EASING THE IMPACTS OF CUBA'S COMING CRISIS Essay

EASING THE IMPACTS OF CUBA'S COMING CRISIS - Essay Example In my opinion, Julia’s arguments are partly right and partly wrong. This paper critically analyses the claims of Julia E. Sweig. Even though United Sates is keen in establishing ties with communist China, the same interest they never shown against Cuba. This is because of the differences in attitudes of leaders in China and Cuba towards America. Moreover, keeping strong relations with China is necessary for America because of strategic reasons. China is rapidly emerging as the global power whereas same thing cannot be said about Cuba. China wants to sell their products in global markets and America is the most important market for them. So they realised that keeping strong relationships with America is necessary for their economic development. On the other hand, Cuba does not possess many products to sell in international market. So America’s negative attitude towards Cuba may not be a worrying factor for them. Moreover, the enmity between Castro and American administration forced Cuba to keep a distance with America. In short, America’s reluctance in establishing strong ties with Cuba can be ea sily understood. â€Å"China, Venezuela and Russia, along with American friends like Spain, Canada, Brazil and even Israel, are investing in Cuban oil, minerals, tourism, infrastructure, agriculture and biotech† (Sweig). In my opinion, if Israel can invest in Cuba, America can also do the same thing without a second thought. At the same time, is should be noted that Cubans cannot accept American presence in their soil because of the past experiences. In my opinion, America may think about stronger ties with Cuba only after the Castro era. Fidel Castro may not forgive Americans for the past attempts CIA made to kill him. However, it is not wise for Cuba to keep a distance with America because of the past bitter experiences they did suffer from the hands of America. Globalization and liberalization has opened many opportunities to developing countries and it is

Dupont Analysis Assignment Example | Topics and Well Written Essays - 1500 words

Dupont Analysis - Assignment Example HZO is, however, performing well in leverage with only 1.70%, as can be seen in table 1 below (Annual Report: MarineMax Inc., 2014) WMAR is the least preferred stock from the investor’s viewpoint due to the lowest return on equity of just 0.13%. The firm’s ROE is affected due to its low profit margin of 0.06%. The high operating expenses of the company have suppressed profits of the company that have eventually casted a negative impact on its ROE. The company needs to have strict control measures in this area. Equity multiplier is the weakest indicator of WMAR with the lowest in industry at 1.32% as can be seen in the table 1. As seen in the table below, HOG is performing best in terms of operating efficiency with the highest profit margin of 15.18%, which is the main element contributing towards its high return on equity of 27.43%. HOG is, however, required to give attention to its asset management, specifically to managing its receivables, which are overall affecting the company’s performance and returns and causing them to be below than expected (Annual Report: Harley Davidson Inc., 2014). KMX is also performing average in terms of the profit margin and currently, it is the best in asset management among its competitors, which makes its returns attractive at 16.20% as shown in the table 1. Improvement is required in the leverage position of the company as it is relying heavily on debt financing. Annual Report: Carmax Inc. (2012); Annual Report: Carmax Inc. (2013); Annual Report: Carmax Inc. (2014); Annual Report: Harley Davidson Inc. (2012); Annual Report: Harley Davidson Inc. (2013); Annual Report: Harley Davidson Inc. (2014); Annual Report: MarineMax Inc. (2012); Annual Report: MarineMax Inc. (2013); Annual Report: MarineMax Inc. (2014); Annual Report: West Marine Inc. (2012); Annual Report: West Marine Inc. (2013); Annual Report: West Marine Inc.

Organising a safe environment for young children

Organising a safe environment for young children Planning a safe environment is a challenging process for early year’s practitioners. Child safety and protection is a key element in their development in early year setting. Planning of early year play setting every day is challenging and difficult process. Play environment should be a minimal risk and no danger for children. Arranging safe and friendly environment have to consider all the time for children to achieve maximum learning from each activity setup in the setting. A child safe environment is including range of health and safety policies. Under OFSTED regulation early year setting need to know arrange challenging stimulate environment for all children. Practicing and applying health and safety regulations is an vital procedure for all the staff in the setting. Basic information about creating a child safe environment: Check the fire exits before children enter the setting Leave a space around table for children to move free Staff interact with child easily Having comfortable and safe corner in the setting for children can sit or lie down Messy activity table are arrange for near washbasins and on suitable flooring Radiators and light should be kept clear to avoid fore hazard Free standing furniture must completely close Enough space for around physical activities The setting layout should help child interest Equipment and toys need to accessible for children. A risk assessment procedure is help to identify risks in the setting. The deputy leader in the setting has to check and take the responsibility in regarding the risk assessment procedure in the setting. Checking hazard is important in the premises every day. Outdoor environment will help for children in the early years by: †¢ To get Fresh air, contact with nature and learn about weather seasons. †¢ Opportunities for learning about growing plants and gardening. †¢ Opportunities for wider range of physical activities in outdoor. The outdoor environment is an essential part of high quality provision for babies and toddlers in the early age. Effective outdoor activity supports of delivery all development in the Early Years. These all challenging environment effect children personal, social, emotional and physical development in safe setting. In the earl year setting, the staff ratio is very important when considering the child safety. Correct staff ratios can minimize accidents and injuries in the setting and outdoor activities. Precise staff ratios for the settings are: 1:3 children under 2 years 1:4 children aged 2 years 1:8 children aged 3-5 years Explain the role of the practitioner within a wider, multi-agency environment. The point of wider and multi-agency environment is: Multi-agency working provides benefits for children, young people and families because they receive tailor-made support in the most efficient way. It helps in early identification of any issues and intervention and easier or quicker access to services or expertise. Children and parents are addressed more appropriately and better quality services provided for longer-term or more specialist services. Also, this includes working parents, parents who speak English as an additional language, and parents who do not live in the family at home with their children. Practitioners in early year setting need to respect which families working with them and how to support their child early year learning journey and development. Working with multi-agency environment the practitioners needed to understand that the home learning environment for each children in the setting. It is a way of working with the small children and those supportive experiences for parent and the children. Early year children settings are diversity and combination of many different cultures. Practitioners in early year setting responsible for creating environments that are culturally rich and respectful of the diversity include all the children. From foundation stage children need to develop an understanding about the world. Multi-agency working can take place at many levels and its effectiveness will depend on how well it is integrated. Children’s centres and pre-schools provide multi-disciplinary teams on one site as well as working closely with external agencies. Every setting is unique and the nature of the multi-agency working will vary accordingly. The achievement of effective multi-agency working has proved more difficult to achieve than was anticipated. In order to create a climate of change where professionals and agencies can work effectively together it need to understand what the barriers to change are. Some of the barriers to achieving more effective multi-agency working that have been identified are: professionalism; conflicting priorities of different agencies; dealing with risk; the need to change the culture of organisations. Working in multi-agency environment and key workers are together to provide supporting childrens individual needs. The wider community plays are include vital role play. Practitioners need to work together across services for example working in partnership with health visitors, general practitioners, social workers, nursery nurses, speech and language therapist can get information and ideas about early year child development step by step in childcare setting. Children and their families need to communicate well and need to listen carefully to all concerned about child each and every day. Setting practitioners need to reach children ideas first, to reach children individual needs. The regulatory requirements that underpin the organisation of the environment. Enabling environment and regulatory requirements; Risk; Hazard; Risk Assessment; Risk assessment is important for any setting because it: †¢ makes sure the setting is safe for children, staff and parents †¢ is an Early Years Foundation Stage Welfare requirement †¢ is good practice. What is a risk assessment? A risk assessment is: †¢ identifying a hazard which might cause harm †¢ making sure that the risk attached to it is acceptable †¢ putting appropriate control measures in place if the risk is not acceptable. Making the risk assessments on a regular basis for equipment, activities, policies and procedures should take into account the numbers, ages and abilities of children and resources, planning, staff and space. They need to be evaluated and reviewed regularly. Following the risk assessment procedure, practitioners should check that is nothing damaged on equipment, toilets and all areas used by children are clean on a daily basis. Setting leader should arrange enough staff to meet the needs of the children and the activities planned and that there are no changes which could cause a danger this is particularly important in shared premises. This can be done by using a chart on the wall which can be initialled when an area is checked. The table below is an example method of risk assessment which can be used. When it use designated person or manager should date the each time they review it. The premises and outside play areas should be secure and children should not be able to leave them unsupervised. The designated person or manager should have an effective system for managing access to and exit from the premises, ensure that this system is used and keep a record of visitors. Floor and staircase finishes should be close fitting, resilient, non-slip and readily cleanable. Rugs or mats should not be used where they may present trip hazards. Holes and tears in the floor covering should be repaired promptly and effectively. All floors should be kept free from obstructions. All equipment and machinery used in a pre-school service should be safe for use and subject to regular service and maintenance by a competent person. All chemicals should be kept in their correct labelled containers and securely stored and used in accordance with the manufacturer’s instructions. Outdoor play areas should be checked each time they are used. The outdoor play area should be secured and safely fenced off to ensure that children cannot leave this area without adult supervision and that unauthorised access is prevented. Evaluate how effective the environment is in meeting childrens individual needs How early years practitioners Can Create Effective Learning Environments; An early childhood environment is many things. It is a safe place where children are protected from the elements and are easily supervised. Also, important activities of the day like playing, eating, sleeping, washing hands, and going to the bathroom take place. Beyond the basics, however, an environment for young children implements and supports a programmes philosophy and curriculum. The modules of an early learning environment are many and can be overwhelming for the children. Early year practitioners need to know how to create an environment and that how to supports learning and meets children s individual needs? Environments for young children should provide multiple sources of stimulation to encourage the development of physical, cognitive, emotional, and social skills. Early childhood importance of play should be including, hands-on-learning and whole child development. A good early childhood environment supports these activities for child development, well-organize play area, large block area, sand and water activities, art and craft areas, reading corner and outdoor play area. These space need to arrange in a way that children can make noise while playing without disturbing for children in other activities. Environments should be carefully designed and equipped for children to meet their individual needs. Activities must be physical challenges, learning disabilities, or emotional issues in the setting. Other reflects the importance of early year children by including examples of their work in progress and displaying images of children. Every child in the setting has an image of themselves and their family. Important part of development is feeling in all children, so it is important to displays of pictures of all parents and families, and every race and ethnicity, including interracial, multi-ethnic, and adoptive families. The entire setting should also reflect diversity throughout the world. Throughout the setting artwork, photos, posters, and signs on the wall; books; dolls; parent boards, newsletters, announcements, and magazines; materials such as puzzles, people sets, activity books, music, art materials, and play area include all children individual needs. In order to meet children’s diverse needs, and help all children make the best possible progress, practitioners should: à ¢-   Plan opportunities that build on and extend children’s knowledge, experiences, interests and skills and develop their self-esteem and confidence in their ability to learn; à ¢-   Use a wide range of teaching strategies, based on children’s learning needs; à ¢-   provide a wide range of opportunities to motivate, support and develop children and help them to be involved, concentrate and learn effectively; à ¢-   provide a safe and supportive learning environment, free from harassment, in which the contribution of all children is valued and where racial, religious, disability and gender stereotypes are challenged; à ¢-   Plan challenging opportunities for children whose ability and understanding are in advance of their language and communication skills; à ¢-   monitor children’s progress, identifying any areas of concern, and taking action to provide support, for example by using different approaches, additional adult help. An early childhood environment is many things to do. Its a safe place where children are protected from the elements and are easily supervised, and its where the important activities of the day take place, such as playing, eating, sleeping, washing hands, and going to the bathroom. Beyond the basics, however, an environment for young children implements and supports programs of early childhood development. Environments for young children should provide multiple sources of stimulation to encourage the development of physical, cognitive, emotional, and social skills. When planning the environment, following steps is impotent to be considered: Places for developmentally appropriate physical activities. Opportunities for concrete, hands-on activities. Change and variety. Colour and decorations. Soft, responsive environments. Flexible materials and equipment. Obstacles to consider when planning the learning environment: Storage. Activity area access. Noise. Dividers. Reference: Devon Early Years and Childcare Service, Available from www.devon.gov.uk/risk_assssment_guidance.pdf. Accessed : 28th February 2015,

Barbarians at the Gate :: Business Management Studies

Barbarians at the Gate Barbarians at the Gate is a story of the largest takeover in Wall Street history. Ross Johnson turned CEO of a company, which was the product of three merged companies, Standard Brands, RJ Reynolds, and National Biscuit Company (Nabisco). The newly formed company’s, called RJR Nabisco, stock began to fall and never recover. Johnson along with Shearson executives planned a leverage buyout (LBO), in which a brokerage firm (Shearson) would borrow money from banks and buy up all the outstanding shares from the stockholders to turn the company private. The problem with this is that the company would be put into jeopardy of other companies that can outbid the parent company, which would lead to a takeover. The higher the bid would lead to a bigger debt and lesser profits for the owners of the firm. One of the six accounting principles that was discussed in the book was the expense principle, which helps determine performance of a company by measuring the outflows and inflows of resources. The matching principle guides the recognition of expenses, so good matching will ultimately lead to a better measure of performance. When KKR exercised due diligence of RJR Reynolds, they could not figure out â€Å"other uses of cash† in the statements obtained. â€Å"The initial projections they had obtained from RJR Nabisco was a heading ‘other uses of cash.’ Beside it was a row of figures stretching out ten years, each year ranging from 300 to 500 million dollars. Was it cash flowing in or out? Should he add it? Subtract it? Ignore it?† (Barbarians 369).

Children with Reading Problem Essay

The article by Susan M. Tancock focuses its attention to the needs of special students. These students are considered poor readers. They are usually behind in reading and writing skills when compared to their classmates (peers). The special instruction that these students receive ordinarily involves the recognition of identifying sounds of letters and words instead of the construction of their meaning within the context of the text or story. In the article we are told the poor readers are usually asked to read aloud more often than other more skilled readers. Also, their teachers interrupt their reading instead of encouraging them towards a self monitoring approach to their reading. Tancock stresses the importance of being sensitive to certain ideals when tutoring young children who have reading difficulties. First of all, she feels it is of utmost importance that the tutor should truly believe that their tutee can and will become a good reader and writer. Secondly, she states that the tutee needs predictable material to help encourage successful reading habits. To accomplish this task it is best if the tutor uses quality children=s books written by well-known authors. Children can be encouraged to Aread like a writer@ by using themes that are built around the child=s personal interests. This will provide the student with a more in depth involvement with the reading process. Tutors must build lessons around the child=s strengths to build confidence within the child for future reading tasks. The students also need to be encouraged to make predictions in their reading to help develop them into risk takers. In the lesson with Gayla and Chase the author described how Gayla first sets out familiar reading material (books) for Chase to choose from so that he could read aloud. Because Chase is already familiar with these books and has probably read them in the past, it will enable him to be become confident in guessing when it comes to something difficult for him to read. By Gayla=s reminding him to read aloud so that it sounds interesting and stopping him to praise his good efforts, will involve him more in the context of the meaning of his reading efforts. One particular technique that Gayla used, was to have Chase emulate her as she reads to him. This helped to emphasize the diction and inflection for Chase. One of Chase’s books of choice related to his background knowledge of fishing and this was of great help for him to be able to recall prior knowledge when he read. Before he began reading Gayla engaged him in a conversation about his past experiences with fishing. Gayla understood this would allow Chase to explore his mind and make connections to his fishing encounters. She wanted Chase to learn how to find cues for helping himself to make guesses that would eventually lead him out of difficult spots in his reading. Gayla also from time to time used Directed Reading B Thinking Activity (DR — TA). In this illustration, Chase made guesses during reading and then by his continued reading he could then discover whether his guesses were correct or incorrect. This practice can eventually help a student to apply self-help strategies when reading in the future. Chase was also asked to recall times of difficulty and to discuss ways in which he used to solve those reading problems. Gayla then stimulated his thinking by asking him key questions. During the writing parts of the lesson, Chase was able to apply the brainstorming technique when planning what he was going to write about. After brainstorming Gayla then helped him sort his writing by relating it to his prior reading involvement. The finished writing project can also serve as a tool for future successful reading assignment because it is the student=s creation from his own personal relationship with the topic. Chase was then asked to sort some words that he had some difficulty with during his reading and writing session. In this particular student=s case he was asked to sort words beginning with s and sh. After he was done sorting he was asked to write down the few words so that he could make the connection with reading and writing. Finally Gayla read a book she had selected to read to Chase. Even though she had chosen the book, she had still remained within the theme that had been set. But the reading Gayla chose was nevertheless a little bit more difficult. After the lesson was over Chase then chose a book to take home to read to his family. Tancock states, Afluency suffers when children focus their attention more on the details of print than the meaning of the text; thus comprehension suffers too. @ Consequently as a tutor, it should be our responsibility to relieve the unneeded pressures of the details on the printed page, and to allow the child to learn with as much ease as possible the meaning of the text. Bibliography Tancock, Susan M. AA Literacy Lesson Framework for Children with Reading Problems@ The Readind Teacher, Volume 48. No. 2 Oct. 1994 Word Count: 826Ã'Ž

Relationship Between Social Class and Crime

Assess the relationship between social class and crime Some sociological theories of crime are based, in part, on official statistics provided by the police, the courts, and various government departments. Such statistics provide evidence of the extent of crime and information about the social characteristics of the criminal. A misrepresentation of this data, that crime is largely a working class phenomenon, may be due to the selective application of the law, according to W. J. Chambliss and M. Mankoff in â€Å"Whose Law† What Order? (1976). There is increasing evidence to suggest that there is a systematic bias in favour of the ruling class. In general, if an individual has committed a criminal act, then the higher he or she is in the stratification system the less likely he is to be arrested, if arrested to be prosecuted, if prosecuted to be found guilty, and if found guilty to be imprisoned. If this is so, then the assumption that crime is largely a working class phenomenon may be incorrect – so is there really any relationship between social class and crime. CHAMBLISS' THEORY Chambliss argues that crime occurs throughout all social strata. The major differences between the strata may be the types of crimes committed and the nature of law enforcement. He claims that power in the form of ‘money to influence' is the key factor which determines who gets arrested and who does not. In one of his works Chambliss pointed out that those who operate organised crime are not members of the true ‘criminal class', they belong to the economic and political elite! Also, it is not only the small minority of active syndicate members within the ruling class who profit from crime interests will not be penalised; those that do will not be subject to legal sanctions. Marxists, such as Chambliss and Mankoff, see crime as a natural product of capitalist society. Both argue that the capital economic system generates greed, self-interest and hostility which motivates many crimes in all levels of society. Members of all strata use whatever means and opportunities their class position provides to commit crime. Thus, in low income areas the mugger, the pusher, and the prostitute use what they have to get what they can. In higher income brackets, businessmen, lawyers and politicians have more effective means at their disposal. SPECIFIC CRIMES, SPECIFIC CLASSES? In a competitive society people need to look after themselves in order to survive. D. Gordon in ‘Class and the Economics of Crime' (1976) argues that crime is a rational phenomenon. He also stated that the selective enforcement of the law serves to maintain ruling class power, to reinforce ruling class ideology, it gives the impression that criminals are mainly located in the working class. This serves to divert attention from ruling class crime. It can also direct a part of the frustration and hostility produced by this situation onto the criminals within their own class. Additionally, it diverts the attention of members of the subject class from their exploitation and oppression. It directs a part of the frustration and hostility produced by this situation onto the criminals within their own class. It also serves to divide the subject class, particularly in low-income areas, where there is a tendency for people to see their enemies as criminals within the their own class. Study of crime may show that sympathies tend to lie with the criminals. For the Marxists, their political views result in condemnation of ruling class crime and a sympathetic treatment of the crimes of the subject class. A. W. Gouldner in ‘The Coming, Crisis in Western Sociology' (1971) claims that interactionists have a romantic identification with the more exotic criminals. This identification by largely middle class sociologists (claims Gouldner) with the ‘underworld' colours their choice of research subjects, their perspectives and their conclusion. Accordingly, functionalists, for example R. K. Merton ‘Social Theory and Social Structure' (1968) have been accused of bland liberalism. Merton's work is based on criticisms and reforms rather than condemnation and radical change. This may well have prevented him from questioning the system itself. As Taylor suggested in ‘Deviance and Society' (1971) questions like â€Å"who made the rules in the first place? † are important.