Method of Money Laundering Essay

Structuring deposits The Bank Secrecy Act of 1970 requires banks to report any deposits exceeding $10,000.01. This is not a problem for most of us, but it is a big barrier to money-laundering criminals looking to rid themselves of some cumbersome currency. Launderers will hire low-level lackeys to make multiple small deposits, either on different days or at various branches on the same day to work around this pesky law that attempts to deter money laundering, It is a complex, time-consuming way to launder money, and one that has been rendered even more difficult by computer algorithms that look for suspicious deposit behavior and raise an red flag when one is found. see more:speech on money for asl Banks Far more exciting and global in the practice of money laundering is the use of offshore and overseas banks. Nations like the Cayman Islands, Bahamas and Panama are very accommodating to criminals looking to legitimize their cash; these nations are unrestricted with regards to burdensome banking laws and anti-laundering procedures, which ultimately helps hide the launderers behind strict veils of secrecy. Opening accounts in a number of these offshore accounts allows launderers to move their money around and create a nearly impenetrable defense against curious investigators. Some countries (China and Pakistan among others) have a history of well-established underground banks that have been accepting deposits from sketchy clients for centuries. They legally operate outside of the mainstream banking system and outside the control of the government. There is often no paper work, just the reputation of the principals involved. Shell companies Enterprising criminals looking to legalize their cash can set up various companies that exist for the sole purpose of money laundering. These so-called shell companies often offer some sort of service that can easily be fudged and usually accepts cash as payment when doing legitimate business (beauty salons and trades like plumbing are commonly used). The dirty money is funneled into the company, made to look like legitimate income with fake invoices and receipts and then deposited into the shell company’s accounts as clean, wonderfully spendable cash money. Using these shell companies to stay one step ahead of â€Å"the man† is a shell game of its own. Forensic accountants can strip away layers of deceit and reveal the shady transactions below, which means that only true criminal masterminds with really good accountants should consider this as a laundering option. Legitimate businesses Criminals looking to clean their money can also be good corporate citizens by investing in legitimate business. Cash-rich businesses like bars and strip clubs are the most common, with the dirty money seeded in with the legitimate revenue and squirreled away in the business’ bank accounts. The safer method is to use the dirty money to â€Å"buy† the services offered by the legit businesses, but this necessitates lots of fake invoicing and troublesome number fudging — and you can safely assume that most criminals choose the easy money of crime out of laziness, which makes this a decidedly unattractive alternative when looking for money-laundering options. Gambling With so many cash transactions taking place every day, casinos have become highly valuable money-laundering institutions because chips can be purchased anonymously with dirty money and after a period of time they can be cashed back in and turned into clean money. Even if the casino follows the letter of the law and asks for ID to record the transaction, the Feds are powerless to prove the money was ever dirty. Global criminal enterprises can even ask that the â€Å"winnings† be used as credit at the casino’s overseas franchises. With some games offering as much as 93% return on your money, certain criminals are willing to chance some losses and turn their illicit cash into legitimate money by actually gambling with it. One particularly popular method involves two associates at the roulette table. While one bets a substantial amount on red, the other places a similar amount on black. Provided neither zero nor double zero come up, one side doubles the money and turns it legit at the same time. However, sophisticated surveillance and casino security have limited this scheme in recent years. Down at the track, some crafty launderers will put the word out that they are willing to buy winning tickets at a premium. They then cash in the tickets as clean money and pass the bonus of cleaning the money onto the unsuspecting legitimate gambler, who is usually so stunned at their good fortune that they cannot appreciate their predicament. No money, No problems It is an enviable position that many would like to be in — having so much cash that you do not know what to do with it. However, cleaning money is harder work than earning it. Criminals have to stay one step ahead of the law and they constantly run the risk of losing their cash to shady launderers or eagle-eyed cops. Often, it is not the drug dealing or the extortion that gets these law breakers busted, it is their attempts at concealing the money. So, if you ever decide to get in â€Å"The Game,† watch what you do with your money.

Impacts of mobile phone Essay

Mobile phones being one of the most successful inventions of the twentieth century has become a necessity in today’s world as the world is living in an electronic age where it has given birth to globalisation. The latest mobile phones consist of different functions such as surfing the internet or playing music , it is still mainly used as a form of communication which can be used anywhere at anytime. This is due to the fact that it has a unique networked system which needs no wiring , fixation or botheration. As our modern day society , the constant use of mobile phones have brought us a point where it is almost impossible for us to imagine our day-to-day life without it. Our society is oblivious to how much we depend on the use of mobile phones but we only realise that we need it in all spheres of our lives . It plays an important role in our lives especially around people we love especially our family . As a form of communication , it has brought us closer to our family in certain ways but yet it has also cause a disruption in family relationships. This essay will elaborate more on the how a mobile phone has both positive as well as a negative impacts in the relationship of a family. This modern gadget has done a massive impact on our relationships, especially family life. It has facilitate communication and help us keep in touch with our family even when not being physically together. In addition to that , it has allowed frequent and spontaneous communication between family members which causes an increase in people’s capacity to maintain emotional intimacy among themselves. Not only that , parents are able to know how their child is doing if they’re studying abroad. At least they would have a peace of mind knowing that their child is safe and that their child is just a quick phone call away from them. They can also feel better knowing that their child can either contact them or the authorities in cases of emergency. Read more:Â  Essay About Negative Effects of Smartphones on Youth However , when mobile phones are used excessively ,it will limit the time a person interacts with their family members physically as they tend to become oblivious of the surrounding especially people around them. This is due to being fixated on constantly checking for text messages , emails and chats as well as playing games and music. When these family interaction become limited , the family members tend to forget the importance of communicating with one another causing them to lose personal contact and listening skills which is essential in building a strong relationship with one another. In addition , parents complain about their children not answering their mobile phones. This causes the parent to feel frustrated and will eventually lose trust towards their child. To sum up, it will increase distress and cause a steep decrease in family satisfaction. In conclusion , mobile phones have its own positive impact as a strong communication device which makes family interaction between one another easier especially when family members are far away from each other. But if we wary and slither into dependency on communicating with our family using a mobile phone , then in the future, people will lose their ability to have a conversation and how they interact with each family member. This will open up a Pandora’s box , with time , it gets worse resulting in conflicts not resolved and non of the family members know much about each other. Since mobile phones have both positive and negative impacts we have to figure out ways of how mobile phones can enhance humanity and not degrade it.

Looking for Love in Brideshead Revisited

Looking for Love Throughout the novel Brideshead Revisited, by Evelyn Waugh, the theme of searching for love becomes clearly apparent through almost all of the characters’ actions. The search for love is of the utmost importance, whether the characters realize it or not. This is particularly the case for Charles, Julia, and Cordelia. As the narrator of the novel, the reader gains the most insight into Charles’ search. He is cautiously optimistic that love will be found, possibly even in his everyday escapades.I went there uncertainly, for it was foreign ground and there was a tiny, priggish, warning voice in my ear which in the tones of Collins told me it was seemly to hold back. But I was in search of love in those days, and I went full of curiosity and the faint, unrecognized apprehension that here, at last, I should find that low door in the wall, which others, I knew had found before me, which opened on an enclosed and enchanted garden, which was somewhere, not over looked by any window, in the heart of that grey city. (p. 26) We first meet Sebastian, whom Charles refers to as, â€Å"the forerunner† for all his future relationships. Later we meet Celia, who is too busy with her friends and promoting Charles’ art to develop a fully formed romantic relationship with him. Finally, we get to know Julia, who has the potential to be a true soul-mate for Charles but the potential goes unfulfilled due to Charles’ agnosticism compared to Julia’s reawakened Catholicism with the advent of her father’s acceptance of the sacraments on his deathbed.Julia’s search for love is first made apparent to the reader when she initially meets Charles at the railway station. â€Å"She had made a preposterous little picture of the kind of man who would do [†¦] and she was in search of him when she met me at the railway station. I was not her man. She told me as much, without a word, when she took the cigarette from my lips † (p. 170-171). This shows that even at a young age Julia was in search of love.Her first experience with love was Rex Mottram, who had the outward style of a potential companion for her, but in the end lacked substance. From Rex she moved on to Charles, who seemed to be the perfect match, but their chemistry and compatibility could not overcome Charles’ lack of faith and Julia’s Catholic fears of sin and punishment. Finally there is Cordelia who has, throughout her life, struggled to conform to either the secular world or the world of religion: â€Å"there are [†¦ people who can't quite fit in either to the world or the monastic rule. I suppose I'm something of the sort myself. † (p. 288). During this struggle she is all the while searching for the love and acceptance of her God. As a young child she was very religious often acting with her own brand of piousness: â€Å"It's a new thing that a priest started last term. You send five bob to some nuns in Africa and they christen a baby and name her after you. I have got six black Cordelias.Isn't that lovely? † (p. 84-85) As an adult Cordelia flirts with entering a convent and eventually ends up serving as a nurse, both vocations that could be seen as serving God. These three are just a small sample of the many characters who contribute to the overarching theme of the search for love in Brideshead Revisited. In the end, the novel leaves the reader enthralled but still wondering when love will triumph and the main characters will find the inner peace they clearly long for.

From a decision making point of view, why are some costs relevant and Essay

From a decision making point of view, why are some costs relevant and others irrelevant Give a detailed example of each - Essay Example Overlooking the irrelevant data in the assessment process moreover would greatly benefit the company in saving time and effort (Averkamp 2012, p.1). For relevant costs, a company could for example be deciding whether to remove a product line or not. This product line could be accounting for about 4% of this firm’s activities. If the company eliminates this product line, the corporation officers will continuously receive similar salaries as before such that the expenses for the central office will not change. Product line managers plus others staffs working directly with this product line however will receive a termination thus eliminating their salaries. According to Averkamp (2012, p.1), such eliminated salaries for individuals who worked directly with the direct line will be relevant in the decision-making process. If the salaries were $700000 when the product line was operational and $0 in its absence, the $700000 savings is therefore relevant (i.e. relevant cost). Considering this same product line scenario, salaries linked to the officers are not relevant for decision-making. This means that whether the salaries amounts to $500,000 or $5, 000,000, they will remain irrelevant. The salaries will be similar in the presence or absence of the product line. Averkamp (2012, p.1) noted that a decision-maker will need not know the expenses of the central office because they will be constant in the presence or absence of the product line. Previous year’s expenses will similarly remain

Effects of Defendant Age on Severity of Punishment Essay

Effects of Defendant Age on Severity of Punishment - Essay Example Besides, the evil that could be prevented, we (and the hard-working farmer, too) should also consider the fact that one person earned the food, through hard work. And while it might be the case that just desert is outweighed by the greater need of a neighbor, being outweighed is in any case not the same as weighing nothing. (Glenn D. Walters, 1992). Sometimes just desert can be negative in the sense of unwanted, as well as something regarded as a good. The fact that the Nazi war criminals did what they did means they deserve punishment: We have a good reason to send them to jail, on the basis of just desert. Other considerations, for example, the fact that nobody will be deterred or that the criminal is old and harmless, may weigh against punishment, and we may even decide not to pursue the case for that reason. But, again, that does not mean that deserving to be punished is irrelevant, just that we've decided for other reasons to ignore desert in this case. But again: A principle's being outweighed is not the same as its having no importance. (Paul J. Hofer, Mark H. Allenbaugh, 2003). Our social moral code thus honors both the greater moral evil principle and entitlements. The former emphasizes equality, claiming that from an objective point of view all comparable suffering, whomever its victim, is equally significant.

The effects of caffeine on sprint performance times in cyclists Literature review

The effects of caffeine on sprint performance times in cyclists - Literature review Example al., 2012). The caffeinated drinks are gaining importance among the sprinters and other sport persons depending on the notion that drinks containing caffeine leads to physical and mental development. Furthermore, the caffeinated drinks are even noted to be increasing strength and endurances among athletes, which actually develops the popularity among the sportspersons to use such drinks. Physiological effects of caffeine are noted to be creating a huge amount of influence on sports person (Zapata & Obispo, 2011). Moreover, many sports persons have even affirmed the fact that the use of caffeine is noted to be creating an influence on the overall development of the physical needs of the players. Additionally, this is creating an impact on their physiological development during the initial days of practice. During the early years of practices, the use of caffeine is creating a huge amount of influence on the overall performances of the players during the initial use of the product. Use of caffeinated supplements during the time of practices has been affecting the overall development of the players. Laboratory reports support the views that the use of the caffeinated supplements increases stamina and strength among the players and develops their capacity to perform better. Positive effect of caffeine is even noted to be enduring performances among sprinter and is often acting to be a positive support for their development (Lee & et. al., 2014). With the positive impact of the product in the lifestyle of the athletes, there has been a change in the quantified use of the same. The caffeinated products support the sprinters with alertness and wakefulness and the same is easily digestible, hence, its acceptance within the different field of sports and other programs are likely to increase. The alarming rate of increase in the use of caffeine with regard to energy drinks are noted to be creating an influence on the

Report about an Accounting Information Systems Disaster Essay

Report about an Accounting Information Systems Disaster - Essay Example Issues include: â€Å"Cost and errors associated with manual creation and reconciliation of documentation. Lack of transparency in inventory and cash positions, when goods are in the supply chain. Disputes arising from inaccurate or missing data. Fragmented point solutions that do not address the complete end-to-end processes of the trade cycle† (Ramaswamy et al. n.d., p. 38). All the areas of business operations need to be considered, and a meeting of the team members needs to be arranged to inform them about the changeover. The changeover is made in such a way that it does not interrupt the functioning of the organization, and that which doesn’t increase time and money. System integration helps in attaining the goals of the organization by raising transaction process effectiveness, and in the excellence of the choice made. â€Å"Integrated Accounting Systems give you the ability to seamlessly transfer data between your different systems and from your business account ing system† (Accounting Systems Integration 2001). It involves the integration of various areas of the business, with the accounting information system. The areas include finance, management, and marketing. The financial management and the marketing personnels need to be very directive in their decisions, and they should be informed about the importance and functioning of the new system, as they are all involved in the new accounting information system. End-User Involvement: The ideas and suggestions of the managers, accountants, auditors, and the operations personnel should be considered in implementing the new accounting information system. â€Å"No single quality of management practice is more highly correlated with success than employee participation. The question then becomes how to structure this participation to best ensure its success for the employee, the project and the organization† (Vaughan 1876, p. 2). Upgrading of the new system results in a similar proces s, and the end users carefully evaluate the changes, promote in an effective manner, and get trained. Appropriate training should be given to the users who lack technical practices by enabling them to avail the services of the software technicians, to perform the accounting system in a more successful way. More concentration should be given to the accounting area. As end users, the accountants must be given a clear idea of their requirements to the professionals, who outline the system. The main reason for design fault and that which makes system disaster is the lack of end user involvement. Consideration of Off-the-Shelf or Tailor-Made Packages: Tailor made package is identified as a 'bespoke' method. â€Å"These packages are normally produced by a specialist computer software firm who has experience in producing accounting packages. Technically, these packages are available for any firm, but given the expense of a bespoke system and the general low cost of a 'off the shelf' syste m (one that can be used by any firm), most firms will simply purchase a general package† (Computers in Accounting n.d.). An accounting information system is a method of collection, storage and processing of accounting and financial data is utilized by decision makers. It is normally a computer-based method for

Human Biology Assignment Example | Topics and Well Written Essays - 250 words

Human Biology - Assignment Example Based on the significant evolutionary development that have taken place in on earth, the organisms that have contributed a lot the evolutionary changes are the simple organisms. According to Darwin’s theory, multi-cellular and high organisms are thought to have evolved from simple organisms (Darwin, 1859). Indeed, it could be argued that such simple organisms continue to undergo evolution, considering the emergence of new strains of viruses and bacteria that threaten human health. For example, it is widely concurred that Malaria causative agents have noticeably evolved to become drug resistant. The new exotic organisms are accompanied by far-reaching implication on the ecosystems. In the most common way, these organisms have altered food chains and food webs through increased competition, as well as their harmful activities on the environment. The impact of such organism to human beings can also be speculated based on the food web relationships. If one component on the food web is altered or threatened, the impact is transferred to the rest of the organisms in the ecosystems, including human beings. The impact may always be direct, but comes with profound consequences, such introduction of toxins to the environment, which gets to the human body through the food chains (Cronon, 2005). Becoming a vegetarian has also some implications on the environment. One is that vegetable dependency deprives the ecosystems the primary producer capacity to cater for the ecosystem needs, such as carbon dioxide recapture. Secondly, over-reliance on vegetables could harmful because it concentrates only certain form of energy in the body, which could be harmful. Lastly, vegetables alone are not adequate for a balanced diet. One misses out essential nutrient such as animal proteins that are crucial for the body functioning. The most convenient sources of energy are hydroelectric power. Currently, a lot of emphasis is being laid on green energy

The Caribbean Societies Essay Example | Topics and Well Written Essays - 1250 words

The Caribbean Societies - Essay Example In the history of the development of the society, several social changes have already transformed the development of the social structure and their development course. In the past, some examples of social changes in the past are the use of contraception particularly birth control pills as related to the population and marital realm in the society, the electoral system development incorporating women as the result of the female suffragist's action for equality, and the acceptance of the concept of homosexuality in the social structure. These social changes have caused the development of the present social community to their contemporary state in the modern period. In the present, several social change issues are still influence the social behavior of the population namely the information technology structure which it now integrating their influence in the respective lives of the people. This in turn, has caused their presence to become a significant factor in the present state of mode rnity of the present social culture transforming the present society to become dependent upon the technology for their daily needs and activities. Modernization is mainl... Often this concept is viewed as the product of the evolutionary pattern of the society in their development towards achieving a better approach towards their needs. Progress is the main determinant of the nature of this concept as observable in the life conditions of the people. Indeed, modernization can be observed in most critical social aspects and structure relevant to the daily activities of the population. The present state of modernization is primarily product the different stages of development that occurred in the previous periods. Each development stage produces a new standard of progress in the society wherein this respective level manifests as a better approach than the previous one in terms of the betterment of the condition of the population. (Schmidt, 2008, 54) Examples of the dominant modernization changes in the society are the development in the communication field in terms of contracting the regional gaps of the population, the progress in media developing the mean of transference of news and information, and the progress in the computing field as influenced by the rapid industrialization of the technology industry. On actual social structure, the concept of modernization is also dominant affecting the normative processes and approaches in each significant social system. An example of this is the modernity in the processes in the criminal justice field wherein their critic al investigation has been further developed with the advancement of their facilities and technological development. Indeed, modernization brings forth the general influence of development as part of the continuous pursuit of the population towards progress.(Yelvington, 2006, 56) In

IT in business Essay Example | Topics and Well Written Essays - 250 words

IT in business - Essay Example Now despite the competitive edge ensured by IT, once every company begins to cut costs and aims at doing so at an increasing rate, they tend to hire different agents to do this task for them. At this point they become dependent on an agent who might be working for their rival firms as well and the means for seeking information advantages itself becomes a strategic disadvantage for the concerned company. 2. Carr rightly diagnoses that the strategic advantage of information is not everlasting for a firm. Even Porter and Miller argue that IT has the power to change all the Porter’s five forces. But three different companies or business organizations like Orkut, Facebook and Twitter, though based upon similar idea do not have the same number of clients. Here one might say that first entrant into a specific segment using information technology might have more advantage over the others. An individual having an account with Orkut might have the same with the other two as well and hen ce identifying a strategic advantage at this point is almost impossible unless based on time of entry. 2. Porter and Miller elaborate upon the industry’s attractiveness and alterations of the products, as they become information intensive. However, as information technology progresses, so will the need and risk to security of a firm’s data.

Learning Plan Essay Example for Free

Learning Plan Essay The learning plan described in this paper is to have students debate a topic related to the Civil War. The debate topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons?† The main concept of this learning plan is to have students work collaboratively to research facts, and recall and use facts from the Civil War unit to incorporate into their arguments. (It should be noted that the learning plan described in this paper will take several classes to complete, however the learning plan procedures will only address the class where the debate will occur. ) It is assumed that debate skills were taught in a previous class. The learning theory certainly incorporates constructivist aspects. They are constructing knowledge rather than absorbing it. This is constructivist approach is illustrated through the collaborative nature of the assignment, as well as through the research that students’ must produce. In terms of the use of technology and media; the students will be instructed to research one source of information, from the internet, related to their argument. They must submit a one-page analysis of the information in which they found along with a references page. This must be submitted to the teacher a week before the scheduled debate. The teacher will assess the content of the paper, but the references page will also be important. Teacher must evaluate the kinds of internet sources that the students have used. The credibility of the internet source, and the strength of student’s research will be analyzed by the teacher. The purpose is to assess student’s traditional literacy and critical analytical skills (assessed when evaluating the content), and information literacy/interpretation skills of online material (assessed by reviewing the reference page). Finally, the teacher will hand back papers to the students, and he/she will instruct each group to use at least two of their group members’ papers into their group’s arguments. Media and technology will also be incorporated with the use of social media. The teacher will tell students that their debates will be recorded and submitted to youtube or a private school website (if issues of privacy are raised). Others will be allowed to view th e video to evaluate the strength of each team’s arguments. Based on the comments of public viewers, a winner will be chosen (by popular vote). This popular vote will be incorporated as a small percentage into the assessment. This is being done as to allow students to  participate in new media opportunities within an educational context. Learning Plan Context Setting The high needs school will be a High School in the Bay Area, either in San Francisco or Oakland. There will be 25-30 students in an individual classroom.  The lesson will take place the week after the Civil War unit is finished. It is anticipated that the unit will last about two weeks, therefore the debate class will occur during the third week. The actual debate class will take up one class period. The content area is US History/Politics. The grade level is Juniors (11th grade). In sum, the curriculum unit is 11th grade, US History/Politics, Civil War unit. Standards According to California standards for literacy in History/Social Studies in 6-12th grades. A student must be able to demonstrate analysis of primary and secondary sources, and connect these insights to the understanding of the whole text. This ability will be addressed and assessed when students must incorporate information learned from the textbook with information gained from the internet, and use both sources of information, into their debate. The student’s ability to undertake this task will be evaluated by the teacher with the submission of student’s sources, and also during the debate. (http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.) Also according to California standards, students must be able to evaluate various explanations for events and actions. This standard is illustrated in the nature of the activity. A debate, in itself, evaluates different explanations for one event, which makes it an ideal means of addressing this standard (http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.)  Finally, according to California standards, students must be able to evaluate differing points of view on the same historical issue. Once again, this standard is illustrated within the nature of a debate. It is also illustrated when students submit their own analysis of internet research (http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.) Learning Objective Students will be able to collaboratively demonstrate their knowledge of Civil War policy, events and information, from the textbook and from online sources, by formulating arguments to be presented within a debate. Learning Theory Applications Constructivism is certainly at play in this lesson plan: The activity allows knowledge to be organized into schemas, concepts, and worldviews. This activity is emphasizing the use of authentic activities by constructing knowledge through interaction with the environments (internet and peers), and applying it to real-life situations (debate). The collaborative component certainly illustrates constuctivism; learners will help each other create conceptual connections. Finally, students are working autonomously with the help of the teacher as facilitator, supporter, and model (Ormrod, 2006). Learning Accommodations: Individualized Education Plan for Special Accomodations: In each team, all students will be assigned a role. For example, â€Å"speaker†, â€Å"writer†, â€Å"time-keeper†. A student’s IEP will be taken into consideration when assigning roles. A student with an IEP, will be assigned a role that best fits their IEP. For example, a student with ADD, may be best suited to be a time-keeper since their attention span is not as focused. They may be anxious to change the pace of the group’s discussions, and therefore they may be eager to keep track of the time. Language Development needs: When assigning the internet-based research; the teacher will give ELL students a website to navigate to, instead of having the students navigate the internet themselves. Teacher will give explicit instructions as to where to look on the website so students do not feel too overwhelmed with the English language. Teacher will ask the students to try to comprehend some of the information, however if this proves too difficult, then the teacher will ask the students to find 15-20 words from the website that the student did not understand. The student will then find the meanings of these words in their own language. They must write at least a paragraph about the Civil War unit incorporating five of the words that they found on the internet. Also,  at least two of these words must be incorporated into the arguments of their team. Gifted and Talented needs: This is a challenging component to consider because a gifted/talented student does not necessarily mean an academic-rigorous student. To really tailor the lesson to address the interests of a gifted/talented student, then the teacher will have to be familiar with the personality of that particular student. However, some situations will be addressed here. First of all, from the research, the lesson itself befits that of a gifted/talented student. Competition, which characterizes a debate, usually suits the nature of gifted/talented students. (http://www.teachersfirst.com/gifted_strategies.cfm) The first situation to consider is a student who is gifted/talented, but not academically rigorous. This student will be given a leadership role within his/her team. He/she may be assigned to organize/manage all the ideas of the students. He/she is the one who will be given the rubric for what the teacher is assessing when observing the team’s discussions and arguments. He/she is the manager, and he/she will be assessed on their ability to keep his/her team on task. In this way, this student isn’t necessarily doing more â€Å"academic† work, but he/she is being challenged in a rather difficult manner. A second situation to consider is to have a gifted/talented student who is academically rigorous. The teacher will give this student a second component to add to his/her research paper. The student must connect textbook material and internet material to the US politics of today. This is increasing the cognitive process from analyze (which all students must do with their research papers) to evaluate (Anderson and Krathwol, 2001). The student can choose to incorporate this extra component into their team’s arguments. Resource Accommodations: Low tech: There are no computers, projector, or internet access in the classroom. If this is the case, teacher may have to allocate time in different lessons to use school facilities where computers are available. Computers must be used so that the teacher can show students the kinds of websites that are credible, as well as to use sites, like youtube, to show students examples of debates. Computer use is necessary so teacher may have to take time before or after school to meet with students (who are willing) to show them the above-mentioned websites. Mid tech: One computer connected  to a projector is available in the classroom. The teacher can use this computer to show examples of credible websites, as well as to show examples of debates online. High tech: Class is equipped with several computers. Teams can go online themselves to view videos of debates and start research for their paper. In this way, the collaborative nature of the lesson will start even earlier (in the pre-plan ning stage). Content-Based Literacy Skills In terms of text-based literacy; students must incorporate information from their textbook into their arguments Critical thinking, reflective thought, and text-supported thinking will be illustrated when students must draw connections between internet-based information and textbook information while doing their analysis/research paper. This connection will be evaluated when student’s cute their sources within their paper. (This explanation will also illustrate students’ information literacy.) New Media Literacy Skills Performance: This skill is illustrated when students view sample debates on the internet and use this as models of performance in their own debates. Collective Intelligence: This skill is done when students are within their respective teams and they must draw upon their own and others ideas, research, and knowledge to formulate strong arguments. Judgement: This skill is illustrated when students must judge which websites and information are to be included in their research/analysis paper. Networking: Once again, this skill is illustrated when students must search, connect, and analyze information on the internet for the purpose of their research/analysis paper (Jenkins, 2001). Learning Material: Textbook: Learners will need textbook so that they can recall information. Paper, pen: Leaners will need so that they can write down information. Rubric: Both the learner and teacher needs. Learners need it so that they are aware of what’s expected of them while working in teams and formulating their arguments. Teacher needs it so that he/she can refer to it when assessing the team’s progress. Notes: Learners will need them as a reference when formulating arguments. Stopwatch/watch: This will be given to the student whose job is timekeeper. Video Camera: Used to record the debate Learning Plan Procedures Phase I: Motivation Activity Teacher will show a short clip of a very powerful, interesting debate. Possibly a presidential debate. The clip will only show the most poignant part (according to the teacher) of the debate. Hopefully the clip will be no longer than 5 minutes long. (if there’s no computer available, then teacher must bring in her/his own computer.) In a class of 30 chair/table. There will be 15 chairs/ tables on each side of the room. They will be facing eachother. Learners will enter the classroom and sit down immediately with their team. The teacher will then show the video as soon as the class is seated and quiet. This activity is being done to motivate, encourage, and remind students of what a good debate looks like so that the output of the students’ debates can match skills such as speaking (clear and concise) and eye-contact of the debaters within the video. Phase II: Input (Teacher Driven) Activity: During this class, the teacher will, serve only as facilitator, therefore not much activity will be driven by the teacher. However, after the video, the teacher will remind students of the rubric that was given to them, and tell students that she/he is only their to assist in the logistics of the debate (time, flow, managing emotions if this becomes a problem). The teacher will also instruct students to take notes on each other’s arguments because this assignment will be important for their homework assignment. She/he will also remind student that they will be recorded. Teacher will tell all students to take out their rubrics. She/He will go over some key point from the rubric as it relates to the debate. The teacher will tell students to make sure that they keep these key points in mind because these points will be assessed during the debate. The teacher will instruct students to have their rubrics out for the entire class so they can monitor their team’s progress by themselves. Teacher will formally go over key questions from the rubric that he/she hopes the teams have incorporated into the nature of the debate (clear speech, eye contact,  concise points, respectful behavior) as well as into the content of the debate. In term of the nature of the debate, questions might look like â€Å"Is my team being quiet/respectful as the other team presents their arguments?†, â€Å"Are my responses to the other’s teams arguments not insulting?† etc. In terms of the content of the debate, questions may look like, â€Å"Did my team incorporate facts from the textbook?†, â€Å"Did my team use at least two credible internet sources within the argument?†, â€Å"Did my team follow special instructions assigned by the teacher (e.g. incorporating ideas from IEP students, ELL student, gifted students)?.† This activity and these questions serve to remind students of the importance of the collaborative nature of the learning objective. They also serve to remind students that they must be able to demonstrate their understanding of the Civil War unit, as well as their understanding of outside sources within the context of an argument. Phase III: Output (Learner Driven) Activity Students will take part in a debate. The topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons?† This activity will illustrate the learning objective in several ways. First, the collaborative nature of the previous classes will finally be demonstrated. Second, the students must illustrate their knowledge of Civil War policies within their arguments. Third, both sides’ arguments must include information from outside sources. The teacher will select one team to present their arguments first. Recording will begin The speaker of that team will stand up and come to the front of the class. They will present their team’s argument. In the argument they must mention the sources in which they got their information. For example, if they got a particular piece of data from the textbook, then they must state â€Å"As is presented in the textbook†¦Ã¢â‚¬ . If they got a particular piece of data from the internet then they must state, â€Å"As is presented on so-called website, or by so-called author†¦Ã¢â‚¬  They must also explicitly state how they used the â€Å"special instructions† from the teacher. For example, â€Å"(ELL’s student’s name) found that ‘compromise’ was not a possible solution of the Civil War.† In this example, it is assumed that compromise was on a list of words that an ELL student did not understand. He/she presented these list of words to  his/her team. The team reviewed the list, and chose to use the word compromise as part of their argument. The student will finish the presentation of his/her argument. The teacher will tell the next team to present its argument. The team will follow the same procedure as above. The teacher will then stop recording of the debate. This debate will naturally lead to questions, comments from both the teacher and the students. Phase IV: Culmination.  The teacher will ask the groups to clear up any misunderstandings or misinformation the teams may have had within their argument. This is to give other team members a chance to speak about the argument, which reinforces the collaborative effort of the lesson. The teacher will also ask students how their team’s or the other team’s information and debate skills differed and how these things were similar to the debate presented in the beginning of the class. As a smaller activity, the teacher will instruct all the students to come up with one question, comment, critique of the other team’s argument. This assignment will illustrate each student’s understanding of the Civil War Unit because it challenges students to relate, connect, or counter-argue their own knowledge of the unit. This question will be submitted to the teacher. Phase V: Exte nsion For homework, students will write a one-page analysis of the opposing teams arguments. The student will address the opposing side’s arguments. He/she will evaluate the argument’s weaknesses, strengths; and why he/she disagreed or agreed with the points that were made. Learning Plan Analysis Formative assessments will include analyzing the collaborative efforts of the team, the behavior of each team during the presentation of the opposing team’s arguments, how well each team member took on their role within their team, and how well the team incorporated textbook information, outside information, and ‘†special instructions† from the teacher into their argument. A summative assessment will include the teacher’s evaluation of the internet analysis/research paper, the one-page analysis of opposing team’s argument, teacher’s evaluations of the strength of the arguments, and finally the â€Å"popular vote† (the results of youtube or school-based website). Weaknesses of this lesson plan include time constraints, and the many assessments involved. It may be difficult to accurately assess how well each team members took on their roles. Some students may still be taking on more work than others. Also, incorporating ELL/IEP students proved to be a difficult task.. Strength of the lesson is it fosters team work, analytical skills, and gives students more power in the direction and implementation of a lesson. The teacher will implement these varied assessments in its first year, and then will evaluate the effectiveness of these assessments for future classes. The learning theories applied in the first phase was Vygotzky’s Cognitive Process. Students are witnessing two adults debating and they are expected to try to learn/imitate the behaviors of those adults. In the second phase, social cognitive theory is at play. The teacher both models desired behaviors/outcomes, as well as emphasizes self-efficacy and self-regulation. In the third phase, constructivism is illustrated. The debate is student-driven because the students are demonstrating their constructed knowledge within the debate. The assessments have a behaviorist component. Negative reinforcement (decrease a behavior) is illustrated when the teacher warns students that if they are not respectful or a team member does not contribute meaningfully, then they may be marked down (Ormrod, 2008). References Anderson, L. W. , Krathwol, D. R. (2001) . A Taxonomy for Learning, Teaching, and Assessing, 28-31. California Department of Education. (2013) California Common Core State Standards. http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., and Weigel, M. (2006). â€Å"Confronting the Challenges of Participatory Culture: Media Education for the 21st Century.† Chicago, IL: MacArthur Foundation. Ormrod, J. E. (2008). Educational Psychology Developing Learners, 8. 25-36. Teachers First. (2014) http://www.teachersfirst.com/gifted_strategies.cfm

Samsung Electronics Marketing Essay Example for Free

Samsung Electronics Marketing Essay SAMSUNG MOBILE Samsung Electronics (Mobile Division) operates in one of the most competitive markets of the world. According to the US Federal Communication Commission 67 new Smartphone devices are introduced every year. Samsung traditionally had a conservative image that focused on low-price products for the lower end of the market. With low prices it was able to compete in the lower-market whereas in the upper market it had lesser penetration. To penetrate the upper-market Samsung had to give up their lower-market position and focus on innovation and perceiving a higher brand value. SEGMENTATION GEOGRAPHIC It has Samsung Guru Segment for rural areas as well as Galaxy segment for urban areas. Samsung is one of the largest manufacturers of mobile phones and it shares the highest cell phone customers with Nokia in India. It has something for everyone. Urban: Targeting urban youth with many handsets. Built in mobile features like 3G, wifi, GPS different operating systems. Price range RS 1000 and above. Rural: It has a better brand image in rural market. Samsung recently tied up with the Indian Farmers Fertilizer Cooperative. (IFFCO0 for rural telephony. Special applications for rural market. Hinglish Messaging. Price range 1000-5000 DEMOGRAPHIC Age: 15-21 21-35 35-60 60 and above Price Rs 1000-10000 1000-20000 1000-35000 1000-10000 53 Handsets 68 Handsets 72 Handsets 53 Handsets Family Size: 1-2, 3-4, 5+ members Gender: Males All categories except Samsung Pink Phones. Females Specially designed Samsung Pink Phones e.g Samsung B3310 pink, F48o Tocco pink, J700 pink, U900 Soul pink, L770 pink, U600 pink, G600 pink and F480 Tocco. Social class: Middle class (Youth), Upper class (businessman) Lower class (workers) PSYCHOGRAPHIC Samsung came with some so fancy mobile phones specially for girls and cheaper touch screen stylish phones so that everyone can enjoy touch screen The rate of normal mobiles. Samsung has its range of mobile phones start from 1200to 32,000+. Value offers various operating systems like Android, Windows Mobile for customers to choose for. -excellent after sales service having service centers in all over India. functions rich phones atlow price, e.g Samsung GT- 3213 -Samsung App store Conscious Samsung has good mouth publicity High Techno Savvy Samsung provides latest technologies for it’s high techno savvy customers. Low techno Savvy Samsung provides various mobiles for low techno savvy customers like essential phones. BEHAVIORAL HOW LOYAL?: Good brand image form other electronic products. Value for Money Product Many service centers across India. SOCIO-ECONOMIC Low Income Middle Income Higher Income Price 1000 – 5000 Price 5000 – 15000 Price 15000 – 35000 35 Products 48 Products 11 Products TARGETING After segmenting the market based on the different groups and classes, the targets need to be chosen. Samsung mobiles have the following target customers: Trendy young people. Professionals. Large businesses. The common cellular phone users. Organizations such as: services to public safety, the government, and both utility and manufacturing enterprises. Institutional sales for colleges. Target is not only number driven but also about acquiring and retaining customers. POSITIONING Positioning is about the customer perception about the brand as being different from the other brands on specific dimension including product attributes. The strategies adopted by Samsung to position itself in the  Mobile Phone market are as follows: It focuses more on the real margin which comes from mid-to-high-end segments Samsung Concept Store Market making category creation in small towns Wider Care Network Access to Samsung care line Pioneering in the 3G segment of mobile phones. Branded itself as a synonym for quality. Created a Unique Brand Image for itself as a high end value driven brand.

Power and Politics of Performance Management

Power and Politics of Performance Management Organization politics are a reality in most organizations, and while game-playing might outwardly appear to be wasted time, it is necessary in order to secure resources, progress ideas, achieve personal goals, and often to enhance ones standing. It is naive to realistically expect to be able to stand aloof from organizational politics. You may be respected for doing so, but your progress will be limited and you will be seen as an easy target. (Buchanan Badham, 2007, pp 47-59) From a managing and leading people prospective, the later part will discuss about how power politics and control influence on the management of performance of individuals and organizational .what are the key aspects of the approaches of the power politics and controls over the management of performance. What is the good aspect and what is the negative aspect of those elements when we bring performance management into consideration on individual bases and on organizational bases. It will also identify what is meant by power, politics and control and the management of performance. All the relevant theories from the module and practical theories will be discussed in detail. Power and politics Management of performance: Before going into discussion about power politics and organizational control one need to discuss the dilemma of performance management. Performance management is not only about the employees performance but it mixture of how the organization as whole performing (internally and externally), its various department (sales, administration etc), budgeting, finance management, policies, services and products organizing groups for mutual task etc. According to Bratton Gold, pp 274, (2007) Performance management refers to the set of interconnected practices which are design to ensure that a person overall capabilities and potential are appraised, so that relevant goals can be set for work and development and, through assessment, data on work behaviour and performance can be collected and reviewed. On the other hand, Armstrong and Baron, pp 1-5, (2009) defining the management of performance as a process which contribute to the effective management of individuals and teams in order to achieve high level of organizational performance -as such, it established shared understanding about what is to achieved and an approach to leading and developing people which will ensure that it is achieved. Power and Politics: Power and politics are the ability or official capacity to exercise and control authority. It also has been known as an individual, groups, or states that have more control over others. Politics is defined as the art or science of government or governing, especially the governing of a political body, such as a nation, organizations, and the administration and control of its internal and external affairs. As businesses harness the power of technology to change and drive the bottom line, power and politics have been seen as the force behind this change. The managements bring important attributes to the table that lead the enterprises direction, from putting the companys strategic visions to finding short-term solutions, getting long-term targets, and bringing in partners who can change and improve the companys profits. Examine the persuasive and powerful individuals, and political base management in executive offices. A common feature among many will emerge: strong values and the abili ty to facilitate change. Thus it is understood how power and politics work together, and benefits each other well in the business setting. Although most individuals think as power as a force over something or someone, it is not identified as a political force. Power shared with political support has proven to be very beneficial in society or in organization. The former president of Pakistan General Pervaiz musharraf is an example of how he maintained power and politics in his regime effectively through a positive control which had influence positively on the country overall performance as comparing to its past. Leader is the key success for an effective performance of an organization. How far we can see power and politics: The topic of power is so vital and difficult to define in a single sentence yet people made different approaches towards power definition. Power can be exerted not only by some individuals over other, but also by some groups, sections departments, organization and indeed by some nations over other. (Huczynski Buchanan, 2007). Another writer Jay (1967) commented on the power definition as power lies in the acceptance of your authority by others -their knowledge that if they try to resist you they will fail and you will succeed, (jay, 1967). According to Gallagher (2003), power is the capacity to impress the dominance of ones goal or values on other. One can say that power is the source of individual authority and approached to get the thing s done. In other words the ability to make something happening or preventing it forms happening. On the other hand Organization politics can be defined as informal, parochial, typically divisive and illegitimate behaviour that is aimed at displaci ng legitimate power (Mintzberg, 1983). Organizations mainly consisted of organizational politics. Authorities or leaders usually exercising power have the same amount of politics. Working in organization one can see closely the relation of power and politics. It is believe that it is a reality in the organizations. According to Prasad, (1993) Politicking is one of the option for those who wish to influence decisions. It is believed that politics inside organization can be exercised for and against the organization. But most of the critics believed that politics mostly disrupt organizational efficiency and effectiveness (kacmar et al., 1999). Also it consuming time, restricting information and making communication difficulties (Eisenhard Bourgeois, 1988). It also creating the environment stressful, decreasing job satisfaction and making high level of employees turn over. Form a very way power and politics described as essential sources in the organizational life .some critics described as good well for organizational life and some criticised as negative element for organizational life and individuals well being. Power and politics can understand through its sources and tactics that how individuals exercising them through various means and controlling the whole sort of culture which automatically reflects on their performance. There are different approaches has been made by the writers, individualist and pluralist are the commons in them. Power as an individuals property: This type of power has been exercised by individuals with a Social and Interpersonal skills, Power can be seen in particular individuals inside the organizations (Huczynski and Buchanan, pp 435, 2007). Clearly stating who have the power and those who dont have. Individual property can be eliminated in two types of sources, structural sources and personal source based on managing with power theory (Jeffrey, 1992). Structural source: Individual formal role and position .the Ability of gaining support and allies, Individuals have fully control over information Reducing problems and uncertainty. Also have influence on the organization communication physically and emotionally, and the pervasiveness of individual activities within the organization. Such kind of power can be seen in accountants or accountant general officers and HR manager who have more power and authority than others. They hold a strong position and can be positive or negative effect on the organization overall performance. Individuals source: Power can be seen in Individuals, those who have more energy and physical stamina. The ability of focusing on energy and avoiding worthless efforts has fully understanding of other employees feelings. Individuals have a great capability of mental toughness and ability to control stress situation like conflicts and confrontations. All those Characteristics of power are known as more socialistic and talk about individual behaviour of its approach towards power. Power as a source of relationship According to French raven, pp 259-269 (1959) and Buchanan Budham (1999), Power as an individuals property yet it is property of relationship. French raven, pp 259-269 (1959), identified five types of power which are exercising within organization. Relationship power can be described as personal power and positional power. Each of these can be influence on the individuals behaviour, attitude and values. Figure 1. Types of Individual Power. (Source: French raven, 1959) Reward power: It is combination of different element such as resources, assisting employee or empowering them in some areas, sharing information, advancement, recognitions, personnel and emotional support of an individual authority exerting in organization. From political aspect, study found that politics influence on the reward power. In other word if the leader wants to give someone reward, politics can influence it from both positive and negative aspects. So, that would affect the overall performance of an individual from both aspects. On the other hand reward power can be a positive aspect of getting good performance and control of the employees in organization. So, one can see both positive and negative elements in such type of power. Coercive power: Authorities exercising the power of punishing individuals, firing them, and maintaining discipline and spreading the feelings of fear inside the organization, the leaders mostly delivered the massage of what their superior wants to do (transactional leadership). Politics may contribute in the form of other employees can get the massage what their superior wanted to do. Coercive power can be seen as negative in organizational culture, for example other employees may not be put their best in achieving the strategic goals and can turn hostile against the management which would influence on the management of performance and control of the individual and organization. In addition most of the critics seen it as a threat to employee well being. Using positive politics in such kind of power may give a massage to the employees to do what they asked to do. According to Hofstade, pp 42-63, (1980), culture does have high power distance and high uncertainty avoidance in some nations (i.e., Pakist an) has a significant influence on the performance and control of the organization or country. So to use some sort of coerciveness might be beneficial for the organizational performance and control. Expert power: This power based on facts or impression, the expertise of a manager to posses particular skills, knowledge and authorities capability of management issues and technique. The person may be given the power to make decisions for others individuals because he has an expertise on the particular subject area. Again it can be taken as positively and negatively influence on the management of performance. It can help others by getting things done on the right place and time but also can make barriers between the individuals and authorities if they take them in coercive manner, (Benfari Buchanan et, al, 2007 pp 51). Referent power: Leaders ability to rally his staff and urge them to cooperate in achieving the organizational goals (transformational leadership), the ability of the leaders to influence on individuals, we can call him as charismatic leader or manager who can influence his personality by his own values and perception in the organization. These leaders are able to move the organization toward the ideal perspective by coordinating the employees and integrating all system components (Cacioppe, pp 336, 2000). This type of power purely considers being positive for organizational culture and performance. Individuals mostly manipulate towards referent power, pure satisfaction prevailing over organizational culture. Legitimate power: Legitimate power is based on an individual formal position in the organization. It also can be known as position power. It is usually based on the compliances of individuals. Political perceptions in organization: Organization politics can be defined as Informal, parochial, typically divisive and illegitimate behaviour that is aimed at displacing legitimate power (Mintzberg, 1983). Organizations mainly consisted of organizational politics. Authorities usually exercising power have the same amount of politics. Working in organization one can see closely the relation of power and politics. It is believe that its a reality in the organizations. According to Prasad, 1993 Politicking is one of the option for those who wish to influence decisions. Its believed that politics inside organization can be exercised for and against the organization. But most of the critics believed that politics mostly disrupt organizational efficiency and effectiveness (kacmar et al., 1999). Also it consuming time, restricting information and making communication difficulties (Eisenhard and Bourgeois, 1988). It also creating the environment stressful, decreasing job satisfaction and making high level of employees turn ov er. Political behaviour needed to be considered more effectively and individuals have to be understood the causes and effects of politics in organization and its performance. Leadership may influence positively with powerful politics to reduce the level of high uncertainty, conflicts, building coalition with other, reducing the communication barriers between the employees and the managers or leaders, implementing strategic change and policies. Those who are in opposition can be tackling down on powerful politics, also handling trade unions or employees unions in the work place, etc. Politics can influence positively on organization and individuals performance and control. But most of the employees understand the philosophy of political behaviour in organization as a negative aspect of work life assuming that it is a self- serving aspect of getting promotion and personal objectives. Such behaviour can be identified as, hierarchical, associated with the influencing bad attitudes, destroying or abusing power and were not seen to be responsible towards organizational goals and interest of the employees. (Vigoda Poon, pp 138-155, 2003). In such political behaviour, individuals trying to surpass other in order to get more information and to get more power. Several factors are influencing on the political behaviour of an organization performance and can be known as personnel situational. Personal factors including demographic factors, individuals characteristics, attitudes, needs and values and Situational factors like job autonomy, job variety and on the organization al level such as centralization and formulization (Poon pp 138-155, 2003). Formal situational perception of organizational politics: Job ambiguity: In job ambiguity situations, individuals are mostly unclear about their job role, not clear about their objectives or goal and what can they do to get rewarded. Most of the employees trying to secure their jobs and their personnel interests using political resources and can turn them in defensive political behaviour (Ashforth and Lee, 1990). Scarcity of resources: In the situation of pay rise, promotion opportunities etc individual compete for such resources May using politics to get promotion and to get career opportunities and developments and get positively relation to political behaviour. Trust climate: According to Das and Teng, pp 251-283, (2001), Trust is subjective state of positive expectations regarding another persons good-well and can exist at the personal, organizational, inter-organizational and international levels. Working climate of trust can motivate individuals positively and can be influence on the political behaviour of an organization. On the other hand it can reduce employee performance if there is lack of trust climate in organization. Job satisfactions: The work environment, where individuals feel satisfaction and security of their jobs, According to Lock, 1973 and Poon, 2003, job satisfaction is a positive emotional state that arise when people appraised their jobs or job experience. The level of decrease in job satisfaction can be seen in organization with higher political behaviour. Decision and policies based on higher political environment can create job stress as well. Employees turn over intention: Turnover of employee can be discussed from two aspects psychological and physical usually caused when the organization are high politicking, most of the employee give up their struggles towards the job targets mentally and physically in a work life based on political environment,( Kacmar, 1999). The listed below diagram can evaluate about the political perception in organization clearly. Figure 2. Perceptions of Organizational Politics (Source: Poon, 2003) Conclusion: Armstrong, P-A Baron, A., Performance management: An Overview, Feb 2009: Charted Institute Of Professional Studies. Vigoda-Gadot., E: Leadership Style, Organizational Politics, And Employees Performance, 2007. Vol. No 5, 2007. Emerald Group Publishing Limited. Bratton. J Gold, J. Human Resource Management, Theory And Practice. 4rth Edition, 2007: Published By Palgrave Macmillan New York. Chapter (8). Kacmar, K.M., Bozen, D.P., Carlson, D.S And Anthony, W.P (1999), An Examination Of The Perception Of Organizational Politics Model: Replication And Extension, Human Relations, Vol.52, pp.383- 416. Emerald Group Publishing Limited. Poon., M.L, June, Situational Antecedent And Outcomes Of Organizational Politics Perceptions: Journal of Managerial Psychology, Vol, 18 No.2, 2003 , Emerald Publication. Buchanan. D Budham., R: Power Politics And Organizational Change: Winning the Turf Game: 1st Edition 1999, Sage Publication LTD, London. Cole, G. 1997. Strategic Management. 2nd Ed. London: Thomson Learning. Watson, G., Gallagher, K., 2005. Managing for Results. 2nd Ed. London: Chartered Institute of Personnel and Development, London. Huczynski., A, Buchanan., D: Organizational Behaviour, Sixth Edition., 2007, Part six, Chapter 24, Pearson education limited. http://managementconsultingcourses.com/Lesson30PowerOrganizationalPolitics.pdf access Managing human behavior in public nonprofit organizations ÂÂ  By Robert B. Denhardt, Janet Vinzant Denhardt, Maria Pilar Aristigueta Hofstede, G. 1980. Motivation, Leadership, and Organization: Do American theories apply abroad? Organization dynamics AMACOM Journal. 1(1), pp 42 63 Das, T.K. and Teng, B.S. (2001), Trust, control, and risk in strategic alliances: an integrated framework, Organization Studies, Vol. 22, pp. 251-83. Mintzberg, H. (1983), Power In and Around Organizations, Prentice-Hall, Englewood Cliffs, NJ. Kacmar, K.M. and Ferris, G.R. (1991), Perceptions of organizational politics scale (POPS): development and construct validation, Educational and Psychological Measurement, Vol. 51, pp. 193-205.

bless me, ultima :: essays research papers

Chapter 3 Summary When Antonio awakes, he ponders the fate of Lupito's soul and those of the men who killed him. His parents quarrel as they always do on Sunday mornings, as Gabriel's vaquero mindset is not favorable to priests. When Marà ­a scolds Antonio for not being properly formal when greeting Ultima, Ultima requests that she back off because the night was hard on all men. Marà ­a protests that he is still a baby. She thinks it is a sin for boys to become men. Many women in town are dressed in mourning because of sons and husbands lost in the war, which has indirectly claimed two more victims. Antonio and Ultima discuss the events of the previous night. She states that she doesn't think Gabriel fired at Lupito, but she warns that no one should presume to decide whom God forgives or not. Before mass, Antonio mingles with the other boys. They horse around and discuss the night's events. Antonio contributes nothing to the subject of Lupito's death. Commentary Having been introduced to an adult moral dilemma, Antonio is obsessed with sin and punishment. Ultima explains that men of the llano, referring to Gabriel and Narciso, will not kill without reason. However, she also tells Antonio that people have to make independent moral decisions based on what they know. However, matters of salvation and damnation are not for human beings to determine. In her own way, Ultima is talking about fate and destiny within the language of Catholicism because those are the terms with which Antonio is trying to make sense of Lupito's death. Moreover, Ultima tries to subtly let Antonio know that the adults he loves and trusts are not infallible. Narciso and Gabriel both tried to save Lupito, but the blind anger and fear of Chà ¡vez and the others prevented them from doing so. Furthermore, Ultima does not tell Antonio what to think but how people like his father and Narciso make moral decisions. Antonio can then apply this understanding to his own decisions. The opinions that Marà ­a and Gabriel have of growing up highlight the major issues of sin and punishment that preoccupy Antonio. His mother associates growing up with learning how to sin, while Gabriel and Ultima view growing up as an inevitable process that is not good or bad in itself. As a boy becomes a man, he uses his life experience and his knowledge to make decisions.

Metro Manila Film Festival: Taste of Filipino Movies on Christmas Essay

While the children are very busy collecting their gifts from their godparents, actors and film staffs are also busy creating such wondrous movie as their entry to the Metro Manila Film Festival. MMFF as its shortened name, it is the annual celebration of the Filipino talents in the movie industry. Usually held during the Christmas season, it recognizes the role of the film industry in providing artistic depictions of the Philippine stories and history. And as the time passes by, Metro Manila Film Festival has become part of the Filipino’s yearly celebration of Christmas. Before the films are being sent to various cinemas nationwide, giant floats of them will be rounding the Pasay Rotonda first. The floats are made portraying the setting of the actual movie. For instance, if a certain horror movie is set in a haunted house, then its float will be like a house with an eerie design. In general, all the floats are decorative implying the effort of the people behind those artworks. People are truly enjoying the caravan not only because of the enormous and colorful floats they see but also for the chance to glance at their favorite celebrities. In order to have evidence of achieving their dreams, they will surely take pictures of them. The casts, on the other hand, are usually on top, shining their eyes and swaying their hands to welcome the people. Their sweet smiles and heart-warming yells throughout the procession somewhat convince the people to watch their pompous creations. Moreover, they throw some giveaways such as t-shirts and posters which may he lp to attract the people’s attention. All are appreciating every single moment of the event. Normally, the first day of the film viewing is placed on Christmas. Imagine how clever pro... ...ovie itself. As the time goes by, movies become more imaginative signifying the rich and brilliant minds of ‘Pinoys’. They are devoted to their profession, trying to reach perfection. After all, they will gather all the gifts of their hardships. Filipino film industry is very significant among them just as how important the Christmas is. Furthermore, it is as colorful as the Christmas celebration of the Filipino community. Works Cited â€Å"The 39th Metro Manila Film Festival†. Metro Manila Film Festival. MMDA. 2012. 22 Dec. 2013 â€Å"2012 Metro Manila Film Festival†. Wikipedia: The Free Encyclopedia. 28 Dec. 2013. 28 Dec. 2013 â€Å"2013 Metro Manila Film Festival†. Wikipedia: The Free Encyclopedia. 29 Dec. 2013. 29 Dec. 2013

Moral Matters in Hamlet :: essays research papers

Each book has its own fate, but there are a few works of art, that can compete in fame the most mysterious piece of art by Shakespeare –, the tragedy ‘,Hamlet’,. There is a bountiful amount of matters- moral, philosophical, and social ones, set in the plot of the book. The tragedy of the humanist and the fate of one honest person in the era of Renaissance, his tragic dilemma about his love and duty, about the crime, the punishment and the retribution, will never stop provoking the readers of ‘,Hamlet’,. What actually is situated in the core of Hamlet’,s tragedy?!? Is it just his confused mind because of his father’,s murder, or because he has not got enough strength to revenge for the terrible crime?!? The reasons for Hamlet’,s tragedy are more complicated and considerable than the disturbed mental balance and weakness, which turns out to be obvious. His rambling and suffering are deeply seated in a person, whose ideas of morality and humanity, good and evil are torn down suddenly and irrevocably. That is the tragedy of the humanist Hamlet, caused by the conflict between his ideals, regarding mankind and their wild passion for power and wealth at any price. Brought up with the spirit of humanism, Hamlet suffers a deep spiritual stress because he has to cope with evil in all of its dimensions for a short period: a murder, fratricide, adultery, incest, treachery and complicity of the crime. Shockingly for him, the people who have done the evil deeds are those who he loves- his uncle, his own mother, his love, some of his friends who he has known since his childhood. This confrontation with the evil that follows and attacks him takes the joy away from Hamlet and distorts his ideal of humanity. Hamlet seeks the relation between him and the common taint and violence which surround reality from the beginning itself. According to him the murder has been done because of these factors of disgust and hatered. His disappointment leads him to the insight that Denmark is a beautiful prison. Moreover, the tragedy of a humanist, forced to live in an inhumane society changes his idea of the world, which now different and in his view is a des ert garden, ruled by the weed that is among people.

An Analysis of Hotel Rwanda and Schindler’s List

Paul Reasonable and Oscar Schneider are both men of style who help their own Individual countries through many different ways. Paul and Oscar show different ways of helping out the people In their own countries by using their exclusive styles. In â€Å"Hotel Rwanda† Paul Reasonable Is a hotel manger In Rwanda during the Rwanda genocide. The genocide Is going on because the Huts believe that the Tutsis killed their president and that Is why the Huts are attacking on the Tutsis,Paul Is a Hut, but his wife Titian and his children and other close friends are all Tutsis and It Is his mission to save them all. In the movie when Paul was getting ready to go work the Hut rebels come to see If there are any Tutsis left In Pall's house, Paul hides all of his family and all of his friends in one room of the house and Paul goes outside to deal with the Hut rebels. Paul then takes everyone to the hotel and bribes the rebels to let all of his family and friends to stay alive. Paul through o ut the movie does many things to help out the Tutsis and help them out for anything that hey all need.Pall's style still remains the same through out the whole movie. Oscar Schneider is a business man with excessive style. He bribes many people. Schneider is currently living in Poland during the Holocaust. Schneider decides to open a pots and pans shop where the Jews can work in. In the movie Schneider is very kind to the Jews and feels sympathetic. A scene which shows some Jews sitting in a very hot train getting sent off to a concentration camp. Schneider realizes that all of them feel very thirsty and decides to quench their thirst by spraying water at the Jews.When the pots ND pans factory shuts down Schneider decides to open an ammunition factory. All of the men arrive but than Schneider realizes that all of the ladies train is going to Auschwitz. Schneider goes to Auschwitz to bring the women back. Schneider in the end of the movie is thanked by all of the Jews by helping them out through a very hard time and by giving them a Job and many other things. Both Paul and Schneider are very amazing men who helped out their people through many things. Paul as you have learned saved all of the Tutsis by giving them shelter and food by letting all of them stay In his hotel.Schneider In the beginning was a briber and a womanlier later turned In to a good person who helped out the Jews by giving them a Job and also helping them all out. An Analysis of Hotel Rwanda and Chandler's List By anachronism In both â€Å"Hotel Rwanda† and â€Å"Chandler's List†. Paul Resignation and Oscar Schneider are both men of style who help their own individual countries through many different ways. Paul and Oscar show different ways of helping out the people in their own countries by using their excessive styles. In â€Å"Hotel Rwanda† Paul Resignation is a hotel manger in Rwanda during theRwanda genocide. The genocide is going on because the Huts believe that the Tutsis killed their president and that is why the Huts are attacking on the Tutsis. Paul is a Hut, but his wife Titian and his children and other close friends are all Tutsis and it is his mission to save them all. In the movie when Paul was getting ready to go work the Hut rebels come to see if there are any Tutsis left in Pall's house, shelter and food by letting all of them stay in his hotel. Schneider in the beginning was a briber and a womanlier later turned in to a good person who helped out the

Native American Cultural Assimilation

Native American Cultural Assimilation from the Colonial Period to the Progressive October 2, 2011 Introduction Although the first European settlers in America could not have survived without their assistance, it was not long before the Native Americans were viewed as a problem population. They were an obstacle to the expansion plans of the colonial government and the same to the newly formed United States. The Native Americans were dealt with in various ways. During expansion some were outright exterminated through war while others forcibly made to relocate to lands deemed less than ideal. The idea was to make them vanish – out of sight, out of mind. Though their numbers in terms of population and tribal groups dwindled, they persisted and continued to be a problem in the eyes of the federal government. In the latter part of the nineteenth century the United States government instituted a new way to wage war against the Native Americans. This involved assimilating their children through government-run boarding and day schools. Federal policy-makers were sure that by giving the Native American children an American-style education, they would eventually evolve into â€Å"Americans† and return to their reservations, but forsaking their previous culture, traditions and way of thinking. The federal government assumed that as the aged died off and, with the children assimilated, within a few generations at most, there would be no need for reservations or Indian policy, thus accomplishing the original goal of making them vanish. There is little doubt that assimilation through education failed on almost all fronts, but through my research I hope to uncover some positives for the Native American children, especially those affected by late nineteenth century Indian policy which removed them from their families and, in some cases, sent them into an alien world hundreds of miles away. Throughout the history of, especially, European imperialism, â€Å"the relationships between indigenous peoples and colonizers usually proceed through a series of phases. Generally speaking, the first phase involved the establishment of colonies which meant the disruption of Native societies and usually the displacement of people. In most cases, there was some degree of violence and if complete domination was not swift, treaties were drawn up by â€Å"resetting territorial boundaries in order to maintain a degree of order. † Because resource and land acquisition was the main goal of the colonizers in the first place, treatie s seldom lasted and violence continued. In most cases, the next phase in colonialism to lessen violence and restore order was to try assimilation. Assimilation could mean turning the indigenous population into a work force or perhaps a marginalized group of ‘others’ who speak the colonizers language†¦Ã¢â‚¬ [1] As colonial expansion kept growing in North America, assimilation was attempted on several levels. Attempts were made at outright Native American removal from their lands and, when that did not work, religion was probably the most widespread â€Å"weapon† of the colonizers to subdue the Natives. Priests, Catholic and Protestant, (usually backed by an armed force) were more often than not unsuccessful in their attempts to force civilization on the Natives. 2] Assimilation by this means was further complicated because of competing religions. Natives who embraced Catholicism offered by French or Spanish colonizers further distanced themselves from Britis h colonizers and vice versa. European wars of the 17th and 18th centuries between Catholic and Protestant powers carried over into the North American colonies and the Native Americans were situated in a no-win situation. As a result of victories in these wars, not only did 1. Holm, Tom. The Great Confusion in Indian Affairs. pp. 1-2. 2. Findling and Thackeray, eds. Events that Changed America in the Seventeenth Century. p. 72. the British resent Native Americans who fought against them in the wars, they crept deeper into Native American territory until their defeat in the American Revolution. [3] Now, what had been colonial expansion in America turned into national expansion of the newly created United States. As the eighteenth-century came to a close and the major players in expansion had changed, policy toward Native Americans stayed essentially the same it had been under the British. Early in the nineteenth-century and the Louisiana Purchase in hand,†Ã¢â‚¬ ¦ (Thomas) Jefferson, much as he struggled with the issue (Indian policy), could simply not envision a future for the United States that included a place for ‘Indians as Indians. ’ As president, Jefferson tried to design an Indian policy that would humanely assimilate Native Americans into the new republic, but his vision of national expansion turned out not to have any room for Native Americans. [4] Those who refused or resisted assimilation would be forcibly pushed westward to lands deemed unfit for anything by most Americans. [5] As expansion increased further West, the Native Americans faced another subtle weapon in addition to religion from the government in its attempt to subdue them – American-style education. Years of violence, forced removal to Indian Territory and forced religious indoctrination had failed to solve what the federal government referred to as â€Å"the Indian problem. [6] the Native Americans may not have flourished in their new land, but they survived and would not go away. As a result, American policy shifted from trying to vanquish the Indians to trying to make them vanish. Starting as an experiment in the early nineteenth-century and continuing until it became 3. Hightower-Langston, Donna. Native American World. p. 365. 4. Conn, Steven. History’s Shadow. p. 3. 5. Garrison, Tim Alan. The Legal Ideology of Removal. p. 7. 6. Ninkovich, Frank. Global Dawn. p. 185. olicy in the last quarter of the century, new Indian policy would be to extinguish Native American cultures through an American-style education of the young. The thinking was, educate the Native American children to American culture to assimilate them and, for the time being, contend with the adults on reservations. The idea behind this was, after a few generations, the adults would die off and the new generations of American educated, assimilated â€Å"citizens† would survive, but not their old cultures and ways of life. The balance of this paper will focus on the assimilation through education policy. â€Å"In 1794 the nation made its first Indian treaty specifically mentioning education, and many more treaties would contain similar offers and even demands for compulsory schooling of tribal children. In 1819 Congress provided a specific ‘civilization fund’ of $10,000 for the ‘uplift’ of Indians, and the assimilationist campaign continued to employ legislation, treaty making (until 1871), and other expedients to achieve its goals. Initially the United States government through its office/ Bureau of Indian Affairs (BIA), depended upon Christian missionary societies, but by the later nineteenth century the government dominated the educational effort, having established a loose system of hundreds of day schools, on-reservation boarding schools, and off-reservation boarding schools, BIA and missionary schools together to Christianize, ‘civilize’, and Americanize Indian children: the rigidly ethnocentric curriculum aimed to strip them of tribal cultures, languages, and spiritual concepts and turn them into ‘cultural brokers’ who would carry the new order back to their own peoples. †[7] 7. Coleman, Michael C. American Indians, the Irish, and Government Schooling. pp. 1-2. The idea of targeting Native American children for ’civilization training’ actually began in the seventeenth-century in New England where Native children were separated from their families and situated in â€Å"praying towns. † A Christian education was aimed at the children â€Å"because they (the colonists) believed (Native American) adults were too set in their ways to become Christianized. †[8] From this early attempt at assimilation through education, Native American education developed into fairly formal on-reservation schools run by churches and missionary societies, with limited funding by Congress. These schools were made possible after such actions as the Indian Removal Act which concentrated Native Americans in Indian territories and under somewhat more control of the federal government. These mostly denominational schools offered the only American-style, limited as it was, education until after the American Civil War. â€Å"†¦ after the conflict (Civil War) the nation developed the Peace Policy, an approach that gave schools a renewed prominence. The carnage of the war encouraged reformers to find new ways to deal with Native nations other than warfare. †[9] Under this peace, the federal government was to provide the necessary funding for â€Å"schools, administrators, and teachers. †[10] There was some funding for the policy by Congress, but not nearly enough. With limited funding, day schools were established on reservations. One-room schools were the norm where â€Å"government officials encouraged a curriculum of academic and vocational subjects, and sometimes the Office of Indian Affairs paid a reservation carpenter, farmer, or blacksmith to offer courses. †[11] 8. Keller, Ruether, eds. Encyclopedia of Women and Religion in North America. pp. 97-8. 9. Trafzer, Keller and Sisquoc, eds. Boarding School Blues. p. 11. 10. ibid. p. 11. 11. ibid. p. 12. About the same time these one-room schools were being established, Commissioner of Indian Affairs Edward P. Smith submitted his annual report favoring boarding schools over day schools. In his report â€Å"Smith stated that the use of English and the elimination of Native languages was the key to assimilation and civilization. †[12] In a plan for national system of Indian schools (October 18890 sent to the Secretary of the Interior, a successor of Smith’s, Thomas J. Morgan, offered the following: When we speak of the education of the Indians, we mean that comprehensive system of training and instruction which will convert them into American citizens, put within their reach the blessings which the rest of us enjoy, and enable them to compete successfully with the white man on his own ground and with his own methods. Education is to be the medium through which the rising generation of Indians are to be brought into fraternal and harmonious relationship with their white fellow citizens, and with them enjoy the sweets of refined homes, the delight of social intercourse, the emoluments of commerce and trade, the advantages of travel, together with the pleasures that come from literature, science, and philosophy, and the solace and stimulus afforded by a true religion. [13] Carlisle Indian Industrial School Ten years prior to Commissioner Morgan’s report, Richard Henry Pratt, a former United States Army officer who had commanded a unit of African American â€Å"Buffalo Soldiers† and 12. Trafzer, Keller and Sisquoc, eds. Boarding School Blues. p. 12. 13. Prucha, Francis Paul. Documents of United States Indian Policy. p. 177. Indian scouts in Indian Territory following the Civil War, began his own quest of assimilation through education. In 1879, he â€Å"secured the permission of the Secretary of the Interior, Carl Shurz, and Secretary of the War Department McCrary to use a deserted military base as the site of his school. †[14] Using this site in Pennsylvania, he felt that he could take Native American children from the reservations and by distancing them from tribal influences, turn them into Americans. With the site secured and community support behind him, the next step was to recruit students. He headed to the Dakota Territory where he was tasked to bring back Native American children to Carlisle. Aided by a teacher/interpreter, Pratt was able to bring back the first class of 82 students. Unfortunately, when he got back to Pennsylvania, necessary basic living supplies previously promised to them by the Bureau of Indian Affairs were not to be found. â€Å"The children slept on the floor in blankets. †[15] In time, some funding was secured privately from â€Å"former abolitionists and Quakers who were eager to be involved in his success and who often visited the school. † Using his military background, the school (for both boys and girls) was modeled after a military academy. Instilling discipline and a sense of â€Å"time† was important to Pratt if he was to make progress with the children and, as one of his former teachers commented on the children, â€Å"they have been systematically taught self-repression. †[16] Although that first recruiting class consisted of only 82 students, by the time the school was at full operating capacity (the school survived 39 years), enrollment averaged 1000 students. [17] 14. Landis, Barbara. â€Å"Carlisle Indian Industrial School History. † http://home. epix. net/~ Landis/histry. html 15. ibid. 16. ibid. 17. ibid. Other Indian Schools Similar types of federal Indian boarding schools were located in the West. They may have been physically closer to reservations, but had the same ideals and philosophy of Carlisle. With military-type discipline, children were ‘encouraged’ to leave their Native American culture behind and accept Americanization. One of the best known of these schools, the Haskell Indian Institute, was located in Lawrence , Kansas. [18] It differed from most Indian schools in the East in that, after a few years (and graduates) it, like other western Indian schools began to staff itself with former students in teacher and, in some cases, administrative roles. [19] Another Native American school of note was the Flandreau Indian School, opened in 1893 in eastern South Dakota primarily for Ojibwe and Dakota students in its early years. [20] Like Haskell, its main function was industrial education for boys and domestic science for girls. No matter which school the children attended, Carlisle, Haskell, or Flandreau, there were common problems faced by the children: â€Å"initiation (into the white man’s universe), discipline, and punishment, along with overall problems – and achievements – of pupil adjustment. †[[21] Some children absolutely resisted Americanization – a favorite form of resistance was arson and those who, at least on the face of it, accepted â€Å"the white man’s ways† were often subjected to rejection by their peers or elders or suspicion by non-Indians. 18. Warren, Kim Cary. The Quest for Citizenship. p. 15. 19. ibid. p. 15. 20. Child, Brenda J. Boarding School Seasons. p. 7. 21. Coleman, Michael C. American Indians, the Irish, and Government Schooling. p. 8. Conclusion Throughout my research there was a common theme in the sources I used – one group trying to impose its will on another. I realize that most of this paper has seemed like an indictment against, first, the European colonizers, then the European-American expansionists and, finally, the Americans in their treatment of Native American peoples, despite what may have seemed, at least some of the time, noble intentions. Sobeit. Actions by Native Americans against non-Native Americans have almost always been reactionary. Throughout history this was evident. In early colonial America, fighting between the French and English (initially in Europe and other parts of the world) spilled over into North America ‘to the contested margins of their empires. Native Americans in league with the French initiated what became King William’s War when they helped massacre British settlers of Schenectady, New York, on February 9, 1690. [22] The Native American motive for participating proba bly was not to see further expansion of French territory into Native American land, but more likely a response to years of violence committed by the British toward them. Moving ahead a couple of centuries, it seemed like the united States government still held to the mindset that â€Å"the only good Indian is a dead Indian,’ not necessarily dead in a physical sense, but dead in a cultural sense. Continued expansion westward was problematic for the federal government because every time there was another â€Å"push†, there always seemed to be Native Americans in its way. Violence in many forms against the Native Americans to try to vanquish them had little success, so new policy, though experimental at first, was implemented in the nineteenth-century and gained support of so-called reformers. The new 22. Bobrick, Benson. Angel in the Whirlwind. pp. 18-19 policy was designed, not to vanquish the Native Americans, but make them vanish. To make them vanish, again not so much physically, but culturally, the federal government adopted policies demanding assimilation. This assimilation would be accomplished by educating the Native American young in a way that would â€Å"Americanize† them. After their Americanization the young would take their training either back to the reservation or mainstream America, leaving their Indian culture behind, thus making the Indian culture gradually vanish. To this end, â€Å"the federal government began its boarding school program for Native Americans during the late nineteenth-century as part of a crusade by a coalition of reformers who aimed to assimilate Native Americans into dominant Anglo-Protestant society through education. With a fervor that was partly evangelical and partly militaristic, the creators of the boarding school system hoped that through education, they could bring about a mass cultural conversion by waging war upon Native American identities and cultural memories. †[23] The negatives of the new Native American assimilation/education program far outweighed the positives. The Native American children were cast into what was essentially a whole new world very alien to them. One seemingly small example of this change was the wearing of shoes. Some children had never worn shoes in their lives, but were suddenly forced to wear them. The children were disciplined harshly for speaking anything but English in the schools; harassed by peers, reservation elders and, sometimes, suspicious non-American Indians depending on the degree they accepted assimilation; taught trades and skills that were becoming obsolete; and, probably worst of all, so psychologically confused, many were later unable to function on the reservation or in the white man’s world. 23. Bloom, John. To Show What an Indian Can Do. p. xii On the positive side of boarding schools, many children were removed from situations of abject poverty and given room and board. The food and living arrangements were totally foreign to them, but it was better than they had previously known. Moving the children from the reservations also kept them quarantined from the disease prevalent there. One of the benefits of completing their boarding school experience was that many graduates later began to staff the schools, especially in the West, somewhat lessening â€Å"white† influence and the school’s ability (and will) to make cultures and ways completely disappear, a positive for the Native Americans, but a prime example of the failure of the schools to carry out federal policy. Though most of the education the children was rudimentary, at best, but in some cases students embraced learning and took their education to the next level. They went on to more formal schools and used their training and education back on the reservations to become leaders with a better understanding of the Native American/American relationship, while others infiltrated local, territorial, state or federal Indian agencies once manned only by white bureaucrats, most who were ignorant when it came to dealing with Native American problems. Assimilation had failed as a governmental policy and, as more and more educated Native Americans left the reservations and adapted to the white world, while retaining fundamental culture and ways, and was replaced by acculturation. Acculturation was not a federal policy, it describes a necessary survival tool used by the Native American to preserve what little was left of their cultures and ways of life. Instead of their educations making them subservient to their master (the federal government), education allowed those Native Americans with the desire and wit to attain respect. Gaining this respect from both their own people, as well as the â€Å"white’ American people took time, but with it came, little by little, more agency and the ability, right and courage to have a say in how their lives were to play out. As bad a reputation as they have had in the past and even to this day, the fact that reservations still exist shows the unwillingness of some Native Americans to let their traditions die. The popularity of Indian art, jewelry and music serves to keep the cultures going. Just as the early settlers of the West found out, they are everywhere, though in decreasing numbers, and will not go away. Works Cited 1. Bloom, John. To Show What an Indian Can Do: Sports at Native American Boarding Schools. Minneapolis, MN, USA, University of Minnesota Press, 2000. http://site. ebrary. com/lib/apus/Doc? id=10151303 2. Bobrick, Benson. Angel in the Whirlwind: The Triumph of the American Revolution. New York, NY, USA, Penguin Books, 1998. 3. Child, Brenda J. Boarding School Seasons; American Indian Families, 1900-1940. Lincoln, NE, USA: University of Nebraska Press, 1998. http://site. ebrary. com/lib/apus/Doc? id=10015709 4. Coleman, Michael C. American Indians, the Irish, and Government Schooling: A Comparative Study. Lincoln, NE, USA: University of Nebraska Press, 2007. http://www. netlibrary. com. ezproxy1. apus. edu/urlapi. asp? action=summary&v=1&bookid=184858 5. Conn, Steven. History’s Shadow: Native Americans and Historical Consciousness in the Nineteenth Century. Chicago, Il, USA: University of Chicago Press, 2004. http://www. netlibrary. com. ezproxy1. apus. edu/urlapi. asp? action=summary&v=1&bookid=262649 6. Findling, John E. and Frank W. Thackeray, eds. Events that Changed America through the Seventeenth Century. Westport, CT, USA: Greenwood Press, 2000. http://www. netlibrary. com. ezproxy1. apus. edu/urlapi. asp? action=summary&v=1&bookid=77716 7. Garrison, Tim Alan. The Legal Ideology of Removal: The Southern Judiciary and the Sovereignty of Native American Nations. Athens, GA, USA: The University of Georgia Press, 2002. http://www. netlibrary. com. ezproxy1. apus. edu/urlapi. asp? action=summary&v=1&bookid=103178 8. Hightower-Langston, Donna. Native American World. Hoboken, NJ, USA: John Wiley & Sons, Inc. , 2003. http://netlibrary. com. ezproxy1. apus. edu/urlapi. asp? action=summary&v=1&bookid=79081 9. Holm, Tom. The Great Confusion in Indian Affairs: Native Americans and Whites in the Progressive Era. Austin, TX, USA: The University of Texas Press, 2005. http://site. ebrary. com/lib/apus/Doc? id=1010671 10. Keller, Rosemary Skinner, Rosemary Radford Ruether and Marie Cantlon, eds. Encyclopedia of Women and Religion in North America. Bloomington, IN, USA: Indiana University Press, 2006. http://www. netlibrary. com. ezproxy1. apus. edu/urlapi. asp? action=summary&v=1&bookid=171513 11. Landis, Barbara. â€Å"Carlisle Indian Industrial School History. † http://home. epix. net/~landis/histry. html 12. Ninkovich, Frank. Global dawn: the Cultural Foundation of American Internationalism, 1865-1890. Harvard University Press, 2009. http://site. ebrary. com/lib/apus/Doc? id=10402533 13. Prucha, Francis Paul, ed. Documents of United States Indian Policy. Lincoln, NE, USA: University of Nebraska Press, 2000. http://www. netlibrary. com. ezproxy1. apus. edu/urlapi. asp? action=summary&v=1&bookid=53529 14. Trafzer, Clifford E. , Jean a. Keller and Lorene Sisquoc, eds. Boarding School Blues: Revisiting American Indian Educational Experiences. Lincoln, NE, USA: University of Nebraska Press, 2006. http;//www. netlibrary. com. ezproxy1. apus. edu/urlapi. asp? action=summary&v=1&bookid=162267 15. Warren, Kim Cary. The Quest For Citizenship: African American and Native American Education in Kansas, 1880-1935. Chapel Hill, NC, The University of North Carolina Press, 2010. http://site. ebrary. com/lib/apus/Doc? id=10425421