Topics For Writing An Essay

Topics For Writing An EssayTopics for writing an essay can be filled with a huge amount of variety. There are topics that can have you use numbers, names, quotes, poems, math problems, dictionaries, writing styles, and quite a bit more.As you may be aware, one of the most popular topics for writing an essay is a topic about your own subject matter. You could also be doing a topic that involves culture or religion, and many other topics. If you don't think it would make a good topic for writing an essay, go back to the beginning and look at some topics for writing an essay you have already used.Common topics for writing an essay can include: geography, history, economics, literature, science, and lots more. Some topics that aren't a common topic for writing an essay include: animal behavior, specific applications of art and science, psychology, and history. You might even want to look at some topics for writing an essay that might make sense for you. Some examples include: art history , psychology, music, and literature.You will be surprised at how much there is to learn about writing an essay. Your first tip to learning more about topics for writing an essay would be to get a dictionary. There are many good ones available online and they will give you some solid ideas about topics for writing an essay. A word of warning though: don't use your dictionary to replace research!You may have already heard that information about subjects for writing an essay doesn't have to be restricted to just your subject matter. You could be writing about your favorite musician, or about what you have found about some topics for writing an essay. Look for topics that interest you and create some fun thoughts about them.Ideas for topics for writing an essay can come from anywhere and everywhere. If you're sitting at home on your computer, take a look at some topics for writing an essay that you have done. If you're at school, you might want to read a topic that your professor has pr esented on.Topics for writing an essay can give you an idea about some fun topics to write about. It's a good idea to have some fun topics for writing an essay and have a good time while you're writing. You'll enjoy the process of writing, and the excitement will be great!

Hiv/Aids Pandemic in Liberia - 5712 Words

Arthur Barclay Business College Stella Maris Polytechnic St. Joseph Campus, Capitol Hill, Monrovia, Liberia Course Title: English 201: Sophomore English I Topic: HIV/AIDS PANDEMIC: â€Å"Its Social Ramifications and Impacts on the Liberian Society† Thesis: Perhaps the most life-threatening, incurable but preventive disease to the human race is the HIV/AIDS Pandemic, and the awareness and understanding of its social ramifications and impacts on the Liberian society is paramount. Prepared by: Johnson S. N. Williams, ID#: 04576 Student, English 201, à ¸2 â€Å"In Partial Fulfilment for a required course for the A.A. Degree in Business Administration/Management† Submitted to: Peter D. N. Duncan, MSc. Lecturer, English 201†¦show more content†¦There are appendices attached which conclusions. I must acknowledge and appreciate the Government of Liberia through the NACP for allowing me access to materials that support this report. Not also forgetting my course lecturer, Mr Peter D.N. Duncan, MSc. in Education, for providing theoretical and moral guidance throughout the assignment period. I hope this paper has met its objective as the topic depicts. provide statistical data that support my analysis and 1 Khalipha M. Bility, Ph.D., Program Manager, NACP Annual HIV and AIDS Review 2007-2008, pp. 2 Page 2 of 15 PDF created with pdfFactory Pro trial version www.pdffactory.com II. HIV/AIDS PANDEMIC: â€Å"Its Social Ramifications and Impacts on the Liberian Society† The historical accounts and facts of the discovery of the HIV/AIDS virus in Liberia can be traced as far as in 1986 when the first diagnosis was made at Curran Lutheran Hospital in Lofa. Since that time, not much realistic and reliable statistics and information had been made available. The Government of Liberia had only responded with the establishment of the National AIDS and STIs Control Programme (NACP) in 2001. This agency has got the statutory mandate of national oversight responsibility of all cases relating to the dreadful disease. To date, Liberia is diagnosed of three types of the pandemic: HIV-1, HIV-2, and the combination of both (HIV-12). Incidences of HIV/AIDS cases in Liberia, from 1986 to 1997,Show MoreRelatedA Perspective of Poverty and HIV on Sub-Saharan Africa1018 Words   |  4 Pagespoverty and HIV on Sub-Saharan Africa The majority of people currently living with HIV are in Sub-Saharan Africa where this infectious immune disease has had a devastating impact mentally, physically, economically and socially since this pandemic began. Sub-Saharan Africa is about 15% of the worlds population, and it has approximately seventy percent of the people living with HIV. In 2011 there were 23,500,000 people living with HIV, and 1,200,000 annual AIDS deaths. The new HIV infectionsRead MoreChapter 2 : Of Microbes And Men977 Words   |  4 Pagesinvolving the addition of a phosphate group to the amino acid tyrosine in host cell, proteins. 3. Based on Chapter 12: Marburg and Ebola Hemorrhagic Fevers (Pages 247 – 268) a. List three countries where pandemic of Ebola Hemorrhagic Fever was reported in 2014. (5 points) Guinea, Liberia, and Sierra Leone. b. Describe briefly the cultural practices of people in the country you mentioned in part (a) that the scientists suspected of contributing to the spread of this disease. (15 points) In theseRead MoreUse of Social Marketing to Control the STDs Pandemic Essay1945 Words   |  8 Pagestimes, the later decades of the 20th century has seen a pandemic that is wrecking just as much havoc on the globe- Sexually Transmitted Diseases (STDs) and one in particular- HIV and AIDs. The focus of this paper will explore past interventions using social marketing and Social Network Theory as their foundation to encourage condom usage to prevent the spread of STDs. Public Health Concern In modern times, STDs (such as HIV and AIDs) have wrecked such havoc upon the globe with more thanRead MoreGlobal Health Agendas And Domestic Government s Health Policies2137 Words   |  9 Pagesaligned with the MDGs. However, although Liberia and Sierra Leone had similar health objectives in their PRSPs, the outcomes for both countries are different. Internationally, Liberia was heralded as making the greatest progress in its health status as it had the highest increase of life expectancy in the world (19.7 years) from 1990 to 2012 (WHO 2013). According to Nkwanga (2015), international donors used Liberia’s achievement as proof of success of the aid programs. Sierra Leone on the other handRead MoreIdentifying The Structural Violence And The National Security Problems, Destabilizing Economies And Regimes, And But Threatening International Essay2249 Words   |  9 Pagesof the disease early on and why was the international community slow to respond. It is my view that any developing country (especially fragile, post conflict states) would have struggled with an epidemic of this nature, not just Sierra Leone and Liberia. However, as many fragile states have under-developed health systems, the real questions are: â€Å"why are the health systems under-resourced to provide basic primary care† and â€Å"why did the global health governing system fail to react in time†? GoingRead More The Impact of the Ebola Virus on Africa Essay example3437 Words   |  14 PagesThe Liberian Finance Minister has also revised downward the IMF country growth forecast of 5.9%[1]. The panic and confusion could be more disruptive than the disease itself. While one cannot put money value to life, the true economic costs of pandemics are usually way off the mortality figures. For example, the outbreak of a relatively rare disease like Severe Acute Respiratory Syndrome (SARS) with 8,273 cases as of 2003, caused just over 800 deaths[2]. But in terms of damage to the global economyRead MoreThe Epidemic Of The Swine Flu2433 Words   |  10 Pages(CIDRAP), a study done by the Centers for Disease Control and Prevention Policy (CDC) on the 2009 Swine Flu outbreak reveals the global death toll to be 284,000 (Roos R, 2014) Although this statistic may not seem as significant to the current AID/HIV pandemic, the lethality of the Swine Flu is far greater, and so is Ebola with a 50% survival rate and an estimated 14 day life expectancy once symptoms onset according to the CDC. Stricter regulations and aggressive countermeasures are needed to combatRead MoreBackground Guide Of World Health Organization7133 Words   |  29 Pages Global Epidemic disease 1.Retrospect of the epidemic disease​​​​​​​ Case1 Aids​​​​​​​ 1.Aids 2.The cause of Aids and Aids’ human factor​ ​​ 3.The distributing of aids Suggestions for Further Research Relevant UN Action Case2Read MoreWhat Is HIV1762 Words   |  8 Pagesï » ¿HIV What is HIV/AIDS? HIV stands for Human immunodeficiency Virus. This virus weakens a person s ability to fight infections. During HIV infection, the virus attacks and destroys the infection-fighting CD4 cells, a type white blood cell. The loss of CD4 cells makes it difficult to fight infections, and so, one would be most susceptible to any and every illness. A person with the loss of 200 and more CD4 cells is said to have the more advanced stage of the HIV infection, acquired immunodeficiencyRead MoreMisconceptions About Ebola Virus Disease1836 Words   |  8 Pages Whilst the virus was devastating and the United Nations and several countries stepped in to help, there were lots of misconceptions about Ebola – how it spreads, the symptoms, risks and prevention, and what it would mean if it became a global pandemic. Misconceptions were on some of the following; Ebola is an airborne virus, if you contract Ebola, you’ll die, anyone with the virus is contagious, Someone infected in North America will lead to a worldwide epidemic, being around someone infected

Political Scientists and Data †Free Sample Assignment Solution

Question: Discuss how political scientists attempt to quantify data, manipulate data statistically, and attempt to validate hypotheses. Answer: Political scientists conduct studies to prove and forecast occurrences. They collect, analyze and manipulate data to come up with statistically support generalizations and patterns. If this generalization and pattern become frequent, then the scientists can develop a theory. However, this process is not simple the way it is outlined. Political science majors on governments, political behaviors, and public policies. Therefore, the studies rely heavily on opinions to develop relationships. This is what makes the data collection and manipulation approach in political science to be unique. The way political scientists use data and validate their hypothesis can be explained using the general steps in research method outlined by McNabb (2004). According to McNabb, the research objectives are the determinants on how the data will be collected and used. After clearly stating the goal, there is the statement of the hypothesis. The hypothesis contains two types of variables that is the dependent and independent variable. The dependent variable is an occurrence which is influenced by another phenomenon which called independent variables. So, the data collection and manipulation approach are determined by the objectives and the hypothesis. The data collected must be relevant to the outlined theory. After the data is collected, an analysis is done using computer software to develop a relationship. There exists two type of hypothesis, the null, and alternate. After analyzing the data, reference is made to stated hypothesis to see if the two agree. The hypothesis is then accepted or rejected basing on the outcome. However, the political environment is affected by many interrelated issues. Therefore, the scientists are in constant consultation with their colleagues to identify any loopholes in the results. Furthermore, discussions pinpoint new areas to researched. In conclusion, political analysis is very complicated since it studies forces which are greatly interconnected. References McNabb, D. E. (2004). Research Methods for Political Science: Quantitative and Qualitative Methods. New York: M.E. Sharpe.

Outline of the Rwandan Genocide Essay Example

Outline of the Rwandan Genocide Paper Outline of the Rwandan Genocide: Draft Introduction Rwanda is a small land-locked nation, about 26,338 square kilometres in size, bordered by Burundi, Democratic Republic of Congo, Uganda and Tanzania. Though mainly flat, the country has a large mountain range on its northwest coast – the Virunga Mountains – that are home to the famous Rwandan Mountain Gorillas. In 1994, this seemingly insignificant country put itself on the world map, but for all the wrong reasons. Over a period of just one hundred days, over 800,000 Rwandans were killed in one of the worst genocides of the 20th Century. Tutsis and their Hutu supporters (the two ethnic groups in Rwanda) were massacred by Hutu militias, who encouraged ordinary citizens to kill their Tutsi neighbours. Between April and July 1994, while Europe and America looked on, this African nation was plunged into a state of severe panic and fear. Ethnic Tension: Tutsis and Hutus Though considered two different ethnic groups, the Tutsis and Hutus speak the same language, inhabit the same regions, have the same customs and traditions, and have intermarried for generations. In fact, there are very little physical differences between the two groups at all. In 1916 when Belgian colonists arrived in Rwanda, they distinguished between the two groups and consequently began to treat them differently. They believed that the minority Tutsis were superior and offered them better jobs and education, leading to ethnic tension. It is believed by some historians that the two were never defined by ethnicity, but by class or caste. Traditionally, the Hutu herded cattle and grew crops, whereas the Tutsi herdsmen became the landowners, a leading position that may have led to the belief held by the Belgians. We will write a custom essay sample on Outline of the Rwandan Genocide specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Outline of the Rwandan Genocide specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Outline of the Rwandan Genocide specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Ethnic tension grew, culminating with the loss of over 100,000 Tutsis during a Hutu rebellion from 1956 to 1959. During the early sixties, after independence was achieved in 1962, hundreds of thousands of Tutsis fled to neighbouring countries and were refused return by the Hutu governments. The desire to return to their homeland led to the formation of the Rwandan Patriotic Front (RPF) by Tutsi exiles in Uganda. Build Up to Genocide In 1973, Major General Juvenal Habyarimana, a northern Hutu, seized power in Rwanda. He attempted to overcome ethnic divisions, but failed due to the introduction of several anti-Tutsi measures such as their exclusion from secondary schools and universities. Discontent increased among the Rwandan people as many became impatient with the governments corrupt favouritism to northern Hutus. The post-1987 collapse of international coffee prices led to a severe economic decline in Rwanda, as coffee was their main exporter. These factors led to the 1990 Civil War, when the RPF invaded and fought against Habyarimana’s regime. In March 1992, a Transitional Coalition Government was formed, a cease-fire declared, a peace accord signed by Habyarimana and the RPF invasion halted with the assistance of the French military. Rwanda’s problems were not over however, and on April 6th 1994 a plane flying over Kigali (the nation’s capital), carrying Habyarimana and the president of Burundi, Cyprien Ntaryamira (also a Hutu), was shot down. Both men were killed. The Genocide Almost immediately political opponents of Habyarimana were murdered and the Akuza (Presidential Guard) launched a campaign of mass slaughter. Military officials, businessmen and politicians began organizing massacres. The Radio Television Libre des Mille Collines (a private radio station) called publicly for Tutsis to be killed wherever possible. Most killings were carried out by two unofficial all-Hutu militia groups – the Interahamwe (National Revolutionary Movement for Development) and the Impuzamugambi (Coalition for the Defense of Freedom). At its peak, the Interahamwe had 30,000 members united by a commitment to wiping out the Tutsis. As well as Tutsis of all ages and backgrounds, Hutus who supported ethnic reconciliation were also targeted. Public massacres (in churches, for example) were common and carried out almost entirely by hand, using clubs, machetes, sticks, axes and spears. Ordinary Hutu citizens were forced to kill their Tutsi neighbours – often people whom they had lived beside for many years and befriended. In the country, Hutu chiefs prepared â€Å"death lists† of local Tutsis, rounded up victims and made suitable sites available for massacres. Reaction: The Rwandan Patriotic Front In defense to this ruthless killing, the 14,000-man Tutsi-dominated RPF launched an offensive against the killers. Finally, in mid-July, they defeated the 35,000-man army and the militias, drove the remnants of the army and government into Zaire (now the Democratic Republic of Congo), and took control of the capital Kigali, declaring a ceasefire. United Nations aid workers and troops arrived to maintain order and bring back basic services. A multi-ethnic government took power, led by Hutu President Pasteur Bizimunga, Hutu Prime Minister Faustin Twagiramunga, and Tutsi Vice President/Minister of Defense Major General Paul Kagame, commander of the RPF. Most other cabinet posts were given to members of the RPF. After the Genocide: Refugees and International Support Following the end of the genocide in July and August 1994, two million Hutu civilians fled, joining one million already in exile. In Zaire, the destination of most refugees, sick and starving Hutu exiles were dying at an appalling rate of 2000 per day. The government encouraged them to return to the food, water and relative safety waiting for them in Rwanda, but fears spread by former government troops that Hutus would be prosecuted on return prevent many from going home. Genocide Trials did not start until the end of 1996 when many had eventually returned, but are still expected to take years to complete. In 1999, more than 120,000 citizen accused of involvement in the genocide were packed into overcrowded jails. Rwanda is still suffering because of the genocide fourteen years ago. Genocide trials are still under way and the government is gradually trying to improve living standards in their country. Families are still struggling with the loss of so many friends and relatives; one tenth of Rwanda’s population (800. 000 out of 8,000,000) was killed in just those one hundred days. One of the main issues still in debate today is the lack of action of the international community. Over 2500 UNAMIR (United Nations Assistance Mission to Rwanda) agents had been stationed in the country since 1993, but all but 270 were withdrawn shortly after the start of the genocide. The UN refused to call the events â€Å"genocide†, as that would have obliged the UN and USA to send officials to stop the massacres. French, Belgian and Americans citizens were speedily removed from Rwanda, but claims that they were forbidden to intervene caused no assistance to be given to locals. In 1998, US president Bill Clinton issued an apology on behalf of the international community that not enough was done, and not quickly enough, to help the Rwandan people and to stop the genocide, which was what it should have been called from the start. Timeline: Important Events in the Genocide 6 April 1994: President Habyarimana and Burundian President Cyprien Ntaryamira are killed the plane they are in is shot down above Kigali. Hutu extremists opposed to their President signing the Arusha Peace Accords are believed to be behind the attack. April: The Rwandan armed forces and Interahamwe militia begin the systematic killing of Tutsis and moderate Hutus. UN forces stationed in Rwanda find themselves unable to intervene due to a â€Å"monitoring† mandate. 8 April: The Rwandan Patriotic Front (RPF) launches a major offensive to end the killings. 9-10 April: French, Belgian and American civilians are rescued by their governments, but no help is given to native Rwandans. 11 Apr il: The International Red Cross (IRC) estimate: tens of thousands dead. UN soldiers protecting 2,000 Tutsis at a school are ordered to withdraw to Kigali airport. Most Tutsis are killed after their departure. 14 April: Belgium withdraws its troops from the UN peacekeeping force in Rwanda due to the death of 10 troops in the previous week. 15 April: Slaughter of thousands of Tutsis gathered at Nyarubuye Church seeking protection. 21 April: The UN cuts the level of its forces in Rwanda from 2500 to just 270 troops. IRC estimate: over 100,000 dead. 30 April: The UN condemns the killing but omits the word genocide so that emergency genocide assistance doesn’t need to be given. Tens of thousands of refugees flee into neighbouring Burundi, Tanzania and Zaire. Mid-May: IRC estimate: 500,000 dead. 17 May: The UN Security Council says that acts of genocide may have been committed. It agrees to send 5,500 troops with to defend civilians, however deployment is delayed by disagreements between the US and UN over the financing of the operation. Trivial arguments include what colour to paint vehicles. 22 June: With arguments over the deployment still continuing, the UN authorises an emergency force of 2,500 French troops under Operation Turquoise to create a safe area in the government-controlled south-west part of Rwanda. The killing of Tutsis continues in the safe area despite the presence of the French. 4 July: The RPF takes control of Kigali and the southern town of Butare. 13-14 July: Refugees fleeing the RPF flood into Zaire. Approximately 10,000-12,000 refugees per hour cross the border into the town of Goma. There is a severe lack of food, water and shelter in refugee camps. 18 July: The RPF announces that the war is over, declares a cease-fire and names Pastor Bizimungu as president with Faustin Twagiramungu as prime minister and Paul Kagame (commander of the RPF) as Vice President/Minister of Defence. August: It is reported that approximately 2000 Hutu refugees in Zaire are dying every day due to inadequate living conditions. The newly instated Rwandan government is pleading for their return to food, water and relative safety in Rwanda. However, former government troops involved in genocide organisation convince innocent Hutu refugees that the Tutsis will arrest them on return to Rwanda. November: International Criminal Tribunal for Rwanda is established by the UN Security Council to try those convicted of genocide involvement. Timeline adapted from: BBC6/04/04, â€Å"Timeline: 100 days of genocide† , 29/08/08, http://news. bc. co. uk/1/hi/world/africa/3580247. stm BIBLIOGRAPHY BBC, 1/04/04, â€Å"Rwanda: How the genocide happened†, 16/08/08, http://news. bbc. co. uk/2/hi/africa/1288230. stm BBC, 30/03/04, â€Å"When good men do nothing†, 16/08/08, http://news. bbc. co. uk/2/hi/programmes/panorama/3577575. stm WGBH Educational Foundation, 2008, â€Å"100 Days of Slaughter – A Chronology of U. S. /U. N. Actions†, 16/08/08, http://www. pbs. org/wgbh/pages/frontline/shows/evil/etc/slaughter. html Ramsey, J. , â€Å"Global Studies: Africa†, Dushkin/McGraw Hill, Connecticut Peace Pledge Union, N/D, â€Å"Rwanda 1994†, 20/08/08, http://www. ppu. org. k/genocide/g_rwanda. html Cable News Network, Inc. , 1998, â€Å"Rwanda plumbs unanswered questions of 1994 genocide†, 25/08/08, http://edition. cnn. com/WORLD/africa/9804/07/rwanda/index. html Nouvel Observateur, 2006, â€Å"BBCs Stephen Sackur talks to Rwandas president, Paul Kagame on 7 December 2006†, 25/08/08, http://www. olny. nl/RWANDA/Lu_Pour_Vous/Dossier_Special_Habyarimana/Interview_Kagame_BBC_Hard_Talk_07_12_2006_FR. html Covert Action, N/D, â€Å"Genocide in Rwanda†, 25/08/08, http://mediafilter. org/caq/caq52rwanda. html Stanton, G. , 1998, â€Å"The 8 Stages of Genocide†, 27/08/08, http://www. genocidewatch. rg/8stages. htm Unit ed Human Rights Council, N/D, â€Å"Genocide in Rwanda†, 28/08/08, http://www. unitedhumanrights. org/Genocide/genocide_in_rwanda. htm Gendercide Watch, 2002, â€Å"Case Study: Genocide in Rwanda, 1994†, 28/08/08, http://www. gendercide. org/favicon. ico CATO Institute, 27/03/07, â€Å"REAL ID, the race card†, 31/08/08, http://www. cato-at-liberty. org/2007/03/27/real-id-the-race-card/ Johnson, J. , 30/04/07, â€Å"Politics, Theory and Photography†, 31/08/08, http://politicstheoryphotography. blogspot. com/2007_04_01_archive. html BBC, 4/04/04, Massacre at Nyarubuye Church†, 31/08/08, http://news. bc. co. uk/2/hi/programmes/panorama/rwanda/default. stm Rotburg, I. , 2005, â€Å"Rwanda†, Mason Crest Publishers, Jordan Keane, F. , 1996, â€Å"Season of Blood†, Penguin Books, England Melvern, L. , 2004, â€Å"Conspiracy to Murder†, Verso, London Washington College of Law, N/D, â€Å"Group One: The Hutus and Tutsis†, 1/09/08, http://www. wcl. american. edu/humright/center/rwanda/jigsaw1. pdf? rd=1 Dallaire, R. , 2004, â€Å"Shake Hands With the Devil†, Arrow Books, London Allen, T. , Winter 2002, â€Å"General Romeo Dallaire – United Nations/Canada†, 4/09/08, http://www. thirdworldtraveler. com/Heroes/Gen_Romeo_Dallaire. html

Cheating Is Wrong Essay Example

Cheating Is Wrong Essay Example Cheating Is Wrong Essay Cheating Is Wrong Essay Wrong Cheating is wrong in many ways and is unfair to those who to achieve the grade they strive for. Also cheating students pass with the grade but not with the knowledge that the other students do, they undermine the value of knowledge. Cheating is also a betrayal of trust between the student teacher relationship, after the incident of being caught cheating the student will no longer have the teachers trust. Cheating overall is a bad habit and a disgusting trait in a student that wishes to strive for greatness. Cheating is lying it is lying to your teachers and yourself, youre a showing your teachers the depth of knowledge that isnt really there. Your teacher can not teach you if you are not showing her what you need to be taught. Cheating in all honesty does not help anyone at all, it lessens the need for you to study and actually learn something. Your creating bad habits that will cause you to go nowhere in life. If you do not get into the rhythm of studying and actually working for your results then life will only get harder from here on out. Cheating Is also wrong and unfair to the abundance of students who spend endless nights working hard for their grades whilst you decide to cheat and give yourself the grade you did not deserve. You get the convenience of dong half the work while others strive for their results like they should. Along with the dishonestly and the lack of knowledge that you are receiving from cheating It is also disrespectful and rude to your teacher ho takes the time to teach you these thing Just so you can go and cheat. It Is also breaking the trust that you once had with your teacher. Cheating Is a horrible habit and Is a nasty trait that should be put to rest.

Procter and Gamble Case Study Example | Topics and Well Written Essays - 1000 words

Procter and Gamble - Case Study Example Jaeger also let the existing brands sideslip while introducing expensive new brands that never caught on. One of the Jaeger's shortcomings was lack of understanding of P&G's culture, having come from abroad and having worked his way up he failed to imbibe the true spirit that P&G was built upon and tried to do away with the very identity and brand imaging P&G worked on. It was under Jaeger's leadership strategic focus and direction became fuzzy and not only did the company's profits decreased P&G became saddled with excess baggage that threatened to squeeze P&G's life blood. (Jamal Shamsie 2005) Jamal (2005) mentions that Lafley is focusing on existing strengths in brands that have strong following and following these brands to make them into super brands - empowering his work force, delegating responsibility and ownership into employees, and recognition of the efforts. He also focused on opening channels and reducing hierarchical layers so that ideas and suggestions are heard quickly and acted upon quickly. He believed in the motto that key assets of P&G are its employees and brands. Lafley is also focusing on focusing on P&G's strong cultural values and on reclaiming the heritage through aggressive measures whilst taking employees into complete confidence. He has focused on building goodwill, strengthening of key areas and opening of communication channels. (Jamal Shamsie 2005) Jamal ... Jamal (2005) believes that some of his major steps have been to trim down the work force, especially the leadership team, realigned responsibilities, reducing multiple layers, changing traditional hierarchy at P&G, making P&G customer focused rather than other way round. He has instituted regular meetings with all of his 12 top executives every start of week, sitting at a round table, letting them thrash out ideas while acting only as a moderator. He has focused more on women giving to them more key positions then before. He has recreated existing brands with new outlook to make product usage an experience that users would want to enjoy. He has complemented beauty line with acquisitions of Clairol and Wella. He has been of the opinion that P&G should build up on its strengths and should not be diversifying and loosing focus on areas which are not its key strengths. He has revamped its existing 200 brands adding extensions that complement on existing brands that add value to existing brands by providing additional features that would enhance the brands existing functions - Tide stain brush, a battery powered brush for removing stains, while washing with Tide! (Jamal Shamsie 2005) Some of the ethical issues he has had to face with is bringing people from outside where P&G earlier only promoted from within - giving multiple promotions to promising P&G 3 staff members, giving women higher responsibilities and more decision making roles. Another difficult decision had been to outsource any product or service that was not value adding inside the firm. He has to a large extent shifted the surplus workforce from his own premises to the outsourced company's premises. (Jamal Shamsie 2005) What is Lafley hoping to achieve with his

My passion for education. Why become an educator Essay

My passion for education. Why become an educator - Essay Example A society is a place where human beings work together to form a livable environment. It’s a place where everyone has a role to play. But what shapes a society? Well the people obviously! But who shapes these people? The answer is teachers. From the point of our birth to the end of our lives we keep learning new things, big or small, it does not matter. In our childhood our energies are high and we perceive this world as a place of abundant knowledge but what knowledge is important? This is something that is pointed out by our teachers. What to learn what not to learn. Our teachers shape our minds, open our imaginations and give us the belief and the tools to learn. A teacher quite literally shapes the future. I want to be a teacher because of all these things. Today our world is falling into chaos. Nations are at their wits ends, wars are being waged, hunger, famine and much more. This is all because we fail to look forward to the future. The children of today are the future of this world, so I feel like it is my responsibility to step up and take charge. I feel responsible to mold these young minds for a better and stronger future- a future filled with happiness! Becoming an educator has a lot to do with passion and skill. There is no doubt that anyone can have any sort of passion but being an educator requires a lot of skill. It’s about passing on your own knowledge in an effective way. In a way that the receiver of that education not only absorbs the meaning of it but also develops the urge to further study it. I have that passion in me and I definitely have the skill as well. There is also a concept of morality behind the desire to be an educator. Whenever we go out in the search of truth and somehow find it we share it with the world because if we did not we would have still been in the dark ages. If Heisenberg had not shared his uncertainty principle or if Schrodinger had not shared the knowledge of his