White Male Power vs the Other Essay -- Race, The Power of an Illusion

Abstract Thomas King’s story, â€Å"‘You’ll Never Believe What Happened’ Is Always a Great Way To Start†, " Race, Class and Gender in Asian America" by Yen Le Espiritu and " Zebra: Growing up Black and White in Canada" by Lawrence Hill all illustrate how people of minority deal with their intersectionality of gender, race and ethnicity and their limitations that the dominant ideology of the west puts on them. Introduction Since the beginning of time stories were a major influence in the ways generations would pass down knowledge to the younger generations. The power of stories and storytelling teaches individuals valuable lessons and good morals that help mold them into reasonable citizens. In western society children are exposed to stories since childhood whether it is through parents telling their child a story, children over hearing people talk about a story or physically reading a story themselves. Once individuals are exposed to a story, they can never take back the knowledge and the information they have gained. In addition, what story you read or hear and what the storyteller’s intersectionality and bias are influences how you as an individual look at the world. The power of storytelling allows people of minority "the other" to educate while bringing more awareness in inequality in their intersectionality of gender, race, and ethnicity as it is becoming a norm that the dominant ideolo gy of the west decides to ignore, as it benefits them. Therefore, intersectionality in western society limits individuals of minority, as the dominant ideology of the west shows a white man having the power over all individuals. As the only way western society is capable in allowing their citizens full potentational to grow is to under... ...nicity and race are different they are all really interconnected together and face discrimination against the same source that is the dominant ideology of the west. The knowledge we acquire through the authors’ experiences makes the reader really think about the subject but in the end each individual chooses to do what they want with that knowledge and one can either follow in the steps of the power of the dominant ideology of the west or people can stand up for what they believe in and become activists so that future generations will not become a stereotype that the dominant ideology of the west negatively affects them. Works Cited Espiritu,Yen Le. "Race,Class&Gender in Asian america. In Making Waves: New writing by Asian American Women. Hill,Lawrence," Zebra growing up black and white in canada' King,Thoma," You'll never belive what happebned"

Essay on Fate in Oedipus Rex and The Seagull :: comparison compare contrast essays

Role of Fate in Oedipus Rex and The Seagull       The inevitability of fate is a key theme in Sophocles' 'Oedipus Rex' and in Chekhov's 'The Seagull'. I was fascinated by the ways this inevitability was conveyed by Chekhov and Sophocles respectively and the ways in which the actions of the characters contributed to and heightened their fate. I shall attempt to compare and contrast the way in which Oedipus and, to a lesser extent, Nina make their fates more unbearable by their own actions and choices. In each case the author uses characterisation to enhance and increase the sense of inevitability and hence the sense of tragedy in the respective plays.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Sophocles has created his Oedipus not as innately evil but as a likeable character.   It is this that makes the conclusion of his play even more tragic.[1]   Had Oedipus been presented as an evil character we would have felt much less sympathetic towards him, as it is Oedipus appears to be the very essence of goodness at the commencement of the play and in this way makes his downfall owing to a realisation of the truth even more dramatic.   He is an 'ideal king' - one who feels for his people.   This addition to a well-known story by Sophocles makes the resultant dramatic irony extremely effective.   His evident flaws of character make it plausible that he could have unknowingly killed his father and married his mother.   He is human but at the start of the play his excessive pride, impetuousness and efficiency, all human failings, seem to obscure and divert his search for the truth. Furthermore, he is arrogant and conceited, particularly concerning his personal successes:    "Oedipus: Why, when the monster with her song was here, spak'st thou no word our countrymen to help? And yet the riddle lay above the ken...and called for prophets skill...but then I came...and slew her."      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   These features of Oedipus' personality lead him inevitably to assume that he, the great Oedipus, liberator of his people, could not possibly be the murderer that they seek. Hence, it is Oedipus' inflated ego that causes his fate to be so severe and his downfall so great at the end of the play.   Furthermore, despite Teiresias' words early in the play, Oedipus refuses to believe the truth that he is responsible for Laios' death.   His arrogance leads him to unknowingly curse himself, thus making his fate worse:

Condoms, STDs, & Pregnancy :: essays research papers

During the 1980s, efforts increased to alert the public to the dangers of human immunodeficiency virus (HIV), other sexually transmitted diseases (STDs), and unintended pregnancy, yet these problems have increased. Adolescents and young adults have been especially hard hit. Pregnancy and birth rates among teenagers are at their highest levels in two decades. Research has demonstrated that consistent condom use is an effective way to prevent the transmission of HIV and other STDs and in the prevention of pregnancy. Analyses of the Urban Institute’s National Survey of Adolescent Males (NSAM) show that although most sexually experienced teenage males have used condoms at least once, many do not use them consistently. Only 35 percent reported using a condom every time they had sex in the past year. But teenage males use condoms more than older men, and between 1979 and 1988 reported condom use among male teenagers doubled. These patterns indicate that teenagers are a promising target population for condom promotion efforts since they appear more ready than older men to change their behaviors. Unfortunately, condom use among young men appears to have plateaued since 1988. Comparisons of 1988 and 1991 NSAM data show no change in rates of use. Attitudes Related to Use Condom use is higher among young men who worry more frequently about AIDS when the effects of other factors are held constant. Between 1988 and 1991, however, sexually experienced teenagers showed declines in the frequency with which they worried about AIDS, how serious they thought AIDS was, and the likelihood they would get AIDS. These reductions were associated with lower levels of condom use. Male teenagers who think they will be embarrassed buying or using condoms, use them less consistently than those with higher embarrassment thresholds. If they think that the use of a condom will reduce the physical pleasure associated with intercourse, they are even less likely to use condoms. Anticipated loss of pleasure is one of the strongest correlates of reduced condom use. Beliefs about male responsibility for contraception are also associated with condom use. Teenage males use condoms more often when they believe that men bear responsibility for initiating discussion of contraception with their female partners, refusing sexual intercourse if contraception is not used, helping to pay for the contraceptive pill, and assuming financial responsibility for any resulting children. Further work has shown that young men’s views of their contraceptive responsibility are very much related to their beliefs about masculinity.

McDonough’s Purpose in Writing the Book

Of all of the events in American history, few would argue that the Civil War is the most debated, written about and discussed event. While it is beyond the scope of this research to pinpoint the all of the reasons why the Civil War still captures the imagination of historic scholars to this very day, but it is possible to take one of the many books written on the topic and provide a thorough review. In this research, Shiloh-In Hell before Night by James L. McDonough will be the work reviewed from several different vantage points. McDonough’s Purpose in Writing the Book.It would be easy to simply say that McDonough’s purpose in writing his book was to depict the people and events of one of the bloodiest battles of the Civil War, which took place in the Tennessee Valley on April 6, 1862, when hundreds of thousands of Union and Confederate troops clashed, fought and died (McDonough, 1977). Upon a closer reading of the work, however, a larger purpose becomes apparent. Withi n the pages of the book, McDonough uses the writing style of the great fiction writers of all time to create an historic account that reads like a novel.Moreover, through the use of quotes from many of those who were involved in the battle, these people come back to life in a way and tell their own story, lending credibility and accuracy to the work. The Main Argument of the Work James L. McDonough’s main argument in this work is that the Civil War was not just a series of battles, wins and losses, but rather was a struggle for opposing people to try to direct a way of life for everyone to follow. He does this by using actual quotes from the main individuals involved in the battle of Shiloh which show how they felt and what lengths they would go to in order to put forth those beliefs.Was the Goal of the Book Accomplished? Generally speaking, the goal of the book was accomplished in that McDonough was able to make the point that even in defeat, there is honor to a certain exte nt, and also that the cause of the Confederate States of America was as much a commitment to the preservation of a way of life that had existed for generations and hundreds of years as much as it was a fight to break away from a government that was seen as oppressive and dictatorial.McDonough, in his vivid characterizations and flowing style, makes the point that even when a decisive victory is not gained, even the act of fighting for one’s beliefs is in itself a form of victory. By doing this, McDonough shows that the Civil War was a far more complex event in American history than simply two sides fighting to win battles.This most certainly contributes to the ongoing fascination with the Civil War that was mentioned as this research began, and it is authors like McDonough that both satisfy the reader’s thirst for more information about the Civil War and sparks additional interest at the same time, which is quite a feat for any book about any historic period. Strengths /Weaknesses of the Book In fairness, McDonough’s book has its share of relative strengths and weaknesses which became clear in reading the book and are worthwhile to present and discuss in this review.An overall strength of the book which became apparent from the very first paragraph was the realization that this was not the usual, dry historic text. Rather, McDonough took on a narrative style that made the presentation of the necessary elements of any historic account something that the reader would in fact look forward to reading, and as such, the more that was read, the more that was learned. In this sense, it could also be cited as a strength that this book serves to educate, as well as entertain the reader. Weaknesses also exist in the book.Understandably, McDonough wrote the book from a southern point of view, and while there is no way to ethically change the result of the battle- a Confederate retreat which can fairly be seen in retrospect as a defeat- it is fair to sa y that McDonough’s narrative style and attempt to make the key players in the battle come to life tends to glorify even those who ultimately failed to perform up to standards in the battle, and of course, in the end, were not victorious. This is not to say that McDonough distorted any facts, but he did tend in some ways to over dramatize unsuccessful leaders like Beauregard and others.Is McDonough’s Book a Valuable Contribution to the Study of the American Civil War? In conclusion, the remaining point to be discussed is whether or not McDonough’s book is a valuable contribution to the study of the Civil War. The point has already been made that the book is able to both provide information and spark a desire to learn more, all in an entertaining and vivid style. Also, it was discussed that McDonough was able to convey something far beyond history- the mindset and tradition which led to the Civil War and inspired thousands on both sides of the conflict to make the ultimate sacrifice for their beliefs.Based on all of this, it can fairly be said that this book is a valuable study of the Civil War, for anytime that facts and figures from the past can be brought to life and spark the imagination of the reader, the work is most worthwhile, and this work is no exception. Therefore, in closing, let it be said that Shiloh-In Hell before Night, decades after its publication, is still deserving of high continued review. Works Cited McDonough, James Lee. 1977. Shiloh: In Hell before Night. Knoxville: University of Tennessee Press.

Course syllabus1. Albert Essay

Course information 1 2.1 Teaching times and Locations Lecture: 8.00 – 11.00 a.m. Venue: 1 2 2.2 Units of Credit This course is worth 3 credits. 2.3 Parallel teaching in the course There is no parallel teaching involved in this course. 2.4 Relationship of this course to others BA023IU–Project Management concentrates on how to manage a project beside discussing issues of project management. The course provides hands-on experience in various stage of the process of project management. The course is independent requiring no prerequisite course. However, the students may find techniques and knowledge from the course of BA164BA–Production and Operations Management useful. Students majoring in International Business, Marketing and Business Management may later take BA171IU–Risk Management and BA149IU–New Product Planning in the following semester, which will complement and foster the skills learned from this course and employ the project management knowledge the students have accumulated here. 2.5 Approach to learning and teaching Employing the interactive learning and problem-based teaching approach, this course emphasizes the interaction between lecturers and students. The lecture materials will be uploaded in Blackboard to help the students to preview the materials and to facilitate discussion during the lecture. This will help students to interact with the lecturer on other matters related to the subject before and after the lecture. The sessions for presentations and discussions comprise company case studies as well as answering some theoretical and conceptual questions, which help the students to see how the concepts are applied in reality. 3. COURSE AIMS AND OUTCOMES 3.1 Course Aims The aim of this course is to provide the students with insights into human behavior, knowledge of organizational issues and skills with quantitative methods for successful project management. Specifically, the course is to provide students with: Understanding on the concepts of project planning and organization, project control and project communications. Decision-making techniques in project selection. Analytical skills for successful project management. Insights into human behavior and people skills for project management. Project scheduling techniques including WBS, PERT, Gantt Charts. Use of Project Management Software Ms Project and Crystal Ball Software. 3.2 Student Learning Outcomes Students completing this course are likely to achieve the following attributes: Systems approach. See a bigger picture when managing a project, holistic perspective regarding all parties involved in the project, and all components that would deliver to make a project completed satisfactorily. People management. Appreciate individual strengths and weaknesses, direct people to achieve project targets. Team player and team leader. Constructively contribute to projects as a team player or leader, having versatility in both human and technical sides, negotiate to get to win-win solutions. Disciplinary and multidisciplinary perspective. Bring disciplinary and multi-disciplinary perspectives in straightening out situations and projecting possible outcomes. Planning, scheduling, logistics literate. Perform satisfactorily the basic tasks of project management. 3.3 Teaching Strategies The learning system in this course consists of lectures and scheduled presentations/discussions. Lectures elaborate the appropriate theoretical content in the textbook and readings. Classes provide a more detailed and refined analysis of both concepts and applied materials. Classes are strongly oriented towards interactive discussion of the text and cases and reading assignments. In order to gain the most from the lectures and class activities, the assigned text/reading should be read before the lecture to participate in the discussions. 4. STUDENT RESPONSIBILITIES AND CONDUCT 4.1 Workload It is expected that the students will spend at least six hours per week studying this course (three hours in class and three at home). This time at home should be made up of reading, research, working on exercises and problems, and attending classes. In periods where they need to complete assignments or prepare for examinations, the workload may be greater. Over-commitment has been a cause of failure for many students. They should take the required workload into account when planning how to balance study  with part-time jobs and recreation and/or other activities. 4.2 Attendance Regular and punctual attendance at lectures is expected in this course. University regulations indicate that if students attend less than eighty per cent of scheduled classes, they may not be considered for final assessment. Exemptions may only be made on medical grounds. It means that if you miss more than two classes, you may fail the class. For any class where you miss, you are obliged to submit your answers to the questions. 4.3 General Conduct and Behaviour The students are expected to conduct themselves with consideration and respect for the needs of the fellow students and teaching staff. Conduct which unduly disrupts or interferes with a class, such as ringing or talking on mobile phones, is not acceptable and students will be asked to leave the class. More information on student conduct is available at the university webpage. 4.4 Keeping informed The students should take note of all announcements made in lectures or on the course’s Blackboard. From time to time, the university will send important announcements to their university e-mail addresses registered with the school without providing a paper copy. The students will be deemed to have received this information. 5. LEARNING ASSESSMENT 5.1 Formal Requirements In order to pass this course, the students must: achieve a composite mark of at least 50; and make a satisfactory attempt at all assessment tasks (see below). 5.2 Assessment Details 5.2. 1 Attendance (5%): In order to get 5% of attendance score, a student must attend all sessions. If a student is absent for more than two sessions, she or he will lose 5% of total course grade and may be prohibited from the  final exam except for cases with medical reasons. 5.2.2 Homework (15%): Each student must submit a project proposal form, with enclosed budget and Ms Project schedule, before Session 8. Details will be announced. 5.2.3 Teamwork(10%): On Session 1, groups of maximum 5 students are formed and they will work on their group project throughout the course. Each team must present their analysis to a textbook case by answering the case questions (see the course calendar). Team members should read all the cases before class for discussion in class. Each class I will choose any team for case presentation which will be marked. 5.2.3 Mid-term Exam (30%): The midterm exam will be one and half hours in length and will be in the form of multiple choices and open questions/problems. This is open book test. Content of the Course Contents for Assessment Level of Cognitive Domain Understanding and Analytical Applying Multiple-choice Questions (MCQ) Written Questions (Problems) Introduction to Project Management Characteristics of a project, roles of project manager, project organization forms, Conflicts and Negotiation 10 MCQ 1 problem Project Selection/Planning Project Selection, Project Cost Estimation and Budgeting 10 MCQ 3 problems SCORE 40 60 5.2.4 Final Exam (40%): The final exam will be 2 hours in length during Final Exam Period and will be in the form of multiple choices and open questions/problems. This is open book test. Content of the Course Contents for Assessment Level of Cognitive Domain Understanding and Analytical Applying Multiple-choice Questions (MCQ) Written Questions (Problems) Project Planning Scheduling , CPM/PERT, Gantt Chart, Issues in Planning 10 MCQ 2 problems Project Implementation, Monitoring and Evaluation Project Crashing, Resources Allocation, Information Systems, Tools for Project Control, Project Evaluation/Audit 15 MCQ 2 problems SCORE 30 70 5.5 Special Consideration: Request for special consideration (for final examination only) must be made to the Office of Academic Affairs within one week after the examination. General policy and information on special consideration can be found at the Office of Academic Affairs. 6. ACADEMIC HONESTY AND PLAGIARISM Plagiarism is the presentation of the thoughts or work of another as one’s own (definition proposed by the University of Newcastle). Students are also reminded that careful time management is an important part of study and one of the identified causes of plagiarism is poor time management. Students should allow sufficient time for research, drafting, and the proper referencing of sources in preparing all assessment items. The university regards plagiarism as a form of academic misconduct, and has very strict rules regarding plagiarism.1 7. STUDENT RESOURCES 7.1 Course Resources Please note that it is very important to gain familiarity with the subject matter in the readings and cases prior to attendance in classes. Textbook: Meredith, J. and Mantel Jr, S. (2012), Project Management: A Managerial Approach, 8th Edition, Wiley. Reference Books: A Guide to the Project Management Body of Knowledge, 3rd Edition (PMBOK Guide), Project Management Institute, November 2004. Additional materials provided in Blackboard The lecturer will attempt to make lecture notes and additional reading available on Blackboard. However this is not an automatic entitlement for students doing this subject. Note that this is not a distance learning course, and you are expected to attend lectures and take notes. This way, you will get the additional benefit of class interaction and demonstration. Recommended Internet sites PMI (Project Management Institute) IPMA (International Project Management Association) APM (Association for Project Management) The Project Management Podcast Visitask Startwright Recommended Journals The Achiever Newsletter Project Management Books ePMTutor International Journal of Project Management PROJECT Magazine Project Manager Today Project Management Publications Project Times Project Management World Today PROJECTMagazine 7.2 Other Resources, Support and Information 1 2 Additional learning assistance is available for students in this course and will be made available in Blackboard. Academic journal articles are available through connections via the VNU – Central Library. Recommended articles will be duly informed to the students. 8. COURSE SCHEDULE Session Topic Learning materials and activities 1 Introduction – Basics of Project Management Context Definition of ‘project’ and other terminologies Rationale of project management approach Project life cycle Project objectives Risk associated with projects Textbook, Chapter 1 Forming Study groups Allocation of Group Tasks How to prepare for case study presentation Discussion: Bloomfield Transport, Inc. Reading: Lessons for an accidental profession 2 The Project Manager Introduction to Project Manager The roles of project managers The responsibilities of project managers Requirements of project managers Project manager’s qualifications Environmental and cultural issues Textbook, Chapter 3 Case: The National Jazz Hall of Fame Reading: What it takes to be a good project manager? 3 Project in the Organizational Structure Project and other superior organizations Project in its purest form Matrix Mixed Selecting the right project organization Project teams and other functions Textbook, Chapter 5 Case: Dizplaze Reading: The virtual project – Managing tomorrow’s team today 4 Conflict and Negotiation Categories of conflicts Conflicts and project life cycle Uncertainty and conflicts Negotiation defined Methods of negotiation Quiz (30 min) Textbook, Chapter 4 Case: Pelican landing –Bender Corporation. Reading: Methods of resolving interpersonal conflict 5 Project Selection and Planning Project selection models Qualitative and quantitative approaches Risk considered Project coordination plan Project action plan Work breakdown structure Integration management Textbook, Chapters 2 &6 Case: Pan Europa Food S.A. Reading: Planning for crises in project management 6 Budgeting Project budget estimation Methods of project estimation Issues in estimation Techniques for improving estimation Case discussion Textbook, Chapter 7 Case: Gujarat Auto Reading: Three perceptions of project costs MID-TERM 7 Project Scheduling PERT and CPM Gantt charts Risk analysis Extensions of tasks and project Practice of scheduling Textbook, Chapter 8 Case: Topline Arena Tutorial: Ms Project Software and Crystall Ball Software 8 Allocation of Resources CPM and crash Problems with resource allocation Loading and leveling Allocation under constraints Multi-project scheduling and allocation Practice of allocation of resources Textbook, Chapter 9 Case: D.U. Singer Hospital Product Corp. 9 Monitoring and Control Cycle of planning-monitoring-control Report process The concept of earned value Purposes and types of control Practice of project control Textbook, Chapters 10&11 Discussion: Earned value at CERN Case: Kroon Chemische Febriek Reading: Survey of project management tools 10 Project Control Designing control systems Control as a management function Balance in control Control of creative projects Control of change and creep Textbook, Chapter 11 Case: Peerless Laser Processors Reading: Controlling projects according to plan 11 Project Audit and Termination Purposes of evaluation Project audit Audit and project life cycle Design and use of audit report Issues of Measurement Termination basics Types of termination Process of termination Report of termination Textbook, Chapters 12&13 Case: Theatre High Altitude Area Defense (THAAD): Five Failures and Counting Team Project Presentations 12 Course Review Basic concepts Basic process The human side in project management Calculations, techniques and maths Q&A Drills Team Project Presentations

BTEC national diploma in business 2013-2014 Essay

|Unit Title: Managing Business Information |Unit Code: 26 | |Lecturer: Gaye Snook | | | |Assignment Title: Managing Business Information | |Assignment: 1 | | | |Principle Objectives Assessed: | |1 Understand the importance of information to organisations | |2 Know how organisations use business information | |3 Be able to maintain an information system | |4 Be able to produce information to support decision making in organisations. | | | |Key Skills Competence: | |N3.1,3.2,3.3 | |C3.1a, 3.1b, 3.2, 3.3 | |ICT3.1, 3.2, 3.3 | |Date Set: September 2013 |Date Due: December 2013 | | | |Scenario – You are responsible for the information management with The Box Company a company manufacturing storage boxes. You are asked to | |firstly write a report about the effective management of information. You are also asked to carry out practical tasks for information | |management and to report and present the findings of you information interrogation. | | | |Task 1 | | | |Write a report following an investigation of The Box Company, covering the following points | | | |Describe the characteristics of the information that The Box Company needs | |(this addresses P1) | | | |Characteristics: types of information (qualitative, quantitative, primary, secondary); quality of information (valid, complete, accurate, | |timely, fit-for-purpose, accessible, cost-effective, intelligible) | | | | Explain the sources of information needed in The Box Company | |(this address P2) | | | |Sources: internal (financial, HR, marketing, purchasing, sales, manufacturing, etc); external (government, trade groupings, commercially | |provided, databases, research, competitor information) | | | |Describe how information is used for three different purposes in The Box Company (this addresses P3) | | | |Purposes: record transactions and activities; monitor, control, co-ordinate and plan activities; analysis (patterns, trends); prediction | |(extrapolation, what if?) | |Describe the legal and ethical issues the organisation must consider in using business information | |(this addresses P4) | | | | Data Protection Act 1998, Computer Misuse Act 1990; ethical issues (privacy, access, organisational IT protocols, codes of practice from the | |Information Commissioner’s Office(ICO) and the British Computer Society (BCS) | | | |Explain why business information is important to the success of an organisation, giving several examples of how it is used to help decision | |making | |(this addresses M1) | | | |Decision making (operational, tactical strategic); administration; promote efficiency; develop competitive advantage; increase market share; | | | | | |Write a report to evaluate how a selected organisation could improve the quality of its business information to support decision-making. | |Prepare a presentation of the information and your recommendations. You will be assessed on the appropriateness of the formats chosen. | |Remember to justify your recommendations in your report. | |(this addresses D1) | | | |Tracking fast and slow moving sales will suggest to a retailer how to adjust its product range. Monitoring staff absence will allow | |absenteeism patterns to be identified and absence reduced. Improving the quality of the information will improve the business. | |A senior manager will be likely to understand information presented in a formal report, a junior assistant may be better able to assimilate | |information in a visual format. A poor choice of format hinders communication of the message. | | | | | | | | | | | |Task 2 | | | | You are required to conduct practical exercises on a data management system. You do not need to create this system; your tutor will provide | |this for you. Undertaking the following tasks, format the given data management system into a professionally presented and useful system by | |completing the following tasks | | | |Format Table | |Add grid lines | |Add formatting to headers | |Format cell type (i.e. text/numbers) | | | | Add validation rules to appropriate cells | | | |Add profit column (use formula) | | | |Update Table | |Add new sales for next three months | |Customer 128 has gone out of business, delete this customer | |Add customer 129 – Boxes R Us, 145 Station Road, Maidenhead, Sl4 9UY, 07788 6589652. Anticipated demand from this customer will be 30 of | |product B each month from July | |Change contact for customer 125 to 07799 8745698 | | | |Following the above, in the presence of your tutor who will observe you, interrogate the system to provide analytical data e.g.: | | | |a. Total sales per product | |b. Total profit per product | |c. Total sales per customer | |d. Total profit per customer | |(this addresses P5) | | | | | |Task 3 | | | |Building upon task 2, produce information that can be used to support the following business decision. Scenario – the company is thinking of| |launching a new product, however, due to the capacity of the production line it can only do this if is stops making one of the existing | |products. Use the above analysis in task 2 and the details on the potential new product use to justify your decision proposal. | | | |A ) Produce information in four suitable formats to support decision making This can include the following: using an electronic organiser | |to arrange a meeting to discuss the information, including an agenda of items/issues to discuss; circulating supporting information, as | |attachment to email; producing a report outlining the key findings of your analytical data and producing tables etc to highlight the main | |findings. | |(this addresses P6) This will be supplemented by observations from the tutor. | | | |B) Compare the features of different types of software in producing information to support business activities, e.g. word processing, | |spreadsheets and databases, commenting on the appropriateness of using each for a given purpose. (This addresses M2) | | | |C) Analyse the information from above and explain the significance to the organisation of the information that has been obtained from the | |system. Propose appropriate actions to respond to the given scenario, which must be supported by the information generated. (This addresses | |M3) | |Tutor Signature: GAYE SNOOK | Date: | |Pre-Verified: |Internally Verified: | | | | |Date: |Date: | Assessment and grading criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria for a pass grade describe the level of achievement required to pass this unit. Assessment and grading criteria To achieve a pass grade the evid  |P1 describe the characteristics of the |M1 explain how business information is |D1 recommend how a selected organisation | |information needed in a selected |used for different purposes in a selected|could improve the quality of its business| |organisation |organisation |information to support decision making. | |P2 explain the sources of information | | | |needed in a selected organisation | | | |P3 describe how information is used for | M2 compare the features of different | | |different purposes in a selected |types of software used in producing | | |organisation [RL, CT] |information to support business | | | |activities | | |P4 describe the legal issues an |M3 analyse information produced in | | |organisation must consider in using |different formats to support business | | |business  information |decision making. | | |P5 input and manipulate the data entered | | | |into data management software [CT, TW, | | | |SM] | | | |P6 produce information in suitable | | | |formats to support business decision | | | |making. [IE, CT, SM] | | |

‘Eve Teasing in Bangladesh’ -Causes and Remedies Essay

London, June 16 (ANI): Eve teasing in Bangladesh has taken such a heavy toll on the country’s women that the education ministry there has voted to have an â€Å"Eve Teasing Protection Day†. The announcement was made after the increasing concern over the worrying number of girls and women who have recently committed suicide in the country to escape eve teasing, a euphemism for sexual harassment. According to figures released by the Ain-O-Shalish Kendra (ASK) human rights organisation, 14 girls and women have taken their own lives over the past four months across the country as a direct result of the insults. In addition, a father and a daughter also committed suicide together – in an incident blamed by the authorities on â€Å"eve teasing†. Police say three men who publicly protested against the harassment have been killed over the past 12 weeks. Critics argue that laws, which should prohibit sexual harassment, are so poorly drafted that victims get virtually no help from the law enforcement agencies. Families of the victims are left feeling hopeless and helpless. â€Å"Some victims find suicide is the only avenue that enables them to escape this social pandemic,† the BBC quoted Sultana Kamal, executive director of ASK, as saying. â€Å"The situation is very frightening. The suicides of 14 girls are an alarming sign of the times. If it is not controlled, we women can no longer live in society with any dignity,† she said. Education Minister Nurul Islam Nahid while admitting to the menace said female students and female teachers were at present not safe on the streets or schools, a situation leading to an increased drop-out rate of female students in many schools, and underage marriages. (ANI) Bengal girl commits suicide after sexual harassment Kolkata, August 14 (IANS) Subjected to regular sexual harassment by a some local youths and following an altercation with her father on the issue, a 13-year-old-school girl committed suicide by immolating herself in West Bengal’s Burdwan district, police said Tuesday. Four people have been arrested in this connection. â€Å"Ujjawala Prasad, 13, had set herself on fire last night and she succumbed to  injuries Tuesday morning. Her father has lodged a complaint against nine persons who had been harassing the girl for the past few days. Four persons have been arrested,† a police officer said. The incident happened in Hirapur in Burdwan district, 213 km from Kolkata. Police said the girl complained to her father about some boys teasing her regularly, following which he went to confront them. The boys said the girl was having an affair with one of them. The father had a heated argument with the girl Monday night. After the incident, Leader of Opposition and Communist Party of India-Marxist leader Surjya Kanta Mishra said: â€Å"Not a single day passes when an incident of an attack on women is not reported. Today a girl committed suicide in Asansol after she was harassed by men. The attacks on women, especially on minor girls, has shot up.† Rising incidents of sexual harassment and increasing public anger in protest has prompted the Bangladesh government, headed by a woman, Sheikh Hasina, to take action. In the latest incident Friday, villagers set fire to houses of some alleged stalkers in Talupara village in Sirajganj district, about 110 km northwest of Dhaka. The mob also caught a stalker’s father and handed him over to the police. In another incident, at least 10 members of a family were Wednesday beaten for protesting against stalking, and one of them died, The Daily Star reported. Abdur Rauf, son of Delwar, used to pester Kamrul’s wife Joinab, 18, every day. After Joinab brought the matter to Delwar’s attention, Rauf and his men went to Kamrul’s house and beat up his family. Kamrul’s uncle Aser Ali succumbed to injuries on way to hospital. In another incident last week, a school girl’s father, who managed to nab her stalker and hand him over to the police, could not take questions from the media and died of heart attack. The government has promised a law to prevent sexual harassment of women at work. But the problem is difficult to tackle in villages where women and young girls from broken families or with men away on work face harassment from idle, at times better off, youths. The government declared to observe June 13 as the Eve Teasing Protection Day  from this year. The resolve to raise public awareness comes from the presence of several women in public life. â€Å"In a country where the prime minister (Sheikh Hasina), foreign minister (Dipu Moni), home minister (Sajeda Khatun), agriculture minister (Motia Chowdhury) and the leader of the opposition (Begum Khaleda Zia) are female, women and girls cannot walk on the streets, use public transport, or go to school, shops, parks or other public places without often being ogled, taunted, harassed, humiliated, sexually molested, groped and assaulted – and in some cases, attacked with acid, abducted and raped,† The Daily Star lamented in a commentary Saturday. According to the Bangladesh National Women Lawyers Association, almost 90 percent of girls aged 10-18 years are victims of sexual harassment. The perpetrators range from college students and unemployed youth to street vendors, rickshaw pullers, bus drivers, fellow passengers, colleagues and supervisors. â€Å"Sexual terrorism thrives on patriarchal attitudes, prejudices, cultural norms, double standards and discriminatory laws that devalue women and deny them their rights. Eradicating it will require transformative social change,† the newspaper said. A large number of school and college students held a rally in Dhaka to protest against ‘eve teasing’ and the sexual harassment of women. According to the BBC, the rally was the latest in a series of protests following a number of suicides and killings involving women subjected to bullying and harassment. The protestors have urged the Bangladesh government to take proper steps to curb sexual harassment and provide better protection for women. â€Å"Some right-wing parties say that if the girls wear a veil, then they can escape Eve teasing, but we don’t think so. We need tougher legislation and it should be properly implemented to stop this menace,† one of the protestors said. Young girls often face verbal abuse, taunts and stalkers, and critics are forcibly silenced. Those harassing them are often their school colleagues or men in the street, the report said. According to activists, eve teasing and sexual harassment has led to the deaths of more than 24 people, most of them women, since the beginning of this year in the country. In recent days, some who have spoken  out against sexual harassment have been murdered, it added. (ANI)