Fetal Rights Essay

The government sees the rights of the human fetus as a complex topic, along with civil and human rights. In most states fetuses are not given entitlements because it can be seen as a violation of the privileges of the woman carrying the fetus. As of today the U. S. Supreme Court does not recognize the fetus as a person under the Fourteenth Amendment of the U. S. Constitution (Constitution). In the Declaration of Independence it is stated that the government is in place to give the U. S. people, â€Å"life, liberty, and the pursuit of happiness,† as part of societies’ inalienable rights. In the entitlements of a fetus – a combination of a sperm and an egg – which many believe becomes a human being at the moment of conception. If this is the case then the fetus is entitled to these same privileges. Society should be able to go against the government in the case of fetal rights because they deserve to be treated as any other U. S. citizen. The citizens of the U. S. should fight for the rights of the fetuses because that is where every human being’s life began. The treatment of these unborn infants throughout pregnancy affects the overall health, both physical and mental, throughout their lifetime. Society and government officials need to put themselves in the situation of the disabled or mentally ill children that are born into this world with a preventable defect had they been taken care of properly within the womb. When a woman is pregnant they harbor another life that is completely innocent and should be treated as so. The fetus deserves to be given the same inalienable rights that those already born into this world receive, despite the wishes of the carrier. The acknowledgement of the human fetus and determining whether or not it has certain rights varies from state to state. In 1987 in the state of California, these rights were put to a test in the case of People vs. Stewart (Maternal). In this case Ms. Stewart had been charged with child abuse because she had been stated to have â€Å"willfully omitting to furnish medical services. † Her actions caused the child to be born with cranial damage and then died in the following two months (Maternal). In 1986 the judge charged her offense for harming this child in its’ fetus state, but on February 26, 1987 the charge was revoked. A new judge was assigned from the state of California and came upon the conclusion that Ms.  Stewart could not be penalized because she was in the state of pregnancy (Maternal). It was seen that Ms. Stewart was in the right when abusing her own body therefore affecting the fetus because she was committing an action to herself and a fetus without rights. The debate of the fetus and the rights it has conflict with those of woman rights. In some states, women’s rights in the terms of pregnancy include the ability to have an abortion under certain circumstances such as: rape, drug-abuse, or incest (Isaacs). This element arose in the case of Roe vs. Wade when identifying the personal rights and the role of prevention from the government (Brant ed. ). Society should be able to recognize the difference between a woman who is unable to carry a baby, for whatever reason, and the abuse of the child within the womb and the affects after birth. If fetuses were given the same inalienable rights as other U. S. citizens that have already been born into then the abuse of these infants would be put to an end. The gynecologist who sees after these women as they go through pregnancy would be able to protect the fetus from harm if the mother revealed the use of substance abuse during pregnancy. Currently, if a mother confesses to the doctor she is misusing a substance during pregnancy the doctor is not able to prevent this from continuing, as it would violate the woman’s rights. Infants born with an addiction to drugs or alcohol would be put to a halt completely because the mother would be unable to take part in these actions, as she would be in turn harming the fetus. The doctors would have the right to place these women in the hospital for the duration of the pregnancy to prevent further drug use. Today much of society is unaware that the fetus is given certain rights, but they seem to be overruled by the maternal rights of the mother (Isaac). If society was well informed of the treatment of these children maybe there would begin to be a movement to give these infants the rights they deserve. The opinions of the concerned and well informed citizens needs to be heard by government officials and even by the mothers who continue to choose to harm themselves and their child throughout pregnancy. The words and concern of fellow citizens could stop the ill treatment of the fetuses and given them the rights they are entitled to from the moment of conception. If citizens came together and drew a line on the rights for both parties and if health care was reformed to provide more affordable birth control so pregnancy could be prevented. If the future mothers were able to receive help for their substance abuse early on then they could be sent to rehabilitation centers before becoming pregnant. These ideas could help become the solution for the mothers and the fetuses.

Why plastic bags should be banned

They use up natural resources–â€Å"Every time we use a new plastic bag they go and get more petroleum from the Middle East and bring it over in tankers,†. â€Å"We are extracting and destroying the Earth to use a plastic bag for 10 minutes.†. They harm wildlife and marine life-plastic bags are now in all places in our environment, and animals, on land and water, are getting choked, strangled and killed by them. They create litter-Aside from polluting beaches and waterways, plastic bags for example in China plastic bags are blowing around streets of China, they are so common they've earned the name â€Å"white pollution.† It is not environmentally friendly and may cause harm to children and water life all around the world. It should also be banned for a list of reasons such as it is unfriendly to the environment and may be harmful to children and water life all around the world and also it takes years for plastic bags to break down and we're not even able to recycle them. No, because plastic doesn't break as easily as glass and is water-proof. They take a long time to biodegrade-Most plastic bags used either end up as litter or in landfills. Plastic bags pose a suffocation hazard to people, particularly children, and pets. Plastic bags are made out of non-biodegradable substances. They are durable they do not rot. Making plastic bags can lead to exhaustion of oil, because to make a lot of plastic bags, we need a lot of oil. If we reduce oil we could save much more oil. Plastic bags even kill a lot of marine animals. Plastic bags gets blown into the ocean and floats around like a jelly-fish. A lot of sea-creatures choke and die for mistaking them as their food.

BUSINESS MODEL INTERROGATION & DEVELOPMENT Essay

BUSINESS MODEL INTERROGATION & DEVELOPMENT - Essay Example In other words, the company is not limited to selling of products nor is specifically related to the sale of products instead it carries out both buying and selling of goods. Tesco’s business model is composed of four fundamental activities: buy, insight, sell and move and these four activities collectively work to attain the objective of â€Å"we make what matters better, together† (Tesco Annual Report, 2014). At the same time, the business model encompasses other layers which consist of other strategic values and objectives which collectively make this entire business model work for the co Tesco’s business model is adequate to satisfy the strategic long term business objectives besides serving the short term objectives. For example, the model is composed of four core operations which highlight four different business areas which do not share similar activities instead they have different operational and strategic significance for the company. More clearly, Tesco’s business operations start from the purchase activity in which the company engages with the suppliers of different food products. In this activity, the company looks putting substantial amount of concentration and energy as quality of food products largely relies on the fresh food products which are mainly reflected through the market goodwill of suppliers and producers as well. In this regard, it is important to mention that this purchase activity is of paramount importance for the company as it has strategic implications and effects of the market perception of Tesco. For example, if the compan y provides low quality food items and customers regularly complain about various quality issues, this would put negative effect on the perception of the Tesco and if the negative perception continue to stay longer, the company would face serious strategic issues including drop in sales, drop in the volume of sales and other relevant

Lessons from Visual Representation of War in Iraq Essay

Lessons from Visual Representation of War in Iraq - Essay Example Gruesome videos and photographs emerged documenting the torture at Abu Ghraib, of the Iraqi prisoners by American soldiers (Giroux 2004). The consequences of the torture of Iraq detainees by United States soldiers are far reaching. Following the release of the photos by the press, people have questioned the legitimacy of US activities and goals in Iraq. This essay will highlight the lessons learnt from the visual representation of the war in Iraq. Discussion Prisoner Abuse The abuse of prisoners in Abu Ghraib can be learnt from the visual representation of the war in Iraq. Following the appearance of photographs in the news in April 2004, the Iraqi and world opinion shifted against the US. These revelations led to reports and investigations in which analysts found out that the medical personnel of the US military was involved in the abuses perpetrated in Abu Ghraib. Photographs were released to the press following the reporting of Iraqi prisoners’ abuses by a police sergeant w ho was working at the prison facility in Abu Ghraib. Upon investigation, a report was produced and released to the press. ... However, the administration which was under Bush claimed that it was a case of few individuals (Giroux, 2004). The culture of the military is highly depicted through the representation of torture in the photographs. Some of the individuals who were responsible for the atrocities committed on Iraqi detainees. However, according to Bartone, (2010), majority of the service members in the US military were not capable of taking part in the torture of the detainees and were dismayed by the acts of their counterparts. They indicated that the scandal of Abu Ghraib was a major stressor and a violation of humanitarian and democratic ideals that the US military was advocating for. Individual and situational factors have been depicted following the emergence of the picture detailing the torture at Abu Ghraib. Under the situation in which the military was placed in at Abu Ghraib, there was the likelihood of development of sadistic tendencies on the part of the soldiers. The prison environment was responsible for development of sadistic tendencies depicted in the nature of torture the officers meted on Iraqi detainees. Situational factors The visual representation of the war in Iraq highlights the ambiguity in command chain in the US military that was deployed in Iraq. The atrocities highlighted in the photos were committed due to confusion and uncertainty as to who was in charge and responsible for ensuring that the military did not go overboard. The Taguba report, which detailed the events that transpired in Abu Ghraib, indicated that during the time when the torture was taking place, there was a major conflict between the commanders of the Military Intelligence Brigade and the commander of 800th brigade. Consequently, the American soldiers who were at the Abu Ghraib

Analysis of Gun Control Research Paper Example | Topics and Well Written Essays - 1750 words

Analysis of Gun Control - Research Paper Example In order to propose the best policy for the USA, it is important to describe gun control measures and social attitude towards guns in the UK. By far the most common reasons for gun ownership are hunting and related recreational uses, a fact consistent with the prevalence of long guns over handguns. Self-protection is the second most frequently cited reason (mentioned about a third as often as hunting/recreation), and it is the main reason cited for handgun purchases. In public policy terms, legitimate hunting purposes are not questioned, aside from issues related to safety (Squires, 2008). The self-protection issue, however, poses a different problem. Those who acquire or own guns for self-protection are reacting to the perceived and real threats of modern American life. One study of those who own guns for self-protection found key explanations in feelings of vulnerability to crime and police ineffectiveness. In addition, men are more likely to purchase guns for security, as are thos e who have been victimized by crime or who believe the risk of crime is increasing (Kelly, 2004). One other consideration in this already complex equation is the theft of legally owned guns. Gun control opponents are quick to point out that stricter gun laws would result in less gun availability for law-abiding citizens but that criminals would continue to get guns anyway since most obtain them by illegal means, to begin with. The problem with this logic (leaving aside for the moment the self-defense side of the equation) is that it begs the question of where the guns used by criminals come from. Most stolen guns and guns used to commit crimes begin as weapons produced and sold legally (Ludwig and Cook 2003).In an effort to find a more effective political approach, the state agencies in the UK has launched a new political assault by accusing gun control supporters of being soft on crime, urging the construction of more prisons and tougher sentencing, and avoiding any direct claims about gun control (Squires, 2008). The initial and most important fact about public opinion on gun control has been its remarkable consistency in support of greater governmental control of guns. As the survey results from questions on gun registration, waiting periods, assault weapons, and even a ban on handguns make clear, the British decisive support for stronger gun control is not the product of misunderstanding or a failure to comprehend what the gun debate is all about. Americans may not possess the knowledge of the gun specialist, but the policy options under public discussion are straightforward and clear, as are public preferences (Kelly, 2004).

Core Competencies Essay Example | Topics and Well Written Essays - 1000 words

Core Competencies - Essay Example Clinical nurses are registered nurses. Clinical nurses are specialized nurses in their field of nursing practices because they hold masters or doctoral degree in the specialized area of nursing (De et al. 2008). This nursing specialization may be fall into certain categories for instance, Nurse Practitioners come under clinical nurses. They are advanced practice registered nurses. They serve as advocate of patients. They lead their entire life for the provision of quality life to the people who are suffering from any disease or who may have any other health care issue. These health care issues may vary from toddlers to adults. Nursing practitioners have the authority to work independently because they are trained and qualified in their respected domains. Five roles of nurse practitioners described by strong model includes specialized leadership, publication, education, evidence based work, direct comprehensive health care and support of system (Bryant et al, 2004). Non-clinical nurses are those who are not involve in treating the health care issues of patients. It involves, nurse educators, nurse administrator or other administrative roles who build the bridge between the practitioners and patients. Non-clinical positions are those who work behind the scene yet, they have a vital role in the health care industry and they are responsible for providing successful management skills (Cattini and Knowles, 1999). There are several roles performed by the nurse educators in the clinical settings but the most important responsibility is to develop the staff clinically and professionally. Nursing educators are required to develop the better health care practitioners for patients. Nurse educators stimulate the personal and professional skills of nurse practitioners. They are not directly involved in the counseling of patient but they ensure the quality of health care

Personal Data Privacy Research Paper Example | Topics and Well Written Essays - 2500 words

Personal Data Privacy - Research Paper Example everyone do not follow an approach to provide personal information to any online organization. Nowadays, an online consumer finds a credible source of websites prior to processing online transactions. Consumers can only judge their credibility by security seals or their international presence around the globe. Unfortunately, no one knows that these organizations do, in order to protect customer data that is stored in their databases. For instance, if a security breach occurs in one of the databases of these organizations, millions of records related to customer personal information and most importantly, credit card numbers will be in control of cyber criminals and hackers. This concludes to a new term that is known as identity and data theft. This is the first major concern of data privacy. Secondly, there are issues where customers are not aware from the pros and cons of providing personal information online. They tend to provide information on unsecure social networking sites and v ague online businesses. As a result, they suffer the consequences. This paper will highlight local regulations concerning personal data privacy. ... 36% of consumers would not put personal information online, yet 11% of them have still been a victim of data theft. Only 5% of the UK public surveyed are not worried about data loss. As well as the security of financial data being a concern, 46% of all respondents are most concerned about protecting their medical records, and is highest amongst the 45+ ages 45-plus (52%). Data retrieved from (Lack of Consumer Trust in Data Security in the UK. 2007) After interviewing the people, most people blamed themselves, for making their personal information vulnerable and includes the rating of 60% people blamed retailers, 28% people blamed themselves as they consider that they have exposed their personal information themselves and it is their own fault. Moreover, 12% people blamed financial institutions i.e. banks (Survey Reveals Massive Incidence of Credit Card Fraud and Identity Theft; Retailers blamed for making people vulnerable to fraud. 2010). After reviewing these figures, there is also a requirement to create an awareness program for people who tends to provide personal information on the Internet. 3 Impact of Exposing Personal Data The requirement for securing personal data and privacy online is due to many reasons. The first reason incorporates not a single law of how to handle customer data. For instance, if an online company sells products and maintains databases including customer information, they can do whatever they want. Most probably, they can sell data in terms of cash. Every website has a link stated as ‘Website Privacy Policy’, but no one knows exactly, to what extent they are authentic. The practical approach to that privacy policy is a different story. The second most prominent reasons are hacking, viruses, Trojans, spywares,

Image you chosse to analzy Essay Example | Topics and Well Written Essays - 1000 words

Image you chosse to analzy - Essay Example One advertisement calls parents to help erase this habit among their children. The ad says: â€Å"Risk an Early Death, Just Do Nothing.† The ad is saying that having no physical activity because of playing video games is bad for the health and social lives of the children because of the ad’s strong word of death in black, the green background and red shirt that suggest opposite feelings of life and death, and the unhappy face shows that indicates that the kid is alone, not socializing, and unhealthy, and so, these conditions make him sad, and these symbols and messages are important to society because kids need a healthier development through having other physical activities and interacting with other people outside the home. All of the words are in capitalized letters, with the word â€Å"death† in black, which suggests that playing video games is bad for the health and social lives of the children, while the rest of the words support the same main claim. The ad is saying that doing nothing is bad for the health of children. It categorizes playing hours of video games as nothing, since children are only sitting and barely moving in front of the television. To explain this problem further, the ad has a paragraph with smaller fonts. It says that 9 out of 10 children have unhealthy fat in their bodies. The statistics indicate that the problem affects many children and should surprise parents. In addition, the ad continues that their children might not look fat, but as they grow old, the habit of sitting all the time will lead to an early death because little exercise results to heart problems, Type 2 diabetes, or even cancer. The ad connects the lack of physical activity in childhood to several deadly diseases, once they are adults. It shows that by doing nothing, early death becomes a certainty. Moreover, the word â€Å"death† is in black because black often means death. Death also means â€Å"nothing† because people cannot see anything in the black color. In connection, the ad suggests that playing video games is nothing important to the healthy development of the children. Aside from the black word, the rest of the bold and capitalized words are in white. The white is in contrast with the black and seeks to capture the interest of the audience. The white makes it easier for them to see the black, or the â€Å"death† in doing nothing. Thus, the words and their colors support the meaning that the ad wants to tell parents. Apart from these colors, the green background and red shirt suggest contrary feelings of life and death. The color green means a good life and nature. It sends a message that if only children spent more time going out and playing outside with nature, they would have a better life. They will have a better life because physical activity and fresh air are good for their health. At the same time, playing outside tends to establish and expand friendships. When children are outside, the y can make friends or they can spend time with their friends. They can laugh and run about as they play. They can share stories while waking together. Physical activity is then closely connected to social activity. Furthermore, the red shirt of child in the ad signifies death. Red means blood. With a red shirt, the child in the ad may seem like bleeding and dying. The ad says that because of playing too much in front of the TV, this activity will

Cabinet Belayachi Company Essay Example | Topics and Well Written Essays - 4250 words

Cabinet Belayachi Company - Essay Example It is evident from the study that sometimes organizations engage in fraudulent activities like tax evasion and account fudging. Most of the fudging is done in minute level and thus it becomes hard to be detected by someone who does not have knowledge and as well as experience to perform auditing and verification of the accounts. In order to perform account verification a small, family-owned organization is hired in order to verify the clients’ accounts’ reliability and transparency. The firm also it also tries to establish taxation strategies for its clients in order to reduce the taxes’ amount to be paid. The financial statements contain vital information pertaining to aspects like financial soundness and stability. Sometimes the companies and organizations are not aware of the unnecessary costs that bear down heavily on the revenue. Application of specific techniques like ratio analysis and balance sheet analysis help the companies in developing specific strate gies to increase the revenue and at same time decrease the costs. Financial diagnoses are performed by the firm by identifying the less productive functions of a given company. Based on the specific findings obtained from the analysis of the financial diagnosis specific strategies are formulated and integrated to optimize the company’s resources. It is active since 1997and has a client base of more than 250, from various economic sectors. Its capital stock is of 100 000 Euros. Years of high quality service and hard work has helped the firm develop long standing relationships with various firms. This long standing relationship in turn has helped the firm to ease the process of account verification and auditing. The firm does not have a huge workforce. Its workforce comprises of 15 employees only. Although the total client base is more than 250, so for this reason sometimes it becomes necessary to work at the client’s premises. Another reason for which the employees had to work at the clients office premises is to keep the confidentiality of the sensitive information. The direct access to the sensitive information can be misused by perpetrators and this will give rise to cases of non compliance and subsequent legal proceedings in the court of law. So for this reason it becomes necessary to allow the employees, have a full and transparent access to all the documents needed to achieve the assigned mission. Cabinet Belayachi also looks at the tax problems of the companies. Taxation is a vast domain, with innumerable clauses and rules. Thus it becomes impossible for small and medium companies to keep dedicated in house tax consultants who will guide the companies to file for the taxes and returns. These companies most of the time approach 3rd party companies on an one-off basis or on demand basis particularly on those times of the year when the tax filing and return deadline approaches (Betty 604). Cabinet Belayachi, acts as a tax consultant offering e xpert advices on taxation. Sometimes Cabinet Belayachi is frequently asked to work closely with taxes inspector in case of clients’ tax adjustments. For that matter, the practice has built a long-term relationship with tax officials in order to ease the process during the mentioned situation. 2. Presentation of department

Employment Law for Managers ( See Assignment Criteria ) Essay

Employment Law for Managers ( See Assignment Criteria ) - Essay Example For one to be eligible to the claim that employee must have completed the qualifying or probationary period if the employer is small business type or six months in case the employer is a large enterprise (FWA, 2009). Claims are normally made to the Fair Work Australia and this should be within 14 days of being dismissed is the dismissal is unfair. This matter is then put to review by the conciliation conference where most of the issues that are involved in the case are normally resolved between the two feuding parties. If not solved at this level, then the applicant reserves the right to request for a proceeding of the case to a further full hearing (Elizabeth, 2009, pp.1-4). Unfair dismissal occurs if the FWA is convinced that the worker has actually been dismissed; it was harsh or unreasonable; was inconsistent with Small Business Fair Dismissal Code; and that it was not genuine redundancy case. Dismissal is simply the termination of one’s employment at the will of the employer and this does not include demotion. It also does not include a reduction from the person’s salary or duties in a significant manner and the person still is employed by the employer that did effect the demotion. In accordance with the current provisions various matters would be considered while addressing the issues of whether a given dismissal was harsh, unjust or unreasonable. These considerations do include taking into account the reason for dismissal and whether this was valid or not for that dismissal that is duly related to the capacity of a given person or his/her conduct; in case that person being dismissed was actually given notice of the reasons that pertain to his or her dismissal; whether such a dismissed person was given a reasonable chance or opportunity to lodge a response to any of the reasons put forward that are related to the conduct or capacity of the person; if there are any unreasonable refusal by the person’s

Education Essay Example for Free

Education Essay An enabling school climate plays an important role in determining the outcome of learning experience for learners, care givers, parents or guardians as well as staff. On the other hand, a school environment that fails to foster proper relationships amongst all stakeholders in a school community can be blamed for poor performance and indiscipline that characterizes schools where there is a negative or unfavorable environment. In deed the school climate goes further than defining the academic performance since the climate in school affects not only the learners’ but also the immediate community, the staff as well as the neighboring community. This paper expounds on the various aspects of the school environment which in turn leads to deterioration of home/school relations or the improvement of the same (Longitudinal Study of Adolescent Health, 35). Although different scholars have advanced different meanings to the term ‘ school climate, many scholars favor the definition which views school environment as the sum total of all factors that, affect the learning process in the school as well as the interrelations amongst different players in the education process. School climate is influenced by a number of factors which include but are not limited to; the physical components of the school such as the type of classrooms and other physical structures in the school compound. For the physical components to constitute part of the school climate, such must have a direct influence on how teachers, staff, learners and parents perceive the school and therefore influences the relations between school and home. Physical facilities are also important in that, they can hinder or enhance the relationships amongst participants in the education process. Physical facilities have been known to influence how learning takes place as less unfavorable physical facilities are less likely to foster a positive learning environment (Longitudinal Study of Adolescent Health, 76). Indeed, where the physical facilities are not conducive to learning, this can negatively affect student ability to concentrate or even deal a blow to student’s self esteem all of which would in such a case influence the relations between the school and the home. Equally important is the social cultural factors especially those which concern diversity, most schools enroll learners from various socio-cultural background something which results into conflicts if not managed well. Where there are conflicts, it becomes very difficult for positive relations to prosper and again, this has a bearing on the school/home environment. Intolerance based on factors such as race, religion, or ideological beliefs could trigger tensions. Therefore there is a need for proper management of diversity if the school climate is going to positively contribute to positive school/home environment. The staff and even the parents all have a responsibility in creating an organizational culture that exemplifies trust and understanding amongst different stake holders with an aim of ensuring that, all members of the school community are treated equally and with the same dignity. Issues such as the use of Native American mascots during sports and which have spurred mixed reactions must be properly analyzed for their effects on the school/home relations to be understood. Where such are found to contribute in any way to negative school/home relations, there is a need for corrective measures to be taken both at he bottom line and at the decision making level so as to prevent undesirable consequences (McNeely, Nonnemaker, Blum, 67). Where students are treated favorably or discriminately because of socio-cultural background, the end result is a tension filed school/home relations and with such an environment, academic performance becomes very difficult and unrealizable. Social background largely determines the ability of the parents or guardians (home) of the learner to afford education-related services and therefore in cases whereby a school acts unreasonably in charging for education related services, this may be perceived by the parents to mean that, the school does not welcome the affected children to study or seek educational services in the school. Ensuring that, learners are satisfied and feel loved, cared for, appreciated and welcome in school also contributes to enhanced home/school relations (Loukas , Robinson, 194). How learners are treated is likely also to determine the behavior of the parents and guardians back at home as more parents and guardians are more likely to depend on feedback from their children to gauge the school climate. This in turn may influence how the parents and guardians view and relate with the school. Whereby the ‘home-side’ is not pleased with the school conduct in regard to how the latter treats learners, a standoff may result and in such circumstance, the school environment is bound to be unfriendly and un-responsive to the needs of the home. This is more likely to lead to negative school/home relations. Without efforts from both the home and school to make learners satisfied with the system, learners will most likely develop some resentment as they may conclude that, the school climate is not as supportive as they would expect. The teachers have a responsibility to show support to learners and try to align the learning goals to the expectations of the learners especially in regard to mainly the learners achieve and accomplish not only academic goals but also career goals. A positive school climate is important in the creation of working teams in the school. Team spirit is important because a school as a social institution has some common and shared goals and objectives which it must share as a community. Without collaboration and cooperation amongst members of the school community, different members are likely to function as units as opposed to collectively and therefore the chances of failure to attain desired outcomes in terms of improved school climate becomes a reality. What often is forgotten by school administrators is the fact that, learners too have expectations and in any case, needs which they aim to achieve for all their efforts in schools. A common cause of differences and problems is whereby teachers tend to treat learners as though they do not have personal needs and objectives, that is, a motivation to be in school. For a positive school environment to be realized, learners must be treated as an important party and should be accorded the necessary support in order to emerge successful and victorious. Since the main connection between the school and the home is the learner, ignoring the needs and concerns of the learner is tantamount to breaking the link between the home and the school. The school climate can also be attained through the staff and learners encouraging openness and trust building amongst learners and especially in connection with the latter’s behavior and attitudes towards the school. In the case whereby the students are in secondary level, there is usually the factor of their emotional status occasioned by growth and development which influences how the learners view the staff and other members of the school community. As the Center on Families, Communities, Schools, and Childrens Learning, (21) observes, school climate is important in connecting learners activities to school mission, (Felner, Favazza, Shim, Brand, Gu, Shim, 124), adds that, school climate is not easily noticeable as it is usually invisible and only the effects can be recognized. Whenever learners and the rest of the school’s staff demonstrate positive behavior in terms of values, the school climate is said to be enabling and every school community member is able to function normally. Tableman (98) mentions safety as very important in determining the kind of school climate present in any given school. So as to achieve an enabling school climate, there is a need for measures to be put in place in order to ensure that, all precautionary measures are taken in terms of adhering to guidelines stipulated in safety guidelines for schools. Therefore through enhancement of school safety precautions, the school climate is enhanced and this is important in maintaining of good school/home relations. Enhancing the school climate also calls for improved interpersonal relations and as stipulated earlier, there is a need for the school administrators to be well trained in terms of dealing with conflicts and conflict resolution strategies (Comer, Haynes, 87). The administration of schools must rise to a level whereby conflicts are viewed as opportunities to embrace diversity of ideas and opinions and an opportunity to involve everyone in the decision making process. A school which involves both learners and parents in the decision making process is more likely to prosper than a school which leaves the rest of the school community in the dark when making decisions which impact on every stakeholder (Tarter, Sabo, Hoy, 109). Although every member of the school community has a responsibility to ensure success and of a positive school climate, no one is more central to this process than the school administration because they are the policy makers and also play a decisive role in the implementation of policies (Tarter, Sabo, Hoy, 78). Continuous improvement through inititiation of change is very crucial in the realization of a positive school climate. No system is perfect and even for schools with the best structures in place, there are usually challenges and problems which have to be dealt with continually as it is not usually possible to achieve perfect systems over night. Therefore how the organization receives change usually determines the success or failure of the change process. The stakeholders must be able and willing to adapt to various situations so as to allow every one to fit into the system and function in unity. Equally important to the realization of success is the commitment of all in all efforts geared towards an improved school environment. Without dedication and the pooling of resources, the change effort still remains elusive and not easy to achieve. Therefore, schools must nurture all its members so that, the synergetic effect may be realized and an enabling school environment attained. Equally important is the carrying out of a needs assessment which serves to identify barriers to positive school environment as well as the pointing out of areas of concern needing urgent attention. Without proper guidance and leadership from the administration a school climate worthy emulating may be unrealistic, indeed, the leadership offered in any given organization determines the success of the change initiatives and in some cases serves as the selling point of an organization by providing an empowering internal environment. Therefore, the quality and type of leadership may cause either a positive or negative school environment. It is therefore fundamental for the school to offer the best possible leadership as a means of enhancing the school environment (Cohen, 123). Many schools have failed to incorporate scientific methods in resolving some of the challenges they face. In deed, research studies can be used to establish causes of negative school climate for schools facing such challenges but most schools have not gone as far as carrying out research studies pointing out lack of sufficient funds. Therefore there is a need for sensitization of schools on the importance using scientific methods to better understand the school climate. Communication plays an important role in determining the school environment and therefore for any school to realize a desirable school climate, it must demonstrate ability to establish proper communication structures. Most schools have in the past failed by failing to embrace both downward ad upward communications. This amount to failing to appreciate the contribution students can make to creating of an empowering school climate (Freiberg,36). In conclusion, the fact that the students have an important role to play in promoting a positive school culture should trigger the administration to fully involve them in initiation of change by streamlining communication function in the organization. Until then, the school is likely to face problems when it comes to fostering a positive school climate.

Behaviourism As A Language Learning Theory English Language Essay

Behaviourism As A Language Learning Theory English Language Essay Introduction Human beings learn every now and then. According to Cambridge Advanced Dictionary (2003), learning can be defined as an activity of obtaining knowledge. We human usually learn or gain knowledge either in a conscious way or subconscious way. Learning is not necessary must be conducted in a formal way such as tutorial, class or lecture; however, we also learn when we having a conversation with others or be it listening to the radio. Learning is a relatively permanent change in a behavioral tendency and is the result of reinforced practice (1963, cited in Kimble and Garmezy, 1987, p.6). There are actually a few theories been used to describe how knowledge or language is acquired namely Behaviourism, Innatism and Interactionism. For the first part of this assignment will explain these theories various approaches and principles. Then, this paper will focus on the pedagogical implications of each theory in teaching English as a Second Language. Part two will focus on examining the underlying learning theories which could have influenced the teaching-learning activities from a textbook. By the end of this paper, students will be able to differentiate learning theories and adopt the most suitable ones into his/her teaching career. Behaviourism is the earliest language learning theory which is propounded by J.B. Watson (1878-1957) in 1913. This theory is supported and believed by some behaviourists who are Skinner, Pavlov and Thorndike; also, profoundly developed the theory of behaviourism on learning. Behaviourism focuses on observable behaviours which are changed as the symptoms of learning. According to Brown (1987: 17), the behaviouristic approach focuses on the immediately perceptible aspects of linguistic behaviour the publicly observable responses. Learning only occurs when there are changes in behaviour and observable as an evidence of changing. Feeling and mental process are not accepted in Skinners human behaviours theory; however, he still accepted the existence of mind. Behaviourists consider learning a language as a set of mechanical habits which are formed through a process of imitation and repetition. Humans learn a language through repeating the same form and text until it becomes a habit. Children imitate the sounds and patterns which they hear around (Lightbown Spada: 1999). So, it was proposed that learners would repeat words they heard and tried to use it in their conversation until it became a regular basis in life. Behaviourists therefore think that learning a language especially second language (L2) should be learnt through extensive drill and practice. Besides that, behaviourists also justified that learning a new language is learning a new set of habit. According to Ellis (1990), learning could be effected by manipulating the environment to provide the required experience. This lead to the theory formation of habit is related to the environment where learning process actually takes place. These habits formation and the environment are recognized as Stimulus-Response (S-R) by Pavlov and Skinner. In 1950s, school of psychology successfully prevailed S-R in the form of behaviourism to ensure the connection between both elements. Behaviourists might consider effective language behaviour to be the production of correct responses to stimuli (Brown: 1987). According to the theory, behaviour happens in casual, associative chains; all learning is thus characterized as associative learning, or habit formation, brought about by the repeated association of a stilmulus with a response Hadley (1993, cited in Hilgard 1962, p.45). So, its best kn own proponent, B.F. Skinner used rats conclude that conditioning has a 3-state procedure: stilmulus, response and reinforcement. From here, Skinner presumed that human learning and animal learning are parallel; thus, L2 learning is also similar as other kind of learning can be explained by the same laws as well as principles. Every process of learning has to be followed by reinforcement. All learning is the establishment of habits as the results of reinforcement and reward (Demirezen: 1988). In behaviourism, there are two different types of reinforcement. The first one is positive reinforcement, where the response or behaviour is strengthened and positively augmented by praise or reward. For instance, when a student answer a question correct and the teacher award him/her a star, then the student will try to answer another question because he/she is more confident and motivated. In contrast, the second reinforcement is negative reinforcement. If a student been scolded by his/her teacher after got the answer wrong, he/she would tend not to give answer by the next Q A session because it would make him/her feel embarrassed. In short, positive reinforcement helps learners develop correct habits. Furthermore, Behaviourist learning theory also claimed that old habits interfere with the acquisition of new ones. Learning of the L2 would be facilitated since all the learners had to do was to transfer L1 habits (Ellis: 1990). That means errors in first language learning (L1) are the result of interference in L2. It has to be avoided and prevent L1 interference happened as well as corrected on the spot if they do occur. One of the examples of extensively drilling in learning is Audio Lingual Method which is an American method. It is function as a structural approach designed to develop oral communication fluency in L2. Audio Lingual Method is focuses on accuracy (pronunciation and intonation), mistakes should be avoided and corrected immediately if it happened. Ellis (1990: 23) wrote: for learning to be effective habits had to become automatic. In short, language learnings pattern has to be over-learnt and the content based on common days dialogues as well as expression. If follow by the positive reinforcement which will help students to develop correct habits. By then, learning the structures of the language is more emphasized if compare to the vocabulary. Innatism In 1959, Noam Chomsky published Review of Verbal Behaviour to critically criticize Skinners theory of Behaviourism. Innatists claimed that linguistic knowledge is an abstract nature no solely on the set of mechanical habits (imitation and repetition). According to Ellis (1990), new grammatical forms were not acquired through imitation and not stamped in through practice. Language is too complex and occurs too rapidly for it to be learned through imitation. In other words, competence could not be achieved simply to performance due to insufficient of input to enable the child to discover the hidden rules (Ellis: 1990). For Chomsky, children are not necessary to be taught because they will learn in terms of walking at about same age; meanwhile, the environments contribute the most in learning. Chomsky and other linguists argued that children are credited with a special ability to discover the underlying rules of a language system within themselves. This innate and special ability is cal led Language Acquisition Device (LAD) or a little black box and Universal Grammar (UG) which exist in the brain. The LAD contains a set of abstract principles common to all languages which enables the child to produce infinite variety of sentences and construct grammatical sentences. UG was claimed to help children to extract the rules of their language and to avoid grammatical errors (Fromkin, Rodman, Hyams 2007). Therefore, a child has to listen and learn grammar to trigger the LAD or UG which then enables the child to discover the rules of the language. In short, human beings acquire and adapt language in any environment along with input of language or linguistic knowledge. Monitor Model In 1982, Stephen Krashen, who have had a great influence on language learning and acquisition by stimulated the Monitor Model. The Monitor Model consists of five hypotheses which are The Input Hypothesis, The Acquisition-Learning Hypothesis, The Monitor Hypothesis, The Natural Order Hypothesis and The Affective Filter Hypothesis. The first hypothesis is Input Hypothesis. This hypothesis claimed that language acquisition takes place through comprehension input (CI). Comprehensible input is available when students or learners are able to understand messages and their attention is focused on meaning. Besides that, comprehensible input will only occur if the inputs forms and structures pitch one level above the level of student (CI = i + 1). Whatever it pitches one level above learners current level competence, both comprehension and acquisition will occur. Learners will not benefit anything in learning if the input has no element of challenge; however, they will not acquire the knowledge if the input is too difficult. Acquisition leads to the result of comprehensible input and not production or quantity. Comprehensible Input does not have to be fine-tuned and reading is crucial to language acquisition*. The second hypothesis is Acquisition-Learning Hypothesis. This hypothesis explained that adults have two distinct and independent ways to develop knowledge of a second language learning and acquisition. In Krashens view, a learner learns second language whereas a child picks up or acquires his/her mother tongue (first language). Learning is a conscious process with attention to form and error correction. In contrast, acquisition is a subconscious process when a learner is engaged in meaningful communication and focus is on meaning. Both acquired and learned knowledge are separately; therefore, learned knowledge cannot be converted into acquired knowledge. If learner acquires knowledge by naturally, the knowledge will be able to use spontaneously. The third hypothesis is Monitor Hypothesis. Krashen developed this hypothesis and urged that acquired knowledge is responsible for fluency and intuitive judgements about correctness. On the other hand, learnt knowledge can be put to conscious use through the Monitor. A learner will use the monitor through learnt knowledge to correct and check what they say is grammatically. This monitor operates only under three circumstances when there is sufficient time to self-correct, the focus is on form and knowledge of the rules being applied (Hadley: 1993). The fourth hypothesis is Natural Order Hypothesis where grammatical structures are acquired in a natural and predictable order. It shows the evidence whenever the focus is on communication. The last hypothesis is Affective Filter Hypothesis. Affect refers to things as motives, needs, attitures, and emotional states (Lightbown Spada 1999).This hypothesis is connected to the motivation factor. Cook (1993, cited in Krashen 1985, p.3) claims that in order for a learner to success in acquiring knowledge, CI is a necessary but not sufficient due to a mental block that prevents acquirers from utilizing the CI input they receive for language acquisition This mental block is called affective filter. The affective filter is low when the learners motivation and self-confidence is high as well as low anxiety; therefore, more input is available for acquisition. On the other hand, the affective filter is high when learners motivation and self-confidence are low. In short, the success of acquisition is controlled by the affective filter. Interactionism Krashen claimed that every human has a natural innate mechanism to learn a language along with comprehensible input (CI). However, Krashens CI came under challenge by few Applied Linguists namely Evelyn Hatch, Teresa Pica and Michael Long. Michael Long agrees with Krashen that CI is important for language acquisition but how input is made comprehensible (Lightbown Spada: 1999). Language develops as a result when interaction occurs between children and other speakers. Every learner has to converse and communicate with others in order to adapt what they have learnt which shows their competence and understanding. Therefore, a learner will develop his/her language ability when they take part in spontaneous interactions rather than straight drills (Nunen 1991). Correspondingly, Language acquisition is an outcome of interaction between the learners mental abilities and the linguistic environment (Rozzana: n.d.). Native speaker provides language input to language learner; meanwhile, language learner produces the language as the product of output through communication. In fact, interactional modifications usually take place when native speaker modify their speech in order to make their speech comprehensible. It is supported by Long (p.342) that modification is the vital and widely used method of making input comprehensible. Learners will be promoted and engaged into this modification and negotiation of meaning when there is a communication breakdown. There are few examples of interactional modifications which are comprehension checks, clarification requests, confirmation checks, self repetition/paraphrase and use of extralinguistic features. In addition, learners usually engage in learning when information is to be exchanged with each other. During the process of exchanging information or feedback after the conversation, output will be a route to language learning along with interactional modification. Besides that, two-way communication promotes more interactional modification than one-way communication. According to Rozzana (n.d.), for the learner to communicate, he must learn the language and in order to learn it he must communicate. This point often overlooked on how Bangladeshi workers in Malaysia can master simple Bahasa Malaysia although without attending formal tutorial. They acquire the language through social interaction in daily conversation; also, interact with the environment. Henceforth, Longs ideas are identical with Vygotskys theory of Zone of Proximal Development (ZPD) where learners acquire knowledge through interaction with the physical world (Lightbown Spada: 1999). Comprehension Output Both Michael Long and Stephen Krashen agree that CI as a source of acquisition. On the contrary, some interactionists argue that CI is not sufficient for language acquisition depends on some factors which cannot account for the whole of acquisition (cf. Long, 1989:10). Learners need to be instilled language development especially grammatical development. Besides that, learners must be pushed or forced to produce comprehensible target language in order for language development to occur. With this in mind, one of the activities which is called read and respond in Myline whereby students are assigned an article to read and given their opinion critically. So, students are not only received input from teachers whereas trigger their LAD while producing language, either spoken or written. Fours ways (reading, listening, writing and speaking) in which output might play a role in the process of second language learning have been proposed (Swain, 1985). Listening and reading could be the compr ehensible inputs different from speaking and writing which are comprehensible outputs. Learners are given the opportunities to test his/her hypothesis about the language through comprehensible output. This is especially so when learner notices a gap in his/her interlanguage system if there is a communication breakdown. Once the learner realize the gap in interlanguage system, he/she is likely to search their own linguistic knowledge for information which might help to close the gap; also, pay attention to relevant input (Swain, 1993). Hence, learner will focus on form and mismatches between input and output which may also provide some of the information a learner needs about what is not permissible in a language (Long, 1996). Last but not least, CI encourages semantic processing but CO encourages syntactic processing. Audio Lingual Method is a wise method to be used to learn a language; however, it is not enough to suit the advancement of language learning nowadays. Since this theory deduced that learning is a mechanical process but it does not account for the creativity evident in ones ability to produce novel utterances and childrens imitation of structures show evidence of almost no innovation (Brown 1987, Demirezen 1988). Students will find it hardly to converse in the target language when they step into the true sense of the world; also, unable to write or create new sentences.

International Students Difficulties When Studying In The Uk Education Essay

International Students Difficulties When Studying In The Uk Education Essay The growing number of international students pursuing higher education in the UK is increasing annually. This report takes a comprehensive looks at the different issues international students face when they arrive to study in the UK as they have to adapt to a new environment. This report aims at increasing awareness among prospective students as to what to expect during their course of study in the UK, as well as among UK universities to further their understanding for foreign students and facilitate assistance. This report discusses the root cause culture shock, of the difficulties international students face when studying in the UK. It then progresses to discuss the problems that arises from culture shock that students are faced with: student-teacher role relationships using cultural concepts like high-power distance to discuss the problem in comparison to the UK exploring problems arising from the differing roles and expectations foreign students encounter in the UK that can lead to poor performance and a sense of being left alone.   It also lays claim to other problem arising from the issue of culture shock that students face assessment strategies, managing finances and time management The report concludes that the increasing internationalization of higher education in the UK can only be successful if the issues international students struggle with in the UK are taken seriously and make a recommendation of adequate training for all the parties concerned. INTRODUCTION In a globalizing world, migration is on the rise and studying abroad is rapidly increasing. In the UK, earnings form cross-border education has become a significant source of income. Every year, UK higher education offered to international students yields about  £12.5 billion and according to the Global Student Mobility 2025 report, growth in the international education sector is far from reaching its limits (Qing, 2009). The consequence is a continuously increasing flow of foreign students entering the UK to pursue a degree in higher education. For many foreign students starting a course of study is accompanied by the struggle of adapting to the new environment as they face an unfamiliar culture, challenging studying expectation and a range of rules and regulations they have to learn about. This report addresses some of the issues foreign students struggle with when coming to the UK for their course of study. It aims at increasing awareness of potential sources of problems for international students, thereby facilitating foreign students to better prepare and UK universities to better understand and help international students. The report will look into five different aspects of international student life in the UK. The first part deals with the issue of culture shock that international students usually experience through the course of their study; then the topic of funding is discussed as many foreign students have to find a side job to support their stay in the UK; the third part points out the difficulties arising from differing views concerning plagiarism; next, the expectations regarding student-teacher relationships students of different origins are identified and the problems arising from the discrepancies are addressed; in the last part, This paper is based on secondary research from books, academic journals, newspapers and the internet. Due to a limited report frame, only a narrow perspective on the topic of studying in the UK can be provided. The report therefore does not claim exhaustiveness but nevertheless establishes a valuable basis for information about issues, foreign students struggle with when coming to the UK. FINDINGS Culture Shock Culture for our present purpose could be described as a way of life while shock could be described as an abnormal state of being that results from a sudden unexpected occurrence. Bearing in mind these basic explanations of the two terms, it can be suggested that the feelings one gets as a result of the difference that is experienced between the familiar culture that exists in ones country with the unfamiliar culture in another country that one temporarily moves to could in some way describe the experience of culture shock. The many attempts by psychologist to define this experience and identify the accompanying symptoms are of the general consensus that this concept is experienced without exception in one form or another by all new members to a culture. A new member to a culture includes one who temporary moves from their country of origin or a particular area where one culture exists into a new country or another area where a new or different culture exist. The new member is referre d to as a sojourner (Ward et all, p. 21). International students in the UK who essentially come into the country to pursue a course of study are new members to the UK culture and like all other temporary residents in a country other than their country of origin are sojourners who experience culture shock. There have been many attempts by researchers to demonstrate the differences between cultures (Smart, 2010). Among them are Edward Hall monochromic vs. polychronic, Fon Trompenaars and Charles Hampden Turner universalism vs. particularism, but the most popular of these are the cultural dimensions proposed by Geer Hofstede for assessing culture: individualism vs. collectivism, masculinity vs. feminism, small vs. large power distance, weak vs. strong uncertainty avoidance, and long vs. short term orientation. The individualist culture will place more emphasis on individual attribute in contrast with the collectivist culture that dwells on a group mentality. The masculine culture reflects a preference for quantity of life in contrast with the feminist culture that reflects the quality of life. The cultures with low power distance have less regard for hieratical structure while those with high power distance thrive on it. The cultures with weak uncertainty avoidance tend to operate wit h flexible rules and indulge in more risk taking, while those with strong uncertainty avoidance tend to operate with rigid rules that allow for less risk taking. The UK culture, according to Hofstedes framework, is predominantly individualistic, highly masculine, small in power distance and weak in uncertainty avoidance. The majority of international students that come to the UK are from cultures in Asia, Africa and Europe with significantly different cultures from that of the UK thereby experiencing adverse culture. The process of culture shock occurs when the sojourner is suddenly faced with carrying out normally familiar tasks in an unfamiliar way and is forced to adapt to an environment that is very different from what the sojourner is used to. This new state of affairs is often as a result of, amongst other factors, the prevalence of a new language, the ignorance of required reactions to emerging challenging scenarios and the inability to socialize adequately (Smart, 2010). This usually causes excitement, anxiety, confusion, frustration, isolation, loneliness, guilt depression and the like that triggers other associated reactions that Robert Kohl (1984) identifies as homesickness, withdrawal, boredom, irritability, chauvinism, stereotyping, restlessness/restfulness, gluttony/starvation, excessive drinking, social tension, hostility and so on(in Smart, 2010). Eventually, the majority of sojourner slowly assimilate to a reasonable extent to allow them achieve their desired goal. This description of the process of culture shock has been analysed by psychologist as occurring in different ways. Gullahorn and Gullahorn (1963) have put forward the most popular description of this process as occurring in a U curve that spans over six months whereby the sojourner reaction to the host culture deteriorates to the lowest ebb in the first three months and then appreciates in the following three months as the sojourner assimilates to the hosts culture (Smart, 2010). Milton Bennett (1986) presented a developmental model experienced by one placed in an unfamiliar environment. The model involves a gradual shift from a position of ethnocentrisms to one of ethnorelativism whereby the sojourner goes through six different stages, the first three stages fall under the former position while the last three stages come under the latter position. The first ethnocentric stage is the denial stage where the sojourner denies every facet of the host culture because it is alien to the cu lture the sojourner is familiar with. The second ethnocentric stage is the defence stage where the sojourner being aware of the conflict of culture attempts to defend that culture which the sojourner is familiar with as absolute. The third ethnocentric stage is the minimisation stage where the sojourner recognises that differences, although viewed insignificantly, exist between the cultures. The first ethnorelative stage is the acceptance stage where the sojourner realises that no culture is absolute but simply a variant, no values is a right simply a norms and differences are accepted. The second etnorelative stage is the adaptation stage where the sojourner adapts the host culture to compliments the sojourners culture. The third ethnorelative stage is the integration stage where the sojourner integrates the different cultural experiences to create a multicultural identity (Smart, 2010). There has been extensive research into those attributes that help to mitigate the adverse effects of culture shock experienced by sojourners. Among the findings include: a willingness to communicate, a less rigid approach to cultural differences, a diversified position, an all embracing interaction style and accommodating outlook (Smart, 2010). By adopting these actions the sojourner is equipped with a newly emerged multi-cultural advantage that will boost the sojourners confidence in whatever endeavour that is undertaken. Consequently, International students in the UK as sojourners experiencing culture shock similarly on these levels are able to adopt these broad initiatives the to cope with the different academic culture that studying in the UK presents them with: role relationships, assessment strategies, time orientation, managing finances, modes of persuasion ethical issues and the like. Role Relationship The student-teacher relationship greatly differs among countries. The adjustment to Western standards represents a challenge for many foreign students coming to the UK for their higher education. The discrepancies concerning the teacher and student role as well as expectations deriving from these roles are especially evident among students originating from collectivist countries and countries with a high power distance (Qing, 2009), such as China, India or Pakistan. The UK lecturers see their role as facilitating students to learn by themselves rather than teaching them exactly what they need to know (Bailey, 2005). This very implicit way of teaching, where no direct instructions are given as to reading specific books or articles, leaves much room for creativity and independence on the part of the student. The lecturers therefore expect their students to show independence and initiative   (Edwards and Ran, 2006, p.6) by developing their individual way of approaching assignments and exams and engaging in research where they, on their own, have to identify relevant sources, set limitations and decide on the extent of their work.   Furthermore, lecturers consider themselves collegial contact persons that students can talk to on a common level. They encourage students to speak up during classes and welcome discussions and challenging questions. They do not consider themselves as the only valid source of information and learning but believe that every student can contribute knowledge beneficial to the whole class. The emphasis on being on an equal level becomes especially obvious as UK lecturers encourage their students to address them by their first name.    Although being on the same level, UK teachers do not think of themselves as being friends with their students. There usually is a firm separation between the lecturers professional and private life. They welcome student interaction during class as well as their appointed office hours but expect students to respect their free leisure time. Topics individually discussed with the lecturer usually concern relevant issues to the course of study, not private problems. The dynamics of a class room in a high power distance country is very different. The lecturer is the only person talking while all students actively participate by listening. A student will only talk if he/she is directly asked to do so by the teacher. It would be considered disrespectful to question the lecturer as this might cause a loss of face. The teacher is the only source of knowledge and presents the content of the courses text books, which the students, in turn, are expected to learn by heart (Edwards and Ran, 2006). Instructions, as to what students are supposed to read and learn are therefore very clear and direct.   Although the student-teacher relationship during the lecture is very distant, outside of class it can well become much closer. In China, for example, the lecturer not only has a teaching role but goes as far as adopting a form of parental and guiding role (Bailey, 2005). Students may seek advice not solely in academic situations but also when confronted with private and personal problems. It is not uncommon for lecturers to see students at their private house and regularly talk to them over the phone. The differences between the teaching styles and expectations lead to a variety of problems.    Due to the shift of responsibility (Qing, 2009, p.43), foreign students in the UK from these cultures are often confused as to what they are expected to do. The lack of explicit instructions leaves them overstrained with possibilities and uncertain about where to start and how to proceed. Their perceived lack of direction often leads to poor performance.   Also, since they are not used to posing direct questions to lecturers or authors, they often lack critical and analytical skills (Bailey, 2005, p.10) or feel uncomfortable expressing their critique as in their country this would be considered disrespectful. They therefore prefer to remain quiet during the class and are not at ease with critical reports. Again, this might be negatively reflected in their grades.   In addition, many foreign students coming to the UK feel left alone by their lecturers. They expect their teachers to support and advise them and make time for them whenever they are in need for help. As they often do not want to interrupt the lecture they prefer to ask their questions after the class is concluded. By then, the UK lecturer often already is on his/her way to the next appointment and as they only offer private conversations through appointments. As a result, foreign students tend to perceive UK teachers as uncaring and too busy (Edwards and Ran, 2006). Lastly, considering the problems posed by this newly experienced student-teacher role relationship to many international students arriving into the UK, it is very important for the lecturers to recognize their challenges, show understanding and maybe even offer additional assistance. However, the main effort, though, has to be made by the foreign students themselves. They have to learn how to adapt and show initiative and drive. As a result their experience in western higher education will help them to become more independent and will lead to personal growth. Assessment Strategies Assessment strategies is concerned with the different way a student competence to obtain a UK qualification is judged. These range from not just written exams but also coursework, project, presentations, area studies, field research, reports, and so on. The students ability to work with other is also often assessed giving rise to a lot of group assessments. There is a lot of emphasis on creative uses of source materials that is accompanied with the ethical issues of due acknowledgement of any source material used because failure to abide to these practices results in plagiarism. The international student coming from culture that have less varied assessment strategies usually experience difficulties adjusting to this new state of affairs until they learn to adopt the UK assessment culture. Organising Finances The cost of obtaining a UK educational qualification through studying in the UK is relatively high. The associated maintenance cost is also relatively high and as a result the international student is allowed to take up part time employment spanning no more than 20 hrs a week during term time while the restriction is relaxed during the holidays. The ability to study work part time and meet other financial obligations like study materials, living expense leisure and holiday that emerge is what organising finances is concerned with and it also creates tough challenges for the international student studying in the UK when encounters a culture that is different form what the student is familiar with. Time Management Time management has to do with the way the international student in the UK is able to find an adequate balance between academic study life and all other extracurricular activities the international student decides to get involved with. The strict adherence to time orientation that is prevalent in the UK is also present in academic practice and this tends to affect the international student if this time orientation is not a feature of the students culture. CONCLUTION AND RECCOMENDATION This report has attempted to briefly point out some aspects contributing to the difficulties the international students from other cultures face in adapting to their study environment in the UK.    The issue of culture shock that pervades through the findings sets the framework used to explain how and why international students coming to the UK from other cultures are affected and then explores those other areas of studying in the UK that students face the most difficulties. These other areas include student-teacher relationships especially in high-power distance countries as compared to the UK paying attention to problems arising from the differing roles expectations and difficulties posed as a result of assessment strategies, managing finances and time orientation. As internationalisation in UK universities increases, it is asserted that the importance of solving problems foreign students face becomes more pressing. International students planning to study in the UK need to become more aware of the possible challenges and prepare themselves better. Also, UK universities need to show better understanding for, and give more encouragement and assistance to international students. Consequently it is recommended that adequate prior training is required for both the students and the universities to minimise the effect of culture shock. Unfortunately, the way and manner this will be carried out is not within the scope of this report.

Custom Essay: Shakespeares Hamlet and the Character of Gertrude

Hamlet and the Character of Gertrude      Ã‚  Ã‚   Bryan N. S. Gooch in "Review of The Shapes of Revenge: Victimization, Vengeance, and Vindictiveness in Shakespeare," presents as a victim Gertrude’s closest woman friend in Shakespeare’s Hamlet:    Harry Keyishian rightly recognizes that distinction between various manifestations of revenge is crucial in coming to terms not only with many of Shakespeare’s characters -- and some were notable and clearly nasty avengers of perceived yet unsubstantiated wrong -- but also with his social and moral milieu. . . . Moreover, the author clearly presents in Chapter I, "Victimization and Revenge: Renaissance Voices," a useful survey of the problem, drawing from books on the passions and moving on to consider not only the power of the revenger but the powerlessness of victims, e.g., the Duchess of Gloucester, Ophelia. . . . (1).    If Ophelia is a victim, certainly Gertrude is likewise, having died from imbibing the poisonous drink intended for Hamlet by Claudius and Laertes. This essay intends to explore this aspect and many other aspects of   the character of Gertrude.    At the outset of the tragedy Hamlet appears dressed in solemn black. His mother, Gertrude, is apparently disturbed by this and requests of him:      Ã‚  Ã‚  Ã‚   Good Hamlet, cast thy nighted colour off,   Ã‚  Ã‚  Ã‚   And let thine eye look like a friend on Denmark.   Ã‚  Ã‚  Ã‚   Do not for ever with thy vailed lids   Ã‚  Ã‚  Ã‚   Seek for thy noble father in the dust:   Ã‚  Ã‚  Ã‚   Thou know'st 'tis common; all that lives must die,   Ã‚  Ã‚  Ã‚   Passing through nature to eternity. (1.2)    The queen obviously considers her son’s dejection to result from his father’s demise. Angela Pitt considers Gertrude â€Å"a kindly, slow-w... ...Psychoanalysis Into' Kenneth Branagh's Hamlet." Early Modern Literary Studies 6.1 (May, 2000): 2.1-24   http://purl.oclc.org/emls/06-1/lehmhaml.htm Pitt, Angela. â€Å"Women in Shakespeare’s Tragedies.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Rpt from Shakespeare’s Women. N.p.: n.p., 1981. Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http://www.chemicool.com/Shakespeare/hamlet/full.html Smith, Rebecca. â€Å"Gertrude: Scheming Adulteress or Loving Mother?† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from Hamlet: A User’s Guide. New York: Limelight Editions, 1996. Wilkie, Brian and James Hurt. â€Å"Shakespeare.† Literature of the Western World. Ed. Brian Wilkie and James Hurt. New York: Macmillan Publishing Co., 1992.

Emily Brontes Wuthering Heights - Frame Narrative Essay -- Wuthering

Wuthering Heights:  Ã‚   Frame Narrative  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Frame narrative is described as a story within a story. In each frame, a different individual is narrating the events of the story. There are two main frames in the novel Wuthering Heights. The first is an overlook provided by Mr. Lockwood, and the second is the most important. It is provided by Nelly Dean, who tells the story from a first-person perspective, and depicts the events that occur through her life at Wuthering Heights and Thrushcross Grange.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Nelly Dean is a native of the moors and has lived all her life with the characters whose story she tells. Although she is an uneducated woman, Emily Bronte manages to express Nelly as a capable storyteller in two explanations. The first is how Lockwood comments on her intelligence and expression, and believes she is one of the more intelligent minds of the moors: Excepting a few provincialisms of slight consequence, you have no marks of the manners which I am habituated to consider as peculiar to your class. I am sure that you have thought a good deal more than the generality of servants think. You have been compelled to cultivate your reflective faculties for want of occasion for frittering your life away in silly trifles. The second explanation of Nelly’s thought and expression is through the wisdom she has achieved through the harsh discipline she has endured over her life, and through the good libraries at the Heights and Grange that have given her knowledge and a wide vocabulary.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Miss. Dean never mentions anyone ... ...es: he minded little what tale was told since he had what he wanted.†   Ã‚      Her criticism of the other characters and her loyalty towards them not only make her a good narrator, but also an excellent servant and a confidant to the characters. Even though she is a servant, her intelligence and knowledge of self-worth create equality between her and the other characters, giving her the ability to speak her mind. Nelly’s narration comes from being closely and privately involved in the lives of the characters in the story. She not only acts as a witness to the events in their lives, but also as somewhat of a judge and critic to their actions. Nelly is our guide through the story, and without her voice, we would never be aware of the strange and amazing events that occurred in Wuthering Heights.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  

Voice, Words and Sound in Heart of Darkness Essay examples -- Heart Da

Voice, Words and Sound in Heart of Darkness  Ã‚     Ã‚  Ã‚   To Marlow, voice is the supreme symbol of civilization, and civilized understanding is expressed through words. The absence of words, or the inability to express something in words, signals meaninglessness. The psychedelic experience brings one into direct confrontation with the breakdown of language (the ‘transcendence of verbal concepts’ cited in the introduction), its inability to express the hidden truth of existence. Marlow becomes aware of this—primarily through his direct experience with Kurtz—yet he does not fully allow himself to believe in the failure of language. After all, language is still the most effective tool he has for communication.   Ã‚  Ã‚  Ã‚   Sound is a signifier of meaning to Marlow. If sound is comprehensible, i.e. English or the sound of the sea, then it belongs to civilization and intelligence. If it is incomprehensible, not English, or the silencing of sound, then it belongs to savagery and ignorance. Thus, understanding is represented in sound as well as in thought or action. For example: ‘With one hand I felt above my head for the line of the steam whistle, and jerked out screech after screech hurriedly. The tumult of angry and warlike yells was checked instantly, and then from the depths of the woods went out such a tremulous and prolonged wail of mournful fear and utter despair as may be imagined to follow the flight of the last hope from the earth. There was a great commotion in the bush; the shower of arrows stopped, a few dropping shots rang out sharply—then silence, in which the languid beat of the stern-wheel came plainly to my ears’ (Conrad, 82). The whistle is the signifier of civilization, of all that is incomprehensible to the primi... ...For the story is full of silence, full of the memory of the savage. Does his telling allow him to let go of the savage, erase the memories of the palpable force of the wilderness? Works Cited Conrad, Joseph. Heart of Darkness. Editor Robert Kimbrough. New York: Norton, 1988. Conrad, Joseph. Heart of Darkness. Editor Paul O’Prey. Middlesex: Penquin Books Ltd., 1983. Cox, C. B. Conrad: Heart of Darkness, Nostromo, and Under Western Eyes. London: Macmillan Education Ltd., 1987.   Ã‚  Ã‚  Ã‚   Guetti, James. ‘Heart of Darkness and the Failure of the Imagination’, Sewanee Review LXXIII, No. 3 (Summer 1965), pp. 488-502. Ed. C. B. Cox.   Ã‚  Ã‚  Ã‚   Ruthven, K. K. ‘The Savage God: Conrad and Lawrence,’ Critical Quarterly, x, nos 1& 2 (Spring and Summer 1968), pp. 41-6. Ed. C. B. Cox. Watts, Cedric. A Preface to Conrad. Essex: Longman Group UK Limited, 1993.     

Tiffany Case

The case In July l993 . Tiffany& Company concluded an agreement with its Japanese distributor, Mitsukoshi Ltd. that would fundamentally change its business in Japan. Under the new agreement, Tiffany’s wholly owned subsidiary, Tiffany& Company Japan Inc. (Tiffany-Japan), assumed management responsibilities in the operation of 29 Tiffany &Company boutiques previously operated by Mitsukoshi in its stores and other locations in Japan.Tiffany looked forward to the new arrangement, as it was now responsible for millions of dollars in inventory that it previously sold wholesale to Mitsukoshi, resulting in enhanced revenues in Japan derived from higher retail prices. It was also apparent, however, that fluctuations in the yen/dollar exchange rate would now affect the dollar value of its Japanese sales, which would be realized in yen. Since Japanese sales were large and still growing, it seemed evident such fluctuations substantial impact on Tiffany's future financial performance. Comp any BackgroundFounded in New York in 1837,Tiffany ;Company was an internationally renowned-retailer, designer, manufacturer ,and distributor of luxury goods . The famous blue-box company found its initial success in fine jewelry, most notably diamonds, but had since expanded its product line to include timepieces, china, crystal, silverware, and other luxury accessories. In the fiscal year ending January 31, l993 (FY1992), Tiffany earned $15. 7million on revenues of $486. 4million and had total assets of$419. 4 million. Recent financial statements are provided in Exhibits 1and 2.An historical summary of operations is provided in Exhibit 3. After more than a century of independence, Tiffany was acquired by Avon Products, Inc. in 1979. For the next several years, Avon, a nationwide door-to-door cosmetics marketer, worked to expand Tiffany's product line to reach beyond its traditional affluent customer base to the larger middle market. While this diversification strategy resulted in e nhanced sales for Tiffany from $84million in l979to $124million in l983, operating expenses as a percentage of sales grew inordinately from 34%to 43% in 1978and l983, respectively.Avon soon realized that Tiffany's traditional market niche was substantially different than its own and, in l984, decided to put the company up for sale. The most attractive offer came from Tiffany's own management, who agreed to buy back Tiffany's equity and the Fifth Avenue store building for a total of $135. 5 million. In what ultimately took the form of a leveraged buyout (L B O), the terms of the deal distributed virtually all of the equity shares to three key investor groups. Management ended up with 20% of total equity shares.Investcorp, the Bahrain-and London-based merchant bank that backed management in the deal, received 49. 8%of total equity shares. The third player, General Electric Credit Corporation(GECC), ended up with 25. 7%of total equity shares. 1t was through an $85 million credit arrang ement with GECC that management was able to refinance a substantial portionof the purchase price. The aftermath of the LBO was marked by very tight free cash flow coupled with significant growth potential on the horizon.After the company had once again become profitable and realizing that the company's growth prospects demanded more cash than could be generated internally, in 1987,management offered Tiffany stock to the public at approximately $15 a share(adjusted for a subsequent stock split). In l989,Mitsukoshi purchased l. 5 million shares of Tiffany's common stock from GECC. As of January31, 1993, Mitsukoshi owned approximately 14% of Tiffany stock, the largest percentage of any single institutional investor.Three other institutional investors collectively owned approximately 26% of the stock, followed by all Tiffany executive officers and directors as a group at 4. 9%. In l993, Tiffany was organized into three distribution channels: U. S. retail, direct marketing, and internati onal retail. U. S. retail included retail sales in Tiffany-operated stores in the United States and wholesale sales to independent retailers in North America. The l6 stores in this channel accounted for 50% of total sales in FY 1992 Direct marketing, representing the smallest channel of distribution, consisted of corporate and catalog sales .In FY 1992, its sales represented 18% of Tiffany’s total sales. International retail, which included retail sales through Tiffany-operated stores and boutiques, corporate sales, and wholesale sales to independent retailers and distributors, primarily in the Far East and Europe, accounted for 32% of total sales in FY1992. Jewelry sales from all three channels accounted for 65% of 1993 sales, making jewelry the most significant product line. Exhibit 4 provides financial results of Tiffany’s domestic and foreign operations.The past several years for Tiffany were marked by a trend of international expansion, beginning in1986 when it op ened a flagship retail store in London. Additional flagship stores were then opened in Munich and Zurich in 1987 and 1988, respectively. In 1990, the Zurich store was expanded. Stores were opened in Hong Kong at the Peninsula Hotel and at the LandmarkCenter in August 1988 and March 1989, respectively. Taipei saw the opening of a store in1990, as did Singapore (at the Raffles Hotel), Frankfurt, and Toronto in 199l. Also in l991, the London store was expanded.In l992, Tiffany opened five new boutiques in Japan, and two new boutiques were opened by an independent retailer in Korea. Early 1993 saw continued international growth, with the opening of two more boutiques in Japan, a second store in Singapore's NgeeAnnCity, two boutiques by independent retailers in Saipan and the Philippines, and the expansion of the Peninsula Hotel store in Hong Kong. Exhibit 5 shows the growth in the number of Tiffany stores and boutiques around the world from 31 to 79, implying a 250% increase from 1987 t o 1993.These 79 retail locations included l6stores in the United States,56 stores in the Far East,6stores in Europe, and l store in Canada, all of which ranged in size from700 to 13,OOO gross square feet, with a total of approximately 127,OOO gross square feet devoted to retail purposes. Tiffany's worldwide capital expenditures were $22. 8 million in FY l992. compared with $41. 4 million in FY 1991. These expenditures were primarily for the opening of new stores and boutiques and the expansion of existing stores.Management anticipated capital expenditures to drop further to $18. O million in FY l993 before rebounding to approximately $25. O million in FY 1994. Management also expected to open four or five new stores per year in the foreseeable future. To support future expansion plans, and fluctuations in seasonal working capital needs, management planned to rely upon internally generated funds and a $100 million noncollateralized revolving credit facility available at interest rate s based upon Eurodollar rates, a prime rate, certificate of deposit rates, or money market rates.As in the past, cash dividends were expected to be maintained at a relatively moderate level, which would permit the company to retain a majority of its earnings. Impetus for Change in the Japanese Operations While Tiffany found new market potential across the globe, nowhere was let as promising as in Japan, where Tiffany’s sales accounted for only 1% of the $20 billion Japanese jewelry market. The thriving Japanese economy of the late l980s and very early 1990s stimulated a booming demands for certain types of expensive and glamorous Western goods.Among these were Tiffany products, principally those of the fine jewelry line marketed toward older women. However, as the Japanese economy finally slowed and Japanese consumers became more cautious in their spending, the demand for Tiffany's luxury items also slumped. In response to soft consumer demand in Japan, Mitsukoshi cut back on Tiffany inventory levels. Mitsukoshi’s wholesale purchases from Tiffany-Japan declined from 23%of Tiffany's total sales in FY 199l to 15%in FY1992. Declining wholesale shipments were also accompanied by a small decline in gross margin from 49. %in FY1991 t0 48. 7%in FY 1992. Despite lackluster consumer demand in the first half of FY 1993, however, Tiffany continued to believe that Japanese sales had attractive long-run growth potential. It was for this reason that Tiffany sought greater control over its future in Japan and ultimately decided to restructure its Japanese operations. From 1972 through July1993, Mitsukoshi acted as the principal retailer of Tiffany products in Japan, purchasing selected goods from Tiffany-Japan on a wholesale basis.Mitsukoshi sold the products on a retail basis to the Japanese consumer, realizing profits in the form of relatively higher retail prices. Since the wholesale transactions were denominated entirely in dollars, fluctuations in the yen/ dollar exchange rate did not represent a source of volatility for Tiffany's expected cash flows. Instead, Mitsukoshi bore the risk of any exchange rate fluctuations that took place between the time it purchased the inventory from Tiffany and when it finally made cash settlement.Typically, Tiffany merchandise sold by Mitsukoshi was priced at a substantial premium (l00% in some cases) over the domestic U. S. retail price for such merchandise. The new agreement between the two companies, however, fundamentally changed both companies' financial situations. In repurchasing the merchandise previously sold by Tiffany to Mitsukoshi, Tiffany-Japan assumed new responsibility for establishing yen retail prices, holding inventory in Japan for sale, managing and funding local advertising and publicity programs, and controlling local Japanese management.Mitsukoshi on the other hand, would no longer be an independent retailer of Tiffany products but would still receive fees equaling 27% of net ret ail sales in compensation for providing boutique facilities, sales staff, collection of receivables, and security for store inventory. With greater control over retail sales in its Japanese operations, Tiffany looked forward to long-run improvement in its performance in Japan despite continuing weak local economic conditions. However, increased sales and profits were not the only changes that Tiffany could anticipate as a result of the new agreement.Tiffany now faced the risk of foreign currency fluctuations previously borne by Mitsukoshi. Past history warned Tiffany that the yen/dollar exchange rate could be quite volatile on a year-to-year and even month-10-month, basis. Exhibit 6 illustrates the significant strengthening of the yen against the dollar during the l O years ending in 1993. While a continuation of this strengthening would enhance the dollar value of Tiffany's yen denominated cash inflows, there was the distinct possibility that the yen might eventually become overval ued and crash suddenly, just as the U.S dollar in 1985. Indeed,there was some evidence that the yen was overvalue against the dollar in 1993 (see Exhibit 7) Hedging to Manage Foreign Exchange Risk The possibility of sharp, unexpected movements in the yen/dollar exchange rate had prompted Tiffany’s management to study the desirability of engaging in a program to manage exchange rate risk. To reduce exchange rate risk on its yen cash flows, Tiffany had two basic alternatives available to it. One was to enter into forward agreements to sell yen for dollars at a predetermined price in the future.The other was to purchase yen put options. The terms at which Tiffany could purchase forward contracts and put options, along with other financial market data, are shown in Exhibit 8. Before committing Tiffany to a hedging program, management wanted to be sure it understood what the potential risks and rewards were for each of these so-called â€Å"derivative† instruments. Perhaps more importantly, it was essential to determine whether or not a risk management program was appropriate for Tiffany, what it objectives should be, and how much, if any, exposure should be covered. pic] This included a $ 75 million secured revolving credit facility; a $10 million, 16% subordinated note due in 1992; and common stock warrants to purchase approximately 25% of the company’s equity on a fully diluted basis. Prior to Mitsukoshi’s purchase of Tiffany’s common stock from GECC, Tiffany and Mitsukoshi entered into an agreement by which Mitsukoshi agreed not purchase in excess of 19. 9% of Tiffany’s issued and outstanding common shares. This agreement would expire on September 31, 1994.Due to the significant number of Tiffany boutiques already operating in Japan, future openings there were expected to occur only at very modest rate, if at all, in the near-term future. Tiffany’s business was seasonal in nature, with the fourth quarter typicall y representing a proportionally greater percentage of annual sales, income from operations, and net income. In FY 1992, net sales totaled & 107,238,000, $120,830,000, $105,897,000, and $152,431,000 for the first, second, third, and fourth quarters, respectively. Management expected this pattern to continue in the future.Tiffany management believed that a retail price reduction in Japan of 20% to 25% would likely result in a substantial increase in unit volume of jewelry sales. The repurchase of inventory by Tiffany necessitated the reversal of $115 million in sales and related gross profit previously recognized on merchandise sold to Mitsukoshi. Accordingly, Tiffany recorded a gross profit previously recognized $57. 5 million reserve to provide for product returns. , which reduced the second fiscal quarter’s (ended July 31, 1993) net income by approximately $32. 7 million, or $2. 7 per share. Of the $115 million of sales being reversed, only $52. 5 million of inventory held i n Mitsukoshi boutiques was actually repurchased during the month of July 1993 (Mitsukoshi agreed to accept a deferred payment on $25 million of this repurchased boutique inventory, which was to be repaid in yen on a quarterly basis with interest of 6% per annum over the next 4 1/2 years). Approximately $62. 5 million of Tiffany & Company inventory maintained in Mitsukoshi warehouses would be repurchased throughout the period ending February 28, 1998.Payment for this warehouse inventory was to be made in yen 40 days following actual receipt of the inventory. Fees were reduced to 5% on certain high-value jewelry items repurchased from Mitsukoshi. Tiffany Japan would also pay Mitsukoshi incentive fees equal to 5% of the amount by which boutique sales increase year-to-year. Calculated on a per – boutique basis. In Tokyo, Tiffany boutiques could be established only in Mitsukoshi’s stores, and Tiffany-brand jewelry could be sold only in such boutiques (though Tiffany-Japan r eserved the right to open a single flagship store inTokyo). ===============================================================================[ ] The suggested questions †¢ In what way(s) is Tiffany exposed to exchange-rate risk subsequent to its new distribution agreement with Mitsukoshi? How serious are these risks? †¢ Should Tiffany actively manage its yen-dollar exchange-rate risk? Why or why not? †¢ If Tiffany were to manage exchange-rate risk activity, what should be the objectives of such a program? Specifically, what exposures should be actively managed? How much of these exposures should be covered, and for how long? As instruments for risk management, what are the chief differences of foreign-exchange options and forward or futures contracts? What are the advantages and disadvantages of each? Which, if either, of these types of instruments would be most appropriate for Tiffany to use if it chose to manage exchange-rate risk? †¢ How should Tiffany organize itself to manage its exchange-rate risk? Who should be responsible for executing its hedges? Who should have oversight responsibility for this activity? What controls should be put in place?