Modern Changes in International Equity Markets Essay -- essays papers

Modern Changes in International Equity Markets Few things, you might think, are as enduring as a national stock exchange. From pillared entrance to pulsating floor, they display an institutional solidarity that can surely defy forces for change. And yet most of the world’s bourses are now in turmoil, as they scrabble to be seen making alliances or mergers, to fend off electronic competitors, or simply to survive. Even New York, the biggest of the lot, is worried: while London, the biggest in Europe, seems to lurch from one misstep to another. (The Economist, 17th June 2000). These missteps have come about from a number of structural changes that have, and are still occurring within national, and global economic environments. A major change is with mergers of many equity and derivative markets, Switzerland 1993, Germany 1994, Netherlands, Finland, France and Austria in 1997. (Bank Of England, 1999). This and other changes such as cross member ship agreements and new parallel links between exchanges, have, and still ar e creating and manipulating the international markets. The essay will then explain why these changes have occurred, looking in depth at technology advances, technology and scale of economies, technology and competition, cross border investment, globalisation and new role taken by finical intermediaries, providing specific examples of these changes seen with current examples. The essay will conclude with a brief summary of what the larger markets are doing to combat this changes. There have been two major structural changes in markets over the past decades. The first of which is the mergers between equity and derivative exchanges within countries and secondly the new types of links, created by technological advances between exchanges. Firstly mergers between equity and derivative markets like the aforementioned Swiss, German, French, Netherlands, Finnish and Austrian markets. It also should be noted other links now exist, or soon will, like the Hong Kong Stock Exchange and the Hong Kong Futures Exchange, and between the Australian Stock Exchange and the Sydney Futures Exchange. Also there are new platforms being formed, especially within Europe, which provide a parallel link between exchanges that list similar products. This is seen with Sweden’s OM/OMLx and Norway’s Oslo Stock exchange developed a shared trading-platform for eq... ...ank of New York, vol 5, July, pp9-28 Chelley-Steely, P. L. (2000). â€Å"Interdependence of international equity market volatility†, Applied Economics, vol. 7, May, pp. 341-346 Clementi, D. (2001). â€Å"Current threats to global financial stability†: a European view’ Bank of England. Quarterly Bulletin, vol. 41, spring, pp.129-176 Kosterlitz, J. (2000). â€Å"Levvitt to markets†: Adapt or suffer’ National Journal, vol 32, February, pp.531-534 Millner, B. (2000). â€Å"NASDAQ north†, Barron’s, vol. 80, July, pp. 25-29 Rafferty, M., (2000). â€Å"Finical Markets in Transition†: Globalisation, Investment and Economic Growth’, Journal of International Business Studies, Vol. 31, First Quarter, pp. 193-197 The Economist. (2000). â€Å"Running into trouble†, 17th June, pp. 87 The Economist. (2000). â€Å"Stock Exchanges†: The battle for efficient markets’. 17th June, pp. 80-82 The Economist. (2000). â€Å"Tomorrow’s Stock markets†, 17th June, pp.17-18 Viney, C. (2000) Financial Institutions, Instruments and Markets, Roseville N.S.W., McGraw-Hill Williamson, C., (1999). â€Å"Structural Changes in exchange†: traded markets’, Bank of England. Quarterly Bulletin. Vol. 39, May, pp. 202-208 Modern Changes in International Equity Markets Essay -- essays papers Modern Changes in International Equity Markets Few things, you might think, are as enduring as a national stock exchange. From pillared entrance to pulsating floor, they display an institutional solidarity that can surely defy forces for change. And yet most of the world’s bourses are now in turmoil, as they scrabble to be seen making alliances or mergers, to fend off electronic competitors, or simply to survive. Even New York, the biggest of the lot, is worried: while London, the biggest in Europe, seems to lurch from one misstep to another. (The Economist, 17th June 2000). These missteps have come about from a number of structural changes that have, and are still occurring within national, and global economic environments. A major change is with mergers of many equity and derivative markets, Switzerland 1993, Germany 1994, Netherlands, Finland, France and Austria in 1997. (Bank Of England, 1999). This and other changes such as cross member ship agreements and new parallel links between exchanges, have, and still ar e creating and manipulating the international markets. The essay will then explain why these changes have occurred, looking in depth at technology advances, technology and scale of economies, technology and competition, cross border investment, globalisation and new role taken by finical intermediaries, providing specific examples of these changes seen with current examples. The essay will conclude with a brief summary of what the larger markets are doing to combat this changes. There have been two major structural changes in markets over the past decades. The first of which is the mergers between equity and derivative exchanges within countries and secondly the new types of links, created by technological advances between exchanges. Firstly mergers between equity and derivative markets like the aforementioned Swiss, German, French, Netherlands, Finnish and Austrian markets. It also should be noted other links now exist, or soon will, like the Hong Kong Stock Exchange and the Hong Kong Futures Exchange, and between the Australian Stock Exchange and the Sydney Futures Exchange. Also there are new platforms being formed, especially within Europe, which provide a parallel link between exchanges that list similar products. This is seen with Sweden’s OM/OMLx and Norway’s Oslo Stock exchange developed a shared trading-platform for eq... ...ank of New York, vol 5, July, pp9-28 Chelley-Steely, P. L. (2000). â€Å"Interdependence of international equity market volatility†, Applied Economics, vol. 7, May, pp. 341-346 Clementi, D. (2001). â€Å"Current threats to global financial stability†: a European view’ Bank of England. Quarterly Bulletin, vol. 41, spring, pp.129-176 Kosterlitz, J. (2000). â€Å"Levvitt to markets†: Adapt or suffer’ National Journal, vol 32, February, pp.531-534 Millner, B. (2000). â€Å"NASDAQ north†, Barron’s, vol. 80, July, pp. 25-29 Rafferty, M., (2000). â€Å"Finical Markets in Transition†: Globalisation, Investment and Economic Growth’, Journal of International Business Studies, Vol. 31, First Quarter, pp. 193-197 The Economist. (2000). â€Å"Running into trouble†, 17th June, pp. 87 The Economist. (2000). â€Å"Stock Exchanges†: The battle for efficient markets’. 17th June, pp. 80-82 The Economist. (2000). â€Å"Tomorrow’s Stock markets†, 17th June, pp.17-18 Viney, C. (2000) Financial Institutions, Instruments and Markets, Roseville N.S.W., McGraw-Hill Williamson, C., (1999). â€Å"Structural Changes in exchange†: traded markets’, Bank of England. Quarterly Bulletin. Vol. 39, May, pp. 202-208

Learning and Supporting Teaching in Schools

Certificate Supporting Teaching and Learning in Schools (501/0418/4) Unit 1: Schools as Organisations (T/601/3325) 1. 1 Identify the main types of state and independent schools. The main types of state and independent schools are as follows: * Specialist schools * Academies * City technology colleges * Community and foundation special schools * Faith schools * Maintained boarding schools * Free schools 1. 2 Describe the different characteristics of the different types of schools in relation to educational stages and school governanceThe Key stages are as follows in comprehensive and free schools: * Foundation stage – Normally this is for pupils in reception year, nursery or play group * KS1 – Years 1 to 3 * KS2 – Years 4 to 6 * KS3 – Years 7 to 9 * KS4 – Years 10 to 11 (GCSE’s and/or other equivalent Qualifications are taken in this Key Stage) * KS5 – Year 12 to 13 (A Levels and/or other equivalent Qualifications are taken in this Key Stage) Although standards schools follow this key stage structure, Special schools will run these key stages adapted to the pupils needs i. . a school for learning and physical disabilities may need extra support and resources to ensure that their pupils are achieving the national curriculum standards set for students with learning and/or physical disabilities. The role of the Board of Governors is to run the school. This would include the following: * School Finances and Budgets* Staffing * The School’s Curriculum * Managing School Inspections * To uphold national standards in education Depending on the type of school, depends on the way in which the board of governors operate i. e. or learning and physical disability schools, the board of governors may invest in certain resources to maximise the pupil’s educational potential. Most state schools are funded by the government where as private and independent schools are funded by parents, local funding or charitable inc ome. If the school is a managed school then the local authority employs the schools staff but for private schools and academies it is the school that employs their staff. Managed schools get their pupils from their local catchment areas, the community or school open days.Private or specialised schools may get their students from the local community but may also have an open day or referrals from other educational establishments. Below I have chosen three different types of schools and I will also explain their admissions policy and the age of the children. Grammar Schools Admissions policies – Grammar school admissions policies are normally set by the local council. All applications initially must go through the local council. Also with grammar schools, there is often a test in which a child has to take and pass in order to be accepted into the school.This is due to the fact that grammar school children are highly educated. Age of pupils/students – pupils are normally enter into grammar school at the age of 10/11. They will be working on key stage 4 when entering the school. On the fourth year of school, pupils go on to key stage 5 working on GCSE’s and NVQ’s. In some cases, pupils in grammar schools may take their A Levels early or higher qualification. Pupils in grammar school now leave at the age of 17. Montessori schools Admissions Policy – in Montessori schools the children are interviewed by a teacher to make sure that they fit in with the ethos of the school.A payment is needed from parents in order for children to attend the school. An educational or psychological assessment is needed by the school in order for the child to be admitted. Montessori schools do not admit children midterm unless they are transferring from another Montessori school. Age of pupils/students – In Montessori schools, they admit children from 18 months up to 18 years old. Montessori schools have a holistic method of educating children so that they express freedom and self discipline. Steiner schools Admissions policy – The admissions policy is pretty much the same as a Montessori School.Age of pupils/students – In Steiner Schools, the age of children is from 3 years old to 16. Like a Montessori school, a Steiner schools tackle educating in a holistic manner in order to develop the whole child. Not just educational. 2. 1 Describe roles and responsibilities of staff related to the school Below are 4 Roles within a school and their responsibilities: * Teacher – To plan, deliver and evaluate lessons, to encourage pupils with their learning development, Make learning as fun as possible, create reports on pupils learning to parents and be a role model for pupils. Lunchtime Supervisor – Help set up dining areas, Supervise pupils with toileting and hand washing, resolve and report conflict and encourage independence at mealtimes. * Clerical Staff – To keep the school running smoothly by d irection of the Head Teacher, maintain and report attendance records, Perform administrative duties which may include writing letters to parents by direction of teachers and head teacher. * School Librarian – Plan and oversee the management of the library, Ensure an equality of opportunity for all staff and pupils, Complete reports to/ and inform the governing body of stock and library resources.Also another role within a school is a Teacher’s Assistant. To reflect his or her role within the school I have written a day in the life of a Teacher’s Assistant. 8. 15am  My day starts as soon as I get to school, when the class teacher, who I work alongside, outlines the plan for the day ahead and I help to set up the activities. 8. 55am  The day begins for the children. As they wait with their parents and carers in the playground, I approach the gate and greet the children as the bell rings. I briefly chat with a few parents as they pass on messages, help children take their coats off in the cloakroom and follow them into the classroom.As the teacher takes the register I check the ‘Home-school communication books’ for any other messages. 9. 05am  The first activity for today is PE and today will be the first time that the children have taken part in PE in our main hall! Surprisingly the children are quite quick at getting changed into their gym kits. Today we practise moving in and out of spaces in different ways – jogging, marching, large strides and small footsteps. 10. 25am  It’s playtime and time to get coats on and join the rest of the infants in the playground.While the children are out at play I prepare their morning snack. 10. 40am  In from play and it’s time for hand washing, then fruit and milk. After this it’s activity time and the children choose from a range of activities both inside and outside. Today I’m inside making teddy bear puppets, encouraging the children to stick a corresponding number of buttons onto their bear. Midday  It’s lunchtime and we take the children into the dinner hall to be greeted by their lunchtime supervisors. I pop back to the staffroom and have my lunch and chat with other members of staff.Then it’s time to set up for the afternoon activities. 1pm  The children come in from lunch. Time for a quick register and this afternoon I support children building train tracks, investigating in the sand and experimenting with drawing and writing – a busy hive of activity, and lots of observational assessment! 2pm  Playtime again and this time I’m on duty supervising the children with another member of staff. 2. 20pm  Time for a few more bears and buttons with those who are keen and once these are done I join in with some children who are doing some jigsaw puzzles.Today, I have a breakthrough – a child who has been reluctant to talk and has been communicating through gestures, actually initiates a conversation with me! 3. 20pm  Home time for the children as we look out for the children’s parents and carers, and send them off happily! Once the children have all been collected it’s time for a final tidy up and discussion with the class teacher about the day’s events. 3. 45pm  Time for me to go off home, too! 2. 2 Describe the roles of external professionals who may work with the school For this section I have created two â€Å"A day in the life of†¦.. journals to describe what the role is of an external professional within the school The first role I have chosen to talk about is a Peripatetic Music Teacher. 09:30 am I arrive at the school and sign in at the school reception desk. I am then shown by the music head of department to the room in which I will be teaching. Whilst walking to my designated room, myself and the department head discuss what the needs and aims are of the pupils that I will be teaching today. 10am My first pupil arrives. At first the pupil and I discuss what we are going to be teaching her over the next 45 minutes.Also we talk about if there are any issues or questions she may have with learning the flute. There are no issues so we continue on with the lesson. 10:15am I start to teach my pupil on how to play the flute and to work through some theory activities as my pupil is going for her grade 3 flute exams next week. 10:45am After a great lesson with my first pupil, she leaves to go back to her academic class. I write up an evaluation of what my pupil has learnt and things for improvement. This evaluation will be spoken about at the end of the day with the department head. 1am My second pupil arrives and we do exactly what we did for my first pupil between 10 am and 11 am. My second student is also going for his grade 3 exams in playing the flute as well. I also write an evaluation on the lesson which will also be discussed with the head of department. 12am I break for lunch for an hour. I photocopy the two evaluations that I have written up this morning and left them on the department head’s desk. From 1pm to 2pm and 2pm to 3pm, I teach one pupil at a time and discuss their flute exams. 3pm I meet with the department head to discuss the 4 pupils’ progress and needs.Today was very good as they are all making brilliant progress and are all ready for their exams. 3. 30pm It is now home time for me so I go to the room I was assigned and clear up. Off I go and I felt today was a really productive day. The next professional I will write about is a Road Crossing Patrol. 7. 45am I arrive at the crossing area where I am assigned. I walk down the road and turn on the school crossing warning lights. Whilst I am turning on the crossing patrol lights, I check to see if there are any dangers when helping to cross the road with children and parents.There are no dangers so I return to the crossing place. 8am I put on my uniform overcoat and hat and help parents and children cro ss the road with my stop sign remaining friendly at all times. 9. 30am All the school children are in school now so I turn off the crossing patrol lights and head off home. 2. 45pm I arrive back at my crossing patrol and switch on the crossing patrol lights. Again I check for dangers in the area. There are no dangers so I return to my post. I wait for the school children and parents to help them cross the road with my stop sign remaining friendly at all times. . 30pm It is my home time now so I turn off the school crossing patrol lights and head off home. 3. 1, 3. 2 and 3. 3 Aim and Objectives How are aims and values decided? Aims and values are decided through consultation to the stakeholders for the school. Stake holders can include the following: * Governors * Head teacher * Parents * School staff * Children * The local community How are aims and values communicated? Aims and values can be communicated to anyone involved in the school by using the following: * Letters to parents *Displays within the school On the schools website or the internet * Presented within meetings An aim is the context within which schools must develop their own education. A value is a common set of values underpinning the curriculum and the work of schools. E. g. Caring, Confidence building, creative, Contribution and community. The School can do lots of things to show/demonstrate its values or aims: Some examples of which are shown below. Values * Value everyone as an individual – We listen to everyone and let them have their say through circle time activities, show and sell and through the schools council.Understanding of staying safe and being healthy – Get speakers from outside agencies (Such as the police), Visits to Streetwise, Life Education Bus, through circle time activities and PSHE (SEAL) lessons, Training for staff, have a healthy eating policy and healthy snack times. * Provide a learning environment appropriate to the individual – Differentiation in planning and activities, Different learning styles or catered for (e. g. Visual, Auditory or Kinaesthetic), SEN pupils are identified and supported and support staff used and brought in if required. To value every child’s contribution – Recognising pupils input on activities, rewarding pupils for their contributions, award evenings for pupils who have made significant contributions, * To develop a caring attitude towards others – Pupils and school staff alike to respect each other, teachers to identify pupils with SEN and to give them extra time to complete an activity where needed, school staff to be a good role model for pupils. * For pupils and staff to have a positive approach to leaning – eachers to make an activity as fun as possible, the school will be attractive to the outside and to promote fun creativity within the classroom, promote educational independence to pupils. 4.1 Identify the laws and codes of practice affecting work in schools Belo w are some of the laws and codes of practice that are affected by schools: * Disability Discrimination Act 1995 * The National Curriculum (a statutory document, published in 1999) * The Children Act 1989/2004/2006 * Every Child Matters * Special Educational Needs and Disability Act 2001 * Education Act 1996 4. Describe how laws and codes of practice promote pupil wellbeing and achievement Data Protection Act 1998 The Data Protection Act 1998 promotes pupil wellbeing. This is because all information about a pupil is on a need to know basis. Therefore this ensures that no information about a child that is given out unnecessarily. This law can also protect the child from harm and/or abuse. Special Educational Needs and Disability Act 2001 This law states that a child with special educational needs or who has a disability is entitles to a fair education. This can include tailoring learning to the child’s abilities.It is the schools responsibility to have specific resources for a child to excel in their education. Schools should allow extra time with special educational needs or children with disabilities in order for the children to understand what is asked of them. Equalities Act 2010 This act states that no one should be discriminated in any way and also to be included. For children in schools, staff and pupils should not discriminate and also to tackle discrimination. This can be any form. This will excel pupils’ wellbeing and achievement because children will not be in fear of being left out or discriminated. . 1 Describe why schools have policies and procedures Please see worksheet A5 Policies and Procedures 5. 2 Identify policies and procedures in schools Below is an exhausted list of policies and procedures that can be placed within schools: * Safeguarding * Attendance * Uniform * Fire Safety * Admissions * Behaviour * Accidents * First aid/ Medical * Health and Safety * Anti-bullying * Achievement * Child Protection * Homework* SEN * Teaching and Learning * Equalities * ICT * Subject Specific Policies * Complaints * Equal Opportunities * Confidentiality * Performance Management Disciplinary * Marketing * Finance * Grievance Unit 2: Child and young person development 1. 1 Child and young person physical development from birth to 19 years old Age| Physical development| Birth to 1 month| A newborn child will gain 1 ounce a day after initial weight loss in the first week. Also a child will discover his or her reflexes like grasping, sucking and clenched fists. A child’s vision will be at 8 to 12 inches and can lift head slightly. | 1 to 2 months|A child will be able to lift head to a 45 degree angle. And be able to gurgle and vocalize. 2 to 3 months | A child will be aware of other people by staring. | 3 to 4 months| A child will not be able to chuckle, smile and make use of more vocal techniques. A child will be able to kick legs | 4 to 5 months| A child will gain approximately 5 to 6 ounces per week. He or she will improve gripping techniques. Also he or she may be able to pull him/her self to sit up and roll on each side of their body. A child may also be able to bare weight on his or her legs. He or she may be able to laugh and giggle. | 5 to 6 months| A child will be able to sit up without support.He or she may be able to feed themselves with a cracker or biscuit. | 6 to 7 months| A child will be able to sit up. He or she will reach for desired toy(s). Also a child will be able to pass toys from one hand to another. | 7 to 9 months| A child will be able to shout for attention and also be able to say the odd word i. e. â€Å"mama† or â€Å"dada†. | 9 months to 1 year| May start to crawl or shuffle. Child may start to use the pincer grip to hold on to items or food. Also he/she may be able to pick up objects but will only be able to release by dropping or throwing. 1 year to 18 months| May be able to use a spoon and self feed. During this period a child will start to walk and p ull themselves up in order to start walking. They may also use furniture or toys to aid them to walk. | 18 months to 2 years| Able to use preferred hand for drawing, playing and drawing. A child is able to self feed fully at this stage. Also able to walk up and down stair but with 1 step at a time. | 2 to 3 years| A child will be able to walk independently and start to walk on his/her tiptoes. Also he/she will be able to undo buttons and kick shoes off.Also aid in undressing. | 3 to 4 years| A child will be able to brush his/her own teeth. He/she will start to run and hop. Child will also be able to walk on a line and start to walk backwards. | 4 to 5 years| Will be able to dress and undress unaided. Use scissors accurately, start to write own name and starts to run quickly. | 5 to 7 years| Uses pens and pencils for detailed drawings. Also builds intricate models. | 8 to 12 years| A child will be able to improve on physical skills that they already have developed. For girls puberty starts within this phase of development.Gils will start to develop more as a woman. | 13 to 16 years| A boy’s puberty will start in this time frame but will tend to be stronger than a girl. A boy will start to develop as a young man. This would include the appearance of facial hair and voice breaking. | 16 to 19 years| Most of the child’s physical development has now been completed. | Percentiles Percentiles are a method in which you can measure the progress of a child’s development. A measuring tool that is often used is a percentile chart. Percentile charts normally measure height and weight.Normally if a child’s weight is at a percentile of 75% then the height is normally 75% as well. If these percentiles are very different from each other then this shows that the child is not developing correctly. The higher the percentile the more a child is developing in a certain area. Also if a percentile is lower, then the child is not developing as quickly compa red to the average child. Milestones Milestones are often stages in a child’s life at which a child has reached an achievement in their development. As mentioned in physical development, a child can start crawling or shuffling at about 9 months.Also a child may start to walk independently or start to talk. These are also milestones. 1. 2 Describe with examples how different aspects of development can affect one another Different aspects of development affect one another. 2. 1 Describe with examples the kinds of influences that affect children and young people’s development a) Background Parental expectations – If a parent has high expectations of a child then the child is able to develop at a faster pace and in turn a child will then be able to do a lot more at a young age.This works in the opposite way if a parent has low expectations. An example of this would be if a mother sits with a child and reads with him/her. The child is then able to build up his/her ab ility to read quicker and learn new words quicker. This also makes them have a higher academic level to a child whose mother who does not have high expectations. If a child’s mother has high expectations, then the child will develop academic skills faster. Conflict between parents – If there is conflict between a child’s parents then a child will pick up on this and will learn the actions from their parents.An example of this is when parents are constantly arguing in front of a child, the child then learns that is it ok to shout at other people. A child may develop low self esteem because there is constant conflict in the home. The child may not feel safe within the home as they may be frightened that the parents may shout at them as well. In turn the child may not develop good social/emotional skills. b) Health Asthma – If a child has asthma, this may affect their physical and social development. An example of this is that a child may not be able to do c ertain activities that his/her peers take part in.Also certain asthma drugs can stunt growth there for a child will not grow as quickly or as high as their peers. General poor health – If a child has generic poor health they will not be able to develop socially, emotionally and physically. This is because a child may not be well enough to interact with his/her peers therefore restricting social development. If a child is to be constantly unwell, this can then lead to other illnesses which in turn will restrict physical development and cause future health issues.When a child is constantly unwell, the child will feel upset and may fall into depression. This will then restrict emotional development as a child will not have the chance to feel happy. c) Environment Housing (Living in crowded accommodation) – A child will not be able to develop emotionally or socially when living in confined or cramped living circumstances. The reason for this is because a child needs a plac e in a home to call their own so that they can discover themselves without constant influence from household members.Availability of jobs – If there is a high availability of jobs; a child’s family will then be able to work. This in turn develops a child socially and emotionally. Also a child will be better cared for enabling the child to develop in all areas correctly. This is because a child will be cared for correctly. This will then make the child develop physically and socially. 2. 2 Describe with examples the importance of recognising and responding to concerns about children and young people’s development

A Study of Mexican Americans Essay

Mexican Americans are Americans whose original homeland is Mexico. Ten percent of the current population of United States of America is made up of people from Mexico. Most Mexican Americans are descendants of early indigenous Mexican immigrants (De Leon 41). Mexicans have been migrating into United States of America for a long time and they still migrate into the country to date. Extensive migration of Mexicans into America however started in the 1880s when a rail-road network was built in the south-western sides of America that linked America to the northern part of Mexico. Though the rail road transformed the economy of both areas, it led to the decline of the Mexican entrepreneurship. This led to increased immigration from Mexico to the United States of America and by 1900; more than 130,000 Mexican immigrants had entered the US. They started spreading to non Hispanic areas and by 1915, Mexican Americans had settled as far as Chicago and Kansas City. The First World War spurred economic growth in America which led to increased labour requirements (Hero 16). There was a labour vacuum in America and this led employers to seek workers from the south leading to a wave of what is called labour immigration of Mexicans to United States of America. Mexicans migrated into American labour sectors especially into the urban Midwest cities and the rapidly growing cities in the south-west. This migration was reversed in the 1930s during the great depression. At this time, there were more than half a million Mexicans in United States of America and most of them lost their jobs due to the depression. The American government embarked on a mission of deporting undocumented Mexican aliens while some of the legal migrants were also repatriated to their countries (Gonzalez 89). Immigration of Mexicans to United States of America resumed in the forties when United States of America declared war. Mexicans enthusiastically migrated to America to enrol in almost all the branches of the armed forced and those who were not enlisted in the army engaged in the home front efforts. Women also crossed over to the United States to work in the war industry. After the war, there was another period of economic prosperity in United States of America and labour requirements were high. The fifties therefore saw unprecedented levels of Mexicans into America where tens of thousands were recruited to work in agricultural and rail-road sectors. Since 1965, Migration of Mexicans into United States of America has continued unabated. However, due to economic decline of Mexico in the eighties and nineties, there has been a big wave of illegal immigration into United States of America which has seriously hurt America socially, culturally and economically. America has tried to enact regulations to stem the illegal immigration of Mexicans into the country but such efforts have not been successful. Unlike many other ethnic groups in America that are concentrated in some specific areas, Mexicans are widely distributed all over the country though there are some states like Los Angeles that carry the largest number of Mexican Americans.   There are more than six million Mexicans in the Greater LA area. The second largest Mexican community lives in Chicago, Illinois where there are more than two million Americans of Mexican descent. The third largest population of these people is found in Houston and San Antonio in the state of Texas. Half of the population of the city of San Antonio is actually made up of Americans. Mo re than half of the city of El Paso in Texas is composed of Mexican Americans due to its proximity to the Mexican border. The state of Arizona also has a significant number of Mexican Americans given that it is the state that shares the largest border with Mexico (Gonzalez 78). It is worth noting that most Mexican Americans are found in the states of California, Texas, Illinois and Arizona but other areas like Denver in Colorado and Sacramento also have large populations of Mexican Americans. However, cities in the East and the North are not immensely habited by the Mexicans. There are very few Mexicans in New Jersey, New York, Washington, Ohio and Arkansas. It is also worth noting that Mexican Americans, unlike other ethnic groups in America have restricted themselves to the cities and it’s only in the state of Arizona and Texas where they can be found in the countryside. The historical status of the Mexicans Americans has changed only slightly in the past few decades. Though the Mexicans have been accepted as whites in United States of America, they seem to attract more hatred from the American natives than other ethnic groups in this world power nation. The number of hate groups targeting Mexicans in United States of America has increased considerably in the twenty first century mainly because of the thorny issue of illegal immigration and the anti-Mexican sentiment. According to FBI statistics, 67 percent of crimes directed towards ethnic groups target the Mexican Americans and the number of hate crimes directed towards Latinos of Mexican origin doubling every year in the states of California. These statistics therefore asserts that Mexican Americans may be the most endangered ethnic groups in United States of America. This means that their current status may be even worse than it has been through their entire history of settlement in united states of America . Works Cited De Leà ³n, Arnold. Mexican Americans in Texas: A Brief History WA: Sage. 1999 Gonzalez, Nancy. The Spanish-Americans of New Mexico: A Heritage of Pride .NY: McGraw-Hill, 1969 Hero, Rodney. Latinos and the U.S. Political System. NJ: Pearson, 1992

Application Of The Traditional Enterprise Architecture Essay

The traditional enterprise architecture, is currently using MPLS as a sole mean for connectivity with small internet traffic. Due to recent shifts in the marketplace the traditional architecture is challenging to satisfy todays enterprise environments. The shift includes emerging technologies that require emerging cloud computing, video and technologies. Networking departments face a challenge with organization and resulting in performance issues, requiring extensive network re-design. Managed Software Defined SD WAN will sort out the disruption that organization experience with Application Aware Routing. Application Aware Routing (AAR) is a better way to cloud application. AAR is a network capability that can match requirements and meet network conditions. Network Hybrid functions could allow predictability, quality services and reduce cost. Running an application over a private network vs. the internet may be undistinguishable World Wide. Current Availability SD-WAN app is available to customers within the US with Cisco and Viptela platforms. Gathering our SA’s and Account Managers assessing the opportunities alongside with SD-WAN. Completing a competitive analysis will provide insight between Verizon’s capability to meet customers’ needs against our competitors. Sales, Management and Architects begin collaboration with engineers to understand the aspects of the development and implementation with large projects. 1.2. Anticipated Outcome Verizon has toShow MoreRelatedSoftware Methodologies And Frameworks Report1478 Words   |  6 Pagesthe same. Resources can be factors like time, people , hardware and software requirements. A software framework is system in which a basic version of a software is created which can be used later by incorporating additional code to make it an application specific software. 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Cosi Essay Dale Tilley - 1643 Words

How Successful Has Lois Nowra Been in Challenging the Significant Ideas of Love, Fidelity, Sanity and Insanity in Cosi? In the play Cosi Louis Nowra challenges the important themes of love, fidelity, sanity and insanity within a range of dramatic techniques. Cosi is set in Melbourne, during the early 1970’s. Numerous political and radical events were occurring. The Vietnam War protest was raging, the sexual revolution was rolling, and mental illness was still misunderstood and mistreated. Due to these contexts, love, fidelity, sanity and insanity are big issues that surface throughout the play. Nowra comments on society’s issues. Firstly, he uses dialogue to convey the characters various thoughts and feelings towards these issues.†¦show more content†¦Women had access to the new contraceptive pill and this made it easier for women to engage in sexual relations outside of marriage. This bought about a questioning of the need for marriage and fidelity. During the play it becomes apparent that Lucy (Louis’ girlfriend and roommate) and Nick (Louis’ best friend) are hav ing an affair. Nick and Lucy both share similar beliefs that the Vietnam War protest is more important than anything else. Nick and Lucy are the presented as representatives of the more modern attitudes towards love and fidelity. This is shown by Lucy and Nick being advocates of free love and seeing sex and love as two different things, this is evident when Nick says to Lewis â€Å"She’s sleeping with you, were having sex† (referring to the relationship between Nick and Lucy.) and â€Å"Lucy’s not possessive about you, I’m not possessive about her. What’s the fuss?† This shows how societies’ views of love and fidelity and what is acceptable are changing to a more laid back, free attitude. These quotes reflect the values and attitudes towards sex at the time, as women were now more freely engaging in sexual relations outside of marriage, and demonstrating ‘free love’. After Lewis’ learns of the affair between his be st friend and girlfriend, he comes to the realisation that â€Å"Woman’s consistency is like an Arabian Phoenix†, which in this context, means a woman’s fidelity is often talked about and

SWOT Analysis of Intercontinental Hotels Group Plc Free Essays

ABSTRACT This is an in-depth analysis on market capitalization of Intercontinental Hotels Group Plc., a global hotels company ranked at position 72 in the FTSE 100 index at the close of business on March 2nd 2012. It is a comprehensive analysis of its strengths and weaknesses in strategy and operations, threats in its business environment, current and future opportunities for growth both financially and in its market. We will write a custom essay sample on SWOT Analysis of Intercontinental Hotels Group Plc or any similar topic only for you Order Now INTRODUCTION Intercontinental Hotels Group Plc. (IHG) is a global hotels company headquartered in Denham, United Kingdom (Datamonitor 2007). It is involved in ownership, management, leasing or franchising hotels and resorts, through subsidiaries around the world with 4,480 hotels in about 100 countries and territories (Datamonitor 2007). Its brands include Crowne plaza, Holiday Inn, InterContinental and Staybridge Suites. Listed at the London Stock Exchange (LSE) with a secondary listing at the New York Stock Exchange (NSE), IHG is ranked 72nd in the FTSE 100 index with a market capitalization of ?3.4bn at the end of 2011 (FTSE index report 2012). The company operates a diverse portfolio of brands across multiple economic segments which cater for multiple price segments from the upper upscale (5-star) segment focusing on the international business traveler, to the upscale (4-star) segment catering both to the business traveler and the leisure traveler down to the midscale (3-star) targeting both domestic business and leisure travelers (Annual report 2010). It makes most of its money from royalty fees of franchises and management fees from the hotels it manages. IHG provides expertise in hotel management, systems, and marketing leaving investment in property to its partners as it is far more capital intensive. This â€Å"asset-light† operating structure enables the Group to commit less of its capital in development and maintenance its hotels. It only owns a small number of hotels it deems important strategically to its brands. A major strength for IHG is its preferred brands with its vast portfolio commanding leadership in their market segments (Annual report 2010). Quality service from these brands strengthen the market position of IHG giving it its competitive edge as it seeks to take advantage of increasing business and leisure travel globally. The group is also keen to grow new innovative brands that meet the unique experiences guests desire. It has newly launched the EVEN hotels brand, the first mainstream hotel focusing on wellness keen to take advantage of the growth in the wellness sector globally (IHG 2011). This brand fulfills a demand for healthier travel by uniquely providing solutions for all aspects of traveler’s wellness needs in the areas of exercise, food, work and rest. Additionally, its re-launch of its Holiday Inn brand focused on quality and consistency for a better customer experience shows the company’s focus to improving its brands. With these, IHG is positioning itself to benefit from enhanced customer numbers and their demand for specialty services. IHG’s diversified geographical presence reduces risks associated with operating in a particular region due to adverse geo-political, economic conditions as well as demand fluctuations. The Group is taking advantage of potential growth opportunities that other regions offer and is investing in expansion in these emerging markets such as China. Growth in these new markets counters slump in traditional markets such as the Euro zone which is experiencing economic and political challenges affecting travel. Furthermore, presence in far-flung areas of its tourist resorts and getaways also differentiates it from its competitors who mainly focus on major cities. This gives the company an additional revenue stream with more to offer to the customer in terms of diverse locations and experiences. The Group’s global systems and scale is also its strength with it commanding leadership positions in 13 of the top 20 markets around the world accounting for over 80% of global lodging spend (IHG 2011). Its hotels are strategically positioned to benefit from the market segments and nature of travel in the regions. For instance, the segment in the US with the greatest share is the midscale and IHG’s Holiday Inn brand family is the largest in this segment. The company is seeking to enhance its presence with more rooms in more locations through its pipeline with franchise agreements and signing of additional rooms (hotels) to the group’s portfolio (IHG 2011). The Group also boasts of an innovative web and mobile presence mainly focused on online reservations. Its reservation system consists of 11 global call centers and several local language websites making it the most active on the web in the industry and strategically positioning it to benefit from an increase in online reservations (Annual reports 2010). This channel delivered 19% of rooms revenue through IHG’s direct websites in 2011. Also of note is Priority Club Rewards, the group’s loyalty program with over 63 million members which creates repeat traffic and enhances its relationship with its clients (IHG 2011). The company’s balance sheet is robust with a 26% growth in operating profit from $444m in 2010 to $559m, with revenue of $1,768m in 2011 up from $1,628m the previous year (IHG 2011). These gains allow IHG to invest in accelerated growth strengthening its brands with a lowering of its debt. Raising finance is a challenge globally as it diminishes the net system for growth. As such, IHG has expectations for growth in the region of 2-3% in 2012. However, perceived as offering greater security through reservation systems, loyalty schemes and international networks, branded hotels are gaining in market share over the unbranded portion of the industry. This perception makes it easier for property owners to leverage on these brands when seeking debt financing. IHG is positioned to gain from this trend with its attractiveness boosted by its offer of great brands and effective revenue delivery through global reservations channels. Intercontinental hotels group has a weakness in its geographical concentration. The hotel and hospitality industry though fragmented is still geographically quite concentrated with the top 20 countries having over 80% of the world’s rooms and the US accounting for 25% of that (IHG 2011). Over half of IHG’s revenue comes from the Americas, accounting for 69% of the Group’s operating profit (IHG 2011). This large exposure to the US market makes IHG vulnerable in the event of a recession. However, having long-term management and franchise contracts for most of its hotels makes IHG less vulnerable than its competition. Its focus on growing its presence in emerging markets and globally also seeks to counter such vulnerability with diversification of revenue sources. CONCLUSION The strength of IHG’s brands, bolstered by their global systems and scale enables the company to perform well in the US and Greater China, key global markets. With its deliberate attempt at strengthening its business through developing its brand portfolio supported by targeted investment. IHG ensures that it benefits from opportunities available in its business environment in spite of considerable uncertainty in the Euro zone and the Americas. IHG is striving to position itself globally to benefit from opportunities in industry trends in the long term, in particular, emerging markets with growing demand and specialty. This it is enabled by its preferred brands, geographic diversity, robust balance sheet and its scalable business model. APPENDIX Revenue per available room (RevPAR) – room revenue divided by the number of room nights that are available (can be mathematically derived from occupancy rate multiplied by average room rate). Occupancy Rate – rooms occupied by hotel guests, expressed as a percentage of rooms that are available. Pipeline – signed/executed agreements, including franchises and management contracts, for hotels which will enter the InterContinental Hotels system at a future date. REFERENCES Annual report, 2010. InterContinental Hotels Group PLC . {Viewed on 5th March 2012} from http://www.annualreports.com/Company/2353 Datamonitor, 2007. Intercontinental Hotels Group Plc. {viewed on 3rd March 2012} from www.datamonitor.com FTSE Index report, 2012. FTSE All-Share Index Ranking (unofficial guide) as at close on Fri, 2 March 2012. {Viewed on 3rd March 2012} from http://www.stockchallenge.co.uk/ftse.php Intercontinental Hotels Group Plc. (IHG), 2011. Preliminary results 2011- twelve months to 31 December 2011. {Viewed on 3rd March 2012} from http://www.ihgplc.com/index. How to cite SWOT Analysis of Intercontinental Hotels Group Plc, Essay examples

A Modest Proposal Rhetorical Analysis Essay Example For Students

A Modest Proposal Rhetorical Analysis Essay Unlike most essays, Jonathan Swifts A Modest Proposal is written for the reader to see through what the narrator is expressing. The narrator does not want the reader to agree that the solution to overpopulation and poverty in Ireland is to eat babies, he wants the reader to see there needs to be a practical solution. By stating the advantages and objections to his proposal, using ironic words and phrases, he directs the reader not to see the apparent, but the implicit. Swifts narrative voice metaphorically compares the Irish to pigs and cows, which implies the Irish are being treated subhumanly. Although something seems one way to the narrator, Jonathan Swift wants the reader to see it in an opposite light. We will write a custom essay on A Modest Proposal Rhetorical Analysis specifically for you for only $16.38 $13.9/page Order now Firstly, the narrative voice begins the essay by describing the deplorable conditions in which the Irish peasants are living. He demonstrates there is a serious problem with a great need for a solution. He then suggests a solution and then lists a whole list of advantages. His propsal of eating the Irish babies is followed by advantages such as by the sale of their children, the parents would be rid of the charge of maintaining them after the first year(14). Another advantage is, as Swift put it, the poorer tenants will have something valuable of their own(14). These quotations imply that the poorer tenants have nothing of value and that they would have to resort to selling their own flesh and blood in order to earn an income; they also do not take into consideration that the parents might want to have a family and children who will live with them past the age of one year. A decrease in the meat consumed by Ireland would lead to an advantage of the addition of some thousand carcasses in our exportation of barreled beef(14). A quotation such as this asks the residents of Ireland to eat human flesh to improve exportation. All the advantages he suggests are true: if his proposal was put into action, these would be benefits, but he is asking the poor to sell their children for consumption. The large population and poor living conditions of Irish peasants are matters which need to be taken care of. By means of downplaying his modest proposal, the narrator leads the reader to believe his proposal is rationale. He even goes as far as saying, I shall now therefore humbly propose my own thoughts, which I hope will not be liable to the least objection(1) before he introduces the solution of eating infants. Of course there will be objections to this outrageous recommendation as it is a ridiculous notion. The suggestion of eating young children is most definitely not humble. He also proclaims, he can think of no one objection that will be raised against this proposal, unless it should be urged that the number of people will be thereby much lessened in the kingdom.(15). There are objections and they include more than just concerns about the population numbers. The Irish are being asked to consider ideas of selling their children for profit and cannibalism. If this idea is to go beyond just a proposal, the values of society should be questioned. If this is to be contemplated as a legiti mate solution, the values of society should also be examined thoroughly, I might add. Throughout the essay, ironic words and phrases are used to make the reader see that there is a discrepancy between the stated word or phrase and the implied meaning. The title of Swifts essay, A Modest Proposal implies that his suggestion will be one of insubstantial content, something simple and unassuming. As a solution to the poor standard of living of the Irish, the narrator suggests eating children of about one year old. This recommendation is ludicrous and not simple at all. The narrator is asking the Irish to revert to cannibalism, which not just eating other human beings, it includes their own children. When the narrator begins to introduce this preposterous proposal, he comments, I shall now therefore humbly propose my own thoughts, which I hope will not be liable to the least objection. (11) He proposes the idea of eating the young and then downplays this ridiculous notion as being humble. Although the narrator is suggesting an appalling idea, he minimizes it as a humble th ought by claiming it is something simple or unpretentious and then continues to report that there will be no objections to his way of thinking. The narrator uses the term carcass more than once to describe the children being discussed. The Canadian Oxford Paperback Dictionary defines a carcass as the dead body of an animal, especially one slaughtered for its meat(138). By using the word carcass, the narrator exhibits that the Irish peasants are thought of as subhuman. Despite suggesting an outlandish notion, he is trying to make others see that there is a problem and it needs to be solved. Metaphors are used continuously throughout this essay to parallel the Irish peasants to animals. Before introducing the proposal, the narrator compares Americans to savages when he states, a very knowing American(11) told him that a child of one year makes wholesome food(11). They are treated like animals by the English and their landlords. The narrator also discusses eating the Irish infants, lik e one would a piece of animal flesh. The Irish peasants are constantly portrayed as animals. For example, Pigsare no way comparable in taste or magnificence to a well-grown, fat yearling child, (14) compares the babies directly to pigs. While introducing his proposal to the reader, he talks of how infants flesh will be in season throughout the year(11). This confirms the narrator writing about the Irish as if they are animals that will become a new excellent nutritive meat(12) one could pick up at the market. Furthermore, the narrator metaphorically compares the poor treatment of the Irish to animals when writing, the landlords have already devoured most of the parents(11) of these children. The landlord have devoured the parents in the sense of excessive taxation and collecting high rent. The parents are paralleled to animals and dehumanized by being referred to as breeders several times in the essay. Lastly, the children are depicted almost as a form of currency. The sale of the c hildren for food is to pay their parents debts. The infants emerge as a form of collateral from this proposal. By using metaphors, the treatment of the Irish peasants as less than human by the English is depicted. .u2956164e9157b276a9a07fade24102bd , .u2956164e9157b276a9a07fade24102bd .postImageUrl , .u2956164e9157b276a9a07fade24102bd .centered-text-area { min-height: 80px; position: relative; } .u2956164e9157b276a9a07fade24102bd , .u2956164e9157b276a9a07fade24102bd:hover , .u2956164e9157b276a9a07fade24102bd:visited , .u2956164e9157b276a9a07fade24102bd:active { border:0!important; } .u2956164e9157b276a9a07fade24102bd .clearfix:after { content: ""; display: table; clear: both; } .u2956164e9157b276a9a07fade24102bd { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2956164e9157b276a9a07fade24102bd:active , .u2956164e9157b276a9a07fade24102bd:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2956164e9157b276a9a07fade24102bd .centered-text-area { width: 100%; position: relative ; } .u2956164e9157b276a9a07fade24102bd .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2956164e9157b276a9a07fade24102bd .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2956164e9157b276a9a07fade24102bd .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2956164e9157b276a9a07fade24102bd:hover .ctaButton { background-color: #34495E!important; } .u2956164e9157b276a9a07fade24102bd .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2956164e9157b276a9a07fade24102bd .u2956164e9157b276a9a07fade24102bd-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2956164e9157b276a9a07fade24102bd:after { content: ""; display: block; clear: both; } READ: Oedipus EssayListing advantages and claiming that there will be no objections, the narrator rationalizes his solution and consequently makes the reader believe his suggestion will be one of insignificant content. He captures the attention of the reader by using irony, which is firstly evident in the title of the essay, A Modest Proposal. His tone of voice detaches him emotionally by supporting this proposal with examples of how animals are bred, proposing that children be bred the same way. In conclusion, the narrator is deeply angry about the way in which the English treat the Irish peasants and he thinks something should be done. By stating the problems and proposing an extreme solution, he works with irony throughout the essay to allow his reader to see things on the flip-side. Swifts proposal is an antithesis to get the reader to see the contrary. Bibliography:Work CitedCarcass. The Canadian Oxford Paperback Dictionary. 2000 ed. Swift, Jonathan. A Modest Proposal. Introduction to Literature. Eds. Isobel Findlay et. al. 4th ed. Toronto: Harcourt Brace, 2001. 9-16.