The Interpretation Of Delinquency Of The United States

1. The interpretation of delinquency is slightly different depending on the historical period. Before the 1800s in the United States, children were targeted when there was a need in a labor. Therefore, because children were performing similar labor duties as adults there was not an obvious distinction between a child and adult at that time. With the implementation of labor laws, then children gained legal rights that separated them from adults. As of today, an individual under the age of 18 can be categorized as a delinquent juvenile based on their behavior. The majority of states consider that someone has reached adulthood by the age of 18 and has matured. An example, if a 13 year-old takes part in delinquent behavior but the same actions are taken by an 18 year-old; then there may be more reasoning to become more lenient for the 13 year-old. The leniency is caused by the difference in maturity between these ranges in age. It is more convincing to make the intent to change a juvenil e’s behavior by rehabilitating, rather than with trying to change an adult’s behavior. Delinquency can vary depending on the geographic location, in which some states implement laws differently than other states throughout the nation. In various states delinquent behavior can be considered a crime if the act is carried out by an individual under the age of 18. If the behavior is categorized as serious then the juvenile can be tried as an adult. Juveniles are also subject to status offensesShow MoreRelatedThe Relationship Between Social Class and Delinquency Essays1498 Words   |  6 Pagesnotions regarding the relationship between social class and delinquency. A common assumption is that lower-class juveniles are more likely to engage in delinquent behavior than their higher-class counterparts. 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The United States Sentencing Commission defines a career criminal as â€Å"if (1) the defendant was at least eighteen years old at the time the defendant committed the instant offense of conviction; (2) the instant offense of conviction is a felony that is either a crime of violence or a controlled substance offense; and (3) the defendant has at least two prior felony convictions of either a crime of violence

Essay about Influences that Have Shaped American Literature

Influences that Have Shaped American Literature There have been a number of influences that have shaped American literature. From the time that Western Europeans founded the country to the inclusion of Native American lore to the contributions of such literary giants as Mark Twain and Carol Sandburg, the composition of American Literature has been both constant and ever changing. In deed as much as America, itself, is a melting pot of diversity within a cultural concern, so too is this considerable diversity a significant aspect of its emerging literature. Grantland S. Rice, author of The Transformation of Authorship in America, contends that the ultimate composition of American literature is fundamentally based upon a combination†¦show more content†¦(Rice 12) Inasmuch as Rice attributes life’s influences as an integral component of American literature, so too does one of America’s greatest authors: Mark Twain. His Adventures of Huckleberry Finn, thought to be too racy for its own period, has always been received with mixed acceptance even in contemporary times. Capturing the American soul at its utmost depths, Adventures of Huckleberry Finn touches upon a number of unprecedented issues because of the shock value such a book portrays, it has been both embraced and banned for its content. However, it is this very content that has made it one of the most essential aspects of American Literature, as Twain was not afraid to depict America without rose-colored glasses. It has been called offensive, unpatriotic, racist and a whole host of other uncomplimentary terms; however, it has been – and continues to be – instrumental in describing the sometimes unsavory truth, As the author so eloquently stated to America: â€Å"This is how you are, like it or not† (Smith). 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Macro Environmental Analysis Free Essays

Melanie Verreault STMT-500 Strategic Management Analysis of Child and Family Services of Timmins and District Word Count: 2,494 November 8, 2009 Tracy Hillier Table of Contents Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3 External Situation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. We will write a custom essay sample on Macro Environmental Analysis or any similar topic only for you Order Now . 3 Internal Situation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5 Five Forces Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Competitor Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 9 Objectives†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 11 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 11 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 12 3 Introduction In 2000, CFSTD became the second social services organization in Ontario to amalgamate Children’s Mental Health and Protection Services. An appreciation of CFSTD and its services can be obtained by visiting its website: http://www. timminschildfamily. org In order to gain a greater understanding of CFSTD, a strategic management analysis will be completed. This goal will be achieved by completing the following: 1. an analysis of CFSTD’s external and internal situation; 2. an evaluation of CFSTD by using Porter’s Five Forces model, and; 3. an analysis of CFSTD’s main competition. Based on this assessment, strategic objectives will be identified and recommended. External Situation As presented by Grant (2007), macroenvironmental factors are beyond a firm’s control. To adapt and remain competitive, a firm must understand how these external influences â€Å"affect the firm’s industry environment† (p. 66). The six factors impacting the endeavours of a firm are demographic, economic, political/legal, ecological, socio-cultural, and technology. Barney (2007) states an analysis of the external situation identifies a firm’s â€Å"critical threats and opportunities in its competitive environment† (p. 1) and â€Å"examines how competition in this environment is likely to evolve and what implications that evolution has for the threats and opportunities a firm is facing† (Ibid). The following outlines these factors and their level of influence on CFSTD. Demographic:High The population of the City of Timmins can best be described as aging with a decrease in birth rate. It is important to add that the population of Native People migrating to the Timmins area from the James Bay coast is increasing. Since CFSTD’s main reason for operating is to offer services exclusively to youth under the age of sixteen and their respective families, the demographic factor scores high. Without this, threats such as decrease in ministry funding and personnel layoffs can occur. To 4 adapt to the changing demographic environment, CFSTD can implement new and creative initiatives by collaborating with other service providers. Economic:High The current economic situation has impacted most if not all of the world. As a result, government funding to organisations has been affected. Due to current budget cuts, CFSTD is facing threats of potential downsizing in various services, capping travel and other expenditures and suspending relevant personnel training initiatives. To respond to the changing economic environment, CFSTD can explore amalgamating programs and services, developing new partnerships and increasing its capacity in the volunteer sector. Political:Medium Whenever a new government is elected, changes to the legislation can be anticipated. Amendments made to provincial legislation such as the Child and Family Services Act impact CFSTD’s operation. Threats CFSTD can face due to the changing political environment are mostly cost and time demanding: development of new operation and administrative procedures, staff training in these areas, to name a few. However, developing and implementing new initiatives can translate into opportunities for CFSTD with the influence of the political environment. Ecological:Low Although located in a city where extreme weather conditions are experienced such as harsh winters with abundant snowfalls, the ecological situation poses minimal impact on CFSTD’s service delivery. Fortunately, with the implementation of videoconferencing services, travel to various areas is reduced. Thus, programming continues to be offered to the client population. Social/Cultural:Medium CFSTD’s culture encompasses a unionized personnel, which is mostly female, with a diversity in educational backgrounds, expertise and work experience. In addition, some of the personnel are fast approaching retirement. This factor can pose threats such as a delay in services offered to clients due to union issues, potential work stoppage, and a wealth of knowledge and expertise lost when veteran personnel retire. Should this be the case, an opportunity that CFSTD could explore, as mentioned in an article by Dychtwald et al. (2004), is to â€Å"create a culture that honors experience† (p. 51), 5 that is, to offer flexible contracts to retiring staff who can â€Å"step in at a moment’s notice by filling gaps and help bringing the next generation of leaders up to speed† (p. 54). Technological:Low CFSTD ensures that new technological initiatives are implemented on a regular basis. Potential threats could be additional staff training and resistance to endorsing new technological initiatives. Technology creates many opportunities such as improving efficiency of work practices and reducing overall costs. In sum, the DEPEST analysis indicates that demographic and economic factors significantly impact CFSTD while technological and ecological factors are minor influences. The socio-cultural and political factors have a mid-level effect on the organization. The external analysis points out the possible threats and opportunities that CFSTD faces. To complement this external analysis, an internal assessment will follow. As noted by Barney (2007), â€Å"an internal analysis helps a firm identify its organizational strengths and weaknesses† (p. 11). Furthermore, it will illustrate â€Å"which of its resources and capabilities are likely to be sources of advantage and which of them are less likely to be sources of such advantages† (Ibid). CFSTD’s internal situation will be analyzed using the VRIO framework. Internal Situation Barney (2007) states the VRIO framework is a â€Å"structured in a series of four questions to be asked about the business activities in which a firm engages† (p. 138). In addition, the â€Å"answers to these questions determine whether a particular firm resource or capability is a strength or a weakness† (Ibid). The following table summarizes the VRIO questions as they apply to CFSTD. 6 TABLE 1: VRIO analysis of CFSTD RESOURCES| CAPABILITIES| VALUABLE| RARE| IMITABLE| ORGANIZATION| IMPORTANCE| Annual funding| Staff are remunerated for providing services; covers capital costs for overall agency functioning. Finances are ministry driven. | YES| NO| NO| YES| High| Technology| Records agency’s overall administrative tasks (i. e. reports). Communication vehicle for staff. Video-conferencing services are available. | YES| NO| YES| YES| Medium| Personnel| Certified employees providing expertise inservices to client population. | YES| YES| NO| YES| High| Quantitative and qualitative assurance measures| Data collected through client surveys and agency’s network enables the agency to identify the client needs, develop new programs and initiatives and ensures the client population is being adequately serviced. | YES| NO| YES| YES| Medium| Location| Where services are provided for clients. Programming occurs in these various locations. YES| NO| YES| YES| Medium| Services| Multi-disciplinary agency providing a wide range of services to meet client population needs. | YES| YES| NO| YES| High| The findings of the VRIO analysis indicate which resources and capabilities are of significant importance to CFSTD. Ministry funding, is extremely relevant. Although provided on a quarterly basis, funding can change based on data re garding client 7 volume. CFSTD is bound to a funding formula which is reviewed on an annual basis by the government. Despite its potential for fluctuation, funding is a strength for CFSTD. Technology is a pertinent vehicle of communication. Technology permits CFSTD to offer specialized services to clients that are not readily accessible in the North. CFSTD personnel present as a relevant resource. The diversity and expertise of the personnel is of great value, strength and rarity. Data is another noted strength. The gathered information, analyzed with evidenced-based qualitative and quantitative measures, enables CFSTD to assess the needs and pressure points and, in turn, develop proposals and implement new initiatives that will better serve the client population. Services are also a relevant resource. CFSTD is the largest social service organisation within the area offering more than twenty programs and services that are unique and valuable. Annually, service enhancements take place via the program review process. Furthermore, collaborative projects are occurring with other service providers to offer services that meet clientele needs. Currently, location resources are a weakness. CFSTD is facing a potential closure of one of its facilities due to the constant low number of young offenders coming into custody. CFSTD is communicating with the ministry at this time regarding next steps. Overall, the internal analysis of CFSTD clearly identifies areas of strength and weakness and those requiring improvement. It is important to analyze how and where CFSTD fits into the non-profit industry and determine the intensity of competition and profitability (in this industry, profit is viewed by client volume and ministry funding). In order to do so, an evaluation of CFSTD will be conducted using Porter’s Five Forces of Competition Framework. Five Forces Analysis Grant (2007) states â€Å"Porter’s five forces of competition framework views the profitability of an industry as determined by five sources of competitive pressure† (p. 71). The following table evaluates CFSTD with these five forces. 8 TABLE 2: Evaluation of CFSTD using Porter’s Five Forces FACTORS| INDUSTRY: Non-Profit Child and Family Social Services Organisations| Threat of New Entrants| New government policy and/or amendments to legislation directly impact licensing requirements and overall service operations in social services organisations. Thus, new procedures are developed and new criteria must be met to receive allocation of funds and subsidies for programs and initiatives. | Bargaining Power of Suppliers| Unionized organisations are threatened by disagreements on job descriptions, training and worker performance, thus creating significant delays in service delivery and having an impact on funding. There is a threat of the collective bargaining agreement review and negotiation turning into a strike thus halting service operations. | Bargaining Power of Buyers| Ministry allocated funds for program proposals regarding new initiatives that meet Ministry expectations. Other service providers looking to collaborate and develop new partnerships for Ministry driven initiatives in order to receive financial allocation. | Threat of Substitute Products or Services| Private firms offering similar services. New provincial initiative where psychiatric services in the north will be offered via video-conference instead of face-to-face thus, decreasing the wait-time and wait-list for clients. New legislation regarding young offenders indicates that youth involved with the law are kept out of custody and instead assisted in their local communities. Thus, the number of youth entering facilities has decreased to the point of facility closures. | Rivalry Among Existing Competitors| Similar firms within the industry are competing for Ministry funds. Some firms are collaborating and creating partnerships on some initiatives thus dividing Ministry funds among them. | The findings in this analysis reveal the most significant aspects of CFSTD’s competitive environment. In his article, Porter (2008) note the â€Å"strongest competitive force or forces determine the profitability of an industry and become the most important to strategy formulation† (p. 0). Threat of new entrants and bargaining power of buyers are significant forces for CFSTD. Interesting enough, these forces pertain to the same entity: government. More 9 specifically, government legislation and funding influence CFSTD’s course of action when it comes to service implementation and development. However, in the non-profit industry, there is dual influen ce occurring. Funding, for instance is service/client driven. Thus, if CFSTD’s client volume is high, funding forecasts are at a higher level. Another significant factor is the bargaining power of suppliers. In this case, it is the firm’s personnel. Similar to the government, staffing poses as a threat and/or opportunity. The vision of CFSTD is to offer services to clients in order to promote well-being and safety. This goal cannot be achieved without the expertise and efforts offered by CFSTD employees. Although Porter’s model is better served in the profit industry, it has validity in the non-profit sector. It identifies the fundamentals and constraints of CFSTD all the while permitting CFSTD to have a certain degree of flexibility and creativity in this prescribed environment. In sum, Porter’s model is good to predict changes of profitability. In the case of CFSTD, profitability is a combination of funding with client and service volume. How can CFSTD predict the competitive moves rivals are likely to initiate? One possibility is to conduct a competitor analysis. The following will examine how information regarding rivals can assist in predicting behaviour. Competitor Analysis Grant (2007) notes that competitor analysis is an intra-industry analysis involving a â€Å"systematic approach of information gathering that makes clear what information is required and for what purposes it will be used. The objective is to understand one’s rival† (p. 107). At present, there are social services firms offering similar services to CFSTD. This paper focuses on the competitor most similar to CFSTD: Kunuwanimano Child and Family Services (KCFS). More details about KCFS can be found at their website: http://www. kunuwanimano. com The tool selected to complete this analysis is Porter’s four-part framework for predicting competitive behaviour. The following table outlines these details. 10 TABLE 3: Analysis of KCFS Factor| Comments| Strategy| * KCFS focuses on delivering child welfare and mental health services to First Nations children within their catchment area and work collaboratively with the communities they service. * Children and families will be cared for by the community and inherit the skills, knowledge and cultural traditions that will be provided by community members (www. kunuwanimano. com) * Approaches to working with youth and families guided by the seven sacred teachings. | Objectives| * Develop a service model respecting the inherit authority for child protection matters. Develop policies and procedures and protocols with service providers and First Nations communities that will address decision-making regarding child protection matters. * Obtain Ministry designation to offer mandated services. | Assumptions| * All First Nations people want to obtain services from KCFS. * All First Nations people want to inherit and learn traditional, cultural skills, customs and knowledge. | Resources and Capa bilities| Strengths: * Culturally specific services offered by staff with Native ancestry. * Ability to service eleven Native communities. Weaknesses: * No child welfare designation. * Collaboration with service providers in order to develop protocols, policies and procedures. * Frequent changes in personnel. | Currently, KCFS is at a standstill in obtaining its designation due to their unwillingness to collaborate with similar community service providers. In order for a firm to obtain designation from the Ministry, supervision by a similar firm is required. KCFS refuses to have CFSTD as their supervisor. Based on the above-mentioned, CFSTD can predict the following: 11 KCFS will not obtain its designation for several years and thus will not take over CFSTD’s Native client population; * There is a probability that many of CFSTD’s Native clients will choose to remain as clients of CFSTD, and; * CFSTD will remain as the leading organisation in child welfare services for the Timmins area. It is important to note that CFSTD continues its efforts to work with KCFS, in most part, to no avail. This framework has enabled CFSTD to assess key components of KCFS in order to make future predictions. Objectives Based on the various analyses completed in this paper, recommended strategic objectives are for CFSTD to: * Develop and implement a performance appraisal tool that encompasses competency modelling and that is congruent with CFSTD’s strategic plan; * Develop a contingency plan with the Ministry in the possibility of the closure of one of CFSTD’s locations; * Research and identify a framework such as management innovation that can be applied agency wide and that is in alignment with CFSTD’s strategic plan, and; * Develop and implement a plan to recruit qualified Native professionals. Conclusion Overall, the analyses completed in this paper have allowed us to better understand CFSTD. Now, we can appreciate how CFSTD is doing, what is working well, what requires enhancing and what directions CFSTD plans on going into in the near future. 12 References Barney, J. B. (2007). Chapter 1: What is strategy? In Gaining and sustaining competitive advantage (3rd ed. , pp. 1-16). Upper Saddle River, NJ: Prentice-Hall. Barney, J. B. (2007). Chapter 5: Evaluating firm strengths and weaknesses. In Gaining and sustaining competitive advantage (3rd ed. , pp. 127-169). Upper Saddle River, NJ: Prentice-Hall Inc. Dychtwald, K. , Erickson, T. , Morison, B. (2004). It’s time to retire retirement. Harvard Business Review, 82(3), 48-57. http://library. athabascau. ca/mbadrr/STMT-500/ Chapter 5-Evaluating firm strengths and weaknesses. pdf Grant, R. M. (2007). Contemporary strategy analysis (6th ed. ). Malden, MA: Blackwell Publishing. Kunuwanimano Child and Family Services (2009). Retrieved November 7, 2009, from http://www. kunuwanimano. com . Porter, M. (2008). The five competitive forces that shape strategy. Harvard Business Review, 86(1), 78-93. http://0-search. ebscohost. com. aupac. lib. athab ascau. ca/login. aspx? direct=true;AuthType=url, ip,uid;db=bth;AN=28000138;site=ehost-live How to cite Macro Environmental Analysis, Papers

Teamwork And Design Learning Cycle Table †MyAssignmenthelp.com

Question: Discuss about the Teamwork And Design Learning Cycle Table. Answer: Learning Cycles This part states to design learning cycle table with including each team member with accounting teamwork within meeting schedule. The learning cycle is to be prepared before the roles are assigned to the team. The learning cycle table is prepared considering two separate roles such as organizer and scribe. Organizer and scribe roles are clearly mentioned for the team personnel and their individual roles. The table shown all in details underneath: Meeting agendas Organizer Scribe Risk identification Risk manager organizes the meeting with other team members to let them know about the existing and emerging risks in the project. He identifies the risks along with consequences for declaring them in this meeting. Project manager, Resource Manager, RALS Authority Risk analysis Risk manager is responsible for holding this meeting with pointing out the risk analysis activity. Risk manager will identify some risk analyzer tools and techniques for analyzing the risks. Later, the risk consequences will be shared within the team members. Resource Manager, and Project Manager Risk response planning Risk manager is responsible for planning risk responses. The risk response planning is conducted for collecting responses regarding risk analysis and mitigation. The risk responses clearly identifies the strategy to mitigate risks. Business Analyst, Project Manager, Resource Manager Risk register Risk manager takes charge of the meeting for publishing risk register datasheet with detailed risk treatment plans. The risk treatment plan includes risk identification, severity scoring, consequences analysis, and mitigation aspects. Project Manager, RALS Authority, Business Analyst Risk mitigation plan Risk manager is responsible for mitigating risks and furthermore, reducing risk consequences alongside preventing the risk outcomes. Risk mitigation plan can be subject to change management as mitigation plan can change due to risk impacts and consequences. For instance, some risks could get removed from the system under certain situation; then the mitigation plan is subject to change. Project Manager, Business Analyst, Resource Manager, RALS Authority Communication Plan The communication plan is major component for preparing a structured way to share information, put up agenda to team members and discuss every aspect of the project within team. The communication plan is prepared for risk manager role with communication aspects, methods, and media to be used. Team member Agenda to be discussed Methods to be followed Communication media Ways to report and share information Risk Manager Budget value investigation Team meeting, discussion session, face-to-face session Emails and telephone calls for notifying about the meeting Conference calls for distant stakeholders The risk manager should share budget related reports to the members during meeting. The risk manager should take charge of the meeting by presenting the financial report and analysis results to the team members so that the sources of budget and optimal allocation of budget can be confirmed. Identification of financial sources Team meeting and face-to-face session Emails and telephone calls for notifying about the meeting Conference calls for distant stakeholders The risk manager should prepare a detailed budget report including detailed fund source confirmation. The RALS Authority should be notified about the fund sources so that they can process the allocated funds. Once, the sources are identified and fund allocation is completed, the risk manager is responsible for presenting detailed budget report to the authority. Planning about maintenance cost Discussion session, face-to-face session Emails and telephone calls for notifying about the meeting Conference calls for distant stakeholders Risk manager is responsible for create plan about maintenance process. The planning over maintenance cost should be considered based on budget sources and costing plans as well. The planning of maintenance of cost is significant way to assess whether the system can have maintenance cost or not from allocated budget. Planning for maintenance cost is to be managed as per allocated budget, cost, and other funds accordingly. Risk mitigation plan Team meeting, discussion session, face-to-face session Emails and telephone calls for notifying about the meeting Conference calls for distant stakeholders Risk manager takes responsibility for considering mitigation plan along with sharing it among the team members. The risk manager should report to RALS authority for sharing the risk mitigation with others. Once, the risk mitigation plan is prepared with sharing it among team; the mitigation plan is to be approved from RALS authority. The risk manager needs to prepare the risk mitigation plan so that the consequences of risks can be mitigated. Reflection I understand that the leadership qualities and skills are most essential part of team leader and most importantly, the leadership quality is gained through years of experience. The leadership qualities are important part of managing entire project alongside the stakeholder training and following work procedures. As much as I believe, the stakeholders are quite compatible with leadership qualities and their attributes regarding their activities with the project. I follow the fact that leadership is the significant essence of any project accomplishment successfully. In this project, I want to declare one thing is that the roles and responsibilities are uniformly distributed among the stakeholders. The relationship between the stakeholders was quite strong resulting into proper coordination among the members. The project manager helped other team members with sheer strategy of optimal workforce segmentation. The communication plan acted as another significant factor in this team structu re as well. As a risk manager, I thought that ICT project manager should grasp risk management skills as well. In particular, the project manager should prepare the risk treatment plan. In this specific project, I believe the important skill and technique that one ICT project manager should adhere is that how risks are identified, how the risks are analyzed, how the risk mitigation plan is prepared as well. Moreover, project manager should conduct cause-effect analysis, benchmarking, and fishbone analysis in order to identify risks and their consequences. The risk analysis plan is prepared along with appropriate mitigation plan so that identified risks can be treated. The risk management techniques and methods should be appropriately utilized; once project manager had prepared the risk treatment plan; as a risk manager, I can approve and modify the risks. In this manner, I can achieve better ways to address risks along with management plan of risks in this project. Bibliography Bucero, A. and Englund, R.L., 2015, October. Project sponsorship: Achieving management commitment for project success. Project Management Institute. Burke, R. and Barron, S., 2014.Project management leadership: building creative teams. John Wiley Sons. Cassidy, A., 2016.A practical guide to information systems strategic planning. CRC press. Coombs, W.T., 2014.Ongoing crisis communication: Planning, managing, and responding. Sage Publications. Hillson, D. and Simon, P., 2012.Practical project risk management: The ATOM methodology. Management Concepts Inc.. Kerzner, H., 2013.Project management: a systems approach to planning, scheduling, and controlling. John Wiley Sons. Koehne, B., Shih, P.C. and Olson, J.S., 2012, February. Remote and alone: coping with being the remote member on the team. InProceedings of the ACM 2012 conference on Computer Supported Cooperative Work(pp. 1257-1266). ACM. Pyzdek, T. and Keller, P.A., 2014.The six sigma handbook(p. 25). New York: McGraw-Hill Education.

Research Methods free essay sample

Structured interviews involve tight control over the format of the questions and answers. In depth, the structured interview is like a questionnaire which is administered face to face with a respondent. The researcher has a predetermined list of questions, to which the respondent is invited to offer limited option responses. The tight controls over the wording of the questions, the order in which the questions occur and the range of answers that are on offer have the advantage of standardization. Each respondent Is faced with Identical questions. And the range of pre-coded answers on offer to respondents ensures that data analysis is relatively easy. The structured interview, in this respect, lends itself to the collection of quantitative data (O’Leary, A. , 2004).. Structured interviews are often associated with social surveys where researchers are trying to collect large volumes of data from a wide range of respondents. Here, we are witnessing the replacement of interviewers armed with clipboards and paper questionnaires with interviewers using laptop computers to Input information direct into a suitable software program. We will write a custom essay sample on Research Methods or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Such computer-assisted personal interviewing (CAPI) has the advantage of using software with built-in checks to eliminate errors in the collection of data, and it allows quick analysis of the data. However, its relatively large initial costs, caused by the purchase of the laptop computers, the development of suitable software and the training Involved, means that CAPI is better suited to large-budget, large number surveys than to small-scale research (Maddux, Robert B. , 1994). 3 Interview-Structured Steps / Procedures of Interview – Structured Before the interview: This step addresses important activities such as inviting applicants, arranging for assessment accommodation, if required, and preparing the interview. Therefore Before the interview take place the researcher has to make sure such of the following points are achieved: ? ? ? ? ? ? ? ? Choosing a setting with the least distraction. Explaining the purpose of the interview. Addressing terms of confidentiality. Explaining the format of the interview. Indicating how long the interview usually takes. Providing contact information of the interviewer. Allowing interviewee to clarify any doubts about the interview. Preparing a method for recording data, e. g. , take notes, recorder During the interview: This step provides step-by-step guidance on how to conduct an interview, such as initiating and closing the interview, asking effective interview questions, and note-taking techniques. Therefore, during the interview, Researcher should: ? ? ? ? ? ? ? ? Explaining the format of the interview. Occasionally verify the method of recording is working. Ask one question at a time. Attempt to remain as neutral as possible. Encourage responses. Be careful about the appearance when note taking. Provide transition between major topics. Not lose control of the interview flow. 4 Interview-Structured After the interview: This step offers guidance on how to assess interviewee responses and avoid common assessment errors, how to integrate interview results with other information to support the selection and informal discussion processes and how to provide feedback to applicants ? ? ? ? ? ? ? Assess the interviewee responses. How responses are relevant to the research topic. Write down any observations made during the interview Make any notes on your written notes. Evaluate and refine interview answer Verify if the tape recorder worked throughout the interview. Interview- structured characteristics Strength / Uses 1. Enables the researcher to examine the level of understanding a respondent has about a particular topic usually in slightly more depth than with a postal questionnaire. 2. Provides a reliable source of quantitative data. 3. The researcher is able to contact large numbers of people quickly, easily and efficiently. 4. All respondents are asked the same questions in the same way. In other words, this type of research method is easy to standardize. . It is relatively quick and easy to create, code and interpret (especially if closed questions are used). 6. The researcher does not have to worry about response rates, biased (self-selected) samples, incomplete questionnaires and the like. 5 Interview-Structured Weakness/ Limitation 1. Can be time consuming if sample group is very large (this is because the researcher or their representativ e needs to be present during the delivery of the structured interview). 2. The quality and usefulness of the information is highly dependent upon the quality of the questions asked. The interviewer cannot add or subtract questions. 3. A substantial amount of pre-planning is required. 4. There is limited scope for the respondent to answer questions in any detail or depth. 5. There is the possibility that the presence of the researcher may influence the way a respondent answers various questions, thereby biasing the responses. 6. The format of questionnaire design makes it difficult for the researcher to examine complex issues and opinions. Even where open-ended questions are used, the depth of answers the respondent can provide tend to be more-limited than with almost any other method. Interview-Structured Sample (1) of interview-structured (See Appendix A) Sample source: [Sample Reproduced from: http://www. va. gov/pbi/supervisor/intro_sup. htm ] Sample (2) of interview-structured (See Appendix B) Sample source: [Sample Reproduced from HSRI: http://www. hsri. org/cgi/hsri. cgi ] 7 Interview-Structured Conclusion Comments Generally, Research shows that structure d interviews are twice as effective as unstructured interviews in predicting job performance as can be seen from the structured question in the attached sample (1). However, by just looking into the two types of samples attached, we can see that sample (1) question structure is more direct and specific about job requirement and candidate’s competencies, while in the structured questions in sample (2) the question are based on the Community Support Skills Standards where the interviewees or the respondents has to choose a set of the list question which suit their needs and the people going to interviewed. On the other hand, structured interviews require adherence to a very particular set of rules. Each question that is outlined should be read word for word by the researcher without any deviation from the protocol. In some cases, the interviewer is also required to show consistency in behavior across all interviews. This includes bodily posture, facial expressions, and emotional affect. Reactions to participant responses should be kept to a minimum or avoided entirely. In fact, structured interviews are the type used most often by quantitative researchers. The style is most useful when looking for very specific information. The benefits are that it keeps the data concise and reduces researcher bias. Typically a wide variety of questions can be used to gain information about a candidate’s competencies. Use these questions as guides to help you develop questions that target specific job requirements. 1. Describe a time when you were faced with problems or stresses at work that tested your coping skills. What did you do? 2. Give an example of a time when you could not participate in a discussion or could not finish a task because you did not have enough information. What did you do? 3. Give an example of a time when you had to be relatively quick in coming to a decision. How did you go about making the decision? 4. Tell me about a time when you had to use your spoken communication skills in order to get a point across that was important to you. How did you make your point? What technique or skill worked for you? 5. Can you tell me about a job experience in which you had to speak up and tell other people what you thought or felt? What was the result of your action? 6. Give me an example of a time when you felt you were able to build motivation in your co-workers or subordinates. How did you motivate them? What were the results? 7. Tell me about a specific occasion when you conformed to a policy even though you did not agree with it. What was the result? How did you feel? 8. Describe the worst customer or co-worker you have ever had and tell me how you dealt with him or her. 9. Give me an example of a time when you used your fact-finding skills to gain information needed to solve a problem and then tell me how you analyzed the information and came to a decision. What was the result or what happened? 10. Give me an example of an important goal you had set and tell me about your progress in reaching that goal. How did you go about setting the goal? 11. Describe the most significant written document, report, or presentation that you’ve completed. What was the process you used to write this document? What was the impact or result of your efforts? 12. Give me an example of a time when you had to go above and beyond the call of duty in order to get a job done. What caused the situation that required this extraordinary effort? How did you feel about all this extra effort? 8 Appendix A—Common Structured Interview Questions 13. Give me an example of a time when you were able to communicate successfully with another person, even when that individual may not have personally liked you. What was the result of your communication? 14. Describe a situation in which you were able to read another person effectively and guide your actions by your understanding of his/her individual needs or values. What happened? 15. What did you do in your last job in order to be effective with your organization and planning? Be specific. How did you deal with competing priorities? 16. Describe the most creative work-related project you have completed. 17. Tell me about a time when you made a suggestion to improve the quality and efficiency of the work done in your unit. 18. Give me an example of a time when you had to analyze another person or situation carefully in order to be effective in guiding your action or decision. How did you decide what action or decision to take? 19. What did you do in your last job to contribute toward a teamwork environment? Be specific. What were the results of this teamwork? 20. Give me an example of a problem you faced on the job and tell me how you solved it. 21. Describe a situation in which you were able to positively influence the actions of others in a desired direction. How did this affect others in that environment? 2. Tell me about a situation in the past year in which you had to deal with a very upset customer or coworker. How did you handle the situation? What was the result? 23. Describe a situation in which others within your organization depended on you. What would they tell me about this situation? 24. Describe your most recent group effort. What was your role? How would you change the group to be more effe ctive? Adapted from: http://www. va. gov/pbi/supervisor/intro_sup. htm Interview-Structured Appendix B 11 Sample Structured Interview Questions Based upon CSSS competency areas. Instructions: This document contains example structured interview questions for agencies supporting persons with disabilities. The questions are based on the Community Support Skills Standards (available from HSRI http://www. hsri. org/cgi/hsri. cgi). We recommend that you choose questions that suit the needs of your agency and the people to be interviewed. We suggest your agency ask the same set of questions of all applicants for a particular position. A. Competency area 1: PARTICIPANT EMPOWERMENT 1. Describe a situation when you assisted an individual recognize that he or she had several choices in how to handle a difficult problem. What was the situation, what did you do, and what was the final outcome? 2. A participant at the group home in which you work has recently told you she thinks she might be a lesbian, and would like to meet other women in the gay community. What steps would you take to empower her? 3. Describe a situation where youve encouraged someone to advocate for themselves? 4. You and a person with disabilities you support are at a local restaurant. When the waitress comes to take your order, she looks and speaks only to you. The person you are with can give his/her own order. What would you do? B. Competency area 2: COMMUNICATION 1. Describe ways in which you have communicated with a person who does not communicate verbally? 2. Your new coworker Mohamed, is Muslim. During the month of Ramadan he is fasting during the day, and has asked you to change duties with him so he will not have to cook for the people who live in the group home. You cook a great deal already, and dont want to take on the extra duties for him. How do you respond to him? 3. Your coworker has a habit of interrupting you at staff meetings. In the past youve waited for her to finish and bring up your point again, only to have her interrupt once more. As a result, you often leave staff meetings feeling frustrated because your issues were not addressed. How do you address this issue? 4. Describe a situation in which your attempts to communicate with someone were ineffective. What was the situation, what did you do and what happened as a result? 5. Describe the worst misunderstanding you were involved in at your last job. What was the situation, what did you do and what happened as a result? C. Competency area 3: ASSESSMENT 1. Sallys mother expresses concern to you that Sally may be hard of hearing, and tends to ignore her when she is talking. You have noticed this, but have also found that when Sally is around friends or watching television her hearing appears to be fine. You suspect Sally is choosing to not listen to her mother. Sallys mother recently told you she wants her daughters hearing tested and asks you your thoughts. How might you share your assessment of the situation with her mother? 2. Tell us about a time when someone was injured and you had to make an immediate judgment on what needed to be done to help the person. Describe the injury and your steps in making the assessment. 3. Describe a situation in the past where youve participated in a team assessment process. What was your role? 4. Tell me about the last time you solved a problem where you had to do a lot of hard thinking and analysis; what difficulties did you encounter, how did you overcome them, what was the result? 1 D. Competency area 4: COMMUNITY SERVICE NETWORKING 1. A person you support tells you when he was a child his family went regularly to a Catholic church and he would like to become active in the faith again. How do you support him in this goal? 2. Midori, a Japanese-American is quiet and doesn’t leave the house. She is not involved in any activities and has no personal relationships. Midori claims she has no areas of interest but seems unhappy with her life. How might you assist Midori in recognizing and developing areas of interest? 3. Please describe some community resources you have had contact with in your own neighborhood. How might those resources be used by a person with a disability? 4. Think about the last time you moved to a new community. What strategies did you use to find places to engage in your favorite leisure activities? How did you go about meeting people with interests similar to yours? John recently moved from a large institution to a supported living setting. How might you assist John to learn about and become part of his new community? 5. Describe the most embarrassing situation you have experienced when you were with a person with a disability. What was the situation, what did you do, what happened as a result? What, if anything, would you do anything differently if you experienced a similar circumstance in the future? E. Competency area 5: FACILITATION OF SERVICES 1. Tell me about a time when you had to practice professional confidentiality. What was the situation? What did you do? What was the outcome? . When working with persons with developmental disabilities, what do you think is key in establishing a solid working relationship? 3. A few weeks after developing her support plan, Rachel changes her mind about wanting to get a job. How might you respond? 4. Describe a situation in which you helped a person set a goal and then supported the person to achieve th at goal. What was the goal and how did you help? 5. Describe a situation in which you or someone you know needed a medical, psychological or other support service but was having trouble getting it. What was the situation, what did you do, what was the result? F. Competency area 6: COMMUNITY LIVING SKILLS SUPPORTS 1. Describe the best meal you have ever prepared for a group of people. 2. Describe the household chore or duty you like least. What strategies do you use to ensure that the chore or duty is completed? 3. Describe the household chore or duty you like most. What strategies do you use to ensure that the chore or duty is completed? 4. What actions would you take if you recognized a person showing signs of having an allergic reaction (e. g. , hives)? 5. Kamol, a resident in the group home were you work was raised in a Thai community. Lately, he has expressed how much he misses his mothers cooking and talks about Thai dishes he loved as a child. How might you respond to this situation? 6. Describe a time when you were required to provide medical assistance or treatment to another person. What was the situation, what did you do, what happened as a result? G. Competency Area 7: EDUCATION, TRAINING, SELF-DEVELOPMENT 1. How have you kept up on relevant resources and information about a topic of interest to you? 2. What else besides your education and job experience qualifies you for this job? 2 3. Describe the last thing you did for self-improvement? 4. Tell me about the best class you have ever taken. What was the class? Why was it good? 5. What is the next thing you want to learn how to do, or how to do better? What is your plan for accomplishing this? H. Competency Area 8: ADVOCACY 1. What advocacy organizations/services are available in this community that might assist persons with disabilities? 2. Tell me about a situation where you have advocated on behalf of another person or a time when someone else has advocated on your behalf. What made that advocacy successful or unsuccessful? . Describe a time when you witnessed a person with disabilities being teased by a coworker or other person. What did you do? What could you have done to assist that person? I. Competency Area 9: VOCATIONAL, EDUCATIONAL, AND CAREER SUPPORT 1. Mali would like to join a Hmong quilting group, but she has no method of transportation other than the bus, which is a long and confusing ride. What could you to do as her DSP to support her in gaining access to this program? 2. Describe a time when you have supported another person in a vocational or education program or with their career development? . Describe the things you have done in the last couple of years to advance your career. What supports did you use/receive? What was the most helpful assistance you got? 4. Describe the first job you ever had. What would you do to adapt that job so that it could be performed by someone who could not walk (talk, see, hear etc. )? J. Competency Area 10: CRISIS INTERVENTION 1. Betty a person in the home where you work is sensitive to loud noises. One afternoon, the maintenance crew comes to the house to do yard work and the sound of the riding mower sends her into a panic. She begins pacing rapidly while crying and covering her ears. She picks up a nearby object in attempt to throw through the window towards the maintenance worker. How would you handle this situation? 2. Describe the last time you became involved in a conflict or crisis situation. What was the situation? What did you do? How well did it work? What would you have done to prevent the situation from occurring? 3. Describe the most difficult person you remember ever dealing with at work or school. Describe the most difficult situation you remember encountering with that person. How did they react to you? How did you deal with the situation? What did you do about your own feelings? Did you ever discuss you differences with this person? If not, why not? If yes, what happened? K. Competency Area 11: ORGANIZATIONAL PARTICIPATION 1. Tell me about the mission of the last company you worked for. Did you agree or disagree with that mission, why? 2. Describe a situation where you played a role in making a change within your last place of employment (or church, community center or club). What was the situation, what did you do, what was the result? 3. Describe a situation in which you had a conflict with a co-worker. What was the issue, what did you do, what was the outcome of the conflict? 4. Describe a situation in which you had a conflict with your supervisor. What was the issue, what did you do, what was the outcome of the conflict? 3 5. What was the best experience you have ever had as a member of a team? What was your role on the team? What made it a good experience? 6. Describe the worst supervisor you have ever had. What made that person a poor supervisor? How did you work with that person to complete your job duties? 7. Tell me about the last time you found yourself trying to do too many different things at the same time. How did you handle the situation? 8. Describe the co-worker that you most appreciate? What characteristics or qualities of that person do you most appreciate? 9. What behaviors do you think are most important/most valued by team members or co-workers in the work place? Of the behavior you just listed, please do a self-evaluation and tell me which is your strongest most positive co-worker behavior? Which might be a possible improvement area for you? 10. What does team work mean to you? Give some examples of things you have done to be a good team member, or to improve teamwork. L. Competency Area 12: DOCUMENTATION 1. Tell me some of the reasons you feel documentation is important. 2. Describe a situation in which someone you know used words to describe a person or a group of people that showed disrespect. What if anything did you do in that situation? 3. Describe a situation in which you were asked to document an event. Describe what occurred, what information was documented, and the reasons behind your documentation. 4. What was the best thing you ever wrote? What was the topic; what made this the best thing you ever wrote? 5. Describe the most difficult writing assignment you have ever had. What was the assignment, how did you handle it? . Describe the last paper or writing assignment you completed in school or at work. What was the assignment, what did you do, what was the outcome of the assignment? Experience, Credentials and Self-Evaluation/Opinion Questions 1. Describe a typical day in your most recent job. 2. Describe any classes, experiences, or training you have received that prepare you for this job. 3. Most of us have more than one reason for leaving a job. What are some of yours, from past or present experience? 4. What one or two words would most of all of your previous supervisors use to describe you? 5. What part(s) of you last/present position did you like least? What did you do to try to overcome the situation? What would you think if you know in advance that this situation would be present in your new job? 6. Under what circumstances might you seek out a co-worker or peer for advice or suggestions? Provide examples of time you did that in the past. 7. Describe your ideal job. Discuss the amount and type of supervision you prefer, contact and kinds of relationships with co-workers, job tasks, and freedom to work or to make decisions. 8. Under what circumstances might you seek out a co-worker or peer for advice or suggestions? Provide examples of time you did that in the past. 9. If you had the authority or power, what one thing would you change about your current/last position? 10. Other than money, what rewards, benefits, or work situations are most important for you? 11. How much time did you miss from work last year? The year before? 12. What suggestions has your supervisor given you for performance improvement or development? 13. We have all made mistakes in our job, some bigger than others. Tell me about the biggest work place mistake you ever made. What were the circumstances, and how did you deal with it? What did you lean from the experience? 4. Tell me about your schedule flexibility, and your work schedule preferences.

Free Essays on Paul

Paul was one of Jesus’ most important apostles. He preached about Christ in some of the toughest most diverse ancient cities in the world. One of these cities was Rome. â€Å"The task of preaching Christ in cities of the ancient world was as great as any that has ever faced Christians† (Perkins, 133). People had different beliefs, most people believed in what they could see and what was proven to them. Paul thinks that people have their own ability to think and the ability to know right from wrong. Paul proclaims that God is right, and any other worship is wrong. Rome was a large mixture of all types of religious beliefs from the Greek Gods to the Jewish community which seemed to be growing larger and larger everyday. Paul wrote a passage in the bible about Rome, called â€Å"The Letter of Paul to the Romans†. This passage was written in Corinth about 55-58 A.D. Paul’s reasoning for this was to point out to all the Romans what it is, in his mind, that they were doing wrong with their worship. Paul is trying to prove that Christ is the only true faith. â€Å"For what can be known about God is plain to them, because God has shown it to them† (ROMANS 1:19). This is saying that people are being unfaithful not to believe that God is our creator. The fact that they all know in their hearts that God is our creator but that maybe they need some one like Paul to preach it to them. He was trying to point out that believing in these false Gods and Goddesses would at some point lead them to false behavior. â€Å"and they exchanged the glory of the immortal God for images resembling a mortal human being or birds or four-footed animals or reptiles† (ROMANS 1:23). This is what he explains as â€Å"The Guilt of Human Kind†. At this time Rome was growing as an empire and becoming the strongest economically and politically. There were also a lot of other things going on in Rome at this time, things like the Roman baths which later led to same sex relati... Free Essays on Paul Free Essays on Paul The 5 Minute Battle A sharp ringing resounds in my head As I realize I’m not lying in my bed At the best episode of a reverie. The teacher strides by striking me In the head with that wretched weapon She wields by her side to beckon All scholars who have fallen deep Without effort into an oppressive sleep. I leap to my feet and fly to the door Attempting to beat the crowd wondering evermore From class to class never halting to rest As Moses and his nation roaming to discover their nest. Eking along at a miserable eight feet per minute I panic in the realization of a lacking time limit. As I rush down the hall mimicking an untamed river An ignorant freshman stands frozen beginning to quiver. The masses consume him and I My heart longs to rise up and fly Up and over the mob. My first destination Comes into sight, to reach it requires fierce determination! As I warily whirl the wheel Seeking three consecutive numbers, I feel A sudden great waft to my extended wing Similar to that the giant felt coming from David’s sling. Breathlessly I scurry to recover from the clout. â€Å"One minute left!† A nearby straggler did shout. Teachers commence to hiss At the lovers yearning for one last kiss. I round the bend and break into a sprint! For my next over-zealous teacher will not show a hint Of grace towards those who lose the five minute battle Against those students lingering like cattle. The last few seconds flutter by Five minutes is all but over, I can’t afford to be shy. Pushing, pulling, jumping, scratching, lunging, I skate over the threshold into the classroom, gasping For air I plummet into my chair in time to hear The jingle of that tardy bell ringing in my ear.... Free Essays on Paul Paul was one of Jesus’ most important apostles. He preached about Christ in some of the toughest most diverse ancient cities in the world. One of these cities was Rome. â€Å"The task of preaching Christ in cities of the ancient world was as great as any that has ever faced Christians† (Perkins, 133). People had different beliefs, most people believed in what they could see and what was proven to them. Paul thinks that people have their own ability to think and the ability to know right from wrong. Paul proclaims that God is right, and any other worship is wrong. Rome was a large mixture of all types of religious beliefs from the Greek Gods to the Jewish community which seemed to be growing larger and larger everyday. Paul wrote a passage in the bible about Rome, called â€Å"The Letter of Paul to the Romans†. This passage was written in Corinth about 55-58 A.D. Paul’s reasoning for this was to point out to all the Romans what it is, in his mind, that they were doing wrong with their worship. Paul is trying to prove that Christ is the only true faith. â€Å"For what can be known about God is plain to them, because God has shown it to them† (ROMANS 1:19). This is saying that people are being unfaithful not to believe that God is our creator. The fact that they all know in their hearts that God is our creator but that maybe they need some one like Paul to preach it to them. He was trying to point out that believing in these false Gods and Goddesses would at some point lead them to false behavior. â€Å"and they exchanged the glory of the immortal God for images resembling a mortal human being or birds or four-footed animals or reptiles† (ROMANS 1:23). This is what he explains as â€Å"The Guilt of Human Kind†. At this time Rome was growing as an empire and becoming the strongest economically and politically. There were also a lot of other things going on in Rome at this time, things like the Roman baths which later led to same sex relati...

Financial Planning Case Study Example | Topics and Well Written Essays - 1000 words

Financial Planning - Case Study Example The ethical standards also require the financial planners to get acknowledgement from their clients for deploying funds in the high risk investment avenues. In cases of conflict of interest, the financial planners are required to regard their professional duty of giving priority to the interest of their client. Finally, the high standards of practice require the financial planners to provide unbiased financial advises to their clients for protecting their interests. The financial planning done by the planners of the Commonwealth Bank of Australia falls under the FPA code of professional and ethical practice. However, the issues that led to the inquiry by the Senate against the scandal in the Commonwealth Bank’s financial planning activities exposed the activities of the financial planners of CBA. ... ivities of CBA financial planners that came to light after the global financial crisis included misallocation of superannuation funds in the investment areas that is considered to be highly risky as a result of which the retired employees lost a major part of their superannuation fund. This is a specific example of CBA breaching the FPA code of conduct and ethics as the investments in high risks avenues was done by CBA without the consent of the retired employees and the clients. Apart from deploying funds into high risk management avenues without the prior permission of the holder, several associated issues related to forgery of signatures, and mysterious missing of documents came to light. Thus, the financial planners of CBA resorted to unethical practices which are against the professional norms. The Commonwealth Bank of Australia concealed that information from their clients who were not even informed of the activities of the financial planners. Question 1 b The financial plannin g scandal of the Commonwealth Bank of Australia demonstrated the conflict of interest between the clients of the bank and the activities of the financial planners of the Commonwealth Bank and the management. The financial planners under the management of the Bank were engaged into unethical professional practices of undertaking high risks on investments with the funds of the investors who were their clients. Although a logical reasoning by the financial planners would explain the investments were risky, they were engaged into unfair practices by taking a chance to increase the return of the bank with the help of public money (McKeown, 2012, p.39). The interest of CBA was to maximize the return on investment made by them with the use of public funds. The interest of the bank never