Unfair Employment Practices Assignment Example | Topics and Well Written Essays - 1250 words

Unfair Employment Practices - Assignment Example Unfair Employment Practices This will allow for the application fair practices as regards to individuals wage, hours of work. It also helps to provide an opportunity for employers and employees to talk and solve issues arising within the organization. The law has the powers and the right to protect employees by allowing them to join organizations. 1. According to Morris, (2004), the national labor relations act employers are prohibited from interfering with any affairs of the trade union. Therefore, the human resource manager should summon the truck drivers’ representatives and advise them on their union rights. S/he should advice them on how to file complaints in the court and the various processes involved for them to become non-union members. Employers who feel their rights and those of other employers are being violated should report to the national labor relations board (Mikva, 1986). This should take place within six months after the unlawful act has been committed. The employees should inquire abo ut the violations with the human resource manager outside the scheduled hours for work or may consult any other person who has the knowledge regarding labor issues. The employee or employees may then go ahead and file a case regarding the unlawful acts (Warm, 1938-1939). Since human resource manager has knowledge on employee’s dissatisfaction with the union, s/he should continue the negotiations in good faith. He/she should also put efforts to ensure the negotiations are successful so that they can reach a written and binding agreement regarding the terms and conditions of employment. 2. Employees have a right to form unions at their own consent. The national labor relation act prohibits the employer to question the employee regarding their labor union support in a manner that is likely to discourage the individual from engaging into the union activities. The employer should also not apply any discrimination when hiring employees for a given job because of their interest into getting into a union (Warm, 1938-1939). Therefore, the employee should not be discriminated but should be given the job. The employee has a right to encourage fellow employees to get into a union. These employees should not be discriminated against due to their efforts. 3. To reduce the high rates of strikes in the organization employers and trade unions enter into negotiations to reach a binding written agreement. When negotiating parties fail to agree, the employees have a right to go on strike. It is the right of employees to organize with one or more workers any activities that are geared towards improving the working standards of other employees in the organization. Employees can achieve this by raising issues with the employers or government bodies concerned with labor activities. If these issues are not solved, employees have a right to go on strike to air their grievances. The national labor relations board handles all negotiations that have reached a dead end. Therefore, t he company and the union representatives should report their grievances to the national labor relations board (Warm, 1938-1939). During a strike, employer can seek employee replacements. The employees can also be permanently replaced but cannot be terminated from the organization. The organization has the duty to reinstate all the striking employees at the end of the strike to their former positions as long as the employees have

The background, profile of the study & statement of the problem. Based Research Proposal

The background, profile of the study & statement of the problem. Based on my last project which was - Research Proposal Example The interventions come as a way of enforcing tobacco control strategy and when implemented they either lower or raise sales revenue for tobacco products marketing companies (Bump at al. 5). They come in form of increased tax rates on cigarette, increased competition, local or federal regulations on advertisements and sales, economic restrains, and technology standards (Suttle, 1). Others like increased tax on tobacco products work to raise revenue, correct externalities as well as regulate use of tobacco products (Who, 55). However, the intervention does not make the company less ambitious to increase sales revenue. It makes the company work harder to overcome all the handles in the most efficient way possible. The Company has increased its advertisement strategies, which has increased the company’s income level and foreign exchange in the Kenyan economy (Laikwan, 111). This makes the above-identified factors to require a research on how they affect sales revenue in cigarette marketing companies with BAT as the case study. According to Chacha (1), BAT is one of the greatest contributors to national economy through increases employment rates, income levels and earning the country foreign exchange. This has been made possible due to the different factors that BAT has had to put in place despite the many challenges it has had to pass. Among the factors are increased advertisements, maintaining the brand name and abiding by set regulations to ensure they remain in the market. These together with some of the intervention factors mentioned above affects BAT’s sales revenue in the country either positively or negatively. There is therefore a great need for an investigation on how each identified factor affects BAT’s sales revenue as a cigarette marketing company. BAT like any other cigarette marketing company has been faced with so many huddles and yet it has managed to maintain high-income

Early Childhood Education Essay Example for Free

Early Childhood Education Essay He taonga te reo: Honouring te reo me ona tikanga1, the Maori language and culture, within early childhood education in Aotearoa2. Dr Jenny Ritchie, Associate Professor, Early Childhood Teacher Education, Unitec Institute of Technology, New Zealand Abstract This paper considers data from recent research which illustrates the ways in which tamariki (children), whanau (families) and educators are integrating the use of the Maori language within their everyday educational interactions, as mandated by the bilingual New Zealand early childhood curriculum, Te Whariki (Ministry of Education, 1996). Languages reflect cultures, expressing our deeper meanings and representations. Inscribed within verbal and non-verbal languages are our ways of being, knowing and doing (Martin, 2008). Jeanette Rhedding-Jones has inquired in her Norwegian multicultural context as to â€Å"What kinds of constructions are the monocultural professionals creating for cross-cultural meetings and mergings? † (2001, p. 5). What follows is an exploration of strategies by which Maori ways of being, knowing and doing are being enacted through the medium of te reo in early childhood centres. Introduction Te Whariki (Ministry of Education, 1996), the first bicultural education curriculum in Aotearoa, reaffirmed a commitment already widely acknowledged across the early childhood education sector in this country, to Te Tiriti o Waitangi3, and the validation and inclusion of te reo me ona tikanga4 as an integrated component of early childhood education programmes. Te Whariki contains strong clear statements of expectations for educators in terms of enacting te reo Maori within their teaching: New Zealand is the home of Maori language and culture: curriculum in early childhood settings should promote te reo and nga tikanga Maori, making them visible and affirming their value for children from all cultural backgrounds. Adults working with children should demonstrate an understanding of the different iwi and the meaning of whanau and whanaungatanga5 (Ministry of Education, 1996, p. 42) The juxtaposition of the promotion of te reo and tikanga alongside whanau and whanaungatanga is insightful. Previous research had identified that as early childhood 1 2 Te reo is the Maori language, tikanga are Maori beliefs, values and cultural practices. Aotearoa is a Maori name for New Zealand. 3 Te Tiriti o Waitangi/The Treaty of Waitangi, signed in 1840 between Maori chiefs and the British Crown, promised protections to Maori of their lands and taonga – everything of value to Maori , which includes their languages, beliefs, values and traditions. 4 Te reo is the Maori language and tikanga are Maori cultural practices. This phrase, literally, â€Å"the language and its cultural practices† demonstrates how intrinsically the language and culture are linked. 5 Iwi are tribes, whanau are families, and whanaungatanga is the building of relationships. 2 educators generate an environment reflective and inclusive of Maori values such as whanaungatanga, Maori families are more comfortable and become more involved within that early childhood setting (Ritchie, 2002). Te reo Maori has been severely jeopardised by the processes of colonisation. As Mere Skerrett has written: Maori ways of speaking were also colonised through the subjugation of te reo Maori, to be replaced by English. This, at times violent, process of colonisation caused a disruption in the intergenerational transmission of Maori language, Maori knowledge and, as a consequence, disrupted Maori lives and Maori societies. (2007, p. 7) Whanau Maori have consistently stated their preference that their children learn their language and culture within education contexts (AGB/McNair, 1992; M.Durie, 2001; Else, 1997; Te Puni Kokiri/Ministry of Maori Development, 1998) in affirmation of their identity as Maori, since â€Å"Te reo Maori serves as the medium through which symbolic and cultural components are properly united and Maoriness most appropriately expressed† (A. Durie, 1997, p. 152). Young children learn languages comparatively easily. Early childhood centres are a logical site for young children to have opportunities to learn te reo Maori, in naturalistic experiential ways, consistent with both early childhood and second language learning pedagogies (Cummins, 2001; Ritchie, 1994). This will only occur if we are able to provide them with a linguistically rich environment and authentic language models. It is reasonable that Maori parents might expect that their children will not acquire poor pronunciation of their own language from their educational experiences. Previous Research In 1999 as part of my doctoral research (Ritchie, 2002), I observed 13 different early childhood settings in the Waikato area (Ritchie, 1999). I noted that in most of the settings there was at least one staff member who attempted to use some Maori language. This was a stronger use of te reo than Pam Cubey observed in eight Wellington early childhood centres in 1992, when she reported that virtually no Maori language was heard (Cubey, 1992). During my observations, the most frequent usage of te reo Maori were ‘commands’, such as: â€Å"Haere mai ki te kai; E tu tamariki; E noho; Haere mai ki te whariki; Horoi o ringaringa†6. There were also instances of counting and naming colours in te reo Maori. Several staff repeatedly inserted single Maori nouns within some of their regular English sentences, for example, â€Å"Do you want some fruit? Some panana 6. Haere mai ki te kai – come and eat E tu tamariki – stand up children E noho- sit down Haere mai ki te whariki – come to the mat Horoi o ringaringa – wash your hands panana – banana aporo- apple taringa – ear(s) waha mouth 3 or some aporo? Turn on your taringa, zip up your waha†. During my visits, eight of the 13 centres sang at least one song in te reo Maori, usually at structured mat-times, which were compulsory for all children. These teachers identified confidence and competence as barriers, because, as one teacher explained, â€Å"you feel like a real twit when it comes out wrong†. I was concerned that the available te reo Maori resources appeared to be under-utilised and that the range of language use was restricted to simple commands, the use of colour names and counting in Maori. This indicated reliance on a limited range of vocabulary, with little knowledge of Maori grammar. Teachers expressed their need for support and encouragement to broaden their ‘comfort zone’ beyond single words, to using complete and more complex phrases that represent linguistically authentic Maori structures. I suggested that teachers consider widening the range of formats in which they used Maori phrases. Recent data Whilst 6. 58% of registered early childhood teachers are Maori (Ministry of Education, 2007), only 1. 6% of New Zealanders of European ancestry speak Maori (Ministry of Social Development, 2007). Early childhood teachers’ use of te reo may seem encouraging in that 75% of Pakeha early childhood teachers said that they use some Maori whilst  teaching, yet 70% of these teachers reported themselves as speaking Maori â€Å"not very well† (Harkess, 2004, p. 12). In 2006 we reported on a two-year study7 with a range of participants, which included early childhood educators, an Iwi Education Initiative8, teacher educators, specialist educators and professional learning providers, co-exploring strategies for supporting the involvement of whanau Maori within early childhood settings other than Kohanga Reo9 (Ritchie Rau, 2006). Using narrative (Connelly Clandinin, 1990; Schulz, Schroeder, Brody, 1997) and Kaupapa Maori (Bishop, 2005; Smith, 1999, 2005) research methodologies, we explored early childhood educators’ strategies for encouraging the participation of whanau Maori within early childhood education settings, and ways for implementing understandings of commitments derived from Te Tiriti o Waitangi as expressed in the bicultural early childhood curriculum, Te Whariki, through the delivery of Tiriti-based programmes10. Participants in this study were those who were strongly committed to implementing Tiriti-based practice. Pedagogical enactment described in this study was consistent with 7 This project was funded through the Teaching Learning Research Initiative, a fund provided by the New Zealand Ministry of Education, and administered by NZCER. 8 We gratefully acknowledge the support and contribution of Kokiri Tuwaretoa Education Initiative to the Whakawhanaungatanga study. 9 Kohanga Reo are Maori-medium educational settings where young children are immersed in the Maori language and culture in a whanau-based context. 10 The term Tiriti-based practice is derived from a commitment to Te Tiriti oWaitangi, the treaty signed in 1840 by Maori chiefs and the British Crown, that legitimated the presence of immigrants, initially from Britain, alongside the tangata whenua, Maori, the indigenous people of this land. 4 a view of Maori language and cultural practices as being holistically and simultaneously performed. This enactment includes daily welcoming and spiritual rituals in te reo, and is inclusive of waiata11. This climate generated a sense of welcoming and safety for Maori families, which resulted in their increasing involvement in centre reo and tikanga implementation. An educator demonstrated how this whanau participation was integral within their early childhood centre programming: â€Å"In partnership with whanau we  introduce new waiata each term, and tikanga experiences, such as, hangi, powhiri, harakeke, [and] legends of the whanau, hapu12, and iwi attending the service. † Other Maori co-researchers within the Whakawhanaungatanga research project also identified aspects of Te Ao Maori13 that they would like to see reflected within early childhood education and care settings. They considered it important that Maori parents and whanau sense a match between their values and those of educational settings. They valued a sense of whanaungatanga generated and enacted within the early childhood centre, whereby tamariki and whanau, kuia and kaumatua, and other whanau members such as â€Å"Aunties† (Martin, 2007) participated as a collective, learning and teaching alongside the teachers and children, educators sharing responsibility and demonstrating willingness to identify and support the needs of all members of that collective. In this vision, te reo Maori is modelled and integrated throughout the programme, with support for adults to increase their own facility with the language alongside their children, and there is ongoing everyday enactment of tikanga such as: rituals of welcoming and farewell; sharing of kai14; a value of inclusiveness; reference to Te Ao Wairua15 and nga Atua16, and annual celebrations such as Matariki. 17 Children, in this view are exposed to te reo as part of the daily enactment of Maori beliefs, values and practices. Co-researchers in this project demonstrated a commitment to integrating te reo and tikanga within their centre practice, in ways that were meaningful and contextual for children and families. Working with natural materials, such as harakeke (flax), provided a source of learning of traditional knowledge, involving the planting and care of the flax bushes, weaving of rourou18, children observing alongside adults, connected to the land and its spiritual significance, as Ana, a Playcentre kaiako, described: So even though we had those harakeke within our centre boundary, in our lawn, we knew that the pa harakeke19 of that harakeke that we had, came 11 12 Waiata are songs. Hangi are feasts cooked in earth ovens, powhiri are greeting ceremonies, harakeke is flax, and hapu are sub-tribes 13 Te Ao Maori is the Maori world. 14 Kai is food 15 Te Ao Wairua is the spiritual dimension. 16 Nga Atua are supernatural beings, or gods. 17 Matariki is the constellation whose arrival announces the Maori New Year. 18 Rourou are flax food baskets. 19 Pa harakeke are flax bushes, often planted as a source of flax for weaving and rongoa (medicinal remedies), and also refers metaphorically to the nurturing by the wider family of the offspring, the younger shoots. 5 from a bigger picture. And all the natural resources on our little wagon inside, in the area of where they go and make pictures and glue things and make structures out of the driftwood and put their shells and tie their shells on and harakeke, they might have been just in the rourou baskets, but we knew and the tamariki knew they come from this bigger picture out there in the whenua20, because they had gone to get them. So we brought our big world reality and our spiritual world reality into the bounds of that centre. Pania, a Maori kindergarten teacher, spoke of her bilingual approach as being like a whariki,21 †¦where you get two strands and you build them together to make your little kete22 or your whariki of learning. And [implementing a bilingual approach] is a way that I can facilitate my programme that is non-threatening. It’s an option for the child – and the parent – whether they would like to do it, but it’s also another teaching technique and a resource and a learning strategy. Daisy, a Pakeha kindergarten teacher, actively researched aspects of tikanga that she was interested in integrating into her teaching: I wrote a story and what I wanted to do was encompass the tikanga aspects on collecting kai moana23. I wanted it to be something Pakeha could grasp, something simple, that was really clear and conveying the tikanga aspects because it’s not just about going down to the beach and picking up a few pipis24, its deeper than that, there’s a lot of kaupapa25 behind it. How did I know about all the tikanga? —I’ve never gone out collecting kai moana in my life? Research, korero26 with others more knowledgeable. As far as getting it to children it needs to be simple and straight-forward. The pipi story is focused on Tangaroa,27 the protocols around that. The tamariki seem to enjoy it, but in order to deepen their understanding, and extend the story, I set up the pipi hunt in the sandpit. So the story was a visual and a listening experience, whereas the pipi hunt was a tactile experience, so that then I think I would have managed to tap into every child’s way of learning. Daisy also involved whanau Maori of her centre in her planning, although she took primary responsibility for researching the reo and tikanga that was to be incorporated. Incorporating te reo and tikanga was more effective when educators were committed both individually and collectively to proactively integrating this within planning, teaching 20 Whenua is land. Whariki are woven flax mats. 22 A kete is a woven flax basket. 23 Kai moana are seafoods. 24 Pipi are cockles. 25 Kaupapa is philosophy. 26 Korero is talking. 27 Tangaroa is the Atua, supernatural being, or God, of the sea. 21 6 interactions, programme evaluation, and centre review. Many of the Pakeha coresearchers have worked hard over the years to increase their competence in te reo, and continue to do so, by taking courses. At Ariel’s childcare centre, all the teachers had attended a reo course offered in their local community. Penny, a kindergarten head teacher who was also studying te reo, explained that as her own confidence grew, and supported by her co-teacher, the quality of te reo within the centre programme continued to strengthen, as â€Å"the reo is fed in gently and quietly†. Respondents from the Hei Ara Kokiri Tuwaretoa Education Initiative data articulated aspirations for early childhood education services that envisioned all children as being supported to become biculturally and bilingually competent. The following example recognises the important role of early childhood services in offering quality models of te reo Maori: To be fully bicultural and therefore bilingual all children in Aotearoa/NZ should have the opportunity to learn to be fluent in Maori and English and develop understanding of both cultures’ world view. We need proficient Maori speaking teachers in all ECE learning environments. It is not enough to use Maori language in directives – information – acknowledgment contexts. We need to work towards providing environments where children can use the target language, be completely immersed in te reo Maori. We need to promote environments where the conscientization of language is constructed as normal to prevent dialogue being used by teachers to act on children. Teachers and children need to be using dialogue to work with each other – co-constructing. In order to reflect this, we need to provide environments rich in Maori language. We need proficient speaking Maori teachers! Regurgitating learnt phrases will not provide the opportunities for children to really conscientise their experiences, that is, thinking in Maori. Only a very high level of exposure in Maori will do that. Honouring the indigenous language and culture of this country remains an ongoing challenge for educators, particularly given the legacy of colonialistic arrogance that has limited access for many people, both Maori and non-Maori. Kaupapa Maori models are providing inspirational pedagogical models that honour te reo me ona tikanga (Skerrett, 2007). However, as the numbers of Maori children in education services other than kaupapa Maori remains high, the onus is on educators in these sectors to find strategies to provide Maori children and families with the language that is their birth-right and source of identity as affirmed by Article 30 of the United Nations Convention on the Rights of The Child (1989), which requires that: In those States in which ethnic, religious or linguistic minorities or persons of Indigenous origin exist, a child belonging to such a minority or who is Indigenous shall not be denied the right, in community with other members of his or her group, to enjoy his or her own culture, to profess and practise his or her own religion, or to use his or her own language. 7 Conclusion Maori continue to seek education provision that respects and honours their identity, including the linguistic affirmation of authentic models of te reo Maori (Robertson, Gunn, Lanumata, Pryor, 2007). As early childhood educators seek to deliver on the expectations outlined in the early childhood curriculum, Te Whariki (Ministry of Education, 1996), there remain many challenges, not the least of which is the lack of linguistic competence in te reo Maori of the vast majority of teachers (Harkess, 2004). Our research indicates that educators who are dedicated to an ongoing journey of reflexive praxis founded in a commitment to social justice and the promise of Tiriti-based partnership are generating early childhood programmes which respectfully reflect the Maori language and culture, and this in turn encourages the participation of whanau Maori in these services. References AGB/McNair. (1992). Survey of Demand for Bilingual and Immersion Education in Maori. A Report to the Ministry of Education. Wellington: AGB/McNair. Bishop, R. (2005). Freeing Ourselves from Neocolonial Domination in Research: A Kaupapa Maori Approach to Creating Knowledge. In N. K. Denzin Y. S. Lincoln (Eds. ), The Sage Handbook of Qualitative Research (3rd ed. , pp. 109-164). Thousand Oaks, California: Sage. Connelly, F. M., Clandinin, D. J. (1990). Stories of Experience and Narrative Inquiry. Educational Researcher, 19(5), 2-14. Cubey, P. (1992). Responses to the Treaty of Waitangi in Early Childhood Care and Education. Unpublished M. Ed. Thesis, Victoria University of Wellington, Wellington. Cummins, J. (Ed. ). (2001). Language, Power and Pedagogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters. Durie, A. (1997). Te Aka Matua. Keeping a Maori Identity. In P. Te Whaiti, M. McCarthy A. Durie (Eds. ), Mai i Rangiatea. Maori Wellbeing and Development (pp. 142-162). Auckland: Auckland University Press with Bridget Williams Books. Durie, M. (2001). A Framework for Considering Maori Educational Advancement. Paper presented at the Hui Taumata Matauranga, Turangi/Taupo. Else, A. (1997). Maori Participation Performance in Education. A Literature Review and Research Programme. Wellington: Ministry of Education. Harkess, C. (2004). Ethnicity in the Early Childhood Education Teacher-led Workforce. Demographic and Statistical Analysis Unit: Ministry of Education. 8 Martin, K. (2007). Making Tracks and Reconceptualising Aboriginal Early Childhood Education: An Aboriginal Australian Perspective. Childrenz Issues, 11(1), 15-20. Martin, K. (2008). Please knock before you enter. Aboriginal regulation of Outsiders and the implications for researchers. Teneriffe: Post Pressed. Ministry of Education. (1996). Te Whariki. He Whariki Matauranga mo nga Mokopuna o Aotearoa: Early Childhood Curriculum. Wellington: Learning Media. Ministry of Education. (2007). Nga Haeata Matauranga. Education 2006/2007. Wellington: Ministry of Education. Annual Report on Maori Ministry of Social Development. (2007). The Social Report. Retrieved 30 July, 2008 from http://www. socialreport. msd. govt. nz/documents/sr07-cultural-identity. pdf Rhedding-Jones, J. (2001). Shifting Ethnicities: Native informants and other theories from/for early childhood education. Contemporary Issues in Early Childhood, 2(2), 135156. Ritchie, J. (1994). Literature Review on Pedagogy of Second Language Acquisition in Immersion Early Childhood Care and Education Settings Report to Te Puni Kokiri. Hamilton: University of Waikato. Ritchie, J. (1999). The Use of Te Reo Maori in Early Childhood Centres. Early Education, 20(Winter), 13-21. Ritchie, J. (2002). Its Becoming Part of Their Knowing: A Study of Bicultural Development in an Early Childhood Teacher Education Setting in Aotearoa/New Zealand. Unpublished PhD thesis, University of Waikato, Hamilton. Ritchie, J. , Rau, C. (2006). Whakawhanaungatanga. Partnerships in bicultural development in early childhood education. Final Report from the Teaching Learning Research Initiative Project. Retrieved February 21, 2008, from: http://www. tlri. org. nz/pdfs/9207_finalreport. pdf Robertson, J. , Gunn, T. R. , Lanumata, T. , Pryor, J. (2007). Parental decision making in relation to the use of Early Childhood Services. Report to the Ministry of Education. Wellington: Roy McKenzie Centre for the Study of Families Ministry of Education. Schulz, R. , Schroeder, D. , Brody, C. M. (1997). Collaborative narrative inquiry: fidelity and the ethics of caring in teacher research. Qualitative Studies in Education, 10(4), 473-485. Skerrett, M. (2007). Kia Tu Heipu: Languages frame, focus and colour our worlds. Childrenz Issues, 11(1), 6-14. 9 Smith, L. T. (1999). Decolonizing methodologies. Research and Indigenous Peoples. London and Dunedin: Zed Books Ltd and University of Otago Press. Smith, L. T. (2005). On Tricky Ground: Researching the Native in the Age of Uncertainty. In N. K. Denzin Y. S. Lincoln (Eds. ), The Sage Handbook of Qualitative Research (3rd ed. , pp. 85-107). Thousand Oaks, California: Sage. Te Puni Kokiri/Ministry of Maori Development. (1998). Making Education Work for Maori. Report on Consultation. Wellington: Te Puni Kokiri/Ministry of Maori Development. United Nations. (1989). United Nations Convention on the Rights of the Child. Retrieved February 21, 2008, from: http://www. cyf. govt. nz/432_442. htm.

Sexuality :: Gender Roles, Sex

In chapter 10, Henslin talks about the issues of gender. In addition, he talks how sex and gender are different from one another. â€Å" When we consider how females and males differ, the first thing that usually comes to mind is sex, the biological characteristics that distinguishes males and females.†(248) Henslin defines sex as a biological attribute. (248) There are two distinct kind of sex a primary, and secondary. Primary sex features are related to the reproduction organs. Where as, secondary sex refers to the differences between one sex. â€Å"In short, you inherit your sex, but you learn your gender as you socialized into behaviors and attitudes your culture asserts are appropriate for your sex. (248) Sex is an ascribed status, and on the other hand gender is something you are taught. Gender is a tool that our community uses to control us; it is the structural property of society. (248)â€Å"Gender, in contrast, is a social, not a biological characteristics.† (248) Gender distinguishes the different inflections that one has and requires in words syntactically associated with them. In manifest words gender is refers if one person have masculinity or femininity characteristics. â€Å"Rather, each human group makes its own interpretation of these physical differences and assigns males and females to separate groups.† (248) After they are separated, they are told what is presume for them, and are given different access to property, power, prestige, and other privileges that they community provides. Henslin also talks about nature vs. nurture, your sex is nature, but the way you are raised to be like one is nurture. A medical accident that a 7-month baby experience when accidentally burns off a penis of the boy. The doctor recommend a sex-change-operation, the parents changed their little boy to a little girl. The know new girl behaved as a girl and followed her mother steps, but later on during her adolescent she felt she was trappe d and then her parents told her about her accident at 7 months of age. Then later on she changed back to he. (250) Gender is the main dissection between humans. â€Å" Every society sorts men and women into separate groups and gives them different access to property, power and prestige.† (251) Property, power, and prestige have a good turn for men than women. â€Å" Gerda Lerner concluded that ‘there is not a single society know where women-as-a-group have decision making power over men (as a group).

Edgar Sia II biography Essay

Down south in Iloilo city, he was once an obscure, down-to-earth businessman eking out a living. He’s nicknamed â€Å"lnJap,† the combined first syllables of his parents’ ethnic origins – father is â€Å"intsik† (Chinese), while mother is Japanese, both entrepreneurs. Instead of pursuing a business degree in college as desired by his parents, Sia took a course in architecture in college, but only to drop out later. Yes, he’s a school dropout. Apparently bored by the daily routine of going to and from school, Sia tried his luck in business, a decision that proved to be the turning point of his life and career path. At 20, he tried his hand in running various businesses, ranging from family-owned hotel to the ubiquitous laundry and photo developing shops. Parking lot Like any typical Ilonggo, Sia liked to dine out. His favorite food was the fried chicken served by fastfood chains Jollibee and McDonald’s. But then, something was missing – the fried chicken looked and tasted too foreign, westernized. It didn’t suit the taste buds of typical Ilonggos or Pinoys. Wanting to be different, Sia struck the idea of a homespun food outlet serving Filipino-style street fare in a restaurant-type setting. He found an unoccupied 250 square meter spot in the parking lot of a popular mall in Iloilo city. That space became the birth place of the now popular Mang ‘nasal serving charcoal- broiled chicken with unlimited rice. It has since become a modern icon of the Ilonggo culinary culture. Parents To set his plans in motion, Sia spared no time and effort to borrow P2. 4 million as a start-up capital from his parents. Soon, Mang ‘nasal caught fire in the local food scene. It opened to business on Dec. 12, 2003. Long queues of food habitu ©s flocked to the resto, despite the ushrooming of similar establishment all over Iloilo city. With popularity of Mang ‘nasal surging not only in the city, but also in the neighboring regions, it was not surprising that many knocked on Sia’s doors applying for a franchise. But he was adamant in acceding to franchising. To Sia, it’s not unusual to witness huge crowds trying out a new resto in its first three months of operations. â€Å"After six months, you have a 50-50 chance of sustaining that crowd. If after a year, they still keep going to you, you probably have a hit,† he recalls. It was an understatement. Franchising What drew the crowds of foodies to Mang ‘nasal was its charcoal-grilled chicken served with rice wrapped in a banana leaf. It was unique in the sense that it wasnt like anything on the menus of rivals McDonald, KFC or even Jollibee. The flavor was distinctively Filipino, as was the earthy d ©cor with wooden tables, handmade paper lamps and walls painted in orange, green and yellow. So popular that Mang ‘nasal soon ate up the market share of Jollibee and McDonald’s in the fried chicken segment. From that lone nook and cranny in a mall, Mang ‘nasal soon branched out to nearby ities and provinces largely aided by Sla’s decision to allow franchisees starting in 2005. Menus and sales In March 2012, Mang ‘nasal grew to a network of 433 restaurants all over the country, chalking up gross sales of close to PIO billion since it opened to business in 2003. To date, it has about 14,200 workers and a market value of P7 Billion. Each store employs an average of 40 people. Despite the stiff competition in the grilled food business, Mang ‘nasal still blazed new trails in the fastfood market. Its secret recipe is the use local herbs and spices. Grilled chicken isn’t the only fare that Mang ‘nasal offers. In response to the fast- pork sinigang, batchoy, etc. Sensing that Mang ‘nasal was giving its competitors a run for their money, Jollibee owner Tony Tan Cak Tiong Just couldn’t bear seeing his flagship’s market dominance eroded by a new kid on the block. Jollibee Rather than resort to the futility of beating Mang ‘nasal in the fastfood business, Jollibee instead took Sia’s company into its fold. Tan Cak Tiong shelled out a hefty Php2. 8 billion to acquire 70 percent equity in Sla’s flagship in 2010. Somehow, the deal cut short what could have been Mang ‘nasal’s long Journey to topple Jollibee from its position as the countrys number one fastfood chain. In no time, Mang ‘nasal has emerged as the second largest chain next to Jollibee, beating American multinational McDonald’s. Apparently sentimental, Sia admitted that his sale of a majority stake in ‘nasal to Jollibee was â€Å"painful. † In a letter to his â€Å"Mang ‘nasal Family,† expressed â€Å"deep sadness† like a â€Å"father parting with his child† as he handed over the care of the restaurant to the giant conglomerate. Though relegated as a minority shareholder, Sia still exercises a certain degree of managing Mang ‘nasal as part of the Jollibee’s overall management group. The youthful entrepreneur is not one who rests on his laurels. With Mang Inasal safely entrenched in its niche in the highly competitive fastfood market, Sia has begun nurturing the growth of his new fastfood firm Deco’s, considered as the original batchoy resto. Never dreamed of From initial outlets in Iloilo city, Deco’s has already branched out to other parts of the country, including Metro Manila. Like the trailblazing Mang ‘nasal, Sia is bullish his latest venture will reach the zenith of success, given his tried, tested and proven recipe of entrepreneurship. In 2011, the young Sia was recognized as one of the Ten Outstanding Young Men of the Philippines for Entrepreneurship. No less than President Aquino handed the prestigious award in ceremonies at Malacanang Palace. Sia is also a recipient of the Urban Leadership Award from the Canadian Urban Institute for Entrepreneurship in 2010 and his â€Å"outstanding contributions† to the nhancement of the public realm and the quality of life in the Metro Iloilo-Guimaras For two years, from 2011 to 2012, Sia made it to the elite list of Us-based Forbes magazine as one of the 40 richest Filipinos. With sales of Mang ‘nasal booming over the past years, his net worth has zoomed steadily, amounting to a mind-boggling P5. 8 billion as of last June. At age 35, Sia has earned the distinction as the Philippines’ youngest billionaire he never dreamed of. Mr. Edgar J. Sia, lnJap, II is the Founder of the Mang ‘nasal food chain. Mr. Sia serves as Chief Executive Officer of lnJap Investments, Inc. lnJap Land Corporation (DoubleDragon Properties Corp)and People’s Hotel Corporation. Mr. Sia has been Board Advisor of Philippine Bank of Communications Inc. since August 29, 2012 and served as its Director from July 26, 2011 to August 29, 2012. He serves as Chairman of lnJap Investments, Inc. , lnJap Land Corporation and People’s Hotel Corporation. He serves as Director of Jollibee. He was awarded the Small Business Entrepreneur award in 2010 by the Ernst & Young for best demonstrating management excellence in a business with assets less than Php100 million.

Compare and contrast new buying used car vs new car Essay

Purchasing a car in today’s economy can be very difficult, whether you’re looking into a new or used car there are a lot of things to consider. Ensuring that you’re getting the best no matter the amount you’re spending, is difficult in its own way. Taking your time to collect information is very important. You never want to something that you know nothing about, because you will never know what you are truly purchasing .Asking yourself these questions will help you no matter what route you go in the car buying world. First question being what type of car do you want? It is Very important to purchasing a car that fits your life style. Next, how much are you willing to spend? Setting a budget will help you not spend over what you can afford. Finally, how long do you plan on keeping this car? If you are looking for a car for a couple months, you don’t want to exhaust all you funds into a temporary situation. Recently I’ve sold one of my cars and have been on the search for a new one. Buying a new car can be a very troubling thing to do. I’ve had to consider a lot of things when choosing the right car, and how to go about buying a new or used car from a dealership or buying a used car from a private owner. Being a young adult in this tough economy with a family to support, ensuring that I’m getting the best deal with a used cash car or a low interest rate and monthly payment on a new one. Making sure that a car payment fits into my house hold budget with now worries. Purchasing a used car from a private owner is one option I have been considering. Although the price can be very reasonable, you don’t have to worry about dealer fees, Monthly payments or being approved for financing. You will never truly know how well the car was taking care of, not to mention that the car will not come with any type of warrantee or return policy. Due to the extreme circumstances and series of unfortunate events: throughout, the world today with the weather and c rime. You can never be too cautious, with the credibility of a stranger. If something goes wrong with the car after the Purchase date. You are responsible for the cost of repair. However purchasing a new car or used car is slightly easier in terms of getting the exact vehicle you want, yet there are still some difficult steps in the process as well. One being the cost of the cars are more expensive depending on what year, make, and model you want. Prices can range from  20,000 to 100,00 dollars , not including dealer fees. Therefore, Finding a finance company if you don’t have all the money to buy the car out right can be nerve racking .You may be able to budget your finances to the exact dollar every month , but do you have enough income each month to the lenders standers. Fortunately, you don’t have to worry about the conditions of the cars, because every dealerships new cars have been inspected before shipped to the actual lot. The used cars have been put to a series of diagnostic test to ensure they have no major problems and are marked certified pre owned, also ensuring you that they have been well maintained. All the cars come with some type of free warranty or extended warranty that you’re able to purchase at that time. In the event something dose go wrong you are not responsible for the cost of repair, not to mention if it was a new car you could return that vehicle within a certain amount of time. We all know that cars need regular maintenance. Another added benefit is that depending on the dealer you buy from some may even offer free, discounted or half price regular maintenance for a limited amount of time. In my experience searching for the perfect car to fit my lifestyle was very difficult. It seems that although the cars at the dealership are a little more costly, spending the extra money to ensure that you’re buying a quality vehicle could be worth it. On the other hand you can run into some of the same issues as if you are buying from a private owner. Doing Research and really taking my time in considering every options pros and cons definitely helped. We seem to live in a world where money is the root of all evil, so you have to have a lot of trust in whoever you decided to buy from. It can be very hard to find a creditable seller and not someone who is only looking to benefit from you no matter the cost, or lies they tell just to sell you a car.

Comparing and Contrasting in English

Comparing and Contrasting in English Imagine you are participating in a discussion about ideas. Its not small talk. Its a discussion about how you feel about something important, like your beliefs, politics, who you feel is better for a job, and so on. Using the right phrases and grammar structures can help you express your ideas well. Knowing how to compare and contrast is a particularly useful tool to get your point across in an interesting way. Words and Short Phrases Used to Compare The following words or short phrases compare two items or ideas: likelikewisesame asas well asalso, toolikewise Here is a short paragraph using some of these expressions: Time, like money, is a limited resource. You cant buy everything you want, likewise, you dont have enough time to do everything you want to do. Our time is the same as our money: its limited. Also, time is a resource when work needs to be done. Words and Short Phrases Used to Contrast The following words or short phrases contrast two items or ideas: unlikein contrast toas opposed todifferent fromwhereas Here is a short paragraph using some of these expressions to contrast: Unlike time or money, desire is an unlimited resource. Think about it: In contrast to money which can run out, your desire for new experiences and ideas will never end. Whereas there is never enough time to do everything you want, your desire will always come up with something new and exciting. Forms Used When Comparing Ideas The most important form to use when comparing two ideas is the comparative form. For three or more ideas, use the superlative form. Comparative Form These sentences use the comparative form to discuss ideas concerning the difficult economy: Employment issues are more important than political problems at this point in time.Job training is more critical to a sustained well being than food stamps and other welfare programs. Politicians are more worried about reelection than truly improving the economy. As ... as A related form to the comparative is the use of as ... as. The positive form shows something is equal. However, when using as ... as, do not modify the adjective as in the comparative form. The loss of manufacturing jobs is as unfortunate as the drop in pay.Spending on education in my state is as high as in some foreign countries like Korea. The negative form shows that something is not equal. It isnt as easy as you think. The loss in production isnt as great as in the past. Superlative Form These sentences use the superlative form to state what someone feels are the most important aspect of success at university: Dedication is the most important factor in success at University. Opening my mind to new perspectives was the most rewarding part of my time at university. Conjunctions and Connectors Use these  subordinating conjunctions, connecting words, and prepositions to contrast positive and negative aspects. Though, Although, Even Though​ Although the initial cost will be high, we will eventually profit from the time spent. Its important to remember that time is money even though many believe that money is more important. However, Nonetheless We need to improve the local infrastructure. However, we must also respect nature. The government should invest in job training programs. Nonetheless, that would be expensive. Despite, In Spite Of Despite the difficulty, students will soon see the benefit of this topic of study. The situation will improve in spite of the economy. Practice Situations Find a partner and use these suggestions to practice comparing and contrasting ideas, events, and people. Make sure to vary the language you use when practicing rather than using the same phrase over and over again. For practice, you could try the following topics: Discuss the economic situation in your countrySpeak about the positive and negative aspects of a politician or political partyCompare and contrast two different courses at schoolConsider both sides of an important decision such as an investment, a career change, etc.