The Localization of Management in China The Implications and Essay

The Localization of Management in China The Implications and Considerations for Foreign Companies - Essay Example Finding - The book provides very sound advice on understanding the operational strategy of China's economy. There is no economy in the world as important and yet as poorly understood as China's. In his penetrating book, Sull helps us understand what really happens in some of China's most important companies. The book is packed with startling stories and much strategic advice for entrepreneurs who can seize the opportunity and manage the risk in the dynamic Chinese market. Finding - This is an intriguing study which addresses the key factors which motivate the local Chinese to open the doors of their land to do business with foreign company. The emphasis is on business lessons which foreign company needs to learn to assimilate into the local culture. The dragon is the Chinese market. Subject - The book is designed to help westerners who intend to conduct business in China. The information contained in the book can also be very helpful if you are visiting China for business or pleasure and even if you desire simply to get greater insight into Chinese worldview and not only the appropriate way to act in different situations, but also some historical and social background which is the inherent part of Chinese business culture. Finding - Thomas G. ... The information contained in the book can also be very helpful if you are visiting China for business or pleasure and even if you desire simply to get greater insight into Chinese worldview and not only the appropriate way to act in different situations, but also some historical and social background which is the inherent part of Chinese business culture. 6. Author-Thomas Geoffrey Moore Title- China in the World Market: Chinese Industry and International Sources of Reform in the Post-Mao Era. Subject- Analysis of China's position in the World market with emphasis on the reform in post-Moa Era. Finding - Thomas G. Moore examines the role of the outside world as a source of change in post-Mao China. Based on extensive documentary and interview material, the book adds the Chinese case to a long tradition of country-based studies by political economists, historians, and area specialists that have chronicled the experiences of developing countries as they enter specific industrial markets in the world economy. This book will be timely and provocative reading for anyone concerned with the nature of China's deepening participation in the world economy and its consequences for the country's development prospects, internal reforms, and foreign policy. 7. Author - Michael Porter Title - Porter on Competition Subject - Strategy formulation in coping with competition Finding - In this book Porter carefully organizes the material within three Parts: First, he focuses on competition and strategy for companies at both the level of a single industry and then for multinational or diversified companies; next, he addresses the role of location in competition; and then he Part III, he addresses some important

Analysis of the Existing Strategy of the TUI Group Essay

Analysis of the Existing Strategy of the TUI Group - Essay Example The modern critics of the modern forms of planning and management postulate the notions that the modern world is dominated by uncertainty, complexity and widespread of ambiguity. It is, therefore, noted that in such dynamic environment, there is need of being flexible to respond swiftly to the changing conditions and this often calls for the alteration of the already established organization’s strategies to suit the current market structures (Weaver & Oppermann 45). Business and organization strategies offer the illustrations on the activities that the managers and stakeholders undertake as designed to achieve the firm’s objectives either in the short run or long run. Every organization has a purpose to accomplish and a defined direction of achieving it and these are always clearly articulated and embraced in their mission statement thereby acting as a guiding principle (Holloway 65). In a broader sense, business strategies are considered to be game plans that enable an organization to execute its activities that are geared towards achieving their objectives such as the expansion of market share and sales. Definition according to Ansoff takes business strategy as the common thread among firms, activities and the product markets that are aimed at defining the fundamental nature of the business that the organization has planned to be in the future. He, therefore, introduces the Ansoff Matrix that gives four main strategies that when impleme nted by an organization helps in the attainment of business growth.

The U.S. Navy Role in World War II Essay Example for Free

The U.S. Navy Role in World War II Essay Abstract World War II was the mightiest struggle humankind has ever seen. It killed more people, cost more money, damaged more property, affected more people, and caused more far-reaching changes in nearly every country than any other war in history. The number of people killed, wounded, or missing between September 1939 and September 1945 can never be calculated, but it is estimated that more than 55 million people perished. More than 50 countries took part in the war, and the whole world felt its effects. Men fought in almost every part of the world, on every continent except Antarctica. Chief battlegrounds included Asia, Europe, North Africa, the Atlantic and Pacific oceans, and the Mediterranean Sea. The United States hoped to stay out. Drawing on its experience from World War I, Congress passed a series of neutral acts between 1935 and 1939, which were intended to prevent Americans becoming entangled with belligerents While America was wallowing in neutrality and isolationism, events were occurring in Europe and Asia that were causing increasing tension across the regions. Japan and the United States had been edging toward war for decades. The United States was particularly unhappy with Japan’s increasingly belligerent attitude toward China. The Japanese government believed that the only way to solve its economic and demographic problems was to expand into its neighbor’s territory and take over its import market; to this end, Japan had declared war on China in 1937(Tsukiyama, 2006) . American officials responded to this aggression with a battery of economic sanctions and trade embargoes. They reasoned that without access to money and goods, and especially essential supplies like oil, Japan would have to rein in its expansionism. Instead, the sanctions made the Japanese more determined to  stand their ground. During months of negotiations between Tokyo and Washington DC, neither side would budge. It seemed that war was inevitable. No one believed that the Japanese would start that war with an attack on American territory. For one thing, it would be terribly inconvenient for the Japanese. Hawaii and Japan were about 4,000 miles apart. For another, American intelligence officials were confident that any Japanese attack would take place in one of the relatively nearby European colonies in the South Pacific: the Dutch East Indies, for instance, or Singapore or Indochina(Tsukiyama, 2006) . Because American military leaders were not expecting an attack so close to home, the naval facilities at Pearl Harbor were relatively undefended. Almost the entire Pacific Fleet was moored around Ford Island in the harbor, and hundreds of airplanes were squeezed onto adjacent airfields. To the Japanese, Pearl Harbor was an irresistible target. The Japanese plan was simple, Destroy the Pacific Fleet. That way, the Americans would not be able to fight back as Japan’s armed forces spread across the South Pacific. On December 7, after months of planning and practice, the Japanese launched their attack. At about 8 a.m., Japanese planes filled the sky over Pearl Harbor. Bombs and bullets rained onto the vessels moored below. At 8:10, a 1,800-pound bomb smashed through the deck of the battleship USS Arizona and landed in her forward ammunition magazine. The ship exploded and sank with more than 1,000 men trapped inside. Next, torpedoes pierced the shell of the battleship USS Oklahoma(Tsukiyama, 2006) . With 400 sailors aboard, the Oklahoma lost her balance, rolled onto her side and slipped underwater. By the time the attack was over, every battleship in Pearl Harbor–USS Arizona, USS Oklahoma, USS California, USS West Virginia, USS Utah, USS Maryland, USS Penn sylvania, USS Tennessee and USS Nevada had sustained significant damage. In all, the Japanese attack on Pearl Harbor crippled or destroyed 18 American ships and nearly 300 airplanes. Dry docks and airfields were likewise destroyed. Most important, almost 2,500 men were killed and another 1,000 were wounded(Tsukiyama, 2006) . The Japanese had failed to cripple the Pacific Fleet. By the 1940s, battleships were no longer the most important naval vessel: Aircraft carriers were, and as it happened, all of the Pacific Fleet’s carriers were away from the base on December 7. Moreover, the Pearl Harbor assault had left the base’s most vital onshore facilities–oil storage depots, repair  shops, shipyards and submarine docks–intact. As a result, the U.S. Navy was able to rebound relatively quickly from the attack. The following day president Roosevelt addressed the nation stating â€Å"Yesterday the United States of America was suddenly and deliberately attacked. No matter now long it may take us to overcome this premeditated invasion, the American people in their righteous might will win through to absolute victory. I believe I interpret the will of the Congress and of the people when I assert that we will not only defend ourselves to the uttermost, but will make very certain that this form of treachery shall never endanger us again.† On December 8, Congress approved Roosevelt’s declaration of war. Three days later, Japanese allies Germany and Italy declared war against the United States. For the second time, Congress reciprocated. More than two years after the start of the conflict, the United States had entered World War II. Six months after the attack on Pearl Harbor, the United States defeated Japan in one of the most decisive naval battles of World War II. This fleet engagement between U.S. and Japanese navies in the north-central Pacific Ocean resulted from Japans desire to sink the American aircraft carriers that had escaped destruction at Pearl Harbor. Admiral Yamamoto Isoroku, Japanese fleet commander, chose to invade a target relatively close to Pearl Harbor to draw out the American fleet, calculating that when the United States began its counterattack, the Japanese would be prepared to crush them. Instead, an American intelligence breakthroughthe solving of the Japanese fleet codesenabled Pacific Fleet commander Admiral Chester W. Nimitz to understand the exact Japanese plans. Nimitz placed available U.S. carriers in position to surprise the Japanese moving up for their preparatory air strikes on Midway Island itself. The intelligence interplay would be critical to the outcome of the battle and began many weeks before the clash of arms. American radio nets in the Pacific picked up various orders Yamamoto had dispatched to prepare his forces for the operation. As early as May 2, messages that were intercepted began to indicate some forthcoming operation, and a key fact, the planned day-of-battle position of the Japanese carriers, would be divulged in a notice sent on May 16. By the time Nimitz had to make final decisions, the Japanese plans and order of battle had been reconstructed in considerable detail. American combat forces took over where intelligence efforts left off. Scouts found the Japanese early in  the morning of June 4. Although initial strikes by Midway-based planes were not successful, American carrier-based planes turned the tide. Torpedo bombers became separated from the American dive-bombers and were slaughtered 36 of 42 shot down, but they diverted Japanese defenses just in time for the dive-bombers to arrive; some of them had become lost, and now by luck they found the Japanese. The Japanese carriers were caught while refueling and rearming their planes, making them especially vulnerable. The Americans sank four fleet carriers the entire strength of the task force Akagi, Kaga, Soryu, and Hiryu, with 322 aircraft and over five thousand sailors. The Japanese also lost the heavy cruiser Mikuma. American losses included 147 aircraft and more than three hundred seamen. The last and biggest of the Pacific island battles of World War II, what the battle of Okinawa the campaign involved the 287,000 troops of the U.S. Tenth Army against 130,000 soldiers of the Japanese Thirty-second Army. At stake were air bases vital to the projected invasion of Japan. Japanese forces changed their typical tactics of resisting at the waters edge to a defense in depth, designed to gain time. In conjunction with this, the Japanese navy and army mounted mass air attacks by planes on one-way suicide missions. The Japanese also sent their last big battleship, the Yamato, on a similar mission with a few escorts(Lacey, 2003) . The kamikaze tactics the Japanese used on these missions, although not especially sophisticated, but their determination made it especially difficult for the Allies. The net result made Okinawa a mass bloodletting both on land and at sea, and among both the islands civilian population and the military. A series of defense lines across the island, both north and south of the American landing beaches, enabled the Japanese to conduct a fierce defense of Okinawa over many weeks. Using pillboxes and strong points, caves, and even some ancient castles, the Japanese defense positions supported one another and often resisted even the most determined artillery fire or air strikes. Mounting few attacks themselves, the Japanese conserved their strength for this defense(Lacey, 2003) . Caves or pillboxes often had to be destroyed individually with dynamite charges. This battle took place in an environment much more heavily populated than most Pacific islands, with civilian casualties of almost 100,000 and equally heavy losses for the Japanese army. It was a scene straight out of hell. There is no other way to describe it, recalls Higa  Tomiko, then a seven-year-old girl, who survived the battle. The commanding generals on both sides died in the course of this battle. American general Simon B. Buckner by artillery fire, Japanese general Ushijima Mitsuru by suicide. Other U.S. losses in ground combat included 7,374 killed, 31,807 wounded, and 239 missing in action(Lacey, 2003) . The navy suffered 4,907 killed or missing aboard 34 ships sunk and 368 damaged; 763 aircraft were lost. At sea and in the air, the Japanese expended roughly 2,800 aircraft, plus a battleship, a light cruiser, and four destroyers, with losses that can be estimated at upwards of 10,000. The U.S. Army Corps of Engineers was tasked with spearheading the construction of the vast facilities necessary for the top-secret program, codenamed The Manhattan Project. Hiroshima, a manufacturing center of some 350,000 people located about 500 miles from Tokyo, was selected as the first target. After arriving at the U.S. base on the Pacific island of Tinian, the more than 9,000-pound uranium-235 bomb was loaded aboard a modified B-29 bomber christened Enola Gay. The plane dropped the bombknown as Little Boyby parachute at 8:15 in the morning, and it exploded 2,000 feet above Hiroshima in a blast equal to 12 to15,000 tons of TNT, destroying five square miles of the city. Hiroshimas devastation failed to elicit immediate Japanese surrender, however, and on August 9 Major Charles Sweeney flew another B-29 bomber, Bockscar, from Tinian. Thick clouds over the primary target, the city of Kokura, drove Sweeney to a secondary target, Nagasaki, where the plutonium bomb Fat Man was dropped at 11:02 that morning. More powerful than the one used at Hiroshima, the bomb weighed nearly 10,000 pounds and was built to produce a 22-kiloton blast. The topography of Nagasaki, which was nestled in narrow valleys between mountains, reduced the bombs effect, limiting the destruction to 2.6 square miles. Japans Emperor Hirohito announced his countrys unconditional surrender in World War II in a radio address on August 15, citing the devastating power of a new and most cruel bomb. References 1. Naval History and Heritage Command. (2012, May 14). Battle of midway, 4-7 june 1942. Retrieved from http://www.history.navy.mil/photos/events/wwii-pac/midway/midway.htm 2. Lacey, L. (2003, April 13). Battle of okinawa. Retrieved from http://www.militaryhistoryonline.com/wwii/okinawa/default.aspx 3. Tsukiyama, T. (2006). http://nisei.hawaii.edu. Retrieved from http://nisei.hawaii.edu/object/io_1149316185200.html 4. World war 2 history. (2007). Retrieved from http://www.WorldWar2History.info/Midway/ 5. Ohio state university. (n.d.). Retrieved from http://ehistory.osu.edu/wwii/USNCV.cfm 6.Goldfield, D (2010). The american journey: , volume 2 . (6th ed., Vol. 2). Prentice Hall 7. national achivements. (1998, 08). Retrieved from http://www.archives.gov/research/arc/ww2/army-casualties/

Impact Of Smuggling In The Philippines Economics Essay

Impact Of Smuggling In The Philippines Economics Essay Raymond Palatino (2008), reports The extent and impact of smuggling in the Philippines that Smuggling is a serious problem that hurts the country in many ways. It deprives government of revenues from uncollected taxes and customs duties. It affects local industries by distorting prices of commodities. Smuggling causes production slowdown, which leads to mass lay-offs, reduced consumer spending, bankruptcies, and lower tax collection. Smuggling has especially benefited from weak governance and chronic political instability. The author further added that when the government reduced the tariff rates on imported articles, many economists and merchants expected a decline in smuggling activities. They believed the tariff reduction would have discouraged illegal importation of goods since there will be fewer taxes to pay on the part of importers. But even with reduced tariff rates, smuggling persists up to this day. From used clothing to shoes, second-hand and luxury cars, agricultural products, garments, ceramic tiles and jewelries, cheap smuggled contraband are flooding the local market, which wipes out the earnings of small honest traders. The author compared the import-export data; Data show the disparity of import-export figures between the Philippines and its trading partners. In 2000, trading partners reported that they exported $45-billion worth of goods to the Philippines, but government figures registered only $34-billion worth of imports. This means that more than $10-billion worth of goods were unaccounted, undervalued or misdeclared. In 2002, China exported 3.9 million square meters of ceramic tiles to the Philippines, but only 600,000 square meters were recorded in the Bureau of Customs. The following year, 4 million square meters of ceramic tiles were exported to the Philippines, but only 300,000 square meters were recorded in the BOC. From January 2001 to June 2003, authorities confiscated a total of 1,517,387 bags of smuggled rice worth P1.18 billion. Since 2006, a total of 100,000 smuggled vehicles were shipped into Subic Bay Freeport. Last year (2007), 4 billion liters of oil were lost to smuggling. The author concluded that Smuggling clearly destroys the local economy and exacerbates poverty in the country as manifested by the closure of local industries, decline in agricultural production, uncompetitive agricultural products, loss of jobs, unfair competition, loss of government revenues, heightened corruption in the bureaucracy, and risks in consumer welfare. Milton Ayoki (2003), explained in his Paper The hidden costs of doing business in Uganda that the problem of smuggling has been particularly serious for goods like petroleum fuels, cigarettes, sugar and other highly taxed or potential revenue sectors such as steel, leather, wood, textiles, bicycles and chemicals as major deterrents. The author further added that apart from the huge revenue losses involved, smuggling is killing local businesses and causing great inequality and other effect is that illegally imported goods are steadily displacing some locally produced goods in the market place. This is adversely affecting both employment and profit margins in domestic industries. Luk Joossens (2003), written in his article Vietnam: smuggling adds value that Internal British American Tobacco (BAT) documents have been explicit about the knowledge of cigarette smuggling into Vietnam. 555 cigarettes is the major smuggled brand and there is no doubt it has a tremendous image and sales potential in the country. The author added that BAT documents describe in a detailed way the smuggling route for 555: cigarettes were produced in the UK, shipped to Singapore, sold to importers and traders in Cambodia, and then transported illegally across the border to Vietnam. Joossens argued that the industry has always claimed that smuggling is the result of taxes being too high. UNDP (1995) viewed the taxes on opium exports to the mainstay of Taliban income and their war economy. It revealed that Afghanistan-Pakistan drugs exports were earning some 50 billion rupees (US $ 1.35 billion) a year. Alongside the drug trade, the traditional Afghans smuggling trade through Pakistan and now the Gulf States, expanded under the Taliban, creating economic havoc for the neighboring states. This trade was estimated be the largest trade source of official revenue for the Taliban and generated an estimated US $ 3 billion annually for the afghan economy; UNDP disclosed that through the customs officials in Kandahar, Kabul and Herat refused to disclose their daily earnings, but with some 300 trucks a day passing through Jalalabad and Kabul to the north, daily earning were considerable. The illegal trade in consumer goods, food and fuel through Afghanistan crippled industries, reduced state revenues and created periodic food storages in all neighboring countries. The World Bank (1997) report on Afghanistan Pakistan Trade Relations as a part of its watching brief strategy for Afghanistan, accounts for the total trade between Afghanistan and Pakistan at $2.5 billion in which the unofficial re-export from Afghanistan to Pakistan has the loins share. The study assessed that the long and porous border between the two countries, the need for basic goods in Afghanistans warn-torn economy, weak border controls, high import tariffs in Pakistan on goods prone to smuggling and the low cost risks were important reasons behind the large and growing unofficial trade between the two countries. This report further added that there was an evidence of expansion of official and unofficial trade in locally produced goods between the two countries, which was likely to increase substantially if there was peace and post-war reconstruction in Afghanistan. In Pakistan, the imports competing industries have been harmed. The study also estimated that the government of Pakistan had been loosing substantial revenues due to tax evasion and fungibility of routes through which un-official imports enter the country. Rashid (1999) in his book Taliban, recorded that the smuggling trade to and from Afghanistan became the most devastating manifestation of the losses being sustained by the government of Pakistan during the Taliban regime. According to him, this trade, which now extends to central Asia, Iran and Persian Gulf, represented a crippling loss of revenues for all these countries, but particularly Pakistan, where local industry has been decimated by the smuggling of foreign goods. Rashid elaborates further, What is euphemistically called the afghan transit trade (ATT) has become the biggest smuggling racket in the world and has enmeshed the Taliban with Pakistani smugglers, transporters, drug barons, bureaucrats, politicians, police and army officers. This trade became the main source of official income for the Taliban even as it undermined the economies of neighboring states. Rashid also points out that the border post between Chaman, in Balochistan province, and Spin Boldak, in Afghanistan, is a prime location for watching the rackets at work. His estimates accounts for 300 trucks crossing from Afghanistan to Pakistan on a good day. The goods which these trucks carry, have no invoice and cross up to six international frontiers without having route permits, driving license or passports. The consignments on these trucks range from Japanese camcorders to English under-wear and Earl gray tea, China silk to American computer parts, Afghan heroin to Pakistani wheat and sugar, East European Kalashnikovs to Iranian petroleum and nobody pays custom duties or sales tax. Inter press service, a news agency (2001), found Indian drugs to have found ways to Pakistani markets, adding yet another dimension to the cross border illegal trade to and from Afghanistan. The agency named aspirin, Amoxiline, Ampiciline, Corimaxazole, Laxotanill, Cyprafloxine, Renitidine, Fametidine and Cemedtidine to be selling in prominent medicines shops of the province. The agency further disclosed that unlike the settled areas, where the sale of Indian drugs was banned and those found guilty of conduct were liable to severe penalties, the tribal areas were quite immune to such repercussions. Like all other duty free smuggled goods, Indian drugs were evaluated by the agency to be 10 times cheaper than the drugs of the same brand and effect, produced by multinational companies (MNCs) in Pakistan. Citing reasons for this price disparity, the agency added that unlike India, where the MNCs were bound to use raw materials from India, the government of Pakistan allowed them to import raw materials from their parent countries which entailed heavy tariff duties. Similarly, quoting the findings of international regional office for Asia and pacific, the agency counted 26 commonly consumed drugs to have very high prices in Pakistan as compared to India. The agency while discussing the transportation of drugs, revealed that along with other goods, Indian drugs were smuggled into Afghanistan, to Pakistans tribal areas and then finally to Peshawar. The report also disclosed that Afghanistan received thousands of US dollars worth of medicines, each month, from Indian, under a bilateral agreement, but some unscrupulous agencies in Kabul were apparently making huge profits from selling them in tribal areas. The report further discovered that due to the mutual collusion of the MNCs, health department functionaries, and other government officials, the measure of the government to import drugs from china, Bangladesh, Bulgaria, Poland and Yugoslavia to counter the smuggled and low priced Indian drugs, has miserably failed. Awan (2001) put the Pakistan bound transit goods to Afghanistan at Rs 14.97 billion during 1998-99. Prominent among these goods were safety razors, worth Rs 120 million, cosmetics Rs 150 million, minerals water, Rs 200 million, electronics worth Rs 300 million and telephone sets worth 160 million. The report pointed out that this trade, which has been conducted for the last 50 years, fetched billions of rupees to the tribal traders, related to the afghan counterparts and as much to the Pakistani customs and other law enforcing agencies, who facilitated this black trade. Awan also disclosed that previously, for decades, these Afghanistan bound transit goods were leaked into Pakistani markets before reaching Afghanistan. Owing to strict regulations imposed on the transit trade, it was very recently that the Afghanistan bound goods, at least, started crossing the border and then re-exported illegally to Pakistan. Awan pointed out that due to the high financial stakes of various interest groups, law, customs and state machinery have lost their efficacy. Keeping the adverse fall out of the abuse of afghan transit trade agreement on the industrial sector of Pakistan, Awan suggested that other neighboring countries with sea-coast should also shoulder the responsibility of transit facilities to Afghanistan. The News, in its march 2, 2002 issue, reported that there has been an unprecedented increase in the smuggling of tea, spices and other utilities, through the afghan transit trade, during the last two years. This rise has been attributed to the massive under-valuation of these items at the countrys dry ports, especially Lahore, Gujranwala, Faisalabad, Quetta and in other cities, which were basically established for providing facilities to the local traders at their door steps. The report added that these smuggled items are now openly sold at the Jodia bazaar, the traders from various parts of the country have opened their offices, which deal exclusively in smuggled items, mostly tea and spices through Quetta dry port into the city the dry ports established in various parts of the country have become a major source of smuggling, mis-declaration, under-invoicing, tax evasion and theft, detrimental to the government treasury, it alleged. The repot revealed that since 1988, the smugglers switched to smuggling of eatable products as they found this proposition to be highly lucrative. The smuggling of items originates from Dubai, via port Bandar Abbas in Iran, to Afghanistan and ends up into Pakistan. Probing the matter, the report discovered five percent increase in the custom duty during the 2001 budget, plus the total tax increase of 70 percent, to be the main reasons for the rise in smuggling. Daily Aaj, on 16 July, 2009 reported that during the year 2008-09, eight hundred million kg of tea is smuggled into the country, only 4.9 million kg smuggled tea is less then from the total imported tea. This year government losses Rs 5 billion in shape of tax evasion due to smuggling of tea. Through reliable sources, Afghan Transit Trade (ATT) is the main source of tea smuggling in the country. The total import of tea was 10 million kg during the period of July 2007 to June 2008. This was imported in one year from Kenya about 53.9 % while in previous year that was 61% from the same country. Which was 7% dropped in tea imports.

The First World War (WWI) :: World War 1 I One

World War I   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Nations should take into consideration on how their actions affect the rest of the world. There are sometimes when you should do what you think is right for yourself. But this is a nation. It isn’t just only you. There are a whole lot of other people you must satisfy. Put it this way a Nation is a team. The nation has to work as a one. Some people may not like your choice. But try to satisfy the majority of the Nation. It’s better if only a small amount of people are not happy, other than having a really big crowd not happy. The last thing I would want is people angry at me for a choice I made. That’s why it’s best if people would think on how the nation is going to judge the choice you make.   Ã‚  Ã‚  Ã‚  Ã‚  The League of Nations wanted to be an international association to keep peace among nations. The reason the League of Nations would of failed 20 years later is because they were getting a lot of complaints. Many Americans were objecting to the settlement. And plus the League of Nations lost the United States as one of their executive councils. Then the United States worked out a separate treaty with Germany and it’s allies several years later. Most of the countries felt cheated and betrayed. There would be no way that everyone would of gotten along. They were many unhappy countries. Japan and Italy had entered the war to gain more territory. They gained less than they wanted. So, the League of Nations pretty much started another war 20 years later. That’s why it did fail.   Ã‚  Ã‚  Ã‚  Ã‚  Without the approval of the United Nations it seems that the United States is trying to take matters into their own hands.

The History of Kingston Penitentiary :: Canada

The History of Kingston Penitentiary Kingston Penitentiary is located on the shore of Lake Ontario in Ontario, Canada. It has served as the main symbol of punishment in Canadian society. Penitentiary Houses were first created in Great Britain in 1779. It was on June 1, 1835 that Kingston Penitentiary formerly known as the Provincial Penitentiary admitted its first six inmates. It represented a new world of confinement that removed the convict from his community and regimented his life. It introduced society to a new notion of punishment and reform. (Curtis et al, 1985) People expect a penitentiary to hold inmates, especially dangerous ones, for as long as the court determines they should serve. Kingston Penitentiary has been doing that for many years. But it has also dedicated to the reform of inmates. What that means has changed dramatically over time. (Curtis et al, 1985) The first inmate to enter Kingston Penitentiary was Mathew Tavender who was sentenced to serve three years for grand larceny. He was placed in cell number four and was put two work as a stonecutter two days later. He was whipped on August 30, 1835 which was three months after his arrival, along with inmate number two, John Hamilton. John Hamilton was sentenced to three years for felony. He was made a stonecutter on his third day and then a mason. Both he and Mathew Tavender were whipped together which may imply they tried to make contact with each other, this was strictly forbidden. Inmate number three was Edward Middlehurst who was sentenced to five years for grand larceny but was actually released. He was the first carpenter at the penitentiary but after a year got sick and was moved to another cell. He is not on record on the roster after he was sick for three months, so whatever he had must have been contagious. He may have received a pardon which was a common way to deal with sick convicts. It was felt that it was better for diseased people to stay outside of the prison walls so the sickness would not spread to the others. The penitentiary was not equipped to deal with death because it had no cemetery but still had to pay for a gravedigger if someone died on the inside. John O'Rourke, inmate number four was sentenced to five years for grand larceny. He received his first rawhide beating two short weeks after his arrival.

Communication And Professional Relationships With Children Essay

1. Establishing respectful, professional relationships with children and young people: 1.1 When working with young children we need to adjust our behaviour and communication to the situation we are in for example going down to a child’s level when speaking to them so they don’t feel intimidated by you. Coming across as approachable to a child is very important so they can feel confident around you and feel like they trust you. All children need to feel they are safe and appreciated and when we interact with them we should make sure we demonstrate this. It is important that we establish these relationships early on and that we continually behave this way with them, praising children is very important. All children of all abilities and cultures need to feel they are valued and are in a valued and a secure environment, you should exhibit this when interacting with them. It is important that your relationship with the children you work with starts off right! This means implementing ground rules and mutual respect from the start. You need to show interest and concern when interacting with children this can help to build trust. For example if a child is playing with building blocks on the floor I would ask them an open question that included praise like â€Å"that’s interesting, can you tell me what’s going on in the picture?† This encourages autonomy for the child to think for themselves and explore their own ideas and use of vocabulary. Offering choice to the child is important because more independent thinkers, and when they choose something they thrive at and enjoy this improves their self-esteem. 1.2 Appropriate behaviour for stages of development: Behaving appropriately with children and young people whilst they develop is important. When communicating with children and young people it is important that you remember what stages of development they are. Lots of children of different ages and needs will need different levels of support and attention you have to mould their needs and their concentration level. As I begin to work with different age groups and ability’s I can recognise the different features  within the children. When working with SEN children it is important I talk to my co-workers who have assessed the child’s stages of development so I know which areas to focus on most. Children in foundation stages and key stage 1 (age 4 to 6) This is a very young age range and they are still developing their language and communication skills. Little things like when you are speaking to a child make lots of eye contact and come down to their level so you don’t come across as intimidating and don’t tower over them. In my afterschool club we have a talking session where the children take it in turns to talk using our talking stick, I still have to remind the children not to talk over one and other and to listen to each other. This activity helps them learn communication skills. After giving a child instructions to do something i.e. please tidy up the Lego, I ask them to repeat it back to me so I know they understand what I’ve asked of them. This is the age group I work with and we have to factor in that the children struggle to concentrate for long periods of time and that young children excite easily so we are prepared if we change from the routine they know. Children in Key stage 2 (age 7 to 11) When children start key stage 2, a lot of the children will have matured when they communicate. They will be able to converse with you having become used to the social structure of conversation and will be less ‘self- orientated’. Some children will have more consideration and ask others to speak first. But, some pupils still have to be reminded about taking turns when talking. Children in Key stage 3 and 4 (age 11 to 16) Children at this age should be used to formal and informal language, they will understand how to communicate with others and know how to use social media like texting and Facebook to keep in touch with each other. Teenagers can become shy and self-conscious when speaking out loud so to help them regain confidence have them speak out loud in smaller groups. It is more than likely that children whose first language isn’t English will take longer to develop and understand English. So their speech pattern may be different to others. Children’s development won’t be stopped because they  are learning another language but you need to handle the child in a sensitive way so their identity is valued. 1.3 Dealing with disagreements between children and young people: Dealing with disagreements between children and their classmates is a regular occurrence especially in early years and key stage 1. Managing their arguments you need to get both sides of the story from the beginning. It is important that the other child gets to share what happened and that they feel they have been herd. When dealing with disagreements you need to find out who is in the wrong and if they need to apologise to one and other. If the arguments continues after it was settled refer to another staff member. It’s important to lead by example so the children learn the value of compromise. It is important that children are able to understand how their behaviour can be affected by their own feelings it is good to talk with them about this they have a better understanding. For example saying to a child â€Å"I know its upset you that you couldn’t do ceramics today â€Å" this will help them see the connection between emotion and behaviour. This will help them understand about thinking of others and consideration. Where I work a useful activity called ‘circle time’ helps the children understand others feelings and turn taking. Sometimes our younger children struggle sitting for long periods of time so we don’t make the sessions to long however this activity can be used with older children too. 1.4 A) Promote effective interactions with children and young people: Children will constantly look up to adults and will follow the lead of the adults around them. When we show good behaviour children will take this in and start to show good behaviour as well. You must follow the guidelines and rules of your work place, be polite and respectful towards colleges and pupils, dress in an appropriate manner. Treat everyone with fairness and be aware of your approach to situations being co-operative and offering help to others is important when building relationships. B) Impact negatively on interactions with children and young people Children are going to be watching and listening and always taking in what you say.  The class room teacher and the teaching assistant and the rest of the teaching staff are important to the children and big influences. Lots of children idolise their teachers so it’s important the teachers have good qualities that affect the child that they can then imitate and achieve good behaviour e.g. if you swear in front of your child this teaches them that foul language is okay. Another example is a teacher who favourites particular students could make another student feel left out and alone this will defiantly affect their self-esteem. Another example is if there is a teacher that comes across as angry and unhappy this can have a negative impact on the child. 2.1 How to establish respectful, professional relationships with adults: Working with adults whether it be in or outside of school, you need an environment to work in that has openness and support from one and other. In the school environment you won’t be able to work solitarily or independently to others, also it wouldn’t be very realistic to think that you could. Although you will need to keep up professionalism in the school environment, you should also support your colleges, parents of pupils and any other adults in a professional and sensitive way. The relationships you have with adults may be: your co-workers, volunteers, members of the school team. You will work with parents and guardians, and with other professionals who support children with additional needs such as speech therapists. As a teaching assistant I come in to contact with a variety of professionals who are involved with children’s education and welfare whilst at school, from dinner staff, school club staff to social care workers and school nurses. I will have different relationships with these groups of people but must maintain a professional manner regardless of the situation. Depending on the circumstances and who you are talking to your behaviour will change. For example if you bump into a college at the supermarket you will be less formal when talking with them. As a teaching assistant I am in contact with many people and I am like to be seen and heard by those in my community who know me in the capacity of a teaching assistant, it is part of my responsibility to behave in an appropriate manner even when not at work 2.2 Adult relationships as role models for children and young people: It should always be remembered that when you are constantly working with young children you are regarded as a role model in their eyes whether you like it or not. Social learning theory means the people learn from one another through observation, imitation and modelling. We (teaching assistants) can put this into practice as role models, by displaying, kind, compassionate behaviour in hopes that the children we teach will observe imitate and model the behaviour. For example as a teaching assistant I prise the children when their behaviour is good i.e. when tidying up which encourages them to continue. They in turn mimic this good work / behaviour and praise pattern when interacting with their peers. By leading as a positive role model, I am well placed as a teaching assistant to demonstrate to the children how collaboration, negotiation, effective communication and team work make for a success. 3. Know how to communicate with children, young people and adults 3.1 Communication across different age ranges and stages of development: Whilst children grow older the way in which we communicate with them grows as well. From teaching babies their first words, to thoughtful in-depth discussions with young adults. As a teaching assistant I can change how I communicate with different age ranges, for example with my year 1 class I am very direct and use clear language they will understand so they have a good grasp of the topic or the task. And with older children I can have a more in-depth conversations and let them find and figure out things with less assistants. 3.2 Describe the main differences between communication with adults and communication with children and young people: When communicating with children in my care I will try to communicate as clearly as possible by using words and phrases their age group understand, listening and taking in what the children say, responding positively, verbal and non-verbal communication such as nodding, eye contact, hand gestures etc. Smiling, encouraging and praising always, giving support to the children whilst communicating. When communicating with adults I work with I use language we  both understand, try to support other adults and be professional, make eye contact, respect other people’s ideas even though I may not agree with them. The school I work in we only go by are first names this was made to make communication between parents and carers and the children more affective. So there would be less of a gap between the staff and parents and to be seen as more approachable. Some people do not agree with being on first name basses with their pupils and see that being addressed by their last name is a sign of respect. 3.3 Communication Difficulties: In my work there are a number of families who have English as an additional language so my body language becomes more relevant when communicating with them. Many children are bilingual in my work place. For some parents written communication is preferred as they have little contact with the school or myself. Electronic communication is a fundamental part of school life, the school even has a Facebook page. 3.4 Adapting Communication: In a previous placement of mine we had a child who wore a hearing aide so a one on one was hired to teach her sign language so she could further her communication skills however lots of children won’t get this opportunity so it’s important to have a clear communication by doing little things like putting the deaf child at the front of the class so they have better visuals. 3.5 Dealing with Disagreements: Disagreements in schools unfortunately are quite common occurrence. Time and time again the disagreements are down to miscommunication, these disagreements should be handled with care so that people don’t carry bad feelings towards the other person for a long time. Sometimes in the work place and with other adults we can misunderstand or misread the wrong thing when someone has communicated with us when they haven’t. Sometimes we can blame others for things we’ve interpreted as something else or being argumentative and not agreeing for their point of view. If an argument occurs with other adults it is important to resolve the situation with sensitivity on both parts and try and the problem as soon as possible. If the problem is left to stew and there is nothing done about it, it will only  get worse. If the problem cannot only be resolved by you ask your line manager to ‘help out’ and act as the mediator. Working in an atmosphere of tension is horrible and very hard almost impossible to work in, it is important to take action as soon as you can because the problem won’t go away on its own. It is inappropriate and you shouldn’t get in to an argument with the child or young person you work with. If a child is persistent and wants to argue with you, you should both take yourself away from the situation for a ‘time out’. If the problem continues seek advice from your colleges who may have worked with child previously or who have been in similar situations. 4. Know about current legislation, policies and procedures for confidentiality and sharing information, including data protection 4.1 legal requirements and procedures:   If you work with children and young people you should have some understanding of the current legislation as it will affect your work in the context of the area you are working in. Young adults for instance have different legislation, when it comes to them being able to make choices , Gilick competent young adults are empowered to make choices for themselves that may be in opposition to their careers / parents etc. For younger children such as where I work, there is a broad range of legislation to protect children; The Children’s Act 2004 focused on an integrated approach to children’s services so that a streamlined service for children would protect them and allow for their use of social and medical services to be standardised and able to cover children even when they move from one geographical area to another. Communication between agencies such as schools, police, social care and the NHS was supposed to be improved by the Childrens Act. The common assessment framework (CAF) was devised to help with this process. As a teaching assistant I may be asked to contribute to information when assessing a childs, needs this could be used for the childs CAF chart. As a teaching assistant I am in a position of responsibility and just as I have a right to confidentiality so do the children in my care. The Data protection Act 1998 was designed to protect the individual from the vulnerabilities of having personal information shared inappropriately to unconnected agencies or business or for criminals to be able to exploit  someone by having access to private information. Only relevant information should be asked for and stored in a secure manner from the parents and cares of the children. As a teaching assistant I have to respect their privacy and the sensitive nature of the information that I may come into contact with. When children’s plan of education is being discussed at school meetings, only relent confidential information should be discussed. There is an obligation on schools, nurseries and school clubs to only keep the information for as long as is necessary. 4.2 Reassuring children, young people and adults about confidentiality: Children need to know that their confidence is important to me as a teaching assistant, however I also have an obligation to report information to relevant people such as the police, social services the head teacher or other relevant person, for instance should a child reveal that they are victims of abuse. It may be that as a teaching assistant I am asked to advise children on how to keep themselves safe when on the internet, by teaching then to keep their personal information confidential. Sometimes information has to be shared, should a child in my care become ill it may be relevant to share the information of an allergy to a doctor. Most information that is confidential would require the consent of the child’s parent before being shared but emergency care and where there is a legal obligation to disclose information would override this. Parents and carers also need to know that the teaching assistant is an honest responsible person who is able to take the information that is confidential and only share it when necessary. 4.3 Breaching confidentiality: In certain circumstances it is necessary to breach confidentiality and tell others, such as, cases of a child or young person who is suspected of being abused or at risk of harm. It must be remembered that you cannot tell a child/young person you can keep their confidence a secret if they say something of concern, this is to keep you and them safe.