Malcolm X As Notorious For The Fear He Caused White America

Malcolm X is unjustly viewed as notorious for the fear he caused White America. The controversy he caused was bigger than ever before, and most of his simple actions were skewed and twisted by the media. Malcolm X grew up persecuted by what was America and stayed persecuted as he fought against the systematic oppression that based the way the U.S treated African-Americans. Malcolm X (also known as Malcolm Little or El-Hajj Malik El-Shabazz) was born May 19th 1925 in Omaha, Nebraska. He was born to the parents Earl Little, and Louise Norton Little. Earl Little was a carpenter, but his reputation to the town came from him being a civil rights activist and outspoken member of the MGUNIA, or the Marcus Garvey Universal Negro Improvement Association. Earl followed closely with the beliefs and ideas of Marcus Garvey, who was a black separatist, which caused Earl to get death threats from racist organizations such as Black Legion and the Ku Klux Klan. Despite his efforts to elude the threat s, in 1929, his enemies prevailed and burned their Lansing, Michigan home to the ground. Two years after, Earl’s body was found on the trolley tracks of Lansing. He died shortly after he was found. Even though the entire case strongly pointed to assassination, it was ruled an accident by police, and suicide by life insurance. When Malcolm’s father was assassinated, he was just six years old. Louise Little began to gradually lose her sanity. She would have fits of rage, or sometimes never talkShow MoreRelatedRacial Profiling And The United States1111 Words   |  5 PagesThough it seems that racism is an issue that was dealt with back in the 1950’s, with the likes of Martin Luther King, Malcolm X, etc., the issue lives on indefinitely. The issue remains due to the fact that crimes affiliated with certain races in recent times. These include the cartel drug deals in Mexico along with the infamous 9/11 world trade center attacks. 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Light Reactions and Plant Pigments Free Essays

The Effect of Light Reactions on Plant Pigmentation Alyssa Martinez AP Biology 4th pd E. Perkins Abstract In this lab, we were to separate pigments and calculate Rf  values using plant pigment chromatography, describe a technique to determine the photosynthetic rate, compare photosynthetic rates at different light intensities using controlled experiments and explain why rate  of photosynthesis varies under different environmental conditions. In the second part of the lab, we used chloroplasts extracted from spinach leaves and incubated then with DPIP and used the dye-reduction technique. We will write a custom essay sample on Light Reactions and Plant Pigments or any similar topic only for you Order Now When the DPIP is reduced and becomes  colorless, the resultant increase in light transmittance is measured over a  period of time using a spectrophotometer. If pigments are separated, then Rf values can be determined. Introduction Paper chromatography is a  useful technique for separating and identifying pigments and other molecules from cell extracts that contain a  complex mixture of molecules. As solvent moves up  the  paper, it carries along any  substances dissolved in it. The more soluble, the further  it travels and vice-versa. Beta carotene is  the most abundant carotene in plants and is  carried along near the solvent front since it is very soluble and  forms no hydrogen bonds with cellulose. Xanthophyll contains oxygen and is found further from the solvent front since it  is less soluble in the solvent and is  slowed down by hydrogen  bonding to cellulose. Chlorophyll a is  primary photosynthetic pigment in plants. Chlorophyll a, chlorophyll b, and carotenoids capture light energy and transfer it to  chlorophyll a at the reaction center. Light is  part of a continuum of radiation or energy waves. Shorter wavelengths of energy have greater amounts of energy. Wavelengths of light within the visible spectrum of  light power  photosynthesis. Light is absorbed by leaf  pigments while electrons within each photosystem are boosted to a higher energy level. This energy level is  used to produce ATP and reduce  NADP to NADPH. ATP and  NADPH are then used to  incorporate CO2 into organic molecules. In place of  the electron accepter, NADP, the compound DPIP  will be substituted. It changes chloroplasts from blue to colorless. Methodology Obtain a 50 ml graduated cylinder which has about 1 cm of solvent at the bottom. Cut a piece of  filter paper which will be long enough to reach the solvent. Draw a line about 1. 5 cm from the bottom of the paper. Use a quarter to extract the pigments from spinach leaf cells and place a small section of leaf on top of the pencil line. Use the ribbed edge of the coin to crush the leaf cells and be sure the pigment line is on top of the pencil line. Place  the chromatography  paper in the cylinder and cover the cylinder. When the solvent is about 1 cm from the top of the paper, remove the paper  and immediately mark the location of the solvent front before it evaporates. Mark the bottom of each pigment band and measure the distance each pigment migrated from the  bottom of the pigment origin to the bottom of the separated pigment band and record the distances. Then, turn on the spectrophotometer to warm up the instrument and set the wavelength to 605 nm. Set up an incubation area that  includes a light, water flask, and test tube rack. Label the cuvettes 1, 2, 3, 4, and 5, respectively. Using lens tissue, wipe the outside walls of each cuvette. Using foil paper, cover the walls and bottom of cuvette 2. Light should not  be permitted inside cuvette 2 because it is a control for this experiment. Add 4 mL of distilled water to cuvette 1. To 2, 3, and 4, add 3 mL of distilled water and  1 mL of DPIP. To 5, add 3  mL plus 3 drops of distilled water and 1mL of DPIP. Bring the spectrophotometer to zero by adjusting the amplifier control knob until the meter reads 0% transmittance. Add 3 drops of unboiled chloroplasts and cover the top of cuvette 1 with Parafilm and invert to mix. Insert cuvette 1 into  the sample holder and adjust the  instrument to 100% transmittance. Obtain the unboiled chloroplast suspension, stir to mix, and transfer 3 drops to cuvette 2. Immediately cover and mix cuvette 2. Then remove it from the foil sleeve and  insert it into the spectrophotometer’s sample holder, read the percentage transmittance, and record it. Replace cuvette 2 into the foil sleeve,  and place it into the incubation test tube rack and turn on the flood light. Take and record additional readings at 5, 10, and 15  minutes. Mix the cuvette’s contents before each reading. Take the unboiled chloroplast suspension, mix, and transfer 3 drops to cuvette 3. Immediately cover and mix cuvette 3 and insert it into the spectrophotometer’s sample holder, read the percentage transmittance, and record. Replace cuvette 3 into the incubation test tube rack. Take and record additional readings at 5, 10, and  15 minutes. Mix the cuvette’s contents just prior  to each readings. Obtain the boiled chloroplast suspension, mix, and transfer 3 drops to cuvette 4. Immediately cover and mix cuvette 4. Insert it into the spectrophotometer’s sample holder, read the percentage transmittance, and record it. Replace cuvette 4 into the incubation test tube rack and take and record additional readings at 5, 10, and  15 minutes. Cover and mix the contents of cuvette 5 and insert it into the spectrophotometer’s sample holder, read the percentage transmittance, and  record. Replace cuvette  5 into the incubation test tube rack and take and record additional readings at 5, 10, and 15 minutes. Results Table 4. 1: Distance Moved by Pigment Band (millimeters) Band Number| Distance (mm)| Band Color| | | | | | | | | | | | | | | | Distance Solvent Front Moved ____ (mm) Table 4. 2: Analysis of Results __ = Rf for Carotene (yellow to yellow orange) __ = Rf for Xanthophyll (yellow) __ = Rf for Chlorophyll a (bring green to blue green) __ = Rf for chlorophyll b (yellow green to olive green) Table 4. 4: Transmittance (%) Time (minutes) Cuvette| 0| 5| 10| 15| 2 Unboiled/Dark| | | | | 3 Unboiled/Light| | | | | Boiled/Light| | | | | 5 No Chloroplasts/ Light| | | | | Analysis of Results Graph Discussion Chromatography  is  a  technique  used  to  separate  and identify pigments and other molecules from cell extracts that contain a complex mixture of molecules. This can be used to identify the pigments that are used in the  process of  photosynthesis. Photosynthesis is the process by which plants use light energy to produce chemical  energy in the form of food. This is where plant pigments come into play because they are the reason why the plant is able to absorb light. Chlorophyll a is one such  pigment. These pigments along with many others are contained in organelles known as chloroplasts. One of the problems encountered during the course of this lab included human error when using the spectrophotometer. The student made slight errors when setting the transmittance to the required levels. On a few occasions, the group accidentally introduced light into a cuvette where the variable being tested was the absence of light. This might have caused some error when taking measurements of the percentage  of transmittance. This resulted in skewed data, which meant that the experiment had to be repeated once more. During the first part of the  lab, the group made an error by allowing some part of the pigment  to be in the solvent. This did alter our results in the end. Topics for Discussion 4A: Plant Pigment Chromatography 1. What factors are involved in the separation of the pigments? The factors involved in the separation of the  pigments  from the  spinach plants  are the pigments’ solubility in the solution, how much they bind to the paper based on their chemical structure, and the size of the pigment particles. . Would you expect the Rf value of a pigment to be the same if a different solvent were used? Explain. No I would not expect the Rf values to be different because the pigments will dissolve differently in different types of solvents. For example, chlorophyll b is very soluble in hydrophobic solutions, so if the crushed spinach cells on the paper were put in a hydrophobic s olution, the chlorophyll b would move the highest and probably be right on the solution front, while the other pigments will move much less. 3. What type of chlorophyll does the reaction center contain? What are the roles of the other pigments? Chlorophyll a is in the reaction center, and the other pigments are able to absorb light from the other wavelengths that chlorophyll a cannot absorb light from, and then they transfer the energy harvested from the other wavelengths to the chlorophyll a, providing more energy to be used in photosynthesis. 4B: Photosynthesis/The Light Reaction 1. What is the function of DPIP in this experiment? DPIP is the electron acceptor in this experiment (instead of NADP which is what is normally used in plants). The electrons boosted to high energy levels will reduce the DPIP, which will change its color from blue to clear as more high energy electrons are absorbed by it. 2. What molecule found in chloroplast does DPIP â€Å"replace† in this experiment? It replaces NADP molecules that are found in chloroplasts. 3. What is the source of the electrons that will reduce DPIP? The electrons come from the photolysis of water. 4. What was measured with the spectrophotometer in this experiment? The light transmittance was measured, which really was the measure of how much the chloroplasts reduced the DPIP 5. What is the effect of darkness on the reduction of DPIP? Explain. Darkness will restrict any reaction to occur. 6. What is the effect of boiling the chloroplasts on the subsequent reduction of DPIP? Explain. By boiling chloroplasts, we denature the protein molecules, ending the reduction of DPIP. 7. What reasons can you give for the difference in the percent transmittance between the live chloroplasts that were incubated in the light and those that were kept in the dark? The percent transmittance grew to steadily higher numbers as the experiment progressed because the light reaction was able to occur. However, the dark cuvettes had stable levels of transmittance because light is necessary to excite electrons, which, in turn, reduces the DPIP. 8. Identify the function of each of the cuvettes. Cuvette 1: Used as the control Cuvette 2: Used to observe the rate of photosynthesis without light Cuvette 3: Used to observe the rate of photosynthesis with light Cuvette 4: Used to observe the rate of photosynthesis in boiled chloroplasts Cuvette 5: Used to observe the rate of photosynthesis How to cite Light Reactions and Plant Pigments, Papers

Economic Equilibrium System of Markets - MyAssignmenthelp.com

Question: Discuss about the Economic Equilibrium System of Markets. Answer: Introduction: The term equilibrium stands for equal balance. According to physics, an object is referred to be in the state of balance when two forces of equal magnitude working in opposite direction balance each other. This concept of physics is not limited to it but is also applicable to economics and, the economists term it as equilibrium economics. Equilibrium is a state where any further change is not possible or applicable and two acting forces are not able to influence each other (Ponnusamy, 2017). Stable equilibrium - In stable equilibrium, if the economy of a company gets disrupted due to the change in any of its determining factors, it resumes back to the original point after self-adjustment and the original equilibrium is stored again. There is no net change in the initial and final equilibrium state of the company. This equilibrium can be observed when the demand price is equal to the supply price and there is no tendency of increase in the total amount produced. At this stage, the stable equilibrium is maintained. It can be compared to the pendulum as well which comes back to its original position just after it gets displaced (Conspecte.com, 2017). Concept of Stable Equilibrium In macroeconomics, when aggregate demand = aggregate supply, the stable equilibrium is established for the country. The factors that influence aggregate demand can be written as- C + I + G + Nx = increase or decrease in DD Where, P - price Q - quantity of good S - supply D - demand P0 - price of market balance A - surplus of demand - when PP0 B - surplus of supply - when PP0 In the above plotted graph between Price and quantity of the consumer product. This is a classical stable equilibrium example in economics. SS stands for a positively sloped demand curve and DD stands for a negatively sloped demand curve. Point E is the point of equilibrium where the supply and the demand are balanced. At this point only, OP (the equilibrium Price) and OQ (the equilibrium quantity) are determined. In a case when the supplied quantity is more than the quantity demanded, the surplus quantity will be to the level of AB. This forms a downward pressure on the price in the market. This pressure is kept applied downwards until the state of equilibrium is attained, i.e., the quantity demanded equals the quantity supplied - (Surplus) In a case when supplied quantity is less than the demanded quantity, it leads to shortage of the product in the market. This applies an upward pressure on the price of the product in the market and it pushes up the price to the level of equilibrium where the supplied quantity equals the demanded quantity - (Deficit) (Sharov, 1996) The economy of Australia is quite stable and resilient. It does not face major changes either progressive or regressive and comes back to its original value with minor alterations. Following the trend of GDP growth in Australia from the last 2-3 years, the GDP growth rate has remained to a value between 2.1% to 2.8%. This shows a stable yet growing trend of Australian economy. This stability is due to the following three reasons - housing, shopping, and mining (Jericho, 2016). The economy of Australia hit a recession in 1991 - 92 and from then, Australian economy has been recession free for last 26 years. The Australian economy is the second largest world economy that has not hit a recession for the longest time after Netherlands. The policies of RBA have kept Australia in such intact position. The RBA keeps the likelihood of financial instability reduces by keeping the inflation low (Reserve Bank of Australia, 2017). For this, the bank assesses a diverse range of aggregate economic and financial data to understand the stability of financial system. RBA also ensures the safety of the payment systems. It shares its views with CFR, APRA, and The Treasury on a regular basis. RBA controls the interest rate through its monetary policy. The monetary policy involves setting the interest rates in the market which, in turn, affects the inflation rate. In case of change in the interest rate, RBA controls the supply of the money (Hutchens, 2017). A comparison between interest rate and inflation rate of Australia Year Interest Rate Inflation rate 2012 3.00% 1.8% 2013 2.50% 2.5% 2014 2.50% 2.5% 2015 2.00% 1.5% 2016 1.50% 1.3% Conclusion Australia has maintained a stable equilibrium since the time it last hit recession. The policies designed by RBA are so effective and efficient that control the interest and the inflation rate. The increase in the interest rate eventually leads to inflation and the policies designed by Australian Reserve Bank have coped up with such problems well since last 25 years. References Conspecte.com. (2017). Economic equilibrium : a system of free markets is stable. Retrieved from Conspecte.com: https://conspecte.com/Economics/economic-equilibrium-a-system-of-free-markets-is-stable.html Hutchens, G. (2017). Australia's economy likely to keep growing in 2017, experts say. Retrieved from www.theguardian.com: https://www.theguardian.com/business/2017/feb/14/australias-economy-likely-to-keep-growing-in-2017-experts-say Jericho, G. (2016). Three reasons Australia's economy is so resilient . Retrieved from www.theguardian.com: https://www.theguardian.com/business/grogonomics/2016/mar/03/three-reasons-australias-economy-is-so-resilient-shopping-housing-and-yes-mining#img-1 Ponnusamy, S. (2017). Stable and Unstable Equilibrium. Retrieved from /owlcation.com: https://owlcation.com/social-sciences/Stable-and-Unstable-Equilibrium Reserve Bank of Australia. (2017). Monetary Policy. Retrieved from Rba.gov.au: https://www.rba.gov.au/monetary-policy/ Sharov, A. (1996). Equilibrium: Stable or Unstable? Retrieved from www.ma.utexas.edu: https://www.ma.utexas.edu/users/davis/375/popecol/lec9/equilib.html

Two Hangovers Essays - Rhetorical Techniques, Metaphor,

Two Hangovers Two Hangovers Throughout the poem Two Hangovers many vivid and descriptive images are given by the author. The images the reader gets are cold, lonely, and dark as some think winter to be; however, in the second part the reader receives an image of bright colors which could be interpreted as a time of renewal, spring, or a time when things are looking up. Imagery and metaphors are used to show the reader the feeling and life depiction of the person in the poem while portraying the image that reflects this. In Two Hangovers, James Wright uses imagery and metaphors to illustrate a harsh winter changing into spring, and how he feels and acts during these seasons. As he slouches in bed, a description of the bare trees and an old woman gathering coal are given to convey to the reader an idea of the times and the authors situation. All groves are bare, and unmarried women (are) sorting slate from arthracite. This image operates to tell the reader that it is a time of poverty, or a yellow-bearded winter of depression. No one in the town has much to live for during this time. Cold trees along with deadness, through the image of graves, help illustrate the authors impression of winter. Wright seems to be hibernating from this hard time of winter, dreaming of green butterflies searching for diamonds in coal seams. This conveys a more colorful and happy image showing what he wishes was happening; however he knows that diamonds are not in coal seams and is brought back to the reality of winter. He talks of hills of fresh graves while dreaming, relating back to the reality of what is beyond the streaked trees of (his) window, a dreary, povern-strucken, and cold winter. The end of Number one also reinforces the impression of winter. The image of a sparrow, generally a brown or dark bird, that sings of the Hanna Coal Co. and the dead moon, reinforces the description of winter once again, because there is no life during winter as opposed to a harvest moon in fall when it is warm, life is good, and food is plenty. The filaments of cold light bulbs tremble, gives a very cold image and it is like music, but he can not listen to it. This symbolizes he wants this coldness of winter to end, just like he wants the unpleasant sound to stop. (He) tries to waken and greet the world once again. In Number Two Wright begins with the description of a brilliant blue jay that is springing up and down. This image is very happy. Blue is a bright color, along with the repetitive action of joy. This symbolizes spring, a time when the birds come out and new life grows. The author is happy to see the winter has gone, he laughs, and now he can actually go out into the world once again. He assures the reader of his confidence by what he states about the bird springing on the branch, for he knows as well as I do that the branch will not break. There is no ice left, so the branch is not frozen. The trees are healthy, groves are coming to life, and now he can dream of happy things other than graves and coal. Throughout each of the previous examples given, imagery and metaphors are used together. Imagery conveys a picture in the readers mind in order to metaphorically describe a situation or time along with the changes of the seasons. Wright uses imagery of cold and dead objects to stand for winter. For him, winter is a bad time because it is very hard to endure coldness especially while being poor. He chose not to leave his bed, as if in a drunken state, hinting the use of the term hangover. The second time he awakes his images show bright colors and happiness through laughter. Branches are strong, meaning things are growing like in spring. Altogether the poem is leading to his depiction of his life where he lives, where winters are harsh and spring and summer are the only times he chooses to go out into the world and be happy.

A Doomed Tragedy essays

A Doomed Tragedy essays Mourning Becomes Electra(1931), a masterpiece play in American literary history, is a trilogy dealing with the tragic story happening to a New England family in the Civil War period. As T.S. Eliot once observed, good poets borrow, while great poet steal. The great playwright Eugene ONeil also stole the plot for Mourning Becomes Electra from Oresteia by Aeschylus, a noted Greek tragedian. He successfully situated the ancient story of family murder and divine retribution in civil war America and proved it to be an artistic triumph. Apparently, the title indicates ONeils interest in the daughter, Lavinia Mannon(Electra), who avenges the murder of her father Ezra( Agamemnon) by his wife Christine(Clytemnestra) and her lover, Ezras cousin Adam Brant(Aegisthus). Part one of the trilogy, Homecoming, describes Ezras poisoning upon his return to New England in 1865 from serving as a Union general in the American civil war; part two, The Hunted, depicts the outraged Lavinia manipulating her neurotic, Oedipal brother Orin(Orestes) into killing Brant and goading Christine into taking her life. The final play, The Haunted, finds Lavinia worried that Orin, driven half-insane by guilt and incestuous desire, will confess and tarnish the Mannon name. She drives her brother to suicide, then entombs herself within the family mansion for the remainder of her life. At the heart of the play lies the central theme, the stranglehold of past on present. The past is governed by ones ancestors. The ancestral Mannnon family was powerful and respectable, it was not doomed until Ezras father expels his brother, Brants father, from the family when both lust after the same woman. This may be the primal sin that set off the scenario of mishap in the Mannon house. And , along with Lavinias growing resemblance to Christine, Orins to Ezra, and Ezra to the zealots, generals and judges who prece...

Homophones Pail and Pale

Homophones Pail and Pale The words pail and pale are  homophones: they sound alike but have different meanings. Definitions The noun pail refers to a bucket a container for holding and carrying something. The adjective pale means unusually light in color or weak. As a verb, pale means to become pale or to seem weaker or less important. As a noun, pale means a post, a fence, or a boundary (as in the expression beyond the pale). Usage Examples To wash his little red wagon, the boy brought a pail of water, a sponge, and some clean clothes.He was as black as coal, with a long, alert, intelligent, rakehell face. His eyes gleamed with mischief, and he held his head high. . . . Jupiter went where he pleased, ransacking wastebaskets, clotheslines, garbage pails, and shoe bags.(John Cheever, The Country Husband. The New Yorker, 1955)Marie walked along the path in the pale light of the dawn.Usually I spent the afternoons under the box  elder trees, or by the ditch behind the machine sheds, where dragonflies and pale blue moths circled just out of reach.(Grace Stone Coates, Wild Plums. Black Cherries, 1931)What passes for paella at most restaurants is a pale imitation of the real thing.I lit a cigar, and as I sat in my easy chair with the roses  beside me the light of the July  evening paled and paled till I sat alone in the darkness.(Bram Stoker, Bengal Roses, 1898) Idiom Alerts Beyond the Pale The idiom beyond the pale means socially or morally improper or unacceptable.The billionaire investor Peter Thiel, outed by the local arm of the Gawker media empire, secretly financed a lawsuit to destroy it. Silicon Valley did not rise en masse and say this was seriously beyond the pale.(David Streitfeld, What It Is Actually Like to Be in the Engine Room of the Start-Up Economy. The New York Times, July 5, 2016) Pale in Comparison The expression pale in comparison (with something) means to appear less important, serious, or worthwhile when compared to something else.[T]he financial benefits that come to men because of their greater investments in work early in life may  pale in comparison  to the sizable toll these investments have taken on mens relationships, especially with their children, by the time work careers subside or finish.(Victoria Hilkevitch Bedford and Barbara Formaniak Turner,  Men in Relationships. Springer,  2006) Practice Quiz (a) In the glare of the sun, Jennifers red hair seemed brighter than ever, emphasizing her _____ complexion.(b) The young woman carried a large _____ of milk on her head.(c) Colonel Kurtz was operating without any restraints, totally beyond the _____ of acceptable human conduct.(d) Pete weighed each _____  of oysters  on a scale and tallied the measures on a chalkboard next to each shuckers name.(Christopher White,  Skipjack.  Rowman   Littlefield,  2009)   Answers to Practice Exercises (a) pale(b) pail(c) pale(d) pail

Corporate Restructuring Case Study Example | Topics and Well Written Essays - 1500 words

Corporate Restructuring - Case Study Example Organizations need to be more efficient and effective to ward off the challenges of deregulation and hence increased competition. As a result of increased market pressures, it is unavoidable that organizations analyze and redesign all aspects of their business to remain competitive. Companies around the world are awaking to new realities of an intensively competitive domain and have been undertaking extensive restructuring both at the operational and at the strategic levels. Organizations around the world need to make more decisive choices and take the challenges to leap frog to the next phase of growth. Business portfolios need to be restructured and realigned to assimilate the effects of globalization and deregulation. Companies all over the world are exploring various restructuring methodologies such as Cost cuttings, better customer relationship management, Resource Planning, mergers, takeovers and buy-outs to pursue focused growth. Citicorp: Citicorp was the descendant of City Bank of New York which was founded On June 16, 1812, with $2 million of capital, later, in 1968 renamed as First National City Bank. Large corporate banking was the core business of Citicorp and was one of the largest banks in the United States at the time of its merger with Travelers Group. Traveler Traveler Group: Insurance titan Travelers was founded in 1864 in Hartford, Connecticut. In the 1990s, Travelers went through a sequence of mergers and acquisitions, First with Primerica in 1993 and then Aetna's property and casualty business in 1996. Traveler was the first company in America to insure against accidents and to introduce automobile insurance policy. Making of the Giant - Acquisition In October 1996, Citigroup, Inc. was formed after a $70 billion Merger between Citicorp and the Travelers Group. The Travelers Insurance acquisition added property and casualty, and life and annuities underwriting capabilities to the group. It also brought along the Travelers red umbrella logo, which they applied to all the businesses within the group. One notable exception is Citibank, whose logo is Citibank with a red arc over the't'. The Citicorp-Travelers merger has represented a new era of inorganic growth. Motives behind Merger The merger of Citicorp and Travelers Group took place in 1998 against the prevailing US laws such as Glass-Steagall Act which prohibited the merger of a bank with an insurance underwriter. In year 1999, before the trial period provided by Glass-Steagall Act could end, new law, Gramm-Leach-Bliley Act which invalidated previous law was framed, this validated the merger. The main official motive behind this merger was expanding their product mix, customer base and ", achieve cost savings and synergies" and "to leave a bigger footprint". Restructuring after Merger Weill, then CEO of Traveler Group, proposed a structure of co-CEO's, in order to convince Citicorp to merge, consisting himself and John Reed, CEO of Citicorp. This strategy was believed unworkable by many business research analysts. Former Treasury Secretary Robert Rubin was brought in as a moderator between Reed and Weill . But, conflicts within the company eventually forced Reed to come out of the conglomerate. Later three co-CEO's were inducted

Crucial Years in Terms of Slavery Research Paper

Crucial Years in Terms of Slavery - Research Paper Example From this paper it is clear that antislavery Society that was formed in 1835 continued to support abolishment of slavery throughout the years 1840-1850, but the southerners continued the trading of slaves. From 1840 to 1850, the issue of slavery got so much fame as a number of events took place that took the attention of authorities. A number of legislations were passed in support of slaves.This discussion highlights that slave trade continued to exist and slaves were required to work for 17 to 18 hours per day with very less comfort hours. Slaves had no rights and were not allowed to vote. Slaves supported in the development of America as an industrial and capitalist state with no human living rights. Northerners felt that slavery can be regarded as a mockery on American values and beliefs. Voters in slave holding states regarded slavery as advantageous for the white population in terms of economy and liberty. However, efforts were made to prevent slavery from spreading to new state s. Nevertheless, slaves were traded and they did labor on plantations. The years from 1850 to 1860 are very crucial in terms of abolishing slavery as southerners were under great pressure to free their slaves under certain passed legislations. In 1850s, Kansas-Nebraska Act got passed in 1854 due to which, violence got erupted. This solution was unacceptable for the black slaves as whites had greater rights with continuity of slavery on many territories.... Voters in slave holding states regarded slavery as advantageous for the white population in terms of economy and liberty. However, efforts were made to prevent slavery from spreading to new states. Nevertheless, slaves were traded and they did labor on plantations. (1850-1860) The years from 1850 to 1860 are very crucial in terms of abolishing slavery as southerners were under great pressure to free their slaves under certain passed legislations. In 1850s, Kansas-Nebraska Act got passed in 1854 due to which, violence got erupted. This solution was unacceptable for the black slaves as whites had greater rights with continuity of slavery on many territories. Increased ratio of required slaves on cotton plantations increased slave trade and till 1860, there were 4 million slaves. Work on cotton plantations was severe and workers were required to put in extra effort due to which, the workers were punished harshly. Antislavery movements and incidents took place that supported the cause of abolition. The elections in 1860 resulting in the presidency of Abraham Lincoln supported the prevention of slavery in new states. Violence on Blacks got augmented that made Blacks more revolutionary and rebellious against their masters. Blacks were aware of the laws passed in their interest adding to their interest and right of independence. (1830-1840) The years 1830 to 1840 are crucial in terms of southerners as well as for northerners. In Boston, slavery banning newspaper such as Liberator got published and people starting feeling the adversity of slavery for their society. However, in the south, identifying the needs of the agricultural society, southerners starting getting involved in trading of slaves acquiring more than ever slaves for their cotton, tobacco and rice plantations.

Hazard Analysis and Critical Control Points Essay Example for Free

Hazard Analysis and Critical Control Points Essay Explain critical control points (CCPs) This is a point, step or procedures at which control can be applied and food safety hazard can be eliminated or reduced these steps are called assessing the hazard and identifying critical control points. Outline and explain the steps of the HACCP system The purpose of the HACCP system is to identify, monitor and control dangers of food contamination. Assess hazards Identify critical control points Set up standards or limits for CCPs Set up procedures for monitoring CCPs Establish corrective actions Set up a record keeping system Verify the system is working. HACCP stands for Hazard Analysis Critical Control Points. It is an internationally recognized based food safety system. On preventing, elimination and reducing hazards it identifies and deals with the hazards before it occurs. HACCP recognized the best way to eliminate, reduce or control hazards in a food handling industry or the environment. HACCP first identifies potential food safety problems and determine the best way to prevent them food safety hazards, or; Allergenic Biological Chemical Physical Explain the difference of psychrophiles and mesophiles Psychrophiles (cold loving). Microorganism’s particular bacteria have a preferential temperature for growth at less than 590(150 Celsius) Mesophiles Microorganisms on earth belong to the group of mesophiles. It grows best in temperature between 100- 500c. They are formed in soil and water environment. Masts of dangerous mesophiles are staphylococci, aureus, and salmonellas, sp, proteus where they live is one way because of the temperature they need to grow, and they can cause the food to spoil. Explain the difference between Aerobic and Anaerobic bacteria Aerobic Aerobic bacteria takes place in the absence of oxygen and food substances are partially broken. Anaerobic Anaerobic means without oxygen and human needs oxygen to breathe. Explain anaerobic bacteria Anaerobic bacteria can survive without the presence of oxygen. They are 3 types of obi gate anaerobic. List three (3) ways that cross contamination can be prevented during Storing Service Handling/Preparation Storing Separate raw animal foods such as eggs, fish, meat and poultry away from each other and also ready to eat foods. Store raw meat and cooked meat on different shelves in freezer preferably raw meats at the bottom shelf to prevent drippings or leaking substance from meat while storing. Service. A clean work area and cooking utensils is required such as sterilized counter top, cooking utensils and also a clean environment is needed. A clean table and linen is vital to prevent cross contamination Preparation Prepare food on clean surface to prevent the spread of germs. Never use the same cutting board you use to prepare raw meat to prepare vegetables. List five (5) way foods may be checked during the following in order to control and temperature Preparing foods Receiving and storing foods Preparing foods Preparing food at the control time and temperature Wash your hands properly Cook and cool foods the right way. No handling of foods with bare hands always use a tong, gloves, paper towels and spoons Take out just the amount of food needed When preparing salad and sandwiches spreads These foods must not be left at room temperature When making these food always start with the cold ingredients first Keep cook foods at a suitable temperature to prevent the growth of bacteria Do not leave food out for more than 30 mins. or until properly cooled then store Receiving and storing foods Refrigerator must be set at the appropriate temperature to prevent or limit the growth of pathogenic bacteria that may be present in ready-to-eat- foods. Obtain food ingredients and packing material from approved sources that are regulated by the necessary authorities. Receiving food at proper temperature when getting perishable food this must be place in cold storage immediately upon arrival. Storage Maintain temperature control to limit the growth of bacteria for eg. Store potentially hazardous or ready to eat foods under refrigeration you may set critical limit for refrigeration to operate at 380F List five ways that you can control and eliminate pests Moisture control Repair leaking roots clean gutter and downspout Exclusion. Keep door, windows and vents screened and well sealed Store items in plastic Sanitation Keep trash containers clean and covered Prevention Eliminate wood to ground contacts use gravel or rock instead of wood mulch Mechanical Control–use snap traps for mice and rat. Prepare a flow chart showing CCPs for the following menu. Bibliography http://www. google. com http://www. en. wikipedia. org/ http://www. en. m. wikipedia. org/ http://www. searchhyahoo. com http://www. agric. gov. ab http://emotes. com http://www. wikianswer. com http://google. coo/ http://www. kingcouty. gov/.

cuban mile :: essays research papers

The Special Period in Cuba can best be described as a time of struggle. The dissatisfaction of many Cubans has led to their emigration to the United States by traveling in rafts to the coast of Florida. The Cuban people have different views regarding the trip to exile as well as the motivations to stay or leave Cuba. In Alejandro Hernandez Diaz’s book, The Cuba Mile, and in the movie â€Å"Guantanamera†, we see some of the different ways in which Cuban Culture views the Special Period, the trip to exile, and the motivations behind staying or leaving Cuba.   Ã‚  Ã‚  Ã‚  Ã‚  The year 1991 marked the beginning of the Special Period and hard times have existed in Cuba ever since. Many Cubans are tired of the hardships and shortages of the Special Period. To try and make ends meet many Cubans have adapted to the tough times by making money in the Black Market. In â€Å"Guantanamera†, both the cabdriver and Mariano use the Black Market to make extra money. As they travel across the island, they buy food to be resold at a higher price when they arrive in Havana. Many Cubans feel that the Revolution is no longer working and that it is time for a change. In â€Å"Guantanamera†, symbolism of this idea is clearly demonstrated. In the movie, a story from the Santeria religion is told. The god of Olofin is represented in the movie, Olofin created life but not death. Therefore, everyone lived forever and the elderly people held control and influenced many aspects of society. Nothing ever changed much like the Cuban government which is old and unchanging. Then, one day Olofin made it rain for thirty days and thirty nights. The flood killed the old and only the young survived. The current revolution is old, and is not working as well as it did in the 1970’s. The movie is calling for the need of a natural process, like the rain to come and wash away the old revolution’s ideas so new and young ideas can survive in Cuba. However, many Cubans feel that the situation is not going to change and their desire to leave Cuba is so strong that they risk their lives by rafting across the Straits of Florida in order to gain freedom and opportunities in the United States.   Ã‚  Ã‚  Ã‚  Ã‚  The hardships of the Special Period became so considerable many Cubans chose to take their chances with the ocean. Large quantities of Cubans began to construct rafts in order to escape to the United States. They hoped to either survive the 90 mile trip or be discovered by the U.S. coastguard and brought to the United States.

Principles and Values of working with young children Essay

Principles 1. The welfare of the child is paramount. Within my role I have to support children and help them achieve their goals, from tying their shoe laces to providing skills to help young people to live in the community. I have to make sure all staff promotes a warm, caring, supportive, positive and tolerant atmosphere. This is to help work on raising the child’s self-esteem, self-confidence and self-worth. I have to be very creative in my role at a moment’s notice, adapting to different situations. It is essential that I have excellent communication skills when interacting with children, teachers, parents, social workers, police etc. I must show empathy, and make sure i am aware at all times of confidentiality 2. Practitioners contribute to children’s care, learning and development and this is reflected in every aspect of practice and service provision. Organise residential activities, onsite and offsite (making sure the risk assessment in complete) Carry out domestic duties, and encourage children to be independent by guiding and showing children domestic duties i.e. making beds, tidying their room Ensure you guide children to ensure they have a regular hygienic routine At all times, make sure the children’s individual primary social emotional and physical needs are met Assist with the breakfast and evening meals supervision and process, making sure they have a balanced diet, and are aware of the importance of a balanced diet Support children’s social and life skills including personal hygiene, social behaviour and independence. Key worker for individual children – Assist in assessments of pupil needs and  maintain pupil care plans and records. Contribute to annual reports and reviews and any other relevant procedure. Meet with Key child on a weekly basis to carry out support sessions, this enables us to address specific issues the child may have Identify specific pieces of work to look at with key child i.e. self-esteem work anger management strategies Ensure essential information file is up to date Ensure key child’s views are fully recorded Health requirements are to be fully up to date with any changes in medication or time of taking dosage etc. Plan and agree individual targets with key child (reward charts) 3. Practitioners work with parents and families who are partners in the care, learning and development of their children and are the child’s first and most enduring educators Promote effective communication between the school, children and their carer’s and ensure that children and their careers are involved with or are aware of children’s targets, complaints and other procedures Create and maintain a positive line of communication with parents Attend meetings where appropriate Produce reports on incidents, concerns etc. and communicate effectively as necessary. I.e. Child in Need Meeting Complete a daily log for every shift detailing how the child has spent there day noting: positive behaviour, negative behaviour, health, hygiene, what activities they have taken part in and diet. Values 1. The needs, rights and views of the child are at the centre of all practice and provision. On admission, each child is schooled for a period of time in the class room. During this time an in depth assessment of academic ability, social skills and behaviour is carried out. This is using a ‘boxhall profile’ which includes behavioural, work and social needs will be programmed specifically to the child’s needs. A keyworker is assigned to an individual child, so we can spend time with the individual child and find  out their needs etc This can be just spending time with a child playing football, or an organised support session, where we take them out of the building, maybe for a hot chocolate. All information is recorded and passed on to the relevant people, if needed. 2. Individuality, difference and diversity are valued and celebrated. At our setting when a child starts at our setting, we have a ‘care plan’ that we go through (A copy has been sent for evidence). This includes the following: Young person background Family contact Equality, diversity, culture, religion, language and race Communication – how they like to communicate Health Identity, self-awareness and emotional well being Mealtimes Hygiene, including bedtime and waking up routine Behaviour – how they view their behaviour and how we can help them Activities – What they would like to try Independence – There goals and what they would like to achieve Transition Plan – How they would like to move on, and what they feel is best for them Each Keyworker is assigned to get to know that individual child, this could be by creating the care plan, support sessions and activities. Each child is encouraged to thrive in what they are interested in, and try new things. If a child celebrates a certain religion, then we would always accommodate them in their beliefs. This could be in a casual way, either over dinner: where they would help make a dinner of their choice, or an outing that would show us how they celebrate their religion. When a child celebrates a birthday, we organise a birthday cake of their choice, and they have a present which is presented to them with everybody present. 3. Equality of opportunity and anti-discriminatory practice are actively promoted. We do not discriminate against staff or pupils on the grounds of their gender, disability, race, religion or belief, nationality, ethnicity or national origins, sexual orientation, gender reassignment, pregnancy or  maternity. This is in line with the Public Sector Equality Duty from the Equality Act 2010 and covers both direct and indirect discrimination. We promote the principles of fairness and justice for all through the education that we provide in our setting.  Through positive educational experiences and support for each individual’s point of view, we aim to promote positive social attitudes and respect for all. Our school aim is to tackle discrimination and promote equality of opportunity and good relations across all aspects of school life. We do this by: Creating an ethos in which pupils and staff feel valued and secure; Building self-esteem and confidence in our pupils, so that they can then use these qualities to influence their own relationships with others; Having consistent expectations of pupils and their learning; Removing or minimizing barriers to learning, so that all pupils can achieve; Actively tackling discrimination and promoting racial equality Regular consultation with parents/carers and members of the local community, so that they are well informed of our policy and procedures; Making clear to our pupils what constitutes aggressive and prejudiced behaviour; Identifying clear procedures for dealing quickly with incidents of prejudiced behaviour; Making pupils and staff confident to challenge prejudiced and aggressive behaviour We do not tolerate any forms of discriminatory behaviour including direct or indirect discrimination, harassment or victimisation. Should an incident occur, we will act immediately to prevent any repetition of the incident and do all we can to support that person in overcoming any difficulties they may have. Incidents are logged on our online ‘sleuth’ system. Incidents could take the form of physical assault, verbal abuse, and damage to a pupil’s property. Any adult witnessing an incident or being informed about an incident must follow these agreed procedures: Stop the incident and comfort the pupil who is the victim Reprimand the aggressor and inform the victim what action has been taken If  the incident is witnessed by other pupils, tell them why it is wrong Report the incident to the headteacher or a member of SMT and inform him/her of the action taken. This should be logged on sleuth, and parents contacted Inform the class teacher and Head of Care, of both the victim and the aggressor 4. Children’s health and well-being are actively promoted. Children’s physical and emotional and social development needs are promoted. This is via our ‘care plan’ and organised support sessions. Children are constantly advised how to understand their health needs, how to maintain a healthy lifestyle and to be independent, and look after their bodies. Children are encouraged to participate in a range of positive activities that contribute to their physical and emotional health. If a child is unwell, then they would generally go back home to their parents or carer, but if they can’t then we access the local doctors and other health professionals. Children’s health is promoted in accordance with their care plan and staff are clear about what responsibilities and decisions are delegated to them. If a child needs consent for medical treatment, this is issued before the child starts at our setting. Children’s wishes and feelings are sought and taken into account in their care plan. Care staff always receives sufficient training on health and hygiene issues and first aid with particular emphasis on health promotion and communicable diseases. Staffs receive guidance and training to provide appropriate care if looking after children with complex health needs. Our setting has good links with health agencies, including specialist services where appropriate, such as CAMHS and sexual health services. The availability of such services is taken into account when deciding on admissions. 5. Children’s personal and physical safety is safeguarded, whilst allowing for risk and challenge as appropriate While allowing for risk and challenge to the capabilities of the child. It is essential that we protect children from serious harm and injury. However, children must also learn to be independent and should be allowed to explore their environment according to  their age and ability. Within our setting it is everybody’s responsibility to keep the children safe, and the welfare of the child is paramount. We provide a safe environment that allows appropriate risks and challenges i.e., climbing frames. We allow children to take safe risks but always supervised. We always carry out a risk assessment and always follow health and safety rules. 6. Self-esteem, resilience and a positive self-image are recognised as essential to every child’s development. Self-esteem and positive self-image is recognised as an essential part to every child’s development. A child’s self-image is their view of who they are and what they are like. Within my den sessions we work on self-image and do a body map of themselves and we discuss how they feel when they are angry, sad, happy etc. We discuss the different feelings, and work on areas that are concerning them. It is essential to every child’s development that they have high self-esteem and a positive self-image. If they do, they are more resilient and are able to cope well with difficulties in life. Within our setting we always praise children’s efforts and achievements, and show them that they are valued, 7. Confidentiality and agreements about confidential information are respected as appropriate unless a child’s protection and well-being are at stake. Confidentiality and agreements are respected as appropriate unless a child’s protection and well-being are at stake. All staff has a responsibility to maintain confidentiality at all times. Maintaining confidentiality means that any information given to us should only be passed on in the interest of meeting the needs of the child, according to the policies of the setting. The sharing of information among practitioners working with children and families is essential. It is only when information is put together that a child can be seen to be in need or at risk of harm – The Children’s Act are the laws that aim to protect children from harm in any setting. This legislation is based on the principle that all children have the right to be protected. These are written procedures that aim to protect children in all settings. Confidentiality is also governed by the Data protection Act, which states â€Å"The storage, retrieval  and handling of confidential information verbally, written and electronically to protect the rights of the client. It identifies guidelines and practice and when certain information can be passed on; it serves to protect the child from harm. Within our setting all personal files are locked away and access is restricted to relevant people with the permission of parents, unless there are concerns about the child. 8. Professional knowledge, skills and values are shared appropriately in order to enrich the experience of children more widely. Professional knowledge skills and values are shared. Professional knowledge, skills and values are shared between professionals to enhance the experience of children more widely. Working within a team helps us to share profession knowledge, skills and values. This benefits the children and helps us to give the care the child needs. Within our work setting, we have daily handovers, so we completely understand how the last shift went. We have ‘care meetings’ at least once a month. This enables all staff to share relevant information, ideas and suggestions and plans for the month ahead. It also gives us all the opportunity to take suggestions from each other about their experiences of how they have handled certain situations; taken in a positive way, in can improve our own practice. 9. Best practice requires reflection and a continuous search for improvement. As a professional worker you must take responsibility for your own development and performance. Other practitioners can help and guide you towards best practice, but you will only make good professional progress if you become aware of your strengths and weaknesses. You must want to improve your skills and take responsibility for this. You should try to think about, or reflect on what you do, however, we all find it difficult at times to know how good or bad we are at something and to know our strengths and weaknesses. Most people need the help and feedback of others to do this. The most useful feedback will usually come from a Senior, Head of Care or an experienced worker. You should try to listen to others. Think about what they say to you and be open to suggestions about how you can change and improve how you work. During work appraisals is a good time to identify what your professional improvement needs are and to identify available training  that may be needed.

The role of corporate identity in the Malaysian higher education sector

The Role of Corporate Identity in the Malayan Higher Education SectorIdentity, image and repute are the chief docket of organisation through corporate communicating activities. Van Riel ( 1997 ) survey found that there are three chief constructs in corporate communicating that are ever being studied by bookmans. The constructs are corporate individuality, corporate repute and communicating direction. On overall, corporate communicating is referred to as communicating, added with advertisement, media matter, fiscal communicating, employee communicating and crisis communicating. In order to be effectual, every organisation needs a clear sense of intent that people within it understand. They besides need a strong sense of belonging. Purpose and belonging is the two aspect of individualities. Every organisation is alone and the individuality must jump from organisation ‘s ain roots, its personality, its strengths and its failings. The individuality of the cooperation must be so clear that it becomes the yardstick against which its merchandises and services, behaviours and actions are measured. This means that the individuality can non merely be a slogan, or a aggregation of phrases: it must be seeable, touchable and all encompassing. Everything that organisation does must be an avowal of its individuality. In globalisation universe, both academic and concern involvements in corporate individuality have increased significantly in recent old ages. Organizations have realised that a strong individuality can assist them aline with the market place, attract investing, actuate employees and serve as a agency to distinguish their merchandises and services. Identity is now widely recognised as an effectual strategic instrument and a agency to accomplish competitory advantage ( Schmidt, 1995 ) . Thus, many organisations are endeavoring to develop a distinguishable and recognizable individuality. Certain features of an efficacious corporate individuality include a repute for high quality goods and services, a robust fiscal public presentation, a harmonious workplace environment, and a repute for societal and environmental duty ( Einwiller and Will, 2002 ) Harmonizing to Melewar and Sibel Akel ( 2005 ) , the globalization of concern has eventually been embraced by the higher instruction sector in which instruction is seen as a service that could be marketed worldwide. Universities and other establishments of higher instruction have to vie with each other to pull high quality pupils and academic staff at an international degree. Hence, competition is no longer limited within national boundary lines. As instruction and preparation become a planetary concern sector, instruction selling is developing criterions more kindred to consumer goods selling. This presents several challenges for Malayan universities such as the development of a more client orientated service attack to instruction and an increased accent on corporate image. In a market where pupils are recognized as clients, universities have to implement schemes to keep and heighten their fight. Higher instruction sector in Malaysia develops quickly since 1990. Now, Malaysia has 20 public universities offering a assortment of classs and 100s of private universities. Competition is non merely within the state, but regionally and globally. The university needs to develop a competitory advantage based on a set of alone features. Furthermore, universities need to pass on these features in an effectual and consistent manner to all of the relevant stakeholders. Under these fortunes, universities have eventually realized the function of corporate individuality as a powerful beginning of competitory advantage.They understand that if managed strategically, corporate individuality can assist them develop a competitory border over rivals ( Olins, 1995 ) . As a consequence, a turning figure of universities have started to develop and implement corporate individual ity programme as portion of their strategic rowth and enlargement ( Baker and Balmer, 1997 ) .Reappraisal of LiteratureCorporate individualityBirkigt and Stadler ( 1986 ) derived from Cornelissen and Elving ( 2003 ) refer to corporate individuality as the strategically planned and operational self-presentation of a company, both internal and external, based on an in agreement doctrine, long term company ends, and a peculiar coveted image, combined with the will to use all instruments of the company as one unit achieved by agencies of behavior, communicating and symbolism. Although universities are a higher instruction establishment organic structure instead than a corporate company, they have somehow embodied a corporate mentality in its quest to recognize its mission statement as an in agreement doctrine outlined earlier. Give this state of affairs, university is extremely prudent in its attempt to accomplish what it has set out to carry through by foremost, beat uping its tools an d means to pass on its individuality to its groups. In recent old ages, the importance of the corporate image has been recognized. One of the grounds behind this is the turning involvement in surveies of corporate image. The organisation considers that the transmittal of positive image is an indispensable stipulation for set uping a commercial relationship with mark groups ( van Riel, 1995 ) . Congruent with statements by Birkigt and Stadler ( 1986 ) and Alessandri ( 2001 ) who posit that corporate individuality needs to be founded upon the mission statement of a corporate entity, university, in advancing its academic excellence, has significantly rallied its forces in geting at a logo that is really much stand foring the organisation and what it has to offer based on its mission statement. Olins ( 1995 ) outlines four phases in constructing an individuality plan. First, probe, analysis and strategic recommendations are carried out internally to find what a corporate entity should stand for. Insofar as university is concerned, it considers factors such as its place, market portion, nucleus values, cardinal thought, growing forms, size, corporate civilization, profitableness and fight in puting its ends. Olins ( 1995 ) argues that one time internal analysis and strategic recommendations have been carried out, the following phase is developing the individuality by agencies of behavioral alteration, individuality construction and name and ocular manner. Harmonizing to Birkigt and Stadler ( 1986 ) , corporate individuality is besides communicated through the behavior of a corporate entity where mark groups are able to be judged by the actions conducted by the entity in covering with external forces or stimulations. The creative activity of a logo is a portion of its individuality edifice procedure which represents what it stands for ( Olins, 1995 ) . In planing the ocular manner, university makes usage of different colorss in the logo. To take words of Olins ( 1995 ) , the intent of a symbol is to show the cardinal thought of the organisation with impact, brevity and immediateness. The usage of different colorss and their representation in the logo of the university does show the cardinal thought to portray university as a modern organisation founded upon healthy rules and administration. Olins ( 1989 ) argues that symbolism warrants consistent quality criterions and contributes to the trueness of clients ( in our instance, pupil as clients to the university ) and other mark groups ( the possible pupils ) . The 3rd phase of Olins ‘ Corporate Identity formation is launched and introduced to pass on corporate vision. The individuality of university must be communicated through the mass media, another medium of individuality formation. The concluding phase of individuality formation is execution. In alliance with its mission statement to market the university as a first pick, university should join forces with other organisations in its quest to raise consciousness. Olins ( 1995 ) corporate individuality direction needs to be considered in the same position as fiscal direction or information system direction as portion of corporate resource where uninterrupted attempts is necessary to implement and keep it. However, Melewar and Jenskin ( 2002 ) place five sub-const ruct to mensurate corporate individuality or organisation viz. communicating and ocular individuality ; behaviour ; corporate civilization ; market conditions ; house, merchandise and services. The theoretical account adapts a multidisciplinary attack in the analysis of corporate individuality. It unites the psychological, in writing design, selling and public dealingss paradigms of the corporate individuality. In this manner the theoretical account represents different positions and school of ideas of corporate individuality, taking for a balanced combination between these different subjects. Furthermore, in footings of its application, the theoretical account presents a practical tool for analysis with its simple construction summarised in a comprehendible in writing presentation. Communication and ocular imagetouch about corporate ocular image ; corporate communicating ; architecture and location and unmanageable communicating. Corporate ocular individuality of the administration is reflected by five chief constituents which are orporate name ; symbol and/or logotype ; typography ; coloring material ; and slogan ( Dowling, 1986 ; Olins, 1995 ) . Harmonizing to Olins ( 1995 ) these constituents â€Å" present the cardinal thought of the administration with impact, brevity and immediateness † . Meanwhile, corporate communicating defined by Van Riel ( 1995 ) is a direction instrument to make and harmonize favorable relationships with external and internal stakeholders. As pointed out by Markwick and Fill ( 1997 ) , it is critical to guarantee that consistent corporate communicating is delivered to all stakeholders. Melewar and Sibel Akel ( 2005 ) surveies on corporate individuality of the University of Warwick sort its stakeholders into two classs viz. in ternal ; and external stakeholders. The external stakeholders cover a broad scope of audiences from sentiment leaders ( concern, media, academic, believe armored combat vehicle, instruction specializer, government/political ) to alumnas and instructors. The internal audiences are divided into three chief groups – pupils ; academic ; and non-academic staff. In a research survey conducted by the University ( Opinion Leader Research ) it was found that overall cognition of the University differed well between these audiences: On the whole, a far higher proportion of internal as opposed to external audiences province that they know the University good. Among the internal audiences, the faculty members in peculiar, demo a low degree of cognition of the university ( Jones, 2001 ) . Corporate communicating covers direction, selling and organisational communications. Among the three, direction communicating is seen as the most of import ( Van Riel, 1995 ) . Top degree directors are s een as the chief medium of direction communications since they are responsible for conveying the corporate doctrine and vision to the internal stakeholders ( Melewar and Jenkins, 2002 ) . The constituent ofbehaviorconsists of direction behavior and employee behavior. Given the current demand for economic answerability and the increased focal point on consumer pick, universities are sing pupils and staff as clients. Consequently, to prolong the coveted degree of service quality, the relationship between administrative staff and faculty members, and administrative staff and pupils has become more structured. Therefore, the behavior of direction at universities is progressively resemblers that of a commercial company. Increasingly, faculty members acknowledge that a â€Å" corporate individuality refers to an administration ‘s alone features which are rooted in the behavior of employees † ( Balmer and Wilson, 1998 ) . As a consequence of decreased authorities support and a larger societal focal point on consumer pick, universities design classs that are in conformity to what consumers want instead than what universities believe should be taught. This new manner of looking at â€Å" clients † of instruction has created a demand to reexamine the relationship between the clients and university employees. However, in the context of a university, the designation of the client and the employee is non an easy undertaking. First, as identified by Sirvanci ( 1996 ) the student-university relationship is non a typical customeremployee relationship. The university pupil differs from a â€Å" conventional † client in the sense that the university pupil does non hold full freedom of pick with the merchandise ( knowledge/education ) , duty for paying the monetary value and might non even â€Å" measure up † to buy the merchandise. Second, in an environment where the pupils are classified as internal clients the categorization of academic staff is debatable. Academicians are classified both under internal client and academic staff. Evidence shows that relationship between academic and administrative staff is an country of possible struggle ( Pitman, 2000 ) . The tenseness is likely to arise from the fact that academic staff have different motivations for working in a university fro m administrative staff members and utilize a different value system of their ain. Corporate civilizationhas been a chief focal point of academic direction since the early 1980s ( Wiedmann, 1988 ) . Culture is the normally held and comparatively stable beliefs, attitudes and values that exist within the administration ( Williamset Al., 1993 ) . Jarzabkowski and Wilson ( 2002 ) surveies found that civilization in University of Warwick is based on the undermentioned dogmas: successorientated ; entrepreneurial and competitory ; intra-organisational competition ; low tolerance for non-performers ; open uping ; viing at the highest degree of sectoral environment, ( Harvard, Berkeley, Cambridge and Stanford ) ; and â€Å" strong Centre, strong section † . However, in an academic establishment understanding on a individual value set is hard to accomplish. Baker and Balmer ( 1997 ) in their survey about the corporate individuality of University of Strathclyde place that the job arises chiefly from the fact that each member of the university is an expert in a specific country and has hence a really strong position about how to continue in this country. In the absence of a general way for the academic community to continue this sub-cultures and multiplicity in individualities may harm the successful execution of a corporate individuality programme. The constituent of corporate civilization fundamentally involves the component of nationality ; ends, doctrines and rules and organisational imagination and history. Top ranking university accommodates pupils from different nationalities. With increasing Numberss of abroad pupils and academic staff, the function of nationality is diminishing. However, pupil consumption for public university in Malaysia is controlled by the authorities. The assignment of the academic staff besides needs particular permission from the authorities. As is common among other Malayan universities, it capitalises chiefly on the English linguistic communication as the chief linguistic communication of commercialism. Moingeon and Ramanantsoa ( 1997 ) stress the interaction between history and corporate individuality. They point out the manner history influences the definition of corporate individuality, i.e. â€Å" individuality is the merchandise of the history of the administration † ( Moingeon and Ramanantsoa, 1997 ) . They further province that individuality influences history and shapes the perceptual experiences and actions of the organisation members. Therefore, individuality besides produces history. History created an individuality in support of the entrepreneurial self-image and income bring forthing orientation of the university ( Jarzabkowski and Wilson, 2002 ) . Component of corporate individuality focal point onmarket conditionsaffecting nature of the industry and selling scheme. Malaysia ‘s higher instruction market is crowded and competitory. The general regulation in the market is that prospective pupils will frequently go to a prima university because of its overall repute, even though it may be comparatively weak in the specific capable chosen. The instruction and research appraisal exercises conducted on a regular basis and the magazine ( such asThe Times Higher EducationAddendumetc ) publications of the ranking of the universities reveal that certain universities are more well-thought-of and are perceived to be general leaders in the field. However, the generic feature of higher instruction makes the projection of a differentiated individuality hard. Harmonizing to Melewar and Sibel Akel ( 2005 ) , some universities such as Cambridge, Oxford, Imperial College, Durham, LSE, UCL, York, Nottingham, Manchester and Bristol have succeeded in this hard undertaking. Corporate and selling schemes are one of the few attempt to advance university internationally. For illustration, University of Warwick ‘s schemes are â€Å" heightening and advancing the University ‘s repute, peculiarly on the international phase † and mottos such â€Å" maintaining and developing our strengths in institutional administration and direction † and attempts to demo that â€Å" the university is be aftering to go on its business-like development † Corporate and selling schemes non merely find coveted future provinces of the organisation but they besides influence the formation of trade name and corporate perceptual experiences. Therefore, the manner an organisation defines its corporate schemes has a important impact on how it is perceived by its stakeholders. Simoes and Dibb ( 2001 ) province that the impression of corporate individuality is linked to the corporate trade name construct. Besides harmonizing to Ind ( 1997 ) corporate stigmatization is more than a ocular projection of the organisation – it is a manifestation of the organisational nucleus alues. Firm, merchandise and servicesare the last constituent in corporate individuality developed by Melewar and Storrie ( 2001 ) . These constituents are branding schemes and organisational public presentation. Branding to the populace is through heavy advertisement of the company ‘s image in the media and by editorial coverage in the local or international imperativeness. Articles in academic periodical, refereed diary, continuing and books by university lectors and pupils are a portion of positioning scheme for the university to make a good trade name of the university. University ‘s design, landscapes, and image development could besides be considered as portion of the stigmatization scheme. Performance of the university is evident by itself in footings of constructing up a loyal client base, winning national awards, retaining and developing employees, and the growing to the franchise. The public presentation can be measured by the acknowledgment received by the university. University ranking published by Times Higher Educations Supplement and other reputable organisation is a best index to mensurate university ‘s public presentation. Besides university ranking, other acknowledgment and award such as ISO 9000, discoverer award obtained by pupils and lector of the university, can be considered as elements of public presentation.Purpose of the StudyThis survey ‘s major intent was to try to find what the function of corporate individuality from the position of the university ‘s prospective clients ( among the pupils from Matriculation College in Malaysia ) . We were most interested in how of import they considered the corporate individuality map is. The survey was designed specifically to detect what these pupils thought about corporate individuality and how they saw this map being implemented in the university. This survey ‘s major intent was to try to find what the function of corporate individuality from the position of the uni versity ‘s prospective clients ( among the pupils from Matriculation College in Malaysia ) . We were most interested in how of import they considered the corporate individuality map is. The survey was designed specifically to detect what these pupils thought about corporate individuality and how they saw this map being implemented in the university.MethodThis was a bead and collect questionnaire survey of matriculation college pupils. Subjects came from 9 Matriculation College throughout Malaysia. In each of this matriculation college, pupils were prospective clients for the public university in Malaysia. In this subdivision, informations assemblage processs, respondents, and measurings of variables are detailed.RespondentsRespondent in this research are prospective clients of the University Utara Malaysia ( among pupils from matriculation colleges in Malaysia ) . Survey packages were sent straight to 500 pupils. The sample n=496 ( 99.2 % ) in nine matriculation Centre. The at ionale for taking this sample is that all respondents are prospective clients of the university and their perceptual experience is indispensable to find the corporate individuality of the university. Approximately 78.23 % ( n = 388 ) are female and 21.77 % ( n = 108 ) are male. This sample distribution reflects the norm of pupils in Malaysia. The bulk of the respondents are ( 70.97 % ( n = 352 ) respondents from history watercourse, while 29.03 % ( n = 144 ) from scientific discipline watercourse in matriculation Centre. Respondent in this research are prospective clients of the University Utara Malaysia ( among pupils from matriculation colleges in Malaysia ) . Survey packages were sent straight to 500 pupils. The sample n=496 ( 99.2 % ) in nine matriculation Centre. The ationale for taking this sample is that all respondents are prospective clients of the university and their perceptual experience is indispensable to find the corporate individuality of the university. Approximatel y 78.23 % ( n = 388 ) are female and 21.77 % ( n = 108 ) are male. This sample distribution reflects the norm of pupils in Malaysia. The bulk of the respondents are ( 70.97 % ( n = 352 ) respondents from history watercourse, while 29.03 % ( n = 144 ) from scientific discipline watercourse in matriculation Centre.Measurement InstrumentBased on corporate individuality theoretical account developed by Melewar and Jenskin ( 2000 ) , there are five chief constituents to developing corporate individuality. Melewar and Storrie ( 2001 ) besides use in the survey for service company. Melewar and Sibel Akel ( 2005 ) , besides apply the same theoretical account to analyze the corporate individuality Warwick University. The instrument used to measure corporate individuality includes 80 points based on corporate individuality theoretical account developed by Melewar and Jenskin ( 2001 ) . The points stand foring four constituents of corporate individuality which are communicating and ocular imag e, behavior, corporate civilization, market conditions and house, merchandise and services. Each point is measured utilizing 5- point Likert type scale.Prior to the existent survey, we conducted a pre-test survey among respondents in the matriculation colleges. The pre-test conducted sought to find the grade of stableness, trustiness, dependableness of the measuring used in this survey, as there are really limited survey on corporate individuality and corporate repute. Consequences of the pre-test show Cronbach's alpha for communicating and ocular individuality is.90, behaviour is.87, corporate civilization is.86, and market status is.80 and house, merchandise and services 0.78.ConsequencesBefore we conduct factor analysis, informations are tested for coding/data entry mistakes and trials for normalcy are conducted for each of the study points every bit good as the concepts that are created by calculating single points. Trials for normalcy include kurtosis easures, lopsidedness step s, and ocular review of histograms. The bulk of points appear to be within normalcy. Kurtosis steps are below one. Lopsidedness steps are around zero, and analysis indicates normal-shaped histograms. Based on dimensions of corporate individuality in the communicating literature, and some points from Melewar and Akel ( 2005 ) , we generated an initial set of 80 points. These points focused on communicating and ocular individuality, corporate behavior, corporate civilization, market conditions and house, merchandise and services. Using informations collected from the sample of 496 pupils, we conducted an explorative factor analysis utilizing chief constituents with the figure of factors non specified. The magnitude and scree secret plan of the characteristic root of a square matrixs indicated factors. In the following factor analysis, we set the figure of factors to five and interpreted factor burdens based on form matrix which resulted from oblique rotary motion ( Hair et al. 1998 ) . Oblique rotary motion was appropriate because the ultimate end of this research through factor analysis is to obtain several theoretically meaningful factors or concepts. Analysis of the 80 points resulted in five factors that explain 57 % of the discrepancy. Based on the oblique factor form, each factor clearly reflected one of the five priori dimensions. Subsequent loops were performed following omission of cross-loaded points or points that were theoretically inconsistent with their factor. The regulation of pollex provided by Hair, Anderson, Tatham and Black ( 1998 ) were applied where points load less than.30 were eliminated. The ensuing solution consisted of 52 points explicating 78.4 % of the discrepancy. The dislocation of these points was communicating and ocular individuality ( 19 points ) , behavior ( 11 points ) , corporate civilization ( 11 points ) , market conditions ( 6 points ) and house, merchandise and services ( 5 points ) . The revolved factor burdens for these 52 points appear in Table 1.Factor AnalysisNormally, when factor analysis is used in a survey of this nature, consequences reveal a certain sense of conformance between variables. As a consequence, one normally can do well more sense out of factor burdens than is the instance in this peculiar survey. The chief constituents processs produced 5 factors with characteristic root of a square matrixs greater than 1.0. This 5 factor solution, shown in Table 1 ( see appendix ) , accounted for 57.9 per cent of the entire discrepancy. Factor 1 Nineteen points clearly define factor 1 as shown by the burdens in Table 1. All points load positively and the statement appear to stand for a construct of corporate communicating and individuality ocular. Statement such as ‘promotion ‘ , ‘advertising ‘ , ‘information and message ‘ and ‘media used ‘ , seem to stand for corporate communicating portion. Other point such as ‘office interior design ‘ , ‘lighting ‘ , ‘furniture ‘ , ‘design of edifice ‘ , ‘location ‘ , ‘landscape ‘ , ‘space ‘ , ‘logo ‘ and ‘the word UUM ‘ represent ocular individuality of the university. Communication and ocular individuality shows an of import component in mensurating the corporate individuality of the university. Factor 2 Behaviour is categorized under intangible individuality and highly of import in corporate individuality. Eleven statements clearly meet the lading standards on this factor. These points are ‘university ‘s policy ‘ , ‘behaviour of direction ‘ , ‘ethics ‘ , ‘quality of relationship ‘ , ‘staff dressing ‘ , ‘personal features ‘ , ‘suitable accomplishment ‘ , ‘helpful ‘ , ‘understanding ‘ and ‘knowledgeable ‘ . Factor 3 Another 11 points clearly define this factor. They are ‘vision and mission ‘ , ‘goal accomplishment ‘ , ‘philosophy and chief ‘ , ‘aspiration ‘ and ‘history and imagination ‘ . Most of these points reflect corporate civilization issues. Factor 4 Six points load flawlessly on this factor. They are ‘student oriented ‘ , ‘the function as pupil ‘s development ‘ , ‘strategic marketing ‘ and ‘promotion ‘ . This factor seems to reflect a sense of market conditions in the university ‘s corporate individuality. Factor 5 Five other statements specify this factor. They are ‘marketing scheme ‘ and ‘branding ‘ , stand foring the elements of branding. While, ‘award ‘ , 'employee public presentation ‘ , and ‘excellent ‘ loaded under component of public presentation.Discussion of ConsequencesThis determination shows an of import facet of corporate individuality in Malaysia is higher instruction sector. For higher instruction sector in Malaysia, all constituent of corporate individuality ( communicating and ocular image, behavior, corporate civilization, market status and house, merchandise and services ) play an of import function in act uponing and possibly in finding their corporate individuality. This determination has interesting deductions. First, happening reveals Matriculation College ‘s pupils look at all facet of corporate individuality of the university. This survey presents considerable grounds to propose that prospective pupils of the university truly see university ‘s individuality based on ocular. Factor analysis consequences clear up this statement even more as 19 points are loaded under these factors. It is interesting to observe that the elements of ocular individuality such as logo, landscapes, edifice, illuming and furniture all loaded on the same factor. This determination is supported by the literature on corporate individuality which sees corporate ocular individuality defined in the manner in which an organisation uses Sons, type manners, terminology and architecture to pass on its corporate doctrine and personality ( Balmer, 1995 ) . Identity should be seeable and easy to recognize by the people. These consequences show that the importance of ocular individuality should be a high spot to the university. A well-built corporate ocular individuality does non merely add to organisational visibleness, but can besides be used as a powerful arm in deriving an advantage over rivals, while pulling client s and assisting convince the parent to direct their kids to the peculiar university. Higher instruction sector in Malaysia, particularly universities should concentrate more on their individuality to guarantee the image of the university is increased. Second, this determination finds that corporate behaviors were considered to be particularly of import. Even though this constituent is categorized under intangible elements compared to ocular individuality that can be seen and touched, it is still an of import component to mensurate corporate individuality. Based on factor analysis, eleven points were loaded under this constituent. Customers are anticipating a specific set of personal features to organize or reenforce their feeling. Behaviour such as moralss, quality of relationship, staff dressing, personal features, suited accomplishment, helpful, understanding and knowing are the of import feature from the position of the clients. Training and instruction either takes topographic point in the university or exterior of the university will profit the university. Third, the constituent of corporate civilization including vision and mission, end accomplishment, doctrine and principal, aspiration and history and imagination is really of import to the university ‘s individuality. Corporate civilization portrayed the full organisation behavior. Positive corporate civilization and strong vision and mission will increase confident among the prospective clients, constituent market status and house, merchandise and services besides show to be an of import constituent to mensurate the corporate individuality. For university who intends to globalise their establishment, this consequences indicate that the corporate individuality direction should take into history its personality ( Balmer, 1995 ; Birkight and Stadler, 1986 ; Olins, 1978 ) , its corporate scheme ( Wiedmann, 1988 ) and the three parts of the corporate individuality mix ( behavior of organisational members, communicating and symbolism ) in order to get a favorable corporate repute ( Fombrun, 1996 ) which consequences in improved organisational public presentation ( Fombrun and Shanley, 1990 ) . If the consequences are generalizable, maximising all corporate individuality ( communicating and ocular image, behavior, corporate civilization, market conditions and house, merchandise and services ) should hold a positive consequence on the university ‘s corporate repute. Our findings suggest that corporate individuality of Malayan university instruments act upon their corporate image. One account for individuality is now widely recognised as an effectual strategic instrument and a agency to accomplish competitory advantage ( Schmidt, 1995 ) and to be researched by more faculty members and practicians.Decisions and RestrictionsBecause this survey focused merely on one university in Malaysia, it represents a limited trial on the corporate individuality. However, it has already suggested that corporate individuality does consequence the image of the university. The following measure is to measure the external cogency of he obtained consequences by retroflexing the survey to other Malayan university scenes. For illustration future research should prove whether similar consequence can be found in other public university or private university operating in Malaysia or foreign university based in Malaysia. We besides noted that, because this survey is derived from one beginning that is the possible clients, there is the possibilities of common method prejudices to be in this survey. Thus, future research should see obtaining informations from multiple beginnings. For illustration, elements of corporate individuality can be obtained from bing clients ( pupils ) . However, extra dimensions of corporate individuality needed to be considered. Such extra research can play a critical function in developing apprehensions about what and whether corporate individuality should divert from the ‘best ‘ corporate image. Additionally, we are besides cognizant that there are some restrictions in corporate individuality theoretical account used in this survey. Thus, for those who are interested to go on, the usage of seven dimension of corporate individuality ( Melewar and Karaosmanoglu, 2006 ) graduated table would supply better account about corporate individuality in organisations. 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