The African American Achievement Gap:

The African American Achievement Gap: Why is it There and What Can be Done Are Black Americans Dumber than White Americans? Can it unequivocally be stated that European Americans hold more intelligence then African Americans? Are African Americans genetically wired to have a lesser mental capacity then European Americans? For a long time this was the explanation to a burning problem. African Americans score lower than White Americans on vocabulary, reading, and mathematics tests, as well as on tests that claim to measure scholastic aptitude and intelligence. This gap appears before children enter kindergarten and it persists into adulthood. The typical American black still scores below 75 percent of American whites on most standardized tests. On some tests the typical American black scores below more than 85 percent of whites. † (CHRISTOPHER, JENCKS) This test score gap is not an inevitable fact of nature. It is true that the gap shrinks only a little when black and white child ren attend the same schools. It is also true that the gap shrinks only a little when black and white families have the same amount of schooling, the same income, and the same wealth.However, after extensive research, no one has found any evidence saying that blacks have less intellectual ability than whites. So what causes this gap in test scores? Some attribute it to the culture of African Americans. They say that African Americans are uninterested in learning and don’t seek to pursue academic excellence. Some attribute the gap to testing conditions. Some attribute it to concepts such as â€Å"White Guilt† and â€Å"Stereotype Threat. †(Will be explained later) I however cannot attribute it to any one thing. This whole issue cannot be explained by one concept.Rather then trying to describe the achievement gap with one concept, I attribute it to a combination of many. The reason for the perceived gap in test scores is an intricate combination of things such as S tereotype threat, White Guilt, and Culture. On this issue, Thomas Sowell takes the position that this gap has nothing to do with racism or race. Sowell says, â€Å"For much of the first half of the 20th century, these differences were attributed to race-that is, to an assumption that blacks just did not have it in their genes to do as well as white people.The tide began to turn in the second half of the 20th Century, when the assumption developed that black-white differences were due to racism on the part of whites. † (Sowell, Thomas) However, his research showed something different. With his study at Harvard, he noticed that most of the black alumni were either from â€Å"the West Indies or Africa, or were the children of West Indian or African immigrants. These people are the same race as American blacks, who greatly outnumber either or both. † (Sowell, Thomas) This completely dispels the idea of race being a factor. So what does cause the gap?Sowell believes Culture does. His main argument is that the culture from so-called â€Å"rednecks† from Europe caused this uneducated culture seen in blacks. He says, â€Å"The culture of the people who were called â€Å"rednecks† and â€Å"crackers† before they ever got on the boats to cross the Atlantic was a culture that produce far lower levels of intellectual and economic achievement, as well as high levels of violence and sexual promiscuity. † (Sowell, Thomas) Now the most important points raised are that only a third of whites lived in this culture while 90% of blacks live in it.Of course culture fades away eventually but, it has very slow within the black community; especially in the worst black ghettos in the country. This is a culture of counter productivity and self-destruction. Sowell says all blacks are regarded this way. However, the question has to be asked; can this really be applied to all blacks? It really can’t. Culture can be a valid explanation for t his particular group of black people but it does not prove anything for all blacks. Not all blacks are from the ghetto.Some actually come from prominent, stable homes. Some actually come from the same environment as successful whites and Langston Hughes takes a look at some of these people. Hughes also takes the view of culture but he examines it from the view of blacks that are not stuck in the ghetto but have stable backgrounds. Hughes takes the view that blacks are actually hindering themselves. He says that there is a huge obstacle standing in the way of every black person. He actually makes a reference about artist but it can be viewed as any black person.He says the obstacle is, â€Å"this urge within the race toward whiteness, the desire to pour racial individuality into the mold of American standardization, and to be as little Negro and as much American as possible. † (Hughes, Langston) His example is a poet. This poet subconsciously wants to be white because he feels it will make him a better poet. This poet comes from a strong background in the middle class. According to Hughes, they attend church; the father has a steady job; the mother works on occasion; and the children attend mixed schools.However, the problem comes with how the parents treat their children. The mother says things like, â€Å"Don’t be like niggers† when the children are bad. In turn the father says things like, â€Å"Look how well a white man does things. † So in this home and many others, black is not praised or celebrated it is taught to be ashamed of. They are taught to want to be white. It is staggering what blacks do to themselves because of this. Fist Hughes says the more predominant don’t support their own people.His example is that, A â€Å"Negro clubwoman in Philadelphia paid eleven dollars to hear Raquel Meller sing Andalusian popular songs. But she told me a few weeks before she would not think of going to hear â€Å"that woman. â⠂¬  Clara Smith, a great artist, sing Negro folk songs. † (Hughes, Langston) This is the problem with many blacks. They don’t support their own people in anything because they don’t feel it will be accepted by whites and, that is ultimately what they want. Hughes also alludes to how blacks don’t’ support their own until whites do.His example is â€Å"a young colored writer who had been writing well for the colored magazines for some years, but it was not until he recently broke into the white publications and his first book was accepted by a prominent New York publisher that the â€Å"best† Negros in his city took the trouble to discover that he lived there. † (Hughes, Langston) The key here is â€Å"white. † Blacks are afraid to be who they are because white is seen as the ultimate goal. Black is seen as inferior. So can this be applied to test taking? It certainly can. If blacks are feeling inferior then their test performanc e cannot be as good as whites.Hughes is saying that being black is a hindrance that was built by blacks ourselves. But can this still be applied to all blacks. No it can’t because not all blacks come from households where white power is subconsciously feed to them. Some come from homes where black is celebrated. But for some reason the gap is still there but why? Shelby Steele’s position on the matter is based on the theory of White Guilt. White Guilt is a â€Å"vacuum of moral authority in matters of race, equality and opportunity that comes from the association of mere white skin with America’s historical racism.It is the stigmatization of whites and, more importantly, American institutions with the sin of racism. † (Steele, Shelby) Simply meaning that all white institutions are doing whatever they have to do not to appear racist. According to Steele this started right after the civil-rights movement. Where he believes that blacks made, â€Å"the great est miscalculation in black American history. † (Steele, Shelby) He says, we allowed ourselves to see a greater power in America’s liability for our oppression than we saw in ourselves. (Steele, Shelby) This meaning blacks saw an opportunity to get lazy because they thought they could get more out of taking what whites give rather then working to take their own. According to Steele, blacks have been living in an age of white guilt for about a few decades now. So Steele is taking the position that the achievement gap is where it is at because blacks do not have to work as much as they did before. Steele uses the example of a University. There is no way that they would admit students just based on academia because chances are there would be little to no black faces at the University.This university would be called racist and scrutinized heavily. In Modern time, it is politically correct to include blacks in all walks of life. During the Civil Rights Movement, being black was terrible thing. You were punished for it. Today blacks are rewarded for it in many ways. It is good but bad also. This age of white guilt is a time where the black person â€Å"lives in a society that needs his race for the good it wants to do more than it needs his individual self. His race makes him popular with the white institutions and unifies him with blacks. † (Steele, Shelby) This however limits him as a person.This gives him less desire to work hard. What’s the point when things will just be put in his hand anyway? Steele uses Dr. Cornel West as an example. Dr. West was promoted to a full professorship at Harvard, which is a very high honor. However Steele says, â€Å"It was never Cornel West-the individual- that Harvard wanted; it was the defanged protest identity that he carried, which redounded to the university as racial innocence itself. How could anyone charge this university with racism when it promoted Cornel West to its higher reaches? † (S teele, Shelby) So there lies the main point. Dr.West achieved high position by doing less work. This is Steele’s explanation as to why the achievement gap is there. Blacks simply do not have to work as hard as they once did to succeed because the whites are â€Å"too eager for the moral authority black skin offers them. † (Steele, Shelby) Can this explanation be applied to all blacks? Again some blacks are exempt from this. Some take the easy way out and take full advantage of things like affirmative action. However, some do actually work at what they do. But, for some reason, there is still a gap within this group that is working hard. Why is that? Claude M.Steele offers the concept of Stereotype Threat as the reason this gap exists. Stereotype threat is â€Å"the threat of being viewed through the lens of a negative stereotype, or the fear of doing something that would inadvertently confirm that stereotype. † (Steele, Claude M) Stereotype threat can be used to explain the reason that hard working goal oriented black Americans contribute to the achievement gap. When it comes to matters of race, it is assumed that a particular situation is experienced in much the same way by different groups of people. This is especially assumed to be true in test taking.However, this is often times not true for blacks. Steele says, â€Å"But for black students, difficulty with the test makes the negative stereotype relevant as an interpretation of their performance, and of them. They know that they are especially likely to be seen as having limited ability. † (Steele, Claude M) It is not that blacks are in anyway inferior its just a certain pressure is always put on them when doing things like taking test. This is because tests are often given as a test to measure ability, so because of the negative stereotype blacks feel an added pressure and succumb to it.From one experiment- focusing on vocabulary- Steele performed on black and white students, h is conclusion came to be that, â€Å" When black students were told that the test would measure ability, they completed the fragments with significantly more stereotype-related words that when they were told that it was not a measure of ability. † Now the thing about stereotype threat is that it is not like the â€Å"self –filling prophecy. † They don’t think they will perform inadequately and then in-turn score low. Steele says Stereotype threat, â€Å"is something different something external: the situational threat of being negatively stereotyped. So Stereotype threat can be applied to hard working black Americans because it only exist if they care that the negative stereotype is there. So these students actually work so hard to disprove the stereotype that they actually hinder themselves. For one of Steele’s experiments he noticed this to be true. He says, â€Å" Black students taking the test under stereotype threat seemed to be trying to ha rd rather than not hard enough. They reread the question, reread the multiple choice, and recheck their answers, more then when they were not under stereotype threat. (Steele, Claude M) So what this did was make the test takers inefficient. If you think to long on standardized to you are automatically hindering a very good score. So the reason hard working black Americans contribute to the gap is evident. But, like it was previously stated, not all black Americans actually work hard so this cannot be the only reason the gap exist. I believe the gap exist because of a combination of a few of the afore mentioned arguments. Yes Sowell’s point is valid but the culture argument cannot be applied to all blacks.Yes Langston Hughes point is valid but his aspect of culture cannot be applied to all blacks. The same goes for both Shelby and Claude Steele. Applying one of these theories to an entire race of people to explain the gap in test scores will just not suffice. I can honestly sa y that throughout my life experiences that I have seen every theory for myself. I have seen and lived among the people that these theories apply to and I believe that it all culminates to create the observed gap between African Americans and other ethnic groups.Sowell is absolutely correct when he says there is a self destructive, counterproductive culture in the nations ghettos. Everyone I know from these areas thinks that way. They do not like learning; they hate hard work and are content being at the lower rungs of life. So when the children do go to school and take there standardized test, more often then not, they don’t try. They have a â€Å"whatever† attitude towards it. And for the few that do try, they just aren’t prepared because the people around them and raising them have this disdain towards learning.I have a close connection with people who embody the â€Å"White Guilt† theory and the â€Å"Stereotype threat† idea. I have lived with i t all of my life and I can say it has affected me. In high school and even in college I have seen an abundance of students who are whole-heartedly living in the age of white guilt. It’s not that they don’t’ try it’s just they do enough to get by because they know if they make it to a certain point, aids like affirmative action and minority quotas will take them where they need to go. So when it comes to test taking they do try, but won’t stress themselves out over it.Although they are just as smart as their white counterparts, they just don’t see the need to put in the extra effort. Students that experience stereotype threat are just as prevalent. I can say that I fit into this mold. These students do in fact try to hard. They try so hard to prove the stereotype wrong they actually end of proving it. They try so hard not to make mistakes on the test that they do. They try so hard not to contribute to the gap, they actually do. So the reason the gap exist is a combination of many different people that come from different demographics and situations.All of these added together make the achievement gap in test scores. It is clear to see that this gap cannot be explained by one theory. Too many blacks come from to many different situations for this to be the case. So we can see that when these are added up it amounts to the gap in test scores among other things. So how can it be fixed? Just like there is not one factor contributing to the gap, there is not one way to fix the gap. The solution would be more of a chain reaction effect. The problem starts in the inner city where the lazy â€Å"I don’t care† attitude is prevalent.These are the people that create the negative stereotype black people have. So the blacks that are doing better than these people and are trying to do better in life have to bear the burden that the â€Å"ghetto† blacks place on them. The people that apply to Hughes theory are ash amed of them. The people in Shelby Steele’s theory are lazy because the world is trying to integrate them (the ghetto blacks). And the people in Claude Steele’s theory are working so hard to overcome the stereotype the â€Å"ghetto† blacks have placed on them.Until the blacks from the inner city change nothing will. The blacks in the higher rungs of life can’t change their ways, in this case test taking ways, until the burden placed on them is lifted. So until the inner city mentality changes, the gap will forever be there. Works Cited CHRISTOPHER, JENCKS. â€Å"The Black-White Test Score Gap. † The New York Times. 1998. Web. 25 Oct. 2010. . Hughes, Langston. â€Å"†The Negro Artist and the Racial Mountain† (1926). † Welcome to English  « Department of English, College of LAS, University of Illinois. 926. Web. 25 Oct. 2010. . Sowell, Thomas. â€Å"Thomas Sowell — Crippled by Their Culture. † OrthodoxyToday. org | Home. 26 Apr. 2005. Web. 25 Oct. 2010. . Steele, Shelby. â€Å"The Age of White Guilt: and the Disappearance of the Black Individual. † CIR Home. Nov. 2002. Web. 25 Oct. 2010. . Steele, Claude M. â€Å"Thin Ice: â€Å"Stereotype Threat† and Black College Students – 99. 08. † The Atlantic — News and Analysis on Politics, Business, Culture, Technology, National, International, and Food a? â€Å" TheAtlantic. com. 1999. Web. 25 Oct. 2010. .

Investment Analysis And Strategy The WritePass Journal

Investment Analysis And Strategy Introduction Investment Analysis And Strategy Introduction Part APart D  References            Ã‚  Related Introduction Part A of this paper describes the reasons for selecting corporate bonds as opposed to other types of bonds. Part D defines the benchmarks for each portfolio to compare results at the end of the investment period. Part A Investing in bonds is one of the most challenging investment decisions that investors have to make. This is due to the wide variety of bonds that exist on the market in the financial services. This therefore gives the investor not only a wide range of choices but also one of which has many risks. Corporate bonds are good investment areas for financial institutions but also have inherent risks associated with them and the investor must evaluate this first before buying them (Choudhry, 2011, p. 57). In choosing the particular corporate bonds, we were guided by a number of factors. One of them is that the corporate bonds we selected have higher yields within a short time when compared to others like government bonds.   Given the time period that we intend to invest in these bonds, the high risks which are always associated with high yielding bonds can be offset during the short period. We also needed a lump sum and dependable income that is steady and allows us to preserve our princip al investment. All the corporate bonds we selected from financial institutions have higher rating which makes the safety of our investment guaranteed as seen through the likelihood of repayment of our principal investments and the expected annualized interest. Moreover, we chose corporate bonds as opposed to government bonds because of the diversification of sectors, the quality of credit, and the structure of bonds which are almost in tandem with our objectives for investments (Choudhry, 2004, p.33). The diversity of corporate bonds means that we have more options to choose the most dependable bonds that give better repayment of our principal investment of 20 million pounds while allowing us to market the bonds easily at the end of the one year period. Unlike the government bonds which require longer time to market, corporate bonds can be marketed easily because of their small size and the liquidity of corporate bonds in the market (Ramaswamy, 2004, p. 22). Part D A benchmark index is a standard which is used to evaluate the performance of a security performance or investment.   Several benchmark indexes are used in the financial investments including the SP 500, the Russell 2000 Index, and the Dow Jones Industrial Average among many other indexes. Benchmark indexes are important because they help the investor to track the performance of the bonds or stocks on selected markets. The selected benchmark index will assist us in evaluating each of our portfolios on the bond market by allowing us to track the changing values to indicate a stronger or weaker performance and thus enable us to measure our bond portfolios. Because of the variety of industries in which we have bought our bonds, we will have different benchmark indexes used in each of the industry to enable us to discern the broader performance of the market. Our result at the end of the investment period will be evaluated against the benchmark indexes set by the European Central Bank, the UK Central Bank, and the US Federal Bank. Occasionally, bond investors are supposed to choose a market index or a combination of market indexes which act as the portfolio benchmarks and helps in tracking the performance of the bonds in a given market segment (Maginn, Tuttle McLeavey, 2010, p. 36). With our investment, there are different market segments ranging from finance to housing and will help in tracking the returns on a buy-and-hold basis. Moreover, our benchmark indexes does not attempt to determine the most attractive securities so that we are able to compare actively managed performance portfolio among the selected bonds. Several factors may cause each of the portfolios to perform differently from the benchmark in what is known as tracking error. However, the tracking error is always positive and is equal to the annualized standard variance of monthly surplus returns (Fabozzi, Martellini Priaulet, 2006, p. 45). The tracking error will help us to identify investment choices in the future in case we decide to invest in bonds after the period of one year. The benchmark indexes used in our portfolio management have sufficient securities for easier buying. The benchmarks we have selected for each portfolio to present an unambiguous and transparent approach, gives clear weights of securities constituted in the benchmark. It is also considered that the benchmark indexes have securities that can be purchased in the market or reflect the performance of the markets in that sector. We have also considered that the benchmark indexes selected are priced on a daily basis to allow comparison of our performance on a daily basis in the one year maturation period. Moreover, the availability of historical data relates to each of the benchmark index selected for the portfolio is important because it will help us at estimate the returns we anticipate from our investment. We also anticipate that the selected benchmark indexes have a low turnover so that it is not difficult for us to base the allocation of portfolios on the index whose composition changes frequently. More importantly are the frequent updates from the benchmark provider detailing the risk characteristics to enable the comparison of the active and passive benchmark risks facing the investment portfolios (Fabozzi, Martellini Priaulet, 2006, p. 45). In selecting each of the benchmark indexes for the portfolio we have evaluated the volatility tolerance and risks associated with one year investment bonds and thus all the benchmarks have high long-term returns and therefore present absolute returns for a shorter period of one year. We have also considered the liquidity of our portfolios and selected benchmark indexes with short duration while avoiding benchmarks with greater risks even with less liquidity and higher interest rates. The selected benchmarks meet the liquidity profile of our investment and thus serve as essential tools which will be useful during our investment period. Another consideration for selecting each of the benchmark has been the range and diversity of our securities and bonds. The benchmark indexes are wide enough to allow the contribution of the portfolio’s overall performance by actively managing the market forces which are likely to have negative impacts on the interest rates anticipated at the end of the year (Maginn, Tuttle McLeavey, 2010, p. 56).   References            Ã‚   Choudhry, M. (2004).Corporate Bonds and Structured Financial Products. London: Butterworth-Heinemann. Choudhry, M. (2011). Corporate Bond Markets:  Instruments and Applications. Hoboken; John Wiley Sons. Fabozzi, F. J., Martellini, L.    Priaulet, P. (2006), Advanced Bond Portfolio Management:  Best Practices in Modeling and Strategies. Hoboken; John Wiley Sons. Maginn, J. L., Tuttle, D. L. McLeavey, D. W. (2010), Managing Investment Portfolios:  A Dynamic Process. Hoboken: John Wiley Sons Ramaswamy, S. (2004), Managing Credit Risk in Corporate Bond Portfolios:  A Practitioners Guide. Hoboken: John Wiley Sons.

Figurative Language Essay Example

Figurative Language Essay Example Figurative Language Essay Figurative Language Essay Essay Topic: The Count Of Monte Cristo Zoe Zettel Mr. Warren Period 8 12 September, 2012 Figurative Language Essay In this passage from The Count of Monte Cristo the author uses similes, metaphors, and descriptive details to establish the mood. The mood of this passage is that of a dark, disturbing scene of an execution. The author wants the reader to feel as though they are witnessing a terrifyingly grotesque death. The authors’ use of similes in this passage can be found throughout. Instead of describing Albert’s face as simply pale, he describes his face as: â€Å"as white as his shirt† (line 80). Thus, the reader is able to picture Albert’s face as pure white, thereby creating a mood of nausea and fear. The authors’ use of metaphors in the passage can be found throughout. The author describes the streets as crowded by saying that: â€Å"All the rest of the square was paved with heads† (Line 40). He means this to show how many people are actually at the execution. He gives the reader a sense of false security and a hint at what is to come. The author uses descriptive details in this passage to let the reader better visualize the scene. Dumas’ describes The Count by saying that: â€Å"His nostrils dilated like those of a wild beast that scents its prey, and his lips, half opened, disclosed his white teeth, small and sharp like those of a jackal. And yet his features wore an expression of smiling tenderness† (line 85-95). : He gives the reader a sense of animalistic terror and shows that the count is rather enjoying the execution and wishes for it to continue quickly. The author uses figurative language; similes, metaphors, descriptive details, to set up the mood of the overall scene. This overall passage is very dark and Dumas’ is able to show the reader that through his descriptions. Dumas’ is very good at painting a picture for the reader and it is very easy to visualize the scene.

Language Functions in English

Language Functions in English A language function explains why someone says something. For example, if you are teaching a class youll have to give instructions. Giving Instructions is the language function. Language functions then require certain  grammar. To use our example, giving instructions requires the use of the imperative. Open your books.Insert the DVD into the drive.Purchase your ticket online. There is a wide range of language functions. Here are examples of guessing, expressing wishes and persuading- all language functions.   Guessing He might be busy today.She must be at work if shes not at home.Maybe shes got a new boyfriend! Expressing Wishes I wish I had five million dollars!If I could choose, Id buy the blue car.  Id like to have a steak, please.   Persuading I think youll find our product is the best you can buy.Come on, lets go have some fun! What can it hurt?If you give me a moment, I can explain why we should do this deal. Thinking about which language function youd like to use helps you learn phrases used to accomplish these tasks. For example, if you want to make a suggestion youll use these phrases: How about ...Lets ...Why dont we ...Id suggest we ... Using Language Function in Your Learning Its important to learn correct grammar such as the tenses, and when to use relative clauses. However, if you think about it, its probably just as important to know why you want to say something. What is the purpose? What is the language function? Teaching Language Functions Teaching language functions can lead to confusion at times as its common to use a wide range of grammatical structures for each function. For example, when expressing wishes students might use the present simple (I want ...), conditional sentences (If I had the money, I could ...), the verb wish for past and present wishes (I wish I had a new car / I wish she had come to the party), and so on. When teaching, its best to mix language functions with grammar. Provide functional language as students are ready to learn. In the example above, using I wish I could go to the party will likely confuse lower level students. On the other hand, Id like to go to the party or I want to go to the party is appropriate for lower level classes.   Generally speaking, the more advanced a student becomes the more they will be able to explore language and improve increasingly subtle functional demands. Heres a short overview of some of the most important language functions by level. Students should be able to accomplish each task by the end of the course. Naturally, students should also master language functions of lower levels: Beginning Level Expressing likesDescribing people, places, and thingsAsking yes / no and information questionsComparing people, places, and thingsOrdering food in a restaurantExpressing abilities Intermediate Level Making predictionsComparing and contrasting people, places, and thingsDescribing spatial and time relationsRelating past eventsExpressing opinionsShowing preferences  Making suggestionsAsking for and giving adviceDisagreeing  Asking for a favor Advanced Level Persuading someoneGeneralizing about topicsInterpreting dataHypothesizing and speculatingSummarizing  Sequencing a presentation or speech Grammar-Based Learning or Function-Based Learning? Some courses try to focus on only functional based English. However, I find these courses fall short as the focus is often on NOT speaking about grammar. Unfortunately, students need explanations. Focusing only on function can turn into an exercise of just memorizing specific phrases for specific situations. Mixing the two gradually as students improve their understanding of the underlying grammar will help students put appropriate phrases into use to obtain their functional goals.

Motivation and Marketing Mix Essay Example | Topics and Well Written Essays - 2000 words

Motivation and Marketing Mix - Essay Example In the same way, Maslow’s theory was based on two key ideologies; they are classification of human needs and consideration of the relationship between the classes. Taylor held a fundamental and straightforward idea of what motivated people at work—money. According to his opinion, each worker should get a fair days’ pay for a fair day’s work, and the pay should be on the basis of amount produced using the piece-rates method. Thus, his theory explains that employees who do not delver a fair day’s work should be paid less or nothing and those who deliver more than a fair day’s work, going beyond the target should be paid higher. However, according to Maslow, an employee’s career begins at the bottom of the hierarchy, where he would primarily try to meet his basic needs. Moving higher on the hierarchy, he secondly searches for his psychological needs and safety needs at the next level. When these needs are met, they are no longer motivator s for him, so he would then want to satisfy his social needs, which the employer must use as a motivator. Finally, the esteem needs of an employee acts as a motivator such as, given appreciation for a job well done, awarding a promotion, etc. For example, as noted down by Oyedele (2011), a multi-national company in Nigeria watched their production increasing by more than fifteen percent after they had installed a ‘cold water tap’ and a ‘color television’ in the junior staff waiting room; the employees felt a sense of belonging in the organization and worked hard. Apart from these, the apparent weakness of Taylor’s ideology is that it leaves out the significant differences between different kinds of people. It is hard to make sure that a â€Å"best way† is going to suit everyone. In the same course, the Maslow model seems impracticable with the real-life practice as individual behavior may respond to not just one, but several needs at the same time. 2. Benefits of having a motivated work force In fact, employee motivation is one of the significant factors which help the organization to improve employees and thereby organizational performances, and hence, having a motivated workforce helps to achieve the competitive advantage that the organization tries to accomplish. There are many advantages of having a motivated workforce to the organization. First of all, an enhanced employee performance and efficiency helps the organizations to acquire higher productivity. According to Calrk (2003, p2-3), an organization having a motivated workforce can reduce their costs as the employees would not only work faster, but utilize their inventiveness to propose developments to the course of action which can lead the organization to save millions of dollars of overall cost . In the same way, motivated manpower will increase the quality of products produced by the organization (PSP Metrics, n.d). A team working efficiently will bring out t he best quality products and thereby reduce the cost of resources for work. This process helps to boost up the product value in the market making sure that the product release cycle is reduced to its minimum. Moreover,

Discuss the main components that you need to write a wireless LAN Essay

Discuss the main components that you need to write a wireless LAN security policy. How such a policy would be different from a - Essay Example A sample Wireless information security policy can be found in this link http://www.sans.org/security-resources/policies/Wireless_Communication_Policy.pdf . II. Essential Components of a Wireless Security Policy Essential components of the Wireless Security Policy are the mandatory change of password for the Wi-Fi Protected Access (WPA). The Wireless Security Policy also includes a list of standard devices allowed to connect to the wireless local area network. Since it would be easier to diagnose a problem including the implementation of solutions when there are less variables to consider. Wired local area network IP addresses in some instances can be dynamic for each of the devices connected to the local area network. However, in the wireless local area network static IP are assigned to MAC address to ensure that only authorized devices connects to the local area network. Since the possibility of security breaches or infiltration are higher using the wireless local area network the s ecurity policy normally do not allow devices intending to connect to the wireless local area network to access beyond a finite area. Most often this area is not accessible to normal human traffic from outside the perimeter of the organization’s property. ... This is to ensure that no rider or malicious codes accompany the authentication process of the wireless device as it connects to the wireless local area network. In some instances the organization’s wireless security policy only allows the devices supplied by the organization to connect to its wireless local area network. The security policy also mandates that the local virus protection system of the wireless devices is up to date. III. The Difference of Wireless and Wired LAN Security Policy The policy governing wireless communication in a local area network is different in the sense that. Wireless devices that can attach to a network are mobile or can be taken out of the premises of the organization while devices that are wired to the Local Area Network of the organization cannot be taken out of the office without arousing any suspicion. Wired connection can easily be inventoried and accounted for using network management software. Devices that are connected to the wireless devices of the local area network are dynamic connections that can move around and be at certain locations that are within the range of the wireless router. The possibility of infiltration and data theft is not only probable but very likely since the shortest effective range of a wireless router can include areas that are beyond the visual range of security forces of the organization. While the devices connected to the wired local area network are secure and static within the company premises. The manners in which devices connect to the wired local area network are managed and administered are entirely different with the way devices connect to the wireless

Market Segments and Targets Assignment Example | Topics and Well Written Essays - 250 words - 1

Market Segments and Targets - Assignment Example Market segments are crucial to business success owing to a number of reasons. An understanding of the market segment one serves helps them to understand the needs and wants of their target market thereby increasing their marketing opportunities. The business is also able to create a solid customer base since the customers realize their value to the firm and appreciate the fact that their needs fit consideration. Segmentation also helps a business focus on the little differences in the market that give them a competitive advantage over their competitors. They are also able to profile their customers and understand the market landscape (Kotler & Keller 2012). In this age of technological advancement, businesses need to stay updated so as to keep up with the upcoming trends in terms of technology. The internet is useful for marketing. It may also be a particularly useful tool for businesses that wish to launch a new product. The global net has made the world a global village, hence very useful in marketing. However, in marketing by use of the internet one ought to take special care and ensure the target market is in mind when choosing the target market. One cannot use the internet to advertise goods to a remote village with no electricity. The market targeted by an entity will have a significant effect on the outlook of its website. When developing a website the business will consider its target market. One cannot design a sophisticated and complex site when targeting the elderly. When dealing with the erratic teens, the site needs to be colorful and fun. An entity will also decide on the content of the site depending on the market.