Michael Smyth vs. Pillsbury Company. Essay Example for Free

Michael Smyth vs. Pillsbury Company. Essay STYLE: Michael Smyth vs. Pillsbury Company. COURT: United States District Court of Pennsylvania. CITATION: 914 F. Supp. 97; 1996 U.S. Dist. LEXIS 776; 131 Lab. Cas. (CCH) P58, 104; 11 I.E.R. Cas. (BNA) 585. ISSUE: Can an employer be accused of violating public policy, tortuously invading privacy and subsequently be estopped from firing or discharging an at will employee, if for the purpose of company’s interest, it monitor an employee’s email communications over the company’s email system just to find them contrary to company’s interest? FACTS: Plaintiff, a manager at defendant’s company had work email account with access from home. Plaintiff was assured by defendant that email communication is private and confidential with no messages being intercepted and used employment termination. Plaintiff in reliance to promise to its detriment used work email system to make threatening email comments with supervisor was intercepted and employment was terminated. Court ruled in favor of Defendant as it was not evident if termination threatened or violated a clear mandate of public policy or Plaintiff’s common law right to privacy. HOLDING: An employer cannot be accused for violating public policy, privacy and/or discharging an employee according to restatement definition of tort of intrusion upon seclusion. LAW: Restatement (Second) of Torts  § 652B: Liability only attaches when the intrusion is substantial and would be highly offensive to the ordinary. Unless an employee identifies a specific expression of public policy violated by his discharge, it will not be labelled as wrongful and within the sphere of public policy†. EXPLANATION: The clear mandate of public policy must strike at the heart of a citizen’s social right, duties and responsibilities. Plaintiff was not fired for serving on jury duty, for prior conviction or for reporting violation of federal regulations to NRC. Plaintiff’s alleged unprofessional communication over email system utilized by entire company diminishes expectation of privacy. Plaintiff was not asked to disclose personal information by defendant. JUDGEMENT: The motion of the defendant to dismiss was granted. The complaint was dismissed with prejudice

A Play Based Curriculum | Analysis of Parent Attitudes

A Play Based Curriculum | Analysis of Parent Attitudes Abstract Parents select the type of school and curriculum they want for their children. There are numerous factors influencing parents choice of school, but practicality, location, affordability, and previous experience with the school are some of their most important considerations. Knowledge and understanding of the different components of the early childhood curricula is a necessity, but such is still dependent on many factors influencing parents choice. We know from the literature (Brain Klein, 1994; Reay Lucey, 2000) that parents enrolling their children in an early childhood education program that implements a play-based curriculum may have done so only because the school has met their expectations in some way, and not because they are aware of the benefits of the play-based program. Nevertheless, what we dont know is if parents would only understand and appreciate the curriculum, would they have made another choice, would they be more involved and have realistic expectations of their childs learning opportunities? This study explores the beliefs and attitudes of parents regarding the play-based curriculum. Using qualitative methods, I aim to gather information in narrative form on parents beliefs and attitudes regarding play-based curriculum The analysis of the data will be based on the narrative responses of the parents, and focus on commonalities, differences, and emergent themes. Introduction I just want my child to have fun! is a comment I hear regularly from parents touring my preschool. But the magic of fun somehow disappears as children reach the age of three or four, and when they start to prepare for real school. Standards, standardized tests, honors, grades etc., soon become parents greatest concerns. Somewhere along the line, the fun comment is replaced with questions pertaining to kindergarten readiness and requests for worksheets, homework and some sort of grade. As a preschool owner/educator, I remember so vividly the day I decided to leave an incredible 13-year career as a public school teacher in one of Ohios wealthiest school districts to own and run my own preschool. This was not an easy decision, because I love teaching; leaving the classroom was one of the hardest professional decisions I have ever made. However, the standards and standardized testing that were dictating our curriculum practices were in complete conflict with my beliefs. Fortunately, I had options and decided to stay in education by moving to younger ages, which at the time, seemed exempt from the overt pressure of standardized testing. I envisioned a facility that embraced play as the primary learning philosophy one that valued child interests and focus groups, one that integrated multicultural facets. I could not be more pleased with my decision to walk away from an amazing retirement, decent salary, and summers off with my own children to offer my ideals to other young learners. Little did I realize that the same nightmares that plagued me previously would continue to haunt me at my preschool. Although research on play and cognitive development provide a lot of support for the play-based curriculum for our young children, the recent state and national emphasis on proficiency test performance has reinforced the concept of minimal play time, even in the primary setting. Many preschools and elementary schools have reduced or even eliminated play from their schedules ( Bodrova Leong, 2003; Brandon, 2002; Johnson, 1998; Murline, 2000; Vail 2003). Play, even the small segments, are being replaced with academic readiness practices, particularly literacy and reading to match the content of standardized testing (Brandon, 2002; Fromberg, 1990; Johnson, 1998; Steinhauer, 2005; Vail, 2003). The constant struggle for accountability, as well as top-down standards and coercive pressure to raise scores on an endless series of standardized test- (Kohn, 2004, p.572), in addition to the battle of improving education, all seem to be dictating current educational trends. Even if a program embraces the importance of play, the outer forces that continue to press for academics is constantly threatening the foundation from which our young children build their educational future. We strip them of their best innate confidence in directing their own learning, hurry them along, and often wear them out. (Almon, 2003, p.20). This push for a more academic foundation in the early years may find us losing sight of the real purpose of learning. If we continue down this path of creating a test-prep curriculum in which our emphasis is on how the child scores on a reading test rather than on allowing children to read for pleasure and information after leaving school, we might generate quite the opposite effect and negatively impact cognitive development. Nevertheless, the global challenge that the Information Age has imposed on us has likewise prompted education officials to redefine school achievement. The governments move to establish educational standards through the (No Child Left Behind Act) NCLB was based on the decline of education standards since the start of the 70s (Peterson, 2003). At present, most schools implement standard-based curricula, formal evaluation methods, and numerical grading system in response to the call for a wider educational transformation. Suffice to mention, the U.S. ranks only 19th in the Literacy Index established by the United Nations Educational, Scientific and Cultural Organization (UNESCO) (2007). Such data support the current trend in education, and imply the need of preschool educators to respond accordingly. In this consideration, it is worthwhile to weigh what we know about the significance of play-based curriculum as it contradicts with what officials in Higher Education promote, the standar d-based curriculum. With the help of parents who themselves have witnessed the relevance of play-based curriculum to the current education system and to the broader aspects of their childrens lives, this study shall gain novel findings on how parents understand the play-based curriculum. Knowing how parents understand play-based curriculum is important, it will provide insight into what information parents draw upon in making early educational decisions for their children. . Since parents are the ones who decide where to enroll their children, it would be best to learn how they feel towards play-based curriculum. To secure a well-informed research finding, during this study I will focus on interviews, observations and documents/documentation, with parents whose children are currently enrolled in a play-based curriculum. I plan to interview five parents; conducting three interviews: a Life History interview , a Current Context interview that includes a summary of their present situation, and a Follow up interview. In addition to the three interviews, observations will be conducted and artifacts will be collected to enhance the data collection. I currently own and operate a preschool situated in a Northeastern Ohio suburb. The demographics surrounding my school consist of upper middle class, educated, two-parent households. In the recent past, we were operating with 248 Caucasian families but have noticed a cultural trend changing our schools population: we now house six native Asian families, eight native Indian families, three African-American families, and two biracial families out of a total of 257 families. This trend, I believe, is due to a new 30-acre hospital facility opening across the street. This study will take place in a similar preschool. The commercial brand preschool (pseudonym) has similar demographics and utilizes a play-based curriculum. As I tour families, I am always assured that parents want the best for their children. The decision to leave a young child to a non-family member is difficult but common, and it is what brought me to this point in my life: a 43 year-old mother of two daughters, ages 10 and 13, pursuing a PhD in Curriculum and Instruction with an early childhood focus. A very attractive, well-dressed woman in her mid-thirties, entered my school foyer holding an expensive handbag, and armed with a list of questions, began her quest for the perfect childcare provider. This well-spoken mom has a two-year-old son and an infant daughter. She, an attorney and her husband, a resident doctor, just moved to our community from Washington, DC. My tour involves a short introduction of myself and my background, as well as the schools. I always include a short description of our philosophy, which includes play, a tour of the facility, an introduction to all teachers, and, finally, a meeting in my office where we address all questions on their list. Such a list typically includes: safety and security, ratios, sick policy, discipline policy, sanitation procedures, lunch and snack, tuition, etc. In this instance, curriculum was never mentioned, even after I spoke of our play-based philosophy, our Flex Learning Program, etc. Such things did not seem important to thi s mom. She asked about teacher turnover, how many infants were currently enrolled, how many teachers were in the classroom, and if her baby would be rocked to sleep. She asked if her young toddler would visit the gym, which is located in the older building; if he would go outside every day; and if he could participate in karate and soccer. Literature supporting everything discussed during the tour, including curriculum issues, was handed to her, as well as a business card with the web address for any additional information. This is very much a typical tour. The mother called later to announce that her decision was complete and her children would be starting the next Monday. That was two years ago. Her children still attend my school full time, now ages three and five. Both kids are in the West facility that houses older children: older Preschool, Pre K, Jr-K, K, and after school classrooms/program. Her children are thriving academically and socially. Yet, two years later, her concern shifted to academic readiness. She made an appointment with me to review the Ohio Pre K standards which she received from her neighbor. Our hour-and-half hour meeting consisted of examples of just how these standards are being implemented, met, and mastered without the use of paper/pencil, drill, skill worksheets, and assessment tools. Although our philosophy has not changed, nor has her desire for her children to have fun, the fear of success in school has crept into this moms thinking. Walking through her sons and daughte rs classrooms daily and observing kids building blocks, doing dramatic play, using sand and water, and working at art stations, reassures her that the kids are indeed having fun, but what are they learning? How can she be sure they will be prepared for school? This has me posing several opposing questions. What are parents beliefs  and attitudes towards an early childhood play-based curriculum, and has their beliefs and attitudes changed since entering the play-based program? What evidence can I offer parents that play-based curriculum is an appropriate curriculum for primary school readiness? How do I advocate for preschoolers as a time in life to cherish play as a basis for holistic development and learning? It is my desire, as a strong advocate of play for small children, to better understand where parents are coming from, how they are informed, and what they draw upon to make their final conclusions. Therefore, in my study, I will inquire from parents their beliefs and attitude about play-based curriculum in the hope of better understanding where parents are coming from. This information will better inform teachers in their parent education practices as well as parents in their search for a preschool. About Early Childhood Education Programs Early childhood education programs provide foundational learning experiences to very young children in preparation for formal schooling. Early childhood education programs strive to provide children with the basic skills in literacy and numeracy, which are crucial for all levels of education, while, at the same time, providing the social, emotional, and cultural interaction that children need for maturity and social development. There is a wide variation in child care programs in the United States ranging from basic care-based, and sometimes simply custodial-based care to nationally accredited early childhood programs such as those promoted by the National Association for the Education of Young Children (NAEYC). A number of early childhood education models are in place: Montessori, Reggio-Emilia, Waldorf, Play-Based, and Academics-Based, each having a different philosophy and educational objective, but all striving to contribute to the readiness of children for formal instruction (Si nger, Singer, Plaskon, Schweder, 2003). Theoretical Frameworks Earlier theories on child development do not directly specify play as an essential aspect of cognitive development yet constructivist theories recognize it as an important factor affecting childrens interest and social development. In addition, neuroscience contributes to the view that physical and age-related play enhances brain, physical, and overall development (Frost 1998). The social constructivist theory is the force that determines this study. It claims that individuals perceptions of the reality around them shape their thoughts and behavior (Berger Luckman, 1966) and that the construction of meaning is a process forged in the crucible of everyday interactionà ¢Ã¢â€š ¬Ã‚ ¦meanings are negotiated, exchanged, and modified through everyday interactions with others (Rosenholtz, 1989, p. 3). It also says that people construct their own understanding and knowledge of the world through experiencing and reflecting upon those experiences. Constructivism posits that children develop their own concepts of things based on prior knowledge and experience. Guided by people, prior knowledge or experience, they perceive, analyze, and eventually make up their own ideas regarding the world. Therefore, prior skills used at play may be applied relevantly to other situations, such as problem solving, analysis, or decision-making. This makes play an important part of childrens life, as it serves as the introduction to higher skills and more difficult challenges of life. In particular, Lev Vygotsky (cited in Palmer, 2004), a well-known constructivist supports the importance of play in the childs development. In his last lecture, Play and the Psychological Development of the Child, Vygotsky emphasized the importance of play during the childs early years. According to him, play is part of a childs Zone of Proximal Development (ZPD). ZPD is the difference between what a child can do and what s/he cannot. During play, the child behaves beyond his age, and discovers new ways of doing things such as different shapes and heights of blocks. As the child does this, s/he explores the depths of ZPD, which consequences to a better learning ability. In the same way, neuroscience provides support for childs play. Frost (1998) documents that brain development is further improved as children engage in age-appropriate play. Conversely, he illustrates that deprivation of play could result in aberrant behavior (8). It can be gathered that in Vgotskys social constructivist theory, parents form an understanding when it comes to identifying the fit academic environment for their child based on their expectations Research Methodology: Focus and Questions Based on the goals of this study, the employment of methodology through the acquisition of narrative inquiry and the case study design are appropriate. Narrative case study will be used for this research project as it will allow me, the researcher, to witness and report a descriptive setting in order to share experiences Case Study This study adopts the case study design with the view that individual cases provide more in-depth information. Case studies focus on the individual, his/her experiences, and immediate reality, which is needed to derive meaning and understanding of the issue or concept under examination. Moreover, it provides real examples from real people who are unencumbered by the use of predetermined measures or surveys, and whose responses will only result in numbers and statistics (Bogdan Biklen, 2007). In this study, individuals, the parents (either mother or father in one family) should have a child or children who are enrolled in a school that implements play-based curriculum. These individuals will be interviewed and asked to share their stories based on open-ended questions that correspond to the over-arching research questions. In doing so, the individuals experiences and beliefs will be discussed in order to arrive at a better understanding of the research topic, which regards parents be liefs and attitudes of a play-based curriculum. It is expected that other factors such as race, religion, and socioeconomic status would influence the experiences and thoughts of parents. Thus, the parents selected for the study will come from different backgrounds. In addition to the three planned interviews, observations including parent/ teacher conferences, PTO meetings, various parent celebrations such as A Day in the Life of PreSchooler, Muffins With Mom, (Root)Beer and Pretzels with Dad, Parents Night Out, Parents Information Evening etc will be observed. Artifacts such as Parent Handbook, Schools literature including the schools mission statement, student rights, student portfolio information will be submitted to supplement Narrative Inquiry For the purpose of this study I will also be drawing on narrative inquiry (Clandinin Connelly, 2000) to investigate five parents beliefs and attitudes towards a play -based early childhood curriculum within a privately owned early childhood facility. Coming from the social constructivist perspective, I believe that experiences are significant. Clandinin Connelly also suggest experience is significant in their three dimensional framework for studying how the participants past, present and future contexts influence their beliefs and attitudes towards a play -based early childhood curriculum. Focusing on narrative inquiry will help me to underdtand how parents beliefs and attitudes towards a play-based early childhood curriculum have been established. This unique approach is attractive because it provides the opportunity for the parents voices to be heard. In understanding their beliefs and attitudes of a play-based early childhood curriculum, narrative inquiry will allow me to explor e how their beliefs and attitudes affect their decsion to enroll or not in enroll in a facility that promotes a play-based curriuculum and how these beliefs and attitudes have evolved, through the stories that they share. This study will use the narrative in-depth interview as a qualitative data collection method, which can elicit far richer information than a survey. Further, interviews offer the researcher a means to clarify responses and validate participant responses. Cohen et al. (2000) posited that individual behaviors can only be understood by understanding individuals interpretations of the world around them. Therefore, meaningful social action needs to be interpreted from the point of view of the actors or the people who are in that particular situation. It can be said that parents who have already enrolled their child in a play-based preschool would naturally feel more strongly about it than parents who have not sent their child to a play-based preschool (Bryman, 2004). This qualitative case study will examine preschool parents beliefs and attitudes using a narrative inquiry data-collection strategy in order to showcase the experiences and perceptions of parents towards play-based curricula in early childhood programs. Case study and narrative inquiry seek to understand the particular details in a historically and socially bounded context (Clandinin Connelly, 2000). Main Research Questions The main research question for this study is what are parents beliefs and attitudes towards an early childhood play-based curriculum? Supporting Research Questions I have identified several supporting research questions to reflect upon throughout Clandinin and Connelly (2000) three-dimensional interviewing process. In looking forward/backward I am interested in understanding how individuals life histories inform their current beliefs and attitudes towards play-based curriculums. In looking inward/outward I am interested in understanding what outside factors influence their current beliefs and attitudes towards play-based curriculums.. What are their beliefs on play? What are parents beliefs regarding developmentally appropriate practices? What are parents perceptions of early learning? What evidence can I offer parents that play-based curriculum is an appropriate curriculum for primary school readiness? How do I advocate for preschoolers as a time in life to cherish play as a basis for holistic development and learning? Children have different needs and the preschool program should be able to address those needs. From my experience, I have found that parents often choose preschools that are child-friendly; that is, they have passed safety standards, provide enough learning materials, employ qualified and caring teachers, and maintain an attractive facility. Rarely do parents ask about the schools curriculum or its academic offerings. In my experience, parents expect preschools to teach children basics like shapes, colors, alphabet, numbers, and reading. Most preschools integrate these basic skills into their learning programs, but each preschool differs in how the said skills are presented to the children for teaching purposes. Exploring parents beliefs and attitudes would help identify the relevance of play-based curriculum, whether it has helped facilitate their childrens readiness and ability to learn and develop skills needed for the real school or for everyday living. Moreover, their responses will serve as valuable insights to educators in general, including those who are not implementing play. Considering its focus, play-based curricula may be largely misperceived as not providing enough attention to skills and learning. Also, the current standard-based education being implemented, may consider play unimportant, thus curtail time for it or totally disregard it. Such would be deterrent to children whose basic needs include play and fun. In this view, the questions that I would like to expound on include: What are parents beliefs and attitudes towards play-based curriculum? What factors led to the development of these beliefs and attitudes? How do/did play-based curriculum affect their childrens learning and development? and How do parents beliefs and attitudes regarding play impact the implementation of play-based curriculum and standard-based curriculum/formal instruction? Purpose of the Study I believe it is important for all parents to have a thorough understanding of the curriculum that their child will be experiencing, whether in preschool or in any other educational setting. Preschools enjoy a certain amount of flexibility in how they teach young children. Different teaching models are available, and some schools integrate two models (i.e, Montessori and Reggio Emilia). When parents know and understand the curriculum of their childs preschool, they are more likely to become involved in the schools activities. They then know how to reinforce their childs learning at home, and tend to collaborate more with teachers (Sission, 2009). My quest to understand the beliefs and attitudes of five parents towards a play-based curriculum has multiple purposes. First, is to provide readers and the early childhood education sector with information concerning parental beliefs and attitudes towards play-based curriculum; second, to learn how, according to parents views has play-based curriculum affected their childrens learning and development; and third, to discern whether they believe it serves as an effective tool for early childhood education. Statement of the Problem Early childhood researchers have reported that young children learn best through activities that support the development of the whole child (Elkind 2001). David Elkind (2001), in a piece reminiscent of Piagets constructivist views, entitled Young Einstein: Much Too Early, argued that young children learn best through direct interaction with their environment. Before a certain age, they simply are not capable of the level of reasoning necessary for formal instruction. However, national concern with accountability, competition, testing and back-to-basics, puts an over-emphasis on academics and single-subject teaching (Elkind, 2007; Ornstein, 2002; Perrone, 2000). In response to these concerns, early childhood programs may focus the curriculum on the teaching of academic skills (Morrison, 2004). These factors have led to narrowly-defined curricula, which deny young children valuable life experiences found in play. Although a growing concern on math and language ability in the higher yea r levels has prompted the implementation of standard-based curriculum, it is not enough to impose such kind of system in the preschool level. In the first place, children are a lot different from adults in their ways to learn. Unlike adults, children, especially small ones, need play (Ginsburg, 2007); they need to be interested in what they do in order to continue with it. Therefore, the need for play in the preschool should not be disregarded. Nevertheless, the significance of play in instruction should be supported by research and by parents belief in the curriculum. Therefore, a study of the parents beliefs and attitudes towards a play-based early childhood curriculum may provide information useful to teachers and administrators when planning strategies for implementing a successful preschool program. Rationale With the demand for effectiveness, test achievement scores, and accountability, many preschool programs have adopted and reinforced formal instruction, and have used play as a recreational period rather than a learning medium. In an Oregon state-wide survey sent to all kindergarten teachers and principals with first-grade teachers, Hitz and Wright (1998) found that sixty-four percent of kindergarten teachers, sixty-one percent of principals, and seventy-two percent of first-grade teachers reported that formal academic instruction was more prevalent in kindergarten than it was 10 to 20 years ago. In this scenario, creative expression may be considered not as important as cognitive development. Creativity may be viewed as irrelevant to the development of thinking and problem solving. Conversely, it is possible that teachers and administrators have adopted academic instruction and other formal practices, even though most of them considered such developmentally inappropriate. This last s cenario implies the loss or lack of academic freedom among educators, thus contradicting democratic principles. Early childhood educators have shown concern with the type of instruction used in their education programs. Practices used in pre-kindergarten and kindergarten classes reflected an environmentalist-behaviorist view, even though teachers reported having other views. From a study of teacher practice, Hatch and Freeman (1988) found that two-thirds of early childhood teachers were implementing programs in conflict with their philosophies concerning childrens learning. Early childhood experts have long asserted that programs for young children should provide for the development of social, emotional, physical, cognitive, and creative skills, but the abovementioned findings do not reflect this anymore. In short, there is a gap between researchers recommendations and teachers practices (Bredekamp, 1997; Logue, Eheart, Leavitt, 1996). Parents are the deciding authority when it comes to the type of education that their children should receive. Their beliefs and attitudes towards a curriculum and later their decisions are typically influenced by their own beliefs, experiences, and attitudes. As a consequence, their views affect the implementation of programs for young children. This study does not confirm that parents views regarding curriculum implementation are sufficient to implement a favorable program. Nevertheless, it considers their views because they form part of childrens learning environment. It is important to gain their views about play-based education because aside from the teacher, they are the ones who have access to information regarding their childrens development and ability whether in school or outside it. Motivation As an experienced primary educator, and a current preschool owner and educator, I am interested in parents beliefs and attitudes towards an early childhood play-based curriculum and whether their decision to enroll their child in a play-based curriculum is borne out of their understanding of the program or other factors. I personally believe in the play-based curriculum and would like to determine if this attitude is shared by the parents. If they do not, I would like to know the basis for their dislike of the curriculum. Parents of my students are informed of our play-based curriculum at enrollment. Despite this, however, some still confront me with disbelief about the curriculum. As an educator and business owner, this study would lead me to a better understanding of parents beliefs and attitudes about play as a vehicle for learning Understanding how parents understand play-based curriculum is significant and will add to the literature in many ways. In exploring how parents underst and play-based curriculum this study will contribute to current literature available offering new ideas Contributions to the Research Childrens play has come under renewed attack. Inspired by my own experiences as a preschool owner I hope to contribute through this narrative case study various lived stories of parents and how their beliefs and attitudes towards a play-based early childhood curriculum have evolved. Since parents are the customers of early childhood programs, is it important to understand their beliefs and attitudes. While there is plenty of research supporting play-based curriculums in the early childhood classroom, it is mostly from the educators and childs view point, literature is lacking in this area as it pertains to the parents, their own beliefs and attitudes. While not meant to portray generalized information the rich descriptive stories of these five parents will represent the larger community. Outlook In chapter two of this research proposal, Literature Review, I describe the context in which preschool programs, play-based curriculum, and parental choices have been studied in the past, and the implications of research findings to current practice. . The literature review is organized from the general to the specific, which means that a general overview of preschool programs is provided, followed by a discussion of the play-based curriculum, and concluding with parents choice. In chapter three, Methodology, I further describe the use of case study and the narrative inquiry approach to justify the use of such methods and design as proposed for this study. The chapter also provides the description of the research setting, the research sample, the data gathering procedure, data analysis, the timeline, and validity and reliability concerns, as well as the anticipated limitations of the study. The main research question as well as the supporting questions will be outlined in detail as well within the chapter three. Chapter four, Findings, will draw on common themes that exist within the participants stories that describe their beliefs and attitudes towards an early childhood play-based curricul

Anglo American Model Of Corporate Governance Finance Essay

Anglo American Model Of Corporate Governance Finance Essay Corporate Governance Models In many countries, companies are run mostly for the benefit of the shareholders, the rightful owners 0. However, there are circumstances in which the corporation is also run for the benefit of other interest groups such as customers and employees or the general public at large -1. This is the substantive difference between the two primary models of corporate governance namely the outsider model, which is used in Anglo-American countries such as the United States or United Kingdom 1 and the insider model, which is used predominantly in European countries such as Germany or France 4343. The outsider model, also known as the Anglo American model of corporate governance because it is predominantly used in Anglo American states like the United States and United Kingdom, is consistent with the narrow definition of corporate governance in that it has a bias towards shareholders over other stakeholders in the corporation 2. This bias is justified on the premise that in most instances, other stakeholders have recourse to protect their interests through contractual agreement, whereas the shareholder remains unprotected as corporate decisions and activities cannot be predicted in advance 3. Since the shareholders carry the risk of the investment decisions made by the corporation, it is argued they should have the primary say in corporate governance. The justification for this ideology is that the primary function of a corporation is the creation of wealth 4. Permitting corporations to focus on profit maximizations as their primary function ensures that businesses create economic growth as oppose to dealing with social considerations which distract them from this objective. It has been argued that directors are not sufficiently experienced in balancing social interests with economic ones and as a result to require them to do so would result in an inefficient system, which would not promote the economic welfare of the market. The Anglo American model starkly contrasts to the stakeholder-oriented approach which is commonly associated with European countries such as Germany and France 5. Under this model, corporations must not only take into account the interest of shareholders but also those of a wide range of constituencies, as well as of the communities within which they operate 6. This helps to assure that corporations operate for the benefit of society as a whole and not solely in the interests of its shareholders. Such a system places less emphasis on the interests of shareholders for the benefit of the wider community 7. There are several characteristics which distinguish the Anglo American model from the stakeholder-oriented approach. Those unique to the Anglo American model are discussed below. Responsibility for Corporation Management The effective functioning of a corporation is dependent on the interrelationship and interaction of its various institutions 1. These institutions consist of the board of directors, the executive management and shareholders 2. The shareholders of the corporation are the owners who have financially invested in the corporation and the board of directors, as well as executive management, are responsible for the operation of the corporation 3 . The Anglo American models primary focus is on maximising profits for the benefit of its shareholders 4. This model does not facilitate input into the corporations affairs by other parties nor does it permit the managers of the corporation to prioritize issues, such as employees or the environment, unless they are compatible with the profitability of the corporation 5. The executive management is charged with the responsibility of operating the company with the view to maximising shareholder profit. The essential role of the management team, who is lead by the corporations Chief Executive Officer (CEO), is to perform the day-to day operations of the corporation 5555. The CEO plays a critical role in administering the companys affairs. The CEO chooses the management team and, from a practical perspective, has the final say in many issues relating to the corporation despite the provisions of many corporate statutes and procedures. The Board exists primarily to be an effective corporate governance mechanism for hiring, firing, monitoring and compensating management 6666. The Board, by legislation and corporate by-laws, are delegated a wide variety of responsibilities which enable them to set the companys main objectives and monitor their application by the executive management. The Board of Directors is therefore the main organ of the company and acts as agents for its owners by supervising the actions of the managers. There are two popular forms of boards of directors namely, the unitary (one-tier) and dual (two-tier) boards 6. The Anglo American model favours the unitary board 7. Under this system of management, the number of directors is usually set in the corporations by-laws and they are elected by the shareholders at the AGM for a set period of time, normally a one year term 8. The Board consists of executive directors (EDs), who are considered employees of the corporation, and non-executive directors (NEDs), who tend to be professionals or experts that are independent of the corporation 9. While an EDs sole responsibility is to increase profits for the shareholders, there is a potential risk that their interests may conflict with those of the corporation 10. The function of NEDs is to strike a balance between the interest of the shareholders and EDs 11. As independent third parties, they should have no conflict of interest and are therefore equipped to monitor the performance of the EDs impa rtially to the benefit of the shareholders should EDs try to deviate from their principal objective. The success of the Anglo American model is dependent on the extent to which the Board can effectively supervise the actions of the executive management 12. While legislation and regulations seek to ensure a balance between the two entities, in practice the executive management is by far more powerful than the Board 13. The nature of publicly held companies is that the executive management has a great deal of flexibility in determining how they discharge their responsibilities in attaining the objectives of the corporation 14. To encourage them to do so, they are more often than not enticed with substantial compensation packages with performance based remuneration. It has been argued that such compensation packages encourage the executive management to concentrate on short term results as oppose to the companys overall or long-term interests 15. This problem is further compounded by the dominant role the CEO plays in the relationship between the executive management and the Board. Whi le in board meetings the Board is technically supervising the CEO and his management team, the former have a large degree of control over the meetings. The CEO sets the agenda for board meetings and decides what information is to be provided to other directors. With this sort of control, it is very easy for the CEO to limit the powers of the Board 16. However, over the past few years, the dominance of the CEO has been challenged not only by the increasing influence of the board of directors 17,but also by legislation. A clear example of this can be seen from the requirement for the CEO to certify personally in quarterly and annual SEC reports that as far as they know these contain no untrue statements or omissions of material facts which might mislead shareholders and that the firms financial condition and results have been fairly presented 18. The Rights of Shareholders The ability of a shareholder to exercise its ownership rights and protect its investment is a key to the Anglo American model of corporate governance. Due to the fact that the focus of the Anglo American system focus is on the interest of shareholders, this model tends to focus on the nature of ownership and the ability of that ownership to protect its investment 0. One of the clear challenges which arise from the separation of ownership and management is to strike the right balance between the rights of the owners with the control of the managers 1. There are several mechanisms which the Anglo American model utilises to deal with this issue 2. These come in the form of rights which are afforded to the shareholders which enable them to monitor and control the managers of the corporation 3. The Anglo American model utilizes an outsider/arms length system of ownership and control, where share ownership is widely dispersed. Most of the largest corporations in the US and UK are quoted on the stock market and offer their shares to the general public 4. This sort of dispersed ownership is a main feature of this type of model. According to one study, less than one-fifth of the Britains publicly traded companies have an owner who controls more than 25% of the shares 5. It has been argued that the reason for this is because the general public in these co mmunities prefer not to own a high percentage of equities in large firms 6. Having said so, even countries who share a similar trend in ownerships are not always identical. For example, one major difference between the US and UK in terms of ownership is the stronger presence of institutional shareholders in the UK 7. This trend towards ownership by institutional shareholders has an impact on the efficiency of the Anglo American model. The institutional shareholder represents a large number of smaller investors and therefore has the clout to effectively monitor and address managerial misconduct 8. In the UK context, it has become conventional wisdom that prompting institutional investors to consider their responsibility as an important corporate constituent is an additional way to improve managerial accountability 9. Unfortunately, this has not always been the case primarily because many institutional shareholders are driven by short term strategies which may not have as their paramount concern the long term welfare of the corporation. As Hutton says, the consequence [of tax arrangements] has been a flood of institutional savings and acute demand for dividends and the foreshortening of investment time horizons 10. In addition, it has been shown that when dissatisfied with the performance of a corporation, many institutional shareholders would prefer to sell their shareholding than to play some sort of supervisory or monitoring role in the corporation 11. Another problem facing institutional shareholders is how to reconcile their roles as shareholders owning shares in many listed companies with their role as investors of funds 12. Given that their primary motivation is to make profit for their investors, they compete fiercely with each other to attract funds in order to ensure a high return on their investments 13. Consequently, when faced with mismanagement it is easier for them to sell than to hold management to account. Further, it has been argued that even when institutional shareholders were willing to intervene in the corporations affairs, there are practical obstacles which make it difficult for them to do so. One of these is what is commonly referred to as the motivation factor. Proctor and Miles define it as follows There is a disincentive for single institutional shareholders to expend time, effort and resources correcting what they perceive as bad management if other fellow institutional shareholders do not also support this action. Institutional shareholders have different priorities and agendas at any one time. It may be difficult to pool resources to tackle together what to some institutional shareholders may not be a problem at all. 14 In light of the challenges institutional shareholders face in monitoring management of companies, the Anglo American model can only be successful if there are other mechanisms in place which can be used to protect shareholders 15. The main focus of the Anglo American model is in the protection of shareholders 16. In this respect, both the UK and US system are similar in the way corporate directors and senior managers are held accountable to their shareholders 17. Both systems encourage shareholders to work as monitors over managers and senior executives 18. To facilitate this monitoring process, shareholders have many statutory rights and common law rights. The main right afforded to shareholders that provide them with a means of controlling the management of the company is their statutory right to vote on decisions at the Annual General Meeting (AGM) 19 . The AGM is an annual meeting which shareholders are entitled to attend 20. At this meeting, the shareholders are informed about the previous and future activities of the corporation 21. It is an opportunity for them to receive copies of the companys accounts as well as review fiscal information for the past year and ask any questions regarding the directions the business will take in the future 22. In addition, the shareholders are able to elect the Board of Directors 23. This right is designed to operate as a check on the managerial actions of the Board of Directors and executive management. Shareholders are able to participate in discussion regarding the companys welfare and vote on important affairs relating to the company 24. While the right to vote at a corporations AGM may at first glance appears to be an effective means for shareholders to protect their interest, in practical terms this is often not the case. Publicly held companies usually consist of a large number of small owners who own very small fractions of the corporations shares 25. Having a small proportion of the corporate equity means that shareholders have little influence on managerial decisions 26. Furthermore, due to the fact that their shareholding is insignificant, it is unlikely to give them any real power at AGMs where they are suppose to be able to exercise their legal rights. As a result, many shareholders are not incentivised to attend AGMs. For this reason, the Anglo American model has additional mechanisms which are designed to enhance the control of the managers by shareholders. Most, if not all, of these legal and organisational safeguards have been devised in response to abuses of corporate power by managers who fail to put t he interests of shareholders first. These mechanisms are intended to encourage minority shareholders to be active in protecting their rights and holding directors accountable for actions 27. The three main mechanisms which will be discussed below are cumulate voting, appraisal rights and shareholders derivative action 28. Cumulative voting is a process by which minority shareholders are permitted to cast all their votes in the election of directors for a single candidate 29. Through this process, the power of the minority is strengthened because they are able to pool their votes together and secure a member of the Board who they feel confident will look after their interests in the corporation 30. Shareholders are also given the right to seek appraisal of their shares in certain fundamental transactions for example where a merger takes place. In these circumstances, a shareholder can seek a court valuation of their shares based upon fair value and be paid in cash 31. This right to sell ones shares can be seen as a protective measure for shareholders, because it encourages directors to seek the highest price in such transactions so as to avoid several shareholders exercising this right 32. Having said so, there are some disadvantages to this right. In most cases the methods of valuation are conservative and therefore shareholders do not necessarily benefit in real terms. The process is time consuming and payments need not be made until the process is complete. Attorneys and experts fees can be high and interest is not assured. Of all of these rights, the derivative suit against directors is probably the strongest tool which can be used by shareholders, particularly minority shareholders. A derivative suit is a claim brought by a shareholder on behalf of the corporation against parties allegedly causing harm to the corporation 33 . This right strengthens the position of shareholders, in particular minority shareholders. As a common law country where case law principles are well developed and where shareholders are said to be better protected, judicial intervention is believed to be an essential element of good corporate governance. A derivative action would not be effective unless the management of a corporation has a duty to its shareholders. The board of directors is a critical part of the corporation and as a result must be held to account to the corporations owners if good corporate governance is to prevail. In the UK, directors are subject to common law fiduciary duties and case law still plays a central role in holding managers and board of directors accountable to the corporation as a separate legal entity. Seeing the relationship between the directors and shareholders as one of agency implies that directors should be elected by shareholders and can be dismissed by them at the AGM. The focus therefore is clearly on ensuring that those who manage the corporation are always acting in the best interest of the corporations shareholders. The lean of the Anglo American system to protect the interests of shareholders is most evident when looking at the manner in which it deals with takeovers and acquisitions of corporations. In instances where there is a takeover bid, shareholders need to be given an opportunity to decide on the merits of a takeover so as to ensure that shareholders of the same class are afforded equivalent treatment by an offeror and thus are being treated fairly. The Anglo American model therefore provides a degree of protection to shareholders in instances where a corporation is subject to a takeover bid. For example, in the UK, the City Code on Takeovers and Mergers 7777 (the City Code) ensures that shareholders are treated fairly and are not denied an opportunity to protect their interest 8888. The City Code essentially essentially all defensive actions when a takeover bid is pending or when the target has reason to believe that a bona fide offer might be imminent 9999. Once a bid is made, any defensive action requires shareholder approval. This means management of the corporation cannot supersede the interests of its shareholder, who so ever it shall be. UK case law emphasises that the fundamental decision on takeovers belongs to shareholders, not incumbent managers and generally holds that management actions which go against shareholders rights are not pursuant to a proper purpose and therefore fall outside the scope of the delegated management authority afforded by the common law. Disclosure and Transparency Disclosure and transparency are important in managing the relationship between shareholders on the one hand and the executive management on the other. Shareholders have a right to make decisions in relation to the corporation based on information that is accurate and correct 1. This is the only way they can be sure that the corporation is being managed properly. Financial reporting frauds have attracted high-profile attention recently provoked by widespread irregularities at large corporations 2. It is managements responsibility to prevent such problems before they begin 31. To do so, it is necessary to establish a control environment designed to identify and immediately stamp out any fraudulent reporting that does occur 32. One of the tools which is used to protect shareholders interests in this respect is the audit committee 3. An audit committee is an operating committee of the Board of Directors charged with oversight of financial reporting and disclosure 4 . Committee members are drawn from members of the companys board of directors, with a Chairperson selected from among the committee members 33. To be effective, the committee must be composed of independent outside directors with at least one qualifying as a financial expert 34. The audit committee plays an important role as a board subcommittee. The Smith Report 5 explains its role as follows: While all directors have a duty to act in the interests of the company, the audit committee has a particular role, acting independently from the executive, to ensure that the interests of shareholders are properly protected in relation to financial reporting and internal control. An analysis of the corporate governance codes of twenty European countries by Collier and Zaman (2005) 6 showed that their codes assign a set of functions which should be fulfilled by an audit committee as follows: a) oversight of external audit; b) oversight of internal audit; c) involvement in external auditor selection or dismissal; d) oversight of risk and internal control reporting by the board; and e) oversight of financial reporting quality. In carrying out these functions, the committee operates as a liaison between the Board, external auditors, internal auditors, the finance director and the operating 7 . They are for all intents and purposes the final safeguard in ensuring the financial statements of the corporation which are released to shareholders and other stakeholders are accurate. The Board often relies on the audit committee to notice and question any unusual business practices, aggressive accounting methods or violations of the companys code of business conduct. But at many companies audit committee members may not have the expertise in matters of internal control 8. In addition, some people serving on audit committees have very little accounting or financial experience 9. Accordingly, audit committee members need a reference guide to their responsibilities. That is the function of an audit committee charter 10. A comprehensive charter enhances the effectiveness of the audit committee, serving as a road map fo r committee members 11. A well-thought-out charter also should describe the committees composition and specify access to appropriate resources. OECD PRINCIPLES Good corporate governance is key to the integrity of corporations, financial institutions and markets 1. They also play an important role in promoting the health and stability of a states economy. Many international organizations have come to understand the importance of good corporate governance including the Organization for Economic Cooperation and Development (OECD) 2. To this end, the OECD established the first set of internationally acceptable standards of corporate governance, known as the OECD Principles, which have become a reference point used by both developed and developing countries not only for self-assessment but also for issuing and developing codes of best practice 3. The OECD work in corporate governance is centered on promoting the implementation of these principles throughout the world. They are arguably one of the most substantial efforts made to highlight the importance which should be given to corporate governance. The OECD Principles were first released in 1999 and revised in 2004 4. It sets out the key standards of corporate governance which are required for international financial stability. The Principles are intended to assist governments to evaluate and improve the legal, institutional and regulatory framework for corporate governance in their own countries 5. The Principles primarily focus on publicly traded companies, but provide a good guideline for other forms of corporations. The main principles of the OECD Principles 6are: The corporate governance framework should promote transparent and efficient markets, be consistent with the rule of law and clearly articulate the division of responsibilities among different supervisory, regulatory and enforcement authorities. The corporate governance framework should protect and facilitate the exercise of shareholders rights. The corporate governance framework should ensure the equitable treatment of all shareholders, including minority and foreign shareholders. All shareholders should have the opportunity to obtain effective redress for violation of their rights. The corporate governance framework should recognise the rights of stakeholders established by law or through mutual agreements and encourage active co-operation between corporations and stakeholders in creating wealth, jobs, and the sustainability of financially sound enterprises. The corporate governance framework should ensure that timely and accurate disclosure is made on all material matters regarding the corporation, including the financial situation, performance, ownership, and governance of the company. The corporate governance framework should ensure the strategic guidance of the company, the effective monitoring of management by the board, and the boards accountability to the company and the shareholders. In addition to the OECD, business-related organizations like the Centre for International Private Enterprise have also considered corporate governance to be important in the promotion of good business practices 7. The Centre has an affiliate located in Egypt which was established to educate, raise the awareness of the importance of establishing suitable corporate governance standards in the Middle East and North Africa (MENA) region. 8

Technology - A Futuristic Prom :: Exploratory Essays Research Papers

A Futuristic Prom RING, RING! "Hello, this is Matty337." "Hey Matty337, it's Zinc451, what's up?" "Nothin' much, I am just enjoying my Saturday afternoon home alone." "Oh, I Just called to ask you a question." "What is it Zinc? Is something wrong?" "No, Matty, I was just wondering if... well I know it's kind of short notice, but I was wondering if... you would like to go to the Neptunian Starlight Prom with me." "Sure Zinc I'd love to go!" "Yeah, I'll pick you up at 7:30, O.K.?" "Ya, I'll see you at 7:30, bye!" "Bye, Matty!" Finally, he asked me. I've been waiting all my life for Zinc to ask me out on a date. After all, I've only had a crush on him since the year 2149. Just think, the most astronomical guy in school asked me to the Neptunian Starlight prom of the year 2153. It's going to be the best night of my life! Oh no, I totally spaced it out. The prom is tonight and I don't have a dress. The Mars Mall is too many miles for my spacecraft to fly this afternoon from my galaxy purple house on 95070 Jupiter Street. What will I do? Suddenly, it dawns on me; I can order a dress off of the Universal Wide Web and have it teleported to my own house! My teleporter is a very complex machine used to make one object disintegrate and appear somewhere else in perfect replica. This is a machine that works on 3-dimensional objects as opposed to 2-dimensional sheets of paper. It looks almost like a fax machine and scans the original object, breaks it up into billions of tiny atoms, scans it to a new location and rearranges it in its perfect form. I run down stairs as quick as possible, there is no time to waste. I open the office door and plop down in the chair in front of my new 2153 Model Astrocomputer. After turning on the super fast computer and atomic laser printer I begin to work. When the 3-D super pixel screen comes up I immediately click on the blue U for Universal Explorer. I plug in my Interstellar Satellite Modem. I go to the top of the screen where the word DESTINATION: jumps out at me. I suddenly get a rush of excitement all throughout my body. Finally I am going to get the perfect prom dress! I click on the destination box and begin to type- www. Technology - A Futuristic Prom :: Exploratory Essays Research Papers A Futuristic Prom RING, RING! "Hello, this is Matty337." "Hey Matty337, it's Zinc451, what's up?" "Nothin' much, I am just enjoying my Saturday afternoon home alone." "Oh, I Just called to ask you a question." "What is it Zinc? Is something wrong?" "No, Matty, I was just wondering if... well I know it's kind of short notice, but I was wondering if... you would like to go to the Neptunian Starlight Prom with me." "Sure Zinc I'd love to go!" "Yeah, I'll pick you up at 7:30, O.K.?" "Ya, I'll see you at 7:30, bye!" "Bye, Matty!" Finally, he asked me. I've been waiting all my life for Zinc to ask me out on a date. After all, I've only had a crush on him since the year 2149. Just think, the most astronomical guy in school asked me to the Neptunian Starlight prom of the year 2153. It's going to be the best night of my life! Oh no, I totally spaced it out. The prom is tonight and I don't have a dress. The Mars Mall is too many miles for my spacecraft to fly this afternoon from my galaxy purple house on 95070 Jupiter Street. What will I do? Suddenly, it dawns on me; I can order a dress off of the Universal Wide Web and have it teleported to my own house! My teleporter is a very complex machine used to make one object disintegrate and appear somewhere else in perfect replica. This is a machine that works on 3-dimensional objects as opposed to 2-dimensional sheets of paper. It looks almost like a fax machine and scans the original object, breaks it up into billions of tiny atoms, scans it to a new location and rearranges it in its perfect form. I run down stairs as quick as possible, there is no time to waste. I open the office door and plop down in the chair in front of my new 2153 Model Astrocomputer. After turning on the super fast computer and atomic laser printer I begin to work. When the 3-D super pixel screen comes up I immediately click on the blue U for Universal Explorer. I plug in my Interstellar Satellite Modem. I go to the top of the screen where the word DESTINATION: jumps out at me. I suddenly get a rush of excitement all throughout my body. Finally I am going to get the perfect prom dress! I click on the destination box and begin to type- www.

The Soldier Macbeth Is A Hero, The Man Macbeth Is A Coward :: essays research papers

Macbeth is a hero and a coward, often at the same time depending on what meaning of the words you use. Macbeth is the hero of the story but he doesn’t act like a hero, except for a time at the beginning of the play (Act 1 Scene 2). After Macbeth murders Duncan, he doesn’t ever become his heroic self again. Macbeth then becomes a coward, which he demonstrates by killing in cold blood all the people that pose even a small threat to him, including his companion and comrade, Banquo who is suspicious of him, which can be seen in the text. Banquo. Act 1 Scene 3 Line 120 â€Å"That, trusted home, Might yet enkindle you unto the crown Besides thane of Cawdor.† If we were to say Macbeth was a coward in today’s meaning of the word, which is an old one at that and use it in a Shakespearean play, which was written in 1606, we could be seriously misinterpreting the word. The word coward comes from the Latin derivation meaning simply â€Å"tail†, but we can also see this word as meaning not just â€Å"one without courage† (Chambers Dictionary) but also meaning one without pity, objectivity or compassion, which Macbeth shows very few signs of. By killing the king while he was sleeping, Macbeth was displaying some very dire signs of being a coward. Macbeth. Act 2 Scene 1 Line 62 â€Å"I go and it is done; the bell invites me Hear it now Duncan, for it is a knell That summons thee to heaven, or to hell.† Macbeth is blaming others- the Bell- for his cowardly act. But, by using the old meaning of the word, Macbeth would be the tail, but he cannot be, because he is a Thane, which is someone who is wealthy and has lots of land. If we were to say Macbeth was a hero, we could also be misinterpreted. Chambers Dictionary says that â€Å"Hero† coming from the Greek words â€Å"Heros† means that the Hero is â€Å"the principal male figure, who career is the thread of the story†. This meaning would be correct, but hero also can be seen as meaning the saviour of the story who defeats the enemy. Macbeth cannot be seen as acting in a heroic way as he is the one who killed all those people in cold blood and committed regicide in order to obtain the throne. Macbeth can also be seen as acting in a very brave way by even attempting to kill the king, but it is a also very stupid thing to do because if he were to get caught he would almost certainly be killed. The Soldier Macbeth Is A Hero, The Man Macbeth Is A Coward :: essays research papers Macbeth is a hero and a coward, often at the same time depending on what meaning of the words you use. Macbeth is the hero of the story but he doesn’t act like a hero, except for a time at the beginning of the play (Act 1 Scene 2). After Macbeth murders Duncan, he doesn’t ever become his heroic self again. Macbeth then becomes a coward, which he demonstrates by killing in cold blood all the people that pose even a small threat to him, including his companion and comrade, Banquo who is suspicious of him, which can be seen in the text. Banquo. Act 1 Scene 3 Line 120 â€Å"That, trusted home, Might yet enkindle you unto the crown Besides thane of Cawdor.† If we were to say Macbeth was a coward in today’s meaning of the word, which is an old one at that and use it in a Shakespearean play, which was written in 1606, we could be seriously misinterpreting the word. The word coward comes from the Latin derivation meaning simply â€Å"tail†, but we can also see this word as meaning not just â€Å"one without courage† (Chambers Dictionary) but also meaning one without pity, objectivity or compassion, which Macbeth shows very few signs of. By killing the king while he was sleeping, Macbeth was displaying some very dire signs of being a coward. Macbeth. Act 2 Scene 1 Line 62 â€Å"I go and it is done; the bell invites me Hear it now Duncan, for it is a knell That summons thee to heaven, or to hell.† Macbeth is blaming others- the Bell- for his cowardly act. But, by using the old meaning of the word, Macbeth would be the tail, but he cannot be, because he is a Thane, which is someone who is wealthy and has lots of land. If we were to say Macbeth was a hero, we could also be misinterpreted. Chambers Dictionary says that â€Å"Hero† coming from the Greek words â€Å"Heros† means that the Hero is â€Å"the principal male figure, who career is the thread of the story†. This meaning would be correct, but hero also can be seen as meaning the saviour of the story who defeats the enemy. Macbeth cannot be seen as acting in a heroic way as he is the one who killed all those people in cold blood and committed regicide in order to obtain the throne. Macbeth can also be seen as acting in a very brave way by even attempting to kill the king, but it is a also very stupid thing to do because if he were to get caught he would almost certainly be killed.

Night World : The Chosen Chapter 1

It happened at Rashel's birthday party, the day she turned five years old. â€Å"Can we go in the tubes?† She was having her birthday at a carnival and it had the biggest climbing structure of tubes and slides she had ever seen. Her mother smiled. â€Å"Okay, kitten, but take care of Timmy. He's not as fast as you are.† They were the last words her mother ever said to her. Rashel didn't have to be told, though. She always took care of Timmy: he was a whole month younger than she was, and he wasn't even going to kindergarten next year. He had silky black hair, blue eyes, and a very sweet smile. Rashel had dark hair, too, but her eyes were green-green as emeralds, Mommy always said. Green as a cat's. As they climbed through the tubes she kept glancing back at him, and when they got to a long row of vinyl-padded stairs-slippery and easy to slide off of-she held out a hand to help him up. Timmy beamed at her, his tilted blue eyes shining with adoration. When they had both crawled to the top of the stairs, Rashel let go of his hand. She was heading toward the spider web, a big room made entirely of rope and net. Every so often she glanced through a fish-bowl window in one of the tubes and saw her mother waving at her from below. But then another mother came to talk to hers and Rashel stopped looking out. Parents never seemed to be able to talk and wave at the same time. She concentrated on getting through the tubes, which smelled like plastic with a hint of old socks. She pretended she was a rabbit in a tunnel. And she kept an eye on Timmy-until they got to the base of the spider web. It was far in the back of the climbing structure. There were no other kids around, big or little, and almost no noise. A white rope with knots at regular intervals stretched above Rashel, higher and higher, leading to the web itself. â€Å"Okay, you stay here, and I'll go up and see how you do it,† she said to Timmy. This was a sort of fib. The truth was that she didn't think Timmy could make it, and if she waited for him, neither of them would get up. â€Å"No, I don't want you to go without me,† Timmy said. There was a touch of anxiety in his voice. â€Å"It's oilly going to take a second,† Rashel said. She knew what he was afraid of, and she added, â€Å"No big kids are going to come and push you.† Timmy still looked doubtful. Rashel said thoughtfully, â€Å"Don't you want ice cream cake when we get back to my house?† It wasn't even a veiled threat. Timmy looked confused, then sighed heavily and nodded. â€Å"Okay. I'll wait.† And those were the last words Rashel heard him say. She climbed the rope. It was even harder than she'd thought it would be, but when she got to the top it was wonderful. The whole world was a squiggly moving mass of netting. She had to hang on with both hands to keep her balance and try to curl her feet around the rough quivering lengths of cable. She could feel the air and sunlight. She laughed with exhilaration and bounced, looking at the colored plastic tubes all around her. When she looked back down for Timmy, he was gone. Rashel's stomach tensed. He had to be there. He'd promised to wait. But he wasn't. She could see the entire padded room below the spider web from here, and it was empty. Okay, he must have gone back through the tubes. Rashel made her way, staggering and swaying, from one handhold to another until she got to the rope. Then she climbed down quickly and stuck her head in a tube, blinking in the dimness. â€Å"Timmy?† Her voice was a muffled echo. There was no answer and what she could see of the tube was empty. â€Å"Timmy!† Rashel was getting a very bad feeling in her stomach. In her head, she kept hearing her mother say, Take care of Timmy. But she hadn't taken care of him. And he could be anywhere by now, lost in the giant structure, maybe crying, maybe getting shoved around by big kids. Maybe even going to tell her mother. That was when she saw the gap in the padded room. It was just big enough for a four-year-old or a very slim five-year-old to get through. A space between two cushiony walls that led to the outside. And Rashel knew immediately that it was where Timmy had gone. It was like him to take the quickest way out. He was probably on his way to her mother right now. Rashel was a very slim five-year-old. She wiggled through the gap, only sticking once. Then she was outside, breathless in the dusty shade. She was about to head toward the front of the climbing structure when she noticed the tent flap fluttering. The tent was made of shiny vinyl and its red and yellow stripes were much brighter than the plastic tubes. The loose flap moved in the breeze and Rashel saw that anyone could just lift it and walk inside. Timmy wouldn't have gone in there, she thought. It wouldn't be like him at all. But somehow Rashel had an odd feeling. She stared at the flap, hesitating, smelling dust and popcorn in the air. I'm brave, she told herself, and sidled forward. She pushed on the tent beside the flap to widen the gap, and she stretched her neck and peered inside. It was too dark to see anything, but the smell of popcorn was stronger. Rashel moved farther and farther until she was actually in the tent. And then her eyes adjusted and she realized that she wasn't alone. There was a tall man in the tent. He was wearing a long light-colored trench coat, even though it was warm outside. He didn't seem to notice Rashel because he had something in his arms, and his head was bent down to it, and he was doing something to it. And then Rashel saw what he was doing and she knew that the grown-ups had lied when they said ogres and monsters and the things in fairy-tale books weren't real. Because the tall man had Timmy, and he was eating him.

Quality Management and Customer Satisfaction

Wal-Mart’s Strategic Quality Management and Customer Satisfaction One organization that has become successful in many aspects of satisfaction and quality is Wal-Mart. This organization started out providing basic products to customers during certain hours of the day and evening, and then expanded the become Wal-Mart Supercenters by also providing groceries and becoming a 24-hour establishment. By making these changes in their organization, Wal-Mart has provided superior satisfaction to both its internal and external customers. To better understand Wal-Mart’s level of quality and customer satisfaction, Learning Team C has conducted a SWOT analysis of the organization, developed a vision and mission statement, and created strategic plans and objectives for the organization. SWOT Analysis Strengths Wal-Mart has a great deal of strengths which is apparent due to their incredible success throughout the years. Wal-Mart has mastered the process of production, movement of goods, warehousing of goods, ensuring goods arrives on time at the right place, and for a cheap price. Wal-Mart’s foundation was built upon understanding, identifying, and knowing exactly what customers want from their retailer and having this information has contributed to their tremendous success. Wal-Mart is a powerful retail brand which has the reputation for providing a wide range of products all in one store, value for money, and convenience. Weakness Wal-Mart has a weakness that shapes not only their image, but the livelihood of people in many communities. In many places when a new Wal-Mart comes to their community most small retailers are forced out of business due to the retail giant. There are many moral customers, who are concerned with the interests of the smaller retailers. This concern quickly turns to anger when they see Wal-Mart’s monopolizing capability that has gained strength in the past few decades. Because of these issues there are many people who refuse to shop at a Wal-Mart; they become anti-Wal-Mart shoppers. Unfortunately, this weakness according to some has taken a toll on Wal-Mart’s stock prices as well. Also, in the past several years Wal-Mart has had to fight several high law suits which have also affected their image in the general public’s eye. Opportunities It would be ideal for Wal-Mart to take advantages of the opportunities to improve in the behaviors that they have been heavily criticized in by the public. Wal-Mart has the opportunity to use its resources to help our world improve its environment. The environmental programs that Wal-Mart supports have the potential to receive tremendous results because it has such a large image. In their overseas locations Wal-Mart has been worried with child labor laws, so they have been paying very close attention to its supplier’s labor practices by enforcing stricter policies. Being the largest employer in the United States, Wal-Mart is taking advantage of the opportunity by providing its employees with a new health care plan that will increase their benefits. If Wal-Mart makes a continued effort to resolve these concerns they will ultimately increase their market share and improve their public image. Threats Dollar General discount stores are growing rapidly in the United States. Unfortunately for Wal-Mart, these stores have the ability to open in smaller communities where there would not be enough business to support Wal-Mart’s sales quota. Dollar Generals deep discount threatens and competes greatly with Wal-Mart’s claims of having the lowest price. Wal-Mart has to continue to work hard to compete in times of ambiguity. Many of Wal-Mart’s customers are slightly affected by the economy therefore it has an advantage being it offers low prices in times of recession that appeal to its customers. However, the attempts made by the government to stimulate the economy are not directly felt by Wal-Mart’s customers. This increasingly threats Wal-Mart’s sales and vitality. Vision and Mission Statement Wal-Mart bases it operations on integrity and customer satisfaction. In order to uphold these two main objectives Wal-Mart has developed a vision and mission statement along with guiding principles that incorporate quality principles. Wal-Mart’s mission statement is to maintain the highest quality in products and customer service, while treating its employees like family. In order to incorporate values and principles within the organization, Wal-Mart strives to always maintain a high level of loyalty to both its customers and its employees. To stay loyal to both customers and employees, Wal-Mart uses core values such as integrity, loyalty, top service, equality, and honesty. Wal-Mart’s vision is to uphold these values and principles to keep a large flow of customers into their stores throughout the country. Wal-Mart believes that in order to keep satisfied customers and employees, the organization has to present high quality products and low prices, and show both customer and employee appreciation at all times. To ensure this vision stays intact, Wal-Mart has open suggestions boards open to stay informed on what its customers and employees would like to see within their stores. Wal-Mart believes that the public and their employee family have a right to have the best products and services to help them live their daily lives. Strategic Plan and Strategic Objectives With Wal-Mart being one of the leading retail industries around, it’s very important for their customer service to be top notch, to keep the customers coming back and keep them satisfied. A goal for Wal-Mart is to expand very rapidly and to expand everywhere outside the United States. That’s why Wal-Mart has been able to stay at the forefront during these economic times. Wal-Mart has become a monopoly due to the products they sell and the wide array of choice they offer for the customer. Not only do they sell furniture, clothes, electronics, etc. , they are also now expanding to a grocery store, they also house other businesses. Every Wal-Mart is different, some house salons, eyeglass stores, other eateries. Wal-Mart strives to continually have quality goods but sell them at lower prices than any other stores; they do this by buying products in bulk that way it’s possible to sell to the consumer at the lower prices. Wal-Mart continually strives to advance farther than its competitors by keeping up with the latest technology, but keeping them at prices the public can afford and is willing to pay. The only thing Wal-Mart needs to keep up on is keeping customer service at the top of its list of things to improve upon. Besides the low prices, and the selection of goods, quality customer service is one of the factors that will keep the consumers coming back. Wal-Mart uses different innovated tools in order to keep their customer satisfaction high. One of their main tools is keeping their prices low. This is accomplished by using a system that is set in place by Cisco. This system is based on questions, as stated by David Flanagin (n. d. ): â€Å"Will it help us lower prices,† executives ask. â€Å"How will it improve the customer's experience? So the selection of a communications infrastructure from Cisco was part of a Wal-Mart plan to make things better for customers. â€Å"At Wal-Mart, we don't implement technology for its own sake,† â€Å"It has to have a payback that helps the customer. † A friendly employee is another tool Wal-Mart uses to keep their customers satisfied. This is accomplished through keeping their employees satisfied. Having available stock and other resour ces on hand allows their employees to have what they require at their disposal and this makes both the employees happy and also their customers. Wal-Mart uses tools such as having every product available from clothing, electronics, pharmacy, and groceries. They are open 24 hours a day which is a great tool for everyone. Wal-Mart can measure their success in maintaining customer satisfaction through the on-line network that Cisco provides for them. They are now the largest retailer with more than 2400 stores and 100 distribution centers. Inventory management is a very successful tool used that help keep prices low. With global markets and retailers the internet has been an important part of keeping customers and allowing for replenishment of products on a consistent and at a low cost. References Flanagin, David. N.D. Cisco – Retail Customer Success Stories, The Wal-Mart Story Using Internet Technology to Support Everyday Low Prices and Increased Customer Satisfaction. Retrieved from www.cisco.com. Retrieved on December 5, 2010. Cramer, J. J.  (2005).  Wakeup Walmart.com.  United Food and Commercial Workers International Union.  Retrieved from http://www.wakeupwalmart.com/news/20050817-rmcom.html. Marketing Teacher Ltd..  (2010).  Marketing Teacher.com.  Retrieved from http://www.marketingteacher.com/swot/walmart-swot.html.