Apple Essay Example | Topics and Well Written Essays - 500 words - 4

Apple - Essay Example The  letters in PESTLE represent Political, Economic,  Socio-cultural, Technological, Legal, and Environmental. Political forces refer to the stability eminent in the political  environment as well as the attitudes of political movements or parties towards the organization. This manifests in government’s tax policies, or the government’s involvement in the form of trade in which the organization is involved. Political factors are intertwined with legal aspects, for example, trade  restrictions and regulations, national employment legislation, merger and monopoly rules, and consumer protection (Brookes & Palmer, 2004). The Apple Company, in 2005, made 52% of its sales outside of the United States (Jones, McCormick, & Dewing, 2012). The Apple Company possesses no control over its relations with other nations, mainly because of Americas war against Terror. Apple produces a large number of its products in foreign countries. This is inclusive of countries such as China, Czech Republic, Korea, and Ireland. Any form of political conflict with any of these nations will have a devast ating effect on the Apple Company. Once more, the Apple Company possesses no control over wars, failed public relations, or failed communication with corresponding nations to the United States. Economic factors refer to a wider economy and therefore, include levels of  unemployment and employment, economic growth rates, the costs of raw materials, inflation, and exchange rates. The economic depression of 2009 had a severe impact on the Apple sales as well as the growth and development of the company (Amb, Hair, & Mcdaniel, 2011). The Apple products were viewed as luxury products at that high inflation rate, when income was low, and the rate of unemployment had heightened. This caused the company’s product sales to drop drastically. However, since Apple had purchased foreign currency, when the dollar lost value, the corporation did not face economic breakdown. Actually, the decline

Problem solving and discusion making Essay Example | Topics and Well Written Essays - 1500 words

Problem solving and discusion making - Essay Example The company’s management has been active in finding solution to counteract the ramifications associated with these restrictions by applying the problem solving procedure to identify and provide solutions to the current problem. Emirates Airline is one of the most reputable companies in the world that have experienced success. The government of Dubai, which is part of the United Arab Emirates (UAE) owns and controls the Emirates Airlines (Ibrahim, 2005). Traffic control for airlines is one major problem affecting Emirates Airline. It is necessary for air travelling has to be strictly controlled and properly managed for effective service provision (Michael, 2010). There are countries that restrict other airlines from accessing their air space. The reason for this would be to avoid cases of insecurity and reduce congestion in their airspace. Emirates Airline is one of the airline companies facing a similar problem. Canada, for example, has denied Emirates Airline access into its airports. Emirates Airline aims at being a global company serving clients from all over the world. This goal, however, is faced with a major setback due to traffic control issues. Traffic control issues deny the airline an opportunity to compete globally with other airlines that are not subjected to similar problems. Emirates Airline makes losses due to lack of access to airspaces in other international countries such as Canada. There are clients who are loyal to Emirates Airline because of its quality services; these clients, however, end up failing to enjoy the services of the airline due to restricted landing in some countries. The consequence of this constitutes Emirates Airline losing some of its clients to other travel companies that have access to the restricted zones. This implies that traffic control issues leads to the company losing its global competitive edge to other airlines. Accessibility to all regions of the world is a critical element in success of any

Common Assessment Framework In Childrens Services

Common Assessment Framework In Childrens Services Why was the Common Assessment Framework introduced in Childrens Services, what does it attempt to achieve and how successful is it in doing this? This essay will discuss why Common Assessment Framework was introduced to Childrens Services, what it attempts to achieve and whether or not it has been successful, the concept behind it and briefly, the difficulties in working with other health professionals to get the Common Assessment Framework to do what it was set out to do. The Every Child Matters Green Paper proposed the introduction of a Common Assessment Framework (CAF) as a central element of the strategy for helping children, young people and their families. (DfES 2004) Common Assessment Framework is a standard assessment tool to be used by all professionals working with children for assessments and referral (British Journal of Social Work (2009). The reform agenda in Childrens Service was catalysed by the public inquiry into the death of Victoria Climbie (Laming 2003), an eight year old West African girl who was abused and murdered in the UK in 2000 as a result of extreme cruelty and neglect by her great-aunt and the her partner, who were her guardians. An inquiry into the death of Victoria Climbie (Laming 2003) exposed a failure to put in place the necessary basic procedures to protect her. Factors identified included lack of early intervention, poor co-ordination, failure to share information and the absence of anyone with a strong sense of accountability. As a result, the Common Assessment Framework (CAF) was one of the measures introduced under the changes in child protection policies and the green paper, Every Child Matters (2003) therefore was introduced to set out proposals for major changes in childrens programmes to allow every child, whatever their background or their circumstances, to have the needed support towards the achievement of a better outcome in the following key areas: being healthy, staying safe, enjoying and achieving making a positive contribution and achieving economic well-being (DoH 2003) The design, in conjunction with the lead professional and better information sharing policies and procedures; to change the method by which services are delivered, moving the focus from dealing with the consequence of difficulties in childrens lives, towards a more proactive preventative and precautionary measure. CAF is intended to be used for children who have additional needs which may not be complex or severe enough to require statutory intervention. It is for use in situations where there are concerns with how a child is progressing in any way (raised by the child, a parent or a professional), the childs needs are unclear, the childs needs are broader than a professionals own service can address or where it is thought that CAF would help to identify the childs needs. The draft Common Assessment Framework was developed in late 2004 with its revised version published in 2005. CAF is a new, more standardised approach for assessing the needs of children for service and deciding how those needs should be addressed and met. It is meant for children with additional needs; that is, children at risk of poor outcomes (DfES, 2005b,p1). CAF is designed to be evidence-based , focusing on needs and strengths, rather than concerns as seen in the British Journal of social work (2009) 39, 1197-1217. The three stated aims of CAF are to support earlier intervention, improve multi-agency working by, for example embedding a common language of assessment; reduce bureaucracy for families (DfES, 2005b, p1.) CAF is not meant to replace many other assessment schedules used in the various agencies, such as the Assessment of Children in Need and their Families documentation, but the government would like the CAF to represent the main assessment tool to support inter-agency referral and multi-agency working (DfES, 2005b, p 2). Common Assessment Framework (CAF) is one of the contributing elements to the following both of which are outlined in the Childrens Act 2004, the delivery of integrated services the support inter-agency co-operation; and the safeguarding and promoting the welfare of children and young people. [emailprotected] How are children services organised? What is the key legislation that governs children and childrens services, The aim of Every Child Matters is to have a few agencies working together bearing in mind their professional boundaries to liaise and support children from 0 to 19, using a simple language to meet the needs of these children. It came up with the Integrated Childrens System (ICS), the Contact Point and the Common Assessment Framework (CAF), they all have different systems and style of working but have one common goal which is to improve the well being and to safeguard and promote the welfare of children and young people. When a child is seen as suffered neglect, abuse or has any server difficulty or being looked after under the Childrens Act 1989, their needs are assessed using the Framework for Assessment of Children in Need and their families. The Integrated Child System (ICS) is used at this stage, this is done by putting information together step by step and recording information about both the child and family, where a thorough assessment is required an in depth information is needed at this stage and must be gathered in a way that can set as the basis for decision making and can be used for different purposes. ICS is supported by information technology and its the basis of the electronic social care record for children. The IT system is also known as ISC. Contact Point is a fast method to find out who else is working with a particular service user, making it a lighter way to liaise and support, it is a major tool Every Child Matters uses to deliver a better service to Children and young people, having said that Contact Point only holds a little information about a child, parent, practitioners providing services to the child and carers until their 18th birthday, except for exceptional cases for example children with mental health and sexual health problems where their details are still held under sever security. Common Assessment Framework on the other hand comes in as soon as assessment is needed at the very early stage and deciding what action to take. It gives practitioners the chance to put together and record information about a child or young person with additional needs in an orderly, straight forward and simple. Work start from then and practitioners begin to look out for the needs and what should be done and its dealt with. CAF makes practitioners across all agencies, after the required training to go according to the procedures to achieve a dependable assessment that can be used by everyone dealing with the case. The national IT system to support CAF will be deve loped. (eCAF). This will help authorised practitioners to electronically create, share and store CAF within the agencies. Unlike Contact Point CAF only holds the information about some young people and children, with consent, and for a limited period of time. Both Contact Point and CAF were created to for use within childrens services, their goal is to help children with additional needs get the help and support they need, its a tool to make easy early intervention and help deal with additional needs before they get out of control and become more difficult to resolve. CAF and ICS has a common method to assessment, they both have a common way of collecting data about a child or young person around the domains of developmental needs of a child; parent capacity; and family and environmental factors. CAF and ICS are supported by technology where as Contact Point is a basically technology solution www.evertchildmatters.gov.uk Why was CAF introduced and whats its aim The green paper, Every Child Matters, proposed the introduction of a national Common Assessment Framework (CAF) as an important part of a strategy for helping children and young people to achieve the five priority outcomes of: being healthy: enjoying good physical and mental health and living a healthy lifestyle; staying safe: being protected from harm and neglect; enjoying and achieving : getting the most out of life and developing the skills for adulthood; making a positive contribution: being involved with the community and society and not engaging in anti-social or offending behaviour; economic well-being: not being prevented by economic disadvantage from achieving their full potential in life. The Common Assessment Framework (CAF) was decided upon based on the five basic keys. By the help of a lead professional and better information shearing procedure CAF was designed from the concerns that the existing procedures for identifying and responding to the needs of children who are not achieving the five outcomes identified in Every Child Matters do not work as effectively as they were meant to, to bring a better way of how services could be delivered, due to the fact that services have in the past been delivered based on dealing with the consequences of difficulties in childrens lives to preventing things from taking the wrong route from the start. Its main focus is to attain to the fact that every child gets the five keys. It is also created to help assessing children with additional needs which are not too complex or sever as to demand external intervention such as statutory intervention. CAFs aim is to give a method of assessment to give support to early intervention, to help decide what needs to be done at an early stage rather than later, its to provide good and a lot more evidence based referral to targeted and specialist services. CAF is created to enhance on joint working and communication between practitioners in a common language of assessment and views and as to how it could be resolved, it was also designed to improve the coordination and consistency around assessments leading to fewer and shorter specialist assessments. CAF was designed to help to decide whether other specialist assessments are needed and if so provide information to help get it done. It was to give a clear picture of a child or young persons needs to be built up over time and with the right consent shared among professionals. Has CAF achieved its aim?(positives and negatives) Through CAF some practitioner began to accept sheared responsibility for children and young people with additional needs. Apart from having to get parents consent to be part of the assessment procedure some practitioners and managers are in view that in conjunction with other services CAF has a lot more prospects in support to early intervention mostly universal services. Some also had doubt as to whether there was enough funds to meet the problems raised and the requirement of CAF. It is apparent that CAF has had mixed responses. One estimation of path-finding authorities revealed that practitioners and managers believed it has enabled a more rigorous follow-through of service delivery, promotion of better multi-agency working and were optimistic that it would eventually pull down thresholds for service receipt (Brandon et al., 2006). The introduction of CAF like everything has its strengths which in general gives a positive view seen by all, however, others have expressed their concerns about its been too formal to some organizations as descriptive tyranny, restricting the narrative making sense of the situation; the difficulties of various professionals and practitioners with other skills and expectations completing CAF differently or partially in the assessment process (Garrett, 2008; Gilligan and Manby, 2008; White et al, 2008). CAF in the East Riding for example is exclusively aimed as a minimal level involvement which will help use universal services to m anage early problems and deject wrong referrals to Social Care. The major intentional level for engagement agencies with the CAF has broader responsibility than CAF alone, covering all included services provision. The different agencies involved is broad, but some agencies are less active in attending meetings and buy in, in terms of resource input is limited. However, there some problems which lessen the positive involvement, and makes CAF less effective, these include less involvement of some agencies in terms of resources input. Practitioners were of view that CAF was not reducing the need foe reassessment, giving examples of some parents forced to repeat their stories during reassessments, I can understand sometimes practitioners would just want to be sure that things have not changed since the last assessment, but the public is of the view that CAF always has the updated information at any time needed, but for luck of training and human error we find out that CAF still is not d oing what it was set out. As well as distracting story-telling way of writing reports, the CAF writers often found that the boxes did not help them adequately to characterize the child and parents. The format of the CAF was opposed by some professionals and practitioners working with it.. Only some professionals used the language of need, whereas over 80 per cent talked about challenges. In addition to the descriptive demands, CAF forms also make CAF doesnt tell a story it feels like school exams, multiple choice, you can tick the boxes with the right answer, but it really doesnt give you er the er à ¢Ã¢â€š ¬Ã‚ ¦.The story. It is about narrative isnt it. Its about peoples lives. It isnt about um dividing a life up into a lot of small boxes. And when you put all those boxes together it will be EQUAL to the narrative As seen in (BJofSW 2009 39, 1197-1217) Sure start worker said I prefer a blank sheet of paper to express by thoughts ibid.. Upon a period of over a decades work in human services organizations, Gubrium et al describe what they call the descriptive tyrannies of people forms, forms used in one way or the other to describe and categorize people coming to the attention of human service professionals, hence, for Gubrium et al, the relations of form completion to human activity is two-fold. They are concerned with what sorts of descriptions the forms invite or the reportorial expectations assumed to underlie acceptance organizational description (Gubirum et al, 1989, p 197). What may be the rational, moral and artful capacities of form-completers? That is, what wiggle room (Erickson, 2004, p, 20) do they have with these descriptive demands? (Oxford University press 2008). Gubrium et al argue that, completed forms like any mode of description, have transformative effects. They do not simply describe events as they occurred in real time. For example they may contain mutually exclusive categorizations, which deman ds that the form-computer suspend disbelief that only one category can apply at any one time, bearing in mind that CAF is designed to have evidence-based , focused on needs and strengths, rather than concerns. Professionals are encouraged to evaluate strengths, needs, actions and solutions for children across three domains derived from the framework for Assessment of Children in Need and their Families (DoH 2000). Please ignore the recommendation below still have that to do I have it written down will type it out tomorrow, Im working in the dark because my landlady forgot to get some electricity and my eyes are hurting now. My lecture ends at 11 so will finish it all with the Ref.. Recommendation and conclusion It is clear to me that the purpose of the CAF and its work load is to ensure that professionals attend to, and record information deemed most relevant to their primary activities as distinct at this historical moment. The CAF is also an over view presented as a complete professional judgement. However, I have shown above that the demands of the form cause information to be ordered in preferred ways, which can be unintelligible. I have talked about the fact that CAF constrains professional practice in particular ways, it is indeed designed to exert its own rigid demands, which can feel harsh to the one person completing the form. CAF in particular relies on the assumption that it can foster uniform professional application and an ordinary (White, Hall and Peckover, 2009). Laming (2009) still recommended that we need to involve more agencies to make the workload easier and effective and said the use of Common Assessment Framework CAF needs to be further promoted with Agencies. To achieve the reason it was introduced practitioners and everyone involved in using CAF must be fully aware of what its all about and must be fully trained to know the pros and cons of what CAF wants to achieve, other Agencies working in line with CAF must also keep their systems and information updated to suit the needs of the children and young people who might need this service to also live the lives they deserve. Parents and the general public must be fully aware of what CAF is hoping to achieve in that way they dont feel pressured if they are called upon to give their approval before an assessment is carried out for their children.

Impure Puritans in The Scarlet Letter :: Scarlet Letter essays

Impure Puritans in The Scarlet Letter In a world where society is disorganized, unhappy, and chaotic, it can be extremely difficult to provide an honest, and just law system. As a result, in Nathaniel Hawthorne's The Scarlet Letter, people use their religion (Puritan), as judge, jury, and executioner. For some people, it can be very troublesome to live a normal life when you are surrounded by biased and chauvinistic men and women. In this story, Hester Prynne is a victim of her religion, and her fellow townsfolk. Throughout the book, Hawthorne writes about the townspeople and how they act and behave towards each other, Hester, and life in general. The novel starts with Hester walking towards the town scaffold to be seen for public display, because she committed the crime of adultery. A lane was forthwith opened through the crowd of spectators. Preceded by the beadle, and attended by an irregular procession of stern- browed men and unkindly visaged women, Hester Pyrnne set forth towards the place appointed for her punishment. A crowd of eager and curious schoolboys, understanding little of the matter in hand except that it gave them a half-holiday, ran before her progress, turning their heads continually to stare into her face, and at the wink-ing baby in her arms, and at the ignominious letter on her breast. P. 52, 53 As this is happening, all the people see is the crime that Hester committed, not the person behind it. They do not take into consideration, that the crime itself, is not as evil as they make it out to be. Hawthorne describes it as enjoyable to the spectators, by showing the children watch her and laugh as she makes her way to the scaffold. It's as though the people of the Puritan religion are heartless, ruthless, cold blooded, and that what is going on, is considered fun. Aside from forcing Hester to stand on the scaffold, they make her knit an "A" onto her chest. The "A" symbolizes adultery. The plan was for people to look upon this symbol, pity her, and make Hester feel deprived of humanity. Instead of knitting a simple "A", Hester designs a very complex and elaborate one. The reaction from the people shows how evil some of

Day V Caton

Day v. Caton 119 MASS. 513 1876 FACTS: Plaintiff Day built a wall between two adjacent estates in Boston and required defendant Carton to pay for a portion of the wall. On the other hand, defendant Caton claimed that there was no express contract between Plaintiff Day and himself whereas his silence did not insinuate any promise to pay anything for it. In the trial court, the jury found for Plaintiff Day and defendant Caton filed the appeal. ISSUE OR QUESTION:Was the fact sufficient of itself to establish the existence of a contract? Whether the silence of a party seeing services which actually the party got the benefit DECISION: Upheld REASON OR RULE 1) NO. The fact that the plaintiff expected to be paid for the work would certainly not be sufficient of itself to establish the existence of a contract. Because the plaintiff expected to be paid for the brick wall ,though the defendant did not know that the plaintiff was acting with that expectation. ) Yes. Although a promise to pay fo r the wall would not be implied from the fact,which the building of the wall was not in accordance with the request of the defendant,the silence of defendant Caton was treated as evidence of an acceptance of paying for the wall. The defendant had the opportunity to reject the building of the wall , instead, he stood by in silence and saw valuable services rendered upon his real estate by the erection of a structure.A PERSONAL COMMENT In this case, the jury found for Plaintiff Day. I also agree with the decision. However, I want to emphasize that I think this lawsuit can be avoided. If plaintiff Day and defendant Caton can write down an agreement before building the wall, they will have an express contract. Plaintiff Day also can acknowledge defendant Caton that he will require a payment. ZHIBO ZHOU 02/03/2012

The Fiftieth Gate

The Fiftieth Gate, understanding the past is represented as a continual and dynamic process. Baker gives a holistic representation of his parent's experience of the Holocaust, demonstrating the complimentary relationship between history and memory. This notion is explored in the autobiographical book through the depiction of his parents', and his own past. The barcarole style of the text aids in portraying the interplay between history and memory, enabling a more cohesive representation of the lasting repercussions of the Holocaust.Due to the traumatic tauter of her past experiences, Genie finds historical accounts of the Holocaust confronting to reconcile with her own memories. This tension is depicted by Baker, when he confirms the date of an Action against the Jewish population in Genie's town, â€Å"It was Yon Kipper. You're right. The Action took place on 21 September 1942. † Baker's pursuit of historical accuracy compromises Genie's personal memories, as she feels that c ompared to her own ordeals, history is an insufficient means of understanding the past. She responds: â€Å"I'm right, he says. What an honor. What do you know about Actions?We were standing there like little lambs. Screams, crying. A massacre of weeping lambs,† here, the imagery of a lamb conveys the destruction of both an entire community and the destruction of Genie's childhood innocence. Baker struggles to unite the non-chronological and unreliable nature of memory with his own fastidious historical research, but gradually understands that the two complement each other to give a more open representation of the past. However, the tension between mother and son and hence, history and memory, is seen in the transcript of Baker's interview of his mother: â€Å"Pitch black.Pitch black, that's how I was for years†¦ What do you mean, do I remember? Stop interrogating me. Stop testing me. What, all these years you thought that because I wasn't in Auschwitz like your father I didn't suffer? † The use of transcripts is integral to the eclectic barcarole structure of the text, as the myriad of textual forms demonstrates the ongoing process of understanding the past. The tension between the two discourses is clearly seen, as Baker often finds his mother's memories impossible to vindicate, despite her vivid recollection of the suffering in her past.Genie feels that ere suffering is overlooked, as she has little historical and physical evidence to represent the effects of the Holocaust on herself. As a barcarole text, The Fiftieth Gate explores the dynamic process of understanding the past, and through the interaction between his mother and himself, he highlights the difficulty and importance of reconciling both history and memory. Baker's father, Yogis is often reluctant to delve into his own memories, and cannot fully reconcile his own past with the reality of the present.Rhetorical question conveys Yokel's inability to entirely accept the past, as he retains a child-like degree of optimism: â€Å"Maybe he's still alive. Could be, you know. Could be. Anything can happen. After the war I met people I thought were dead. Have you ever heard such a thing? † The transcript of Yokel's interviews expresses a direct connection to his personal memories. Whilst Yokel's resilience is an admirable quality, it can lead to an attitude of denial. Through Baker's process of interviewing his parents and ascertaining the history of their Holocaust experiences, the past is re-examined and represented in a more comprehensive manner.This transcript is contrasted with a conversation twine father and son, and displays the diverse barcarole style that is integral to the representation of Baker's parent's memories. Chapter 16 begins with a portrayal of the difficulty in confronting the historical details of Yokel's own past: â€Å"l can show you what your father wore when he arrived in Buchwald. ‘ My father seems angry at this latest dis covery. ‘Do you know when he went to the toilet? The color of the agates he wore under his pants? Maybe you can tell me when I last showered or what I did everyday in Auschwitz? However, the chapter ends with Yogis reluctantly expressing a desire to learn the clothes worn by his father. This expresses the ongoing nature of understanding the past, as the ordeals of one's past retain the potential to cause significant grief. This notion is present throughout the novel, and is particularly significant in Yokel's growth as the result of opening up to a more complete understanding of his own memories. Juxtaposition is used to highlight the mutual dependency of history and memory in the process of effectively comprehending the past. Whilst being interviewed, Yogis begins: â€Å"l was born in Wreaking.Baker's commentary follows: â€Å"Wreaking was born before him. In 1657, founded by Bishop Bogus Readdressed who obtained royal permission to colonies the woodlands along the Seminal River. † The direct and impersonal nature of historical discourse, although important, is directly contrasted with Yokel's memory, which is far easier to empathic with. However, we understand that the two complement each other to give a multi-faceted and progressive understanding of the human experiences of the Holocaust, which results in a certain degree of ‘closure'. Although Mark Barker was born after theHolocaust, the ramifications of the events have profoundly affected his own life, and the process of understanding the past is pertinent to Baker himself. Baker states, of himself and his brother , â€Å"†¦ L knew there was something more deliberate in the names chosen for us, an attempt to obliterate not only my parents' foreignness but the memories attached to it†¦ So I decided to put the past back into my name. I have chosen Raphael, the earliest ancestor I can find on our family tree. † The understanding of the past that has been enabled by learni ng of his parent's personal stories have enabled Baker to reconnect to his cultural heritage.This personal progression is integral to the semi-autobiographical nature of The Fiftieth Gate, and represents a significant level of personal growth that Baker has garnered through the discourses of history and memory. Throughout the text, it becomes apparent that Baker has been profoundly affected not only by his parent's experience of the Holocaust, but also by the suffering inflicted collectively on the Jewish population. This is apparent in the elements of ‘Midribs' – the oral and written exploration of biblical texts – that are inserted intermittently wrought the book.Baker briefly recounts the story of Rabbi Hanna Ben Iteration, who was killed by the Romans due to his faith, and subsequently martyred. Whilst being burned, Iteration is asked by his disciples what he sees. He responds, â€Å"The parchment is burning, but the letters are soaring high above me. † This is followed by a poem, â€Å"My parents remember: the fire/the parchment burning/the bodies buried/ letters soaring high, ‘turned to ashen dust. † This element of Midribs is representative of the barcarole style of the text, and conveys Jewish resilience that has lasted millennia.However, Baker subverts the optimism of the original text to convey the horrors experienced by all the victims of the Holocaust. It becomes apparent that this suffering, whilst not directly inflicted upon himself, resounds in the children of Holocaust survivors. The Fiftieth Gate explores the notion of understanding the past through the complimentary discourses of history and memory. Baker demonstrates the implications of this notion through the depiction of himself and his parents, Yogis and Genie. It becomes apparent that understanding the past is not a fixed process, and that it can at times cause tension.