A Dormitory Girls Story free essay sample

A Dormitory Girl’s Story Aboriginal and Torres Strait Islanders often use the phrase ‘Living under the Act’. This refers to the period in Australian history where they were subject to the copious amounts of rules and regulations, and the policy and administration, imposed by the Aboriginals Protection and Restriction of the Sale of Opium Act of 1897, as well as back lying subsequent legislation. Between the late 1800’s and 1950’s, the Queensland Government introduced a large range of legislation aimed at the Aboriginal population living in the state. The overwhelming majority of this legislation, and the rhetoric which surrounded it, insisted that the pure motive of this legislation was the focus on Aboriginal Protection and the survival and care of a dying race. However such legislation was derived for the main purpose of forcibly removing Aborigines from White communities, and the denial of their rights and Australian living. Every Aboriginal would illustrate their own story about ‘living under the act’ and as Australian Indigenous history is being embedded in Australian curricula, it is important to use such stories in the education of our hidden, and in some cases shameful history. An excellent text to endorse not only multicultural knowledge, but also a great autobiography giving comprehensive understanding on ‘living under the act’ is Ruth Hegarty’s autobiography, â€Å"Is That You Ruthie? †, published in 1999. Ruth Hegarty’s life story from birth to the age of 60 is illustrated in her autobiography, winner of the David Unaipon Award. Through 141 pages she tells of sever social racism, overwhelming rules and legislation, maltreatment, and the only life she ever knew, as a dormitory girl. Ruth was born into the dormitory life as her mother and family were moved to the Aboriginal reserve in Cherbourg while . Ruth’s mother was pregnant. Once born, Ruth was separated from her mother and brought up as regular dormitory girl. Starting her predetermined and set out life as a dormitory girl going through basic schooling to eventually become a domestic labourer for the white society at the age of fourteen, which was what all these dormitory girls had to hope for, the only life they would ever know. These reserves were home to many aboriginals, young, old, male or female. Victims of Australia’s Eurocentric past, her story reflects on the comprehensiveness of government regulations, which controlled every aspect of her life as an Indigenous person while ‘living under the act’ in relation to the removal of Aborigines to reserves, education and employment. Government rhetoric and legislation in the early twentieth century in Queensland was said to be focused on Aboriginal protection. This focus was mainly due to the belief that the Aboriginal race was ‘doomed’ or ‘dying-out’ which in fact, was the underlying intentions of most of the legislation. One of these acts introduced was the ‘Aboriginals Protection and Restriction of the Sale of Opium Act which was introduced through Queensland parliament in 1897 was influenced by humanitarian pressures on the government to protect the so-called, ‘dying race. ’ Between the late 1800’s and 1950’s, the Queensland Government introduced a large range of legislation aimed at the Aboriginal population living in the state. The overwhelming majority of this legislation, and the rhetoric which surrounded it, insisted that the pure motive of this legislation was the focus on ‘Aboriginal Protection and the survival and care of a ‘dying race’. This Act was the first instance of separate legal control over the Aboriginies, and was more restrictive than most other legislation in Australia. Bleakley, the chief protector of Aboriginals in Queensland from 1914 placed great emphasis on the segregation of Aborigines and White-Europeans. He believed, â€Å"this the only possible way of improving the Aboriginal race. † (Bleakley, 1914) Bleakley continued with, â€Å"Complete separation of the two races was the only way to not only save a dying race from hopelessness and eventual extinction, but to also safeguard the purity of European blood. In other words, by segregating races, placing Aboriginals in missions guarded by White enforcers, the Government could have complete control over an entire civilisation abiding with the belief that, â€Å"Aboriginal people were inferior to Europeans. † (Bleakley, 1914) By removing Aborigines to missions beyond their own will, they were virtually denying their right to live at all . By 1939, almost 7,000 Aborigines had been removed from basic civilisation and placed into reserves location near the district in which they once lived. (QPD, 1897 p. 1629) Hegarty (in Hegarty, 199 p. 4-7) tells of a very ‘military style’ and routine lifestyle at the reserve. The reserve was extremely strict as to what, Beakley would coin as â€Å"the inmates,† (Bleakley, 1914) could do, when they could do it and the punishments for even the slightest of wrongs were very severe, from shaving the hair from your head to being locked up into a lonely sell without dinner for a night. (Hegarty, 1999) Stories of total injustice were not only prevalent in the way aboriginals were treated and forced to live, but also in their education, or ‘lack of education’. According to research by Thom Blake in 1991, the Indigenous people were considered as ‘primitives’ and not fit subjects to be provided with a high grade of education. There was a syllabus for use on all settlements which was considered to be sufficient enough, given the difference in environment and mental ability between the Aboriginal child and his white brother. Although Aboriginal children were supposed to receive the same educational opportunities as white children, in practise they often did not happen. â€Å"A higher standard of education was not deemed necessary because the commercial and academic world held no openings for the natives. (Hegarty, 1999 p. 74) Bleakley (p. 10) often referred to Aborigines who were casted out of white civilisation and brought up in missions, as ‘in-mates’ who receive simple manual and domestic training calculated for them. Aboriginal education was basic reading, writing and arithmetic. As an auxiliary to basic educatio n, girls were â€Å"trained in all the feminine accomplishments useful in native settlement life. Such training included laundering, baking, sewing and cleaning. † (Hegarty, 1999 p. 74) At the age of 14, these practises led them into the Aboriginal workforce, as domestic labourers. Richard B Howard (Reynolds and May, 1995 p. 186) stated, â€Å"That it was an aim to have every Aboriginal person in Queensland in employment. † â€Å"Even in discussing Aboriginal ability, it was constantly reiterated that discipline and control were necessary. The highest praise that could be envisioned for Indigenous people of this time was that they worked effectively for the white people. † (MacLeod and Dennon, 1991 p. 47-8) Once Aboriginals were over a certain age, they were moved out of the guarded reserves to be sent off for up to 12 months at a time to work for the White Europeans for a very minimal wage. As their education was not up to European standards, most Aboriginals were forced to do labour, either domestic or industrial. Beakley covered the truth by saying that by doing this it will, â€Å"make them self-reliant and industrious members of their own community. † (Beakley, 1914) However government dominance over employment perpetuated as most Aboriginals in the workforce, were considered as ‘slaves’ by their employees, and were not treated within the Aborigines minimal rights. In section 10 of the Aboriginal Prevent and Protection Act, it states that an employer does have a duty of care over there employee or employees and must treat their employee fairly. (Aborigines Preservation and Protection Act QLD, 1939) However in most cases this legislation was disobeyed as you can see in page 122 of â€Å"Is That You Ruthie? † when Ruth tells about her struggles as an Aboriginal employee of a white family. (Hegarty, 199 p. 122) Aboriginal and Torres Strait Islanders often used the phrase, and still do, ‘Living under the Act. ’ A period in Australian history which can be undoubtedly be regretted. These rules, legislations and administration that were imposed on Aboriginal people were covered as being of the main purpose to ‘preserve and protect. ’ However by investigating into the maltreatment and social injustice towards the Aborigines in relation to education, employment and the removal from white society, it is easy to see that the clear derived impact was to endorse complete control over their culture and there way of life, literally denying their right to live an Australian lifestyle and to eventually completely remove their culture. Living under the Act’ had a tremendous effect on the Aboriginal culture due to their removal from Australian society, the lack of education they received and their limitations to employment. The reaction and ongoing effects of living under the act can only be based largely on the publications of those courageous people who recorded their stories and posterity. Ruth wrote her autobiography in hope that her, and many other dormitory girls in that period stories would live on. Ruth Hegarty’s award winning 1999 â€Å"Is That You Ruthie? autobiography would endorse these ‘truths’ about Australian history; if it was to be endorsed as one of the required texts in Aboriginal Studies not only in Tertiary, but also Primary and Secondary schooling. References Aborigines Preservation and Protection Act QLD, 1939 Blake, T. Deported At the Sweet Will of the Government: The removal of Aboriginies to Reserves in Queensland 1897-1939 in Aboriginal History, 1998. Vol 22. Bleakley, J. Aboriginal Department-Information Contained in Report for the Year Ended 31st December 1929, Queensland Parlimentary Papers, no. . Hegarty, R. 1999. Is That You Ruthie? University of Queensland Press. MacLeod, R amp; Denoon, D. Health and Healing in Tropical Australia and Papua New Guinea, James Cook University, Townsville, 1991, p. 47-8. Reynolds, H amp; May, D. Queensland in McGrath, A. Contested Ground: Australian Aboriginies Under the British Crown, Allen and Unwin, Sydney, 1995, p. 181-2. Wilson, E. Hidden Agendas: The Rhetoric of Benevolence in Aboriginal Policy in Queensland 1900-1950. Queensland Parlimentary Debates, 1897. Vol. 78 p. 1629.

Death Of A Salesman Essays (5216 words) - English-language Films

Death Of A Salesman Arthur Miller is one of the most renowned and important American playwrights to ever live. His works include, among others, The Crucible and A View from the Bridge. The plays he has written have been criticized for many things, but have been praised for much more, including his magical development of the characters and how his plays provide ?good theater?. In his plays, Miller rarely says anything about his home life, but there are at least some autobiographical ?hints? in his plays. Arthur Miller is most noted for his continuing efforts to devise suitable new ways to express new and different themes. His play Death of a Salesman, a modern tragedy, follows along these lines. The themes in this play are described and unfurled mostly through Willy Loman's, the main character in the play, thoughts and experiences. The story takes place mainly in Brooklyn, New York, and it also has some ?flashback? scenes occurring in a hotel room in Boston. Willy lives with his wife Linda and their two sons, Biff and Happy in a small house, crowded and boxed in by large apartment buildings. The three most important parts of Death of a Salesman are the characters and how they develop throughout the play; the conflicts, with the most important ones revolving around Willy; and the masterful use of symbolism and other literary techniques which lead into the themes that Miller is trying to reveal. Arthur Miller was born in Manhattan on October 17, 1915 to Isidore and Augusta Barnett Miller. His father was a ladies coat manufacturer. Arthur Miller went to grammar school in Harlem but then moved to Brooklyn because of his father's losses in the depression. In Brooklyn he went to James Madison and Abraham Lincoln High Schools and was an average student there, but did not get accepted to college. After high school, he worked for 2 ? years at an auto supply warehouse where he saved $13 of his $15 a week paycheck. He began to read such classics as Dostoevski and his growing knowledge led him to the University of Michigan. While at the University of Michigan, Miller worked many jobs such as a mouse tender at the University laboratory and as a night editor at the newspaper Michigan Daily. He began to write plays at college and won 2 of the $500 Hopwood Playwriting Awards. One of the two awarded plays No Villain (1936) won the Theater's Guild Award for 1938 and the prize of $1250 encouraged him to become engaged with Mary Grace Slattery, whom he married in 1940. Miller briefly worked with the Federal Theater Project and in 1944 he traveled to Army Camps across Europe to gather material for a play he was doing. His first Broadway play, The Man Who Had All the Luck, opened in 1944. Since then he has written 13 award winning plays and more than 23 different noted books. He had two children with Mary Grace Slattery, Jane and Robert, but divorced her and in 1956 married Marilyn Monroe. He then divorced her later that decade, and, in 1962, married Ingeborg Morath and had one child with her, named Rebecca. He n ow lives on 400 acres of land in Connecticut and spends his time gardening, mowing, planting evergreens, and working as a carpenter. He still writes each day for four to six hours. His father always told him to read. He once said, ?Until the age of seventeen, I can safely say that I never read a book weightier than ?Tom Swift and the Rover Boys', but my father brought me into literature with Dickens?(Nelson, Pg. 59). His father's good-natured joking was used to invent the character of Joe Keller's genial side. After the Fall (1947) is a play written by Miller where he sneaks in some small autobiographical notes. The character traits exhibited by the main woman in the play indicate his mother's early encouragement to his literary promise. The Depression still troubles him today, especially for the hard times that he went through as a child. In an interview, he once said, It seems easy to tell how it was to live in those years, but I have made several attempts to

Documentación para entrevista de visa americana

Documentacià ³n para entrevista de visa americana Los documentos que se llevan a la entrevista al consulado americano pueden ser muy importantes para ayudar al oficial consular a decidir si aprueba o niega la visa. Adems, la documentacià ³n es fundamental a la hora de luchar contra una decisià ³n de negacià ³n de visa que se considera es errà ³nea. Por lo tanto, si ests en el proceso de solicitar una  visa de no inmigrante  por primera vez o intentas obtener una aprobacià ³n despuà ©s de un rechazo de una peticià ³n anterior, te conviene informarte sobre quà © documentos llevar a la  entrevista en la embajada americana. Tanto  los obligatorios como los recomendados. En este artà ­culo puedes informarte sobre cules son las razones ms comunes para  de que nieguen una visa no inmigrante, como por ejemplo, la de turista, estudiante, trabajo o intercambio. Esto es importante porque hay que saber con anterioridad dà ³nde pueden estar los problemas y presentar documentacià ³n para mostrar evidencia que ayude a subsanarlos. Adems, segà ºn  el paà ­s en el que se aplica, quà © documentos llevar, cules son los tres  tipos de contestaciones que puede dar el oficial consular y quà © hacer si la visa es denegada. Recordar que la entrevista para todas las visas no inmigrantes se solicita como parte del trmite de la visa que se pide al llenar el formulario DS-160, que marca el inicio del mismo.  ¿Van a aprobar mi solicitud de visa americana no inmigrante? Esa es la pregunta que muchos solicitantes se hacen. pero no hay una respuesta que se pueda dar con absoluta certeza. Cada caso es un mundo con peculiaridades propias ya que ninguna persona es igual a otra. Lo que sà ­ se sabe es que en algunos paà ­ses los porcentajes de negacià ³n de las visas son ms altos que en otros. Sin embargo,  esto no debe de tomarse como una invitacià ³n a solicitar visas en consulados americanos distintos a los del paà ­s en el que se reside habitualmente, ya que para esto existen reglas especiales y, adems, puede no ser conveniente. Adems, existen situaciones que complican la peticià ³n de visa no inmigrante. Por ejemplo, cuando se est esperando por una visa inmigrante, es decir, por una tarjeta de residencia, tambià ©n conocida como green card. Las estadà ­sticas nos dicen como son las cosas y nos sirven para estar informados sobre quà © esperar. El gobierno de los Estados Unidos publica cada aà ±o fiscal cuntas visas se solicitan y cuntas son negadas. Adems, en cuntos casos se obtuvo finalmente una aprobacià ³n, a pesar de haber sido negada en un principio. En el 2017, el à ºltimo sobre el que hay datos, las embajadas y consulados de Estados Unidos aprobaron en todo el mundo un total de 9.681.913 visas no inmigrantes. Adems, no aprobaron un total de 3.516.581. Las causas principales de negacià ³n de la visa fueron, por el siguiente orden, las siguientes: En primer lugar, el solicitante no prueba suficientemente que no tiene intencià ³n de quedarse en Estados Unidos. Es la causa que se conoce como 214(b). En el FY2017, un total de 2.624.543 visas no inmigrantes fueron rechazadas por esta causa. En segundo lugar, la aplicacià ³n no cumple con los requisitos que exige la ley que se conoce como INA. Las causas ms frecuentes son la falta de documentos o informacià ³n o la necesidad de que otra agencia del gobierno revise la solicitud. En FY2017, un total de 811.238 solicitudes fueron rechazados por esta causa, que se conoce tà ©cnicamente como 221(g). En tercer lugar, por mentir para obtener  un beneficio, por escrito o hablando, en lo que se conoce en inglà ©s como misrepresentation y tà ©cnicamente como la causa 212(a)(6)(C)(i). En el à ºltimo aà ±o fiscal, 18.114 visas no inmigrantes fueron rechazadas por esta causa. En cuarto lugar, haber estado previamente de forma ilegal en Estados Unidos por ms de 365 dà ­as un total de 15.924 personas vieron sus peticiones de visa rechazadas.. Es la causa de negacià ³n de visa que se conoce como 212(a)(9)(B)(i)(II). En este punto hay que tener en cuenta que aplica el castigo de los tres y de los diez aà ±os. Y en quinto lugar, haber permanecido en Estados Unidos despuà ©s de haber cometido una violacià ³n migratoria. Esta causa, que se conoce como 212(a)(9)(c), afectà ³ a 9.551 solicitantes. Es muy importante tener en cuenta que durante ese mismo periodo de tiempo, un total de 744.003 solicitudes que en un principio fueron negadas fueron finalmente aprobadas porque se puedo demostrar con evidencias documentales que no aplicaba la causa de negacià ³n o porque puedo solicitar un waiver, tambià ©n conocido como perdà ³n, y à ©ste fue aprobado. Por lo tanto es evidente la importancia de la documentacià ³n para obtener la aprobacià ³n de la visa y, en el caso de ser negada, poder probar que la negacià ³n no corresponde. Documentos obligatorios para llevar a la entrevista para la visa americana Alguna papelerà ­a es comà ºn a todo tipo de visas no inmigrantes, por ejemplo: 1. Hoja de confirmacià ³n de la cita. 2. Pasaporte vlido y en buen estado. La fecha de expiracià ³n no puede ser inmediata. Las embajadas americanas imponen diferentes reglas a cada paà ­s en cuanto a quà © pasaporte esa vlido. Por favor verificar particularmente en aquellos paà ­ses en los que en los à ºltimos aà ±os ha habido cambios de modelos de pasaporte o existen diferentes modelos vlidos al mismo tiempo. Tambià ©n ver las reglas segà ºn el documento tenga incorporado chip o no. 3. Prueba de haber pagado el arancel o cuota de la visa. Hay que saber que este dinero nunca se recupera. Ni en los casos en los que la visa es rechazada ni cuando el solicitante cambia de idea y decide no ir a la entrevista porque ya no le interesa viajar a los Estados Unidos. Adems, en  algunos paà ­ses, como en el caso de Mà ©xico, es necesario acudir a un Centro de Atencià ³n antes de la entrevista por tema de  las fotos  y las huellas digitales. Pero cada paà ­s sigue sus propias reglas. Pero adems hay que seguir las reglas especà ­ficas de cada visa. Esto es asà ­ para casos como las de estudiante, intercambio, trabajo temporero, etc. Dos clases de problemas que pueden dar lugar al rechazo de la peticià ³n de visa Llegados a este punto hay que diferenciar entre dos posibles situaciones. Primero, si lo que se quiere es probar que no hay razones para negar la visa por ser inelegible. Y el segundo, cuando hay un problema que convierte al solicitante en inadmisible y desea pedir un perdà ³n, tambià ©n conocido como waiver o permiso. En otras palabras, la visa no inmigrante puede ser denegada porque se considera a una persona extranjera como inelegible para el visado que solicita o por ser inadmisible para ingresar a Estados Unidos. Documentos para que el oficial consular no considere al solicitante como inelegible Aunque hay varias causas, la ms comà ºn por la que se niega una visa no inmigrante como la de turista o la de estudiante es porque el cà ³nsul tiene sospechas de que el solicitante se puede quedar en Estados Unidos ms tiempo del permitido. En este punto es muy importante entender que dentro de las visas no inmigrantes hay dos que son consideradas de doble intencià ³n, las L y las H-1B. Esto quiere decir las personas con este tipo de visados pueden buscar activamente la green card en Estados Unidos. En otras palabras, no es importante para ellos probar que su intencià ³n no es quedarse en USA. Pero para el resto de las visas no inmigrantes, como la de turista, estudiante, intercambio y otras de trabajo temporal la causa ms comà ºn por la que no son aprobadas es precisamente porque el solicitante no es capaz convencer al oficial consular que su intencià ³n no es emigrar a Estados Unidos. En otras palabras, debe  probar lazos familiares y/o fuertes en su paà ­s de residencia.  Para eso se utilizan documentos adicionales, por ejemplo: Certificado o partida de nacimiento, original o copia certificada.Certificados de matrimonio, divorcio, relaciones de hecho, viudedad.Libros de familia en el que consten los hijos.Prueba de empleo, de ser propietario o socio de una empresa.Documento que acredite el estatus de estudiante.Cuentas bancarias tipo corriente y de ahorro con extractos que demuestren los movimientos en los à ºltimos seis meses.Inversiones, ahorros, propiedades de todo tipo.Hipotecas o contratos de arrendamiento de vivienda.Pensiones o rentas. Y adems  cualquier otra documentacià ³n que el solicitante crea que puede ayudarle a probar al oficial consular que su intencià ³n no es quedarse en Estados Unidos. No obstante, tener en cuenta que la persona de la oficina consular que lleva a cabo la entrevista no est obligada a examinar la documentacià ³n presentada. Es muy recomendable llevarla ordenada. Adems, para el caso concreto de solicitud de una visa de turista, paseo o placer puede ser conveniente contar con una carta de invitacià ³n redactada por un ciudadano americano, un residente permanente legal u otra persona que se encuentre legalmente en Estados Unidos. Pero no es necesario. Consecuencias de mentir  o presentar documentos falsos en la solicitud de visa Como se ha indicado previamente en este artà ­culo, la tercera causa ms comà ºn por la que se deniega una peticià ³n de visa no inmigrante es por mentir o presentar documentos falsos lo que, tà ©cnicamente, es un fraude de ley. Pueden darse mà ºltiples casos, como presentar documentos falsos de identidad, propiedades, trabajo o estudios acadà ©micos. Pero el fraude de ley incluye situaciones en la que se falta a la verdad en las contestaciones de que dan en el formulario de solicitud de  visa, por ejemplo, asegurando que no se tiene familiares que son ciudadanos americanos cuando lo cierto es que sà ­ se tienen. Una vez que las autoridades consulares o las de control migratorio se dan cuenta de que existe o puede existir un fraude de ley las consecuencias son inmediatas y graves. Por ejemplo, automticamente deniegan la peticià ³n de visa o, si à ©sta ya sido ya aprobada, la cancelan.   Aunque en casos muy concretos es posible levantar el castigo despuà ©s de haber cometido un fraude de ley mediante la peticià ³n de un waiver y, asà ­, obtener una visa, lo cierto es que es uno de los perdones ms difà ­ciles de obtener.   Quà © sucede despuà ©s de la entrevista en el consulado Pueden darse tres situaciones: 1. La visa es aprobada. En este caso el pasaporte debidamente estampado se recibir a los pocos dà ­as. Si este es el caso, los turistas deben tener especial cuidado y evitar estos 8 errores que pueden provocar que le cancelen la visa.   2. La visa entra en fase de procedimiento administrativo. No ha sido aprobada pero tampoco rechazada. Es lo que conoce como 221g. 3. La visa es denegada. Si una visa de turista o de estudiante, etc es negada porque no se ha podido demostrar lazos fuertes con el paà ­s de residencia, antes de pedirla de nuevo es conveniente realizar cambios que puedan convencer al consulado para aprobar una nueva solicitud. Si todo sigue igual, la respuesta va a ser la misma. Es decir: no. Por el contrario, si las razones para la negacià ³n fueron otras causas, es aconsejable consultar con un abogado para estudiar si procede solicitar un waiver, tambià ©n conocido como perdà ³n o permiso especial. Si se solicita un waiver, es importante contar con el asesoramiento de un abogado migratorio con experiencia en este tipo de casos ya que son complejos y conviene saber diferenciar entre todos los posibles perdones y cà ³mo argumentar y apoyar con documentacià ³n la peticià ³n de dicho waiver. Infà ³rmate con este  test de respuestas mà ºltiples Toma este quiz, trivial o test sobre visas para asegurarte de que sabes lo fundamental para obtener y conservar el visado. Este artà ­culo no debe considerarse como asesorà ­a legal. Tiene simplemente un carcter informativo.

Good Samaritan Laws Personal Statement Example | Topics and Well Written Essays - 1500 words

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Orgniasing and managing across cultures Essay Example | Topics and Well Written Essays - 4000 words

Orgniasing and managing across cultures - Essay Example As such, this report seeks to critically analyse the significance of culture in the management systems in organisations in Africa. The report will also attempt to establish if the ideas that characterise the concept of ubuntu can be applied in other cultural contexts. The philosophy of ubuntu The concept of ubuntu mainly originated from the culture of African people which puts more emphasis on social behaviours such as sharing and treating each other equally (Schultz, 2005). Ubuntu is a metaphor that describes the significance of group solidarity, morality, humanness, hospitality and understanding (Mbigi & Maree, 2005). This concept is very important on survival issues in African communities which as a result of poverty have to survive through brotherly group care and not individual self reliance. This concept is applicable to poor communities and the main idea behind it is to empower the marginalised people and the idea has been harnessed in the management of people in the organisat ions to reflect their interests. With regards to organisations, the concept of ubuntu emphasises the need to harness the solidarity tendency of the African people in developing management practices and approach. Western and African cultures are very different and behaviour of people from these places is also different. In Africa, the philosophy of extended family is given priority while in western cultures, emphasis is on the nuclear family and the individual and competition is encouraged. From an African perspective, reality of underdevelopment cannot be ignored and ubuntu can be possible because of the individuals in the group who collectively pull their efforts towards the attainment of set organisational goals. This philosophy can be harnessed in the nation building process and in the workplace. By gaining a full and deep understanding of the cultural and philosophical basis of the people in a business team or community, one is better positioned to harness their energies (Boon, 2006). One can synergise the operations of an organisation towards a shared vision and comprehend interdependence through the adoption of the ubuntu philosophy in managing business. Without a deep cultural understanding, it may be difficult to coordinate the efforts of the people towards the attainment of the set goals. Managing diversity Africa is comprised of people from diverse cultural backgrounds and these people are often unique and different from the others. The cultural diversity concept of human resources (HR) posits to the effect that the leaders must emerge from the workplace to motivate and direct workforce towards the attainment of the set goals (Grobler et al 2006). Managing diversity in the workplace has become an important part of HRM. Every individual is unique but at the same time we share common characteristics with other people. Therefore, diversity in the workplace means recognising in a positive way that groups of people share common characteristics and others have different characteristics (Kleynhans et al 2007). Thus, the HR professional has a duty help the organisation to comply or go along with the legislation that prevents unfair practices or discrimination because of these differences between people. The concept of ubuntu comes in handy to solve problems likely to be related to managing diversity at the workplace. Managing diversi

Intro to Finance Essay Example for Free

Intro to Finance Essay An efficient financial system promotes intermediaries that successfully link â€Å"savers† from â€Å"borrowers† (Mankiw). There are two widely-known financial intermediaries namely the banks and mutual funds. Banks are highly accessible to the general public are generally more cost advantageous that direct lending. Generally, the banks main purpose in the economy is to take in deposits from savers and â€Å"use these deposits to make loans to people who want to borrow† (Mankiw, N. Gregory, 2001, Principles of Economics, p. 557). Banks incur costs by paying interest on these deposits and earn from these by charging higher interest rates on loan borrowers. Second to this, banks play an important role in the economy as they â€Å"facilitate the purchases of goods and services by allowing people to write checks against their deposits† (Mankiw, N. Gregory, 2001, Principles of Economics, p. 557). In this manner, the economy benefits from banks by this accessible medium of exchange. Unlike stocks or bonds which are not as immediate, checks make it easier for the public to exercise their monetary transactions. Mutual funds, on the other hand, are institutions that use the proceeds of selling shares in buying portfolios of stocks and bonds where they derive their profits. The financial markets become more accessible and efficient because mutual funds allow people with small savings to become owners and creditors of numerous companies. Also, mutual funds allow its shareholders the benefit of risk diversification wherein a single fund can carry a roster of diverse portfolios in stocks and bonds. A broker can either be an individual or a corporate entity that earns a fee-based profit by performing buy and sell orders from investors and/ or clients. A good example of this is a brokerage firm that specializes in trading company stocks and securities. A broker’s main functions in the financial market would include basic execution of buying and selling shares, and financial advisory to clients regarding the management of their shares/ stocks. With the emergence of automation and popular online brokerage firms, traditional brokers have redefined their place in the industry. Most popular online brokerage firms such as Ameritrade and E*Trade offer lower fees to investors as opposed to traditional brokers. Financial and Investment Advisory are also automated online via innovative investment software tools. With information becoming more accessible because of the internet, traditional brokers are now transitioning into online brokers wherein online orders are still routed to and monitored by them; and with reduced client-interface for advisories.

Analysis of Vertovs Film :: essays research papers

In the clown player’s 1991 film â€Å"The Drug Movie†, the art of cinema verite is taken to heights of realism not seen since Roberto Rosselinni’s triumphant â€Å"Rome, Open City†. By combining realistic settings, lighting, sound, etc. with keenly observant camera placement, the filmakers draw us into a world very few of us ever actually see outside the comforts of a theater. Dziga Vetov, in his essays on the nature of man as seen through the â€Å"Kino-Eye†, touched upon something that the makers of â€Å"The Drug Movie† are obviously very aware of. That is, the camera, more so than anything human, will see to the core of its target. Beyond the actors, beyond the sets and special effects, is the soul of the film. If the emotion is pure and the situations genuine, than the camera is but a window to the truth. The Clown Player’s have crafted a finely nuanced example of this cinematic honesty with â€Å"The Drug Movie†. The film’s opening is startling and immediately draws us into the unfolding drama. We are given a brief glimpse of a very annoying girl mentioning her hometown of â€Å"Coral Springs Florida!†. The scene quickly shifts to static than the glare of an incandescant ceiling lamp. Within this brief montage, the filmaker’s have raised our expectations and shifted them within a few brief moments. This masterful use of cinematic manipulation is but a foreshadowing of the upcoming events. Nothing is what it seems and nothing can be predicted. Like life, this celluloid canvas is painted with the ever-shifting brush of the unknown. From the lamp, the camera pans to our players. Three males, two white, one black sit around table. As they talk, their dialogue is somewhat muted and difficult to decifer. It soon becomes painfully obvious that we the viewer are not privy to this cabal. Again, the Clown Player’s continue to exhibit complete control over their audience. As the camera cuts in for a closer view of the group, we finally hear the topic of their intense exchange. Two of the men are working diligently on a model car. One of them, Lance ( Chriss Celentano, beautifully underplaying his rather nebbish character) is thoroughly absorbed in his work. Across from him, Dirk (Big A in another of his unfortunately underdeveloped characterizations) flips through an instruction book. The clowns have blocked their scene in order for the viewer’s attention to fall upon the young man seated at the head of the table.