Public Schools then And Now Education Essay

Public Schools then And Now Education Essay Desegregation of the nations public schools was mandated by the Supreme Court on May 17, 1954 with the Brown v. Board of Education of Topeka ruling. Nine years later, racial tensions related to segregation reached a critical point. Early in 1963, the Alabama Governor George Wallace kicked off his reign by stating segregation now, segregation tomorrow and segregation forever (Elliot, 2003). Later that year, Wallace would stand in the doors of the University of Alabama in an attempt to physically prevent African-American students form enrolling. Civil rights leaders championed Wallaces failures as a victory for school desegregation and proof that the movement was progressing. Wallaces failed attempts did not kick start the movement as most civil rights leaders had hoped, however. In 1975, Marian Wright Edelman (1975) of the Childrens Defense Fund in Washington, DC, wrote: The current status of school desegregation is complex. Twenty-one years after Brown v. Board of Education of Topeka, school desegregation is caught in a crossfire of opposition. There are those who have always opposed it; those who say they are for it but eschew the means to achieve it; those who feel the costs of achieving it are not worthwhile because the early experiences have not produced instant brotherhood or IQ gains; and those who, after twenty years of resistance, struggle, and mixed progress, pronounce it irrelevant and a failure because three hundred years of slavery and segregation have not died by decree. Edelman went on to conclude that if school desegregation continued to progress t the same pace as housing desegregation in the 1960s, then America would see schools desegregated in about twenty-five decades. While the ruling most often regarded as the foundation for school desegregation is Brown v. Board of Education, not much changed in public schools following the Supreme Court decision. A full decade following Brown saw less than one percent of black students in the south begin attending previously all white schools. It was not until the Civil Rights Act of 1964 passed that desegregation began transforming the face of public schools, especially in the south. While the broad language of the legislation gave minorities the right to file suits forcing desegregation, Title VI of the Act allowed the federal government to withhold funding for any programs that discriminated against students based solely race. By the end of 1968, the percentage of black students in the south enrolled in previously all white students had climbed to twelve percent. By 1973, these numbers had climbed from less than one percent in 1964 to over forty-six percent (Edelman, 1975). While the desegregation movement has hit stumbling blocks along the way, the policy has long been instituted in the nations public schools. What have been the results? Some would argue that todays public schools are more segregated than schools prior to Brown. Much of the discussion about school reform in the United States in the past two decades has been about racial inequality. While goals of the No Child Left Behind Act and institution of high stakes testing in high schools have been to end a perceived low-expectation from all students, especially minority students, a disproportionate number of the schools being officially labeled as failures have been segregated minority schools. Inner-city school systems are making major efforts to break large segregated, high-poverty high schools into small schools. This is being done in an attempt to create schools better equipped to reduce inequality. Some argue that charter schools and private schools could substantially reduce racial inequa lities, even though both of these settings often create more segregated schools than traditional public schools. Additionally, Harvard University researchers have found no evidence to support claims for either of these school settings (Orfield Lee, 2005). Even so, court orders and plans for equal opportunity and desegregated schools are being challenged in court and sometimes terminated. Leaders of the small number of high achieving segregated schools in some inner-cities are being heralded as proof-positive we can have educational success within the context of existing segregation (Thernstrom, 2003). It appears that the new movement champions the idea that separate schools can be equal. In fact, since the 1980s, there has been increasing segregation among both African-American and Latino students. A common misconception over the issue of re-segregation of schools is that many people view segregation as a simple change in the skin color of the students in a school. If skin color were the only variable and other issues associated with inequality were not linked to varying skin tones, then skin color would be of little or no significance to social policy, including educational policy. In our society, however, no issue is so simple. Race is linked to many other issues in society. Like some experts, I take the position that schools today are more segregated than schools of yesterday, but not necessarily by race. Instead, it is socioeconomic status of families and students that have led to segregation by income in many cases. Socioeconomic segregation multidimensional and causes much of the educational inequality in todays society. Our nations schools contain less Caucasian students than ever. Forty-one percent of all students are not white and the great majority of the nonwhite students attend schools which show substantial signs of socioeconomic segregation (Orfield Lee, 2004). Achievement scores are strongly linked to school racial composition the presence of highly qualified and experienced teachers (Schellenberg, 1999). The high level of poverty among children, together with many housing policies and practices which exclude poor people from most communities, force families living in poverty into inner-city neighborhoods with housing projects or low-value property. This geographical isolation of low-income families mean that students in inner-city schools face isolation not only from more prolific community members, usually white families, and from middle class schools. With only access to poverty-st ricken schools, children from poverty have limited access to resources that will help break the poverty cycle. Because of this, minority children are far more likely than whites to grow up in persistent poverty. Another reason for the apparent re-segregation of schools is immigration. African-American students are no longer the most prolific minority. As the number of black students grew slowly during the last 15 years, the number of Latinos and Asian students exploded. Proportionally speaking, white enrollment continuously declined. The total number of white students did not decrease, but the percentage of white enrollments compared to minority enrollments has continued to fall. Latinos are now the largest minority group at 18 percent, closely followed by black students at 17 percent. Together, these two groups are now more than a third of the total student population (Orfield Lee, 2005). African-American and Latino students comprise at least 30 percent of the student population in most of the states. Asians now outnumber black students in some regions of the West while Latinos are the most prevalent minority in the Northeast. With the decrease in white students and the increase in minority presence in education, one may conclude that segregation should be a non-issue. It is important to understand that segregation was never just a black-white problem. It was never just a Southern problem and most definitely not just a racial problem. By the time Dr. Martin Luther King organized his last movement, the Poor Peoples Campaign, his approach was openly multiracial, emphasizing poverty as well as racial discrimination. Just a few days before his assassination, Dr. King addressed this issue directly by saying that it was absolutely necessary now to deal massively and militantly with the economic problemà ¢Ã¢â€š ¬Ã‚ ¦. So the grave problem facing us is the problem of economic deprivation, with the syndrome of bad housing and poor education and improper health facilities all surrounding this basic problem (Washington, 1986). This raises some intriguing questions. What would have happened if Dr. King had not died s o abruptly? Would the relationship between racial and economic isolation have been brought to the forefront of American politics? Would desegregation of public schools actually have addressed the issue at the heart of student performance, socioeconomic status not race? In the purest sense of the words, the civil rights movement was never about blacks sitting next to whites on busses or in restaurants. It was about equalizing opportunities. Opportunities for education are of the utmost importance. If high poverty schools are systematically unequal and segregated minority schools are almost always high poverty schools, it is much easier to understand how schools segregated on the basis of socioeconomic status do not provide the same equal access to educational opportunities as non-segregated schools. Plans must be enacted to addresses what some educators and sociologists have long known to be the greatest barrier to equal educational opportunity: poverty. We must recognize that separate schools for rich and poor are, by design, unequal. Consideration of socioeconomic status also makes sense in the broader context of school desegregation. While it is inappropriate for todays educational leaders to say that predominantly black schools are inherently in ferior or that blacks need to sit next to whites in order to learn, it needs to be understood that if we educate rich and poor students in separate schools, the high-poverty schools will undoubtedly be of lower quality. It is important to understand that regardless of ethnic makeup, research has found that a student of low-socio-economic status will perform worse academically at a low-income school than if that same student attends a predominantly middle-class school. In fact, the converse has been found to be true as well. Students from middle and upper-class families perform worse at high-poverty schools as well (Kahlenberg, 1999). Critics of these findings suggest that steps be taken to supplement high-poverty schools rather than desegregation by socioeconomic status. Some have said to simply provide more funding to supplement needs or to raise standards if the curriculum is watered down. If teachers in such schools are not qualified or unprepared, simply improve teacher training . While each of these ideas may be worthy of consideration, could we not achieve more sense of equality by addressing the underlying cause of school inequality, economic segregation. High-poverty schools, even with extra funding, are problematic. A good school fosters a student culture that values learning. Students learn from one another. For instance, students expand their vocabularies when exposed to classmates who know more words than they do. Often students have a broader vocabulary that comes from experiences outside of the school that are often missing in low-income students lives. Instead, poor practices and misconceptions are often reinforced by peers because actions are accepted as the norm. Some experts point to this phenomenon as the root cause for the developing ebonics dialect among students from some inner-city schools. Rather than encouraging advancement, peers may actively denigrate achievement in high-poverty schools. The extra needs poor students often bring to school can effectively overwhelm schools with large numbers of needy kids. How do we address these issues as a nation? What is the next step? San Francisco officials have implemented a unique approach to school zoning that attempts to address the issue of socioeconomic segregation. Historically, in San Francisco and other cities across the country, policy has not attacked poverty concentrations. Instead, policy has focused solely on racial desegregation, in part because the 14th Amendment has been read to address segregation by race but not by class. Today, school districts are beginning to turn directly to the socioeconomic factors in determining a schools quality. This has led leaders to work to redraw school zones based on socioeconomic considerations. San Francisco is considering many socioeconomic factors in developing school zones, including parental education, income, and geographical location. Children with parents who did not attend college and children who receive free or reduced-price lunch, live in public housing, or live in high-poverty neighborhoods will be integrated with more-affluent students. Goal of the redistricting is to distribute the citys wealth throughout the school system so that no one school is wealthier than another. Likewise, no one school will have a higher percentage of low-income students than another (Kahlenberg, 1999). While this seems like a novel concept, San Francisco has set in motion a plan that, if enacted correctly, will sufficiently desegregate city schools in a manner consistent with the goals of the civil rights movement. The concept is not new. Reaching back to Horace Manns concept of common schools, the plan will provide all students equal access and opportunity to a quality education regardless of socioeconomic status. While the concept may be foreign to many in the education field, this concept, is adopted nationally, is the best process for once again making public schools engines for social mobility.

Porter Diamond Automotive Market China

Automotive market in CHINA China’s domestic car sales, growing at more than 10% annually, these growing sales were in the domestic market and did not improve China’s competitiveness in the global auto industry. The rise of China as a Automotive car producer has lead to better roads, new distribution channels, the deregulation of the auto market, and China’s WTO entry. The multinational automotive companies invest in China for several reasons they try to find lower production costs, increase their market share in that specific areas while increasing their efficiency while operating and producing.In the early stages of China’s economic development, many foreign firms invested in China for cheap material and labor costs, as well as low worker unionization rate and environmental standards. Thus, most of China’s exports come out of miscellaneous manufacturing and labor-intensive industries. The central government has increased investment in basic infrast ructure development in order to remove the bottleneck effect caused by low infrastructure conditions and to increase energy productivity, transportation quality and communication ability.Although China’s auto firms have few competitive advantages comparing to leading global companies in terms of technological and managerial skills, China is still the largest potential demand market in the world. predicted that China’s average income will increase at an annual rate of 6% by 2011. Currently, for every 100 families in Beijing, 12 own private vehicles. While this number is insignificant compared with developed nations. Currently the country’s per capita GDP is low by international standards, and the majority of Chinese families are preoccupied with issues such as housing, medical care, and education.Many auto firms is the asymmetric distribution of China’s population and income. Competition in major cities has been accelerated in almost all market segments. D uring that period, in China, the supply chain underwent a major transformation. Multinational part suppliers began to work closely with local suppliers, in response to growing pressure from global auto assemblers. Meanwhile, Chinese domestic carmakers tried to improve their research capacity and economy of scale by standardizing local supply network. The first and most obvious strength is low production costs.Secondly, available production facilities build a solid infrastructure for parts manufacture and technological upgrading. Major auto assemblers invested heavily in the emerging markets, increasing production capacity and modernizing existing plants. They are attracted not only by the sales growth prospects offered by low motorization rates in developing nations, but also by the potential cost reduction that may be obtained through integrating low cost manufacturing locations and spreading the vehicle development costs across a greater number of markets.In China, the government promotes the development of large business groups in the auto sector so as to concentrate foreign investment and help build up competitive Chinese automakers. Finally a shared supplier network can help improve the suppliers’ economy of scale while promoting global quality standards and reducing the cost of vehicle manufacturing.

Retaining High Potential Employees

Generally, talent management refers to the identifying, developing, and retaining high potential employees for top key business positions including training, career planning, HR development, succession planning, performance management, balanced demand and supply of qualified workforces so that the organization can reach to their target goal but the approaches vary from organization to organization (Mathis & Jackson, 2008, p. 292) [14]. Talent management is one of the fundamental terms in the operational area of HR governance where talent attraction, talent development, talent deployment and retention are four major paradigms to ensure the sustainability of human resources(Grobler, Bezuidenhout and Hyra, 2014) [15]. If there is no proper managerial succession planning, the practice of learning organization, career planning and mentoring, then the retention of highly talented people would be very challenging for the long run. The current study also expects the positive relationship between talent management and sustainable human resource development and develops the following hypothesis:H1: There is positive relationship between talent management and sustainable human resource development. 3.2 Consolidated HR policy:The practices of sound HR policies directs towards the strong committed labor pool for any organization. HR policy is the foundation of all HR activities. It is the written directions about the employment and plays a remarkable role to implement organization's HR strategy effectively like transforming organization into a more optimistic perception, transparency and psychological contact regarding the job (Watson, 2013) [16]. Moreover, it is not static dictation rather continuously updated and improved with the changing environment such as developing new HR policies, implementing, reviewing and ensuring that human resource expertise is represented as part of the skill set of the board of directors (Moore, 2011) [17]. The current study ought to examine the relationship between consolidated HR policy and sustainable human resource development and following hypothesis is developed:H2: There is positive relationship between consolidated HR policy and sustainable human resource development. 3.3 HR risk management:Although risk is inevitable in business environment, it is also common in HR practices. So, the organizations need to identify, observe, prioritize and manage key HR risks with a pragmatic, integrated and coordinated approach which might be comprehensive analysis of its personnel risks. For instance, the optimistic HR environment leads to the minimum level of risk and increases an organization's ability to manage risks. HR Risk Management Service Line Leader in the United States of America (USA); Christopher Lipski pointed that managing risk in the HR area has gaining increasingly importance for global executives (Ernest & Young, 2009) [18]. Good HR governance includes the proper risk monitoring activities such as standard code of ethics, contingent management, conflict, stress management and so on. As proactive approach, companies must be careful of becoming risk complacent when they assume that they can forecast the future accurately (Taleb, 2007) [19]. This hypothesis is developed to prove the following relationship:H3: There is positive relationship between HR risk management and sustainable human resource development. 3.4 Employee development:The actual growth of an organization completely depends upon the intelligent and skilled employees' collaborative team performance. From this perspective, employee development is an emerging issue for the sake of organizational development. It means the physical and psychological both development of employee and organization as a whole. Hence, it is believed that when human resources would develop, organization would be more flourished regarding its overall growth (Elena, 2000) [20]. Now, it is a common practice to all concerned organization to turn the human resources into the human capital through effective training and development, offering the scope of self-actualization, coaching and mentoring, on the job career development and overall interpersonal skill development which will lead to the intended employee performance. The following hypothesis is developed to examine the relationship between employee development and human resource development:H4: There is positive relationship between employee development and sustainable human resource development. 3.5 Compensation benefits:Simply, the compensation is the monetary value to an employee in return of his/her services. It comprises some other benefits and rewards for the employees which they receive in the forms of pay, wages, fringe benefits and so on which work as motivating factor behind their best performance (Holt, 1993) [21]. The behavioral aspects of employees are affected by compensation. Monetary benefits can increase feelings of self-reliance (Vohs, Mead, ; Goode, 2006, 2008) [22] and also increase pain tolerance (Zhou, Vohs, ; Baumeister, 2009) [23]. If the compensation system is appropriate for all then organizational policies and procedures could have their desired effects. Moreover the structure and implementation of compensation systems not only can affect employee motivation, but also can improve safety, quality, and creativity at their workplace. The following hypothesis focuses on the impact of compensation on human resource development:H5: There is positive relationship between compensation benefits and sustainable human resource development.3.6 Employee welfare:Employee welfare comprises various benefits and facilities such as allowances, housing, transportation, office time meal and medical insurance etc. It also includes monitoring of working conditions, creation of industrial harmony and so on. Employee welfare oriented environment leads to increase the number of satisfied employees which ultimately ensures the incremental profitability growth. Some common cherished employee welfare activities at workplace are flexibility in job responsibility, community benefits, transportation facilities, childcare facilities and so on. Some Bangladeshi organizations are practicing the employee participation in Workers Profit Participation Fund (WPPF) which is one of the significant fringe benefits for employee welfare. Bangladesh Labor Law (Amendment) 2013, Section 234 of the Act No. 42 of 2006[24]. -In Section 234 of the said Act – (a) Replacing Clause (b) of Sub – Section (1), the following Clause (b) shall be replaced, e.g.: (b) of the owner within maximum nine months from the completion of a year, 5 percent from the net profit for the year shall contribute to the WPPF with a proportion of 80: 10: 10 to the Participatory Fund, Welfare Fund and Workers' Welfare Foundation Fund established under Section 14 of the Bangladesh Workers Welfare Foundation Act, 2006[25]: Provided that if any employer has paid one percent (1%) of net profit to the Welfare Fund immediately before effectiveness of this Act, the Board of Trustees is obligated to transfer 50% of deposited amount in favor of the Welfare Fund to the Workers Welfare Foundation Fund. This hypothesis is developed to prove the following relationship:

Application for Fuqua MBA Program †Example Essay

Application for Fuqua MBA Program – Example Essay Free Online Research Papers Application for Fuqua MBA Program Example Essay 1. Please discuss your previous professional experiences, your long-term career goals and the role the MBA will play in those plans. Why are you interested in The Fuqua School of Business and what do you hope your contribution will be to an MBA environment? (Limit 4 pages) My long-term aspiration is to manage a Venture Incubator company that brings up an enterprise and concurrently supports the fund investment and management consulting of the Venture Company. It is extremely difficult for any firm to be recognized in the market in the beginning. In particular, in the case of a newly born firm, it is inevitable that they fall behind on the marketing, settling vision, and performing strategy. If we can find such companies and provide them with the fund and management consulting at the same time, we will be able to create value worth no less than hundreds of times greater than the amount of investment. We will be able to recognize some purpose as an incubator in the sense that we raise a desirable company. My objective, as mentioned above, stems from working experience for 3 and a half years as an expert in terms of credits and one year of working experience as a consultant. In order to become an expert in credit, especially a loan officer, I entered the KRW 19 billion (approximately USD 16 million) asset-scale of the biggest professional organization for long-term credit, the Korea Long-Term Credit Bank upon graduating from the university in 1995. I became well aware of the concept on the management of risk on the assets as well as the management of risk on credits through 6 months of on-the-job training on the risk management from Assets Liabilities while developing the Banks management system. Afterwards, as a loan officer, I was in charge of around 30 deals of credits for the big and small companies. All I learned from 18 months of experience was the assessment of the potential value of the firm simply by its number of financial affairs could commit a considerable mistake. Among t he 16 times of new credit loan cases I had handled, 2 cases were left delinquent by the time I quitted working at the end of year 1998. The lesson that I learned at that time was that if I had viewed the firms in terms of assessment from diverse angles such as vision and performance strategy of the company, the driving force of management strategy, and the active organization structure, I would have been able to prevent the bad loan. The opportunity to change my career into a consultant also came from this experience. From the beginning of 1999, I changed my career to a consultant of the strategic consulting group in a local consulting firm called the ABL. It was done for the purpose of actually going inside the firm, and being able to study the vision and strategy as well as broaden the understanding on the firms. Although 1-year period was relatively short, I was able to participate in 4 projects including the outsourcing project for SK Telecom, organization-restructuring project for Kookmin Bank. During that period of time, I learned to raise the success of our team through bench marking, method of setting up vision and strategy, method of establishing a scenario and the assistance of our team. In addition, I realized from the colleagues, especially those who had achieved the MBA, that their knowledge on management and consulting skills are far better than mine. From then on, my desire to study in full scale on management, which is necessary for a consultant, began to grow rapidly. A business school is very significant to me for three major reasons. First, I can learn the managerial knowledge and skill through advanced course of studies on management and various practical experiences. Secondly, it provides the chance to mutually interchange with superior men of ability. Thirdly, the MBA degree can build confidence to the prospective clients upon performing as the Project Manager and being in possession of the MBA degree will be much help on the fund forming for venture investments. The primary reason why I choose Duke is the strong point in terms of environment. I would rather explore my overseas studies in a typical American small and medium-sized city than a metropolis such as New York, which is full of immigrants. Among top 10 business schools, Duke is the only one to my taste in this perspective. I would like to spend two years being engrossed in academic fulfillment in an academic atmosphere in Duke located in the center of ?esearch Triangle?where the largest number of scholars with doctoral degree may live throughout the United States. The second reason is that Duke is located in the vicinity of Washington D.C in which my wife wants to pursue her goal in museum studies. If my wife comes to study at George Washington University, I would choose between Duke University and University of North Carolina in order to spend the weekend with my wife. For this reason, I apply for the MBA schools within 4 hours of driving from Washington D.C. The third reason is that I evaluate Duke located in the research triangle park- the so-called ?merica? next Silicon Valley?provide the best course in the field of entrepreneurship for new ventures. In particular, the only courses of Duke managing venture and growth mentored study program with entrepreneurship for venture capitalists will serve up essential knowledge on the establishment of venture capital company, which is my long term aspiration. During the period of time in Duke, I would like to share my business know-how, which is necessary to establish the venture company, with follow students by participating in the entrepreneurship and venture capital club. The most crucial thing that I can contribute to Duke is my experience in and knowledge on internet business and venture company in Korea. Korea is one of top 10 nations in the world in terms of internet business and emerges as the experimental arena for the venture company, which is expected to belong to top 5 telecommunication countries by the year 2010. One of the themes that I want to make research is the detailed report on strategic investment with reference to the status of and the prospect for investment in 100 representative venture companies out of the main telecommunication nations in Asia including ROK, Taiwan, and Singapore. Given the opportunity, I would like to make a specific study group related to the theme of research along with professors and fellow students. I hope Duke will be recognized as one of the most prestigious business schools as far as Asian venture company is concerned thanks to my research in the long term. 2. Tell us about the most challenging team experience you have had to date. What role did you play? What factors made it a challenge for you? How did you and the group address these issues? What did you learn? (Limit 2 pages) 3. a) Discuss a personal failure that had an impact on your professional practices or management style. Why do you consider the situation a failure? How did you resolve the situation? Did it change your professional outlook? If so, how? (Limit 1 page) During my first year at Asset Liability Management Team of Korea Long Term Credit Bank, I went through a significant failure that made the schedule of my team unnecessarily delayed. It occurred in the middle stage of my first project, which was to build up the risk management system for the bank. Within the project, I was responsible for performing benchmarking JP Morgan? ?AR (Value At Risk)?system. At the case team meeting where I was supposed to present my work, I had only prepared the results of how VAR system works without my analysis and interpretative thoughts on the results. Thus, I was not able to answer important questions raised by my team members with reference to the results. Since the answers were critical for the progress of their work, they had to wait for me to formulate my thoughts and have a discussion with them at our next meeting. At last, with the help of one of the colleagues in my team, I was able to finish interpretative analysis of the benchmarking three day s later, which eventually brought about an unnecessary delay. I created this situation because I was not fully ready to be a pro-active and creative in terms of idea. Being raised in Korea where responsibilities are categorically assigned by position, I was not fully set to execute the task without permission of my supervisors when key decisions were required. Although I was commended as the best worker in military service, I was nothing but a performer who accomplished tasks in an efficient manner. I was not trained to plan and accomplish an assignment for myself. Through this failure, I recognized that ? good worker?in an intellectual organization requires vigorous self-planning and self-training. In the wake of this failure, my first priority in any project is placed to accept full responsibility for the task at hand, self ?plan and accomplish as much as possible, and develop answers to any contingent questions. I want to change myself from an executor to a leader. I strongly believe that my early failures in my career have encouraged me to be a better consultant, manager and leader. Thank you. Research Papers on Application for Fuqua MBA Program EssayLifes What IfsThe Project Managment Office SystemTwilight of the UAWAnalysis of Ebay Expanding into AsiaIncorporating Risk and Uncertainty Factor in CapitalOpen Architechture a white paperThe Relationship Between Delinquency and Drug UsePersonal Experience with Teen PregnancyMarketing of Lifeboy Soap A Unilever ProductDefinition of Export Quotas

Liquidity risk, conduit, and securitization issues Essay Example

Liquidity risk, conduit, and securitization issues Essay Example Liquidity risk, conduit, and securitization issues Essay Liquidity risk, conduit, and securitization issues Essay Underestimating the importance of liquidity risk is one of the important facts behind today financial crisis. In the past years liquidity risk has not been taken into account in stress testing, funding strategies, and portfolio management (Wehinger 2008). In large and complex institutions, benefits as well as challenges arises with a potential for internal liquidity provision to seem adequate but with harder to assess funding risks at the aggregate level. According to Wehinger (2008), while designing funding strategies, risks under stressed market conditions with sever liquidity shortages should be included for secured funding. Bank should also consider about securitization of assets and the use of conduits as those can be subject to reputation risks. Central Bank should provide clear specification on the conditions under which it would work as a lender of last resort and Central Bank should consistently communicate those rules with the commercial banks. And most importantly, risk management of bank should take into account the fact that, there is a chance of liquidity to turn into insolvency if liquidity problems weigh on investors confidence and weaken the companys equity base. In the quarterly bulletin of Bank of England (2009), it has been mentioned that overall liquidity conditions have yet to normalise to any significant degree. In order to meet banks longer terms liquidity demands, UK government already extended the term of Bank of Englands Permanent Discount Window Facility. According to the report on Enhancing Market and Institutional Resilience by Financial Stability Forum (FSF) 2008, International standard setters should enhance accounting, disclosure and audit guidance for valuations. Firms valuation processes and related supervisory guidance should be enhanced. Apart from that, reasonableness and consistency tests should be applied for valuation and price verification. In June 2008, The Basel Committee on Banking Supervision published ten principles related to Supervisory guidance for assessing banks financial instrument fair value practices. Those principles are influenced by considering value measurement and modelling challenges faced by banks during the present financial crisis. The main objectives behind publishing those principles are to help banks supervisor while assessing banks valuation processes and to promote improvement in banks risk management and control processes. One of the main amplifiers of the crisis was the lack of transparency regarding the risk profile of institutions and structured products. Wellink, 2009. According to the Basel Committee on Banking Supervision (2009), economic capital model of a bank should be effectively documented and integrated in a transparent way and senior management should consider that model seriously while making business decision and for risk management of bank. For this purpose, bank should emphasize on achieving robust estimates of stand-alone risk on absolute basis and developing the flexible capacity for enterprise-wide stress testing. In order to have transparency in securitisation processes and markets, market participants and securities market regulator should work together to expand information on securitised products and their underlying assets (Financial Stability Forum, 2008). Reform of rating processes by Credit Rating Agencies can also enhance the transparency (US Presidents Working Group on Financial Markets, 2008). PWG (2008) suggests forming a private sector group to ensure the integrity and transparency of reports. Third Pillar of Basel II framework can help Bank to increase transparency (Wellink, 2009 PWG, 2008). Pillar three of Basel II mainly focused on disclosures related to securitisation, off-balance-sheet exposures and trading activities. This paper presents a review of the financial crisis on banking sector and implication of the bank management to cope with this crisis. Several reforms has been suggested in this paper following Institute of International Finance (IIF), Basel Committee on Banking Supervision, Financial Stability Forum (FSF), Bank for International Settlement (BIS), US Presidents Working Group on Financial Markets. Some of the recommendations are already being implemented. However, the recent initiatives at the G-20 level are being considered as a first step towards encompassing reforms to help cope with present financial crisis (Wehinger, 2008). Wellink (2009) also support the initiatives taken by Basel Committee and hope that those initiatives should limit the risk that weaknesses in banks amplify shocks between the financial and real sectors.

The History of Relationship between the Women and the Unions Research Paper

The History of Relationship between the Women and the Unions - Research Paper Example Historical researchers indicate that the U.S has always witnessed the tumultuous relationship between women and unions. Kessler –Harris termed the unions to be ‘agents of social closure.’ Studies by Kessler – Harris show that the unions were indifferent towards working women. Kessler – Harris says that unionists considered this available ‘nimble and cheap’ women labor as competition. Women were considered as a weak link in the labor movement as they were a part of unskilled workers and were looked upon. Unionist’s considered women a threat as they thought that the women would not be able to represent men in the union. A study by Brenner and Rams suggests that wages and graduation at work were the two aspects which made the unions exclude the women from being a part of it. As said earlier women were a part of unskilled labor and worked at a very low rate as compared to the men. So including the women into the unions meant the decli ne in the wages as well as degradation of the work which threatened the economic position of the working men. The historical, as well as the sociological literature, suggests that the relationship between the women and the unions was particularly strained because of the dual nature of the unions: commitment to small-scale bread-and-butter gains on one hand and working women own reliance on their status as different on the other. As per the studies of Kessler – Harries, women presented themselves as a â€Å"weaker† sex to obtain protective laws for short hours, better pay and better working conditions. It was particularly after World War I that the trade unions started believing that for their own economic gains they need to create â€Å"unified† front which meant women were in direct competition with the men for jobs. But however, they were conveniently excluded from the union memberships. But this did not stop women from unionizing. Women unionized in the femal e dominant trades like garment but again did not hold any position of leadership.

How Environmental Documentaries Have Developed from the Ethnographic Research Paper

How Environmental Documentaries Have Developed from the Ethnographic - Research Paper Example Hence, the documentary filmmaker's role has changed as well. He is not simply a storyteller with a camera any longer, but he can become an environmental activist himself. Director Louie Psihoyos is directly involved in the action in The Cove where filmmakers alongside environmental activists plant hidden cameras to reveal the dolphin slaughter committed by the fishermen. Not only does he direct his filmmaking crew, he also leads the group of activists and plays a crucial part in devising the plan how to expose crimes of animal cruelty. The general consensus amongst environmental filmmakers today seems to be that a film alone can't change anything, but the reactions and actions it provokes in an audience can bring upon real change. Captain Paul Watson, co-founder of Greenpeace, remarks in The Cove: â€Å"You're either an activist or a non-activist. I decided to be an activist.† The filmmakers' clear intent to motivate the audiences into direct action is summed up by one of the film's marketing punch-lines: ‘The Secret Is Out. Spread the Word’. Unlike feature films that make headlines for a few weeks while they are successful at the box office, documentaries like The Cove have an organic 'after-life' where audiences and fans are kept up to date online by the filmmakers about how the story is developing long after the initial release of the film. Most importantly, the world wide web and social networking media can play an active role in defining the outcome of the story by giving audiences a platform to take direct action. The Cove's website lists many options how one can directly support several organizations who are protecting dolphins in Japan by either donating money or by signing online petitions, joining... The general consensus amongst environmental filmmakers today seems to be that a film alone can't change anything, but the reactions and actions it provokes in an audience can bring upon real change. Captain Paul Watson, co-founder of Greenpeace, remarks in The Cove: â€Å"You're either an activist or a non-activist. I decided to be an activist.† The filmmakers' clear intent to motivate the audiences into direct action is summed up by one of the film's marketing punch-lines: ‘The Secret Is Out. Spread the Word’. Unlike feature films that make headlines for a few weeks while they are successful at the box office, documentaries like The Cove have an organic 'after-life' where audiences and fans are kept up to date online by the filmmakers about how the story is developing long after the initial release of the film. Most importantly, the world wide web and social networking media can play an active role in defining the outcome of the story by giving audiences a platfo rm to take direct action. The Cove's website lists many options how one can directly support several organizations who are protecting dolphins in Japan by either donating money or by signing online petitions, joining facebook groups or by pledging never to buy a ticket for a dolphin show. To sum up, environmental films of today are holistic experiences that give the audiences the opportunity to become interactive and play a crucial part in the overall cause.