs on the front and back, with a matching shirt that stayed with the theme without going over the top. [pic] 3. 2 Sleeves Batik dress for Ladies For the ladies dress we decided to use bright pops of color accent the unique, geometric print along this Antik Batik dress, rendered in cool silk twill.A scoop neckline flatters the shoulders, while a single seam subtly defines the waist. Long sleeves. It look exclusive and elegent suit for American women. [pic] 3. 3 Pareos. Pareos are commonly done in batik tulis as the free flowing canting lines enhance the casual nature of this beach cloth. We decided to base our cotton pareo with flowers, abstracts organic and geometrical elements including the familiar awan larat or Malay arabesque. We also decide to use a hand-drawn crepe de chine pareo from the Tropic al Marine Life collection. [pic] 3. 4Batik scarves and shawlWe decided to base our collection of â€Å"Tropical Marine Life† was designed primary as casual wear. It is hand-drawn crepe de chine scarves are gaily decorated with reef fish. For the shawl we used flower such as orchids and hand-painted on chiffon and it meant as an elegant shawl. [pic] 3. 5Cushion covers We have a great selection of Cushion Covers to choose from. Our cushion covers are made of 100% cotton and have a zip closure unless otherwise stated. The vibrant colors and design will lift your spirit and sooth your soul. [pic] 3. 6bedspeards and comfortersThis lavish, reversible Malaysian batik  comforter  set features rich shades of grass green, teal, cobalt blue and off white. This  comforter  set offers a soothing modern Batik  motif for any bedroom in your home. [pic] 3. 7 Girl Dresses We decided to use 100 % cotton in girl dresses, with playful pairs of tumbling starling birds and big floating b lossoms, this is sure to be one of your favorite Batik-inspired play dresses. Just to add to the fun, it's got a little bit of a bubble shape. [pic] 3. 8 Batik Silk Tie Every piece is a handmade masterpiece and unique in the world.We use high quality of silk to make it exclusive. [pic] 3. 9 Lamp shades We offer a large selection of lamps shades. We carry hand painted batik with exclusive design. Change the feeling of any room instantly by simply covering your existing  Lamp Shades  with our unique batik design. [pic] 3. 10 Batik Swimwear This fresh new print batik meets a tried and true style to answer all your swimwear distress calls. Brown and ocean blue batik pours a delicate pattern across a tankini top that is tough enough to meet any swimwear challenge. [pic] 3. 11 Souvenirs’Batik Gifts that we sell are made by a master craftsman. This batik, truly a work of art is uniquely designed and printed by hand. Malaysian batiks are revered around the world as being the most beautiful. i. Batik Coaster Set Send sincere wishes with our Adorable Batik Coasters with 6pcs and dried flowers decorations a classic touch to remember. Suitable for any occasions – corporate events, annual dinner, wedding souvenir, the list is endless. Presented in clear box. [pic] ii. Batik Soft Toys A cute animal creatures such as rabbit, turtle, dog and etc for children to paly with. pic] iii. Traditional  Batik Sandals. Comford and unique design, bring a simple feel. [pic] iv. Letter holder Batik his batik cloth letter holder is 16 x 8 inches around. It is perfect to put by your front door and hold mail, papers, and other odds and ends. This beautiful batik cloth was handmade. [pic] 4. PROMOTIONAL PROGRAMME The trend of sale of handicrafts products in the handicraft Expos and Exhibitions organised by the Matrade in the recent years reveals that the demand for batik products are increasing day by day. hrus areas for intensive development will create employment opportu nity in the state. The following actions/steps are taken for intensive development in introduce Batik to the world: i. Participation in specialised rade fairs / with fashion show We will participate in International fashion shows are a great platform in showcasing its  beauty, the versatility of batik as a fabric, the story and cultural appreciation behind batik and the position of batik as one of modern society's celebrated fashion statements. ii.Internet We will set up our website BUYBATIK and introduce online selling where customer can buy our product currently; online-Shopping is playing an important role in developing batik careers for designers and artists. As well as setting trends in Batik fashion, BUYBATIK makes it easy for batik lovers to purchase quality batik products. Batik lovers can shop for a vast range of Batik products in a safe environment where carefully-selected designer goods can be purchased at attractive prices. iii. Magazines & NewpapersNewpapers and magaz ines becomes a very important medium to deliver messages about batik into the market, this will increase awareness of consumer about batik product. We can choose a top magazine such as Better Home and Garden to promote home apparent such as Lamp shades, bedspreads and comforters and etc. For ladies we can choose magazines such as Women’s Day or Ladies’ Home Journal to promote ladies product such as swimwear, pareos and etc. iv. Radio & Television Radio is potentially a good opportunity. We target potential buyer listen to local news, talk show, this is because consumer efficiently using this medium in their daily living.Beside that we also can take opportunity to be main sponsorship, such as Oscar Academy Award and sponsor a few Hollywood stars walking in the red carpet such as Brad Pitt and Angelina Jolie. This will give awareness to audience about batik fashion. 5. THREATS BARRIERS Trade barriers are measures that governments or public authorities introduce  that p revent or restrict overseas trade and investment. These measures  need not necessarily take the form of legislation or a specific decision. They may also take the form of current practice.As a result of these measures, domestic companies receive a competitive advantage relative to their foreign counterparts. It is accepted that in many cases, products are liable to customs duties when imported into a market and that  imported products ought to be accompanied by the correct documentation. In some cases, however, customs duties may be unreasonably high or customs clearance may take an unreasonably long time. Batik Garment trade barriers may take the form of, for example: †¢ Customs duties †¢ Customs procedures †¢ Technical regulations, standards, etc. for example for the purpose of consumer protection, health protection, protection of the environment, etc †¢ Veterinary and phytosanitary measures – barriers based on health and safety regulations †¢ R estrictions on access to primary products –  for example in the form of export batik that drive up prices artificially or special export prices that are higher than the price of the same primary products for use in national processing industries †¢ Insufficient protection of intellectual property rights –  both with respect to the scope of protection and with respect to the possibilities of legal protection.This includes, for instance, protection of patents, copyrights, trademarks and geographical indications of origin †¢ Barriers to trade in services –  for example in the form of discriminatory conditions †¢ Restrictions on access to investment –  for example through national participation requirements or restrictions on access to repatriation of profits †¢ Unfair application of state aid and other forms of subsidies Due to globalization, trade restrictions have become increasingly significant.At the same time, traditional tra de obstacles such as tariffs and import restrictions have been reduced, as a result of international trade liberalization. In the period following the Second World War, average tariffs for industrial goods have been reduced from approx. 40 percent to less than 5 percent. As a consequence, other trade restrictions have become of relatively greater significance.These other trade restrictions are often based on regulations and principles relating to qualitative matters, for example: product quality requirements and product packaging requirements ostensibly for  the purpose of consumer protection; education and qualification requirements  for providers of services; or rules relating to patent and trademark protection.This has contributed to making it more difficult for companies to gain an overview of rules and changes to rules,  making the handling of trade barriers  more complicated,  as barriers touch on matters that are subject to internal national legislation or regulatio n in the export markets. Competition 6. REFERENCES www. matrade. gov. my Conclusion From all the discussion our Batik product is suitable to expand the market to U. S. Political factor show that Batik Malaysia is not include on the export control rule and regulation which state on U. S. it because the batik Malaysia’s raw material is based on

Edgware in London to City Road Essay

Using what I have learned from my study materials, I will compare Station Road, Edgware in London to City Road, Cardiff for either their similarities or differences relating to inequalities. Both roads are over 200 years old and have similar layouts. Station Road is located in a neighbourhood and is very similar to City Road as it is extremely busy with high volumes of traffic and also pedestrians shopping and commuting. Along this road there are a few takeaways, cafes, restaurants, newsagents and estate agents, pharmacy, banks, charity shops and also Edgware Underground station. On the one side of the streets is a big shopping centre with more shops inside and well known supermarkets Sainsburyà ¢s and Marks & Spencer. There are similarities on mentioned streets such as road signs, bollards and of course shops and people which make the street what it is. City Road has a large Ethnic minority, on Station road only a small minority are white British, the rest are Asians and East Europ eans. There are also differences between the streets and this essay will use the differences to show how this can create inequalities. Differences are not just there or given, they are made by people in relation to others and by people in relation to material things and their environment. One of the visible inequalities on Station Road is the traffic infrastructure. The numerous controlled crossings help pedestrians access their destinations, but in turn it has an adverse effect for motorists and increases social disorder between motorists and pedestrians as they fight for space among the road. City Road was said to have been a country lane 200 years ago, but by the 1960à ¢s was taken over by car showrooms. Most of them have been replaced by cafes, takeaways and restaurants designed for large numbers of ethnic minority and student population (The Street 2009, scene 1). There are inequalities between local shops and big supermarkets on both streets. On the street I know there are three powerful stores, Sainsburyà ¢s, Marks & Spencer and Lidl. They have large ranges of products, the competitive prices, car parking spaces, they sell more goods for the convenience of people.