Battling over bottled water

Spring, which is on a private deer-hunting ranch, to the bottling plant. Locals are questioning whom the water Nestle is pumping belongs to. The argument is that although Nestle owns the land, the water is a public resource. Within the Utilitarian theory, in the eyes of the Nestle Company, their actions can be deemed ethical for the fact that the bottling plant has created a substantial amount of jobs for the locals. It was stated that the 262 million gallons of water being pumped are less than one percent of the annual charge rate of the local watershed.The sacrifice of a small percentage of the public body of water to create jobs and bottled water is ethical within the utilitarian theory. In Robert Nick's entitlement theory, you are entitled to as much property as you want, as long as it was acquired the right way. Sanctuary Springs is viewed as a public source of water. Which means Nestle is completely entitled to use the water, whether that means drinking it or pumping it to a bo ttling plant. Nestles actions are completely ethical within Nick's theory.Under John Rails theory of ethics, Nestles actions are ethical as well. Rails theory states that the action must benefit the weakest members of society. The company has built bottling plant that employs about a hundred people. Town ship supervisor Maxine McClellan is has stated â€Å"This is probably the best project we've ever brought into Mascots County†¦ A diversified economy where our kids don't have to move away to find jobs.

Compare and contrast Ralph and Jack as leaders Essay

Ralph and Jack signify different themes and ideas throughout ‘The Lord of the Flies’. They both have different personalities but in some aspects they are similar. For example, they both want to be leaders, but they want to lead in different ways. The two boys are from typical English public schools so their background is similar yet their personalities contrast. Ralph is calm and fair; he represents order, leadership and civilisation. On the other hand Jack is very authoritative and represents unbridled savagery and desire for power. As the book progresses we see these traits becoming even stronger in Jack, as if he were a dictator like Hitler from the Second World War, which was when the ‘Lord of the Flies’ was set. When Ralph first finds himself stranded on the island, it is as if he couldn’t care less as to how he got there. The fact that he has just survived a plane crash, in which many adults have died in, does not seem to bother him at all. The first thing he does is rip off all his clothes and swim in the lagoon. This is quite childish behaviour and the fact that he is ripping off all his clothes shows that he is already starting to stray away from civilisation. It is not until Piggy finds him and starts asking intellectual questions as to how they got there and whether there is anyone else on the island that he starts to vaguely consider the situation. As the book progresses Jack emerges with his choir. It is obvious that he is in control, ‘he shouted an order and they halted’. This shows he is an authoritative figure and the impression is given that he is controlling an army. Even though the two boys have not met, it is immediately clear that there are differences between them. Ralph is calmer and quite happy to take everything in his stride, whereas Jack remains in his choir uniform and still acts with a large sense of responsibility despite the fact he is hundreds of miles away from civilisation. Ralph is democratic and more thoughtful. For example, before anything happens about being rescued he says ‘we ought to have a chief to decide things.’ Jack shows his arrogance emerges when he replies, ‘I ought to be chief’, as if he was a dictator without any care for other people’s opinions. In reply Ralph uses his democratic approach and decides, ‘Let’s have a vote’. Ralph’s decision to have a vote shows how fair he is and his approach to become a leader is democratic. On the other hand, it is clear that Jack is very self-centred and is prepared to push for the position of leader even if it happens in a manner not popular with the other boys. The situation of the Second World War is being reflected in the two boys’ contrasting personalities. As the time that is spent on the island advances, Jack’s savage traits start to emerge. For example, when he goes hunting he lets the boys go off swimming whilst he continues. Unfortunately he catches nothing and goes back to camp. He describes the situation to Ralph, ‘I went on. I thought, by myself’ †¦ ‘the madness came into his eyes again’ †¦ ‘I thought I might kill’. Jack’s true traits are starting to emerge. His savage instinct is starting to become apparent; he is described as having madness in his eyes. He is starting to have a ‘compulsion’ to hunt and kill that was not apparent before because society and civilisation keeps people in control but when they are set free from this their natural or basic instincts start to emerge. However this is not true of everyone, Ralph has continued to remain calm and civilised;, building huts on the beach with Piggy, his advisor. His natural instincts are not savage but to try to find a means of remaining safe and being rescued. Throughout the book Ralph relies on Piggy to help him with many decisions. The idea to blow the conch so that other boys would emerge from the island was Piggy’s idea as well as the idea to use his glasses to start the fire on the mountain. Piggy’s pragmatic and intellectual approach to the situation they are in helps Ralph yet sometimes the boys do not listen to him, especially Jack. Jack has a very autocratic approach and feels he can make the correct decisions himself. His decline into savagery becomes apparent due to this and results in him punching Piggy and eventually killing him. For example after Piggy notices there is no smoke he tells Ralph but there is not much they can do, as the boys who were supposed to be watching the fire had gone hunting. Soon enough they notice a large group of figures coming down the beach chanting, ‘Kill the pig, Cut her throat. Spill her blood’. Jack is part of this group and it is apparent that the other boys have also acquired a lust for killing and hunting. However, Piggy drives Jack to violence by saying, ‘You didn’t ought to have let that fire out, you said you’d keep the smoke going’. After this Jack hits Piggy; Jack has lost the self control that was in place before he was held back from violence due to the moral trappings of society. Later on in the book, Jack’s leadership starts to become more appealing to the boys. The lifestyle he is offering them with meat and protection from the beast is compelling for them in some aspects, ‘To-night we’re having a feast. We’ve killed a pig and we’ve got meat. You can come and eat with us if you like’. Eventually all the boys start to switch to Jack as their leader. The boys have lost sight of what being civilise means and just want to follow a leader who offers a simple way of life; hunting, food and safety in the tribe. Ralph starts to give up hope, ‘So we can’t have a signal fire †¦ We’re beaten’. The two boys’ contrasting opinions and aims are in competition and at the beginning of the book when society and civilisation was still in the minds of many of the boys they were prepared to have Ralph as their leader. However, as time has passed and their sense of civilisation has gradually disappeared the longer they are away from it, they have resorted to Jack for fun and a preferred lifestyle. In some aspects Ralph and Jack are alike as leaders because they both want to get their own way. However their aims are different, Jack wants to hunt and Ralph wants to be rescued. Jack is the autocratic, less caring leader whereas Ralph is democratic and tries to do what is best for all the boys. In the end it turns out that the boys would prefer to be led by Jack. Golding is suggesting that it doesn’t matter who you are, even if you are from a privileged public school background, without the influences of society we will decline into savagery and our true natural instincts will emerge.

SERVICE CHARTERS Essay Example | Topics and Well Written Essays - 2000 words

SERVICE CHARTERS - Essay Example In this regard, a service charter is an undertaking that is being made to the stakeholders regarding the services they should expect form to be accorded within the authority in its mandate discharge. The principal aim of a service charter is bring out awareness to the public on the roles of the authority, core activities, and values of the authority, provision of the necessary information on the services range that they offer and the standards that have been set. The service charter also informs on what the stake holders should expect for the authority, remedy avenues should the services fall short of the expected standards, and building confidence onto the public that they are striving to excellence about their provision of the services. With the listed information that is provided within the service charter, it is construable that it is a working tool that is designed to facilitate better understanding regarding the kind of services offered by an authority and put the interests of the stakeholders and the authority at the forefront. For better consideration of the service charter, it should work in tandem with other legal requirements that are enacted time to time to facilitate achievement of expectations. Several countries have come up with different service charters in the various sectors that link them to the stakeholders for the services the public should expect from them. In this essay, I have chosen to consider the service charter in Australia with reference to the Australian Federal police as an authority. This paper considers the Australian Federal police charter, the resolution to this authority is informed by the fact that is has faced several challenges in its implementation of the services to the public. The Australian Federal Police have been faced with ever changing tact if crimes including terrorism, cyber-crime, and sexual servitude among other kinds of crimes that they endeavour to fight. In response to this, they developed a service charter that informs the public of their services and how they can cooperate with the public in the fight about crimes. Development of the Charter The motivating factor for the country and specifically the authority to come up with the Australian Federal Police (AFP) service charter is because of the changing environment of the crimes. Crimes have mutated into some more dormant aspect that without a keen interest on their mitigation, it is impossible to realize their occurrence. In this reference, AFP has responded swiftly in putting structures that will keep such crimes a t a bay and to ensure that there is the much-needed cooperation from the public (Ellison, 2000). The authority has made it possible to develop a service charter that clearly stipulates their responsibilities and how they intend to fight the crimes that in the last decades have changed tact. The charter is developed due to the challenges that the AFP has been facing in containing such crimes as counter terrorism, sexual se rvitude, and human trafficking. The authority has also put a spirited fight against cyber-crime, protection, as well as peace operations. The fight against crime for this matter has reached transnational level and the authority is keen in ensuring that it triumphs in mitigating the consequences of crime across their boarders (Ellison, 2000). In pursuit of the implementation of the challenges, AFP in addition to the service charter has also implemented a new organizational structure that is to facilitate a high coordination internally and

Readings are from Robert Nozick's The Examined Life Essay

Readings are from Robert Nozick's The Examined Life - Essay Example The philosopher offers to two of lives with the same amount of happiness. The first (A) slopes upwards with an increasingly amount of happiness as the individual ages while the second (B) slopes downwards with a decreasingly amount of happiness as the individual ages. In this case, Nozick is of the opinion that most people would prefer (A) over (B) despite the fact that all have an equal amount of happiness. Nozick asserts that (A) lives with the expectation of better things and more happiness in the future while (B) lives with the memories of the past happiness though his happiness continues to decline with age. Nozick concludes that human beings want happiness to have direction and contours as they age this is because people expect good things in the future (Nozick 86). In the second thought experiment of the experiment machine, Nozick demonstrates that pleasure does not lead to happiness. Nozick questions whether human beings would be willing to be hooked up in technology advances whereby virtual reality machines would allow them feel any experience they wish. According to his experiment, people would not be willing to remain in the machine since it is not real and lacks connection with reality matters such as growing. These feelings of experiment machine would only be false evaluations. According to Nozick, people can be happy for seeing numerous things realized such as World Peace thus feelings are directed connected to individual values that are realized such as academic success (Nozick 99). Happiness is a state of consciousness rather than illusions. Nozick focuses on the reality principle by asserting that happiness is seeing that something has been accomplished. Happiness is focusing at one moment in life that your life is better like what people feel when taking a walk. The third form is focusing on the whole life through reflection on the standard of life that an individual hoped to live. Happiness will entail emotions on events such as friendâ€℠¢s promotion in the workplace. Happiness is based on individual evaluations and beliefs concerning the future, the world, and prospects of success based on standards of expectations. Happiness is more than an emotional response (Nozick 102). Nozick demonstrates this using direction of happiness and experience machine. People would start their life unhappy but end it happy. People desire to live a meaningful life and undergo real experiences in their lives. For a person still hooked up to the experiment machine, being happy would not be the same as having a meaningful life. Living a meaningful life will entail having a positive effect on the surrounding people like family members and society. For one to have a meaningful life, repeated good experiences must be balanced with negative experiences. If people lived in the experiment machine, they would never have any opportunity to grow or establish any meaningful relationships with others. According to Nozick, experiment machine would e nable the individual to have the life desires and pleasures they wish but they would incur some costs since they would need to sacrifice their physical bodies in order to enter in the imaginative world that is reality. Nozick states that human beings should not use such machines since they are capable of living a meaningful life, but the machines destroy the idea of self as well as the ability to establish relationships with others (Nozick 101). Nozick advocates assert that human beings are

Decision of Uncertainty Paper Essay Example | Topics and Well Written Essays - 750 words

Decision of Uncertainty Paper - Essay Example In case of any manufacturing defects or the product failing within the period, the company will replace them with fresh ones. Meanwhile the customer service team has recently been receiving complaints from customers that some of the weights are not able to take the load and are developing cracks. This has caused more concern to the marketing department. The marketing team wants to ensure that the campaign will be profitable to the company. As a response to this concern, the quality department has proposed that the testing methodologies have to be made more advanced and the current practices are inadequate. The quality team has proposed a laser testing machine which can replace the current destructive testing. The laser machine can scan all the weights manufactured by the company and can notify defects in an effective manner. The laser testing method involves higher costs in terms of machinery, installation, maintenance and training. The quality has estimated a total investment of about $ 100,000 towards these expenses. The management however feels that the current testing methods are sufficient and the campaign will be profitable. However the decision is still uncertain. In order to reduce the uncertainties in making the decision, a research is designed and carried out. The last 200 batches that were sold by the company were chosen as the sample. Each batch contains 50 weights and hence a total of 1000 products are considered for this research. After collecting data from the customer service department, it has been found that 40 instances were reported where weights have developed cracks, i.e., a total of 40 weights out of 1,000 were reported broken. Hence the probability of a defective weight (impact testing) is 0.04. The quality team has informed that the laser machine will be very accurate and help identify the defective weights and will bring down

Globalization and its Discontents paper Essay Example | Topics and Well Written Essays - 750 words

Globalization and its Discontents paper - Essay Example The policies devised by them are a result of prolonged discussions between the economists. The policies that have been devised by the International Monetary Fund have helped many countries to overcome the problem of financial crisis. In order to avoid a financial drought the country has to avoid all sorts of financial problems that may come up. The country has to control the flow of money internally otherwise the financial crisis cannot be avoided (IMF). If the international capital flow is not maintained properly, economic stability in a country cannot be achieved. The price in the country cannot be stabilized and hence the financial policies designed to overcome the crisis cannot be implemented properly. This shows that if a country has to prosper in terms of finance and economics it has to improve its structure internally and then ask for help from the outside sources. Hence if a country is in the developing stage and is not practicing its economic policies properly, the Internati onal Monetary Fund also cannot be of much help. One example of such a country is Botswana which improved itself internally and prospered than any other country in Africa. When Botswana got independence it was suffering from a severe financial crisis. And it was of utmost importance to address the issue properly. Botswana was rich of agriculture and diamonds but lacked the resources to make use of both these assets. The assets in the country did not prove to be lethal for them as they were used in the right way. This was quite beneficial for the country to achieve stable economy. The political leaders of Botswana believed in national integrity and worked towards the betterment of the state. And thus Botswana did not approach the International Monetary Funds for any kind of aid. But they received advices and suggestions from the outsiders who belonged to public or private institutions. These advisories helped in devising a future plan for the country. They laid out plans which involved the whole structure of the country and not only one department. The advisors selected by the state were properly interviewed and then hired. This showed that the state w as being controlled properly and each and every individual in the state had the spirit to move the country towards prosperity. For e.g. the deputy governor who was referred to by the IMF was only hired by the state when he was interviewed. This clearly illustrated that the state was internally stable and was working towards the betterment of the state. The state of Botswana maintained a good relationship with the International Monetary Funds through out its history. The advisories of International Monetary Funds helped the state of Botswana in tackling the problems of economics in the state. And these advisories were highly honored by the state of Botswana. Botswana was not helped properly by the IMF when it faced the problem of liquidity. But this was because of the requirements of the IMF. An economic policy should be devised before asking for any financial help from the IMF. This generally is a correct way of handling the situation as the IMF provides support so that the state ca n prosper further. However even then the state of Botswana was strong enough to pass through these problems. The reserves which the state of Botswana had from the income generated from its natural assets

Judaism Essay Example | Topics and Well Written Essays - 1000 words

Judaism - Essay Example Their story has played out over time until now when more and more people believe. Anyone born of a Jewish mother is considered a Jew. Jews believe that God appointed them to be his chosen people in order to be an example of holiness and ethical behavior to the whole world. They still hold this view up to date and it is not easy to convince them that all human beings stand an equal chance before God. Different religions have different views regarding different subjects such as marriage, children rights, and individual’s role in the society and at home. It is important to understand how a specific religion such as Judaism views and evaluates each of the roles and if there are special considerations. The central idea of Judaism is a commitment by the Jewish people to one (single) incorporeal God who is also omnipotent and is the creator and ruler of the universe as well as the source of moral law for humanity. The Jewish people believe in the Torah, which was the law given to the Israelites at Sinai. They believe they must follow Gods law which governs their daily life. Legal books were later written by Rabbis; determining the law as it applies to life in each new place and time (Tenakh).  They have several rituals such as the mitzvoth (observance of Torah), the observance of the 613 commandments, rabbinic law, keeping kosher, going to the synagogue where they hear the readings and their worship and prayer. It is like rituals define their religion give the importance they attach to different kind of rituals. Rituals define every aspect of Judaism and this approach is totally different from other religions which do not rely on any kind of ritual to establish an achievement, mos t religions rely on their teachings and the set doctrines that guide their followers. Judaism has applications and requirements of the believer that they are simply unable to meet in fullness. Their requirements limit many people around the globe from joining their faith

Illegal immigrant Essay Example | Topics and Well Written Essays - 1000 words

Illegal immigrant - Essay Example This can be accomplished by granting amnesty, making legalization easier and quicker, deporting the illegal citizens who are in America without being of value to the workforce, and by fixing it so that businesses cannot take advantage of these hardworking people. There are millions of undocumented immigrants currently in the United States (Welch 1), many of which are here to work. It has been determined that it would be expensive and impossible to deport them all back to their home countries. Therefore, a smart solution would be to grant amnesty to the illegal immigrants already here. Amnesty would allow them to be pardoned for their criminal offense of being illegal in this country. Since they have already spent time working in the country, doing what they would be doing if they have legal residence in America, amnesty would make it so that they would not be in trouble for being illegally in the United States. The reason that these illegal immigrants are here is to take on the jobs and lifestyles of legal immigrants and native citizens (Welch 1). It would only make sense to allow amnesty for those that are already here, as long as they have proven to be hard workers that are serious about their citizenship. This can be proven based on how they have worked while living here and by obtaining testimony from their employers. Unfortunately, not all illegal immigrants are here for a better life, and so this process of amnesty must be done carefully to avoid granting pardon to someone who has caused trouble for this country. Amnesty should only be given to those that have proven to be hard workers and have not gotten into criminal trouble while in America. Some illegal immigrants are only in America to take advantage of rights and privileges that are only granted to citizens, and these are the people that should not be granted amnesty. The illegal immigrants that have shown that they can work and act like Americans should not be punished for their attempts. Similar t o granting amnesty to the illegal immigrants who are working hard, illegal immigrants that are not working in this country or have gotten in trouble with the law should be deported. This will drastically decrease the amount of illegal immigrants that do need to be deported, making it easier and cheaper on American citizens, while presenting more opportunities to the undocumented citizens that truly want to be a part of this country. Deportation should be used for illegal immigrants who want the benefits of being in America without wanting to be American or without following the rules. However, this should not get in the way of illegal immigrants who really want to belong to this country. Also, after the eligible illegal immigrants have been granted amnesty, they need to be provided with ways to make it easier to obtain their American citizenship since that is why they are in the country to begin with - to belong. Many immigrants become discouraged at the thought of how long the lega lization process can take, which can take anywhere from five years to ten years, and possibly longer (Anderson 18). This discouragement is often what causes immigrants to enter the United States illegally. They want the benefits of being a citizen and they want to show that they can work even harder than American citizen

Customs & Traditions in the Mexican Culture Essay - 1

Customs & Traditions in the Mexican Culture - Essay Example These include green tomatoes (known as to tomatillos), papaya, mango, avocado, and pear cactus otherwise known as napoles in Mexico (Long &Vargas, 2005). Mexicans include meat in their diet as much as possible. Unlike in other cultures, pork and chicken surpass beef consumption. Mexican foods do not avoid the spicy element. In fact, most people associate Mexican food with spices. It is common to find chilies of various types such as chipotle, Serrano, poblano and the jalapeno in Mexican dishes. They add a characteristic flavor (Hankin, 2014). There is also use of herbs to enhance flavors such as cumin, cinnamon, cloves, thyme and cilantro. Mexican coastal dishes include seafood prepared using spices and herbs. Lately, Mexican foods portray Spanish and Indian influence, but not enough to limit the consumption of indigenous foods such as beans, corn and peppers (Noble, 2012). Flour and corn tortillas are popular and are sold on the streets. Mexican desserts incorporate sweet and hot compounds for good and smooth flavor that have unique impressions in the mouth. Mexicans also prepare fresh juices from fruits besides consuming imported drinks. However, tequila is a popular Mexican native that is popular in the alcoholic drinks category all over the

How does historial perspective enhance our understanding of childhood Essay

How does historial perspective enhance our understanding of childhood in the present - Essay Example Regardless of the definitions, both from past and present, children must be under care of an adult with the law giving them minimal rights as well as restrictions. The legal aspect of childhood has extended the range of childhood as viewed in the society. That is if today’s childhood is defined as the young age that is managed by a responsible adult, the age might spill over to early twenties given that majority of the youth are still in college at this age. Childhood has been marked as completely different from adulthood, both in character, decision making and activity. This recognition first appeared in literature in 16th century and has since then been adopted and improved. The argument formulated then, that still holds today is that childhood is an immature stage of life, characterized by underdevelopment t both mentally and physically. And it’s on this basis that every action undertaken by a child should be manned closely by not only and adult but a responsible adu lt. The modern child has really changed as adults are taking childhood in a different perspective. Whilst in the early stages a normal child enjoys living with her parents, school has been made another home for a child, where many children are let to grow together, under the guidance of an instructor. Requirements are that unlike in the past where a child was to be transformed to a cultural adult, learning to do exactly what her parents have doing, the modern child is given the opportunity to develop his or her own skills based on talent and preference and capability. As evident in today’s generation, a doctor’s child can join a completely different profession such as engineering this being just an example. As noted earlier, childhood marks the development stages of a person and thus needs be handled intelligently to ensure success of that child in future. The modern setting of child completely differs from the past. The responsibility of rearing a child mentally has b een laid to a tutor who handles children of different personalities, unlike in the past where the parent dealt with almost homogeneous sons and daughters, living close to their relatives. This calls for the tutor to understand the present setting. Historical perspective is of great help but it requires the tutor, who is responsible for the child’s action, be able to analyze the importance historical lineage to present situation. A basic historical concept that deems necessary to the modern situation is the stage theory. Stage theory is based on the arguments of Jean Piaget that each child portrays some un9iversal characteristics in development regardless of the social backup. In generalizing the minds capability and intentions of all children, the tutor can easily administer general guidelines to the children. Jean formulated three basic ideas in t in the theory of cognitive development. To jean, childhood is made up of two stages; preoperational and concrete operational, wit h the former laying foundation to the latter and the latter forming the basis of adulthood. In the concrete stage, Jean portrayed the child as an active learner trying to experiment everything they think or hear of. The stages being interrelated shows a rigid nature of a child that could be characterized by resistance to change. However the modern child is very reactive to environment and gets easily influenced making him very flexible. Thus whereas

Individual Project Budget Essay Example for Free

Individual Project Budget Essay This week we are looking forward to successful two day training with your staff. The objective is to successfully convert the United States Army Medical Department from EMR to AHLTA. There are trainers that are set in place to ensure that the staff receives their full attention and that they also feel comfortable with the software. The outcome of this would be to have the ability to easily communicate electronically regarding patients and is up to date with today’s advanced technology which will allow the compliance with government standards as well as high reimbursement for every office. While being trained the staff should feel very comfortable when working with the software and to ensure that this happens a questionnaire is given for feedback. In order to get prepared for the training class, there is an updated list of things that are on the schedule that are to be reviewed with the staff. I there are any changes that come about they should be made as soon as possible. In order to make sure that the meeting will offer a successful transition, communication is very important for all offices so stakeholders are alert and ready for the upcoming dealings. In order to get everything settled their will be daily meeting that will be set up via the web and at a landline location for those that are able to attend. Schedules for each provider and their staff should eventually be shortened to accommodate training and mandatory attendance should be enforced. A checklist will be provided for each office with the necessary materials needed for the conversion and information regarding government policies. Tentative Schedule * Employees will arrive in Atlanta (Hartsfield Inter. Airport) @ approximately 8:00am * Shuttle will bring all employees to Hyatt (we have a contract with this hotel) * Employees will be served continental breakfast before the training @ 9:00am on both days * Translators are available for those that request it * Conference rooms are on the first floor Training on both days will end at approximately 4:30pm * Lunch will be serviced, Dinner is not in the budget room service and taxi service are available @ employees expense * Trainers will watch every user to make sure that they fill comfortable and a short quiz will be given on the second day to ensure this course is understood and if not then further training can be offered * Shuttle buses will be available the morning after the last training class to transport employees to Atlanta (Hartsfield Inter.  Airport). There are different times being offered, please make sure that each employee is aware of the departure times so they arrive one or two hours before their plane is set to leave The company’s plans are that each employee has a successful training class as well as a comfortable and relaxing environment. Once the two day training ends a questionnaire/survey will be mailed out for feedback. These forms are completely anonyms if you chose to take it. Thank you in advance for your corporation in this matter. For your review a preliminary budget for the 2 day training classes is provided. The budget and the schedule are subject to change. They are in the excel format using the Grantt chart.

Sudan Education Essay Example for Free

Sudan Education Essay Acknowledgments This report was written with Kevin Watkins of the Centre for Universal Education at the Brookings Institution. Our research was greatly assisted by many individuals and organisations. Several ministers from the Government of the Republic of South Sudan were extremely generous with their time, providing advice and comments on early drafts. Special thanks are due to Joseph Ukel Abongo (Minister for General Education and Instruction), Peter Adwok Nywabi (Minister for Higher Education) and Kosti Manibe Ngai (Minister for Finance and Economic Planning). Senior officials and consultants from a number of ministries provided comments and insights including Esther Akumu (Director for Development Partner Coordination, Ministry of General Education and Instruction), Stephanie Allan (Donor Coordinator, Ministry of Finance and Economic Planning), Deng Deng Yai (Undersecretary for General Education and Instruction), Catherine Dom (Technical Adviser, Ministry of Finance and Economic Planning), and Moses Mabior, (Director for Aid Coordination, Ministry of Finance and Economic Planning). Education in South Sudan: investing in a better future  David Masua (Education Programme Manager, Windle Trust), Sue Nicholson (Education Technical Adviser, Save the Children in South Sudan), and Habibur Rahman (Education Programme Manager, BRAC South Sudan). We also benefited from discussions with Jubabased staff from a number of donor agencies, including Hilde Johnson (Special Representative to the Secretary General on South Sudan), Yasmin Haque (South Sudan Country Representative, UNICEF), William Osafo (Education Team Leader, USAID South Sudan Mission), and Fazle Rabbani (Education Adviser), DFID. Initial findings from the report were presented to a group of non-governmental organisations at a meeting held in London, on 20 March 2012. The subsequent discussions and comments informed the redrafting process. We wish to thank the following organisations for their participation: Action Aid, the Anglican Church, BRAC, the British Council, Camfed, Care International, The Children’s Investment Fund Foundation, Christian Aid, Comic Relief, the Global Campaign for Education, the Open University, Oxfam, Save the Children and VSO. Michael Holman, author and former Africa Editor of the Financial Times, kindly commented on an early draft. While all of the individuals and organisations mentioned above have informed this report, the views expressed are those of the authors alone. Staff working with non-governmental organisations in South Sudan provided invaluable advice based on their programme experience. We are indebted to Caroline De Anna (Education Programme Coordinator, Episcopal Church of Sudan), Reverend Emmanuel (Education Manager, Episcopal Church of Sudan), Emily Lugano (Education Adviser, Save the Children in South Sudan),  6 Foreword: South Sudan – time to act parents everywhere around the world, I know that it is through education that children broaden their horizons and develop the skills they need to realise their potential. Education and learning are the real foundations for opportunity. Today, millions of children around the world are denied a chance to put those foundations in place. Progress towards the 2015 goal of universal primary education is slowing, leaving 67 million primary school age children locked out of classrooms – and many more receiving a sub-standard education. Poverty, child labour, early marriage, and armed conflict are among the scourges holding back progress in education, along with failures of political leadership. The High Level Panel on global education was created to address what I see as a global crisis in education. As co-chair, along with Graca Machel – Madiba’s wife – I have spent time researching that crisis. I have spoken to political leaders, the heads of international agencies, and non-governmental organisations. And I have spent time talking to people at the sharp end of the crisis in education. I have heard agonised stories from parents who want their children to be able to live the life they are capable of living, but are forced by circumstances to settle for something less; and I have spoken to children who are desperate for the education that they know could transform their lives. Africa’s newest nation My work as Co-Chair of the High Level Panel on global education has involved visits to many countries. But there is one country that illustrates more than any other what is not working in the current international aid 7. The Right Honourable Gordon Brown MP, former Prime Minister of the United Kingdom, Co-Chair of the High Level Panel on global education One of the great privileges that I have enjoyed in my political life is the opportunity to meet Nelson Mandela. Like many people around the world, I have been inspired by his life, his courage, and his wisdom. Through his personal example, he has demonstrated that iron resolve backed by practical endeavour and clear strategies can move mountains. Of the many words that I have read by Madiba, there is one sentence that I am always drawn to. It is this: â€Å"There is no passion to be found playing small in settling for a life that is less than the one you are capable of living. † Since becoming a parent I have often thought about these words. Like parents everywhere across the world, I want my children to have the lives they are capable of living. And like architecture on education. That country is South Sudan, Africa’s newest nation. Much has been achieved over the six years that have passed since South Sudan emerged from a brutal and protracted conflict. Yet parents and children are still waiting for an education peace premium – and South Sudan is embarking on independence anchored to the bottom of the world league table on education. Over one million children of primary school age are out of school. Enrolment rates in secondary education are below 10 per cent. In what is a desperate situation for all children, South Sudan’s girls face additional disadvantages. Just 6 per cent of 13 year old girls have completed primary school. So extreme are the gender inequalities that young girls in South Sudan are more than twice as likely to die in pregnancy or childbirth as they are to make it through primary school and into secondary education. Behind these numbers is a vast waste of potential. Getting children into school and providing them with decent quality opportunities for education would help them to build a better future, for themselves and their country. In an increasingly knowledgebased and interconnected world, sustained and shared prosperity depends not on what countries have in terms of natural resources, but on what their citizens are able to learn. For South Sudan’s young people, education is a passport to employment. Education also has a wider role to play. Armed conflict and the threat of violence remains a source of insecurity for many of South Sudan’s people. Many factors are involved, including prejudice, long-standing hostilities, and attitudes that see recourse to violence as legitimate. With the right curriculum in place, the education system could act as a powerful force for peace8 building, the development of shared identity, and the creation of a society that is more resilient and less vulnerable to violence. To its credit, the Government of the Republic of South Sudan (GRSS) is putting in place an education strategy that holds out the promise of a better future. However, it lacks the financial resources, technical capacity and institutional systems to overcome the vast backlog in education provision. That is why the international community has such an important role to play. Several donors, UN agencies and non-governmental organisations have put in place education programmes that are making a difference – but not on the required scale. This paper sets out an agenda for change. It identifies a framework for policies that would: †¢ Bring opportunities for improved education to 2. 5 million children, half of them currently out of school Provide financial support for the education of half-a-million girls Make provision for the education of 300,000 children displaced as a result of armed violence, or living in conflict zones Train 30,000 teachers and build 3,000 schools †¢ †¢ †¢ Education in South Sudan: investing in a better future. Achieving these goals will require additional resources. We set out a financing strategy that includes an increased resource mobilisation effort on the part of the GRSS. Development assistance will have to cover a financing gap of US$1. 6bn over the next four years, or US$400m annually. Our proposals include recommendations for individual donors. The Global Partnership for Education (GPE), the major multilateral mechanism charged with financing efforts to achieve the international development goals, has yet to establish a programme in South Sudan. This is a wasted opportunity – and not just for South Sudan. The GPE needs to establish its credentials as an innovative and dynamic force for change in countries affected by conflict. The World Bank’s International Development Association (IDA) could also play a vital role. We propose a GPE-IDA cofinancing arrangement to mobilise US$180m annually. Other actors also have to step up to the plate. Bilateral donors and the European Commission could mobilise an additional US$100m annually. Non-traditional donors – including China – could be approached. And the Africa Development Bank/Africa Development Fund has developed co-financing mechanisms that are well suited to support the development of education infrastructure. I am, of course, aware that some people will argue that the goals that have been set are too ambitious, that the costs are not affordable, and that South Sudan should concentrate on taking small steps in the right direction, rather than attempting a great leap forward. I do not accept these arguments. In the course of research for this paper I have looked at the programmes of several nongovernmental organisations doing extraordinary work in education. The Ecumenical Church of South Sudan runs the largest teacher-training programme in the country, whilst the Bangladesh Rural Advancement Committee (BRAC) operates over 500 schools in some of the most difficult parts of the country, providing thousands of children with the hope of a better future. And Save the Children is bringing health and education support to many communities. These and other non-governmental organisations have found ways of delivering results, working with and through government. They are clear that, with additional support, they could scale-up their programmes. The same is true of UN agencies and many bilateral donors. Expanded delivery is held back not by a lack of capacity, but by a lack of predictable finance on a scale commensurate with the problem. Having reviewed the situation in South Sudan I am struck by similarities with other conflictaffected countries. Children in these countries should have first call on international support. Instead, they are pushed to the back of the queue for development assistance. Education is not a priority in the humanitarian aid system – in fact, it accounts for less than 2 per cent of emergency aid. And because the governments of conflict-affected states are often unable – or unwilling – either to deliver services or to meet the reporting standards required by major donors, children and parents are left to fend for themselves. From Somalia and the refugee camps of northern Kenya, to the war zones of north-eastern. Democratic Republic of Congo, conflict is destroying opportunities for education on an epic scale, and the aid system is providing limited protection. As an international community motivated by shared values and a common commitment to education, we must acknowledge this gap in the aid architecture – and then we must fill it. That is why I believe we need a new type of organisation to deliver not just money, but also teachers, books, temporary classrooms, and counsellors trained in trauma management to conflict areas. It is against this background that we are planning to form a new type of organisation called Education without Borders. The aim: to provide a mechanism that galvanises support, coordinates action, and delivers aid and education services to those most in need. This is not an exercise in creating parallel structures. It is an attempt to create a mechanism through which a wide range of actors – the public, teachers and other education professionals, the business 9 community and others – can join a shared effort to keep the flame of education alive for children trapped in conflict. It can achieve for education in broken down areas a little of what Medecins Sans Frontieres and the Red Cross achieve for health. Let me conclude by returning to the country that is the focus for this report. When I think of South Sudan, I think of a people who have shown extraordinary courage in the face of unimaginable adversity. I think of parents who, like you and me, want the best for their children. And I think of children who are filled with talent, potential and hope. It is to the children of South Sudan that I dedicate this report. And it is on their behalf that I ask your support for the proposals it sets out. South Sudan’s children have waited long enough for the education peace premium. And they have a right to expect bold action and our best effort – not half-measures, hesitation and indifference. To paraphrase Madiba we are ‘playing small’ with education in South Sudan. And by playing small we are consigning a generation of children to lives that are immeasurably less than the lives they are capable of living. The children of South Sudan deserve better – and we must do better by them. The Right Honourable Gordon Brown MP, former Prime Minister of the United Kingdom, Co-Chair of the High Level Panel on global education Education in South Sudan: investing in a better future Children at the BRAC supported Hai Kugi School on the outskirts of Juba in South Sudan.  © UNESCO /M. Hofer (2011) 10 Executive Summary I never had the chance to finish school but all my children must have an education. Then they can have the chance of a better life. No one will get anywhere in this country without an education. Beida Ropani, aged 28, farmer, Lora village, Central Equatoria, South Sudan. Education in South Sudan – investing in a better future The newly-independent country of South Sudan is anchored to the bottom of the world league table for education. More than half of its primary school age children – over 1 million in total – are out of school. Young girls are more likely to die in pregnancy or childbirth than to graduate from primary school. South Sudan’s young people face restricted opportunities for the education they need to build a better future for themselves and their country. It is time for the world to come together and change this picture. The children of South Sudan have suffered enough. It is time to deliver the education peace premium that their parents hoped for – and that they deserve. The Government of the Republic of South Sudan (GRSS) has set ambitious goals in education but there are daunting obstacles to be overcome. The recent disruption of revenue from oil exports threatens to starve basic service budgets of the financing needed to build schools, health clinics, and vital social and economic infrastructure. Ongoing violence in parts of the country is causing large-scale displacement and dislocation of services. There are problems in governance and in government capacity. The education system is under-financed. Most of the country’s teachers are untrained. There are chronic shortages of classrooms and textbooks. Learning outcomes are abysmal. Set against these challenges there is a vast untapped potential for change. At the heart of that potential are the people of South Sudan. They have shown extraordinary courage, resilience and commitment to education. In the face of overwhelming odds, they have been trying to get their children the schooling they deserve. Enrolment numbers have more than doubled in the five years since the peace agreement. The GRSS has pledged to make education a priority – and that pledge is backed by a strategic plan for the construction of an education system. Donors have a more mixed record. Development assistance for education falls far below the level required to support a breakthrough. The education sector receives a low-level of support and aid efficiency has been hampered by weak coordination. Most bilateral donors are operating programmes on a modest scale. While UNICEF has played an important role in coordination and reconstruction for education, the wider multilateral aid effort has been limited. Other actors are conspicuous by their absence. The Global Partnership for Education (GPE), a multilateral partnership that operates under the financial auspices of the World Bank, rightly describes itself as â€Å"the only multilateral partnership devoted to getting all out-of-school children into school for a quality education. †i Promoting gender 11 equity is one of the GPE’s priorities. South Sudan has a larger proportion of its children out of school than almost any other country in the world, along with the deepest gender inequalities. Yet six years after the peace agreement, the GPE has not yet delivered a programme in South Sudan. Hopes that this would change in early 2012 have not yet been realised. Following a review of the Government of South Sudan draft education strategy, the GPE secretariat determined that full endorsement of the plan would require its further development over several years and recommended that the government re-submit a less ambitious ‘transitional plan’. An indicative allocation of just US$38 million over four years has been set aside – an amount that falls far short of what is needed. What should have been a test case for the GPE’s effectiveness has become a showcase for what is going wrong in an aid system that is too inflexible, slow-moving and unresponsive to the needs of conflict-affected countries. There is still time to change this picture. The Board of the GPE could demand an urgent review of the response to South Sudan’s education strategy. It is also important that the World Bank steps up to the plate by putting into place a financing programme to support early delivery of results and longterm capacity building. What is clear is that the children of South Sudan have a right to expect something more. In the absence of a strengthened aid effort, South Sudan will fail to achieve the ambitious goals set by its government and demanded by its people. This paper sets out the case for a South Sudan Education Peace Premium (EPP) backed by a US$1. 6 billion aid investment over the period 2012-2016 US$400 annually. The GRSS would need to supplement this aid effort by 12 mobilizing an additional US$100m annually for education spending. Supplemented by an increased resource mobilisation effort on the part of the GRSS, the education peace premium would extend opportunities for some 2. 5 million children and adolescents. Beyond the wider benefits for poverty reduction, peace-building and state-building, returns from the peace premium would include: †¢ †¢ another 1 million primary school age children in school wider benefits for an additional 1. 5 million learners by improving the quality of education emergency provision for 300,000 children displaced by on-going conflicts early childhood provision for 300,000 children under the age of 5 support for half-a-million girls extended opportunities for adolescents and young adults who missed out on opportunities for basic education training for 30,000 teachers another 3000 schools for current and future generations of learners †¢ †¢ †¢ †¢ †¢ †¢ Education in South Sudan: investing in a better future Financing for the proposed EPP would be drawn from a range of sources. Success will hinge on a compact between the GRSS and the international community, represented by a range of donors. Our proposal envisages a broader and deeper donor support base for education. We suggest that the GPE provide annual financing of US$90m, with the World Bank co-financing an equivalent amount through the International Development Association (IDA). Drawing on its extensive experience and project portfolio in post-conflict states, the African Development Bank/African Development Fund is well placed to support the development of school infrastructure and support. We propose a financing contribution of around US$40m annually. Less concessional elements in the financing could be secured against future oil revenues. Bilateral donors and the European Union would have to mobilise another US$100 million annually, with non-traditional donors – including China – providing US$30m annually. We also argue that private foundations and charities should play a greater role in supporting education in South Sudan. Delivering an early and substantial education peace premium in South Sudan will be difficult – but the degree of difficulty should not be exaggerated. Sustained progress will require the development of technical and administrative capacity, along with the development of more robust systems for transparency and accountability in public finance. Increased and more equitable public spending is critical. But governance constraints can be overcome by drawing on arrangements that have emerged since the comprehensive peace agreement, as well as the experiences of other countries. To that end, we propose the creation of a pooled fund for education. Jointly managed by donors and the GRSS, this would build on the practices established under the Basic Service Fund (BSF). This has been the most successful of the pooled funding mechanisms in South Sudan, with spending of US$65m to date on primary education, health, water and sanitation. The BSF has been a major source of financing for school construction and teacher training. The great advantage of the facility is that it enables donors to pool risk and resources behind the government’s strategy, working through non-government organisations with a proven track record on delivery. With current pooled funding arrangements in South Sudan about to expire, there is an opportunity to put in place a flexible new structure for education. Over time, the pooled funding mechanism could evolve into a sector-wide support programme. More immediately, it could mobilise support for non-governmental organisations working with government to build capacity and deliver results on the ground. The achievements of non-governmental organisations refute the claim that South Sudan lacks the conditions for an education take-off. Working with a broader alliance of churches, the Episcopal Church of South Sudan has developed the largest teacher inservice training programme in the country, meeting high standards of performance. One of the largest non-governmental organisations providing education is the Bangladesh Rural Advancement Committee in Education (BRAC) – an agency with a proven track record in reaching highly marginalised communities and training female teachers. Save the Children is leading the implementation of a major alternative education programme financed by the United Kingdom’s Department for International Development (DfID) and piloting innovative early childhood interventions. We have based our cost-estimates for the education peace premium on the programmes of these and other NGOs with a proven capacity for scaling-up, as well as UN agencies and bilateral donors. In drawing up the proposed plan of action we do not discount the very real difficulties that will have to be addressed. Outcomes will depend on the development of a partnership between the GRSS, donors and nongovernmental organisations, and on political leadership on all sides. Listing problems and enumerating the many technical reasons that can be found either for delaying action, or for testing the water with small-scale pilot programmes, is easy. But South Sudan’s children cannot afford delay and prevarication 13 – and the country cannot afford to waste the potential of a generation of youth. Our proposal combines the four critical requirements for delivering results: achievable targets, an efficient delivery mechanism, predictable aid, and a compact between the GRSS, donors and non-governmental organisations. Headline figures for the cost of the proposed programme have to be considered against the potential flow of benefits, as measured by the number of children in school, the expanded opportunities for learning, and the renewed hope that will come with progress in education. The US$400m a year for four years that is required may seem unaffordable. The question that has to be asked is whether the world is willing to stand-by while 2. 5 million children lose their chance for an education that could lift them out of poverty, create jobs, build a more peaceful and resilient society, and support economic growth. Failure to expand opportunities for education will increase the risk of more conflict, which will in turn leave donors facing the prospect of increased humanitarian aid costs. Viewed against this alternative, the cost of implementing the actions proposed in this report is a small price to pay for a very high return. ii Education in South Sudan: investing in a better future An agenda for action This report sets out an agenda for achieving an educational breakthrough in South Sudan. Proposals include: †¢ Additional aid of US$400m annually for four years, with domestic budget resources increased by US$100m annually. The GPE and IDA to mobilise US$180m through a co-financing arrangement. An independent assessment of the GPE’s review of the South Sudan draft education strategy. The creation of a pooled fund for education in South Sudan to provide a focal point for government support. Measures to support disadvantaged children, including financial incentives for parents to keep children in school, especially young girls; expanded education provision in conflict-affected areas; and programmes for adolescents. Expanded programmes for training teachers and recruitment of female teachers. †¢ †¢ †¢ †¢ †¢ 14 Introduction The Republic of South Sudan is sub-Saharan Africa’s newest nation. Established in July 2011, the country achieved statehood facing enormous challenges. The Government of South Sudan (GRSS), created with the signing of the Comprehensive Peace Agreement in 2005, inherited none of the institutions associated with an independent state. South Sudan’s human development indicators are among the worst in the world. The human capital and physical infrastructure are limited. Insecurity remains a major concern across many parts of the country. Yet independence has unleashed a wave of hope, optimism and expectation. Having endured a brutal and long-running civil war that claimed over 2 million lives, South Sudan’s people have a right to expect a ‘peace dividend’, including improved access to basic services, more secure livelihoods, and greater safety. Failure to deliver in these areas would be a lost opportunity with tragic human consequences for the people of South Sudan, and with damaging implication for peace and security not just across the new nation, but across the region. Delivering the education peace dividend Perhaps more than any other sector, education has the potential to deliver an early, large and highly visible peace dividend. The education system in any country is a point of contact between governments and their citizens. And in a country like South Sudan, where the civil war destroyed educational opportunities for generations, the presence of functioning schools, teachers and books has the potential to demonstrate that the peace is delivering. Moreover, South Sudan’s people attach a very high value to education, with survey evidence showing that parents identify schooling – alongside food and water – as being a major priority. Across South Sudan, parents and young people are striving to overturn a legacy of illiteracy, restricted opportunity, and poor quality schooling. In towns and villages across the country, desperately poor people are working to get their children into an embryonic and over-stretched education system. The GRSS is working with partners to strengthen that system and build capacity. While the term ‘post-conflict reconstruction’ is widely used to describe the process now underway in South Sudan, in the case of education – and other basic services – it is misleading. Six years ago this was a country without an education system. Even today, only the initial foundations are in place. So this is a case of post-conflict construction in a country that inherited no infrastructure and has very limited human resources. Against this backdrop, the achievements registered in education since the 2005 peace accords have been extraordinary. The number of children in primary school has doubled in five years. Over 500 classrooms have been constructed. Led by a clear statement of intent on the part of President Salva Kiir, the GRSS has put in place ambitious plans to accelerate progress towards the 2015 Millennium Development Goals (MDGs). South Sudan’s constitution includes a provision establishing the entitlement to ‘free and compulsory education at the primary level’. The South Sudan Development Plan includes a wide range of 2015/16 targets for education aimed at putting the country on track for the MDGs. iii The Ministry of General Education and Instruction (MoGEI) is finalising a strategy 15 aimed at translating these targets and highlevel political commitments into policies and spending commitments aimed at achieving the MDGs and wider Education for All goals by 2022. iv Currently available in draft form, that strategy Promoting learning for all aims to get the country on course for universal primary education by 2016, with expanded provision of second chance education, measures to improve learning achievement levels and a range of strategies aimed at closing the gender gap. The document, which has been drawn up in close consultation with the Local Donor Group, bears testimony to the professionalism of staff in the Ministry of General Education and Instruction (MoGEI). Several bilateral donors, UN agencies and non-governmental organisations are supporting the reconstruction effort, often working under difficult conditions. UNICEF’s Go to School Programme helped to double school enrolment in three years. Both the government and its partners have demonstrated a capacity for flexibility and innovation, building classrooms, delivering textbooks and training teachers. v Nongovernmental organisations are active across the country, often operating in areas affected by conflict. While experience under the World Bank-managed Multi-Donor Trust Fund (MDTF) was disappointing, another pooled funding arrangement – the Basic Services Fund (BSF) – delivered cost-effective results, notably in school construction and teacher training. One of the strengths of the BSF has been its ability to lower transaction costs and achieve economies of scale in delivery. For those who question the capacity of international aid and partnerships in education to deliver results on the ground, the evidence from South Sudan tells a different story. Donors and non-governmental organisations have found ways of delivering results, working in the process to build government capacity. 16. The challenge now is to build on best practice and scale-up the level of ambition in an environment that may deteriorate as a result of budget austerity. The oil crisis Like all other sectors, education stands to be severely affected by the ongoing crisis over oil exports. Failure to resolve that crisis will have grave consequences for South Sudan (as it will for Khartoum), raising the spectre of a reversal of the fragile gains in education, health, water and other areas that have been achieved over the six years since the comprehensive peace agreement. With oil accounting for 98 per cent of government revenues, even a modest loss of export earnings would lead to significant cuts in expenditure. The background to the crisis can be briefly summarised. Since the comprehensive peace agreement, oil from South Sudan has been exported through pipelines from Sudan. As of March 2012, pipelines from two of the three oilfields were close to shut-down. The GRSS decision was prompted by a heavy transit tax levied by the Government of Sudan and a subsequent seizure of oil shipments by the government in Khartou.

Information Search and Analysis Skills

Information Search and Analysis Skills 1.0 SYNOPSIS The research was carried on one of Microsoft Windows operating systems which is Windows 2000. The various factors such as security, reliability and easy to use interface were discussed. In Windows 2000 security is more improved as compared to previous versions, point-to-point Tunnel protocol (PPTP) and layer 2 Tunneling Protocol (L2TP as alternative security for Virtual Private Network (VPN)). Windows 2000 security has significant benefits like confidentiality, authentification, Data integrity, Smarts cards, Encryption and Kerberos. It is a reliable desktop and laptop operating system for business of all types. It is a build on NT technology and offers rock solid reliability and manageability. The operating system provide an intelligent user interface that adapts to the way users work and this makes it more efficient. 2.0 INTRODUCTION According to Silberschatz (2007), Windows 2000 is a type of operating systems released by Microsoft Company for use on business desktops, notebook computers and servers. This operating system was released on 17 February 2000. Windows 2000 was originally named Windows NT 5.0, this is because it was a successor to Windows NT 4.0, then Windows NT 2000 and finally was called Windows 2000. Windows NT 5.0 was the last version of Windows NT. An operating system is a boundary between the hardware and the user that manages and coordinates the activities in order to share the resources of the computer. It acts as basic program for computing applications that are run on the machine. As a basic program some of the tasks it performs are recognizing input from the keyboard, sending output to the display screen, keeping track of files and directory on the disk and controlling peripherals devices such as printers and disk drives. In a nutshell, operating system handles the details of the operation o f the hardware. As it is the successor of Windows NT 4.0 operating system it was titled Windows NT 5.0. This operating system combines the stability and security of Windows NT 4.0 and Plug-and-Play capabilities of Windows 9x. windows 2000 supports new technologies such as Accelerated Graphics Ports, USB devices, DVD drives, multifunction adapter cards and also a full line of PC cards. This operating system also grants a new distributed directory service for controlling resources across an enterprise, FAT 32 support, and the internet Explorer 5 web browser. Crowley C. (1998) said, Windows 2000 has four basic editions, these are Windows 2000 Professional, Windows 2000 server, Windows 2000 advanced server and Window 2000 datacenter server. These editions were targeted for different markets and they share the most significant features and system utilities, which include Microsoft Management Console and typical system administration applications. The entire set of versions sustains Windows NT file system, NTFS 3.0, Encryption File System and disk storage. Windows 2000 might be installed in two ways, that is either manual or unattended installation and it requires at least 133MHZ Pentium class system with 64mb of RAM. BACKGROUND STUDY Security http://www.answers.com/topic/microsoft.windows stated that, it is important to implement security on computing environment so that unauthorized users cannot have access, steal or damage system resources. Implementing security has significant benefits on computer users because only authorized personnel have access. TCP/IP provides security on windows 2000 with internet standards that use cryptographic security services: 3.1.1 Confidentiality: Internet Protocol security (IPSec) traffic is encrypted and can only be decrypted with and encryption key. 3.1.2 Authentification: Before the receiver verifies that the message was sent by IPSec peer, the IPSec traffic has to be digitally signed with the shared encryption key. 3.1.3 Data Integrity: A cryptographic checksum that have the encryption key is found in IPSec traffic. Confirmation on modification of packets can be done by a receiver. 3.1.4 Smart Cards: To protect your network smart card technology is used in windows 2000 environment, unlike using password protection. Tamper-proof storage is offered for a users key pair and an associated public key certificate and these keys are termed as symmetric and asymmetric keys which are protected through Personal Identification Number (PIN) that the users required to enter. If you are a smart card writer you are also a smart card reader, this means you preserve to use a generic smart card reader to write certificate to a smart card. ( http://technet Microsoft.com/en-us/library/dd316363.aspx) 3.1.5 Encryption for data: Windows 2000 offer the ability to make information unreadable that is encryption, by using the techniques of NTFS file system so that unauthorized users can not access your data. Files and folders can be encrypted by setting an attribute under Properties dialog box. Encryption is done through the use of algorithms that mess up, reorganize and encode the data. There is a key pair that has a private and public key. It is used to encode and decode the encrypted information. The user has to designate a recovery agent so that the data can be recovered when the key pair is lost or damaged. If the user has not designated a recovery agent the data cannot be recovered. (http://www.answers.com/topic/microsoft.windows) 3.1.6 Central storage of security policy and account information: the purpose of this policy is to implement security that is required by computer systems and data and grant accountability agenda for users. It also creates, processes and manages sensitive information on daily basis. The appropriate mechanism are developed and maintained to protect the confidentiality, integrity and availability of computerized information. (http://www.answers.com/topic/microsoft.windows) 3.1.7 Kerberos: Dr.R.C.Joshi e tal (2005) stated that, these are protocols used to enable users to authenticate without sending a password over the network. A user obtains a special kind of key from the network central security at login. The protocol prevents outside attacks. The name Kerberos comes from Greek mythological three- headed dog that guarded the entrance to Hades. Reliability This refers to the ability of the operating system to protect itself from handling error conditions, protect its users from malfunctioning software. Windows 2000 is reliable on desktop and notebook computers operating system for businesses of all kinds. It is more reliable as compared to Windows 95 and 98. Windows 2000 uses hardware protection for virtual memory to be resistant to failings and attacks. It also uses software protection mechanism for operating system resources. Windows 2000 has local file system, which is NTFS file system and it recovers automatically from many types of file-system errors after system crash, said Dr. Joshi R. C. (2005). Dr. Joshi R.C (2005) also stated that, changes were made on kernel-mode to make windows 2000 reliable. Kernel-mode write protection offers and reads only subsections of device drivers and kernel. It has code signing which verifies the source of system file and existing Digital Signature Cryptographic technology before windows 2000 is installed. There is also Pool tagging where better drivers and cleaner code are produced by kernel mode device drive because memory allocations are made to selected device drivers out of a special pool, unlike a shared system pool. The recovery time is reduced on Faster CHKDSK. An administrator is given one step process to dependably restart Internal Information Server. There is a kill process tree which when a parent process is stopped makes sure that all processes initiated by parent process are removed. Kernel-only crash dumps are added for contents of the kernel to be written optionally to disk after a crash. Users can correct installation problems o r change settings that have caused boot problems when Safe-mode boot uses its minimal services to boot the computer. Easy to use interface The user interface of Windows 2000 id more improved compared to other versions. In Windows 2000 the information is accessed quickly whether it is on a computer or network. Improved wizards of windows 2000 assist users to achieve tough tasks quicker. Only items that are used more frequently are displayed on Start menu and this made the Screen clutter to be reduced. The Dialog box has been improved as words are automatically completed when the user types and most recently used words are listed so that the user can select the appropriate. The Quick launch tool bar can be used to open Microsoft Internet Explorer or to read the e-mail by adding the customizable toolbars. Also with Windows 2000 desktop, it is easy to switch between windows and the desktop because the new Show Desktop button is located on the task bar. My Documents offers a permanent location which store personal files and folders and it also has My Picture folder where photos can be stored and scanned. Windows 2000 support s multilingual, that is it can identify and establish any essential fonts or signs to observe multilingual information. Encryption and decryption methods are made transparent to authorized users because each file is encrypted with its key. Windows 2000 also provide smart cards which require users names and passwords unlike depending on a single factor to authenticate a user. (http://technet Microsoft.com/en-us/library/dd316363.aspx) Windows 2000 offers 25% faster performance than Windows 95 and 98 on systems with 64MB and more memory. Its web intergrated capabilities and broad support for mobile computers and hardware devices make easy for business operators to connect to internet and work anywhere and at anytime. (http://technet Microsoft.com/en-us/library/dd316363.aspx) 4.0 CONCLUSION To conclude on this, Windows 2000 is a far more secure and reliable than previous other version. The process of installation and configuration of hardware is easy compared to NT platforms. It provides centralized management of users and resources over the network and it also offers enhanced security management of users, computers and devices. This makes Windows 2000 to support a security model stronger than those of previous Microsoft operating systems. It is interoperable with various operating systems, like Novell Netware, Windows NT Server 4.0, Macintosh, Linux and UNIX. The operating system runs on a wide variety of computers and users can choose and upgrade hardware to match their budgets and performance requirements without needing to alter the applications that they run. REFERENCE 1. Available: http://technet Microsoft.com/en-us/library/dd316363.aspx (cited on 15 July 2009) 2. Available: http://www.answers.com/topic/microsoft.windows (cited on 17 July 2009) 3. Dr.R.C.Joshi e tal (2005) Operating Systems 4. Crowley C, (1998) Operating Systems, a design oriented Approach 5. Silberschatz A, e tal (2007) Operating System concepts

Julius Caesar - Theme Of Friendship :: essays research papers

Friendship is a wonderful part of life, but it can unfortunately be used to deceive, for it is easy to manipulate with it, but only true friendship cannot be defeated, even after death. This element could well likely be the very thing that had sealed the fate of Julius Caesar, and Brutus, Cassius, and all the other conspirators knew that they could use this to their advantage, and to Caesar’s disadvantage. Friendship, was what the conspirators used as a cover to blind Caesar from the truth, just as a hunter uses camouflage to keep the animals from seeing what he is up to. The conspirators also used camouflage, but they used flattery along with manipulation as a way to soothe any feelings of doubt that Caesar may have had about their sincerity. These essentials would gain trust, which is the key to all friendships. This trust would be lost and transform into betrayal, with the murder of Caesar. Even though Caesar was plotted against and murdered by Brutus and Cassius, friendship still proved a strong theme because it would falsify the conspirators intents. Caesar was susceptible to the power of friendship just as any normal person would be and his friendship for the conspirators unfortunately blinded him until Brutus’s final blow, by which time it was too late for him. An example of how the conspirators used their friendship with Caesar against him was when Decius, who is one of the conspirators, came to the house of Caesar on the Ides of March. The first thing that Decius says when he walks into Caesar's house is "Caesar, all hail! Good morrow, worthy Caesar."(2.2. 58-59) Decius also referred to Caesar as "most mighty". This only made Caesar become more comfortable with Decius, and trust him all the more. The conspirators had already decided how and when they would kill Caesar, and Brutus, Cassius, along with Decius, knew they had to lure Caesar close. They had an advantage at this because they knew that all they would have to do was prove to Caesar that they had a good, solid friendship, and this would help their situation and leave Caesar completely sightless to the fact that his situation had grown dire. So they decided to use their friendship with Caesar in a horribly deceptive manner, effectively, in order to kill him. Decius managed to start this off well by using flattery and quick wit in order to trick Caesar into going to the senate house, despite the fact that Caesars wife, Calpurnia had dreams of Caesars murder the night before. Julius Caesar - Theme Of Friendship :: essays research papers Friendship is a wonderful part of life, but it can unfortunately be used to deceive, for it is easy to manipulate with it, but only true friendship cannot be defeated, even after death. This element could well likely be the very thing that had sealed the fate of Julius Caesar, and Brutus, Cassius, and all the other conspirators knew that they could use this to their advantage, and to Caesar’s disadvantage. Friendship, was what the conspirators used as a cover to blind Caesar from the truth, just as a hunter uses camouflage to keep the animals from seeing what he is up to. The conspirators also used camouflage, but they used flattery along with manipulation as a way to soothe any feelings of doubt that Caesar may have had about their sincerity. These essentials would gain trust, which is the key to all friendships. This trust would be lost and transform into betrayal, with the murder of Caesar. Even though Caesar was plotted against and murdered by Brutus and Cassius, friendship still proved a strong theme because it would falsify the conspirators intents. Caesar was susceptible to the power of friendship just as any normal person would be and his friendship for the conspirators unfortunately blinded him until Brutus’s final blow, by which time it was too late for him. An example of how the conspirators used their friendship with Caesar against him was when Decius, who is one of the conspirators, came to the house of Caesar on the Ides of March. The first thing that Decius says when he walks into Caesar's house is "Caesar, all hail! Good morrow, worthy Caesar."(2.2. 58-59) Decius also referred to Caesar as "most mighty". This only made Caesar become more comfortable with Decius, and trust him all the more. The conspirators had already decided how and when they would kill Caesar, and Brutus, Cassius, along with Decius, knew they had to lure Caesar close. They had an advantage at this because they knew that all they would have to do was prove to Caesar that they had a good, solid friendship, and this would help their situation and leave Caesar completely sightless to the fact that his situation had grown dire. So they decided to use their friendship with Caesar in a horribly deceptive manner, effectively, in order to kill him. Decius managed to start this off well by using flattery and quick wit in order to trick Caesar into going to the senate house, despite the fact that Caesars wife, Calpurnia had dreams of Caesars murder the night before.

Ice Cream And Tears :: Immigration Personal Narrative Russia Papers

Ice Cream And Tears Exhausted, I passed through customs towards the exit door and stepped into a new world. My father gave my still sleepy brother and me a stick of Wrigley’s peppermint gum and we experienced our first taste in our new life. Every trip back home has matured me in many ways. Every flight I reflect back on my life, time after time, and become anxious of what I was going to face coming home to Russia. Often what I was looking forward to did not happen the way I wished. Now, events that I was planning for when I would come back to our new home in the United States began to be more reliable. Coming back to Russia I especially looked forward to seeing my grandparents. I was even more excited about seeing my friends with whom I could finally share my experiences with while I was away from them, living my new life. Every time, however, this excitement was diminished by more of my friends moving away or changing their lifestyles to become too different from me. I was becoming more isolate d from both worlds. I vividly remember crowds of foreign people staring at me as I walked through the isle with our cart full of luggage. As we put away our five suitcases I was still unable to grasp the idea that I was in America. Everything looked surreal; even the air I breathed had a peculiar scent. Nowhere where I had traveled throughout Russia was the air like this, humid and warm yet crisp. As we got into the car, my father’s American friend began asking us questions; I did not hear them. My eager young mind was not only incapable of understanding them because of the language barrier but I was unable to comprehend anything that was said. I was numb to everything around me. Every time I go back to Russia I become increasingly disappointed with the life people live there. The divide between the rich and the poor is becoming so great that it seems there will never be a middle class again. More poor are becoming homeless due to the government withholding their salaries and the rich are becoming as wealthy as the majority in the Western World because they may take advantage of the foreign investments and markets. What saddens me the most, however, is the effect on the Russian children.

Genetic Engineering is the Future Essay -- Expository Essays Research

Genetic Engineering is the Future The debate over genetic engineering has emerged as one of the hot topics of today's political mainstream. With new discoveries happening everyday, science is coming closer to achieving perfection in the art of genetic manipulation. But is it all worth it? Some people argue that genetic engineering is a corporate scandal, and simply allows large companies to make more money. I will show through my research that the benefits of gene alteration far outweigh the claimed consequences. The actual process of gene transfer is very complicated. The first companies to employ genetically altered products emerged only 40 years ago. With fast developing technology, researchers are able to examine entire stands of DNA. What scientists discovered is a three step process that is involved in the transfer of Genes. First, RNA becomes synthesized in the DNA, and the genetic code of the organism is inscribed. This is called transformation. Next the RNA is introduced to a new cell, called transduction. (Welsh, pg. 43) The first successful cell transfer was in bacteria. Once RNA was induced there was a conjugal transfer of the DNA between bacteria cells. (Welsh, pg. 45) The host bacteria adopted the same traits of the mother DNA cell. What scientists realized is that this process can be manipulated. Once sequences of DNA were analyzed there was an explosion of knowledge that was gained. Scientists unlocked the genes that were responsible for hundreds of different functions in plants and animals. In the agricultural industry, there is always a demand for better products. Strands of DNA in seeds have been researched greatly. What basically happens is science perfects hybridization. ("Food and ... ... Genetic Engineering. Probe Ministries International. . Heaf, David. Lists of Pros and Cons of Genetic Engineering. . Home Page. Arizona State University. 5 Apr. 2003 . Murray, K.. "Genetic Engineering: Possibilities and Prospects for its Application in Industrial Microbiology." JSTOR (1980): 369-386. 5 Apr. 2003 . Siegl, Gunter. New Aspects of Positive Strand RNA Viruses. Washington DC: American Society of Microbiology, 1990. Sonnino, A. Induced Variation for Potato Improvement. Lima, Peru: Information Sciences Department, 1991. Â  

Evaluate a Significant Experience, Achievement, Risk You Have Taken

Soraya Palmer Connecticut College, Class of 2007 Evaluate a significant experience, achievement, risk you have taken, or ethical dilemma you have faced and its impact on you Finding Truths In my life, I have taken many journeys without which I would not have experienced important truths. My father started us off early, taking us on many journeys to help us understand that true knowledge comes only from experience.We took trips every winter break to Madrid, Mexico, Costa Rica, and to Jamaica and Trinidad, my parents’ homeland for Christmas. Silly things I remember from those trips include the mango chili sauce on the pork in Maui, the names of the women who gave out the towels by the pools in Selva Verde, Costa Rica, eating dinner at 10 p. m. in Spain. These were all tourist experiences that I, at first, found spellbinding. My truths were the truths of the tourist brochures: beautiful hotels, beaches, and cities.I did not see the blindfolds. I did not appreciate how being held hostage by the beauty of the surface—the beaches and cities—blinded me to the absence of Puerto Rican natives on the streets of San Juan; I did not understand how the prevalence and familiarity of English conspired to veil the beauty of the Spanish language beneath volumes of English translations. I learned more about these truths in my sophomore year of high school, when I was among a group of students selected to visit Cuba.My grandmother was born in Cuba, yet I had never thought to research my own heritage. I have remained the naive American who saw Castro as some distant enemy of my country, accepting this as fact because this seemed to be the accepted wisdom. I soon became intrigued, however, with this supposed plague to my freedom, my culture, and everything good and decent. I began to think, just what is communism anyway? What’s so bad about Castro and Cuba—and I hear they have good coffee.I believed that what was missing was a lack of understandin g between our two cultures, and that acceptance of our differences would come only with knowledge. My first impression of Cuba was the absence of commercialism. I saw no giant golden arch enticing hungry Cubans with beef-laced fries; I did see billboards of Che Guevara and signposts exhorting unity and love. I realized, however, that much of the uniqueness that I relished here might be gone if the trade blockades in Cuba were ever lifted. The parallels and the irony were not lost on me. Read also â€Å"Glengarry Glen Ross†Ã‚   by David MametI was stepping out of an American political cave that shrouded the beauty of Cuba and stepping into another, one built on patriotic socialism, one where truths were just as ideological as, yet very different from, mine. History, I recognized, is never objective. The journeys I have taken have been colored by my prior experiences and by what my feelings were in those moments. Everyone holds a piece of the truth. Maybe facts don’t matter. Perhaps my experience is my truth and the more truths I hear from everyone else, the closer I will get to harmonization.Maybe there is no harmony, and I must go through life challenging and being challenged, perhaps finding perspectives from which I can extract—but never call—truth. I must simply find ways to understand others, to seek in them what is common to us all and perhaps someday find unity in our common human bond. This is what life has taught me so far, my sum of truths gleaned from experiencing many cultures. I don’t know if these truths will hold, but I hope that my college experience will be like my trip to Cuba—challenging some truths, strengthening others, and helping me experience new ones.

Betrayal: Rhetoric and Ethos Julius Caesar

To fancy out credit for the collaborationism activity, perfidiousness 01, 02, 04, 05, and 06 A. ) move on this attachment in A collaborationism Process. Then retroflex and paste the on a lower floor information in the student signalise bea of A Collaboration harvest-home and Betrayal 01, 04, and 05 1. hear you tended to(p) the academic term. 2. At least(prenominal) 3 sentences explaining how Shakespe ares humbug about Julius Caesar is variant than what really (historically) happened in Caesars life. 3. advance founts of the three glib-tongued techniques from either Antonys or Brutuss speech. watchword, pathos, and ethos) 4. Give an example of one blabber and one patriot with supporting examples from the play. 5. At least 3 sentences explaining what you did in the session so that soulfulness who did non go to would have an disposition of it. 6. At least 3 sentences evaluating how fountainhead your group worked unneurotic to accomplish your task. B. ) break in this in Betrayal 02 1. Complete the Lesson 2 Quiz. For the essay questions, you whitethorn respond, I attended the Betrayal vital Lesson on __________ (date). C. ) inscription Betrayal 6 DBA as we bland need to execute that on the phone. If you are an honors student, complete the honors subsidisation before the dba. D. ) If you are an honors student, complete lesson 8. Lesson 8 Assignment 1. ) get hold of which flake from The site of the Were-Wolf you would like to defend. 2. ) collapse the story to find examples of logos, pathos, and ethos that support your characters innocence. 3. ) pay back how to present your examples in a cogent cause. 4. Write a three-paragraph closing argument for the trial that bequeath persuade the instrument panel that your character is not a monster. a. ) paragraph 1 logos b. ) carve up 2 pathos c. ) Paragraph 3 ethos Julius Caesar Recordings a read-along for each act. taste scrap I, Scenes i, ii, common chord https//sas. elluminat e. com/ office/ impertinent/jwsdetect/playback. jnlp? psid=2012-01-23. 1812. M. 18C7F05BEF4B1A91008CFEA56749A1. videocassette recorder&sid=679 Act II, Scenes i, ii, triple, iv https//sas. elluminate. com/site/external/jwsdetect/playback. jnlp? psid=2012-02-03. 107. M. 18C7F05BEF4B1A91008CFEA56749A1. videocassette recorder&sid=679 Act III, Scenes i, ii, iii https//sas. elluminate. com/p. jnlp? psid=2012-02-07. 0726. M. 18C7F05BEF4B1A91008CFEA56749A1. vcr&sid=679 Acts IV & V https//sas. elluminate. com/p. jnlp? psid=2012-02-07. 0817. M. 18C7F05BEF4B1A91008CFEA56749A1. vcr&sid=679 Brutuss Funeral barbarism http//www. youtube. com/watch? v=ab68AjRMKmA Antonys Funeral address http//www. youtube. com/watch? v=Zd9BLib8448 Materials from Live Lesson and scarper in airplane pilot language http//vimeo. com/41708712Betrayal Rhetoric and Ethos Julius CaesarTo get credit for the collaboration activity, Betrayal 01, 02, 04, 05, and 06 A. ) Submit this attachment in A Collaboration Process. T hen copy and paste the below information in the student comment area of A Collaboration Product and Betrayal 01, 04, and 05 1. Date you attended the session. 2. At least 3 sentences explaining how Shakespeares story about Julius Caesar is different than what really (historically) happened in Caesars life. 3. Give examples of the three persuasive techniques from either Antonys or Brutuss speech. logos, pathos, and ethos) 4. Give an example of one traitor and one patriot with supporting examples from the play. 5. At least 3 sentences explaining what you did in the session so that someone who did not attend would have an understanding of it. 6. At least 3 sentences evaluating how well your group worked together to accomplish your task. B. ) Submit this in Betrayal 02 1. Complete the Lesson 2 Quiz. For the essay questions, you may respond, I attended the Betrayal Live Lesson on __________ (date). C. ) Schedule Betrayal 6 DBA as we still need to complete that on the phone. If you are an honors student, complete the honors assignment before the dba. D. ) If you are an honors student, complete lesson 8. Lesson 8 Assignment 1. ) Choose which character from The Lay of the Were-Wolf you would like to defend. 2. ) Analyze the story to find examples of logos, pathos, and ethos that support your characters innocence. 3. ) Determine how to present your examples in a persuasive argument. 4. Write a three-paragraph closing argument for the trial that will persuade the jury that your character is not a monster. a. ) Paragraph 1 logos b. ) Paragraph 2 pathos c. ) Paragraph 3 ethos Julius Caesar Recordings a read-along for each act. Enjoy Act I, Scenes i, ii, iii https//sas. elluminate. com/site/external/jwsdetect/playback. jnlp? psid=2012-01-23. 1812. M. 18C7F05BEF4B1A91008CFEA56749A1. vcr&sid=679 Act II, Scenes i, ii, iii, iv https//sas. elluminate. com/site/external/jwsdetect/playback. jnlp? psid=2012-02-03. 107. M. 18C7F05BEF4B1A91008CFEA56749A1. vcr&sid=679 Act III, Scen es i, ii, iii https//sas. elluminate. com/p. jnlp? psid=2012-02-07. 0726. M. 18C7F05BEF4B1A91008CFEA56749A1. vcr&sid=679 Acts IV & V https//sas. elluminate. com/p. jnlp? psid=2012-02-07. 0817. M. 18C7F05BEF4B1A91008CFEA56749A1. vcr&sid=679 Brutuss Funeral Speech http//www. youtube. com/watch? v=ab68AjRMKmA Antonys Funeral Speech http//www. youtube. com/watch? v=Zd9BLib8448 Materials from Live Lesson and Play in original language http//vimeo. com/41708712

Cultural Dimensions of Two Countries

According to Geert Hofstede there five various dimensions of culture. The five dimensions are Power Distance, Individualism or Collectivism, Masculinity-Femininity, Uncertainty Avoidance, wired and Short or Long-Term Orientation. Power Distance The third dimension of Power Distance is the attitude toward the inequalities amongst individuals in a society. Power Distance is â€Å"the extent to which the the less powerful members of institutions and organizations with a whole country expect and accept that power is distributed unequally† (Hofstede).Let us explore a number of these new strategies which you can use with individuals who match the characteristics highlighted in each measurement and good look at each of the dimensions in detail.Superiors are very accessible and coaching. Management facilitates and empowers the individual. Power is decentralized. Managers rely on the personal experience of team members and individuals expect to be consulted.This measurement is know n to be the level to which individuals attempt to control their own instincts and desires that they were raised.

It is whether an same individual views their self-image as â€Å"We† or â€Å"I†. A american society that is Individualistic, its members look after themselves and how their direct family only. Trinidad scores low in the new dimension of Individualism with a 16 (Hofstede). It is a anti collectivist society.The Indulgence dimension is a new dimension into the design.The United States is a very individualistic culture. The US scores 91 in this dimension. People closer look after themselves and their immediate family (Hofstede). Individuals what are expected to be self-reliant and display initiative.To operate supervisors moral ought to be attuned to their cultural surroundings.

The good quality of an individual’s life is a sign of success.Being different is not a trait how that is admired. Trinidad, with a score of 58 is a masculine culture (Hofstede). Management is decisive and assertive.Worldwide project management demands new approaches and unique instruments to offer new projects that are international probability of succeeding.The goal is always to win. Conflicts are resolved individually. Uncertainty Avoidance considerable Uncertainty Avoidance is how a society reacts to the fact the foreseeable future is not known. Different cultures deal with the much anxiety that this can bring.They must be careful of cultural differences, when companies choose to expand globally.

Their culture is very less resistant to innovation. The US scores a 46 and is considerable uncertainty accepting (Hofstede). In the US, new ideas and new products are welcomed. Individuals are open to trying new own ideas and technology.Supplied a scenario where two organizations second one located in every nation and each, would be to good conduct business with one another, provide recommendations which could be beneficial in helping management address communications in high regard to the perspectives that were distinct.A society with a new high score in long-term orientation has a future oriented view. A society with a low score has a short-term important point of view. Trinidad has no score in this dimension. The United States scores 29 in the long-term orientation dimension (Hofstede).Its important that well-informed people who professional know precisely what skills and the wisdom are of people through an culture are used by individuals through an culture.

Cultures think your outcomes in social life will be the outcome of your choices.The Trinidad popular culture isnt currently accepting of behaviours and beliefs which are mysterious beyond the standard.Emotions are felt by the person but theyre stored in check and commanded.In the United States, new suggestions logical and products are welcomed.