The Cuban Missile Crisis, 1962 Essays

The Cuban Missile Crisis, 1962 Essays The Cuban Missile Crisis, 1962 Essay The Cuban Missile Crisis, 1962 Essay Cuban Missile Crisis is based on major conflict between the United States and the Union of Soviet Socialist Republics (USSR), which was over Soviet-supplied missile installations in Cuba.It was regarded as the worlds closest approach to nuclear war. In 1960 Soviet Premier Nikita Khrushchev began plans to supply Cuba with medium- and intermediate-range ballistic missiles. It would put the eastern part of the United States within range of a nuclear missile attack.Khrushchev incorrectly assumed that the United States would take no action.When questioned they denied that any missiles were being supplied to Cuba. By the summer of 1962, U.S. spy planes that were flying over Cuba had photographed Soviet-managed construction work and spotted thefirst ballistic missile on October 14. U.S. President John F. Kennedy consulted secretly with his advisers discussing options to take invasion, air strikes, a blockade, or diplomacy. On October 22, Kennedy announced that there is a naval blockade to prevent the arrival of any more missiles. He demanded that the USSR take apart and remove all the weapons. He also declared a quarantine zone around Cuba, within which U.S. naval forces could intercept and inspect ships to determine whether they were carrying weapons. For several days Soviet ships going to Cuba avoided the quarantine zone, and Khrushchev and Kennedy communicated through diplomatic channels. Khrushchev never kept to the same goal, sending a message on October 26 in which he agreed to Kennedys demands to remove all missiles, and then the following day he tried to negotiate other terms. Kennedy responded to thefirst communication, and on October 28, Khrushchev agreed to dismantle and remove all the weapons from Cuba and offered the United States on-site inspection in return for a guarantee not to invade Cuba. Kennedy accepted and halted the blockade. Cuba was angry at Soviet submission, they refused to permit the promised inspe

Sexeducation Speech or Presentation Example | Topics and Well Written Essays - 250 words

Sexeducation - Speech or Presentation Example The Problem Sex education is a major issue all over the world. The most widely debated point is whether to educate children about sex. Why do children need to know about sex? Should children learn about sex? At what age should they learn it? All of these questions are hotly debated. This topic has its pros and cons like any other topic, but which arguments are the most convincing? Let’s take a look at the way sex education is handled in two different cultures: American culture and Arab culture. Most people in the United States learn about sex in school, but in Arab culture they are more likely to learn from their parents. I think that makes a big difference. Where and how young people first learn about sex is very important. Bad sex education at an early age could lead to many problems. Fortunately, there is a solution. When introducing young people to a new idea, it’s important to be cautious and make sure they are ready. For example, you shouldn’t teach a five- year-old about the specifics of sex that he isn’t yet ready to understand any more than you would try to feed a baby solid foods before he is able to chew them. Kids should be guided into the topic at a pace that they can understand. It’s important to teach kids about sex carefully, in small steps.

Criminology 1 question future crime Essay Example | Topics and Well Written Essays - 500 words

Criminology 1 question future crime - Essay Example However, contrary to the thought that development would also make man wiser, it becomes clear that man is losing his insight of moral values. This fact is evident from the ever increasing crime rates all over the world. Man has proved to be capable of committing heinous crimes that are beyond the understanding of certain individuals. What one cannot even imagine, the other is capable of executing, this emphasizes the fact that every man is different from the other. With the advent of the computer age, criminal activity has escalated to another level. In the past, various crimes known to exist were those such as theft, homicide, human trafficking, child and women abuse, juvenile delinquency and so on. However, now with the invention of internet, computer and such other electronic devices, people have left the realm of real world. Whatever they do now, it is always encompassed within the digital world. Therefore, there emerges a whole new possibility of crimes in the modern day as well as in the future. Since the emergence of internet, various crimes have started taking toll on unaware victims and these crimes are known as cyber crime. Therefore, it can be said that future crimes will definitely be directed towards the digital world. The different types of crimes in this field are insider crime, hacking, spam, fraud, cyber terrorism, drug trafficking â€Å"telecommunications fraud, online pedophilia, high-tech espionage† etc (Hagan, 2011). Though the present data provides an insight into the trends of crime to a certain extent, â€Å"they are limited in forecasting crime† (Schafer, 2007). However, various researches and studies based on criminology as well as the modern lifestyles have led to different predictions of future crimes. It is predicted that â€Å"illegal marketing of human parts† will increase substantially, â€Å"employee computer crime† will be on the rise with

Recognition of Types of Abuse and Neglect

Recognition of Types of Abuse and Neglect Current guidelines and safeguarding concerns Recognition of types of abuse and neglect. My setting is committed to promoting awareness of child abuse issues throughout its training and learning programmes for adults. They are committed to empowering young children, through its early childhood curriculum, promoting their right to be strong, resilient and listened to. The Staff have undertaken relevant and up to date safeguarding and child protection training through induction and specific safeguarding training as required by the London Borough of Islington. Training for all staff is updated every three years as required and every two years for the designated officer. Agency staff, volunteers and students are also briefed on their roles and responsibilities during their induction to the setting which covers how to identify signs and symptoms of abuse and how to share their concerns with the designated safeguarding person (Bennett Court Playgroup). Bennett Court playgroup are committed to safeguard and protect children. Children have the right to freedom from abuse and harm. They work with children, parents/carers and the community to ensure the rights and safety of children and to give them the very best start in life. Bennett Courts Safeguarding and Child Protection Policy is based on the London Child Protection and Safeguarding Children Procedures (LSCB 2013) and in line with Islington councils Early Years Safeguarding and Child protection procedures and Guidance (2011) along with the Working Together to Safeguard Children (DCSF 2013). Children with Special educational needs are welcomed and supported to make a smooth transition to the setting by discussing how they can best meet their needs, gain the appropriate support and services before starting the setting   (Bennett Court Playgroup). Please see (Appendix 2) for current procedures meeting the Safeguarding Children and child protection requirements. Whistleblowing is when a member of staff, in any line of work provides information of improper and unacceptable behaviour within a setting against an employee, other working professionals or a member of the public. An example of improper or unacceptable behaviour may be when someone is discriminating, bullying or harassing their colleagues and/or others. Within legislations whistleblowing is known as The Public Interest Disclosure Act 1998. This act is to safeguard employees that may be experiencing types of prejudice, disadvantages or harm during their employment or they may be disregarded by their employer if they have disclosed information in obedience to the legislation (Brookes, 2015). My setting believes that children and parents are entitled to expect courtesy and prompt, careful attention to their needs and wishes. they welcome suggestions on how to improve the setting, will give prompt and serious attention to any concerns about how the setting is run (Bennett Court Playgroup). Any concerns of bad practice should be managed appropriately before whistleblowing is needed. When staff are made to feel openly comfortable raising concerns about bad practice within the setting during staff meetings and under constant supervision, this will allow bad practices to be revised and modified before any types for cause of concern will result in harm towards a child and/or member of staff/public. Any member of staff involved in whistleblowing within the setting holds the responsibility to be able to indicate the bad practice, be able to record and report factual information of the incident to required parties for e.g. your manager or agencies like Ofsted and childrens social services, keeping copies of all relevant information shared between agencies and ensuring to follow the settings procedures for complaints, please see (Appendix 3) for my settings complaints procedures. Practitioners must follow the whistleblowing procedure whether or not they will be treated differen tly or become involved in conflict with other colleagues. Staff who may come across bad practice and choose to ignore this can result in implicating the individuals in the bad practice. Dealing with bad practice should be risen within the early stages to obstruct any further escalations (Small wonders child care, no date). Early Years Practitioners have a duty to the safeguarding, protection and welfare of children when left in their care by parents/carers. My setting commits to developing and maintaining a culture of openness and honesty when working in partnerships with parents/carers to ensure the best interests of children and their families are met. An EYP must be able to identify signs and symptoms of abuse whilst children are in their care, they must be knowledgeable to diversity, promote equality of opportunity between children through various activities and in planning that will support the safety, welfare and protection of children for e.g. motivating and teaching children different ways to keep safe for e.g. when taking children out on trips teach them to stay together and how to cross the road correctly, to be able to express themselves openly and to be confident sharing their concerns. If a child ever discloses any form of abuse made towards them, an EYP must not interfere whilst the child is talking, make notes of facts only and not interpretations of what was said, also if a child asks them to keep this to themselves, they must explain in a gentle way for the child to understand that they must tell someone in order to keep this child safe, that the child has done the right thing, it is not not their fault and they are in no trouble. EYPs have a statutory responsibility to notify agencies if they have reason to believe that any childs safety and welfare are of any cause for concern (Bateman, 2013). When dealing with confidentiality all suspicions and investigations must be kept in an individual file in a locked cupboard or files on a PC with a secure password and shared only with those who require access to it. In my setting any information is shared under the guidance of Islingtons Safeguarding Children Board and follows the legislation, Data Protection Act (1998). All practitioners must follow their settings confidentiality policy and procedures to ensure that they are aware of what can be kept confidential and what causes for concerns need to be reported and how. In my setting we have a designated safeguarding person and also someone who acts in her absence, I have been made fully aware of who and where to report any concerns I may have. Practitioners must never share information about children out of the setting or to unnecessary parties   (Bennett Court Playgroup). When working with others for the safeguarding, protection and welfare of children, this can benefit them in many ways. For e.g. as an EYP there may be some things you may not be able to help a child with, possibly SEN or disclosures of harm or abuse, so you must be able to report and refer a child to the right services that best suits their needs. Some services that may work together to safeguard children can be childrens social services, health services, schools, psychologists, GPs, local police, the UNCRC etc. also working in partnership with parents supports the safeguarding of children, unless this will put the child at risk or further harm. Working in partnership also allows services to pinpoint any issues within the family and help resolve these issues in the best possible way, conducting constructive meetings to expand and assess each individual child. Where children may have certain health problems it is important to gain information and learn about how to handle any conditio n at any point and also be aware of who to contact when needed, for e.g. you may need to report certain symptoms to the childs parents/carers, GPs or health specialists   (Bennett Court Playgroup). Practitioners must be aware that the abuse of children may occur in different forms, the four categories of abuse are physical, emotional, sexual and neglect. Bullying is also a form of abuse, as like female Genital Mutilation, the impact of domestic violence (DV) including Honour based violence which comes across all cultures and communities. Practitioners must be mindful that these forms of abuse can fall into one or more of the above categories and are often taken to great lengths to be disguised. This may include refusing freedom or contact with others, taken out off or forced to leave the country. Children that may be suffering from physical, emotional or sexual abuse may be experiencing neglect and this may be demonstrated through direct or indirect disclosures or through their behaviours within the setting. Practitioners must be able to recognise the signs, symptoms, indicators and behaviours that may cause concern, for example the child may unexpectedly become quiet, tearful, withdrawn or aggressive. Notable changes in a childs appearance e.g. loss of weight without a medical explanation, eating problems, for instance, overeating or loss of appetite, unexplained bruising or marks or signs of neglect, some signs of neglect may be when a child is wearing inappropriate clothing for the weather or clothes that are too big/small, a child may not have appropriate lunch to eat if provided by parents/carers, or they have not been washed, had their hair combed properly or untreated lice.   A child may show changes during their play, they may disengage from other children they may also hurt or be cruel to other children, a child may be knowledgeable to adult sexual behaviour, or they may participate in sexual play which is unsuitable for the childrens age   (Bennett Court Playgroup). In my setting where there is a concern about a childs welfare or wellbeing, or a concern that a child may be in need of protection, this should be recorded using the Islingtons concerns tracking form and then passed on and discussed with one of the designated child protection officers for action (or if unobtainable seek advice from Islingtons Childrens Social Care Team). The records placed must include the actual disclosure or concern, date, time and the name of the person who has recorded the concern and stored in the childs personal file in a secure cupboard. All staff and also volunteers are made aware to report any concerns immediately to the designated member of staff,   all concerns will be discussed with parents/carers unless this will put the child in further risks of harm or abuse, records of concerns, emails, notes or phone conversations and actions are noted and confidentially stored in a secure place. In my setting when we have concerns about a childs welfare we need to focus on, the needs of the child, their physical and emotional welfare, be sensitive, taking into account individual familys circumstances and discuss this with one of the designated members of staff. If it is suspected that a child is in immediate risk of ham or abuse this must be reported as soon as possible to the police and/or childrens social services (Bennett Court Playgroup). Appendix 1 LegalFramework- Legislations for the safeguarding, protection and welfare of children in my setting. Primary Legislation Children Act (1989) Protection of Children Act (1999) Data Protection Act (1998) The Children Act (Every Child Matters) (2004) Safeguarding Vulnerable Groups Act (2006) Help Children to Achieve More (2010) The Early Years Statutory Framework (2014) Secondary Legislation Sexual Offences Act (2003) Criminal Justice and Court Services Act (2000) Race Relations (Amendment) Act (2000) Equalities Act (2010) Data Protection Act (1998) Further Guidance Working Together to Safeguard Children (revised HMG 2013) What to do if youre Worried a Child is Being Abused (HMG 2006) Framework for the Assessment of Children in Need and their Families (DoH 2000) The Common Assessment Framework (2006) Statutory guidance on making arrangements to safeguard and promote the welfare of children under section 11 of the Children Act 2004 (HMG 2007) Information Sharing: Practitioners Guide (HMG 2006) Other useful publications: Child Protection Record (2007)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   (Bennett Court Playgroup) Appendix 2 Current procedures to Safeguarding Children and child protection requirements in my setting. We carry out the following procedures to ensure we meet the Safeguarding Children and child protection requirements, we do this by Recognising that all children have the right to freedom from abuse and harm. Promoting joint working with parents in the interests of childrens welfare and well being. Ensuring all our staff and volunteers are carefully selected and vetted ensuring that they carefully selected through the CRB and DBS recruitment process, have the relevant qualifications and experience and accept responsibility for helping to prevent the abuse of children in their care. We have a named designated safeguarding   officer who takes specific responsibility for young childrens and young peoples protection, safety and well-being. There is also a second designated safeguarding officer who acts in her absence. Supporting all staff to in bringing their concerns to the attention of the Designated member of staff, so they can be considered and acted upon if necessary. Responding quickly and appropriately to all suspicions or allegations of abuse. Providing parents /carers, children /young people with the opportunity to voice any concerns they may have. Adopting positive behaviour management procedure and strategies which are non-violent and do not impose humiliation or bias attitudes. Reviewing the effectiveness of the organisations child protection policies and procedures yearly (unless something proved to be ineffective). Working with external agencies, for example childrens social care team, police and   health visitors, to ensure as far as possible young children/ people are protected Not tolerating bullying. Incidents of bullying will be investigated and treated seriously and action will be taken in partnership with parents. Children are supported to form positive relationships and refrain from harming each other through anti-bullying practice (Bennett Court Playgroup). Appendix 3 Complaints procedures in my setting. All settings are required to keep a summary log of all complaints that reach stage two or beyond. This is to be made available to parents as well as to Ofsted inspectors. Stage 1 Any parent who has a concern about an aspect of the settings provision talks over, first of all, his/her concerns with the setting leader. Most complaints should be resolved amicably and informally at this stage. Stage 2 If this does not have a satisfactory outcome, or if the problem recurs, the parent moves to this stage of the procedure by putting the concerns or complaint in writing to the setting leader and the owner or chair of the management committee. For parents who are not comfortable with making written complaints, there is a template form for recording complaints in the above-mentioned publication; the form may be completed with the person in charge and signed by the parent. The setting stores written complaints from parents in the childs personal file. However, if the complaint involves a detailed investigation, the setting leader may wish to store all information relating to the investigation in a separate file designated for this complaint. When the investigation into the complaint is completed, the setting leader or manager meets with the parent to discuss the outcome. Parents must be informed of the outcome of the investigation within 28 days of making the complaint. When the complaint is resolved at this stage, the summative points are logged in the Complaints Summary Record. Stage 3 If the parent is not satisfied with the outcome of the investigation, he or she requests a meeting with the setting leader and the owner/chair of the management committee. The parent should have a friend or partner present if required and the leader should have the support of the chairperson of the management committee, or the proprietor/senior manager, present. An agreed written record of the discussion is made as well as any decision or action to take as a result. All of the parties present at the meeting sign the record and receive a copy of it. This signed record signifies that the procedure has concluded. When the complaint is resolved at this stage, the summative points are logged in the Complaints Summary Record. Stage 4 If at the stage three meeting the parent and setting cannot reach agreement, an external mediator is invited to help to settle the complaint. This person should be acceptable to both parties, listen to both sides and offer advice.   A mediator has no legal powers but can help to define the problem, review the action so far and suggest further ways in which it might be resolved. Staff or volunteers within the Pre-school Learning Alliance are appropriate persons to be invited to act as mediators. The mediator keeps all discussions confidential. S/he can hold separate meetings with the setting personnel (setting leader and owner/chair of the management committee) and the parent, if this is decided to be helpful. The mediator keeps an agreed written record of any meetings that are held and of any advice s/he gives. Stage 5 When the mediator has concluded her/his investigations, a final meeting between the parent, the setting leader and the owner/chair of the management committee is held. The purpose of this meeting is to reach a decision on the action to be taken to deal with the complaint. The mediators advice is used to reach this conclusion. The mediator is present at the meeting if all parties think this will help a decision to be reached. A record of this meeting, including the decision on the action to be taken, is made.   Everyone present at the meeting signs the record and receives a copy of it.   This signed record signifies that the procedure has concluded. The role of the Office for Standards in Education, Early Years Directorate (Ofsted) and the Local Safeguarding Children Board Parents may approach Ofsted directly at any stage of this complaints procedure. In addition, where there seems to be a possible breach of the settings registration requirements, it is essential to involve Ofsted as the registering and inspection body with a duty to ensure the Welfare Requirements of the Early Years Foundation Stage are adhered to. If a child appears to be at risk, our setting follows the procedures of the Local Safeguarding Children Board in our local authority. In these cases, both the parent and setting are informed and the setting leader works with Ofsted or the Local Safeguarding Children Board to ensure a proper investigation of the complaint, followed by appropriate action. Records A record of complaints against our setting and/or the children and/or the adults working in our setting is kept, including the date, the circumstances of the complaint and how the complaint was managed. The outcome of all complaints is recorded in the Summary Complaints Record which is available for parents and Ofsted inspectors on request. (Bennett Court Playgroup)

DNA in the Forensic Science Community Essay -- Biology, DNA collection

This paper explores deoxyribonucleic acid (DNA) collection and its relationship to solving crimes. The collection of DNA is one of the most important steps in identifying a suspect in a crime. DNA evidence can either convict or exonerate an individual of a crime. Furthermore, the accuracy of forensic identification of evidence has the possibility of leaving biased effects on a juror (Carrell, Krauss, Liberman, Miethe, 2008). This paper examines Carrells et al’s research along with three other research articles to review how DNA is collected, the effects that is has on a juror and the pros and cons of DNA collection in the Forensic Science and Criminal Justice community. Keywords: deoxyribonucleic acid, United States DNA Collection in the Forensic Science Community and its Effects on Solving Crimes Once a crime has been committed the most important item to recover is any type of evidence left at the scene. If the suspect left any Deoxyribonucleic acid (DNA) at the crime scene, he could then be linked to the crime and eventually charged. A suspect’s DNA can be recovered if the suspect leaves a sample of his or her DNA at the crime scene. However, this method was not always used to track down a suspect. Not too long ago, detectives used to use bite marks, blood stain detection, blood grouping as the primary tool to identify a suspect. DNA can be left or collected from the hair, saliva, blood, mucus, semen, urine, fecal matter, and even the bones. DNA analysis has been the most recent technique employed by the forensic science community to identify a suspect or victim since the use of fingerprinting. Moreover, since the introduction of this new technique it has been a la... ...race, class and gender differences. In addition, to the inequality, methods of presenting DNA data is sometimes sloppy and has the scrutiny of being dismissed on the grounds of misleading or confusing evidence. Also, the errors in the forensic science community play a role in the high number of exoneration cases because of false identification. Since DNA technology has been used there has been a high number of individuals convicted, linked or found innocent of a crimes. This technology has helped law enforcement catch suspects that may have never been found without the use of this technology. However, the research reflected that there is a need for clearer interpretations of the DNA results, better equality provided for all regardless of race or class and that errors should be reduced to prevent having cases that need to be exonerated.

A Comparative Analysis of Semco Engineering and Grimsville Borough Counsil (GBC) company

The structure, culture, and teamwork of an organisation have significant effects in its performance and operations. The structure and design are chosen depending on a company’s objectives and functions. Culture and teamwork, on the other hand, are achieved based on the organisation’s design and structure.That is, coordination and cooperation among the stakeholders are dependent on the organisation’s structure. Therefore, organisational structure is a very critical issue in every organisation. This paper investigates on organisational structure and its importance by examining and analysing cases studies of two different organisations.Comparison of Organizational Structure and DesignSemco and Grimsville Borough Council (GBC) are very different in terms of their organisational structure and design. Defining organisational structure, â€Å"it involves issues as how the work of the organisation will be divided and assigned among positions, groups, departments or divi sions and how the coordination necessary to accomplish total organisational objectives will be achieved† (Dalton et al, 1970).In other words, an organisation should be designed based on a structure which can help an organisation achieve its objectives. Semco, has a very flat structure with only four organisational level, utilising a decentralised approach. Basically, a company is said to implement a decentralised structure when decision making is disaggregated into a number of divisions, each making its own decision (Siggelkow & Levithal, 2003).Semco has managed to have a democratic and non-bureaucratic type of organisation by reducing the level of management and allowing the employees to participate in decision making.   The primary purpose of flat organisations is to rapidly respond to customers’ needs or changes in the business environment (Allen, 1998). Semco utilised this type of organisational structure because as an engineering company, it is always subject to technological changes and other changes in its environment.Contrary to the flat structure of Semco, bureaucratic organisation like GBC is tall in structure, consisting of hierarchies with many levels of management (Allen, 1998). GBC has many levels of management and supervision; each department’s management reports to the councillors and to the chief executive while they handle member staff and employees which are at the bottom of the hierarchy.The organisational structure of GBC is considered to be centralized and bureaucratic. This type of structure is obviously the opposite of the decentralised; its decision-making is made only at the upper level of management.Additionally, bureaucracy is a form of organisation which is characterised by a rational, goal-oriented hierarchy, impersonal decision making, formal controls, and subdivision into managerial positions and specialisation of labour (Allen, 1998). Bureaucracy is common to government agencies in which there should be sp ecialisation in different types of public services such as education, social services and others, and formal controls must be practiced in order to ensure satisfactory public service.Comparison of Approaches to Teamwork and TeamworkingAccording to Allen (1998), flat organisations have strong emphasis on teams while Cohen & Bailey (1997) added that team-based organisations, with flat structures can respond quickly and effectively in the fast changing environments. Semco possesses such characteristics as it has become a profitable company with enhanced organisational performance.A team-based organisation also enables the organisation to learn more effectively and because of the combination of team members’ diverse perspectives, decision making is comprehensive (Anonymous, 2006). Diversity of ideas in a team leads to high quality decision making and innovation (West, 2002).Because Semco allows work teams to make decisions, employees and team members are empowered. Employees also undergo training programmes that help them develop and learn new skills within the team, making them an effective and productive part of the team. In other words, Semco gives high acknowledgement on teamwork that almost every decision such as pay rates and working times and pattern are decided by teams.On the other hand, teamwork is not highly regarded at GBC. Senior management are aloof and hard to be approached by their subordinates. Decision making are also performed only by council leader and the chief executive, thus processing of plans and completion of projects are slow. Moreover, GBC is departmentalised but each department is not working together but instead they compete among each other and undermine other department’s activities, resulting to diminished level of services and poor overall performance.The problems of GBC mentioned in the case such as unhappy employees, slow decision making and competition instead of coordination exist because GBC has no teamwork. Tea m-based working can lead to improvements in organisational performance in terms of efficiency and quality (Applebaum & Batt, 1994 on Anonymous) while employees working on teams were found out to have higher levels of involvement and commitment to the organisation (Anonymous, 2006).Comparison of CulturesGenerally, Semco is considered to have a better organisational culture compared to GBC as reflected by each organisation’s performance. Defining organisational culture, it is an organisation’s set of shared behaviours, artefacts, values, beliefs and assumptions that it develops as it learns to cope with the external and internal aspects of survival and success (Oden, 1997).Culture was said to be developed as an organisation interact with its environment thus organisational culture is unwritten. Because Semco and GBC has different organisational structure, its culture also differs; Semco’s culture can be classified as task culture or the type of culture in which or ganisations has strong and cleared implemented objectives and mission and in which teamwork is emphasized because it is the basis on which jobs are designed (Anonymous, 2006).On the other hand, GBC’s culture can be classified as role cultures which is highly formalised, bounded with authority and in which hierarchy dominates relations (Anoymous, 2006).Semco believes in employee empowerment and it is one of their motivations to make employees satisfied and happy with the company. Transparency is also part of Semco’s culture since the company practiced profit-sharing scheme. Employees can have access on financial and strategic data to be able for them to participate actively in decision making. Trust and discipline are the core values of the company, ensuring that each employee is well committed to the organisation.On the contrary, GBC’s value is centred on power; that is, the authority has the right to decide and the employee must only follow resulting to unhappy and unmotivated employees. Employee empowerment is not practice and management does not even acknowledge lower level employees’ concern. Corruption is also suspected to be practiced at GBC along with overused of power because transparency is not being practiced by GBC.

Romeo and Juliet Research Paper - 1446 Words

Tuongvan Le Ms. Johns 05/18/10 4B Romeo and Juliet Research Paper In Romeo and Juliet by William Shakespeare, Romeo’s character was undermined as a foolish, feminist, and untrustworthy man to the audience, which finally contributes to the tragedy of the play. He is foolish as he was completely defeated by love-sick, impulsively asked for marriage after seeing Juliet for one night, and blindly drank the poison. Also, Romeo was a feminist as he was crying on the floor like a woman after the Prince pronounced his banishment. Finally, he is shown to the audience as a potentially faithless man who only loves a woman based on her look and quickly forgets about his old love completely as he has a new one. All of these elements come together and†¦show more content†¦Ã¢â‚¬Å"Romeo is portrayed as an immature and emasculated character, one who falls short of his society’s codes of masculinity, a figure designed to win little enthusiasm from an Elizabethan audience† ( Gleed 80 ). For example, when he was banished, Romeo cried out in Friar’s cell: â€Å"There’s no world without Verona walls,/ But purgatory, torture, hell itself./ Hence â€Å" banished† is banish’d from the world,/ And world’s exile is death† (3.3.17-20). Friar Lawrence condemned â€Å"Art thou a man? Thy form cries out thou art;/ Thy tears are womanish, they wild acts denote/ The unreasonable fury of a beast./ Unseemly woman in a seeming man† (3.3.109-113). Romeo cries out and whines like a woman as Gleed commented â€Å"Romeo can be found throwing a teary tantrum on the floor and is thus paralleled with Juliet† (81). He isn’t strong, determined, and doesn’t stand up like a man to face the banishment and try to figure out a way to solve it. This contributes to the final tragedy as he is not strong and calm enough to think of a solution for his banishment and tell it directly to Juliet so both sides would be informed but have to depend on the Friar for the solution, which fi nally contributes to the tragic ending as only one side (Juliet and Friar) is informed but the other side ( Romeo ) can possibly not be informed. His feminism also relates to his foolishness as he is strong enough to withstand Juliet’s death and try to consult with the Friar to figure out the causes ofShow MoreRelatedRomeo And Juliet Research Paper970 Words   |  4 PagesIn the play Romeo and Juliet, William Shakespeare shows that young love is deceptive. Shakespeare does this by noting how Romeo and Juliet do not actually love each other. This is represented by Romeo and Juliets actions and rash decision making. Their decisions are very impulsive and rushed. As a result, it impacted them negatively in the future and as well as their relationship. Romeo and Juliet’s love for each other is not actually how love really is. They’ve mistakenly confused lust for loveRead MoreRomeo and Juliet Research Paper2101 Words   |  9 PagesSuperior Character in Romeo and Juliet The play of Romeo and Juliet is different from William Shakespeare’s other tragedies in that there is not a clear distinction of individual heroes. The two protagonists are more passive than active; both are naà ¯ve and lacking understanding. The hero is often thought to be the romantic, yet often hysterical, Romeo. But Romeo’s immoral background, emotional outbursts, mishap murders, and foolish actions make him a poor candidate for a hero. Juliet proves to be moreRead MoreRomeo And Juliet Film Analysis1647 Words   |  7 PagesDavies, Anthony. The film versions of Romeo and Juliet, Shakespeare Survey 49(1996):153-162 Web. 22 May 2017. 1. In this Journal articles by Anthony Davies, he attempts to trace, compare, and analyze the play of Romeo Juliet’s life throughout cinema. To do this, Anthony does a close reading of four different films directed by Cukor, Zeffirelli, Alvin Rakoff, and the BBC. With these films, Anthony delves into them while dissecting specific scenes to compare how they are different or similarRead MoreWilliam Shakespeare s Romeo And Juliet1287 Words   |  6 PagesLizzy Baginski English Composition 2 Mr. Spera March 10, 2015 Romeo and Juliet Research Paper The movie Romeo and Juliet is a modern classic film that took place in 1996. Overall this is a timeless story that everyone should go and watch. This movie has an intriguing plot line that tells the story of two feuding families, The Montagues and The Capulets, and how the children of these two different families fall in love. The two children overcome various obstacles such as hiding their chemistry fromRead MoreThe Role of Parents in Shaping a Child ´s Future Essay examples1239 Words   |  5 Pages I. My Question The topic I intend to research is the role of parents in shaping a child’s future. This paper will examine the idea of nature vs. nurture and relationships between parents and children in the play Romeo and Juliet and the modern world. I decided upon researching this topic because I find it fascinating that both personality characteristics and social and ideological beliefs are passed from parent to children, whether genetically, or simply the manner in which the child is raisedRead MoreWilliam Shakespeare s All The World s A Stage 1540 Words   |  7 PagesMegan Mackey Professor Raja Atallah English 1102 17 April 2017 Research Paper William Shakespeare once said, All the World’s a Stage —and now his quote can be applied to his literature within his tragedies (William Shakespeare 1). The generation of people today have a much different definition of tragedies than people did during the Shakespearean times. Shakespeare’s tragedies involve a protagonist whose character is developed so that it is clear that he is a heroic figure in the setting of theRead MoreWilliam Shakespeare s Romeo And Juliet1546 Words   |  7 PagesResearch Paper Draft Do you know of anyone who married at age 13, 14, or 15? You probably don’t, but it was very common during the Elizabethan Era in England, a time when people were expected to get married at a very young age. When people think of couples that married at a very young age, Romeo and Juliet often come to mind. Romeo and Juliet’s marriage was not very much like others of the time period. Shakespeare wrote the play, Romeo and Juliet, based on his own views of marriage and love. Shakespeare’sRead MoreWilliam Shakespeare s Play Othello1266 Words   |  6 PagesVonelle Robertson Professor Wells Com 2 December 3rd, 2014 Drama Research Paper Shakespeare’s Play Othello is one of the more notable plays produced during his playwright tenure, the play starts off with Othello who is a moor but the general of the Venetian Army. In this particular play Shakespeare placed several different themes throughout the play but two of the main themes were Love and Race. Othello is strong, confident man he is the head of one the most prestigious armies in all Europe. ButRead MoreReflection Paper on Shakespeare Class1344 Words   |  5 Pages REFLECTION PAPER ON SHAKESPEARE CLASS On that faithful day when I was signing up for the Shakespeare class, I literally did not know what I was getting myself into. I had no clue what Shakespeare works are all about, or even reading his play, let alone his sonnet and the iambic pentameter. It took a while to grasp the concept of it and understand the concept in which Shakespeare was writing his poetry. My expectations for the class was not that much. I just told myself let me get thisRead MoreThea 1016562 Words   |  27 PagesFinal Project Part1: Directorial Vision Statement The piece that I selected for this formal treatment is Romeo and Juliet by William Shakespeare. I select this for a couple of reasons that are listed as the following. First of all, Romeo and Juliet is so famous and popular all around the world, and the two main characters—Romeo and Juliet are so well-known that even people who have no idea about theatre or the original piece of work know they are tragic lovers whose families resented each other