International Business And Multinational Corporations

The end of the 1980s experienced a visible change experienced in the literature concerning MNE functions and nature of business (Segal-Horn and Faulkner, 2010). Before 1980s, the main research in MNE field was about analyzing relation between affiliates and headquarters of the firm, and also decisions concerning making investment in foreign country, which was also experienced in Dunning’s work. After that, the focus was shifted to operations concerning coordination in management of a network of affiliates of an MNE and analysis of the competitive advantages received by these affiliates from the respective economies. Therefore, the last 20 years have experienced a very beneficial theoretical work in the field of international business and†¦show more content†¦Their main aim is to maximize the competitive advantage for the particular MNE through integration of global activities and local differences within each foreign unit. In the modern perspective, two main theories, i.e. network-based theory and knowledge-based theory of MNE, are prevalent, which are explained hereunder (Forsgren, 2008). The most importance sources of competitive advantage for MNEs are their affiliates. This is because affiliates establish a deep-rooted and long-term connection with their local partners and through this new knowledge information can be established. Such knowledge is implicit and is inserted in a particular context. Inserted or embedded knowledge itself is implicit and is also specific to a context (Pedersen, 2014). It is also entrenched in the inter-dependent activities of the employees and staff members who observe shared experiences as well as values. These traits cause more complexity and confusions in terms of barriers for transferability of such knowledge (Stephan, 2013). This affiliate embeddedness in relation with stakeholders within the business network actually opposes business contact made traditionally, in which firm used to make connections with only consumers and suppliers and relation used to end with the exchange (Lundan, 2002). Similarly, some of these relationships w ith affiliates are established gradually with the passage of time and thus higher level of

The Enlightenment Ideas Of The American Revolution

William Win Soe World Studies 10 Mr. Key Nov 8. 2017 The Enlightenment’s ideas in the American Revolution People in America were mad and broke. The colonies did not like the idea of paying high taxes to the King of England. In order to show their rage and anger, they did it by not paying taxes. The King of England was frustrated by the colonist s action and send an army to the Americas to sort this problem out. However, the people of America wanted to be free from England, so with the help of the Enlightenment thinkers and the philosophers, they started an attack to the English soldiers. That is how the war with England began and it is known as the Revolutionary War. The American Revolution was influenced by the ideas which was†¦show more content†¦It was a great time for the scholars and philosophers to introduce democracy and justice through deliberations of liberty and equality. One of the most well-known philosopher, Thomas Hobbes, is known for his political thoughts. He is a kind of a guy that thinks about how peop le could actually live their life ignoring the conflicts happening around them. He believes that people have their own right to do whatever they desire by not what they are told to do. He also believes that a system of governing should be an individual person rather than a group from a foreign country asking them to do as they pleased. In order for him to do that, he wrote a book. His book is called Leviathan . In that book it is stated that people are incapable of ruling themselves, primarily because humans are naturally self-centered and quarrelsome and need the iron fist of a strong leader. Hobbes was not more effective than following philosophes like Voltaire, Montesquieu, and Rousseau. They were more confident about democracy. Their ideas were straight to the point and they support questions that were negatively viewed about absolute monarch. For example, Montesquieu proposed a concept about the separation of powers into different district of government. They also find willing students who are tempted to fight for liberty. The ideas of the Enlightenment helped lead to the American Revolution andShow MoreRelated Enlightenment Ideas Inspired The American and French Revolutions1523 Words   |  7 PagesEnlightenment Ideas Inspired The American and French Revolutions The American and French Revolutions were both fundamentally based on the Enlightenment ideas. The main ideas that they followed were by John Locke. His ideas inspired the Americans and the French to have a revolution. In these revolutions, the Americans had success and the French failed. The success that the Americans experienced wad due to the protection of rights they had. These rights are Life, Liberty and Property.? In AmericaRead MoreEnlightenment Ideas Inspired the American and French Revolutions1504 Words   |  7 PagesThe American and French Revolutions were both fundamentally based on the Enlightenment ideas. The main ideas that they followed were by John Locke. His ideas inspired the Americans and the French to have a revolution. In these revolutions, the Americans had success and the French failed. The success that the Americans experienced wad due to the protection of rights they had. These rights are Life, Liberty and Property. In America a constitution was put together that provided for a stableRead MoreInfluence Of Enlightenment On The American Revolution898 Words   |  4 Pages The ideas of the Enlightenment influenced the American Revolution and the formation of the American Government in several different ways. The Enlightenment period initiated several new ideas about freedoms and rights. These ideas were discussed in meetings called salons in France, where they discussed new ideas. There were many influential philosophers from the enlightenment periods, Thomas Hobbes, Montesquieu, Adam Smith, Voltaire, John Locke, and Rousseau. Thomas Hobbes believed that all peopleRead MoreImpact Of Enlightenment On The French Revolution878 Words   |  4 PagesI agree that the Enlightenment was force for positive change in society. The Enlightenment was one was the most important intellectual movements in History, as it dominated and influenced the way people thought in Europe in the late 17th and 18th centuries. We will look at how it ultimat ely influenced the American and French Revolution which is still strongly governed by these ideas and principles today. The Age of Enlightenment was a European movement emphasizing reasoning and individualism ratherRead MoreFrench Revolution: the Solution to Class Inequality1141 Words   |  5 PagesThe French Revolution was one of the most important events that occurred in the history of France. The revolution crumpled the Old Regime and completely transformed the social and political system of France. The people of France sought to establish a more egalitarian society through their newly created Republic. When Enlightenment thinkers such as John Locke, Jean-Jacques Rousseau and Baron de Montesquieu introduced individual liberty, natural rights and equality the ideas of revolution emerged. AsRead MoreTo What Extent Was The Enlightenment The Main Driving Force Behind The American And French Revolutions?1479 Words   |  6 Pagesfocuses on the causes of Atlantic Revolutions and will explore the question: To what extent was the Enlightenment the main driving force behind the American and French Revol utions? The years 1685 to 1815 (Strayer, 2011) will be the focus of this investigation to allow for an analysis of the Enlightenment ideas’ impact the need for governmental change in the American colonies and France during the eighteenth century, as well as their governmental influences post-revolutions. †¯ The first source whichRead MoreThe Beginning Of The Year1524 Words   |  7 Pagesbegin to remember hearing ideas from famous philosophers back home that sound oddly familiar to that of this certain document. Then, you begin to wonder, how have European philosophers inspired this and how can it change history forever? Well, The European Enlightenment was a time where philosophers began to ponder upon the ideas of democracies and how freedom and equality could change the world for the better. The American Revolution was sparked by the ideas of The Enlightenment, and that was only theRead MoreThe British Enlightenment And The American Revolution1538 Words   |  7 PagesThe American Revolution was a product of the British Enlightenment as well as both American and British history. The Enlightenment was age of innovation taking place during the 17th and 18th centuries. During this period there were great advancements in science that pushed back religious superstitions, as well as deve lopments in economics and political thinking. (lecture) The British Enlightenment specifically had a large impact on the American Revolution with key figures such as John Locke. HisRead MoreThe Intellectual Movement of Elightment759 Words   |  3 Pages 1. The intellectual movement of Enlightenment was a very intricate movement that was centralized on the concepts of progression, reasoning, and the scientific method. The Enlightenment thinkers believed they could implement some of these ideas towards societies and people. These ideas changed how humanity viewed the government, politics, and society. Although each philosopher had their own individual concept, they all centered on the themes of equality and freedom. Thomas Hobbes believed that religionRead MoreRadicalism and Revolutions Essay1112 Words   |  5 PagesThroughout history, revolutions have started because of new ideas that change thinking and disrupt what has come to be considered normal. During 1700s, the American, French, and Haitian Revolutions were no exception. The Enlightenment ideas that were spreading around this time lead people of these three nations to question their ruling elites, and to begin considering breaking free. Of these three, though, no one revolt can be seen as more radical when compared to the other two. Each was faced with

Elizabeth Bishop free essay sample

# 8217 ; s Poem The Fish Essay, Research Paper From the oncoming of civilisation, society has increased its capablenesss in the pursuit for endurance. Methods of accomplishing cardinal demands have been belittled through modernisation. In 1946, a clip period defined by abundant technological promotion, Elizabeth Bishop describes the art of capturing a fish from H2O, an act one time used merely as a nutrient beginning, in her verse form The Fish. As the storyteller caught the fish merely to detect and so let go of the animal, the reader develops a desire to detect precisely what is being observed. Upon analysis of the work, the verse form represents Bishop s personal life, historical events of importance to her, and her positions on American society. First of wholly, as the fish is held beside the boat, Bishop sees elements of her ain personal being in the animate being. For case, as the fish struggled for air, its gills were crisp from blood ( because take a breathing ) can cut so severely ( Bishop 1211 ) . During the beginning of Bishop’s career, she was often referred to as a ‘miniaturist’. Her concentration on minor details aided readers in building mental images while reading her poems. By focusing deeply on the description of images, it became easier for readers to understand the emotion and intensity of each line. Often times, Bishop would gain inspiration from the images she witnessed with her own eyes. Several of Bishop’s poems are in fact based entirely off of personal experiences and past memories. Elizabeth Bishop guides the reader through descriptive detail, in order to aid them in fully understanding the feeling of her poetry. In this answer I will examine Bishop’s use of language and how it aids the reader in uncovering the intensity of feeling in her poetry. Elizabeth Bishop has used past memories, personal experiences, and her observations of nature and human life to include in her poems. Many of Bishop’s poems include the mention of animals, such as ‘The Fish’, ‘The Prodigal’, and ‘The Armadillo’. This mention of animals and their behavior is effectively presented and supported with thorough detail. The precise language which Bishop chose to include in her poems, acts as a guideline for uncovering the emotion felt during the time of the experience. Had Bishop not included minor details that she considered to be critical, the chance of passing on the intensity of feeling may have been lost. In Bishop’s poem ‘The Fish’, she writes about her experience of catching a â€Å"tremendous fish†. By stating in the opening line that the fish was indeed â€Å"tremendous†, the rest of the poem’s images correspond with a very large fish. In the poem, Bishop writes: â€Å"Here and there his brown skin hung in strips like ancient wallpaper, and its pattern or darker brown was like wallpaper: shapes like full-blown roses stained and lost through age. † From this descriptive quote, we are able to form a solid image of a large, heavy, brown scaled fish. The fish that Bishop had caught, observed, and later wrote about in this poem. When analyzing poetry, it is important to attempt to merge ones imagination with that of the writers. In this instance, Elizabeth Bishop allows us to effortlessly imagine and feel the emotion of that particular moment. Further in the poem, Bishop makes mention of the eyes belonging to the immense creature. â€Å"I looked into his eyes which were far larger than mine but shallower, and yellowed, the irises backed and packed with tarnished tinfoil seen through the lenses of old scratched isinglass. † The vivid, carefully selected words reinforce the feeling of the quote and aid the reader in understanding the emotion of the lines. Bishop’s selective vocabulary within her poems may be the result of the hidden emotions she felt while writing them. This is apparent in â€Å"First Death in Nova Scotia†. Her clear recollection of the feelings she experienced during her younger cousin’s funeral, may be her reasoning for the choice of diction in the poem. The poem begins as Bishop is taken into the parlor where her cousin, Arthur, is being laid out. There is reference to a stuffed loon, shot and killed by Arthur’s father. The â€Å"red glass† eyes of the loon stood out to a younger Bishop, surrounded by mostly white. The mention of color plays a role in ‘First Death in Nova Scotia’, mainly the colors red and white. The analyzation of colors has taught us that red is closely linked to anger, animosity, blood, and sometimes death. While white is acknowledged as a color of innocence, purity, and light. The unofficial result of these colors combined can possibly mean an innocent death. One which Bishop finds confusing, and close to her heart. Confusing because her first presence at a funeral is that of someone younger than her, close to her heart because of the fact that Arthur was close to her age. â€Å"†¦ and the red-eyed loon eyed it from his white, frozen lake† â€Å"He had just begun on his hair, a few red strokes, and then Jack Frost had dropped the brush and left him white, forever. † Nowhere is it more apparent that Bishop uses graphic language to demonstrate emotion and feeling, than in ‘Filling Station’. ‘Filling Station’ is a poem which is based on an old gas station which Elizabeth Bishop had come across during her constant travels. The station, small, dirty and worn, is filled with items that seem, at first, out of place. A father, sporting a â€Å"dirty, oil-soaked monkey suit†, is assisted by his â€Å"greasy sons†. A strong male vibe exists about the place, though the station is referred to as a â€Å"family filling station†. As the poem goes on, it is revealed that the â€Å"out of place† items, may very well be the result of a female presence. The items, an â€Å"extraneous plant†, a taboret, and a doily, do not fit in next to the â€Å"grease-impregnated wickerwork†. Though the laborers are in fact male, revealing a greasy, dirty front, there exists a feminine presence. Vividly described, the filling station does not lack a delicate touch of any sort. Each noun, supported by a powerful adjective, supports Elizabeth Bishop’s carefully judged use of language, aiding the reader in uncovering the intensity of feeling in her poetry. â€Å"Father wears a dirty, oil-soaked monkey suit that cuts him under the arms, and several quick and saucy and greasy sons assist him (it’s a family filling station), all quite thoroughly dirty. † Elizabeth Bishop effectively uses carefully selected vocabulary, in order to successfully instill verbal imagery into her readers minds. By reinforcing nouns with strong adjectives, Bishop furthered her descriptive style of poetry. It is apparent that the careful detail in each line has established a perception of scenery to each poem. As you read along, bold images are created in one’s mind, resulting in the automatic connection to intense feelings. It is said that Elizabeth Bishop focused largely on the description of the images within her poems. Wether or not the idea was to create imagery within her readers minds, or allow them to experience feelings once felt by her, it is effectively achieved. Elizabeth Bishop does in fact, use the language in her poems to aid the reader to uncover the intensity of feeling in her poetry.

Information Security and Ethics Of Google †MyAssignmenthelp.com

Question: Discuss about the Information Security and Ethics Of Google. Answer: Nature of the business In the era of globalization as well as technological advancement, Google has tried to place their position in the mind of cyber users, like the powerful search engine over the internet and its also used widely as the web-based search engine all over the world (Alberts Dorofee, 2002). It doesnt matter, whether it's old or young, Google can always be seen in the conversation about computers or internet (Axelrod, Bayuk Schutzer, 2009). One can view the history about how the companies enhance from small too big and are also identified all over the world. The core business of Google is to offer the search engine to the cyber user, who is interested in going to their place of interest (Alberts Dorofee, 2002). The search engine of Google tries to attract various internet users through simple design, but outcomes are quite amazing search outcome (Axelrod, Bayuk Schutzer, 2009). After the starting stage of the Google setting itself at the global position, it started selling the ads relate d to the keywords of search. The ads were text-based to increase the loading speed of the page (Alberts Dorofee, 2002). Most of the revenue of Google depends on the ads, and they had attained success with the support of AdSense and AdWords in the system after attaining experience within the industry (Alberts Dorofee, 2002). For developing the expected IT infrastructure, the department of IT try to maintain the balance among the purchasing of products from the outside vendors and try to draw up the software; for instance the organization purchase of the software from Oracle for maintaining the accounts; whereas, when the case of managing the customer relationship management, Google try to develop the software (Alberts Dorofee, 2002). Through the administration of the company try to create the data, that is made available to every employee, it also tries to make sure that the information is protected from getting misused or either used through the unauthenticated users (Alberts Dorofee, 2002). Google even try to encourage the use of open source software through applying it. It also initiates the students to work and develop the new software through offering the internship programs. In this manner, the company tries to attain new ideas that can be supportive (Alberts Dorofee, 2002). Google also seeks to develop the similar applications such as Google Apps that can be applied for the external and internal purpose (Axelrod, Bayuk Schutzer, 2009). The algorithm search engine is continuously updated, so that retrieval of information could get more relevant (Alberts Dorofee, 2002). The engineers ensure that the retrieval of information for the internet user get less. Google also adopts the round robin policy, which supports them in load balancing of server load. The servers of Google are categorized in various types, and every server is assigned with a particular function (Axelrod, Bayuk Schutzer, 2009). The business nature makes the Google emphasize the aspects of security and try to make it critical for Google (Axelrod, Bayuk Schutzer, 2009). The master search algorithm of the formula is to keep things secret. Instead of trying to implement the measures of strict policy, the organization ensures about the organization infrastructure as secured (Axelrod, Bayuk Schutzer, 2009). The focus is placed on the corrective and detective controls. More than 150 engineers are hired for offering the information security as well as for maintaining the organization security infrastructure (Axelrod, Bayuk Schutzer, 2009). The engineers regularly view the virus-like Spyware, and Google makes use of intrusion detection system for avoiding the breach of security (Axelrod, Bayuk Schutzer, 2009). Governance structures, processes, and policies it has in place It can be mentioned that, for the type of technology and innovation, Google produce the culture, governance as well as process as perfectly applied for generating the assistance of an idea one another (Axelrod, Bayuk Schutzer, 2009). The top executives hold instinct for taking the company and agree with them, in case they ask for hostile takeovers to place long-term vision (Axelrod, Bayuk Schutzer, 2009). The model of media might be right as compared to them, as both of them are reliant on the talent and vision. The culture of creative corporate is fabulous for attracting the Googolplex as the right playground for developing the magic of Google (Axelrod, Bayuk Schutzer, 2009). The process of organization of permitting the staff for using 20% of the work time in combination with the teamwork style that looks like a right formula for developing the dirty and rough prototype that it explored the value that could create entirely through the alpha to beta (Axelrod, Bayuk Schutzer, 200 9). The only types of limitation that can view the ego possibility in the manner of doing the right work and the companys size eventually turn the staff and businesses customers (Axelrod, Bayuk Schutzer, 2009). This could be branding issue for Google in the coming time over how to deal with the increase in huge companies (Axelrod, Bayuk Schutzer, 2009). The commitment of Google towards security is outlined through Code of the conduct of Google, along with security philosophy of Google (Eloff, Labuschagne, Solms Dhillon, 2011). All these policies include the huge array of the security linked with the topics, which includes the necessary policies that each staff should comply with physical security, account, data as well as few specific policies including the systems and internal applications, which are expected by employees to follow (Eloff, Labuschagne, Solms Dhillon, 2011). All these security policies are reviewed and updated periodically. Staff is also needed to attain continuous security training over the security topics like the safe internet use, how to label, handle the sensitive information, and working through the remote location safety (Axelrod, Bayuk Schutzer, 2009). Extra training is also provided about the interest policy topics, which includes the areas of emerging technology like safe use of social technologies and mobile devices (Eloff, Labuschagne, Solms Dhillon, 2011). The security organization of Google is divided into various teams, which emphasize over the auditing of global security, information security, and compliance, along with physical security for safeguarding the hardware infrastructure of Google (Eloff, Labuschagne, Solms Dhillon, 2011). Together teamwork addresses the complete international computing environment. In case of Information Security team, Google hires the full-time team of information security, which includes 250 experts in the area of network security, information, and application (Eloff, Labuschagne, Solms Dhillon, 2011). The team is highly responsible for the maintaining the organization perimeter as well as internal defense systems, creating the process for securing the development as well as security review and constructing the customized security infrastructure (Eloff, Labuschagne, Solms Dhillon, 2011). It also implies the leading role in the documentation, development and Google security policies implantation poli cies and standard (Axelrod, Bayuk Schutzer, 2009). Corporate officers and their roles as described in public documentation In the present time, the world is moving towards IT as the required belonging, but the threats around the It world are also rising (Gofbole, 2008). This might lead towards the IT security strategies, which can resolve the IT issues and can even control the threats happening in the technology area (Gofbole, 2008). The Information Technology security professionals manage the responsibility for safeguarding the IT world through increasing problems and threats (Gofbole, 2008). Whoever takes the responsibility of protecting the infrastructure, networks and computer systems are the system administration, IT security professionals, information security engineers, network security officers, chief information officer, chief security officers, network engineers, information assurance manager, chief information security officer as well as computer operators are among the few that hold fundamental role in IT security professionals (Gofbole, 2008). The IT security professionals job revolves around IT system protection. It includes the infrastructure, network and all other IT information grounds (Gofbole, 2008). Customer data, securing the information assets, financial information and various other critical IT information is the main responsibility of the security IT professionals (Hamid, 2007). Their role holds the responsibility to offer access to the information to the users relied on the identity and necessity. Information is provided to people when they are legally eligible for attaining access (Harkins, 2012). Every department of IT security holds particular policies and principles according to the policies of the company and require following the same (Axelrod, Bayuk Schutzer, 2009). They adopt the specific set of regulations, rules, strategies, and methodologies for protecting the information systems (Harkins, 2012). The IT security professional responsibility is definite as mentioned below: Significant IT security professional responsibilities Designing and developing the software and security devices for ensuring the client information and product safety (Harkins, 2012). Measures of measuring the security of IT within the network system Inspections of operating regulation and network process for updates about security (Axelrod, Bayuk Schutzer, 2009). Undertaking the audit process for initiating the safety and security measures and strategies (Harkins, 2012). Customize information access according to necessity and rules Maintaining the standard security information policy, services, and procedure (Harkins, 2012). Above mentioned are the responsibility of each, and every It security professional relied on the role required to meet. Through making sure about the high responsibility can be referred a scaling job (Jacobs, 2015). One needs to get updated with the advanced skills and knowledge along with the particular work within the team towards attaining the information security perfect security (Kim Solomon, 2010). The analysis is also done about the skills that are required by IT professional, and the same is mentioned below: Skills required for IT security professionals: The IT security professionals are expected to be a strategist to make sure about protecting the infrastructure, network as well as computer systems (Kim Solomon, 2010). It is also important that one should be aware of the evolving security controls and measures and should hold ability for implementing the same in the company (Kim Solomon, 2010). Besides that, the security professional in IT need to be strategic, and that should be enough for judging the before as well as after results of the security measure (Kim Solomon, 2010). The IT security professionals need to be adequate management as well as communication skills for making sure about the effective coordination with the clients and team (Axelrod, Bayuk Schutzer, 2009). She and He are requiring communicating with the organizational professionals regarding the IT terms (Kim Solomon, 2010). Similar to that, while handling the client, the measures and principle of security should be taught clearly within the organization (Kim Solomon, 2010). Other skills expected of the IT security professionals are to stay technically competent. It is also important that they should always hold re-skills along with advanced technology skills to become capable of grasping the issues of technical security immediate and solve the same (Kouns Minoli, 2011). These are few of the significance skills needed by the IT security professionals. Whether the governance structures and policies reflect regulatory requirements IT security governance is considered as the system through which companies can direct and control the security of IT that is adopted by the ISO 38500 (Kouns Minoli, 2011). It is noted that IT security governance need not get confused with the security management of IT (Axelrod, Bayuk Schutzer, 2009). IT security management should be concerned with creating decisions for mitigating the risks; even governance determines the authorization of taking decisions (Kouns Minoli, 2011). Governance explicitly specifies the accountability framework and offers an outright for making sure about the risks that should be mitigated adequately, while the management makes sure about the controls that are implemented for reducing the risk (Peltier, 2005). Management suggests the security strategies. Governance also makes sure about the security strategies that are aligned with the business regulation and objectives (Peltier, 2005). NIST explains about the IT governance and mentioned it as the process of setting and maintaining the framework for offering assurance that IT security strategies are connected with the help of business objectives, which are consistent with the relevant laws and regulations by the adherence towards internal control and policies and offer responsibility for managing the risk (Calabrese, 2004). There are many laws and regulations, and from that, few are particular of industries that can impact the information Technology (Axelrod, Bayuk Schutzer, 2009). Each company should explore the appropriate regulations affecting them and then only they should respond accordingly, and make sure that both the role and responsibilities for analyzing the matters of legal and regulatory are defined correctly for every stakeholder group, so that every group can easily apply the particular expertise in efficient manner (Axelrod, Bayuk Schutzer, 2009). The current increase in the regulations that impact the IT use is due to various factors like, laws for protecting the information along with its potential to misuse the electronic form; increase in computer system and network use for undertaking the criminal activities, which also includes hacking, viruses, pornography and money laundering (Solms Solms, 2008). Increase in the massive contractual relationship with the IT products and services, such as product license, outsourcing, and managed services (Solms Solms, 2008). It also includes the increase in various types of electronic media as well as the potential for misusing the valuable information assets, which results in the intellectual and copyright property problems concerning with the user and vendors (Axelrod, Bayuk Schutzer, 2009). How the organization addresses and mitigates risk In the rapid-paced international economy, this relies on most of the information, by making sure about the IT asset security to get paramount (Peltier, 2008). Building on the current research through CompTIA, around 28% of the present business list security is considered an important factor, and this number is measured for improving in coming two years (Peltier, 2008). The study also rightly claim that various organizations believe that secure enough is potentially vulnerable to critical security threats that emerge with new technologies (Peltier, 2008). These increasing threats are initiating the business to these growing threats are starting the business to adopt the new methods for examining the changing needs of security. In a survey conducted by Gartner, research shows that the mobile rules for most of the organizations (Peltier, 2008). Keep system updated Most of the failure of the system happens due to the lack of right patch. Few statistics related to researchers explain the interesting facts related with similar vulnerably faced by the companies (Peltier, 2016). In case the companies help BYOD and then also control over performing the standard maintenance, then in that case issues usually get worse, as they invite attack sources without having any prevention (Axelrod, Bayuk Schutzer, 2009). To avoid the risk, it is important to ensure the system that is updated, and it also includes the servers inside the laptops, company, mobile device, and desktops (Peltier, 2016). Small mobile devices come through different operating systems, and firmware (Axelrod, Bayuk Schutzer, 2009). By considering this, companies are expected to permit the mobile devices for patching to get maintained ideally (Peltier, 2016). Undertake governance review as well as assessment of mobile security Consideration and assessment of governance are necessary for measuring and defining the IT operations operational efficiency and explore the gaps that require getting fixed (Stamp, 2011). Famous research organizations like OWASP and Gartner provides the security matrices for performing the security assessment and explore the maturity level of IT security of an organization (Tipton Krause, 2009). Information technology scores the famous assessment matrix through Gartner that supports the company is exploring the risk and measuring and analyzing the mobile security program maturity of business (Axelrod, Bayuk Schutzer, 2009). For instance, in case of Spider chart, it is noted that the chart indicates about the presents core of the company, where else the chart shows the ideal score of an organization (Tipton Krause, 2009). Cyberwarfare It is suggested that the correct application of intrusion prevention as well as intrusion detection system along with firewalls is the primary response (Axelrod, Bayuk Schutzer, 2009). Through undertaking the real-time analysis of the network traffic like investigating and the security threat inclusion, and individual companies can detect the less sophisticated attack related to the user level (Tipton Krause, 2009). Huge organizations are suggested to get aware of the network security and vulnerabilities, and they are also expected to work towards securing the advanced threat protection platform properties for the betterment of the endpoint protection and server security protection (Tipton Krause, 2009). About the government cyber-attacks, the main defense line is to undertake the common front existing between the cyber attackers (Axelrod, Bayuk Schutzer, 2009). There is no correct time for opening about the dialogue as well as collaboration among the government industries and ag encies for taking action against the cyberwarfare (Tipton Krause, 2009). It is suggested that attacks, which go massive, the interconnected system could be disclosed readily by comparing the information and creating the similar task forces (Axelrod, Bayuk Schutzer, 2009). Detection and protection are not enough for stopping the attackers each time, but it can also inhibit the future as well as common threats (Tipton Krause, 2009). Espionage Individuals and organizations might apply to bring your device (BYOD) that look inexpensive solution, but the same might develop certain issues (Vacca, 2017). If one assists the BYOD then, in that case, it is suggested that they should try to enforce the management as well as maintenance (Vacca, 2017). It is again crucial for making sure that the mechanism of device control should safeguard the leakage of information (Axelrod, Bayuk Schutzer, 2009). It also permits the USB devices for inserting, but rather it will also encrypt the information (Vacca, 2017). When the information is later applied to certain another system in the organizational environment, then in that case information will be encrypted automatically and then it can be decrypted, when it is copied towards the system that holds no device control mechanism, then it will be of no use (Wheeler, 2011). Its also recommended that critical infrastructure protection through dividing the intellectual property network through the corporate network and allows having access towards the network by individuals that require access (Javidi, 2006). But it is also crucial to do more than that, documenting and deciding the permits to work towards the network and include physical access towards the location and analyze the network requirement and it should be determined (Javidi, 2006). Possible improvements/impacts of internal changes/external factors on the 2-3 year horizon For reducing the interruption of service due to the failure of hardware, natural disaster as well as various another catastrophes, Google try to implement the program of disaster recovery at every data centers (Basin, Schaller Schlpfer, 2011). This program covers up different elements for reducing the risk of an individual point of failure, which also includes the replication and backup of data (Basin, Schaller Schlpfer, 2011). In case of backup and data replication, the application information of Google is replicated through various systems applied within the data center and in particular cases, its replicated to different city centers (Basin, Schaller Schlpfer, 2011). Google quickly operates geographically distributed data centers set, which are designed for maintaining the continuity of service during disaster events or many another incident in the individual region (Basin, Schaller Schlpfer, 2011). The connection of high speed among the data centers supports in failover. Data centers management is also divided for offering the location independent and system administration (Basin, Schaller Schlpfer, 2011). Along with that data redundancy as well as regional disparate data centers, Google tries to hold the business continuity plan in its headquarters (Axelrod, Bayuk Schutzer, 2009). The method accounts for the key disasters like a seismic event or either the public health crisis, or it also tries to assume that both services and people might not be available for a month (Basin, Schaller Schlpfer, 2011). This plan was primarily designed for enabling the continued operations of the customer service (Patel, 2008). Google also undertake continuou s test about the disaster recovery plan (Axelrod, Bayuk Schutzer, 2009). For instance, at the time of tests, the geographic location of disaster is also stimulated through conducting the IT system, an operational process in off-line location and permitting the process and system for transferring the fail location that is designated by the disaster recovery plan (Basin, Schaller Schlpfer, 2011). During the time of the test, it is verified that the operations and business functions can easily operate the off-line failover location and logged through the remediation (Basin, Schaller Schlpfer, 2011). Conclusion Google hires the strategy of multi-layer security, which includes the ten essential elements that are shown in the paper, which help the platform for getting used by the million in the company, covering Google Inc. to run the Google cloud technologies and product business. References Alberts, C. J., Dorofee, A. J. (2002). Managing Information Security Risks: The OCTAVE Approach. Addison-Wesley Professional Axelrod, C. W., Bayuk, J. L., Schutzer, D. (2009). Artech House information security and privacy series. Artech House Eloff, J., Labuschagne, L., Solms, R., Dhillon, G. (2011). Advances in Information Security Management Small Systems Security: IFIP TC11 WG11.1/WG11.2 Eighth Annual Working Conference on Information Security Management Small Systems Security September 2728, 2001, Las Vegas, Nevada, USA. Springer Gofbole, N. (2008). INFORMATION SYSTEMS SECURITY: SECURITY MANAGEMENT, METRICS, FRAMEWORKS AND BEST PRACTICES (With CD). Wiley India Pvt. Limited Gurpreet, D. (2000). Information Security Management: Global Challenges in the New Millennium: Global Challenges in the New Millennium. Idea Group Inc (IGI) Hamid, N. (2007). Information Security and Ethics: Concepts, Methodologies, Tools, and Applications: Concepts, Methodologies, Tools, and Applications. IGI Global Harkins, M. (2012). Managing Risk and Information Security: Protect to Enable Expert's voice in information technology. Apress Jacobs, S. (2015). Engineering Information Security: The Application of Systems Engineering Concepts to Achieve Information Assurance. John Wiley Sons Kim, D., Solomon, M. G. (2010). Fundamentals of Information Systems Security. Jones Bartlett Learning Kouns, J., Minoli, D. (2011). Information Technology Risk Management in Enterprise Environments: A Review of Industry Practices and a Practical Guide to Risk Management. John Wiley Sons Peltier, T. R. (2005). Information Security Risk Analysis, Second Edition. CRC Press Peltier, T. R. (2008). How to Complete a Risk Assessment in 5 Days or Less. CRC Press Peltier, T. R. (2016). Information Security Policies, Procedures, and Standards: Guidelines for Effective Information Security Management. CRC Press Stamp, M. (2011). Information Security: Principles and Practice. John Wiley Sons Tipton, H. F., Krause, M. (2009). Information Security Management Handbook, Sixth Edition, Volume 3. CRC Press Vacca, J. R. (2017). Computer and Information Security Handbook. Morgan Kaufmann Wheeler, E. (2011). Security Risk Management: Building an Information Security Risk Management Program from the Ground Up. Elsevier Javidi, B. (2006). Optical and Digital Techniques for Information Security. Springer Science Business Media Basin, D., Schaller, P., Schlpfer, M. (2011). Applied Information Security: A Hands-on Approach. Springer Science Business Media Patel, D. R. (2008). INFORMATION SECURITY: Theory and Practice. PHI Learning Pvt. Ltd. Solms, S. H., Solms, R. (2008). Information Security Governance. Springer Science Business Media Axelrod, C. W., Bayuk, J. L., Schutzer, D. (2009). Enterprise Information Security and Privacy. Artech House Calabrese, T. (2004). Information Security Intelligence: Cryptographic Principles and Applications. Cengage Learning

The Power Of One By Ernest Hemmingway free essay sample

Essay, Research Paper Throughout the universe, there are many diverse civilizations, each of these distinguishable civilizations have different backgrounds, rites and patterns. These civilizations have a profound consequence on the heads of their dwellers. It # 8217 ; s a individual # 8217 ; s civilization which effects their ideas, beliefs and their mentality upon life. It doesn # 8217 ; t affair where you are from or where you go to, you ever have a piece of your civilization with you wherever you are. It is your cultural heritage # 8217 ; s and background which molds your head, and your ideas of how you perceive the universe around you. In every civilization different facets of the society are viewed otherwise. Some civilizations portion similarities with other civilizations about how they view things. In many civilizations athleticss plays a cardinal function in the society, and many times the whole community is based around the athleticss. No affair where you are from, athleticss will ever play a function in the society. We will write a custom essay sample on The Power Of One By Ernest Hemmingway or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Many times in literature you can state where the scene is or where the writer is from by the manner the community or society in the literature position athleticss. If you look at the literature that writers produce and where they are from, you will detect a common tendency in all of their work. The cultural heritage of the author affects the position in which they write from or about. The cultural heritage affects the authors perspective in many different ways, among them are stereotypes and the scene of the narrative and the mundane activities that the character go through. Two premier illustrations of how an writers cultural heritage affects the position that they write from is the South African writer Bryce Courtenay and the American writer Ernest Hemingway.Bryce Courtenay was born and raised in South Africa and received his early instruction at that place. He spend the bulk of his adolescent life in South Africa and in his concluding twelvemonth in Africa he spent it in the Cu m ines of Central Africa, before he moved to England to finish his education.1 Courtenay spent his early life in Africa, and the African civilization had a profound affect him. His clip in the Cu mines besides had a acute consequence on him and it is seeable in his authorship, when he wrote about the mines in Africa. In the book The Power of One, Courtenay writes form the position of a immature British male child in South Africa which shows how cultural heritages affects the authors perspective.It is evident that the biass had a amazing affect on Courtenay, particularly with the hate between the Boers, Blacks and the British. Because of the hatred traveling on in South Africa at the clip of his turning up and even today, you can feel a tone of racism in his authorship. # 8220 ; Please, Meneer, he hates great millets ( inkinesss ) merely like you. # 8221 ; 2 Frequently in the book the black are referred to great millets and other derogatory footings. Through the old ages, because of wars and other dissensions the Afrikaners have come to detest the British, and frailty versa and the Blacks in southern Africa have ever been hated of all time since the white Europeans arrived.This hatred started between the British and the Afrikaners when the British first came to Africa during the slave trade. The Boers from Europe, had migrated to Africa for freedom, freedom of faith and of the biass that they faced in Europe. There was peace between the British and the Boers until the Boer democracies were found to be rich in diamonds and gold. Fortune huntsmans, largely British, poured in to interest claims,3 which belonged to the Boers. That is when the tenseness increased. Soon after was the Boer War, and since so there has been a great sum of tenseness and hatred between the British and the Boers. # 8220 ; # 8230 ; he stopped midway down the back street and shouted in Afrikaans, # 8216 ; I # 8217 ; ll acquire you back for this, you rooinek ( cracker, a derogative term f or the English ) bastard. # 8217 ; # 8221 ; 4 Time and clip once more in the book you can experience the tenseness and hatred between each of the groups in South Africa. Another country of his civilization that is present in the book The Power Of One is that of athleticss. There all athleticss all over this book and in his Hagiographas. In the African civilization athleticss are really large. The athleticss which are the biggest in Africa are rugby and pugilism. Both rugger and pugilism are cardinal parts of the African civilization in the book. Boxing is the cardinal focal point of this book as it is immense throughout all of southern Africa and particularly in South Africa where the narrative takes topographic point. It is Courtenay # 8217 ; s turning up in Africa where pugilism is a immense athletics that affected his writing.In many civilizations athleticss is a cardinal portion of their mundane life. This is besides true in South Africa. It # 8217 ; s the athleticss that gi ves them a beginning of amusement. In South Africa at the clip of this narrative, which is during and after World War II, athleticss were one of the biggest signifiers of amusement, the whole society was shaped around the yearss featuring events. For many of the poorer people, like the inkinesss who were enduring from apartheid, athleticss were one of the lone beginnings of amusement. As it is mentioned in the narrative, some inkinesss traveled many of stat mis merely to see Peekay, the chief character of the narrative, fight.You besides see the cultural differences in the book. There seems to be different athleticss for different civilizations. One of the athleticss that is perceived more civilised in the book is rugby. It is played by both the British and the Boers, but non the inkinesss. It is apparent at the clip that the British thought that they were better than the Boers and the inkinesss. The Boers thought that they were better than the inkinesss, and equal to the British. And the inkinesss seemed to cognize their topographic point as the low adult male on the totem pole. So when it came to certain athleticss, non all of those groups were allowed to take part or would participate.When it came to packaging in South Africa, it was reserved to the Boers and the Blacks. And was said that it wasn’t proper for the British to package, but many still did. And when it came to packaging the British and the Boers didn’t even what to contend the inkinesss. Courtenay’s experience in South Africa and their civilization is shown in great item in the story.It is apparent, through this narrative and that of Courtenay’s experience turning up in South Africa and being exposed to their cultural, and everything that comes along it, has affected his authorship. So in fact his cultural herita ge affected his composing position. His cultural heritage being that of South Africa’s. Ernest Hemingway was born in the United States in Illinois, his life-time spanned 63 old ages, and among those old ages he experienced a twosome of wars and a great depression. Hemingway started composing at an early age, after he finished high school Hemingway got a occupation as a newsman on the Kansas City Star. During World War I Hemingway tried to enlist in the armed forces but was rejected because of an old oculus hurt. So he so volunteered as an ambulance driver on the Italian forepart, and in 1918 he was severely wounded. After the war he settled in Paris, France, where he began to compose fiction. Later in life Hemingway was a war letter writer in Spain, China, and Europe during World War II.5 It was during those old ages in the United States and the other states where Hemingway developed his authorship manner. In his travel to those foreign states Hemingway picked up pieces of th eir civilization and their heritage with him. He took their civilization and heritage added to what he had from place. Even thought he traveled a great extent of his life, he still kept his civilization from place with him. It was these cultural experiences that he wrote the most about. Almost all of his different cultural heritage’s affected his composing position. They appeared in virtually everything that he wrote. Bing in these civilizations many times Hemingway had a first manus experience in their patterns. In Hemingway’s instance the facet of a civilization that stuck with him the most was athleticss. Hemingway wrote the most about many athleticss including, hunting, fishing, bullfighting and packaging. All of these athleticss were brought to him by the civilizations that he was sing, and by witnessing these events his composing position was molded.The short narrative by Hemingway entitled â€Å"Fifty Grand† , is about packaging and the patterns that go o n in the American civilization. In the narrative the over-aged welterweight packaging title-holder is set to contend a turn in which he knows he is traveling to lose to the immature challenger.6 So the champ stakes 50 thousand dollars against himself, and in the concluding unit of ammunition of the lucifer, he has the chance to win, but opts to lose and take the 50 expansive. As the Brennan the former title-holder said at the terminal of the narrative, â€Å"It’s amusing how fast you can believe when it means that much money.†7 As in the South African civilization pugilism was really large in the United States, and it is still large today. That narrative reflected the American civilization that was brought up Hemingway. The factor of the American civilization that affected his authorship is the thought of making everything you can for a vaulting horse, no affair what it takes. As it is shown here, the cultural heritage’s in the United States affected Hemingway v astly. No affair where a author is from or where they go to, it seems that they pick up a piece of a civilization. This piece of civilization that they pick up besides seems to work its manner into their authorship, sometimes it merely spots and pieces of the civilization, other times it is on a much larger magnitude. But this piece of cultural heritage ends up impacting the position of the author. Many times it merely a little thing that the author picks up, and sometimes it is more, but no affair how great or how infinitesimal it is, it affects the writer and their authorship. Baker, Carlos. Hemingway The Writer as an Artist. New Jersey: Princeton Publishing, 1952. Compton # 8217 ; s Synergistic Encyclopedia. New York: Compton # 8217 ; s NewMedia, Inc. , 1995. Courtenay, Bryce. The Power of One. New York: Random House, 1989. Hemingway, Ernest. The Snows of Kilimanjaro and other narratives. New York: Scribner, 1961. Magill, Frank N. Cyclopedia of World Authors. New York: Harper A ; Row, Publishing, Incorporated, 1958. Rouit, Earl. Ernest Hemingway 41. New York: Couple Publishers, Inc. , 1963. Young, Philip. Ernest Hemingway a Reconsideration. Pennsylvania: Pennsylvania State Publishing, 1960. 1 Bryce Courtenay, The Power of One ( New York: Random House, 1989 ) 519. 2 Bryce Courtenay 107. 3 Compton # 8217 ; s Synergistic Encyclopedia. ( New York: Compton # 8217 ; s NewMedia, Inc. , 1995 ) . 4 Courtenay 222. 5 Compton # 8217 ; s Synergistic Encyclopedia. 6 Earl Rouit, Ernest Hemingway 41 ( New York: Couple Publishers, Inc. , 1963 ) 61. 7 Ernest Hemingway, The Snows of Kilimanjaro and other narratives ( New York: Scribner, 1961 ) 87.

Wave Power essays

Wave Power essays Visual Impact - Depending on where the conversion facility is placed the visual impact can range from high impact close to the shoreline to a much smaller impact when the facility is placed further from the shoreline. Hydrodynamics - effects on wave climates due to conversion facilities may lead to changes in the shore and shallow sub-tidal areas, and subsequently the plants and animals living in the area. Navigation - the facilities may present navigation hazards to shipping Noise - there is likely to be a noise impact from conversion facilities. This will be more significant for shoreline devices than those situated offshore. Installation Construction - construction of wave energy conversion facilities could lead to the loss of species on the seabed. However, this is not likely to be a long-term impact. Whilst tidal power generation can offer some advantages, including improved transportation due to the development of traffic or rail bridges across estuaries and reduced greenhouse gas emissions by utilising non polluting tidal power in place of fossil fuels, there are also some significant environmental disadvantages which make tidal power less attractive. The construction of a tidal barrage in an estuary will change the tidal level in the basin. This change is difficult to predict, and can result in a lowering or raising of the tidal level. This change will also have a marked effect on the sedimentation and turbidity of the water within the basin. In addition, navigation and recreation can be affected as a result of a sea depth change due to increased sedimentation within the basin. A raising of the tidal level could result in the flooding of the shoreline, which could have an effect on the local marine food chain. The construction of a tidal barrage in an estuary will change the tidal level in the basin. This change is difficult to predict, and can result in a lo ...

Personal Nursing Philosophy Essay Example | Topics and Well Written Essays - 1250 words

Personal Nursing Philosophy - Essay Example In most literature of nursing practice, the paradigm of nursing has been equated to caring, which makes the definition of nursing fit as a hands-on support that is delivered from a nurse or a health professional to a patient, based on medical interventions (Yong, 1998). This paradigm may be said to be a multi-variant paradigm meaning it has several aspects and scopes. For example nursing encompasses the task of a nursing professional to offer help to people and also to help reduce suffering and pain among people. Nursing as a paradigm has therefore been said to have come about as a result of the fundamental reason that people train to be nurses. This means that nursing is rooted in the need for a practicing nurse to seek the wellbeing and improved health of her patient as his or her sole source of satisfaction and reward (Walker et al, 19990). This paradigm was therefore used or employed by making attempts to serve humanity through professional application of medical health. Health: Health has been explained to be a relative state of wellness and wellbeing (Lynn and Oliver, 2003). The term relative is used to depict two major ideas. The first is that health can be interpreted from different perspectives according to the person needing it. A typical example of this is two patients, one of whom is suffering from cancer and the other from malaria. For the patient suffering from cancer may deem a day that he finds himself alive and in less pain as a day that health was achieved. The other patient suffering malaria would also find a day he achieved health as one in which the symptoms of cold and fever were down for him. The other idea of health as being relative is that health is measurable. This means that a person can rate health such as being good, better, best, bad, worse, and so on. This paradigm was employed as a concept of ensuring equality in the provision of health care to people so that at the end of the day, all can enjoy some level of health delivery. Environment: The Environment has been explained to be an embodiment of everything that to the recovery of the patient (Pender et al, 1990). This means that the environment is basically every health and medical phenomenon around the patient. This may therefore include both logistics and human resource. Logistics may refer to the availability of medicines, standardized patient beds, laboratory services, and other tangible materials used in the delivery of health care. Human resources on the other hand may refer to people like laboratory technicians, nurses, doctors, pharmacists and ward attendants. In some

Writing an event Essay Example | Topics and Well Written Essays - 1000 words

Writing an event - Essay Example The intricacies of a busy family life then was the culprit for my entering school almost two months after the official opening of classes. I gathered, they just forgot. I can still remember the fear I have inside with my heart throbbing ferociously. There I was in my crisp new uniform with a heavy bag loaded with books sheepishly creeping in the classroom accompanied by my mother. Her warm hands clasp my cold sweaty palms. There she was, the teacher, smiling and beckoning me to her side. She briefly made a short, rather loud introduction in front of those staring, rather, glaring eyes attached to little children seated in their respective desks. I somehow wondered how in the world did I get an instant desk. And how come they all seem to know each other – whispering to each other (aloud) –when I could hardly recognize any of them? My mother started to bid me goodbye but I refused to get my sweaty hand’s grasp out of her warm palm. No, mommy! Don’t leave me here with these strangers all staring at me like I am some alien from another world – so I thought. With relentless reassurance from Miss Cruz (who started to take my hand off from my mother) and my mom who promised she would stay only outside the classroom where I can still see her and wait until classes are over – did I finally succumb. Anyway, they added, recess is almost near. What is the world does that mean? I wondered. After being seated, a girl right beside my desk, in braids and spectacles, Rebecca, started to talk to me. She asked me what my name was and offered to assist me in the topic they were discussing when my entrance rudely interrupted them. She appeared friendly and her spectacles prevented me from seeing her stare. After that tragic, drastic, nerve-wrecking day, as a naà ¯ve girl of five, I started my academic journey of which until now, several challenging years after, I still

Homr Work Essay Example | Topics and Well Written Essays - 750 words

Homr Work - Essay Example where an independent contractor meets the requirements set by IRS for an employee, the company can be required to make a number of costly interventions. Firstly, according to the provisions of Fair Labor Standards Act, the employer may be required to pay wages to the workers; this may include all the employee benefits such as overtime payments, health insurance and retirement benefits among others. Secondly, the company may be required to pay all the penalties and taxes for unemployment, employees’ income taxes, social security, and Medicare to both the federal and the state governments. Thirdly, the employer is required to meet all the necessary compensations that are misclassified for any employee that is injured in the course of work. In view of these consequences, the employer should state clearly whether the workers are employees or independent contractors as well defined by the IRS Publication 937. As an advisor to Friendly Cab Company, the level of control against the workers out rightly makes them be considered as employees. The company seems to have full control over the workers, an aspect that should not be the case as provided by IRS. The workers should be allowed to choose their dress code, they should have the freewill to place advertisements, they should have the freedom to contact customers directly through their cell phones, and they should be allowed the entrepreneurial freedom such as employing others. These restrictions makes the drivers to be independent from the employer as it is should be the case for independent contractors. In addition to these, training for the workers should be guided by the principles of the business and not the needs of employer. This too adds to the level of control that the employer has upon the drivers. If this level of control is eliminated, then the drivers would operate as independent contractors. The company is obliged to change the following in order to ensure that its workers are fully considered as

Should All Children be Included in Mainstream Schools?

Should All Children be Included in Mainstream Schools? The following paper shall discuss the educational provisions available for students with profound and complex needs. Such individuals have severe cognitive and neurological dysfunctions, which at times are also accompanied by sensory impairments. Their intellectual level cannot be thoroughly assessed. They form a vulnerable group of persons who are in need of constant assistance, even to perform the most basic needs of feeding and personal hygiene (Arthur-Kelly et. al., 2008). So what should be taught to the members of this group? Is it meaningful to follow the national curriculum? Or should it be modified? What teaching approaches should be used in order to maximise their learning and awareness? Can these approaches be used in ordinary classes? And if so, will it impact negatively on the other non-disabled students? Should they be included in mainstream schools? These are some of the pungent and yet delicate arguments which shall be tackled in the following paragraphs. Section A A1. What is Inclusive Education? Article 26, of the Universal Declaration of Human Rights, states that education is a fundamental right of every human being (United Nations, 1948). The right to education is embraced by all since it opens the gates for employment opportunities; enhances the quality of life; gives empowerment to the individual; and promotes equity in society (Peters, 2007). All children should have access to an appropriate education that affords them the opportunity to achieve their personal potential (DfES 2001b:2) Inclusive education refers to the education of special education needs (SEN) students together with their non-disabled peers in mainstream education schools. It values the right of all students to receive quality education with equal opportunities; whereby they can participate in meaningful learning and hence develop their full potential (Peters, 2007:99). Such schools shift their focus from the concept of disability and work to remove barriers of participation for all students (Barton Armstrong, 2001 as cited in Ypinazar Pagliano, 2004). The goal of inclusion is not to erase differences, but to enable all students to belong within an educational community that validates and values their individuality (Stainback et. al., 1994) A primary document which, identified that the way forward to reach education for all is through inclusive education, was the Salamanca Statement in 1994. It declares that every child is diverse in his or her abilities and is therefore unique. It goes on to say that primarily: Every child has a fundamental right to education, and must be given the opportunity to achieve and maintain an acceptable level of learning .. Those with special educational needs must have access to regular schools which should accommodate them within a child-centred pedagogy capable of meeting these needs (UNESCO, 1994, para 2 pp: viii) The philosophy of the Salamanca Statement is underpinned by the social model of disability; whereby learning difficulties are not considered as the problem to educational exclusion, but rather that the general education system needs to be responsive to the needs of all students (Peters, 2007). A2. Historical Overview in the UK Gone are the days when children with physical and intellectual impairment were labelled as being ineducable, idiots, or defective; and hence segregated away into asylums for imbeciles (Pickles, 2004). The situation started to take a better turn with the 1944 Education Act. It stated that disabled children had the right to receive an education tailored according to their needs, however, this had to be done in special settings; segregated away from their families and the rest of the community (Pickles, 2004). The Warnock Report in 1978 coined the term special education needs (SEN); a term which included all those children who had some type of intellectual and/or physical disabilities. The report was a key point in the history of inclusive education. The 1981 Education Act followed it. Both reports introduced a multi-disciplinary approach; whereby representatives from the Education, Health and Social Services sectors, teamed up in order to draw an accurate profile of the child, such that whenever possible the child was included in mainstream classes. The Act also empowered the parents or guardians in deciding on the type of education provision for their children. This legislation brought about a change in the composition of special schools. More children with mild to moderate needs started to attend mainstream schools, leaving their peers with profound and complex needs segregated in special schools (Pickles, 2004). Another two reports followed in 1992, in order to review the objectives of the 1981 Education Act. However, the Green paper, Excellence for All Children (DfEE, 1997) and subsequently the White Paper Program for Action (DfEE, 1998) were decisive, for these brought about the movement of the majority of SEN students into mainstream schools. The papers also addressed the financial resources of schools; and hence saw to the improved standards in all schools. A3. Inclusive Education at the turn of the 21st century The Special Educational Needs and Disability Act in 2001, together with The Special Educational Needs Code of Practice (DfES, 2001) were introduced, and emphasised the importance that local education authorities (LEAs) should conform to the parents choice of schooling provision, except when the school: . is unsuitable to the childs age, ability, aptitude or special educational needs, or the placement would be incompatible with the efficient education of the other children with whom the child would be educated, or with the efficient use of resources (DfES, 2001:107) The SEN Code of practice coined the idea of Special Educational Needs Co-ordinators (SENCO), in order to work closely with teachers and parents to the best possible educational outcome for the SEN student and drawing up and Individual Educational Plan (IEP). Removing Barriers to Achievements (DfES, 2004) followed, strengthening inclusive approaches in schools and promoting early intervention programmes. It states that: All teachers should expect to teach children with SEN and all schools should play their part in educating children from their local community, whatever their background or ability (DfES, 2004:5) The policy promotes further use of assessment tools; where at the age of five the child is assessed in order to move on to formal schooling. The assessment is based on the Early Learning Goals. However these 13 goals are not classified enough to include the progress made by those children with profound and complex needs, who may also have additional sensory impairment. Therefore its inclusive nature is very much contested (University of Manchester, 20009). In 2006, the Report of the Teaching and Learning in 2020 Review Group stressed the importance of personalised learning as the way forward. Personalised learning means: Taking a more structured and responsive approach to each childs learning, so that all pupils are able to progress, achieve and participate. (DfES, 2006:41) This approach is important for the progress of all student; especially those with SEN and in particular those with profound and complex needs. Section BB1. Special and Mainstream Schools Should they join forces? The perceived divergence between special and mainstream schools should be reduced such that inclusion becomes a shared concept, and eventually the policies practiced in ordinary schools are adapted as to provide for the collective interests and educational needs of all students (Zelaieta in Armstrong Moore, 2004:33). At the turn of the century, the government has assigned a new role for special schools; whereby these have to be: outward looking centres of excellence working with their mainstream partners and other special schools to support the development of inclusion. (DfES, 2001:23) Mittler (2000, as cited in Rose Howley, 2007) believes that the role of special schools in providing educational services for those students with profound and complex needs has been and still is, of extreme importance. Yet, today, it is widely accepted that pupils are referred to special schools only when mainstream schooling does not cater for their educational needs. Improved cooperation between mainstream schools and special schools, has led to partnerships being established in order to help the transition of students from special schools to ordinary schools (Rose Coles, 2002 as cited in Rose Howley, 2007). Such collaboration is to the advantage of those teachers in mainstream schools who are willing to learn from the expertise of those who work with students with special educational needs (McLeod, 2001 as cited in Rose Howley, 2007). As they work closely together there will be more sharing of ideas and resources, ultimately to the benefit of all the students. The DfES Report of the Special Schools Working Group states that: Special schools have a vast wealth of knowledge, skills and experience which, if harnessed, unlocked and effectively utilised by mainstream schools, can help ensure that inclusion is a success. (DfES 2003b: 6 as cited in Cheminais, 2003:4) As Cheminais puts it, one size will never fit all (2003:5). She believes that as long as there is diversity of needs, special schools cannot be all closed down. She looks at inclusion from a realistic point of view; one which backs the notion that a small minority of students, usually those with severe and complex disabilities, will always necessitate special educational provisions in particular settings. B2. To be included, or not to be? Advocates of inclusion affirm that: the special education system is a key element in the creation and perpetuation of the social oppression of disabled people (Barnes, Mercer Shakespeare 1999:104) Butterfield and Arthur (1995, as cited in Arthur-Kelly et. al., 2008) stressed the importance that students with profound and complex needs should experience meaningful communication experiences both from their peers and teachers. Such communicative interactions could only be achieved in inclusive settings, whereby non-disabled peers could connect with them. An inclusive classroom could set the grounds for meaningful communication, and it is the best social forum for experiences such as turn-taking, requesting and greeting (Arthur-Kelly et. al., 2008:163). In fact, in his study, Foreman et. al., (2004, as cited in Arthur-Kelly et. al., 2008) concluded that inclusive settings further increase peer interaction and engagements for students with PCLD when compared to those students attending special schools. Moreover, Ypinazar and Pagliano (2004) retain that the segregation of SEN students in special schools accentuates their disability identity and hence the stigma of labelling. However, Knight (1999) argues that stigmatisation will not vanish just by placing a student with PCLD in a regular classroom. Peers need to be taught how to accept their difference and move beyond. Inclusion is far more than just about the location of a childs school placement (DfES, 2004 as cited in Runswick-Cole, 2008:174) MacKay (2002, as cited in Armstrong and Moore, 2004) believes that there might be cases where inclusion is not always appropriate; especially in the case of those students with severe and complex learning difficulties. When the mainstream school does not meet the needs of the SEN pupil, it would be highly irresponsible to allow the child attend such a school; such a situation leads to the build up of pressure both on the pupil and teachers alike. John MacBeath, a Professor at the University of Cambridge, recently declared that mainstream classes can be a form of abuse (BBC News, 2006). He affirms that: Physically sitting in a classroom is not inclusion. Children can be excluded by sitting in a classroom that is not meeting their needs. (BBC News, 2006) And in fact Peters (2007) argues that inclusion is more than just the physical presence; it means flexible curriculum for some students; teachers who are willing and prepared to welcome an array of abilities; and a welcoming school community. In 2002, Hanafin and her colleagues concluded that mainstream education does not fulfil the concept of inclusion. They feel that mainstream education is set up on a flawed notion of intelligence and is crippling the learning process of many students (Hanafin, Shevlin Flynn, 2002:410). Giving that the national curriculum is primarily based on linguistic and mathematical skills, those students who are not as proficient in these areas are going to find extremely difficult to cope. Whereas, if the formal curriculum had to give further importance to other subjects which do not require such skills, such as art, music and drama; then all learners would benefit. Moreover, learning and assessment depend on the ability to read and write; those students with severe disabilities, whose abilities are undeveloped if not completely absent, are at a disadvantage. As Camiletti (1996) puts it, SEN students constantly have to rely for learning on their weakest resources (as cited in Hanafin et. al., 2 002:417). Young people with severe/profound intellectual disabilities are often excluded from meaningful participation in mainstream education. As a result they rarely have an opportunity to interact with their non-disabled peers. and remain an isolated and marginalised group. (Shevlin OMoore, 2000, as cited in Gibson et. al., 2005:23) Norwich goes on to say that this issue of student placement and location of provisions is a huge dilemma, especially in the case of students with profound and complex disabilities. If these children are educated in mainstream schools it is very likely that they will not have access to appropriate resources and facilities; if on the other hand they receive their education at special schools it is likely that they will not have meaningful interactions and thus feel excluded by their peers (Norwich 2007a as cited in Norwich 2008). From his study (2007), Norwich concludes that inclusion can have its negative aspects as well. The study revealed that sometimes severely disabled students are made to feel unwelcome as their peers do not accept them as their friends, with the result that they feel excluded in their own class. Moreover their learning process can also be compromised by lack of teacher training and appropriate resources, as well as poor attitudes from the teachers side. B3. Has inclusion gone too far? The extent to which inclusion can be implemented still remains debatable. Baroness Warnock (2005) criticised the government for putting children with special educational needs in one scale. There isnt a single group of children with SEN; every child is an individual with his or her unique learning difficulty, and it is wrong to categorise children with SEN and those without. The term SEN covers a broad spectrum of learning difficulties and needs, which need to be addressed on an individual basis when planning the Individual Educational Programme. The needs of a child with cerebral palsy who is wheelchair bound differ widely from those of a child with Aspergers syndrome. Mercer (1997, as cited in Knight, 1999) argues that students with profound and complex disabilities may not benefit from inclusive classrooms, since their need of highly specialised services, such as physiotherapy or speech therapy will not be catered for in regular classes. The lack of such provisions will negatively affect the learning potential of these students. In fact there are situations where inclusion has a counter effect; that of exclusion, since the needs of the child are not being met while in the regular classroom (Knight, 1999). These views are also reflected by some teachers, who when interviewed said: I dont think it [inclusion] is realistic because a mainstream school doesnt have facilities to meet their needs and the variety of different things they need like physio, speech and medical needs (Simmons Bayliss, 2007:22) Baroness Warnock, who coined the idea of inclusive education more than three decades ago, has now criticised the extent to which inclusion policy has been carried. In her report Special Educational Needs: a new look, she criticises the fact that special schools are closing down with the result that students have no choice but to attend a mainstream schools, which fails to meet their needs. She goes on to say that special schools should still play an important and ongoing role in the lives of those students who need special provisions (House of Commons Education and Skills Committee, 2005/6). Baroness Warnock adds that the concept of inclusion has gone too far. She rejects the idea that for effective inclusion all students need to be under the same roof at all times. She believes that students with special educational needs should be included in the common educational enterprise of learning, wherever they learn best (Warnock, 2005 as cited in Norwich 2008:137). This idea is further reinforced by the Centre for the Study of Inclusive Education (CSIE) who accepts the notion that SEN students can spend part of their time outside the regular classroom, as long as it is for a limited period of time and the student is engaged in meaningful learning sessions. Time spent out of the ordinary classroom for appropriate individual or group work on a part time basis is not segregation . provided it is time limited for a specified purpose. (Thomas Vaughn, 2004:137 as cited in Norwich 2008:137) Moreover, despite the increasing numbers of SEN students attending mainstream schools and actually doing good progress; in 2004, the Office for Standard in Education (OFSTED) reported that schools in England and Wales still lack the required preparation, skills and resources in order to cater effectively for the needs of SEN students (Rix et.al., 2009). In fact statistics show that while in 1974, 1.3 per cent of the school population attended special schools; in 2004 there was just a slight change in the amount, with 1.1 per cent of the school population still attending special schools (DfES 2006 as cited in Runswick-Cole, 2008). This hints that maybe mainstream schools still leave much to be desired! B3. Teacher training The issue of lack of teacher training has been addressed by several scholars. According to Forlin (2001, as cited in Florian, 2008) it is one of the principal barriers to inclusion. Cook and Schirmer tried to identify what is special about special education (2003 as cited in Florian, 2008:204). In their study they explained that the same teaching methods used with SEN students are as effective when used with students who have no learning difficulties. Hence, Lewis and Norwich (2005 as cited in Florian, 2008) proposed the idea that teaching approaches should be designed in a ladder-like spectrum from high to low levels, so as to reach all, from the most gifted to the least; rather than designed according to one particular type of learning disability. Moreover, Florian is confident that most of the teachers, irrespective whether they teach in mainstream or special schools, have enough knowledge and skills to teach all children; all they need to do is to have the courage to put their expertise into practice (Florian, 2008). Florian (2008) looked in depth at the role of teachers as an influential factor in the success of inclusion. Teachers have to be aware that not all students are the same, and therefore it is in their responsibility to ensure that every student is participating in classroom activities. It is very worrying that OFSTED Reports in 2004 showed that teachers are still reluctant to perform the necessary adaptations to the national curriculum to include all learners (as cited in Runswick-Cole, 2008). School observations in mainstream classes conducted by Simmons and Bayliss (2007) confirmed that various teachers struggled to meet the needs of those children with profound and complex disabilities. One teacher clearly stated that: if staff want to learn more, then its up to them personally to join a course off their own back though we dont have time to do that at the moment (Simmons Bayliss, 2007:21) In my opinion it all burns down to attitude; teachers need to focus on the potential of children with PMLD rather than on their impairment (Peters, 2007). A study conducted by Higgins and colleagues (2009) showed how one primary school principal felt about her school: there is a family type environment here. weve got the buddy system up and running. I do something on values at assembly each week. the big children also learn [to be inclusive] from the school staff. thats how we are here (Higgins et. al., 2009:482) This proves that if the teachers attitudes are positive then inclusion is possible. As Hart et. al., (2004) put it: things can change, and change for the better on the basis of what teachers do in the present (Hart et. al., 2004 as cited in Florian, 2008:203) B4. The Role of Parents Parents usually have the arduous task of having to choose the type of educational provision for their child. Those parents who value socialisation tend to choose mainstream schooling (Duhaney Salend 2000, as cited in Flewitt Nindt, 2007); while those who prioritise on academic performance tend to opt for a continuum of services (Palmer et. al., 1998 as cited in Flewitt Nindt, 2007). However, a recent study by Flewitt and Nindt (2007) showed that nowadays the prevalence of parents opting to combine both inclusive and special education is increasing steadily. It seems that in the majority of the cases this combination worked very well for the children; and the parents were happy that their child is enjoying healthy peer interaction in the inclusive classroom while at the same time benefit from adequate resources at the special school. One parent said we had no hesitation about combined placement it just evolved (Flewitt Nind, 2007:434). Yet, some of the parents in the study were concerned about the possibility that this combination would ultimately cause confusion since the child would be attending two different settings. The choice of combining two educational provisions clearly shows that parents are looking for an ideal situation, and this ideal cannot be found in either one of the provisions alone. In their study Flewitt and Nind (2007) found that a common reasoning expressed by parents was: The child would get the best of both worlds. Copying healthy children and mixing with them socially, but also getting pyhsio, and physical support and exercise they needed to improve (Flewitt Nind, 2007:436) This point is further examined by Zelaieta, where she points out that since ordinary schools are not yet equipped to provide for the needs of all students; some SEN students have to attend two different schools, unlike the rest of the population. She proposes that special schools should change their approach, and instead of operating as individual bodies, start working towards an inclusive policy; since, she believes, ultimately these will fade out and mainstream schools [shall] transform themselves into communities for all learners (Zelaieta in Armstrong Moore, 2004:41). Richard a father to a severely disabled child relates his story: At this stage, we were frightfully keen, realising he was different and so, still trying to include him in the local community but he was being sort of parked in a corridor and he was actually being quite literally excluded because he was at the [local] primary school. So we started looking at special. (As cited in Runswick-Cole, 2008:178) It is a pity that the reason that drives parents to opt for special schools is one of a sense of exclusion and uncertainty from regular schools. In his study, Runswick-Cole (2008) observed that some parents had to abandon their original premise of sending their children in mainstream schools, due to attitudinal barriers present in the regular educational settings. Parents looked for a welcoming environment where their children could feel fully included, and for some special schools provided such safe and friendly environment. Conclusion Setting up educational provisions capable of supporting all learners, including those with disabilities is not an easy task. Educators are expected to respond to student diversity, through a range of educational approaches. New teaching approaches, such as the use of Augmentative and Alternative Communication devices, enabled the effective participation and learning of those students who previously were unable to access the curriculum (Rose Howley, 2007). By right every child should have access to mainstream schooling. Choosing whether the child shall attend mainstream or special schools depends on the parents preferences and the childs needs. Students with mild and moderate learning disabilities are increasingly being educated in mainstream schools. Special schools with their supported environment are most often seen as the best option for those with profound and complex needs. There are parents who choose to combine both provisions in order to find the ideal educational setting for their child. James, a boy with cerebral palsy attends a combined setting. He says: If I was born 20 years ago I might not have had the opportunity to go to a mainstream school. I wouldnt have had the friends Ive got now, so things have got a lot better, but we have got a long way to go. (House of Commons Education and Skills Committee, 2006:37) Inclusion develops a greater sense of diversity, and helps society in general to learn that despite such differences all individuals have equal rights (Millar Morton, 2007). . regular schools with this inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities , building an inclusive society and achieving education for all. (UNESCO, 1994, para 2 pp: ix) ReferencesArmstrong F., Moore M., (2004) Action Research for Inclusive Education: changing places, changing practice, changing minds. RoutledgeFalmer, London Arthur-Kelly M, Foreman P., Bennett D., Pascoe S., (2008) Interaction, Inclusion and students with profound and multiple disabilities: towards an agenda for research and practice. Journal of Research in Special Educational Needs. Vol. 8 issue 3:161-166 Barnes C., Mercer G., Shakespeare T., (1999) Exploring Disability: a sociological introduction. Polity Press, Cambridge Department for Education and Employment (DfEE) (1997) Excellence for All Children: meeting special educational needs. DfEE Publications Department for Education and Employment (DfEE) (1998) Meeting Special Educational Needs: A Programme for Action. DfEE Publications Department for Education and Skills (DfES). (2001). Special Educational needs and Disability Act 2001. DfES Publications Department for Education and Skills (DfES). (2001b) Special Educational Needs Code of Practice. DfES Publications Department for Education and Skills (DfES). (2004b) Removing Barriers to Achievement The Governments Strategy for Special Educational Needs. DfES Publications. Department for Education and Skills (DfES). (2006)Teaching and Learning in 2020 Review. DfES Publications Flewitt R., Nind M., (2007) Parents choosing to combine special and inclusive early years settings: the best of both worlds? European Journal of Special Needs Education, Vol. 22, Issue 4:425-441 Florian L., (2008) Special and inclusive education: future trends. British Journal of Special Education Needs, Vol. 35, Issue 4:202-208 Gibson S., Blandford S., (2005) Managing Special Educational Needs: a practical guide for primary and secondary schools. Sage Publications, London Hanafin J., Shevlin M., Flynn M., (2002) Responding to student diversity: lessons from the margin. Pedagogy, Culture and Society, Vol. 10, Issue 3:409-423 Higgins N., MacArthur J., Kelly B., (2009) Including disabled children at school: is it really simple as a, c, d.? International Journal of Inclusive Education, Vol. 13 Issue 5:471-487 House of Commons Education and Skills Committee (2006) Special Educational Needs, Third Report of Session, Vol. 1, House of Commons, London Knight B. A., (1999) Towards inclusion of students with special educational needs in the regular classroom. Support for Learning Vol. 14 issue 1:3-7 Millar R., Morton M., (2007) Bridging two worlds: special education and curriculum policy. International Journal of Inclusive Education, Vol. 11, Issue 2:163-176 Norwich B., (2008) What future for special schools and inclusion? Conceptual and professional perspectives. British Journal of Special Education, Vol. 35, Issue 3:136-143 Peters S., (2007) Education for All? : A historical analysis of international inclusive education policy and individuals with disability. Journal of Disability Policy Studies, Vol. 18 Issue 2:98-108 Rose R., Howley M., (2007) The Practical Guide to Special Educational Needs in Inclusive Primary Classrooms. Sage Publications, London UK Runswick-Cole K., (2008) Between a rock and a hard place: parents attitudes to the inclusion of children with special educational needs in mainstream and special schools. British Journal of Special Education. Vol. 35 Issue 3:173-180 Simmons B., Bayliss P., (2007) The role of special schools for children with profound and multtple learning difficulties: is segregation always best? British Journal of Special Education. Vol. 34 issue 1:19-24 United Nations Educational, Scientific and Cultural Organisation (UNESCO) (1994) The Salamanca Statement and framework for action on special needs education. Paris: Author University of Manchester (2009) Profound and Complex Learning Disability: Education Child and Adult Issues, Sections 6 to 9. Unpublished course unit resource for PCLD programmes. Manchester: University of Manchester Warnock, M. (1978) Special Educational Needs. Report of the Committee of Enquiry into the Education of Handicapped Children and Young People. Department of Education and Science. London: Her Majestys Stationery Office Ypinazar V., Pagliano P., (2004) Seeking inclusive education: disrupting boundaries of special and regular education. International Journal of Inclusive Education, Vol. 8 Issue 4:423-442 Zelaieta P., (2004) From confusion to collaboration: can special schools contribute to developing inclusive practices in mainstream schools? In: Armstrong F., Moore M., (Eds) Action Research for inclusive education: changing places, changing practices, changing minds. London, Routledge Falmer.

Essay --

This part discusses the key findings found in the previous chapter and relates in to the literature review section of this research. All of the research objectives were met and research questions had definite conclusive answers. The information gotten from the questionnaires appears in a flow linking all research objectives together and answering all research questions which will be discussed and analysed below one after the other. Objective 1 To understand innovation and how its absence leads to the failure of businesses Innovation is a change in technology, source of organizational renewal & growth and the primary source of competitive advantage (Porter 1990). Question 10 & 11 gives us some understanding of innovation and Question 7 & 8 gives leads on how lack of innovation can lead to business failure. Questions 10 required respondents to say the propose direction they think innovation should be directed to. 17 respondents were of the opinion that innovation should be inspired from employees and those at the bottom of the organisational hierarchy because they are in constant discussion with customers. Those at the bottom like employees at the customer service know a lot more about customer’s needs, wants and complains compared to the knowledge top management has about customers. 3 of the respondents were of the opinion that management has more experience, exposure and business knowledge as compared to lower level employees and so should influence innovation and then get employees execute it. This approach is usually not the best because management are not in direct contact with customers and so influencing innovation will be like dictation what employees should offer customers. 26 respondents said management should influenc... ...they want to innovate because the goods and/or services they want to produce are for the customers. If management innovates without customers consent, they may manufacture something customers don’t want and they product and/or service will not be accepted which will mean wasted resources producing them. Despite the important role customers play in innovation, famous leaders like Steve Jobs of Apple and Henry Ford of Ford don’t see the importance of taking customer’s opinion into consideration when innovating. Question 9 asked whether customers should be taken into consideration when an organisation wants to innovate. 72% of respondents strongly agreed that customers should be considered, 26% agreed, 2% disagreed and no one was neutral or strongly disagreed. This study proves that customers are a vital part of an organisation especially when innovation is concerned.

Global Analysis

Globalization has been impacting and changing countries' economies, cultures, and politics. In this research, we Just focus on the impacts of globalization on the economies of countries over the world. In term of economy, there are not borders between countries. Laborers and goods are exchanged between countries, which leads to not only the competitions between corporations of countries, but also the competitions between laborers.Countries around the world gain a lot of opportunities as well as challenges when applying globalization strategy. There are a lot of ways to define the terminology globalization. According to the book named International Management edition 8th (The McGraw-Hill Companies, Inc, 2012- p. 6), globalization can be defined as the process of social, political, economic, cultural, and technological integration among countries around the world. Globalization is also defined as the process of international integration arising from the interchange of world views, prod ucts, ideas, and other aspects of culture.The appearance of globalization creates many chances and challenges for many countries around the world. To clarify the importance of globalization as well as its impacts on the economies of countries around the world, we need to response and analyze the following questions: 1 . How has globalization changed competition in businesses? 2. How has globalization changed the work environment within companies? 3. How has globalization changed career opportunities for the current generation? 4. How can you take advantage of globalization in your career plans?To answer completely those questions and to analyze profoundly the results of globalization can help us clarify the impact of globalization on the countries' economies and their laborers. How has globalization changed competition in businesses? A business with local laborers or with domestic technologies only creates local products and low revenues. The appearance of the globalization in a bus iness makes the laborers in that business become variable, and leads to the using of foreign and modern technologies in operating that business.The using of foreign laborers will decrease the cost of producing. Therefore, the cost of a complete product will completely decrease. As we see, corporations not only compete by paying high salary for employees, but also compete in finding new and cheap laborer markets which are Asian markets, especially India, China, Bangladesh, Vietnam, etc. The proof of competing in business by exploiting foreign labor is the hiring China's workers of manufacturing Apple's devices. Apple Inc. Gains competitiveness over other corporations by making use of China laborers.The laborers in China are very cheap and crowded. Therefore, Apple Inc. Can produce tons of its devices at very cheap prices. Another example is related to textile industry. Many big and famous fashion brands such as Tommy, Nautical, Nikkei, or Aids make use of foreign textile corporations in India, Bangladesh or Vietnam. The using of foreign laborers of those famous brands also creates the competitiveness between hired textile corporations. That is the competitiveness of the salary, work condition, and insurance policies for employees between hired textile corporations.Globalization also creates the technological competitiveness between corporations. Nowadays, consumers are interested in online shopping because it is comfortable, cheap, and fast. Therefore, online retailers or sale corporations always improve their technologies to satisfy the demands of consumers. The development of technologies leads to the development of the consumers' demands. More and more consumers around the world desire to shop internationally, and therefore multinational retailers also develop their information systems to provide their customers with qualified products in timely manner.According to a consumer survey, ninety six percent of responders say they shop online for convenience. Eigh ty percent of them shop online for price, and eighty nine percent of them think that shopping online is easier than shopping in person. As we see, the demand of shopping online is so huge, therefore the competitiveness between domestic or overseas retailers is really stressful. As we know, there are any organizations related to globalization, such as World Trade Organization (WTFO), Europe Union (ELI). The countries in those organizations are freely tariff to exchange products.Therefore corporations in those countries also compete to survive in the market. They create a new competitiveness, local corporations against foreign corporations. How has globalization changed the work environment within companies? Along with the change of competitive in businesses, globalization changes the work environment within companies. Globalization brings companies employees who come from many countries around the world. Those employees have different cultures, life styles and ethics. In multinationa l companies employees and managers have to find the common characters to work with each other.Managers will feel a little difficult to announce a policy, or employees feel weird when they corporate with their colleagues. Those are challenges which managers and employees have to deal with while working in a multinational companies. Globalization also improves the condition of working in companies which locate in developing countries. For example, when some famous fashion corporations want to have textile corporations in Vietnam recess their clothes, those famous corporations always require textile corporations in Vietnam that the employees have to work in a cool place, or clean air.Employees have to be bought insurance, or employees have to be completely protected when disasters occur. As we can see, globalization partly develops the working place within companies. In addition, globalization changes some common behaviors of someone in companies. In multinational companies, there are employees coming from different backgrounds. Therefore, employees have to learn the difference of cultures f the other to have accurate behaviors, and to exclude discrimination or racist. There are a lot of things changed in workplace when globalization appears.They are the changes of work conditions, salaries, and behaviors of employees. How has globalization changed career opportunities for the current generation? When globalization appears, there are many challenges as well as opportunities for the current generation. Current generation will have many choices for their careers because there are a lot of companies around the world waiting for them. People who come from the U. S or Europe will easily get the Job from international companies cause they are well educated and really active.In Asia, current generation also has a great chance to pick their Jobs themselves because there are a lot of foreign companies investing in this continent. Especially in China, Vietnam, India, or In donesia, young laborers have great opportunities to be admitted in multinational companies. Young laborers in Asia are patient, hard-working, and they often admit the low salary standard compared to the salary of laborers in the U. S. Therefore, multinational companies really like to hire Asian laborers. Because of that situation, some other young local laborers will be in trouble.They will be unemployed because of other cheap, good, and patient laborers. In short, globalization brings huge opportunities career for those who are active, quickly adopted, and qualified. It also makes some trouble for laborers who are not updated and well trained. How can you take advantage of globalization in your career plans? To be an international student, I think I am a quickly adopted person. Therefore globalization helps me have more chances to be admitted in multinational companies. I intend to work for an American company. I think they need someone productive, and active like me.In addition, t here are many U. S companies in Vietnam, and I believe that they need someone who has the experience in the U. S working styles and has the Asian background to adopt in Vietnam workplace. I think that globalization brings me a chance to work in multinational companies which locate in my country. I intend to work for a multinational company, and I really want to proceed it in my country. In my opinion, globalization helps me to proceed it. As we can see globalization has a great impact on the economy. It changes the competitive in business, the work environment, and impacts on current generation.Globalization is the good chance for developing countries to integrate in the world, and it is also the challenge for develop countries to compete against emerging markets of developing countries.