Report of Saudi Arabia Essay Example | Topics and Well Written Essays - 1750 words

Report of Saudi Arabia - Essay Example Its system of administration is monarchy based and this continues to be so since its establishment and foundation. The Kingdom generates most of its wealth through oil exploration in the Eastern provinces of the state. So large are the oil reserves that it has been categorized as having the second largest oil reserves in the world. Its government, therefore, relies mostly on revenue generated from oil exports to fund development activities in the Kingdom. Such massive income from oil exports have enabled its government to transform the desert city into a modern economy flooded with modern architecture and infrastructure, using the latest technology available. The kingdom of Saudi Arabia has an estimated population of approximately 28 million. Out of this figure, approximately 17 million are citizens of the Kingdom, while 9 million are registered expatriates. The remaining 2 million are illegal immigrants living in the kingdom (The World Fact Book, 2013). The age structure of a given population plays an important role in determining the most important socioeconomic aspects in development. For instance, a nation that constitutes majority of young population needs to consider investing in education facilities such as schools and colleges. Another importance for age structure is to help predict the political situation in the future. For example, high population of youthful citizen without employment may result to civil unrest in the country. The age structure of Saudi Arabia, therefore, is diversified in nature. The population between the ages of 0 to 14 years constitutes 28.8% of the total population with 3,913,775 being males and 3,727,767 being females. 19.8% of the population is between the ages of 15 to 24 years with 2,811,407 being males and 2,439,978 being females. Ages between 25 to 54 years command the majority population gathering

B2C Compared to B2B Essay Example | Topics and Well Written Essays - 1000 words

B2C Compared to B2B - Essay Example (2006c) By combining both the aspects, Internet and supply chain, we can define B2B as those "portals that allow businesses to deal directly with their suppliers and distributors online, thereby allowing electronic transfer of orders, invoices, payments etc. Wholesalers, distributors, and manufacturers fall in this category". (2006a) B2B websites serves as primary or direct link, which connect suppliers to suppliers or business-to-business while "B2C websites are intermediary portals that link customers to suppliers as its main concern is selling to the end user". (2006a) "From a 'solution-oriented' perspective, a B2C site is just the end point of B2B and B2C supply chain". (2006c) "Research suggests that that both the e-commerce and advertising expenditure numbers for B2B will grow faster than B2C in the coming years. Given the consensus about the importance of B2B e-commerce and advertising, it is surprising that B2C websites have received much more than their fair share of research attention in the Journal of Advertising Research as well as in other journals". (Chakraborty et al, 2003, p. 50) "Distributors have not lagged behind in fulfilling the need of bridging the gap between manufacturer and end consumer". (2006b) "This would be less of a concern if the advertising objectives and the sales processes were similar between B2B and B2C domains. But, many differences exist between these two domains." (Chakraborty et al, 2003, p. ... Security issues are centered on transmission and storage of transactional information by a website. As in the case of privacy, consumers experience a lack of control over the payment information provided to a website. Security issues are shared by the websites and consumers. This has led many websites to resolve the technical issues related to security. In spite of these measures, visitors may still perceive the website to be unsafe. Reduction in perceptions of security concerns affects web usage. (Chakraborty et al, 2003, p. 50) B2C websites includes on-line trading, biddings, auctions, stock trading markets etc. Ebay and Amozon.com are one of the most successful B2C integration these days. If we look at the causes of building e-business integrations, it would be noticed that "a primary reason for building such initiatives internally is that value chains are only as strong as their weakest link, devoting extensive time, resources, and capital to B2B projects seldom yield substantial return on investment if internal systems are not integrated. Simply connecting applications on a point-to-point basis is not enough. Without a thoroughly integrated internal infrastructure, B2B initiatives are sure to provide little value in the best-case scenario, or no value in the worst. To fully achieve the kind of business process visibility required to gain true insight into the enterprise and supply chain, companies must rise out of the fiefdoms of information and departmental approaches to conducting business. They need the ability to define enterprise business processes that can span across multiple systems and business partners that reside beyond the firewall. These processes are

Interpretative Reading in Thailand Essay Example for Free

Interpretative Reading in Thailand Essay Introduction Interpretative reading can be defined as the analysis of literary texts and subsequent enunciation of those texts. It is also sometimes called dramatic reading and relies on the reader’s voice to convey the emotion, drama and imagery of a narrative without actually acting it out. A good interpretative reader must possess a number of vocal skills such as the ability to control vocal tone, volume, pace and inflection to accurately communicate meaning and build drama. In addition to clear articulation and correct pronunciation, which are paramount to the audience’s understanding, the reader must have an in depth understanding of the text in order to produce a meaningful interpretation of it. In other words the narrator needs to be able to know the characters, imagine their backgrounds and feel their emotions to be believable. Good interpretive reading is a difficult skill even for native speakers to master and takes preparation and plenty of practice; however, for a student in the Thai education system faces a number of distinct disadvantages in becoming a proficient interpretative reader. To begin with the languages of Thai and English are very different. We have different stress patterns on words and there are sounds in English which don’t exist in Thai, both of which make clear pronunciation challenging for students and although many Thai schools now employ native speaking English teachers who are able to model correct pronunciation and natural rhythm, lots of Thai students lack confidence and have little opportunity to practice English outside of their classroom. In addition, English uses intonation to convey different meanings and emotions whereas Thai uses a fixed tone for each word so it is often hard for a Thai student to express emotions like sarcasm or disbelief through inflection even when they recognize the need to do so. Another barrier for many Thai students, aside from the enunciation, is actually understanding the text well enough to interpret it. This depends upon, not only the student’s knowledge of English language and ability to follow the plot but also on previous personal, educational and cultural experience that influence the way the narrative is interpreted. A student lacking exposure to western culture and a deeper understanding of the social norms, stereotypes and cultural issues surrounding a text might struggle with a credible portrayal of characters and personation. These factors coupled with a general lack of focus on key reading skills leave Thai students at a distinct disadvantage when it comes to dramatic reading abilities. So, how do we assess the state of Thai interpretive reading? Do we take into account the many disadvantages that Thai students face in learning to read expressively and if so what criteria is it fair to judge them on? After some research into the rubric schools overseas use to evaluate students’ interpretive reading skills we decided to base our assessment on the following criteria:- Pace. The speed at which a reader speaks, increasing speed creates drama and intensity. Pause. The lingering of the voice on, before or after a word for dramatic effect. Volume. Adds emphasis or fullness of tone. It can be used with other forms of emphasis to exaggerate emphasis. Melody. The wave-like change in voice pitch depends on the reader recognizing the relative importance of words in the text. Inflection. The bending of the voice from the main pitch up or down. Personation. The reader’s interpretation of the character. Pitch. The degree of highness or lowness to a tone adds more subtle emphasis. Confidence. How comfortable is the speaker with reading aloud the text. The readers pace, volume and use of pause are techniques that can be used to emphasize mood or add drama but in the case of a non native speaker an overly loud or quiet reading could be due to nervousness and a pause or change in pace could be due to not understanding a word or not knowing how to pronounce it. These things, in turn, can affect the other factors we will be evaluating. With this in mind we will be focusing on the deviations from normal patterns in each of these categories and trying to find any correlations. Conducting the research and investigation To better understand how well a Thai may use the techniques associated with interpretative reading we needed to hear some examples. We selected a number of Thai students to read a set part of a chapter from a book and recorded them to analyse their interpretative reading skills. The material chosen was chapter one from ‘The Monkey King’ a stage one young reader by Rosie Dickins. The chapter was broken into 5 separate parts for the students to read. The level one reader was chosen to accommodate all students and focus on their reading skills rather than their comprehension of the text. The students’ ages and levels of English ranged from, six to eighteen years old, and Beginner to Advanced. By having such a wide range of readers we will be able to see if there are any reoccurring problems across all levels and ages or if there are any surprising results. Before the students were recorded they were each given different parts of the chapter to familiarise themselves with what they were going to read. This is to again focus on their interpretation of the text and to let them question any pronunciation of any unfamiliar words. In addition to that when the text was handed to the students, it was explained to them that they have to read it as if they were telling a story to someone, and they do not want this person to fall asleep. Also, an example of interpretative reading of a text, other than their own, was then given to the students to make sure that they fully understood what they had to do. To do good interpretative reading, the text has to be fully understood, it is the key for good reading, so all the parts that they did not understand was read to them and explained again before they did the task. Some of the younger students did not really understand how to read the text like they were telling a story, so some parts of the text was read to them showing the change in voice pitch and intonation, as one would do for interpretive reading. They then caught on to what was needed. The most difficult part was that many of the younger ones were nervous and shy, which is normal for some children who have to read text which is not in their native language. They were mostly nervous because of being placed in front of a laptop computer, and about their pronunciation. It was made clear to them that pronunciation was not the point of the research and that it was not a big deal if they did make some mistakes, but that the most important thing was the way they interpret the text, and that it has to be understood. It was noticed that they did understand it since they all wrote some Thai notes on the text which seemed to be translations. Then, finally it was for them to forget their nerves and read the text. The students were then recorded reading their parts which were later analysed, considering the younger students reading level, they did quite well. Analysing the results Once we had the recordings of the brave students that took part in our research, the analysis could be carried out. We went through the recordings with a fine toothcomb, and complied the results into a chart. In this chart, as can be seen in fig. 1. 2, the students were rated on their performance. They were judged on numerous criteria which include melody, speed, volume, pauses, inflection, personation, pitch and confidence. These eight criteria were marked as poor, fair, good, very good or excellent. We took into account their age group and reading skill level when judging them. Once the chart was completed, the graphs were made to clearly show which of the students’ skills were strong and which skills were weak (fig. 2. 1 – 2. 8). On the whole they performed better than expected, although there were obvious inflections, changes of pitch in odd places that Thais often make mistakes with when interpretive reading. We had spoken about this before the experiment had even begun, so it was to be expected. The results of the experiment showed that most of the students had a very good grasp of the pace that the text should be read at (see fig. 2. 2). In addition, most of them read the text at a decent volume; and all of the students were audible (see fig. 2. 3). It was obvious which students have had a lot of practice reading because of their melody, and the way it flowed throughout their reading (see fig. 2. 1). These students are also the ones that were given good marks in inflection; pitch and confidence (see fig. 2. 5, 2. 7, and 2. 8). One of the areas in which most of the students did not do very well was the pauses, as it seemed as if they were in the wrong places and there did not seem to be enough of them (see fig. 2. 4). Finally, the worst area by far was the personation or interpretation of the characters in the story. Most of the students did not even change the pitch or melody of their voice when reading the direct speech and those that did change the pitch of their voice did not put on any kind of exciting voice (see fig. 2. 6). From the results, we have seen that generally the standard of interpretative reading is at a fair level, usually respective of the student’s level of English. However, there were certain issues and certain elements of their reading which are necessary to try and eliminate to help improve their interpretative reading. The highest level of reading was from a student who could be considered the student with the highest level of general English. This was mainly due to his immediate in-depth understanding of the text. He was able to employ pauses in appropriate places such as full stops, commas, but also using them for dramatic effect as in adjective lists or after adverbs. He also had a strong use of melody in how he read. The best skill he used which set his reading above the rest was his use of personation on the characters voices. Some other students were able to produce a similarly high standard of reading and once again these students can be identified as the ones with the best overall English language skills. Some of these good examples were from the M3 level. Despite them being at a high level of general English some of the elements they employed in their reading was something that could be said was found in all readings at this level but not as frequent. One of these is the students’ use of force on unstressed syllables. This was more common at the end of words which contained specific sounds. This was seen in words such as monKEY and heavenLY, adding extra force to the /i? / sound, and gardeNER, giving force to the /? /. There is also another issue that was common at the end of words. This was the dropping of sounds or in some case whole syllables. This was most evident in plural nouns and ed sounds at the end of verbs. For example, peachES, leavES, soldierS, pronounced as /? z/, /z/, and /s/ which were generally dropped from the words all together especially the /? z/ sound. Further to this the /? d/, /d/, and /t/ sounds in words such as, boastED, stormED, and snappED, were particularly a problem. As we looked down the levels of general English skills we saw problems more identified with that level rather than an overall picture of Thai speakers and these problems ultimately determined how well of a reader we believed them to be. One such problem was melody. English being a very musical language requires the reader to know the importance of stressed and unstressed words within the sentence. The result was mainly a flat sentence giving equal stress to prepositions and articles, to nouns and verbs. This disrupted the usual flow of the English language. The pause was another problem but was a more obvious one. There are certain positions within a reading where a pause must be used, such as full stops and commas and without these pauses the reading can sounds unnatural. This wasn’t throughout the text but only in some places is enough to give a breathless effect. The above mentioned issues were the most common throughout all the readers but there were some individual mistakes present as well. For example, the rising inflection or falling inflection mid-sentence, giving a different meaning to the sentence as a whole. We believe that vocabulary knowledge is of great importance in the way we set up the experiment. Although the material used for the reading is said to be a level one reader this does not mean that all the students are able to fully understand all the words in the text and their subsequent effect on the way the text should be read. From the six steps of analysis it is stated that a reader should be able to read the text line by line fully understanding the text, to understand the theme, and importantly take the text away and practice. With the limited time available with the students it was not possible to allow them to take the text home, study it, and perhaps translate the words to understand their meaning. Therefore, the students with the greatest range of vocabulary were the students with the better examples of interpretative reading. In regards to the common use of what we considered to be their wrongful employment of interpretative reading skills, we tried to identify a possible reason for each case. Firstly, the use of force at the end of words containing /i? / and /? / we believe to be a problem that is associated with the Thai language. Generally, these sounds at the end of words are stressed in the Thai language while unstressed in English, and so they are mixing up the two languages. In contrast to this is the students’ lack of plural and ed sounds at the end of words. Due to the fact that they are not pronounced at the end of words in the Thai language, the students’ would transfer this over to the English language and drop them from the English words. The students’ lack of melody could be also to do with being Thai language native speakers. The musical rhythm of the English language requires the use of melody by stressing words in certain ways within a sentence. The Thai language, however, does not have melody in a sentence as a whole and so the reading was flat as oppose to rising and falling, strong and weak. The lack of pauses in some instances has more to do with the individual reader and with practice could easily be eliminated. Conclusion In conclusion, Thai teachers need to provide more speaking time for the students so that they can learn the rhythm of the English language. This can be achieved by giving the students more access to a native speaker’s spoken word. Some suggestions for this would be to have the students do more role-play exercises in the classroom impersonating different characters from a book. Also trying to imitate character’s voices from a movie or from television programmes would be a great way to master their personation technique. A game could be made out of this where the students have to guess who another student is trying to imitate. Another way to help Thai students might be to get them to listen to other well known interpretive readers while they are reading along to the story themselves to get an understanding of how it is done well. Interpretive Reading for Thai Students By Drew Eaglesham Timothy Parker Sarah Pratley Victor Deville-Blumberg EN202 Interpretative Reading.

The Effect of Leadership Style on Security Guards’ Performance Essay Example for Free

The Effect of Leadership Style on Security Guards’ Performance Essay The following are the specific objectives of the study: 1. To determine the job performance level among security guard in Riyadh military hospital. 2. To examine the influence of leadership style on security guard’ performance in Riyadh military hospital. 3. To investigate the security guard mean differences in job performance based on level of education and experiences in Riyadh military hospital. 1.4 RESEARCH QUESTIONS Three research questions are as follows: 1. What is the job performance level among security guard in Riyadh military hospital? 2. What is the direct significant influence of leadership style on security guard’ performance in Riyadh military hospital? 3. Is there any significant difference in security guard’ performance based on level of education and experiences in Riyadh military hospital? 1.5 SIGNIFICANCE OF THE STUDY As mentioned earlier in the present study, the objective of the study is to explore the influence of job leadership style variables on security guards’ performance. If the findings of the study turn out to be true, the study will contribute to both theory and practice. Through the present research, the researcher expects the findings to shed light on the pertinent facets of the topic and add to the body of knowledge concerning leadership style towards security guards performance in Riyadh Military Hospital. On the practical side, the study possesses significance because it will attempt to give an insight into one of the major issues in Saudi Arabia’s security sector. In addition, the stakeholders in Ministry of Defense can also benefit from the research by using it to identify, investigate as well as examine the proposed factors that are found to influence security guards’ performance. 1.6 SCOPE OF THE STUDY The study looks at leadership style towards security guards job performance at Riyadh Military Hospital, Saudi Arabia. The participants of this study were security guards of Riyadh Military Hospital in Saudi Arabia. The total number of the security guards who participated in the study was 34 security guards 30 males and 4 females. In order to achieve the research objective in the present study, a survey conducted. Questionnaires distributed to the security guards in Riyadh Military Hospital from 15 October 2012 to 9 November 2012. 1.7 SUMMARY The present chapter discussed background of the study, problem statement, objectives of study, questions of study, scope and significant of the study. The next chapter (chapter two) will expound literature review of study variables, chapter three related methodology, and finally chapter four discussions of the findings and suggestions.

Salvation Army: Stakeholder Analysis

Salvation Army: Stakeholder Analysis EXECUTIVE SUMMARY This essay is basically about the stakeholders of the Salvation Army case study written by Alex Murdock. It involves a breakdown of the work of the Salvation Army and the different stakeholders involved in the organisation. The first section is an introduction on the works of the Salvation Army and then moves on to discuss the different stakeholders of the Salvation Army in terms of their interest and power in the organisation. The next section discusses the major stakeholders and what they expect from the Salvation Army in terms of how there handle things. The last section presents a critical review on the importance of stakeholder management to any organisation and how to maintain an effective stakeholder relationship. THE SALVATION ARMY, A GLOBAL NOT-FOR-PROFIT ORGANISATION INTRODUCTION The Salvation Army can be described as an international movement and as an evangelical part of the universal Christian Church. It is also seen as a global non-profit organisation which was founded by William Booth and his wife Catherine in 1865 in London and has spread to other parts of the world. The primary aim of the organisation is to preach the good news about Jesus Christ and persuade people to become his followers. The Salvation Army shows care and concern for the needs of people despite their sex, age, race, status or colour. The mission statement of the Salvation Army (2004) The Salvation Army, an international movement, is an evangelical part of the universal church. Its message is based on the Bible. Its ministry is motivated by love for God. Its mission is to preach the gospel of Jesus Christ and meet human needs in his name without discrimination. The movement works in 109 countries and provides services in 175 different languages. The army also has some distinctive characteristics which set it apart from other Christian organisations one of which is its adoption of a quasi-military structure which is derived from spiritual warfare and reflects in the use of ranks, uniforms and flags. The actual work of the Salvation Army is not just evangelistic but is deeply focused on the relief of poverty and the provision of practical, cost-effective and skilled services. The Salvation Army provides a variety of programme-based services worldwide and their social service has become very important to the extent that the UK annual report affirmed that it was the second largest provider of social service after the government. One of the major services they provide is the residential service which is widely provided in different forms and the largest form is the facility for homeless people. They also provide residential accommodation for eve ry possible individual ranging from mother and baby to elderly and disabled and in 2003, there were altogether over 600 separate facilities with a total capacity of nearly 32,000. Mostly for the elderly people, they provide remand homes and day care for the little ones. Due to the armys focus on addiction dependency, lots of residential and day care resources have been developed to help extensively in addiction problems. The Salvation Army has been very helpful in a lot of other aspects apart from providing structures there provided counselling services for clients whom other agencies are reluctant to assist such as alcoholics, drug addicts. In especially the UK, the Salvation Army has been fully involved in the missing person services. The Salvation Army is a holiness movement and says that Salvationists should: Earnestly strive to become wholly devoted and obedient to God, strong and upright, true, pure, kind, loving and humble in one word, holy, like Jesus. Salvation Army (2009) IDENTIFY ALL STAKEHOLDERS AND CONSTRUCT A POWER/ INTEREST MATRIX A stakeholder is any entity, internal or external, who could directly or indirectly affect your organization or be affected by your organisation (Romeo 2008). This means any person or organisation that can positively or negatively impact the actions of a company, government or organisations. They are people that have shares or interest in an organisation and are also involved in the control and decision making of the organisation. There different types of stakeholders are: Primary Stakeholders these are people that are ultimately affected either positively or negatively by an organisations actions. Secondary Stakeholders these are intermediaries i.e. those indirectly affected by the organisations actions. Key Stakeholders people that have significant influence within the organisation and there can belong to the two groups above. The stakeholders of the Salvation Army are listed below: Employees, Government, Volunteers, Donors, Board Members, Other Non Profit Organisations, Funders, Church and Members, Media, Armed Forces, UK National Lottery, The Public, Competitors, Clients/ Consumers, Non Governmental Organisations (NGOs), Religious Groups, Individual Government bodies, The Councils. When looking at the stakeholder analysis, we need to consider the level of interest and the level of power the stakeholders have. Power depends on how much the stakeholder can bring to promote the army and Interest depends on how important the stakeholder sees the army. A stakeholder analysis is a process of systematically gathering and analyzing qualitative information to determine whose interests should be taken into account when developing and implementing a policy or program (Best 2007: 2). It is useful in identifying key actors and assessing their knowledge, interests and power in relation to the organisation. These stakeholders or interested parties can usually be grouped into the following categories: international, public, national political, commercial/private, nongovernmental organization (NGO)/civil society, labour, and users/ consumers (Schmeer, 2000 cited in Best 2007: 2). STAKEHOLDER POWER/INTEREST MATRIX A matrix is used to organise or classify the stakeholder data. It provides a short analysis of which stakeholder will gain or lose from the organisation. Low Level of Interest High B Keep Informed A Minimal EffortLow D Key Players C Keep Satisfiedpower High This map is divided into four sections: low interest/low power, high interest/low power, high power/low interest and high power/high interest. Group A- low power and low interest in the Salvation Army so there require little or no effort and attention e.g. people, UK national lottery which has no interest or power in the organisation. Group B- low power and high interest in the organisation so there need to be kept informed by the Salvation Army because there have high interest but little power to control what goes on in the organisation e.g. volunteers, armed forces Group C- high power and low interest so the Salvation Army has to keep them informed on a regular basis and satisfied e.g. NGOs, media Group D- high power and high interest in the Salvation Army so there require loads of attention and effort because of their importance e.g. government, councils. The Salvation Army needs to be aware of a key player with a strong opposition. The analysis consists of the identified stakeholders bring arranged in a table according to the extent and level of power and interest there have in the organisation. According to Johnson and Scholes (2002:208), power/interest matrix imply the political priorities for managing stakeholders relationships by assessing the level of interest and power for each stakeholder. ASSESS THE EXPECTATIONS OF EACH GROUP OF STAKEHOLDERS Non profit organisations are often thought of as seeking effectiveness and efficiency in equal measure (Drucker 1990). The donors, public agencies funding this organisations, employees and managers who work for these organisations often have high expectations about their ability to make an impact on the areas in which there are involved. The extent to which there provide services and affect community issues is an important measure of the effectiveness of these organisations. There are difficulties when trying to identify stakeholder expectations in not- for- profit organisations (Fletcher et al 2003). The decisions about the purpose and strategy of an organisation are influenced by the expectations of stakeholders (Johnson, Scholes and Whittington 2008). This could be a challenge because of the possibility of many stakeholders having different expectations which could lead to conflict especially in a large organisation like the Salvation Army. MAJOR STAKEHOLDERS AND THEIR EXPECTATIONS In this Salvation Army case, the major stakeholders are mostly those with high interest and high power which are: the church, donors, the government, army officers (uniformed and non- uniformed), media, individual government bodies, the high council, the generals consultative council, the international management council. Church The church could be seen as the major stakeholder because as the founder of the Salvation Army, they are in charge of most of the activities and services that the Salvation Army does. Media The media highlighted the governments views and added to the banning of the Salvation Army e.g. the press made attempts by the government to ban Salvation Army in Russia. Donors the Salvation Army is a non-profit organisation so it depends largely on donations and grants. The resourcing needs of the salvation army will likely increase as the demands increase so the donors support the organisation by making donations and there expect it to be put to good use e.g. Joan Kroc made a donation of 1.5billion dollars which was the worlds largest single charity donation. This donation however raised some questions and caused a bit of conflict between the donor and the organisation on the limits of acceptability. Government The government has supported the organisation and has attempted to support its needs. They have major expectations there want to see manifested in the Salvation Army. The government have high power and high interest because they are in charge of certain standards, and if these standards are not met, they carry out their penalties. Individual Government Bodies The government assists the Salvation Army in their fund raising campaigns. Some of these individual government bodies include social services like the Red Cross and various health organisations and they provide assistance when the Salvation Army needs it. This group of people are key stakeholders that can influence and affect the work of the organisation so it is important that their expectations are met. In the case study, the government body in Russia had the power to ban the Salvation Army from their country because they did not like the way things were going on and this brought about some problems. In the UK and USA, the Salvation Army is recognised and strongly supported which allows them to operate much easier. The individual government bodies have a certain ways things are done in their countries and expect the Salvation Army to adhere to it or it could lead to lack of support from the body which could hinder the work of the organisation. Army Officers These are employees of the organisation (professionals and non-professionals) who are paid very little for the work there do. There are expected to be very dedicated to the organisation and achieve their objectives. The High Council: The High Council consists of all active territorial commissioners and their major responsibility was to elect a new general when the present one who is the head of the army is unfit to continue. The second in command who is the chief executive has the responsibility of executing the policy decisions of the general and produce a relationship between departments. They meet anywhere convenient for them in the UK. The Generals Consultative Council: This council is made up of qualified people responsible for making sure policies are consistent on a national scale and advice on the mission, strategy and policies of the Salvation Army. They meet regularly and work electronically through the use of lotus notes, emails. The International Management Council: this council focuses on how effective and efficient the international headquarters operates and usually meet monthly. The councils expectations are somewhat the same and even though the headquarters of the Salvation Army is in London, there is autonomy in each territory and no interference from each of them. Regardless of this, there always put the mission of the Salvation Army first before they make their decisions. WHY IS STAKEHOLDER MANAGEMENT SO CRUCIAL TO ANY ORGANISATION? A stakeholder is basically an individual or a group of people that has one or more different kinds of stakes in the organisation and this makes their management very important (Carroll and Buchholtz 2009). Managers have recognised that different stakeholder groups in an organisation have to be satisfied in other to meet their goals (Carroll and Buchholtz 2009). Stakeholder management has long been recognised as an essential part of the effectiveness of an organisation whether public/private sector or profit making/non- profit making. It involves building and maintaining the active support and commitment of the stakeholders to facilitate the timely implementation of change in an organisation (OGC 2005). The important functions of stakeholder management are to describe, to analyze, to understand and finally to manage (Carroll and Buchholtz 2009). Preston and Donaldson (1999) argue that stakeholder management can enhance organizational wealth and that economic benefits can be generated by positive relationships between an organization and its stakeholders. OGC (2005) is of the opinion that stakeholder management includes four things: stakeholder assessment and stakeholder mapping, identification of key concerns, risks and mitigating actions, monitoring stakeholder plan and using output of stakeholder mapping for communications and other interventions. It enables managers to ensure that the strategic and operational direction of an organization addresses stakeholder perceptions (Fletcher 2003). Stakeholder Management is very crucial to any organisation because it helps us to understand the important role of managing and informing stakeholders. It will ensure that key stakeholders and their interests are identified and strategies are developed to engage with them (NHS) Managers and organisations developed a set of principles of stakeholder management to provide managers with ways to treat stakeholders (Carroll and Buchholtz 2009: 111). These principles are known as the Clarkson Principles and in other to build an effective stakeholder relationship; managers need to adopt the following characteristics: acknowledge, monitor, listen, communicate, adopt, recognize, work, avoid and acknowledge conflicts (Carroll and Buchholtz 2009). It helps to integrate a variety of perspectives and provides a guide to organisations on how to manage their stakeholders (Donaldson 2002). Stakeholders are recognised as very important people in public and non-profit orgs which commonly have a more diverse group of stakeholders than private for profit organisations making it more difficult to identify strategic issues (Bryson 1995). Having a good relationship with stakeholders unites organisations, fosters partnership working, helps organisations to prioritise and meet their aims. The three important elements necessary for effective stakeholder relationships are leadership, communication and staff (MORI 2009). Stakeholder management involves identifying and classifying stakeholders and as a result of this facilitates an engagement with them in a coordinated manner. This engagement involves identifying different categories of stakeholders, gathering information about them, identifying their missions in a project, determining their strengths and weaknesses, identifying their strategies, predicting their behaviour and developing and implementing a strategy for managing the se stakeholders (Cleland 2002 cited in Chinyio and Olomolaiye 2010). In conclusion, the stakeholder management is seen as a two way interaction or exchange of influence because just as the strategies, policies, decisions and actions of the organisation can affect stakeholders, so can the stakeholders affect the organisation (Carroll and Buchholtz 2009). The key to managing stakeholders is a good understanding of their current circumstances and which factors influence them over others. This then allows the approach to managing stakeholders to be tailored to achieve maximum benefit. In particular feedback channels are crucial as this allows distinct management techniques to be utilized dependant on the feedback being received. One criticism of stakeholder management is that it is a very demanding and time consuming process to attend to each stakeholder needs and ensure their satisfaction. Also, it could be very complex when classifying each stakeholder and trying to determine whose claims takes priority in any situation (Carroll and Buchholtz 2009). In the case of the Salvation Army, it is important to maintain a good relationship with the stakeholders because they play a very essential role to the organisation. Organisations need to plan for the future which is what the Salvation Army has done and is still doing to ensure that the poor and needy are well catered to.

British Imperialism Essay -- Government Britain British Essays

British Imperialism In many respects, the Boer War resembles the struggle toward globalization a century later that Friedman describes in The Lexus and the Olive Tree. The British, with their more advanced industry and technology, attempted to pull the Boer Republics away from the Olive tree and into the new global economy, golden straightjacket and all. The British Empire had much at stake in the conflict, and eventually achieved its main goals. It protected its holding at Cape Town, which was essential in order to control the southern trade route to India, and resisted the threats of increased European presence in South Africa as well as the threat of Afrikaner nationalism in Cape Colony and in the Boer Republics that bordered it. British investors held about half the stock of the mining industries in the Boer Republics, so the protection of the industry was vital not only to the interests of those particular investors, but more indirectly for the protection of free global trade, which Britainâ₠¬â„¢s economy relied upon. With mines running as efficiently as possible, more gold could be produced and put into circulation in the world market, which favored Britain as the primary leader in the global economy. But just as Friedman must address the concerns in the 1990s of those who are late entrants into the global economy, so we must address the concerns of those who represent the Olive Tree in South Africa; namely, the Boers and the native black Africans. While Friedman insists that globalization ultimately empowers individuals through the democratization of technology, political processes, finance, and information, Boers and Blacks seem, in different ways, to be very limited in their empowerment in the short term. Friedm... ...but after the war Blacks were cut off from economic empowerment because Boer racism became legally protected. Friedman’s identifications of the players in the struggle of late twentieth-century globalization applies to the players in South Africa around the time of the Boer War, but Friedman’s optimism is not confirmed by the facts. While South Africa became an increasingly industrialized society, certain social elements overpowered economic shifts to prevent the full empowerment of Blacks especially that Friedman predicts. The long-term outcomes in South Africa—the resurgence of Boer nationalism in the 1940s that brought apartheid, and the movement forty years later to end apartheid—reveal that racism and conservative political ideology were stronger forces than globalization and industrialization were in shaping the lives and futures for Blacks in South Africa.

Childhood Poverty Essay -- Poverty Essays

We as Americans are extremely lucky. We live in a big country with many resources and almost all the luxuries we ever wanted. On the flip side, in America there are also many people who do not have these privileges. The lower class is a struggling class. For many years, people have been trying to pull themselves up from the lower class and the majority does not succeed. Childhood poverty is a large problem in the U.S. It is said that the poorest people in the United States are the children of the lower class. Childhood poverty could lead to a number of problems such as hunger, violence, physical and mental disabilities, educational problems, homelessness, family stress, sickness, and too-early parenthood. The sad truth is that living in poverty lowers a child’s chance to grow into a healthy, well-adjusted adult who will contribute to society. The number of people who are classified as the working class poor has increased. It has also been proven that work by itself will not keep a family out of poverty. As for government assistance for families in poverty, it has been decreasing. The government argued that families were not using all the services, which were available to them. In today’s society, the amounts of single-parent households are increasing and this is another reason for the existence of childhood poverty. Statistics show that children living in single-parent homes are five times more likely to be poor. More people are getting divorced and are also having children outside of wedlock. It has also been said that women rather than men head about 90% of single-parent families. One of the reasons why these particular families are so poor is because out of all divorced fathers, only 50% help support the... ...iggest and toughest job of you life†¦parenthood. Along with parenthood comes the largest amount of responsibility anyone has even been faced with. Their job is to raise their children, and show them the world. Everything is brand new to them, and as a parent, they are the ones who will be introducing their children to everything. The last thing any parent would want for their child is to have tem grow up in poverty. Every year we spend so much money to report to the public that there are children living in poverty. Why spend millions of dollars campaigning an issue which his already known worldwide? That money should be taken and used to help people lift their children and themselves out of poverty. Progress will not be made of we are just going to sit their and cry about it. Childhood poverty is a large issue, which has been and still needs to be dealt with.