Research Trends in the Academy of Management Publications

Research trends in the Academy of Management publications In order to reach the organization’s goals, management acts its way by its techniques and topics that is essential for the success of the company. There are a lot of changes and improvements that can cause to the disappearance of the management topics and techniques that organizations use for its own benefit. I appreciate reading this article that somehow updates us on what is happening on management topics, why do these topics disappear, stays, and re-emerge, and what are the common techniques used by the management of each organizations.The first hypothesis about the management topics says that some are historic and that they emerged then died out over time. People nowadays are very trendy and they tend to imitate what are the topics most popular in their environment. These people study and use those topics that make them think can fit in into the society. Just like in business, management topics also undergo a cycle. At first they will grow slowly, and then they will burst till they reach their peak point where a lot of people patronize their services/products.Sooner or later, their business fades as the people who first patronize their products discover new ones that are trending and popular in the society. Because of this, they try to change and develop new products that would satisfy the wants and needs of the consumers leading to the disappearance of the first products they made. I can’t say that each management techniques are perfect, so if there are new ideas that are developed due to the experiences of each organizations and curiosity of mankind trying to improve and upgrade that specific technique, then that management technique disappears and being replaced by a new and better one.The second hypothesis tells that some management topics are classical and have become institutionalized over time. Even though people nowadays are conscious with the topics that are popular nowadays, t here are others who give importance to these topics. Some topics are so significant that organizations do not want to remove them for those topics leads their business to success. These management topics give them ideas on how they will operate their business to become stable in the industry. Most usinessmen now continue to use and development these management topics because they believe that this can help them in achieving their success. These are their tools to reach their organizational objectives and accomplishments. If these techniques continue to help organizations then these will never fade out and will continue to be institutionalized making these topics stay for a long period of time. The third hypothesis states that some management topics are resurgent in that they emerged, died out, and then re-emerged over time.There are a lot of techniques that could help these topics to become useful again. With comprehensive study and analysis, these topics will soon be popularized an d then used from generation to generation. This hypothesis challenges the researchers to do better study and brainstorming in order to have creative ideas on how they can develop these management topics. All things need improvement in order to fit in into society. Because, we humans, are not easily contented of what we have and can always find ways in creating other ideas better than the other.Some researching think they have created new ideas but had already emerged in the past but disappeared. Most companies make innovations on their products/services offered in the market in order to provide continuous satisfaction to the consumers. And so with this management topic, it needs further study and development to be continuously useful in the world of management. Management topics evolve like businesses do. They both undergo the same process cycle. At first is the birth of the keyword or topic then next is their growth until they reach their maturity where most of the people use it or the topic became popular.The cycle doesn’t end here but it continues to its post-maturity stage where its usefulness to the society declines. But with our generation nowadays, people are intellectual enough to explore new discoveries to satisfy the needs and wants of the society. And with this, it makes the management topic become more stable and continue to provide more knowledge to the researchers and readers. Having adequate knowledge about the history of these management topics we have right now makes each researchers and readers more interested on the topic.Some may show lack of interest but once they go deeper to the history about these management topics, they would find it really amazing on how this were useful to the industry and very effective on every organization. This study is very helpful to researchers that really want to know more about management because it is part of their study to keep track of the trends in the field of management. We can never reach our f uture if we do not know our history. Same goes with studying management, reaching the finish line of this field is impossible unless we learn and study its history.

Ap American History Essay

1. â€Å"The opponents of the annexation of Texas and the Mexican War attacked slavery as the root cause of expansion, but in fact it was no more important than other causes.† Assess the validity of this statement, using the documents and your knowledge of U.S. history from 1820-1860 to support your answer. During the early-mid part of the 19th century (mainly 1820-1860) Americans objected many things they didn’t like. Taxes, the government, even presidents were some of the rejections of the people. But the one thing the people did not like during this time period was the annexation of Texas and the Mexican War. â€Å"The opponents of the annexation of Texas and the Mexican War attacked slavery as the root cause for expansion.† However, slavery was not the only reason America sought for expansion. Other than slavery, people wanted to expand America because they believed in Manifest Destiny (an idea during the 19th century in which people believed that America should expand over the entirety of North America) or because they feared that Texas was an independent state, even the Gold Rush in California (1848-1855) contributed to the expansion of America. Even though â€Å"the opponents of the annexation of Texas and the Mexican War attacked slavery as the root cause of expansion† the idea of Manifest Destiny, fear, and the Gold Rush were other important causes for expansion. As you may know, slavery was the key reason as to why people wanted to expand America, especially southerners. Abolitionists (people who were against slavery) did not like the idea that the expansion of America was based on slavery, but it was. In Document B it states, â€Å"Texas†¦will strengthen ‘the peculiar institution’ of the South, and open a new and vast field for slavery.† Many southerners wanted Texas to be annexed to America because it would allow the south to have more slave states (states that allowed slavery). However, people feared that if Texas was annexed, slavery would expand everywhere in America, and they did not want that. Document C also talks about slavery. It states that, â€Å"The slave population of America†¦must be increased.† Texas is annexed; it will benefit the South in moving some slaves out of the â€Å"superabundant slave population† and will ultimately improve the living conditions of slaves because they wou ldn’t be as crowded. You see, slavery was an important cause for expansion, but the idea of manifest destiny was just as important. The idea of manifest destiny came about the early part of the 19th century. People who believed in manifest destiny believed that America should be able to expand to the entirety of North America. In Document A, Thomas Hart Benson says, â€Å"†¦the American population has begun to extend itself to the Oregon [Territory]†¦I say to them all, Go on!† People like Mr. Benson want America to expand because they want the world to show the world how prosperous America is. In Document D, John L. O’Sullivan said, â€Å"A population will soon be in actual occupation of California.† In this document, Sullivan was talking about the California Gold Rush (1848- 1855). Since many people on the eastern side of America have been hearing about the sightings of gold in California, many people decided to venture out to California to collect some of it. Thousands of people rushed to California that it was given the term â€Å"gold rush†. The gold rush allowed America to expand itself into California, which was supported by the manifest destiny believers. Document E also talks about the ideas of manifest destiny. It states, â€Å"We ought to have the Bay of San Francisco! Why? Because†¦I think†¦our people [should move there]!† The author of Document E obviously believed in the idea of manifest destiny because he wants to see people in San Francisco, which is in California. The manifest destiny idea helped encourage people to have more pride in their nation, which allowed them to expand from the East coast of America to the West. However, not every idea of expansionism was happy. Others people wanted to expand America because of fear. In Document F it states, â€Å"None can fail to see the danger to our safety and future peace if Texas remains an independent state, or becomes an ally or dependency of some foreign nation more powerful than herself.† After Texas won its independence from Mexico in 1835, Texas could not cede the American Union because it needed to enter America with a free state (a state with no slavery) because of the Missouri Compromise (the Missouri Compromise was passed in 1820 in which stated that there would be no slavery in the Louisiana Territory above the 36th parallel). Since there were no other states to enter with Texas, Texas had to remain as an independent state for about ten years (1835- 1845). During that time, people urged for a state to enter as a free state with Texas because, since Texas was not a part of America, it could do whatever it wanted. Things like joining a d ifferent nation or starting a war with America were options that were available for Texas. That is why many people wanted Texas to join as quickly as possible. Thankfully, Texas joined with Iowa in 1845. You see, slavery was not the only cause for expansion in America. The idea of Manifest Destiny and fear allowed the expansion of America, even the Gold Rush encouraged people to settle in California, allowing America to expand from the east coast to the west.

Racial Autobiography Curriculum Unit

Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice Danae O’Bryan EDU 6051: Race & Ethnicity 21 October 2011 Final Action Plan Assignment Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 1 Contents: Introduction to the Action Plan Project Stage 1 For Project/Unit Unit Outline Sample Lesson 1 & Handout(s) Sample Lesson 2 & Handout(s) Sample Lesson 3 & Handout(s) Sample Lesson 4 & Handout(s) Culminating Performance Task ResourcesPage Number 3 4 6 7 9 13 18 23 25 Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 2 Introduction to the Action Plan: Welcome to my action plan! This curricular approach to creating an anti-racist classroom experience was designed for four ninth grade classes at Malden High School in Malden, Massachusetts. The lessons attached to this action plan are anchored in the Massachusetts Common Core Cur riculum Frameworks (2010).Upon first glance at the demographics of Malden High School it is easy to assume that the school has successfully integrated various racial minority and majority groups into its system (African American or Black – 22. 2%, Asian – 22. 7, Hispanic or Latino – 17. 6%, Multi-race, Non-Hispanic – 2. 7%, Native American – 0. 6%, Native Hawaiian or Pacific Islander – 0. 1%, White – 34. 2%). However, there is still a lack of knowledge among students regarding their own racial identity and the experiences of others of different race and ethnic groups.In Northeastern University’s Race & Ethnicity course the idea of â€Å"colorblindness† was discussed at length as being something as powerfully ineffective as racism itself. At Malden High School students of differing racial groups sort of â€Å"coexist,† which is something I hope this action plan will begin to change through students’ awarenes s of racial identity development. Fortunately, the 9th grade curriculum for English Language Arts has placed a heavy emphasis on the overarching theme of identity.Students read Our America over the summer for their summer reading, and write about their own identity in an essay upon entering school this year. This allowed for a more fluid transition into the introduction of racial identity development. After studying the various racial identity development theories in Northeastern University’s Race & Ethnicity course, it seemed essential to tie the importance of racial identity into a students discovery of his or herself. I have learned that the end goal of our recognition of identity is just as important as the developmental process it took to get there.If students reflect only on who they are today, without acknowledging the events and experiences that have shaped their racial identity, they are missing the key information needed in order to create change; And that is the mo tivation behind exploring our past to change our future through this antiracism action plan project. This action plan is centered around the Understanding by Design model, which allows for essential questions and understanding to be thoughtfully explored while working towards an end product.The end product, or, the culminating performance task, is one that challenges students to think critically about the experiences that shaped their racial identity. In turn, the students are asked to produce a racial identity autobiography. I hope you find this action plan useful and choose to incorporate some of the lessons into your own classrooms. Enjoy! Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 3 Racial Identity Development Autobiography Stage 1Understandings Students will understand that†¦ Racial identity plays a role in how he/she interacts in society and become involved with his/her community Different factors, including lif e experiences, shape his/her racial identity Potential Essential Questions Misunderstandings Students may be unable to see how his/her identity contributes to the community at large Student may overlook or be unable to remember particular experiences that contribute to his/her identity Application: How can we use the knowledge and understanding of our racial identities to overcome racism?Explanation: What are the stages of racial identity development? Interpretation: What do my experiences reveal about my racial identity? Why does knowing my racial identity development process matter? Perspective: How do our racial identities differ from each other? Empathy: How might we reach and understanding of others' racial identities? Self-Knowledge: How are my opinions about other races and ethnicities shaped by stereotypes, assumptions, and prejudices? What are my â€Å"blind-spots† and limitations of understanding the racial experiences of others?There are various consequences for ra cial stereotypes, which affect the society we live in No person fits neatly into a clear racial group, people are individuals, not just members of a racial group Students may have a hard time letting go of stereotypes and bias he/she has seen as â€Å"normal† for so long Students may feel Racial identities are that his/her racial always flux and complex, identity autobiography now never fixed or simple, and should be discussed defines them instead that way in the classroom of realizing that it is a work in progress, and outside of school something that can changeProducts of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 4 Knowledge Students will know†¦ ? Skills Students will be able to†¦ Core vocabulary: Race, ethnicity, (Including MCCR frameworks) stereotype, bias, -ism, ? Discuss what shapes their racial identity with definitive language nationality, prejudice, appropriate to the dialogue (MCF autobiography (MCF L 4). S L 1). ? The following terms: ?Evaluate identity narratives from Socioeconomic status; various authors whole focusing institutional racism and on â€Å"craft and structure† as well discrimination; discrimination as â€Å"key ideas and details† (MCF RL 1-6). through economic, cultural, and ? Create and revise a racial identity political means; scapegoating; autobiography (MCF W 3, 5, 6). dehumanization; segregation; ? Recognize and identify various oppression; civil rights (MCF L 4). stereotypes as portrayed in ?The language involved in anti popular television and other racist activism. media. ? The stages of racial identity development. Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 5 Unit Outline: Since this project is being implemented after the To Kill a Mockingbird unit has already begun, the students have already read chapters 1-11 of the novel. In addition, they have watched a documentary on the Scottsboro t rials titled â€Å"Scottsboro: An American Tragedy. Thus, the lessons that follow are not at the start of the To Kill a Mockingbird unit, but they do start at the implementation of the Action Plan project (which is being incorporated into the To Kill a Mockingbird unit). This is only a suggested timeline. You may wish to include additional lessons. In addition, you may replace or adjust some of these lessons provided.  ¦ Sample Lesson 1: (Included)  ¦  ¦  ¦  ¦ Sample Lesson 2: (Included)  ¦  ¦  ¦  ¦ Sample Lesson 3: (Included)  ¦  ¦  ¦ â€Å"A Product of this Town† by J.Malcom Garcia Rules to follow in class discussion Mark up the Text / In-class discussion Racial Identity Anticipation Guide Discussion (On Racial Identity Anticipation guide) Introduction to the Project – GRASPS Breaking down stereotypes Analyzing media in search for stereotypes PowerPoint slides (uploaded as separate document) – Introduction to theories Teacher shares pe rsonal Racial Identity Autobiography Work as class to develop mini-RIA for Jem (character in TKAM) Using self-interview answers and knowledge of theory stages, plan autobiography Photo definition of self – free write/reflection Computer lab- work on typing RIA Sharing RIA’s – possible â€Å"silent† discussion Revisit Anticipation guides  ¦ Sample Lesson 4: (Included)  ¦  ¦ Sample Lesson 5: (Not Included)  ¦  ¦  ¦ Sample Lesson 6: (Not Included)  ¦  ¦  ¦ Sample Lesson 7: (Not Included)  ¦  ¦ Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 6 Sample Lesson1 : â€Å"A Product of This Town† – Mark Up Text and In-Class Discussion I.Learning Objectives for Today & Evidence/Assessment of Learning Learning objectives: (SWBAT) Students will be able to†¦ Explain the parallels between the â€Å"old† South and the â€Å"new† South with regards to racism, segr egation, and injustice (Scottsboro/Jena) Discuss how Garcia’s experiences in Jena influenced his racial identity Produce a short reflection that sums up the discussion on Scottsboro and P. O. T. T Evidence/Assessment of Work Collection of â€Å"Do Now† notebooks at the end of quarter Informal checks for understanding through participation in the class discussion Collection of reflection for participation credit Standards: MCF (Massachusetts Curriculum Frameworks) RI 9, SL 1 & 4 II. Essential Question[s] for Today: ? ? ?Interpretation: What do my experiences reveal about my racial identity? Why does knowing my racial identity development process matter? Perspective: How do our racial identities differ from each other? Self-Knowledge: How are my opinions about other races and ethnicities shaped by stereotypes, assumptions, and prejudices? III. Why Learning this Matters: Up until this point in the unit, students have been reading To Kill a Mockingbird and discussing Jim C row, the Scottsboro Trials, and segregation as well as racism in the south. Today they are reading and marking up the article by J. Malcom Garcia titled â€Å"A Product of this Town. † This article deals with the â€Å"Jena 6† event that happened down in Louisiana in 2006.I wanted to give students a modern day perspective on the existence of extreme racism and segregation to get them talking about these issues in a modern day context. It’s also important that students start learning how to â€Å"talk† about these issues of racism and segregation out loud in a class discussion. IV. Learning Experiences: ? Optional: For this class, the students watched the following video yesterday, but for future classes, it might work to show the video before the discussion (http://www. youtube. com/watch? v=3SrIEM8X0qA). The students also came to class having marked up the article for homework. This could be done as an in-class assignment as well. Products of Our Town: U sing Theory to Create Racial Identity Autobiographies and Explore Social Justice 7 ?Do now (10 minutes): Respond the the following questions: (1) What are some of the experiences/interactions/conversations Garcia had with Jenains (people of Jena) that influenced the way he saw the town? (2) Why do you think he included some of the perspectives he included? Which did you think were the most powerful, meaningful, and interesting? (3) What parallels can you draw between â€Å"A Product of this Town† and the Scottsboro: An American Tragedy documentary? Lesson (30 minutes): Desks go into circle. Students create â€Å"ground rules† for discussion (no trash-talking or put-downs, everyone must contribute at least once, the person speaking calls on the next person, no interrupting, respectfully disagree, etc).The â€Å"Do Now† questions kickstart our conversation followed by the preceding few questions: 0 Why did Garcia title his work â€Å"A Product of this Town? † What do you think â€Å"product† refers to? 0 What did you think of Cleveland Riser? Why are words so important to him, what does he say they give us the ability to do? 0 What do you notice about the difference in ages/generations that Garcia interacts with? 0 What role does religion play in Jena? What to the the two pastors (Rev. Thompson and Rev. Moran) say about the event?Independent work/Closing (15 minutes): Students will spend the last ten minutes of class writing a reflection on some of the issues and conversation that came up in class today including (1) One thing they agreed with. 2) One thing they disagreed with, (3) Something that was talked about that you would like to explore more, (4) one thing you did not get to address that you would like to point out at a later date, and (5) how you think the discussion went overall and what should have changed and why. ? ? Materials ? Student notebooks ? â€Å"A Product of this Town† article (J. Malcom Garcia) Prod ucts of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 8 Sample Lesson 2: Anticipation guide, Discussion, GRASPS I. Learning Objectives for Today & Evidence/Assessment of Learning Learning objectives: (SWBAT) Students will be able to†¦Explore a range of questions pertaining to the topic of racial identity to activate background knowledge and personal experiences regarding race Engage in a whole-class discussion on race Demonstrate an understanding of the culminating performance task for the racial autobiography assignment Evidence/Assessment of Work Collection of anticipation guides Participation in discussion Exit slip: Describe briefly (two or three sentences) your racial autobiography assignment. Standards: MCF SL 1 & 4 II. Essential Question[s] for Today: ? ? ? Application: How can we use the knowledge and understanding of our racial identities to overcome racism? Interpretation: What do my experiences reveal about my racial iden tity? Why does knowing my racial identity development process matter? Self-Knowledge: How are my opinions about other races and ethnicities shaped by stereotypes, assumptions, and prejudices? III.Why Learning this Matters: It is really important that students are given the opportunity to talk about the issues surrounding race and racism. By starting with an anticipation guide and giving students a tangible concrete list of vocabulary definitions for terms that will be coming up over the next few days, students are provided some of the foundational terms in which to begin talking about race and racism. In addition, it is important that students learn the acceptable way to have these conversations with peers outside his/her race and ethnicity. IV. Learning Experiences: Do now (5-10 minutes): What words or phrases come to mind when you think of race? (List all that apply) Lesson (10 minutes): Distribute anticipation guide.Today we will be working on kick-starting our racial identity au tobiography end-of-the-unit assignment. Before I introduce the project to you, I want to get a feel for what you know, or think you know, about race. So, take 10 minutes and complete this anticipation guide. (Go through directions) Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 9 Independent (individual, pair, group, whole-class) work (20 minutes): Okay, let’s talk about some of your reactions to the questions in this guide. In your group, share your answers and reactions to the questions. Take ten minutes. Choose one person to jot down some notes about what you are discussing in your group.After ten minutes come back together as a class. Pull the class into a discussion by having one group share some of their reactions and allow those group members to call on other class members to contribute. Closing (10 minutes): I hope today’s lesson got you interested in learning a bit more about race. At the end of our To K ill a Mockingbird unit, you are going to hand in a project which I will explain to you now. Distribute GRASPS handout. Go over with students. In the last two minutes have students, as their â€Å"ticket out the door† complete the following exit slip: Describe briefly (two or three sentences) your racial autobiography assignment.And write one sentence about something they are looking forward to talking about or learning about while we work on these autobiographies. Materials ? ? ? Student notebooks Handouts (Anticipation guide, terms sheet, and GRASPS) Index cards for exit slips Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 10 Name: ______________________ Period: _______ Date: _________ Ms. Nims, Ms. O’Bryan To Kill a Mockingbird/Racial Identity Autobiography Project Racial Identity Anticipation Guide Directions: In the space provided in the right column, write a â€Å"D† if you disagree with the statement , or an â€Å"A† if you agree with the statement.Then explain your reasoning for why you agreed or disagreed. # 1 Statement Racism is mostly a dead issue today. Agree/ Disagree Explanation/Reasoning Why did you agree/disagree? 2 I feel comfortable talking about race and racism with those of the same race as me. I feel comfortable talking about race and racism with those of a different race as me. There is a difference between race and ethnicity. 3 4 5 Stereotypes and prejudices about a person’s race can have a negative effect on their life. I have seen or experienced some form of racism at school or in a non-school setting. Certain races benefit from racism. 6 7 8 There isn’t anything I can do to change the way racism exists today.Discrimination: Denying access of goods, resources, and services to members of a particular social group. Discrimination is an action that typically results from prejudice. Discrimination can occur at the individual, organizational, or societal level. Ethnicity: Refers to membership of in a culturally- and geographically defined group that may share language, cultural practices, religion, or other aspects. Examples include Italian, Kurdish, and Bantu. People of the same race can be of different ethnicities.For example, Asians can be Japanese, Korean, Thai, or many other ethnicities. Institutional discrimination: Discrimination that occurs through educational systems, legal systems, or other public systems or services. Denying people the right to vote is a form of institutional discrimination. See also â€Å"ism. † -ism (racism, sexism, etc. ): The use of social power to systematically deny people access to resources, rights, respect, and representation on the basis of gender, race, age, income, or membership in any other group. Isms are based on the false belief that one group is superior to another group. Nationality: Refers to country of citizenship.However, nationality is sometimes used to mean ethnicit y, even though the two are technically different. People of one ethnic group do not necessarily live in one geographic location (such as an Italian living in Italy and an Italian-American living in the US). Because of this, ethnicity and nationality are not always the same. Prejudice: A negative attitude toward a socially defined group and toward any person perceived to be a member of the group. Like biases, prejudice is a belief. Race: Refers to physical differences of skin tone, hair texture, and facial features. Because people can be grouped by any number of physical differences (height, foot size, resistance to certain diseases), race is an artificial way to categorize people.Nonetheless, race remains an important concept because of the social and political issues that arise from it. Socioeconomic status: Refers to differences in wealth, income, other economic resources, and social ranking. Stereotype: an exaggerated belief, image or distorted truth about a person or group †“ a generalization that allows for little or no individual differences or social variation. Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 12 Same Lesson 3: Decoding Discrimination and Breaking Down Stereotypes I. Learning Objectives for Today & Evidence/Assessment of Learning Learning objectives: (SWBAT) Students will be able to†¦Reflect on their experience with prejudices and stereotypes and how they result in discrimination and illustrate a stereotype and identify stereotypes illustrated by other students Understand that discrimination is not just the result of individual actions, but rather a system of exclusion that affects economic, social, political, and cultural institutions. Analyze stereotypes in the media Evidence/Assessment of Work In-class discussion and â€Å"Do Now† prompt Mini lesson and evaluation of video clip Homework (suggested two nights or a weekend to complete) II. Essential Question[s] for Today:   Perspective: How do our racial identities differ from each other? Empathy: How might we reach and understanding of others' racial identities?Self-Knowledge: How are my opinions about other races and ethnicity's shaped by stereotypes, assumptions, and prejudices? What are my â€Å"blind-spots† and limitations of understanding the racial experiences of others? III. Why Learning this Matters: The conversation will inevitably grow uncomfortable today. And that’s good! It’s important for students to take at least this away from today’s lesson: As long as you are talking about race and racial discrimination in a constructive way (or a way that at least exposes the issue), it is okay for things to get uncomfortable. Without today’s lesson on exposing stereotypes and prejudices, students will not be able to effectively move forward in the process of uncovering their racial identity development.Students will also learn how to analyze stereotypes that they find in their everyday lives, whether it’s the music they listen to, the Internet sites they visit, or the television shows they watch. IV. Learning Experiences: Do now (5-10 minutes): What is a stereotype? What do you think it is? Have you seen or experienced stereotyping? What is an example of one? Can you list some â€Å"groups† or â€Å"categories† of people? (i. e. , â€Å"jocks,† â€Å"hippies,† etc. ) Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 13 Lesson (10 minutes): So where do racial stereotypes come into play? How are racial stereotypes formed? (Display the following on the board:) Race refers to a group of people who share the same physical characteristics such as skin tone, hair texture, and facial features.The transmission of traits from one generation to another is a complex process that is examined in a field of study called genetics. Race is a significant social issue because people use racial differences as the basis for discrimination. Much of today's racism can be traced to the era of colonialism that began in the 1400s. When Europeans began colonizing Africa and the Americas, the white settlers adopted the idea that they were superior to the other races they encountered. The false notion that Africans and Native Americans were inferior (along with the desire for economic power) justified the Europeans' taking land and enslaving people. In this way, naturally-occurring racial differences became the basis for systems of exploitation and discrimination.Racism is the systematic practice of denying people access to rights, representation, or resources based on racial differences. As you will learn in this lesson, racism involves more than personal actions of individuals. It is a thorough system of discrimination that involves social institutions and affects virtually every aspect of society. It's important to remember that racism is neither natural nor inevitable. Through history, people of different racial groups have interacted and co-existed peacefully. During the Middle Ages, for example, Europeans looked up to the people of Africa and China, whose civilization and culture were considered to be more advanced. As noted, however, these ideas changed significantly during the colonial area.As you learn more about race in this lesson, remember that racism is a system people created — and one that people can dismantle. Independent (individual, pair, group, whole-class) work (20 minutes): Okay, let’s explore some of our experiences with stereotypes. As a class make two lists: (1) Race (2) Ethnicity. (1) Begin with a discussion on the concepts of race and ethnicity. Write each word on the board or on a flip chart and ask students to list the attributes that define the terms â€Å"race† and â€Å"ethnicity. † Record their ideas. Next, ask students for the names of five different racial or ethnic groups. (2) Prepare five large sheets of paper (flip chart paper). At the top of each sheet, write the name of one of the groups that the students named. 3) Give each group one of the five sheets of paper. Ask them to list as many stereotypes that are commonly used to describe the category of people written at the top of paper.Give students three minutes to complete the exercise. Emphasize that students should list stereotypes that they have heard, not ones that they necessarily believe to be true. Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 14 (4) When they are finished, rotate the sheets of paper between groups so that each group works on a new sheet. Have them add any unlisted stereotype adjectives. Rotate every three minutes until every group has worked on every sheet. 5) Post the sheets in class where everyone can see them and give students five minutes to read the sheets. (6)Conclude the lesson with a discussion on t he exercise, asking students the following: ? How do the stereotypes recorded by the class make you feel? ? What do you notice about the stereotypes listed? Be aware that the students may have listed good and bad adjectives, many stereotypes for different groups, or the same stereotypes for different groups. ? Where have you seen these stereotypes portrayed? television programs, movies, magazines, books? ? How do you think a stereotype might cause someone to act unfairly toward another person?Now, let’s look at some stereotypes (more specifically some racial stereotypes) we can see in the media. If there’s time play the following clip: This is a clip comprised of many moments from the show â€Å"Modern Family† where Gloria, the only racial minority in the show, is highlighted for all of her mispronunciations: http://www. youtube. com/watch? v=bKwOoRd5tHk This clip is meant to be humorous but what is the stereotype it is casting forth about Columbians? Closing (1 0 minutes): In our Racial Identity Autobiographies (RIAs) we will be exploring our own racial identities and how racial stereotypes (good or bad) have shaped some of our experiences. Over the weekend, I want you to fill out this handout.It asks you to evaluate some of the modern â€Å"pop culture† stereotypes you encounter daily. Record the shows you watch, songs you listen to, radio stations you tune into, and Internet sites you visit. Prepare to discuss these on Monday. Materials ? ? Student notebooks Handouts (Stereotypes in the media) Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social JusticeKeep a log over the weekend in which you will record your observations about racial stereotyping in the media (including news stories, advertisements, television programs, music, music videos, billboards and movies). Continue on back or attach extra paper if needed. Type of Media (movie, TV, billboard, song, etc) What racial stereotypes are being shown? What action is taking place? What role does the ethnic character have? Is this person part of the majority or minority? How are the other characters treating this person? In your opinion, was this person being negatively or positively stereotyped? What was your personal reaction to this example of stereotyping (angry, funny, no reaction really, etc)? (1) (2)Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 16 (3) (4) (5) Guidelines for discussion on this assignment:  · Use â€Å"I† statements only. Speak only of your own experiences, thoughts, and beliefs.  · Speak honestly, but also consider the impact of your words. Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 17 Sample Lesson 4: Introduction to Racial Identity Development Theories and Ms. O’Bryan’s RIA I. Learning Objectives for Today & Evidence/Assessment of Learning Learning obj ectives: (SWBAT) Students will be able to†¦ Explain the various stages of Black, White, biracial, and minority racial development.Conduct a â€Å"self-interview† where they explore questions about his or her experience regarding race Evidence/Assessment of Work Informal checks for understanding and checks to see that students are â€Å"marking up† their lecture notes Homework – collected on later date (suggested two days to complete) II. Essential Question[s] for Today: ? ? ? Empathy: How might we reach and understanding of others' racial identities? Self-Knowledge: How are my opinions about other races and ethnicity's shaped by stereotypes, assumptions, and prejudices? Self-Knowledge: What are my â€Å"blind-spots† and limitations of understanding the racial experiences of others? III.Why Learning this Matters: Today will inevitably be a challenging lesson for students. Since most of them have not been exposed to any type of â€Å"theories,† they might have a hard time grasping a theory that pertains to development. However, for students to truly work towards the understanding of their own racial identity, it is important that they are exposed to some research on the subject that can help them make sense of their experiences. Not only will they have a chance to see what the â€Å"normal† stages are for racial identity development, but they will also get a chance to see what an RIA will look like. IV. Learning Experiences: Do now (5-10 minutes): Do you think that stereotyping shapes a person’s racial identity?What other experiences do you think shape a person’s racial identity? Lesson (10 minutes): (If this lesson follows the stereotype lesson, use this time to discuss some of the examples the students brought to class). In addition: Today you are going to see an example of a Racial Identity Autobiography – mine! This will help you get a better understanding of what yours will look like, since you will begin working on it tonight. Before I show you mine though, it’s important that you learn about the â€Å"theories† of how racial identity is formed. Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 18Independent (individual, pair, group, whole-class) work (20 minutes): PowerPoint : Provide students with copies of the slides (3 per page that have a section for taking notes). Encourage (or assign) students to mark up the text as we go through these slides. (See PowerPoint document) Closing (15 minutes): Homework: For tonight, use the handout provided to start exploring some of your own experiences that may have shaped your racial identity development. Materials ? Student notebooks ? Self-interview questions Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 19 Name: _______________________ Date: ______________ Period: ___ Ms. Nims, Ms.O’Bryan Raci al Identity Autobiography/TKAM Self-Interview Questions This assignment will help you start brainstorming some experiences you wish to discuss in your racial identity autobiography. Pretend as though you are â€Å"interviewing† yourself to get at the importance of each of these experiences. Jot down notes to answer these questions. Let them guide but not limit your thinking. Jot down any other memories or ideas that seem relevant to you. (You won't hand in these notes, but they'll help you participate in the discussion. ) 1. Family: Are your parents the same race? same ethnic group? Are your brothers and sisters? What about your extended family — uncles, aunts, etc.? Where did your parents grow up?What exposure did they have to racial groups other than their own? (Have you ever talked with them about this? ) What ideas did they grow up with, regarding race relations? (Again, do you know? Have you ever talked with them about this? Why or why not? ) Do you think of yours elf as white? (If you're not white, do you think of yourself as black, or AsianAmerican, etc.? ) or just as â€Å"human†? Do you think of yourself as a member of an ethnic group? What is its importance to you? Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 202. Neighborhood: What is the racial makeup of the neighborhood you grew up in? What was your first awareness of race? – that there are different â€Å"races† and that you are one. What was your first encounter with another race? Describe the situation. Is there anyone here who hasn't heard the word â€Å"nigger†? [usually no one] Where did you first hear it? What messages do you recall getting from your parents about race? from others when you were little? 3. Elementary and Middle School: What was the racial makeup of your elementary school? Of its teachers? Think about the curriculum: what black Americans did you hear about? How did you celebra te Martin Luther King Day? Cultural influences: TV, advertising,novels, music, movies, etc. What color God was presented to you? angels? S. Claus? the tooth fairy! Dolls?What was the racial makeup of organizations you were in? Girl Scouts, soccer team, church, etc.? 4. High School and community: Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 21 What is the racial makeup of your high school? Of its teachers? Is there interracial dating? Any racial slurs? Any conflict with members of another race? Have you ever felt or been stigmatized because of your race, gender, or ethnic group membership? Because of your sexual orientation? social class? What is the racial makeup of your home town? of your metropolitan area? What of your experiences there, in summer camp, summer jobs, etc.? 5.Future: Realistically, think about where you envision living as you start a family. What is its racial makeup? social class makeup? What occupation do you foresee, 10 years hence? What is its racial makeup? social class makeup? 6. General: What's the most important image, encounter, whatever, you've had regarding race? Have you felt threatened? In the minority? Have you felt privileged? What do you want to tell us that we didn't ask about? About handicap, sexual orientation, social class, whatever? Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 22 Name: _________________________ Period: _________ Date: __________Ms. Nims, Ms. O’Bryan To Kill a Mockingbird- RIA Assignment Culminating Performing Task for To Kill a Mockingbird: Racial Identity Autobiography Description of project: Alright, ninth graders, for your end-of-the-unit assignment you will be working to create a racial identity autobiography. Most of you completed an identity (who am I? ) paper at the beginning of the school year, but this time you will be doing something much different. I will explain the proje ct to you in the terms of an acronym, because I know how much we all love acronyms! GRASPS Goal:  ¦ The goal of this project is for you to get a better understanding of your racial identity.Throughout the rest of our work this quarter, we will be exploring some of the following questions that you should be able to answer by the time you get to your autobiography: Application: How can we use the knowledge and understanding of our racial identities to overcome racism? Explanation: What is a racial identity and what are the stages of racial identity development? Interpretation: What do my experiences reveal about my racial identity? Why does knowing my racial identity development process matter? Perspective: How do our racial identities differ from each other? Empathy: How might we reach and understanding of others' racial identities?Self-Knowledge: How are my opinions about other races and ethnicities shaped by stereotypes, assumptions, and prejudices? What are my â€Å"blind-spots † and limitations of understanding the racial experiences of others? Role:  ¦ You are writing this autobiography as yourself. The experiences you share in this racial identity development are of you past, but they will be helpful in shaping who you are in the future. Audience:  ¦ Just as you are writing this autobiography as yourself, you are also writing it for yourself. I think that it would be great if you would be willing to share it at some point, but that is up to you. Write your autobiography as if no one else will read it.Who knows, maybe towards the end of the unit you will be willing and comfortable enough to share yourself with the class. Situation:  ¦ The situation is as follows: We could talk day in, and day out, about what racism looks like in our society. We could learn every stereotype and become comfortable discussing all of this in class. However, one of the more important parts of overcoming racism is coming to terms with Products of Our Town: Using Th eory to Create Racial Identity Autobiographies and Explore Social Justice 23 our own racial identity. So think of it this way: In order for Malden High School (and potentially the Malden community) to become leaders in an anti-racist movement, each individual has to reflect on his or her racial identity.In order to understand others and appreciate a truly diverse society, we must learn how experiences shape who we are and how we interact with each other. Product, Performance, Perspective: This is what I like to call the â€Å"nitty-gritty† section. It's what you will turning in and I will be grading. Racial Identity Autobiography (Total: 4 points) 1. 2 Pages typed, double-spaced, 12 font 1. Must include examples from at least two stages of racial identity development (see PowerPoint slides) 2. Must show thoughtful analysis of experiences included 3. Must use a clear, coherent, thesis statement introducing what your autobiography will be about Reflection/Self-Assessment (Total : 4 points) ?This will be due after you have written your autobiography and we have talked about their completion as a class. It will include a one-page reflection on what you have learned form writing this autobiography, what you liked about the assignment, and what you disliked about the assignment. ? This is an easy 4 points to get towards your final grade for the project. You already did the work – now tell me what you think about it! **So for the Racial Autobiography assignment as a whole, you will receive a ___/8 (4 points for the autobiography and 4 points for the reflection).I will also give you a % grade and a letter grade that corresponds) Standards:  ¦ Rubric (http://www. campus. com/rubricshowc. cfm? code=V633X5=yes) (Rubric created on iRubric website – printouts will be attached to GRASPS handout) Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 24 Resources and Work's Cited: Useful Websites: ? EdCha nge – (Edchange. org) This website provides great tools for overcoming racism in schools and promoting diversity in curriculum. ? Media Awareness Netwrok – (media-awareness. ca) provides an extensive list of resources for digital media literacy. This program seeks to help educaters, families, and other organizations produce awareness of the responsible way o comsume media.ReadWriteThink – (readwritethink. org) – Another great resource for lesson planning, professional development, and grade-appropriate planning ideas. Useful articles and books: Pollock, M (2008). Everyday antiracism: getting real about race in school New York: The New Press. Tatum, B. (1992) Talking about racism, learning about race: The application of racial identitdy development theory. Harvard Educational Review. 62 (1) Tatum, B. (1997) Why are all the black kids sitting together in the cafeteria? Basic Books. New York. Products of Our Town: Using Theory to Create Racial Identity Autob iographies and Explore Social Justice 25

Decision Making Essay Example | Topics and Well Written Essays - 750 words

Decision Making - Essay Example It is a general assumption that consumers are easily swayed by proper channels of communication when it comes to marketing. The best method of communication to consumers is through advertisement. Advertisement will give an organisation a clear perspective of the market reaction towards their goods. Advertisement provides marketing strategists with a large population of consumers to please. However, a large consumer population to lure requires a lot of information depending on the consumer demand. Consumer demand is by far the best thing to understand when plotting a marketing strategy. Consumer demand requires an organisation to understand the requirements and needs of its target market. According to Ferrell & Hartline (2010) the lack of understanding one’s consumer requirement is the worst weakness an organisation can have in the marketing front. He further argues that consumers’ preferences should be the first priority in designing a marketing strategy. Lack of unders tanding one’s consumers is the most significant barrier in coming up with a marketing plan or designing. This paper will highlight the disadvantages the unknown factor in consumer requirements has on the marketing strategy of an organisation. It is usually a general assumption that marketing department holds the most importance when it comes to pushing sales and increasing the customer population. In all marketing departments, there should be a set aside team which does a marketing research on consumer requirements. With a known consumer preference, it becomes easier when the designing part of a marketing strategy. Firstly, all marketing strategies revolve around pleasing the target market. With this as the considered factor it is only logic to make the presentation of advertisements very appealing to consumers. Consumer preferences in advertising range from the method used in advertisement, channels used in marketing, the timing of advertisements and most importantly sinceri ty. That is; the advertisement should match the real product. With all these demands, a market research for preferences is advised (Ferrell & Hartline, 2010). Methods of marketing include digital advertisement or the use of sales people. Depending on the target market different consumer prefer different modes of advertising. It is usually a general consumer feeling that digital advertising is the most appropriate method. Apart from the consumer preference consideration, digital advertisement is appropriate for many organisations. This is because it reaches a much greater environment, it is easier to plan and implement and the cost is relatively low. The use of sales people seems to bug many individuals since they feel they invade their personal space. Depending on people’s activities during the day, the use of sales people may face great opposition from consumers. Consumer preferences also revolve around timing. Timing mainly affect digital advertisement since it depends on t he audience it reaches out to (Rantanen, 2005). He also argues that morning and daytime advertisement are likely to get a less audience compared to advertisement aired during the night. Researches indicate that night time advertisement slots are usually expensive compared to the day time slots. This is an indication that the general consumer market prefers and is easily exposed to night time digital advertisement. With increasing demands for advertisement channels it is also preferred that organisations do a market research on the best channels the

Assignment on Project management Essay Example | Topics and Well Written Essays - 1250 words

Assignment on Project management - Essay Example At the same time production and sales team should try to reduce production, marketing and sales cost. In order to reduce Cost, Company can try for new techniques for marketing as well as sales, but while doing so customer reaction to these changes should not be ignored. If any changes are done without analyzing market reaction it may result in crisis. â€Å"Gourmet Direct is a web-based New Zealand company delivering high quality gourmet products to the food industry and the public. The company experienced a crisis of customer confidence and loss of business when it attempted to rationalize its product lines by changing from a pick and mix ordering system to having only a set number of packs available for sale. This change was designed to achieve cost savings through a reduced inventory and reduced distribution expenses, but had a further consequence of reducing product availability and ordering flexibility for customers. Customers immediately expressed their displeasure, and the company’s sales plunged dramatically in the year that the decision was implemented. With the bulk of the companys sales usually occurring over the Christmas period, December sales almost halved. The following first quarter sales dropped an alarming 76% compared to the same period in the previous year† In this case company changed its sales policies from a pick and mix ordering system to having only a set number of packs available for sale in order to reduce inventory and distribution expenses, But due to this changes customers found less options for selection and faced lack of availability of product. This was the actual reason for customer dislikes and they stopped buying, which finally resulted in reduced sales on company side. Clearly this is mistake from company’s side. Company should not have implemented changes suddenly all over market at the same time.

Financial Accounting Theory Essay Example | Topics and Well Written Essays - 3000 words

Financial Accounting Theory - Essay Example One of the prominent implementations of accounting theory is in terms of developing normative standards. In these regards, accounting theory functions as a means of legitimizing the discipline of accounting in that articulates standards and regulations that establish public faith in the process (Deegan & Unerman 2011). Specific instances such prescriptive theories are implemented can be witnessed in terms of assets, wherein normative theories explore how these elements should be recorded (Deegan & Unerman 2011). Another such instance is prescriptive standards regarding the amount of accounting information that should be supplied to various stakeholders. In addition to normative accounting theories, there is also predictive or positivist accounting theories. Positivist theory seeks to develop predictive insights based on objective occurrences. There is an array of positivist perspectives. For instance, it’s noted that positivist theory seeks to make predications regarding the n ature of managerial compensation and accounting practices (Deegan & Unerman 2011). In these ways positivist accounting theories function both to allow investors or stakeholders increased insight into accounting motivations, as well as a means of gaining a broader understanding of financial markets as a means of contributing to more accurate normative structures. There are a number of concerns related to positivist accounting theory. To an extent I would say that I am a positivist. The notion of positivist accounting is linked to philosophical notions of theory. While one of the central tenants of positivist accounting theory is that markets are efficient, clearly this constitutes a weak version of the EMH as contained within it is the notion that corporations and accountants will act in self-interest contingent upon at times a partial understanding that accounting procedures will affect market conditions (Tinker, Merino, and Neimark 1982). I accept the notion this weak notion of EMH , with markets responding to all available information, but also recognize that in many situations human behavior plays a highly important role in security valuations. Not simply in investor behavior, but also in the self-interested behavior of accounting professionals. Considering that markets are oftentimes driven by external and internal behavioral elements the propensity of a positivist approach to accounting theory, while to a great degree fallible, nonetheless holds the propensity towards tangible and functional insight (Chua 1986). In these regards I believe that positivist theoretical explanations of accounting practices and market conditions are essential to a progressive understanding of both human behavior and market impact. Ultimately, a furthered understanding, while understandable imperfect, can still contribute to more equitable and transparent accounting practices. In these regards, I while I would not entirely refer to myself as positivist; I recognize the importanc e and effectiveness of positivist theory to the accounting profession. 2. Explain why you think regulation of financial accounting is needed or not needed. Recent occurrences in financial markets have brought to light the tremendous need for regulation of financial accounting. From an overarching qualitative perspective, one considers erroneous accounting procedures in organizations such as Enron, or the recent MF Global scandal wherein customer funds were inappropriately

Discuss and critically assess the assertion that the role of marketing Essay

Discuss and critically assess the assertion that the role of marketing - Essay Example The essay will go on to compare whether marketing has a more functional rather than strategic role in the era of modern marketing and how this is reflected in modern marketing strategies in the modern corporate world. The Marketing concept entails the philosophy that firms should be able to analyse consumer needs and then make any decisions to satisfy those needs (Nakata.C.2002). The concept is fairly new and only found its way into modern business philosophy after the Second World War. (Nakata.C.2002). However even in the 18th century economists like Adam Smith in his book the wealth of nations 1776 were of view that needs of the producers should only be viewed in sync with the needs of the consumers (Nakata.C.2002). There has been much academic consensus that the role of marketing is often viewed from too narrow a perspective. (Anttila 2002, Anderson 1982).This assertion then begs the question as to what is the comprehensive perspective of the marketing concept. Thus it would seem that the wider role of marketing synthesizes a variety of particular skills and practices learned as well as resources created "translating the philosophy into specific business strategies in order to achieve competitive advantages and superior performance".Antilla 2002). Strategic planning, is how an organisation defines its strategy, or direction, and making decisions on allocating its resources to pursue this strategy, including its capital and people. (Schultz 1994).The concept of marketing on the other hand has come a long way. As long back as 1910 there was "a period of conceptualization" for marketing and it was celebrated as "matter in motion". (Robert 1976) During the following decades the concept of marketing then integrated and developed and it was given agreed that the functional institutional commodity analysis of marketing was unsatisfactory and a definition of marketing evolved (Robert 1976). Marketing as a necessity for all stages of production Selling gets differentiated from marketing by the fact that selling is only done when a product is made available on the shelf within a retail outlet while marketing starts right at the beginning as early as the idea is conceived or being developed (Orpen, 1985).This contention above alone would demonstrate how marketing has penetrated the earlier stages of production and how it has become indispensable for making the strategies succeed. (Anderson 1982)All this however also entails that the narrow, specialist approach to marketing would weaken the strategic planning itself.(Anderson 1982,Shiner 1998) Marketing as an integral and strategic part of the general management orientation In the understanding of the role of marketing vis a vis strategic planning a much seasoned approach would be to assess the relationship between the two before passing a judgment on the role of modern marketing. As I have mentioned before strategic planning concerns the "direction of business"(Robert 1976) as regarding its production, output finance and operations. Where does marketing fit in then Marketing will fill in the gap and solidify the strategic

Qualitative Analysis Assignment Example | Topics and Well Written Essays - 500 words

Qualitative Analysis - Assignment Example Considering the at the beginning of the first transcript on the basis of single handed lady FLICKA(Trish), staged in home port Columbia, the transcript is a conversation between Carolin who is an interviewee and Trish who is an interviewer. According to this first script, an issue of age is raised and this shows that an interviewee who is Carolin is more concerned with getting a clue of Trish’s personal details and the way of life she is living. As questions are articulated we administer an essence of misappropriate between the two people since the question raised by Carolin about the age has been channelized into Trisha’s life history. Meanwhile, Trish is so open to analyze all that she administered in Guinea specifically in the year 1979 showing that the interviewee is concerned to know what she encountered while delivering her best on the basis of sailing women school (Trish, 2005). The interviewee uses a motivational theme especially when she asked Carolin if she encountered and acquired skills that has helped her to develop personal traits on her daily time boating to cruising. However, the interviewee uses her ability to express her concern about Trish. She went forward by telling Trisha that she is not supposed to worry what somebody did and that the best thing is to be there, to justify that you are a good sailor. From this script, it becomes vice versa as Carolin becomes an interviewee as well as Trish becoming an interviewer. The aspect of concerned is raised here with an essence of getting out more on what Trish have on about the marine environment. In her response she articulates that she is a conservationist as she is engaged in doing things naturally. There is a connection between sailing boat as ascertained by Carolin from the first script and what Trish is engaging in as she term herself as a conservationist. Getting problems that cruising communities goes through was also

Network Access Using Correct Credentials Coursework - 1

Network Access Using Correct Credentials - Coursework Example Additionally, other abnormal computers like automatic dialing the internet may also be an indicator. Further, use of keyloggers can be essential in keeping a log of the number of times your account has been accessed. However, copying of small files may not increase network activity significantly so it may be hard to detect. Furthermore, shared folders are freely accessible on the network without the use of a password. The situation discussed above differs from packet sniffing. In it, there is no software required to access the folders as they are already shared and the password is also known. Additionally, packet sniffing is an illegal practice of intercepting network traffic to and from a computer on a network. The limit of what may be accessed through both of these methods is also different. While packet sniffing can access everything sent over the network, the above scenario does not include such capabilities. Using password to access a local computer is much easier than packet sniffing. The situation in question 2 is real and very likely in a work situation. Numerous cases of employees stealing information from their colleagues have been reported. One simple way for protection in such case is the change of password. Changing passwords constantly will ensure that someone has difficulty ever using your password to access your computer. Another method is by use of the firewall. A firewall may be a hardware or a software program which restricts unauthorized external access to a local machine or an internal network. Additionally, a review of which folders and files to share and which not to share is also important. The designers who had their systems attacked by a worm and their designs stolen would have known of this intrusion and subsequent theft of designs. An antivirus software installed on the computer is one sure way for such detection.  

Change and Culture - Case Study 2 Research Paper

Change and Culture - Case Study 2 - Research Paper Example The change might be in the process done individually or by team, in which it requires adoption and flexibility to succeed in coping with changes. During 1990s, healthcare organization suffers from abrupt changes which require the role of middle managers in the status of restructuring. The change that the healthcare organization wants to create is the restructuring of the job elements to make the work environment more motivating which is called job redesign. Job redesign is an ongoing process which entirely depends on the cooperation of its workers in delivering for a satisfactory input (Cronshaw & Fine, 2003, p. 320). This is often the move if the organization wants to reduce and cut the cost of work force without affecting the demand of product or services and have the employees give their best (Strong, 2010). This work process is not simple in the healthcare organization and it needs a thorough assessment because if it is not carefully planned it might lead to a decreased clinical quality, reduced patient satisfaction and increased staff turnover (Murphy, 1996, p. 1). So that the high demand of services in the healthcare organization will be met even if there is a reduction in force, the administration will be using the universal worker to alleviate staff shortages. These are healthcare providers that are more flexible in different assignments and will provide better services without facing difficulties. The main thrust of this paper is to present the steps on how job redesign is being done. Healthcare organizations always seek for what will be the best in terms of its patient care delivery (Singleton, 2002, p. 505). The restructuring of quality, cutting of cost, and patient care delivery is dependent on the input of its staff members. Most often, resistance is present in the process especially in changing of roles and relationships. Also, this paper gives emphases on the structures and communications used by Peter Senge in its learning

Violence against women Essay Example | Topics and Well Written Essays - 500 words - 2

Violence against women - Essay Example ll under include rape, sexual harassment, female genital mutilation, forceful marriages, wife inheritance, trafficking as sex slaves among a list of other forms of violence as this tends to differ in terms of nations (Ghanim, 2009). Essentially, some states tend to support violent treatment of women, especially those by strict Islamic laws making it hard for women to survive in these regions, meaning the state to be in support of those that commit violent acts among women. Based on this overview, this essay will delve into the causes and effects of violence committed against women across the states. In some African and Middle East states, violence against women is a dominant factor in which neither the state nor the society can intervene because this is their way of life since they tend to view women as voiceless beings and objects (Ghanim, 2009). In some African states, women tend to experience violence based on the fact that these nations are on a constant path of civil war in which armed rebels rape and commit all manner of atrocities against women without being answerable for it. Therefore, civil war can be one of the causes that can influence violence against women because the women become vulnerable because those that should protect them become their foes. On the other, religious extremism can also be another cause of violence against women because some of them permit the ill treatment of the so-called weaker gender by having stiffer penalties for them. Essentially, the nations that practice sharia law, subject women to punishment if they get pregnant outside marriage or for even dressing indecently, which is as per what they prescribe. In this case, women do not have the freedom to dress as they please and live under a male dominated society (Ghanim, 2009). It becomes difficult for the women to liberate themselves against such forms of violence because their societies do not view this as going against their rights and freedoms. The effects or consequences

Death Penalty Essay Example for Free

Death Penalty Essay The Death Penalty The death penalty is a form of punishment in which a person who has been convicted of a serious crime is executed under the precept of the criminal justice system. The death penalty has been in existence for thousands of years and has gained wide acceptance in the United States since early colonial times. Even those who framed the Constitution specifically the Fifth Amendment approved of it though implicitly (McCord and Latzer 9). Despite the growing acceptance of the death penalty as an appropriate punishment for certain kinds of crimes such as first degree murders, there are still some people who argue against it on certain grounds. The debate as to the justification of the death penalty has raged on for a long time. On one hand, there are those who are of the opinion that the death penalty is a cruel punishment which is morally wrong and a violation of the right to life for its victims. Others defend their opposing views by citing the wave of abolition of other types of corporal punishment such as branding and flogging and propose that imprisonment should also replace the death penalty (McCord and Latzer 9). However, the death penalty has proved to be a punishment befitting certain crimes such as horrific murders as it is the ultimate punishment. It has taken many harmful elements off the streets besides acting as a deterrent for both the convicted criminals and other potential murderers out there. In essence, it has saved many innocent lives that otherwise would have fallen prey to the evil schemes of murderers. Indeed, there is no course more worthy than saving innocent lives. This essay presents an argument in support of the death penalty by considering its numerous benefits as backed up by ample evidence from credible sources. In order to build the argument, the essay shall also consider some of the opinions of those who oppose the death penalty. Death penalty is a good form of punishment considering that it prevents future murders by acting as a deterrent. Society has always employed different kinds of punishments in an effort to prevent potential criminals from committing crimes. In other words, there is always a drive to prevent future harm by learning from the mistakes of today. In this regard, the society has a fervent interest in protecting people’s lives from murderers. The best way to prevent murder is to use the strongest form of punishment which is the death penalty (Arguments for and Against the Death Penalty). Evidence from numerous  studies has proved that the death penalty has an inherent ability to deter would-be murderers from committing heinous crimes. In fact, the incapacitative benefits of the death penalty occur in two ways. Firstly, by apprehending and executing convicted individual murderers, death penalty totally eliminates any possibility of the criminal going back to the streets and killing again (Ogloff and Honeyman). Apart from this aspect referred to as specific deterrence, the death penalty has even a wider scope of incapacitative benefits through general deterrence. This is because, by executing people convicted of committ ing horrific murders, potential murderers would be restrained from killing people since they are conscious of what will come over them (Cassell and Bedau 32). Some opponents of the death penalty are of the opinion that the concept of deterrence rests on a shaky ground since it assumes that people always think before acting, so that their actions depend on their rational evaluation of the consequences. According to them, the assumption made here is that murderers will always think rationally before committing a crime and thus will opt not to commit murder in view of the imminent outcome which is the death penalty. In this regard, opponents of the death penalty nullify this assumption by noting that not all homicides are committed under circumstances that allow rational evaluation of the consequences. They cite homicides that are committed out of passionate hatred in which murderers, overcome by hatred towards their victims, have no time to contemplate about the ultimate consequences of their destructive behavior (Dorpat 114). However, this opposing opinion can only gain support in light of the fact that the Supreme Court only approves of death penalty if a criminal is convicted of premeditated first-degree murder. Just because murders committed out of the heat of passion are treated as second-degree murders in which death penalty does not apply, it does not nullify the deterrent ef fects of the death penalty. It does not also imply that the presence of death penalty in the criminal justice system lack the capacity to prevent the so-called second degree murders (Cassell and Bedau 32). Moreover, it cannot be implied that despite having the death penalty, homicides continue to be committed in the country. The outstanding issue is not whether the death penalty prevents every murder, but rather, whether some murders are deterred by the death penalty. Logic, firsthand reports, and statistics have proved that the death penalty at least deters  some murders (Cassell and Bedau 32). For instance, an analysis conducted by Isaac Ehrlich in 1973 indicated that at least seven lives were saved for every execution of a convicted murderer. This is because prospective murderers were deterred from going down the same path. Follow-up studies have generated similar results (Arguments for and Against the Death Penalty). Apart from acting as a deterrent, the death penalty stands out as the only punishment that can be equated with the crime of murder. It is worth noting that when a life is taken by another, an imbalance in the justice system is the outcome. If the imbalance is not corrected, society is left to a rule of violence. Therefore, in conformity with the requirement that the punishment accorded should be proportional to the magnitude of the crime committed, death penalty is the right way to go (Arguments for and Against the Death Penalty). Moreover, the U.S justice system is used to the trend of escalating punishments which then qualifies that the most heinous crimes should receive the most severe punishment. Some opponents of the death penalty have argued that death penalty is cruel and denies the person the right to life. However, many forget the extent of cruelty with which the victim was subjected to by the murderer. The pain that a murderer causes to the family of the victim is immense and death penalty is the most appropriate punishment that can guarantee justice. This is not forgetting that it will still not be enough since the affected family will not get back their loved one (Siegel 513). Some opposing arguments have implied that the death penalty is a costly venture which overburdens the taxpayers. This argument does not represent the truth since more expenses are incurred by locking up killers for their entire lives. When these prisoners grow old and become vulnerable to many illnesses, the taxpayers are overburdened even further by the medical expenses. No one wants to spend his/her resources suporting killers when there is a justified means of preventing such costs and delivering justice (Guernsey 62). The death penalty is morally correct as it is even mentioned in the Bible. At the time the U.S constitution was drafted, the death penalty was widely accepted and does not qualify as unusu al. According to opponents of the death penalty, the punishment amounts to revenge and that a mature society should not respond by inflicting immediate pain to the point of death. They argue that the response to murderers should be more measured as the death penalty is too extreme,  violates respect for life, and encourages violence (Arguments for and Against the Death Penalty). However, they forget that allowing murderers to live degrades the value that the society places on lives and perpetuates imbalance in the justice system. It creates a society where the families of the victims suffer psychological torture trying to understand how they could lose their loved ones in the hands of criminals who continue to live. Therefore, death penalty is a way of bringing murder crimes to a closure (Arguments for and Against the Death Penalty). It serves to underscore that murder is one crime which when committed, amounts to the murderer forfeiting his/her right to live (Siegel 513). The debate on the legitimacy of the death penalty has also seen hot contention regarding what opponents term as discriminative application of the penalty, where the blacks seem to be targe ted than the whites. They argue that even in cases where whites have committed a similar crime for which blacks receive the ultimate punishment, they end up being given lesser punishment. Some have pointed to the findings of Baldus which alludes to these kinds of racial disparities in the 1970s particularly in Georgia (Hill 190). However, recent studies have indicated that Baldus findings cannot be used to represent the current situation where cases are scrutinized more closely to avoid partial or discriminative justice. Moreover, the argument that similar crimes should receive the same sentence is untenable if not misguided. This is because; prosecutors and juries have the right to their own discretion so that the details of similar crimes may be interpreted differently. Furthermore, the Supreme Court has asserted that it would be unconstitutional to have a death penalty that universally applies to all first-degree murders (Arguments for and Against the Death Penalty). Statistics show that contrary to previous trends where it seemed like the death penalty was racially discriminative, more whites are actually executed than black people. In addition, death sentence cannot be overturned on the basis of disproportionate representation of blacks who are on death row since this might only indicate that more murders are committed by blacks (Arguments for and Against the Death Penalty). Another argument that has dominated the corridors of justice in relation to the death penalty is the opposing opinion that there is a significant chance of an innocent person being executed by mistake. Thus, opponents regard the death penalty as an unreliable punishment by alluding to statistics that  date back to the 1970s when such incidences were notable though rare. The fact of the matter is, given the system of appeals that has been set in place through numerous federal and state courts, it is almost impossible to see such mistakes being made (Arguments for and Against the Death Penalty). Moreover, there are better methods of scrutinizing evidence such as DNA profiling in forensics which are widely used to make the justice system achieve greater efficiency. Opponents of the death penalty cannot provide a solid argument on the grounds of innocent people being executed since there is no proof to this effect. Even if such incidences occurred, they are extremely rare. In an effort to build their case, some opponents of the death penalty rely on the claims of innocence propagated by those who have been pardoned from death row after many years. However, most of these people are re leased due to legal technicalities and can never be taken to mean that they are actually innocent (Arguments for and Against the Death Penalty). From this argument, it is clear that the death penalty is a valuable tool in our criminal justice system whose legitimacy cannot be downplayed by any amount of opposing views. It is the ultimate punishment that is founded on the U.S Constitution. By acting as a deterrent, it saves many lives every time a convicted murderer is executed. It is also a punishment that restores balance in the universal justice system and underscores the high value that the society places on human lives. Opponents of the death penalty fail to present a solid argument that innocent people may be or have been executed by mistake and that the application of the death penalty is racially discriminative. It would be unnecessary to rely on statistics accumulated 4 or 5 decades ago and overlook the current improvements that have been made to refine the justice system. The death penalty remains a morally and constitutionally legitimate punishment.

The Global Market Entry Strategies Of Banks Commerce Essay

The Global Market Entry Strategies Of Banks Commerce Essay The PESTLE analysis was enunciated to ascertain the levels of the effects the external environment plays in the global market arena. The global market entry strategy remains an important focal point in global marketing as banks in an effort to enhance growth and survival expand to other foreign markets to remain competitive in a turbulent and ever changing business environment. This research took a cursory look at the various elements that determines the options available to financial institutions especially banks as the mode of entry varies based on different criteria and how such decisions are made, the advantages and disadvantages of joint ventures, strategic alliances and mergers acquisition were appropriately considered. These elements also includes the focal theories of marketing strategic environment, the eclectic, the business network, the institutionalization and the resource based theories of foreign direct investment, the different market entry choice open for banks was a nalysed. The market conditions that influences the decision of banks in selecting markets are analysed (the internal and external conditions), the market entry partner selection criteria was enunciated. Guaranty Trust Bank Plc. has taken a look at the disadvantages of the partnership style and hence opted for the choice of not adopting these styles of market entry as the countries it is participating in had not stringent protectionist regulation, all these countries of Gambia, Ghana, Sierra Leone and Liberia all needed the influx of foreign direct investment from neighbour nations. GTBank however opted for the establishment of subsidiaries in these countries by taking the grow brand straight into the markets of its choice, the branded products were internationalized. This gives it the leverage to make definite decisions and determine the steps, pace and determine the direction in which it decides to operate. This mode of market entry strategy enhanced GTBanks chances of being innovative and to compete favourably in its continuous drive to attain maximum height in the global business environment it finds itself. This has contributed to the successive growth of the bank in the West African sub-region. Had it opted for the partnership strategy, it would have been restricted from undertaken and exploring the market as much as necessary the partial if not, total control of the principal it so attached itself to. This limits its capabilities and strides to the views and acceptance of the principal partner in the host country and this weakens its innovative drive. GTBank plc. in an effort to seek expansion has subsidiaries in emerging financial markets of Sierra-Leone, Liberia, Ghana and Gambia with a correspondent outlet in United Kingdom. This has brought in a revolutionary trend in the style and system of conducting banking business in the West African sub-region. It is along this line that this research examines the entries style and strategies employed and other considerations by the bank. ACKNOWLEDGEMENTS I would like to extend my gratitude to the following for giving me full support through the course of this project.  Ã‚  Many thanks to the branch manager of GTB, and other department heads that helped me with my study. I would also like to thank my supervisor, Barny Morris for providing support and guidance whenever I needed it. Lastly, I would like to give special thanks to my father Mr Barda, and my sister Fatima Barda for supporting me throughout my years of study.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  CHAPTER ONE 2.0.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  INTRODUCTION The global financial meltdown has necessitated the re-strategizing of different financial institutions with Guaranty Trust Bank Plc Nigeria having to change its marketing strategies continuously and seek to internationalize by going into different foreign markets. There are two advantages that necessitated firms involving in global marketing, the idea of sustainable growth and expansion and a tacit route for survival in the ever competitive financial business environment (Buckley and Carson 1996). Guaranty Trust Bank Plc was incorporated as a limited liability company licensed to provide commercial and other banking services to the Nigerian public in 1990, commenced operations in February 1991and became publicly quoted company on the Nigerian stock exchange in September 1996, In February 2002, GTBank was granted a universal banking license and later appointed a settlement bank by the Central Bank of Nigeria in 2003.  Guaranty Trust Bank undertook its second share offering in 2004 and successfully raised over N11 billion from Nigerian Investors to expand its operations and favourably compete with other global financial institutions. The Central Bank of Nigeria raised the minimum capital base of banks operating in Nigeria to N25 billion in 2005 as part of the regulating bodys efforts to sanitize and strengthen the financial institutions in Nigerian, GTBank subsequently met this criteria(CBN bulletin, 2006), in post-consolidation, Guaranty Trust Bank Plc made a strategic decision to actively pursue retail banking. A major rebranding exercise followed in June 2005, and GTBank began an aggressive expansion strategy and taking the product brand to Ghana, Gambia, Liberia, Sierra Leon, and a correspondence outlet in United Kingdom (GTB Home 2011) What are the Research Questions? 1  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  What is the foreign market entry strategy that GTBank used in its quest for global expansion and growth? Did the choices of foreign market entry option work for Guaranty Trust Bank in its quest for global expansion and growth? Did the Market entry option strategy contribute to Guaranty Trust Bank competitiveness? Global marketing entry strategies has  [BM1]  been an underlining factor towards sustainable growth, expansion and survival of all financial institutions in the w[BM2]  orld, the rationale behind this research is to ascertain the importance financial institutions like GTBank derive from their  global entry strategies[BM3]  in the bid for competitiveness in the global financial markets. The last global financial crisis that led to several multi-global financial institutions like Goldman Sachs and Lehmann Brothers went bust and how a financial institution like GTbank may use its market entry strategies to effect and continue its quest for sustainable growth and continuous expansion Sceptics believe the doomsday was just postponed and not averted entirely  [BM4]  hence there is still a continued global feeling of another more clinical meltdown envisaged in the nearest future. For its continuing sustainability and expansions, GTBank choice of market entry strategy is vital so as to consolidate or plan its exit strategy as well. Financial institutions are said to be the engine room of all economic activities such as borrowing, investments, consumption spending, net exports, net government spending, and foreign exchange. This research will shed light on how Guaranty Trust Bank Plc stimulated these economic activities in different countries and enhances its growth by its choice of market entry options The aims and objectives of this Research The aim of this research is to look into the global market entry strategies, and how invaluable these strategies are to the overall theme of guaranty trust bank market entry strategy as it seek to expand into other territories.   Objectives of this research are; To review the global market entry strategies. Examine the actual and potential effects of global market entry strategies on Guaranty Trust Bank.   Examine the extent to which Global market entry strategy improves growth and sustainable expansion of Guaranty Trust Bank Methodology This research is based on a case study approach and is largely qualitative and primary data will be used as interviews will be conducted of six person in different departments of GTBank and data from educational Journals, periodical, educational Textbooks, Studies and Reports of institutions, Newsletters, internet sources in addition to erstwhile various related published educational sources will be extensively used. Organization of this Research   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  This Research is organized as follows: Chapter one contains the introduction to the study, which incorporates:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Aims/objectives of the study  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  An outline of the research methodology to be used in satisfying the aims  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Research questions  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A brief outline of the subsequent chapters Chapter two consists of literature review and theoretical framework  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  This chapter  Summarise what other studies have done, their methods their results, and case studies   Chapter three contains methodology of Research  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Describing the data, providing descriptive statistics about the data (charts and tables), explain data collection, explain the analysis of the data. Chapter four is the discussion of findings. Chapter five contains recommendations and conclusion  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  CHAPTER  TWO[BM5]   INTRODUCTION Rugman (1996) noted that global market entry strategic decisions are taken by firms due to economic reasons either for the purposes of expansion and sustainable growth or for the purpose of survival in a volatile competitive market environment  [BM6]   In the last decade there has been a  large significant  [BM7]  increase in cross-border entries  [BM8]  by banks,  it has been acknowledged that  inter in  [BM9]  recent years has exceeded the combined total of numbers of  partnership[BM10]  Ã‚  formed in decades (Aimin 2001, et al).  [BM11]   The over saturation of financial institutions in Nigeria led to  [BM12]  several banking groups to attempt expanding in provision of services to neighbouring countries and beyond. Craig and Douglas.,  [BM13]  (2006[BM14]  ) argued that market entry strategies are shaped by the dynamic interplay of the driving and restraining forces of globalization, with increasing and rapid technological advancement, the market need of the local economy, the firms seeking leverage, the quality of product introduced and the world economic trend while the restraining forces are organizational culture, market difference, management myopia, barriers and national control.[BM15]   As banks seek fast growth globally, the choice of market entry strategic mode became an issue, as it is an important decision for banks seeking global participation and competitiveness (Buckley and Carson 1996). The selection of an appropriate market entry mode in a foreign market may have considerable effect on a firm either it necessitates growth or causes extensive damage to a firms sustainable growth and survival  (Davidson, 1982[BM16]  ;  Gatignon and Anderson, 1988[BM17]  ; Root, 1994;  Terpstra and Sarathy, 1994[BM18]  ). The subsequent selection of an unsuitable entry mode may block opportunities and hinder growth by limiting the array of strategic market entry options available to the firm (Alderson[BM19]  , 1957); This could result in considerable financial losses to the firm, including the firms exit from the foreign market, an example is the Merrill Lynch failure in Japan in the 1980s, in its attempt to enter the private client services market, the mode of market entry was at variance with the Japanese protectionist foreign firm regulations at that time which was highly restrictive of foreign firms  (Hill, 2002).[BM20]   GTB plc. in its quest for global expansion and sustainable growth must undertake an extensive market research analysis to  [BM21]  study the foreign business environment it intends operating in as  Scott[BM22]  (1981) observed that the best way to organize a firm depends on the nature of the environment to which the firm operates. A  PESTLE  analysis is done to ascertain the viability and profitability of the intended local market before choosing an appropriate market entry mode based on that. Kotler (1998)  [BM23]  defined PESTLE Analysis as a useful strategic tool for understanding market growth or decline, business position and direction for Operations. Williams and Green (1997) suggested that the PESTEL Analysis also allows an Organisation to have a competitive advantage over other firms in the industry and this technique is used to evaluate and identify the Political, Economic, Social, Technological, Legal and Environmental factors in a given economy that would affect the operation of an organization. Source: Johnson   scholes[BM24]  Ã‚  (2008) The political factor is always necessary to be evaluated, in order to know the favourability of the political climate to market growth and development in a particular country, as the stability of government, its Taxation Policies, and Attitude towards  foreign investment is crucial to the survival of the firm. The foreign governments economic framework is accessed to measure the state of the economy by considering the GDP statistical growth, the wage level, the disposable income, Unemployment rate, business cycle and viability of participating in the country. The rate and growth of population is also measured to determine changes in the taste  [BM25]  and preferences of consumers, changes in the lifestyle of consumers and the level of education of the populace, which would have a great effect on the demand of the products or services provided by GTB plc. The laws and regulations that exist in the foreign business environment is gauged to ascertain the legislative constraints or changes, such as health and safety legislation, working regulations or restrictions on company mergers and acquisitions, minimum wage cap. Porter (1996[BM26]  ) believed environmental laws and regulation help push firms towards innovation that will reduce their cost against the cost of keeping to the regulation. The PESTEL analysis is a very relevant and useful tool in analysing the external business environment as Henry. (2008) posited that it allows the firm full and informed knowledge of the foreign business environment the firm intends entering, and contributes to the proper understanding of the competitive nature of the business environment that may affect the firm.  Hiebing[BM27]  Ã‚  et al (2011) advanced that, the nature of the competitors in the market, the consumers and government actions contributes in the development of a sustainable competitive advantage over its competitors. From researching the business environment, the firm might be able to see disguised opportunities (Zheng,.2009) Other scholars Williams and Green (1997) considers PESTLE analysis as a waste of time since the business environment is unpredictable; such analysis might become needless, as the business environment is considered uncertain. The business environment is uncontrollable hence the probability of situations arising that cannot be  controlled[BM28]   FOCAL THEORIES OF MARKET ENTRY STRATEGIES There have been different debates on the best entry mode option firms should use to enter foreign markets; most of these theories are focused on the manufacturing sectors with a peripheral research done on the services sector (Ekeledo and Sivakumar  1998[BM29]  ).   A financial institution like GTBank Plc offers products as well as services. There are several theories of foreign direct investment as it relates to the market entry strategies of firms and financial institutions, but for the purpose of this research 3 related theories will be analysed. The Business Network theory  [BM30]  as the business environment is crucial for the banks strategic participation, the  institutionalization theory  [BM31]  that focuses on the difference between the institutional laws, culture of the home or host country, the  Eclectic theory  [BM32]  as this looked at the concept of determining factors that categorized a firm as a host or source firm, and the resource based theory that look at resources as the main reason firm enter new foreign markets. The joint venture market entry mode, the strategic alliance market entry mode and the mergers and acquisition entry mode is also reviewed[BM33]  . Carson (1993) opined  the conceptualization of the business network theory is primed that the business market environment focuses on specific relationships between suppliers and the consumers as the two actors in business. At the heart of this approach lies the assumption that suppliers and customers are engaged in long-lasting relationships that they consider to be important for their business as empirical data related to some one thousand business relationships in European markets showed that most firms operate in markets where a limited number of customers account for a considerable proportion of the firms sales (Hakansson 1982; Turnbull and Valla 1986). The  institutionalization  theory  deals with the difference between the institutions in the country of origin and in the receiving subsidiarys country by understanding the complex differences between national business systems through gaining an understanding of institutions governing the way product labour and financial markets work and the way institutional sectors relate to one another ( Baptista, 2009) Such cross-national differences place various degrees of constraints on the international dissemination of practices within multinational firms (Fermer et al 2005). It has been proposed that the key variable in this context is institutional distance (Kostova and Zaheer 1999). This comprises the differences in the regulation, normative and cognitive institutions between countries, for example corporate tax policy, peoples attitude to gender issues, and knowledge about possible environmental threats. Dunning (1980) introduced the concept of an eclectic theory of foreign direct investments often referred to as the OLI paradigm, which refers to the determining conditions for a firm to be a source or a host, these acronyms stands for Ownership advantages which allows a firm to overcome the disadvantages of a foreign location, this can be a product, or a production process to which other firms do not have access, such as patent or trademark, Location considerations such as input costs, strategic interaction or trade policy which make it more profitable to produce in a country than to export to it and Internalization gains which makes it more profitable for a firm to undertake foreign production itself rather than dealing with a foreign partner more familiar with the local environment (Sodersten, Reed 1994). Markusen (1995, 1998) reviewed the OLI paradigm by listing major characteristics of firms as, that multinational firms are associated with high ratios of research development relative to sales, employ large number of scientific, technical workers as a percentage of total work-force, tend to have a high value of intangible assets, are associated with new and technically complex products, are negatively associated with plant level scale economies, are associated with product differentiation variables such as advertising to sale ratios, that the size of a firm is minimally unimportant to be considered a multinational and that multinational firms tend to be older more established firms ([BM34]  Marrewijk, 2002). Itaki (1991) argued that the concept of the eclectic theory is however flawed, as a result of the  redundancy  of  the  concept of ownership advantage, it is assumed redundant because it originates from  the  internalization and integration theories and that firms tend to acquire and exploit  the  ownership advantages and that  the  ownership advantage includes  the  cost  of  its acquisition and that after paying for  the  contribution  of  all  the  factor inputs, the firm makes super-normal profit that remains in  the  final results simply from  the  firms organizational power  in  various departments or sub units and  the issue of  the  inseparability  of  the  ownership advantage from  the  location advantage is another matter of note. The resource-based theory of foreign direct investments views firm-specific resources such as assets capabilities, as the focal drivers of a firms international business strategy, scholars such as Barney (1991), Bharadwaj et al, 1993, and Grant (1991) even though affirming the theory as the most effective theory of international business strategy considers the theory as largely conceptual and descriptive. Root, (1994) urged financial institutions and Banks entering foreign markets to decide on the most suitable entry strategy, the market entry option selection is interpreted to mean an appropriate means for firms to enter foreign markets to participate in international businesses by exploiting their advantages. Banks also need to arrange ownership, either as a wholly owned subsidiary, in a joint venture, or in strategic alliance.  There are several mode of market entry strategy adopted by banks when[BM35]  entering a new market as the entry mode choice is not necessarily straightforward. A bank may pursue different market entry routes in different foreign markets for different banking reasons.  Ã‚  There are often constraints to foreign entry in the banking sector which home governments try to regulate in other to protect the home banks, which add to the complexity of choice of market entry strategy.[BM36]   Joint ventures are considered as the best global market entry strategy and the most cost effective means of expanding to foreign business environment (Hunt and Morgan.,1995) It has been suggested that joint ventures occur as a result of the perceived insistence of nation government to encourage international firms for the purposes of foreign direct investments (Buckley and Carson 1996). Firms ordinarily though form alliances for the singular reasons of value chains and different product offerings. Joint equity are basically the type of joint venture nations governments do encourage because of the gains that can be offered in terms of shared technological advancements to the local firms. The advantages of joint venture to banks is that it addresses the issue of uncertainty by the combined creation of monitoring mechanism that could align such uncertainties for the partners, to reveal information, share technology, make decisions together and pursue certain goals collectively  Vernon (1983). This assertion was agreed upon by Pfeffer and Salancik(1978) who noted then that if the problems firms face are competitive and symbiotic, then it can be presumed that joint ventures are undertaken to reduce uncertainties and promote stability in the business environment.   Gringer (1991), Beamish and Danks(1987) noted that globally majority of banks establishes business partnerships when the perceived additional benefits outweighs the expected extra cost after undertaken a cost-benefit analysis. It was established by Harigan (1988) that firms form partnership for strategic reasons and argued that joint ventures can exacerbate competition, stabilize profit level, and precipitate in structural changes in vertical integration, technological scale of economies or industry traits. Blodgett (1991) noted that joint venture market entry strategic option could be advantageous in form