Why is college education necessary?

Learning vs.. Securing a Career Should the students go to colleges and universities to learn and grow or to secure a sound future career? The answer to this question is debatable. Some people believe that universities should educate students on such lines which make them get a highly paid Job. To some extent this notion is acceptable as far as the economic conditions of the world are concerned.On the contrary, some say that college education should up bring the students In such a way that they hold a position of respect and professional recognition, moreover that they serve as an essential alluding block in the progress of society. A good Job or money Is not everything; knowledge and education are more than that. Just pursuing a degree may not guarantee you a lucrative Job but studying at a college may develop such skills In students that are necessary to lead a protocol life.It Is the knowledge of education, knowledge of empowerment, knowledge of responsibility and the knowledge of curiosity which makes a student an Intellectual personality – but not the degree he pursues nor the institution he goes to. So, students should endeavor for the pursuit f excellence and knowledge. There are many purposes for obtaining a college education. Firstly, it develops the character and personality of students which make their lives sound academically, professionally, and financially as well.It helps students to make themselves a promising career. College serves as a medium for students to fulfill their dreams. It gives them a chance to study and research in their preferred subjects and to pursue their Jobs in that field of their specialization. It provides them with a chance to get exposure within them. Universities tend to train dents to step in the modern world by giving them theoretical as well as practical knowledge. College education also helps the students to communicate with deferent people, which is beneficial in the corporate world.In short, it provides the n ecessary skills needed in a professional life. These college educations have brought about a revolution in the history. The Muhammad Anglo-oriental College, later named as Aligarh's Muslim University educated the Muslims of that time on modern lines to make them compete with their contemporaries, and served as a great platform in the placement of an independent nation – Pakistan. What if a student does not continue his education after school or does not take admission in a college or university?Will he be able to live a life of dignity and prosperity? The probability Is very low. One may earn more money even by not continuing studies at college, but as I mentioned earlier money is not everything – college education makes one academically sound. Therefore, the mall purpose for obtaining college education Is to develop the qualities of Intellectual curiosity and social responsibility wealth oneself, to think beyond the horizon, as well as to up bring oneself to such an I ntellectual personality that one gets a note-worthy Job because of his discern and mental capability.Why is college education necessary? By Muhammad Intense-Khan education should up bring the students in such a way that they hold a position of building block in the progress of society. A good Job or money is not everything; guarantee you a lucrative Job but studying at a college may develop such skills in students that are necessary to lead a prolific life. It is the knowledge of education, curiosity which makes a student an intellectual personality – but not the degree he knowledge.College education also helps the students to communicate with different university? Will he be able to live a life of dignity and prosperity? The probability is academically sound. Therefore, the main purpose for obtaining college education is to develop the qualities of intellectual curiosity and social responsibility within intellectual personality that one gets a note-worthy Job because of his discern and

K-19 Disaster

Leadership is the process in which an individual influences the group of individuals to attain a common goal. Good leadership ensures that the goal is attained by mutual cooperation and cohesive behavior. An effective leader infuses a sense of positivist and efficiently directs others to reach the specified goal.The captain in the movie placed too much emphasis on power. A captain who attempts to control circumstances with power most often becomes authoritarian in his expression which can lead to dissent among subordinates. On the other hand, a captain who communicates effectively and collaborates with all team members is often respected and becomes more successful. In K- 10, the co-captain was an antithesis to the actual captain. The stark contrast between the two men's leadership styles conveyed a message about the relative effectiveness of each one.The crew embers were more loyal to the co-captain because he worked as a team to reach a goal Instead of ordering his subordinates ar ound. When disaster struck the crew was more apt to follow orders from the authority figure who worked with them as a team because they trusted him to care for their well-being. The only way to efficiently govern a large number of people is to instill a sense of trust. Those who abuse their power will not be trusted and thus will not become effective leaders. During war time people tend to experience and strong sense of nationalism.A citizen of Russia n the movie would feel patriotism for his own country starting at a very early age. It's a socio-cultural phenomenon that has been examined for ages. Many social psychologists believe that the patriotism is derived from the innate human desire to belong. Therefore, when Russian begins to experience military tensions during the onset of WWW, many citizens felt the need to defend and protect not only the country's honor, but their own as well. This explains why it was so hard for the captain to abandon the mission that his government had assigned him to.He felt that it was only right to risk his life defending his country and his own reputation, When technology advances rapidly, there is often a discrepancy between the capabilities of technology and the capabilities of the people in charge of said technology. Examples of such discrepancies can be found throughout all time periods. During the industrial revolution, for example, the technology allowed for mass production of goods, but the society of the time did not have regulations in place to successfully prepare workers for the hazardous conditions. As a result many lives were tragically lost.During WWW, Germany was beginning to use planes In the war. However, the first airplane had been flown Just over a decade earlier and the technology was still in its Infancy. Consequently, the average life span of a fighter pilot In WWW was only two weeks. When watching K-19 it is quite easy to understand why such a disaster could occur. The government at the time was despera te to have the cutting-edge technology, but did not have time to properly train those who would be working with the equipment. In today's society our technology Is once again advancing at a 1 OFF startling rate.As social medial becomes more prominent, minors are more expos to the adult world and the dangers that accompany it. We must be careful, as a society, to guard against technology being controlled by those who don't know how to properly utilize it. The movie was a powerful, reality based drama that causes viewers to consider the effects of nuclear power and the dangers of radiation. However, it also has underlying tones that speak to the very nature of humans. Leadership skills, nationalism, and technological innovation continue to be pressing issues in society throughout the ages.

Improving long term care for our nations Veterans Research Paper

Improving long term care for our nations Veterans - Research Paper Example This essay discusses that healthcare for military personnel, including veterans and active duty members spans a wide range of programs under the control and management of the Department of Defense (DoD) and the Department of Veteran Affairs. TRICARE is the primary health care program for active duty soldiers and veterans, including their families. This program covers three health coverage plans: the TRICARE Prime, TRICARE Extra, and the TRICARE Standard or CHAMPUS. The differences in these three plans mostly are in the eligibility, providers, and out-of-pocket costs. TRICARE for Life (TFL) covers Medicare-eligible military retirees and their family as well as their survivors. And in instances when both Medicare and RFL apply, Medicare takes precedence over TFL coverage. The Veterans Health Administration (VHA) covers and delivers health care to the veterans as well as their families. It also manages the largest integrated health system which covers millions of inpatients and outpatie nts veterans based on a wide network of hospitals and interworking systems of clinics, rehabilitation programs, residential programs, and nursing homes (Kaiser). The veterans are usually assigned to eight levels of prioritization, based on their service-connected injuries, income, and on other similar factors. Based on these considerations, the Secretary of Veterans Affairs often determines if the budget for veteran healthcare is adequate to meet the needs of the veterans requiring care. (Kaiser). The VA is available to all veterans, especially those who are uninsured and who have low incomes (Military Handbooks, p. 4). Despite its availability, about 1.8

The Abolition of Man Essay Example | Topics and Well Written Essays - 500 words - 1

The Abolition of Man - Essay Example 3. The other reason supporting Lewis argument is the fact that most judgment made by humans are built on false assumptions which come from the confusion of thought (Smilde 5). To supplement on this, there is debunk of the human sense of value in which it is highly inconvenient and incurable when engaged in decision making. This is simply because morality is human and humanity is nature and that nature is a thing to rule not to be ruled by (Smilde 5). This means humanity rules over judgment and decision making and not by the truth of the situation. 1. Treat others as you would want them to treat you. This law is meant to promote generalized harmony and safe stay among people within the society. If everybody in the society follows this law cases of discrimination and other crimes would not happen (Stanford 3). The legality of the law is the fact that it allows tit for tat policy where people would fear ill-treating others for them they wouldn’t want to be ill-treated. 2. Do not kill is another law which is ethically and morally appealing to the human race. The value of human life is very important and everybody has to protect and preserve life (Stanford 5). When this law is implemented and followed by everybody, the moral campaign within the society will see unethical characters like murder, abortion and self-death will cease as everybody will value life (Stanford 3). Adultery and prostitution illegality. This is another law that is based on promoting socially ethical character among people in the community. When adultery and prostitution are illegal, then people will have to be faithful to their wives. When this law is implemented, there will be a reduction in domestic cases of cheating husbands and wives which are very dangerous and can result in murder (Stanford 6). Moreover, cases of sexually transmitted infections will also reduce as everybody will have one intimate partner. Freedom of worship. This is another law that aims to promote harmony by respecting every culture, traditions and religious beliefs of human races (Stanford 10). It should be noted that human culture, traditions, and religion is dynamic and it varies depending on the community. When this law is implemented, a God-fearing society shall be created and peaceful living promoted. This is because most religions preach peace and love.

Human Life Cycle Essay Example | Topics and Well Written Essays - 3250 words

Human Life Cycle - Essay Example To be specific, women do not usually develop facial hairs like their male counterparts on their faces as a sign of puberty at common instances (Bolin & Whelehan, 1999). During pre-puberty stages, the development of female body takes place with the initial development of the breasts. It is a common phenomenon among female approaching their adolescence. In the stage of the pre-pubertal development, nipple enlargement occurs with the enlargement of the breasts and enlargement of the projected areola. With the maturity of the female, the breasts develop and the nipple appears to be the second mount. The development of breasts does not take place among males at such an apparent rate though. However, their chests expand as a sign of development at the time of their puberty (Bolin & Whelehan, 1999). In both females and males, the development of pubic hair is quite common. However, for females, the pubic hair grows sparsely along both sides of the labia, wherein with pigmentation, the hairs become coarse and curls as well as spreads to the medial of the thighs. For males, the pubic hair grows below the penis around the testes. The pubic hairs grow in the genital areas for both the sexes as a representation of the secondary sex characteristics (Bolin & Whelehan, 1999). The rate of women fertility is reduced during the late 20s and has a substantiate rate of decrease during the late 30s. Probabilities of pregnancy are high among women who are between the ages of 19-26 years than the women who are in their 30s. The female reproductive system is observed to age faster than any other organs. Even though the average age of menopause is 51 years for women, the reproductive system starts ageing at the age of 20s itself. Observably, there is a gradual as well as the drastic loss of fertility after the age of 35 years in females. Conversely, women maintain a regular ovulatory menstrual cycle even after 40s although the rate of fertility declines at an earlier age

The importance of analysis and analitical skills to the manager making Essay - 1

The importance of analysis and analitical skills to the manager making decisions in business - Essay Example The success of organisations heavily relies on the decision making processes undertaken by managers. Organisations are complex, and thus present complex problems or contexts in which the manager makes decisions. Monahan argues that sound decision making brings positive results while poor decision making can prove deleterious to an organisation. The author also states that although management involves a variety of functions, decision making is a central managerial function as all others entail its use. A good decision making process will result in good decisions and thus success in business, while a flawed process underlying conception of decisions will have the opposite effect.The use of these decision making approaches together will be analysed in terms of how managers apply them in an integrated manner. Managerial Decision Making, Problem Solving and the Structured Analytical Approach According to Yates, a decision refers to the act of making a commitment to undertake an action that will yield satisfactory results to the beneficiaries of that action. From this definition, it is clear that a decision has three fundamental aspects. First is the resolution to execute an action, deliberateness/intention-where the manager purposefully decides so as to achieve specific objectives, and lastly, the satisfaction of those affected by the decision-the beneficiaries. Decision making, thus, implies the process used to arrive at a decision which translates to the different approaches adopted by different business managers. Russell-Jones argues for the importance of the underlying decision making process, stating that a robust, consistent and analytical approach leverages the elements of complexity, uncertainty, objectives, trade-offs., consensus and flexibility among others. This results in the making of sound decisions that can consistently bring about business success. On a c losely related note, managers increasingly find themselves having to undertake problem solving. Hicks (2004, p. 8) details the concept of problem solving, explaining that it entails the manager seeking ways to move from a present situation to a more desirable one. A problem arises when a there is a disparity between what is and what should be. It also represents a situation in which the decision making individual- manager- has alternative courses of action, all with significantly different effects and thus accompanied by doubt about the best choice (9). A number of approaches can be adopted to make managerial decisions and/or solve problems. Monahan (2001, pp. 2-3) explains the dynamics that affect decision making processes; including availability of information, scarcity of resources, and psychological factors. The author also discusses uncertainty in the process of decision making. Deterministic models of managerial decision making activities are used in the absence of uncertainty , while probabilistic models are for cases where business decisions have to be made under uncertainty. One of the most highlighted approaches to effective decision making is the structured analytical approach. Saaty and Vargas (2006, p. 258) explain that structuring the process through analogies and attribute association helps establish a new perspective to a problem and create an environment in which controllable and distinct alternatives can be generated. Gustafson (2006, p. 12) states that an analytical approach to decision making deconstructs a problem into logical, sequential and distinctive elements which can be assessed separately before recombining the components to arrive at

Statement of Needs for a Grant Essay Example | Topics and Well Written Essays - 750 words

Statement of Needs for a Grant - Essay Example Majority of the new cases of breast cancer are associated with lack of awareness and inability to obtain proper medical attention. Researchers have proposed that the only way to prevent breast cancer is to launch a prevention plan that would facilitate public education. In this light, this statement of need for a breast cancer prevention project is a relevant idea. The economic impact of breast cancer has far reaching effects. When women suffer from breast cancer, they are scheduled for a treatment program in which they visit the relevant hospitals. With the current population of working women, this will mean the absence in their respective workplaces and wastage of working days. In a year, a woman may lose over a week out of work to attend the demands of her treatment plans. In financial terms, treatment of breast cancer is expensive and has a wide range of financial implications. First, women with breast cancers have to pay for their treatment and this will reduce their incentive to invest. As such, their productivity becomes limited and their families may suffer financial loss. Those with insurance plans will have to pay for the extra expenses and this has equal consequences on the financial aspect of the family. Women covered under family insurance plans are compelled to remain within unpleasant marriages to secure their treatment. From th is point of view, starting a breast cancer prevention plan will have a lot of financial benefits of the society. The World Health Organization (2013) has asserted that it is possible for the save the lives of many people in the society if a prevention plan is launched. Over 89% of the people who have been diagnosed with cancer in the last 5 years are still alive due to effective cancer management plans. This group also estimates that over 50% of the cases of cancer can be avoided if proper awareness in created and

Stage III Final Project Essay Example | Topics and Well Written Essays - 750 words

Stage III Final Project - Essay Example Through the Human Resource Information System (HRIS), current problems on recruitment, maintenance, development of human resources; as well as complying with payroll and accounting requirements would be ultimately solved. The ADP Workforce Now answers Castle’s Family Restaurant’s governance and management of HR needs. Through the system, any increases in future personnel requirements through additional employment or even through the establishment of new branches could be addressed with greater ease and accessibility. All personnel who would be required to handle the software system would be trained and oriented on its use, functionality and benefits for the organization. More importantly, the ADP Workforce Now would be designed to cater to the organization’s distinct needs and would adhere to standards of privacy and confidentiality by instituting safety guards and software precautions. The ADP Workforce Now ensures that Castle’s Family Restaurant’s HR needs would be maintained and guarded with utmost care to address the organization’s utmost resources.Introduction The client, Castle’s Family Restaurant, operated and managed by Jay Morgan, is a micro family enterprise within the service classification of the food retail industry. With its eight restaurants within the North California area, managing and overseeing the human resource requirements of Castle’s was creating a toll on Mr. Morgan in terms of increasing transportation costs and the inclusion of payroll under his scope of responsibilities. A close evaluation and review of the current problem of Castle’s Family Restaurant that requires an installation of a Human Resources Information System (HRIS) under the Tactical Information System type. The ADP Workforce Now has been evaluated as the most appropriate HRIS vendor to serve the restaurants’ human resources’ needs. Company Review The Castle’s Family Restaurant (CFR) falls under the micro family enterprise due to the number of employees, ranging from 300 to 400. As research from the Small Business Administration (SBA) reveals, the business size could be determined depending on any one of two factors: the number of employees or the average annual receipts. For an average number of 500 employees, SBA classifies the business as a small business (Small Business Administration, N.D.). Since CFR’s average number of employees is less than 500, it is thereby categorized as a micro enterprise owned by a Castle’s family. Additional research indicated that the restaurant industry is a growing industry with trends indicating increased competition and a demand for rising work force (National Restaurant Association, 2011). One could deduce that to address increasing requirements for human resources, a more professionalized system needs to be set in place. Business Analysis The CFR maintains eight restaurants with complex human resources requirements. Mr. Morgan, the operations manager, is likewise assuming the responsibilities of an HR manager with functions ranging from job description, acquisition, development, and maintenance. By doing so, various problems are eminent: overburdened with responsibilities increasing tendencies to neglect functions; and being more costly in terms of transportation co

EARLY JAZZ PIANO STYLES Essay Example | Topics and Well Written Essays - 1500 words

EARLY JAZZ PIANO STYLES - Essay Example With Bennie Moten’s innovation, jazz piano incorporated some blues in it which accounted for the â€Å"blues-rooted modern jazz† (Schuller 4). Gioia’s account brought up the influence of Mexican band performers to the birth of jazz in Kansas City, New Orleans (7). It was during the time when the Louisiana Purchase only resulted to a one-eighth Anglo-Saxon population and the Latin Americans dominated in numbers in the said area (Gioia 6). Decades passed, and the influence of African-Americans grew to be more noticeable with the introduction of rhythm and blues. In fact, modern jazz is described as a hybrid of various Latin and African-American music genres, such as Broadway music, pop, blues, samba, reggae, funk, and other symphony music (Gioia 8). This essay follows the discussion of various musical works in jazz piano and descriptions of each popular jazz work in history. In particular, it discusses the popular Stride Ragtime, specifically the Harlem stride pian o, Boogie Woogie, Earl Hines’ jazz piano pieces, and G. Gershwin’s Rhapsody in Blue. Descriptions of these masterpieces will also be supported by some music authors’ perception of their music for validation and complementary interpretation. Stride Ragtime: Harlem Stride Piano Among the best pianists in New York, four of them were experts in stride playing. James P. Johnson, Luckey Roberts, Willie â€Å"The Lion† Smith and Richard â€Å"Labba Labba† Maclean were among the victors in stride ragtime battle known as â€Å"cutting contests† in which they were known as ticklers (Martin and Waters 108). Stride ragtime is played fundamentally by the left hand which strides â€Å"up and down the keyboard† using a â€Å"base note or an octave played on the first and third beats of the 4/4 measure† while goes on to alternate with a midrange note â€Å"on the second and fourth beats† (Martin and Waters 108). Stride ragtime originate d from ragtime itself but was developed into stride piano using some techniques such as speed, variations, incorporation of blues, and other improvisations that were â€Å"sometimes planned† (Martin and Waters 108). Harlem Stride Piano incorporates speed and flash. The effect appears to be vigorous and full of energy, a mimicry of American society shortly after World War I in which American lifestyle was fast-paced, hectic, and seemingly always in a rush. It also depicts sounds heard in cars and other automobiles, telephones, and airplanes (Martin and Waters 108). It also suggests a pleasing and lively mood because of the seemingly ‘caricature’ accompaniment which is a perfect background to slapsticks and pathos visual shows. Eubie Blake was particularly famous for being a pianist and composer during early, middle, and late 1900s and took the stride ragtime to a new level (Martin and Waters 109). Most importantly, James P. Johnson fathered stride piano by being s o absorbed in his craft through composing jazz pieces for Broadway musicals and concerts and keeping on learning and experimenting for the said genre (Martin and Waters 109). Boogie-woogie â€Å"Noisy offspring† was labeled to another genre of jazz piano, which became an instant hit in the late nineteenth and early twentieth century (Silvester 3). Boogie-woogie came to the existence in 1940s following combination of ragtime and rhythm of African music as evident by the qualities

EXAM PREPARATION (MARKETING RESEARCH) Essay Example | Topics and Well Written Essays - 1500 words

EXAM PREPARATION (MARKETING RESEARCH) - Essay Example For a company that wants to differentiate its existing products or to innovate, the marketing department has to conduct exploratory research. With this research design, the marketing department will see how its customers respond to these new products in terms of their attitudes to buy these products or their feedback about its features, quality and utility etc. Most innovative firms such as Apple, Microsoft, Cisco, Vodafone etc almost always used exploratory research design to further discover new ideas. Apple Inc used exploratory research to develop iPod, by learning about how consumers wanted a portable device that could play favorite songs with increased volume quality and with ample storage capacity. Exploratory marketing research can help the researcher identify strategic management practices, financial or auditing approaches, marketing opportunities that may lead the company to achieve competitive advantage etc. Basically, the exploratory research is to provide the researcher w ith preliminary information about the problem or the opportunity to be studied. Descriptive research design attempts to obtain data that can describe the characteristics of the topic of interest in the research. Descriptive research is mainly designed to help the researcher to determine the frequency with which some incident occurs or to determine the relationship between two variables. This type of research is relatively rigid in nature, because the researcher assumes certain underlying characteristics of the market or he has some precise question of the statement of the research. Marketing management of a company may have to study about seasonal trends that affect their marketing. Descriptive research is the appropriate design for this type of research. Descriptive research is frequently used by companies to segment the potential market. With segmentation, the marketer initially identifies

Info Systems Syllabus Essay Example for Free

Info Systems Syllabus Essay School of Business Mission Statement The mission of the UTB/TSC School of is to prepare students in the bicultural Lower Valley of Texas for their careers by offering associate, bachelor, and master degree business programs. As part of a community university focused on student learning, the School of Business emphasizes teaching, enriched by scholarship and service, to help students develop analytical, problem solving, and information technology skills; supports the development of the communication skills of our predominantly bilingual students; provides a supportive learning environment; and encourages ethical behavior and involvement with the business community. Theme: Student Success through Assurance of Learning BMIS 3351. 80 INFORMATION SYSTEMS IN ORGANIZATIONS Fall 2013 Semester. INSTRUCTOR INFORMATION Instructor: Edith Galy Office: Education and Business Complex 2. 504G Phone: 956. 882. 7301 Fax: 956. 882. 5801 Email: edith. [emailprotected] edu OfficeHours: T TH 1:00pm -3:30pm; plus appointments COURSE DESCRIPTION The information era of today requires students be equipped with an understanding of how to effectively utilize information technologies. This course provides an overview and hands-on practice of information technology at all levels of an organization including transactional processing systems, database management, decision support systems, enterprise information systems, and e-commerce applications. Lec 3, Cr 3 COURSE INFORMATION Course: BMIS 3351. 80 Information Systems in Organizations Location: WWW Credit Hours: 3 Prerequisites: admission to upper division GENERAL COURSE COMPETENCIES Upon completion of this course the student will be able to: discuss the role of information systems in business organizations and how information technology has fostered a growing global economy. become acquainted with the role of IT as a means of achieving competitive advantage. list and define the various components of an Information System. define the purpose and structure of databases and data warehouses, and how to apply various data modeling concepts and querying techniques. work with transaction processing systems and decision support systems, and describe their different roles in an organization. describe networking, e-commerce, the Internet, and the telecommunications process. define artificial intelligence and describe several different types of artificial intelligence systems in specialized business information systems. understand the systems development life cycle. discern insights of ethical concerns with regard to IT LEARNING OUTCOME Upon graduation, our students will use information technology appropriately. Definition: A technology literate individual knows how to apply computer based tools to support the information-processing needs of an organization. This includes being up-to-date with Information Technology combined with the capacity to determine when these technologies will increase the effectiveness of an organization. The project entails the use of Online Analytical Processing (OLAP) as a reporting technology. The student will use Excel to display a pivot table in the form of an OLAP cube, a display that uses three axes like a cube in geometry. With the use of the pivot tables, students can sum, count, average or perform other simple arithmetic operation on a list of data. Students are required to crunch the data and prepare a report that describes their data analysis. The report must be submitted in a narrative that includes imported tables and graphs done in Excel. The scenario and data will vary depending on the semester. RESOURCES Textbook: Experiencing MIS, 3/E David M. Kroenke Publisher: Prentice Hall Copyright: 2012 ISBN10: 0132157942 ISBN-13: 9780132157940 For text book pricing information use your course and section number or text ISBN in the UTB/TSC bookstore at http://utb. bncollege. com/ E-Mail Account registered in Scorpion Online for communication with instructor High Speed Internet access USB Flash Drive Microsoft Office Optional: MyMISLab with Pearson eText Student Access Code Card for Experiencing MIS, 3/E ASSIGNMENTS Refer to the Learning Modules in Blackboard. Students are responsible for taking all Quizzes and Exams. Individual links for quizzes and/or exams are located in the ASSESSMENTS menu option. These links appear and disappear during the corresponding times indicated in the schedule. Please let me know if you encounter technical difficulties during the quiz. Do not wait until the last second to take the quiz as there is no acceptable excuse for not taking the quiz on time. Make-up exams can be arranged but these will have to be taken in person in my office. Academic Integrity: Students are expected to be above reproach in all scholastic activities. SCHOLASTIC DISHONESTY Students who engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and expulsion from the University. Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student, or the attempt to commit such acts. Since scholastic dishonesty harms the individual, all students and the integrity of the University, policies on scholastic dishonesty will be strictly enforced (Board of Regents Rules and Regulations). All scholastic dishonesty incidents will be reported to the Dean of Students. Do not allow your peers to pressure you to cheat. Your grade, academic standing and personal reputation are at stake. GRADE COMPOSITION Assignments Journals 30% 30% Projects Tests Final Grade Scale 10% 20% 10% Grades are awarded in courses in which students are officially enrolled after the official record date. The deadline to withdraw is specified in the Academic Calendar for each semester or term. After the deadline to drop with a grade of W has passed, students may not be awarded a W as a final grade. Final grades are available to students within 24 hours after all final examination grades have been submitted online after the end of each semester or term. Grade reports are not mailed to students. Students interested in obtaining their grades may log on to UTB Online. Grade A+ A AB+ B BC+ C D F Range 98-100 93-97-9 90-92. 9 87-89. 9 83-86. 9 80-82. 9 77-79. 9 70-76. 9 60-69. 9 59 and Under Grade Points 4. 00 4. 00 3. 67 3. 33 3. 00 2. 67 2. 33 2. 00 1. 00 0. 00 AMERICANS WITH DISABILITIES ACT (ADA) Students with disabilities, including learning disabilities, who wish to request accommodations in a course should notify the Disability Services Office early in the semester so that the appropriate arrangements may be made. In accordance with federal law, a student requesting accommodations must provide documentation of his/her disability to the Disability Services counselor. For more information, visit Disability Services in Cortez or call 956-882-7374. EMERGENCY POLICY STATEMENT In compliance with the Emergency UTB Academic Continuity Program, academic courses, partially or entirely, will be made available on the Blackboard course management system. This allows faculty members and students to continue their teaching and learning via Blackboard, in case the university shuts down as a result of a hurricane or any other natural disaster. The university will use Blackboard to post announcements notifying faculty members and students of their responsibilities as a hurricane approaches our region. If the university is forced to shut down, faculty will notify their course(s). To receive credit for a course, it is the student’s responsibility to complete all the requirements for that course. Failure to access course materials once reasonably possible can result in a reduction of your overall grade in the class. To facilitate the completion of class, most or all of the communication between students and the institution, the instructor, and fellow classmates will take place using the features in your Blackboard and UTB email system. Therefore, all students must use UTB Online to provide a current email address. In the event of a disaster  that disrupts normal operations, all students and faculty must make every effort to access an internet enabled computer as often as possible to continue the learning process. EMERGENCY NOTIFICATION SYSTEM UTB has implemented an emergency communication system to provide students, faculty, staff and visitors with important information in the event of an impending threat. This system allows UTB to send time sensitive notifications via telephones, computers, indoor speakers in classrooms and laboratories, outside speakers, e-mail messages, and announcements on http://www. utb. edu/Pages/default.aspx. The notification methods used will vary depending on the level of the emergency. Messages will communicate the current situation and provide guidance for what action needs to be taken immediately STUDENTS ACADEMIC RESPONSIBILITIES Students are required to be diligent in their studies, regular in class attendance and on time. The number of absences permitted in any one course varies with instructor and course. Some programs hve very strict attendance policies. Attendance requirements are printed in the course syllabus and announced by the instructor at the initial class meeting. On recommendation of the instructor concernec, students will be dropped from courses for failure to meet the attendance requirements or other good cause. This will result in a W or an F on students academic records with negative consequences for financial aid eligibility, and international student visas. Students are responsible for all class work and assignments. For this online course, three missed assignments will place a student in jeopardy of being dropped from the course. The third missed assignment will trigger an email asking for a meeting with the student. The meeting will be held in person or through SKYPE. Failure to make this appointment within 15 calendar days of such email will result in a recommendation to the Dean for withdrawal from the course. Whether the withdrawal results in a W or an F will depend on the withdrawal date. A student can withdraw at any point in the process before this date. INCOMPLETE GRADES A grade of I may be given when students have not completed the required course work within the allotted time of a regular semester or summer session if the instructor determines that the reasons for  the work being incomplete are valid and that the grade of I is justified. A written agreement between the student and the instructor specifying the work to be made up and the deadline for its accomplishment must be filed in the office of the Department Chair at the time that the I is submitted. The work agreed upon must be satisfactorily completed and the I changed no later than the end of the next regular (Fall or Spring) semester from the date the I was received unless an extension is requested by the instructor, or the grade will automatically be recorded as F on the official transcript. A student will not receive a grade of I to allow more time to prepare course work in addition to that assigned to the entire class, time to repeat the entire course, or opportunity to raise a grade. Incomplete grades are not issued for student or faculty convenience; they may be issued only in the case of compelling, nonacademic circumstances beyond the students control. ADMINISTRATIVE WITHDRAWAL Students who miss more than half of the required activities within the first 25% of the course without contacting the course professor may be administratively withdrawn from the course. Administrative withdrawal has serious consequences. Students may have to repay funds to Title IV financial aid programs. Administrative withdrawal will count toward the six-drop rule limiting the number of courses students are allowed to drop to no more than six courses over the entire undergraduate career. International students will not be eligible to continue enrollment if an administrative withdrawal results in a course load less than full-time. After the official record date, students may withdraw from classes and receive a â€Å"W† on their permanent records. This deadline to withdraw is specified in the Academic Calendar for each enrollment period. Students who do not withdraw before the deadline may not be given a â€Å"W† on the final grade sheet. Students may withdraw from all of their classes through Scorpion Online. The student is responsible for ensuring that their request is processed by the withdrawal deadline specified. At the instructor’s discretion, and consistent with the policy stated on the course syllabus, an instructor may withdraw a student from class for non-attendance. An instructor-initiated withdrawal may result in a â€Å" W† or an â€Å"F† on the student’s permanent record. For this online course, three missed assignments will place a student in jeopardy of being dropped from the course. The third missed assignment will trigger an email asking for a meeting with the student. The meeting will be held in person or through SKYPE. Failure to make this appointment within 15 calendar days of such email will result in a recommendation to the Dean for withdrawal from the course. Whether the withdrawal results in a W or an F will depend on the withdrawal date. A student can withdraw at any point in the process before this date. ACADEMIC STANDING To remain in good academic standing undergraduate students are expected to maintain a cumulative grade point average (GPA) of at least 2. 00 (â€Å"C† average) for all work attempted at UTB. Academic standing is computed each regular semester (i. e. , Fall or Spring) for every UTB student, including transfer and dual coursework and BECHS and MSA students; transient students are held to the standards of their home institution, not to those of UTB. Students who fail to maintain the minimum required grade point average of 2. 00 in all work attempted at UTB will be placed on academic probation. At the end of the probationary semester, students who have earned a cumulative GPA of 2. 00 or higher will be changed to GOOD STANDING status. At the end of the probationary semester, students who have NOT earned a cumulative GPA of 2. 00 and who have NOT earned a semester GPA of 2. 00 or higher will be changed to SUSPENSION status. At the end of the probationary semester, students who have NOT earned a cumulative GPA of 2. 00, but who have earned a semester GPA of 2. 00 or higher will continue on PROBATION until their cumulative GPA is 2. 00, as long as each semester GPA is 2. 00 or higher. The purpose of measuring academic standing is to keep students on track for successful completion of a degree and to prevent unnecessary financial burden on those students who do not finish a program. Academic Standing is calculated separately from Financial Aid Satisfactory Academic Progress. If you are on financial assistance, please visit http://www. utb. edu/em/fa/Pages/SatisfactoryAcademicProgress. aspx for specific academic progress requirements. Campus Resources  © 1997-2013 Blackboard Inc. All Rights Reserved. U. S. Patent No. 7,493,396 and 7,558,853. Additional Patents Pending. Accessibility information †¢ Installation details.

District Nurses Work Within The Primary Health Care Team Nursing Essay

District Nurses Work Within The Primary Health Care Team Nursing Essay District nurses work within the primary health care team. They support patients at home or in residential care. They also provide a teaching role by enabling patients to care for themselves or by helping family members learn to care for their relatives. (NHS, 2011) Nurse consultants spend at least of 50% of their time working in direct contacts with patients. They are highly trained and are responsible for developing personal practice. They are involved in research, development and teaching. (NHS, 2011) Specialist nurses are also known as clinical nurse specialists. They specialise in a specific area of nursing, for example, patients suffering from diseases such as cancer, diabetes or viruses. . Some clinical nurse specialists also have a teaching and advisory role. They may also be involved in advising medical and nursing staff about caring for patients with particular conditions and/or in teaching nurses and other professionals. (NHS, 2011) Practice nurses work in a GP surgery and are part of a primary healthcare team, which involves other health professionals such as doctors and dieticians. In larger practices, there may be several practice nurses sharing duties and responsibilities but in smaller ones, youd be working on your own, taking on many roles (NHS, 2011). Asthma is a long-term condition  that can cause a cough, wheezing and breathlessness.  Asthma can be well controlled in most people most of the time. When a person with asthma comes into contact with something that irritates their airways (an asthma trigger), the muscles around the walls of the airways tighten so that the airways become narrower and the lining of the airways becomes inflamed and starts to swell. Sometimes sticky mucus or phlegm builds up which can further narrow the airways (NHS, 2011). Salbutamol is a beta 2 agonist. Salbutamol works by acting on receptors in the lungs called beta 2 receptors. When salbutamol stimulates these receptors it causes the muscles in the airways to relax. This allows the airways to open. Side effects of these types of medication can include nervousness, tremor and headache. (BNF, 2011) Angina describes the pain and chest tightness and sometimes breathlessness or choking feeling caused when blood flow in the arteries that supply the heart is restricted (BUPA, 2011). Glycerol Trinitrate can be helpful in reducing angina attacks, rather than reversing angina started, by supplementing blood concentrations of nitric oxide. Side effects from Glycerol Trinitrate include, headache, dizziness, and diarrhoea, feeling sick and flushing (BNF, 2011). Congestive cardiac failure is something that happens when a heart does not have enough strength to pump blood around the body properly; this leads to fluid collecting inside the lungs and body tissue, which then leads to congestion. It tends to affect older people. It is a long term condition and can be managed with medication and changes in lifestyle. One of the treatments available for use in congestive heart failure is Furosemide, which is a diuretic. Diuretics get rid of excess fluid and salt from a patients body, but in turn the body produces extra urine. They reduce swelling in ankles, make breathing easier and potentially increase life expectancy. Cerebrovascular accident is the medical term for a stroke. The World Health Organisation (WHO) states that: A stroke is caused by the interruption of the blood supply to the brain, usually because a blood vessel bursts or is blocked by a clot. This cuts off the supply of oxygen and nutrients, causing damage to the brain tissue. Aspirin is used in both the treatment and in the prevention of strokes. It works by thinning the blood, therefore reducing the risk of clots. Common side effects include stomach problems such as vomiting and pain. Long term effects can be serious and include a small risk of internal haemorrhage, which could lead to death. Diabetes is a condition in which the body produces too much glucose as a result of a decrease in the amount of insulin that is present in the body. In a healthy individual the pancreas produces insulin which helps to regulate the amount of sugar that remains in the blood stream. In the body of someone with diabetes there is not enough insulin in the blood stream to break down glucose and create energy. There are two types of Diabetes known simply as Type 1 and Type 2. In Type 1 diabetes the body is unable to create insulin on its own and is diagnosed generally during youth mainly during the teenage years. It is very uncommon as it is an inherited trait and only 5-10% of all people who suffer from diabetes fall into the Type 1 category. With type 2 diabetes, the illness and symptoms tend to develop gradually. This is because in type 2 diabetes you still make insulin (unlike type 1 diabetes). However, you develop diabetes because: you do not make enough insulin for your bodys needs, or the cells in your body do not use insulin properly. This is called insulin resistance. The cells in your body become resistant to normal levels of insulin. This means that you need more insulin than you normally make to keep the blood glucose level down, or a combination of the above two reasons. Diabetes is associated with short term problems such as hypoglycaemia which can lead to death and many long term health issues which can develop as a result of the illness. The risk of these potential health problems can be reduced through lifestyle and diet management. Synthetic Insulin is used in the treatment of type 1diabetes in a carefully planned insulin therapy programme to replace the insulin that has not been produced by the pancreas. The longer a person has type 2 diabetes the greater the risk that they will have to start insulin therapy at some point throughout their lives. Appendectomy Removal of Appendix in cases of acute appendicitis. Total Knee Replacement Replacement of the whole knee joint. Used to treat severe knee pain, trauma, long term arthritis and mobility problems. Coronary Artery Bypass Graft A surgical procedure used to treat coronary heart disease. It diverts blood around narrowed or clogged parts of the major arteries, to improve blood flow and oxygen supply to the heart.   Total Mastectomy A total mastectomy is also known as a simple mastectomy. It is a procedure that removes all of the breast tissue of an affected breast. The most common form of the surgery, referred to as traditional total mastectomy, includes the removal of the areola and nipple. However, the surgery can be performed using skin and nipple sparing techniques. It also leaves the muscle under the breast left intact. Prostatectomy A prostatectomy is the surgical removal of all or part of the prostate gland. Blockages like tumors of the prostate can affect the normal flow of urine in the urethra. A prostatectomy can help with this. Laparoscopy A laparoscopy is a surgical procedure that is carried out using a laparoscope which is a small, flexible tube with a camera on it. Using a laparoscope means that a surgeon can access the inside of the abdomen and the pelvis without the procedure being invasive because large cuts are not needed; Sometimes known as keyhole surgery. According to The department of Health (2005) MRSA stands for Meticillin Resistant Staphylococcus Aureus. It is a very contagious strain of the Staphylococcus type of bacteria. It can cause many different infections and some of these can be very serious. About 3% of the population are known carriers of MRSA and it can be transmitted by a carrier to another person or themselves through an open wound or into the blood steam. In order to reduce the risk of infection of MRSA healthcare workers can practice proper hand hygiene and they can encourage patients to wash their hands after going to the toilet. Gloves can also be used with known carriers. The Department of Health (2007) explains that Clostridium Difficile is a bacterium which is the major cause of antibiotic-associated diarrhoea and colitis, an infection of the intestines. It most commonly affects elderly patients with other underlying diseases. It is present in a small proportion of the population but is usually kept in check by the good bacteria. When this good bacteria is not present illness develops. People who have been treated with antibiotics are most at risk. The disease can be spread by healthcare workers, therefore washing hands after contact with a patient can help prevent the spread and reducing the use of antibiotics can help reduce the harm that the bacterium can cause. Adult nurses work with old and young adults with a variety of health problems, chronic and acute. They are involved in many roles including caring, counselling, managing and teaching to improve the quality of a patients life, often in challenging situations. Adult nurses can hold positions at most levels of the NHS career framework. Adult nurses work at the centre of a multi professional team that can include doctors, physiotherapists, occupational therapists, pharmacists, radiographers, healthcare assistants and others workers. They assess, plan, implement and evaluate care for individual patients. Adult nurses can work in both hospital and community settings. Learning Disability Nursing The World Health Organisation defines learning disabilities or LD as: a state of arrested or incomplete development of mind. Learning disabilities is an umbrella term encompassing a range of disorders and deficits that create problems for an individual in relation to learning. People with LD often have physical problems that go hand in hand. Learning disabilities are often diagnosed by psychologists, through a combination of intelligence testing, academic achievement testing, classroom performance, and social interaction and aptitude. Other areas of assessment may include perception, cognition, memory, attention, and language abilities. IQ or Intelligence Quotient is an attempt to measure intelligence using standardized tests. According to the British Institute of Learning Disabilities (2006) it is often used to classify the level of intellectual impairment in someone with learning disabilities. Below 20 would be classed as a profound learning disability; 25 to 35, Severe; 35 to 50, Moderate and 55 to 70, Mild. Errors in fetal development. Problems during pregnancy. Toxins in the childs environment. Tobacco, alcohol and other drug use. Genetic factors. According to the British Institute of Learning Disabilities (2006), between 1 and 2 percent of the UK population have a learning disability. According to Autism.org.uk, autism is a developmental disability that lasts for a lifetime. It affects how they make sense of the world around them and how they communicate and relate to other people. It is a spectrum condition so even though people with autism share difficulties, their condition will be personal to them and will affect them in different ways. People with autism sometimes experience over- or under-sensitivity to sounds, touch, tastes, smells, light or colours. According to the NHS (2010) Epilepsy affects the brain and can cause repeated seizures, also known as fits. Epilepsy usually begins early in someones life, although it can potentially start at any age. The severity of the seizures can vary in different people. Some may experience a trance-like state for a short time,  while some others lose consciousness completely and have convulsions where they shake uncontrollably. Downs syndrome is a genetic condition where a person inherits an extra copy of one chromosome. This additional genetic material can result in characteristic physical features such as a flatter than normal face and also intellectual features which can vary from moderate to severe LD. Cerebral palsy is not a learning disability, but is common to have a LD if you also have cerebral palsy. It is a physical condition that affects the movement and control of a body. It is caused by a lack of development in part of the brain during pregnancy or childhood. The severities of problems are dependent on which part of the brain is affected (Mencap, 2010). When talking about people with LD, dual diagnosis refers to the comorbidity of learning disabilities and mental health problems. People with LD often suffer with depression or anxiety. It is important for nurses to be aware of the common conditions in LD because they can easily be missed if they are not actively looked for. It can be much more difficult for someone with LD to communicate a problem with their health and also, symptoms can be missed due to diagnostic overshadowing which means that secondary illnesses are missed because the symptoms are mistaken to be related to the primary disorder. Most people with LD live at home with help from families and day care services. Care for people with LD is often provided by family members with support from a range of healthcare workers and professionals such as nurses, psychologists, speech therapists, physiotherapists and specialist behavioral therapists; healthcare assistants and day workers. Direct payments are made by councils to people receiving social care services, instead of the council providing the service directly (direct.gov.uk). LD nurses work in a variety of setting which include the home, family, adult education, education for young people and community/residential settings (NHS Careers Website). Social Role Valorisation is the name given to a concept formulated by Wolf Wolfensberger, Ph.D in 1983 which follows the principle of normalisation. Normalisation is a set of principles that underlie the idea that people with a learning disability should live in ordinary places, doing ordinary things, with ordinary people: essentially experiencing the normal patterns of everyday life. The five service accomplishments identified by OBrien and Tyne (1981) were: Community presence; Relationships; Choice; Competence; Respect. Person Cantered Planning is way of seeing and working with all people with disabilities. It helps people with disabilities plan and organise their future in a more ordinary way. Fundamentally the person is at the centre and family members and friends are made full partners in the plan. The plan should reflect what is important to the person and the capacities that they have. It should also help a person to make a valued contribution to society. People with learning LD have been referred to as patients, clients and service users. Service user is the current term used within healthcare but the term client is still used by some and probably depends on who you are talking to. The four principles of the 2001 white paper valuing people are: right, independence, choice and inclusion. Right means that people with learning disabilities should have the same rights and choices as everybody else. Independence means the people with LD should be helped to live lives that are as independent as possible. Choice means that people with LD should be empowered to have choice in the treatment they receive and the lives that they lead. Inclusion means that people with LD should be included in society, have access to services and helped to gain valued social roles within society. One of the issues with LD nursing is mental health. People with LD often also suffer with mental health problems. There is a distinct difference between a person having a mental illness and a learning disability,

Strategic Business Management And Planning For Amazon

Strategic Business Management And Planning For Amazon 1. INTRODUCTION Strategic management can be defined as the set of decisions and actions that result in the formulation and implementation of plans designed to achieve a companys objective(Pearce, J.A and Robinson, R.B., Strategic management: formulation, implementation and control, McGraw-Hill ) This essay is based on the study of Amazon.com. I started by talking about the E-commerce and a brief history of Amazon. Then I moved on to the strategic thinking of the founder of Amazon, Jeff Bezos, and the strategies he used to make Amazon so successful and the strategy implementation. To analyse the company I used PESTLE and SWOT analysis. Financial ratios are used to analyse the companys financial position and financial performance. Finally I conclude the essay by giving my suggestions about the companys future. The material is taken from different journals, articles and books and all the material is properly referenced. 2. AMAZON.COM (AN E-COMMERCE GIANT) E-commerce is extremely competitive and dynamic market. Firm in this market is constantly changing and challenges. He and his strategy in order to investigate the change of life and has to compete with rivals. important factor is customer service and satisfaction. Amazon is the first company who started online book retailing service. The name has become synonymous with e-commerce and is one of the few Internet brands recognised the world over(The Economist 2000). Amazons superior customer service is one of the secrets behind its success; I would argue it also has a first mover advantage. First movers or pioneering firms enjoy higher market share derived from substantial and enduring sales advantage. (Robinson,1988) and (Lambkin,1988). The Amazon.com model is very simple and beguilingly attractive (Fortune,1997). According to the Amazon model: expensive inventory and brick and mortar warehouse are not needed by the new age retailer and all that is needed is a website to present a face to greet customers and takes their orders. Other parties handle the capital-intensive aspects of stocking inventory. Why Amazon.com I will continue to amazon.com because it is a little different and various people are not aware of this, he worked as a search engine as well. Would you like to listen to Britney Spears? (After all, one has to!) and type you are looking for new albums.Based only type of research can take account of the Amazon to work almost 100% of the time. Amazon Books, CDs, DVDs and video works well because it is what we call a uniquely identified. users can easily find a unique item identified, because they know what they want. BUSINESS STRATEGIC PLANING ( MODELS, CONCEPTS AND TOOLS) Strategic planning is to create a vision for the future management and direction to life. He has acted in accordance with the mission statement that focuses on the umbrella business organizations. This is an effective procedure to determine its short-term results with long-term goals. Strategic planning answers three big questions: à ¢Ã¢â€š ¬Ã‚ ¢ Where are we now? à ¢Ã¢â€š ¬Ã‚ ¢ Where are we in the future? à ¢Ã¢â€š ¬Ã‚ ¢ What should be the focus now, so that it is more likely that we would be where we want to be in the future? This is a simple process with the incredible power of your organization and to bridge the gap between long-term vision and day-to-day tactical switch gap. What to answer three basic questions that the teams develop action plans for their first step in that direction now! Now it is the daily, weekly, monthly, and during this quarter. Design team processes are as valuable as the plan. (Some states have become even more important.) Single-manager will try to implement your company time and tried to run away and sit down to create a vision, mission, strategy and goals. such plans are generally very good, all very intuitive and smart CEO. As an alternative, the Director-General may hire a planning consultant. The hard truth is that the best plan is one that would indeed be implemented. This is why the plan, the team always beat the team plan. If youre in the middle of the short-term crisis, as all out to promote a new product out the door youll have to wait until every member of the planning team will be suspended for two days. On the other hand, if you are a long-term crisis for months planning meeting is a great opportunity to make a few steps back, and the choice of situations. Maybe the only way out of crisis mode to invest in changing the status quo, improving infrastructure, developing new markets, new products, creating a competitive strategy that will replace the team above their heads, to set the legacy products, markets, customers and employees share. Strategic planning is not about predicting the future, read the crystal ball, or call psychic hotline. Strategic planning is to ask what future actions will be developed in the future they want. If you will be in five years? à ¢Ã¢â€š ¬Ã‚ ¢ Not where you think you will. à ¢Ã¢â€š ¬Ã‚ ¢ There is no place that you would predict. à ¢Ã¢â€š ¬Ã‚ ¢ Where do you want to be. JEFF BEZOS STRATEGIC THINKING Schuler and Jackson, 1987 classify business strategy into three types: cost reduction, innovation and quality enhancement (source: Schuler and Jackson,1987). I agree with Jackson and Schà ¼ler (1987), when Bezos was innovative and use it as a strategy. But it does not only focus on innovation and growth, and expand your knowledge not only helps to a large market share but also to compete with rivals, as well as a major player in an alliance..As according to Porter and Fuller : By strategic alliance firms gain the benefits of economies of scale, access to scarce knowledge and skills and spread the risks of research and innovation. (Porter and Fuller,1986) At one place during his interview, Jeff Bezos says, Our vision is that we want to be the worlds most customer -centric company and a place where people can come to find and discover anything they might want to buy online. (Hof and Robert D, 1999) and we are not a book company, we are not a music company, we are not a video company we are not an auctions company: we are customer company (Hof and Robert D, 1999). As the online marketing and sales, insurance transactions are very curious as to why customers want to buy online. Jeff Bezos attention to the safety and security of customer transactions increased confidence and self belief. Customers personal information, including name, address and credit card information is encrypted, which is impossible to read and can be safely travel over the Internet, resulting in increased customer facilities. Bezos believes the sign, taking into account the interests of business success. This is why it is named after the Amazon river in the world to become the worlds largest online bookstore, and we see this day. This is not surprising given the fact that the company spends approximately 40 per cent of its revenue on brand building (Margolis, 1999) due to its firm belief that customers first and foremost look for trusted brands when they deal online (Hof and Hemelstein, 1999). Competitive Advantage Competitive advantage is a factor, or combination of factors that the organization is more successful than other organizations in a competitive environment, and can not be easily copied by its competitors. Strategy Process of Amazon.Com In the search for sources of sustainable competitive advantage, JEFF BEZOS has realized that business performance depends not only on the formulation and successful implementation of a given strategy but also on the process by which competitive positions are created or maintained. (i) Innovation: The main strategy used by Jeff bezos is customer-focused innovation. As Pearson and Robinson (2000) argue that some firms find it profitable to make innovation their grand strategy. (Pearson and Robinson 2000).Thats why he had great focus on continuous innovation, by introducing new technologies to enhance customer experience. Because customers expects continuous change and new products and services. Bezos believed in innovation as a key to success and to compete with competitors. According to (Pearson and Robinson,2000) most growth oriented firms appreciate the need to be innovative (Pearson and Robinson 2000). According to Bob de Wit and Ronley (1998) innovation requires brooding, tinkering, experimentation, testing and patience, as new ideas grow and take shape (Bob de Wit and Ronley,1998). Rigid and continuous innovation in the electronic commerce has been Amazons heritage. (ii) Diversification: Another strategy Jeff Bezos used for the Amazon is diversification. He used both product diversification and business diversification. From time to time he introduced new products in order to meet customers needs and demands. Thats the reason today Amazon has millions of customers who visit the website and satisfy their needs. According to Pearson and Robinson (2000) firms seeks balance in their portfolios between current business with cyclical sales and acquired business with counter cyclical sales between high-cash/ low opportunity and low-cash/high opportunity businesses or between debt-free and highly leveraged business (Pearson and Robinson 2000). I agree with Pearson and Robinson (2000), since Bezos had seen opportunity and growth in new businesses e-g, toys, jewellery, games and health and beauty etc. Bezos is seen quite successful in the business diversification, which obvious from his popularity of current business position. As Johnson and Scholes (1993) argue that firms whi ch diversify by building on their core business do better than those who diversify in an unrelated way (Johnson and Scholes,1993). (iii) Human resource strategy: Human resource plays important role in the success of a business. As Pearson and Robinson (2000) states that a firms ability to attract and hold capable employees is essential to its success (Pearson and Robinson,2000). Bezos had great focus on strengthening of management team and for this he appointed many senior managers and directors from time to time. Since business strategy and HR strategy has a significant effect on the organizations performance, so in order to achieve high performance, their must be linkage between these two strategies. Bezos is seen quite successful in doing this. (iv) Acquisitions: Another strategy Bezos used for the growth of the business is acquisitions. According to Pearson and Robinson (2000) the acquisitions of one or more similar firms eliminate competitors and provide the acquiring firm with access to new markets (Pearson and Robinson 2000). I do agree with Pearson and Robinson as Bezos acquired many firms to support expansion into the European market place. Bezos acquired many other dot COM companies providing different services to its customers. I can argue Bezos this strategic thinking helped him to reduce competitors and maked Amazon no 1 in the world. (v) Joint ventures Jeff Bezos also used joint ventures for the expansion and growth of his business. According to Bartlett et al (2004) multinationals used joint ventures extensively as a way not only to navigate through bureaucratic processes but also to learn about new markets (Bartlett et al,2004). Amazon had joint ventures with key Internet players, which provide a huge customer base and an opportunity to grow in the new markets. Bartlett et al (2004) argue that executives look for growth in the big emerging markets, they tend quite naturally to focus on the size of the opportunity and the challenges that lie ahead (Bartlett et al 2004). I think Bezos had joint ventures because he saw an opportunity for growth. 5. STRATEGY IMPLEMENTATION The successful implementation of strategies will require invariably require some degree of change in the organizations resource profile (Johnson and Scholes,1993). Jeff Bezos used innovation and continuous growth as main strategies in his business, which he achieved through continuous technology improvement and expansion in the form of acquisitions and joint ventures. It is seen that many strategies fail because of lack of management interest. It is vital that in order to implement a successful strategy, necessary resources should be allocated to it, also the internal and external factors play major role in the success of strategy. It arent what you do, its the way that you do it- thats what gets results (Anon, 2003). Jeff Bezos is quite successful in implementing the strategies at right time as the timing of a strategy is vital, if one is to get in before a rival aiming for a market advantage with a similar idea (Anon, 2003). Amazon , the biggest online retailer in the world, is working harder to bolster its European Union presence through expanding its distribution network and reaching into new markets, the Financial Times reported. (Source: (CORPORATE IT UPDATE via COMTEX) 4 January 2011) Because of its strategic position in the region, it is much attracted by multinationals from all over the world including United States, and Germany etc. Lastyear, Amazon added 11 distribution centres to its network and Goldman Sachs analysts say that all but two were located outside the US. According to their research, there were three European, five Chinese and one Japanese opening in 2010. Amazon added an Italian website to the ones it operates in France, Germany and the UK, and acquired Spain-based Buyvip for nearly USD100m (EUR75m). Amazon is currently boosting staff numbers in Luxembourg, where its European headquarters are based. The group is looking for experts in logistics and shipping to ensure the smooth progress of the expansion and raise the efficiency of the distribution network. Technological Factors à ¢Ã¢â€š ¬Ã‚ ¢ the biggest online shopping site and e-commerce one of the most widely known on the Internet. Jeff Bezos founded in 1995, it had 11 employees by years end. à ¢Ã¢â€š ¬Ã‚ ¢ Within four years, has more than 1,600 employees and four million customers. à ¢Ã¢â€š ¬Ã‚ ¢ 1990, Amazon has more than four million names of CDs, videotapes, DVDs and games for free. à ¢Ã¢â€š ¬Ã‚ ¢ It is still a new business lines, including toys, electronics, software, electrical appliances and home improvement products, online auctions and services to increase data center à ¢Ã¢â€š ¬Ã‚ ¢ (Amazon Elastic Computer Cloud) datacenter services from Amazon Web Services Amazon.com company developers. The server is running Windows Server, OpenSolaris, and various Linux operating systems and database applications and Web servers. Amazon programming interface (API), applications can be increased or decreased ability to process the request (the flexible in the title) Amazon.com à ¢Ã¢â€š ¬Ã‚ ¢ Recent Key Inc. April 7, 2010 Amazon launches beta version of new Internet services March 18, 2010 Amazon.com s Kindle launch in March March 12, 2010 Dr. Oswald, a product released to the pharmacy musclecar February 25, 2010 Amazon launched a new generation of e-book reader Kindle February 23, 2010 Microsoft, Amazon.com patent cross-license, sale Legal Factors à ¢Ã¢â€š ¬Ã‚ ¢ The right questions to be appointed as Amazon.com, the e-tailor. (Robin Pilgrim, LawAndTax-News.com, London Friday, March 21, 2003). There are conflicts in the HP iPAQ Pocket PC cost. demand that the site took hours and when they return, low prices have been removed and replaced with the truth. Environmental Factors à ¢Ã¢â€š ¬Ã‚ ¢ In the Amazon, we are always looking for ways to reduce our environment. à ¢Ã¢â€š ¬Ã‚ ¢ Buying online is generally more environmentally friendly than traditional retailing. Is Amazon.com a model for the future of retailing? E-commerce was invented by Benjamin Franklin in 1744, but they Mailorder time. The only difference between the catalog Franklin (who sold books) and Amazon. Amazon using the computer and wrote a letter to Franklin. I remember when I first e-commerce, whatever. All I hear is no one intends to kill the store to go shopping .. no one to go to the center of it only. Sit at home and for what. Wrong. Shopping is a social activity, is a big difference between sitting at home clicking around with your friends and get the center of a cappuccino, get your nails and evaluating dressed funny. Or in the case, go to the tool department of Sears and cigar humidor shop. Amazon and other e-retailers in place. The best way is to compare a number of objects in a very short period of time. What you can find things online that are available on the spot. But the future of retailing? No AMAZONS FUTURE (Nature, Scope and Need) We see that though Amazon has a strong position in the market, but still there are weaknesses and threats that it is facing. Surviving as well as establishing and maintaining a competitive position in the online market place requires a constant strategic re-orientation and organizational evolution (EfthymiosConstantinides, 2004). According to Riolli-saltzman and Luthane-commerce companies can be successful if they combine future orientation with organizational adaptability and flexibility (Riolli-saltzman and Luthan,2000), Amazon needs to have constant change in business strategy as Kippenberger argued strategy formulation is determined by time or circumstances therefore there is no one best way to form strategy. (Kippenberger,1998) Since online consumers are concern about the trust, so Amazon need to offer other communication channels e-g telephone, post etc. Customers trust can be build in this way. One cant say that it will become the Wal-mart of the Internet. Because its overall aim is to provide low cost products and services to customers and good relation with its suppliers, while Wal-mart true strength has been its ability to squeeze suppliers (Economist,2000) and also there is huge difference between the profitability of Amazon and Wal-mart. Amazon needs to implement new marketing strategies that will help to increase customers base, awareness of product and services and strengthen the brand name. A continuous innovation through creating specialized software would be helpful to business. Since human resource play an important role in the success of a business, so to motivate and retain employees, some sort of reward system not just for executives but for ordinary employees is also needed to be introduced and also the ability to attract and hire the qualified personnel. There will always be a threat of competition, but if Bezos keep growing by making alliances and investments, this not only can drive the competitors out but will also help to maintain its position in the market. Finally to me Amazons business model seems the right model and its future is bright. CONCLUSION From SWOT AND PESTEL analysis we see that Amazon.com has great advantage and strong position over its competitors. There are many opportunities to grow but also there is a need of a good business strategy to follow. The economic condition of Amazon.com is getting better after becoming the part of the European Union and the business is growing in the world. To me the future of Amazon looks bright and many development opportunities are available to it.

George Washingtons Life :: essays research papers fc

George Washington was born on February 22, 1732 in Westmoreland County, Virginia. George Washington inherited much more than a good mind and a strong body. He belonged to an old colonial family that believed in hard work, public service and in worshiping God. Washington's father, Augustine Washington was born in 1694 and died in 1743. He had four children with his first wife, Jane Butler Washington. She died in 1729. In March 1731, Augustine married Mary Ball. She was George's mother. Mary was born in 1709 and died in 1789. Some people think of George Washington as a young boy who chopped down a cherry tree. Some also think he could throw coins across the Rappahannock River. Many people laugh when they think of his false teeth. Almost everybody believes that he was the first president of our country. Only one of these facts are true. Washington did have false teeth. His false teeth were made of whale bone and deer antlers. He never chopped down a cherry tree, and unless his pitching arm was better than that of any professional baseball player, he could have never thrown anything across the river. The most startling fact is that he wasn't even the first president. Our first president was John Hanson. He was elected president of the thirteen states in the Confederation. After Hanson, there were more before Washington. There was Elias Boudinot, Thomas Mifflin, Richard Henery and Cyrus Griffin. At the age of 17, Washington began traveling across rivers, mountains and Indian trails to remote parts of Virginia. He learned to survive in the wilderness. When Washington was 20, his brother Lawrence died and Washington became the owner of Mount Vernon. At the age of 21, he fought heroically in the French and Indian War which raged in Canada. He began his military career in late 1752 as an adjutant for the Virginia Military. After that he became a British officer in the French Indian War. In 1775, he was almost killed while serving as an aide to General Edward Braddock. Three years later, Washington was elected to the Virginia House of Burgeses. He then served as Justice of the Peace for Fairfay County. He resigned from the military with the rank of Colonel. As a young man, Washington was a romantic. He fell in love many times. He was rejected twice before he met the woman he finally married.

Hidden Victims :: War Native Americans History Essays

Hidden Victims I pass that hill everyday. I drive along its large base, turning near its northern slope. The marker sits low on the hill, barely noticeable except when the rays of sun hit it that certain way and a long dark shadow is cast across the grass. The small brass plate sits firmly planted atop the cold granite boulder. The blood has long since dried. The cries and screams are silent. The small pine booth sits at the base of the hill, full of information packets and maps concerning the events that took place there long ago. February of 1675 remains flat and echoless upon the pages of our town’s record books. Textbooks may touch on it briefly, if at all; The war lasted only about fourteen months; and yet the towns of Brookfield, Lancaster, Marlborough, Medfield, Sudbury, Groton, Deerfield, Hatfield, Hadley, Northfield, Springfield, Weymouth, Chelmsford, Andover, Scituate, Bridgewater, and several other places were wholly or partially destroyed, and many of the inhabitants were massacred or carried into captivity. (Hudson) Some historians have called it the â€Å"deadliest war in our history." Whose history is it though? Who caused it and how? All these questions have all their answers hidden away in dusty books on old wooden shelves. Undiscovered secrets; stories not told. The preserved colonist view is all that enters our textbooks, the view that we were the sole victims, we are the victors over the heathen savages. Victims are hidden. Relations were peaceful. Massasoit, the noble leader of the Wampanoag Indians, was curious and friendly to these new visitors. Thanksgiving was shared mutually with these new inhabitants. The two cultures existed peacefully, and some assimilation occurred. No anger existed between the two worlds. He did his best to keep his mind and the minds of his people open, ensuring that the visitors would be safe from harm. A descendant of the Wampanoag tribe described Massaoit’s generosity and genuine curiosity. When the first English came, Phillip’s father was a great man, and the English as a little child; he prevent other Indians from wronging them, gave them corn and showed them how to plant it†¦(Hubbard 275). The proud leader even allowed his two sons to have English names in addition to their Indian ones. Existence seemed promising for each world, exchanging knowledge and goods. The parade marches by, men and women dressed in colonial costume. Men walk by with painted faces and leather moccasins.

What I have Learned about Myself Essay -- Law College Admissions Essay

I can remember sitting in class, feeling eyes burning through me, dodging inquisitive glances from all sides, and anxiously awaiting the bell to ring for lunchtime. As most people know, lunch is the most dreaded part of the first day at a new school. First day of school memories are still fairly vivid for me; my father was in the JAG corps in the Army and my family moved with biannual regularity. In fact, I even attended three different high schools. While this may seem highly undesirable to some, I learned an incredible amount about myself, the world, and other people through moving that I may never have learned otherwise. What I have learned about myself and the world will without a doubt contribute to my success in life and even law school, but what I have learned about other people is of greatest relevance to studying and practicing law. Â   Not wanting to sit in the cafeteria alone is a strong motivation for almost any child to try to adapt to his/her new environment as quickly as possible. It has been my experience that observation, i.e. listening and noticing d...

Psychological Contract in the Contemporary Organisation Essay

Every human being is an unique individual. This is an undeniable fact, thus organisations have to explore the various antecedences of the psychological contracts between employees and the organisation. Employees have different perceptions and thinking over the concept of psychological contracts. Generation Y is slowly filling up the positions in contemporary organisations. Therefore, what are the influencers revolve around this power craving group of people? Research has concluded that employees and employers have different perceptions on job support and resources (Attridge 2009, 392; Kahn 1990, 708) and even job satisfaction (McShane and Travaglione 2007, 180). Employee disengagement has been occurring more and more often nowadays (Bates 2004, 44). Employee engagement is closely linked with the result of the organisation (Medlin and Green 2009, 948; Harter, Schmidt and Killham 2003, 27), where employee disengagement may cause unsatisfactory employee achievement; leading to undesirable organisational advancement and financial development. Because of these, organisations should examine the psychological contracts between them and the employees, especially that of the Generation Y. Psychological Contracts Ppsychological contract is defined as ones beliefs about shared responsibilities and commitments in the framework of the relationship between employees and the organization (Robert, Kristie and Kathryn 2010, 220). Cyril (2004, 1) mentioned that psychological contracts are the employees’ mindset about what they look forward to from the organization and what they feel they should commit to the organization. The psychological contracts emphasize more on the relationship between an employee and employer as a whole rather than traditional compensation issues (Robert, Kristie and Kathryn 2010, 220). The concepts of the psychological contract are commitments particularly based on perceived obligations by the others (Robert, Kristie and Kathryn 2010, 220). Whether well expressed or not, the perceived obligations create commitment and responsibility that must be executed for the contract to be affirmed (Robert, Kristie and Kathryn 2010, 220). For instance, the organization making use of a relational psychological contract is responsible to account for the individual fairly, provide hazard free working conditions, allow employees justifiable personal time, and provide adequate materials to accomplish their job. On the contrary, the employee is responsible to accomplish given tasks, display a positive attitude, boost the reputation of the company, and abide corporate policy (Robert, Kristie and Kathryn 2010, 220). Given so, these obligations do not only encompass on the quantity of work is to be carried out for a certain amount of pay, but also draw in the whole pattern of rights, privileges, and obligations between employee and organisation (Mario Pepur, Sandra Pepur, and Dr. Ljiljana Viducic 2010, 231). For instance, after serving the company for a number of years, the employee may expect the company not to fire him and similarly, the company may expect that the worker not to tarnish company’s reputation or leak out confidential secrets to rival companies(Mario Pepur, Sandra Pepur, and Dr.  Ljiljana Viducic 2010, 231). Expectations as such are not transcribed into contractual agreement between employees and organisation, yet they work as power determinants of behaviour (Mario Pepur, Sandra Pepur, and Dr. Ljiljana Viducic 2010, 231). Literature Review No doubt, the theory on psychological was established in the 1960 by Argyris (Cyril 2004, 1), it is still highly applicable in today’s context. Rothbard’s (2001, 656) empirical study shows that there is a relationship between psychological contracts and employee engagement. Rothbard (2001, 656) mentioned that attention is the psychological presence and the time spent by the employee contemplating about his responsibilities at work, while absorption is concerned with the affection of employee to put emphasis on the responsibilities on duties. It is believed that the psychological contract is generally an appropriate and impactful construct that can aid explain, and inform effective management of, contemporary academic work performance and workplace relations (Grant, Branka and David 2010, 6). The psychological contract can help both employee and employer to gain awareness on contemporary employment relationships; indeed, it has been debated that perceived obligations within the psychological contract are usually more vital to work related attitudes and behaviour than are the official and explicit elements of contractual acknowledgement (Grant, Branka and David 2010, 6-7). Employees trust that the employer has the obligations to facilitate them the following: career advancement, incremental salary, alary based on the current working efficiency, upgrading, safe long-term employment, opportunities to build their career as well as support in case personal problems occur (Mario, Sandra and Dr. Ljiljana 2010, 233). On the other hand, the employees believe that they have the following obligations towards their employer: working overtime, staying loyal, taking initiative to take up new responsibilities at work, providing a beforehand notice when taking another position, be ready for transfer, rejecting support to rivalry, protecting confidential company information, spending a minimum of two years doing the routine (Mario, Sandra and Dr.  Ljiljana 2010, 233). Many studies indicated that personal and psychological factors have significant influence on employees, including biological factors and the work attitudes of employees (Hung-Wen 2010, 92). Hung-Wen (2010, 92) mentioned that Yu suggested work attitude is the level of organizational identification, the levels of involvements in current jobs and overall job satisfaction. Therefore, this research explains job satisfaction and work involvement as its two variables (Hung-Wen 2010, 92). Job Satisfaction Job satisfaction is an assessment of the work and job context by employees (McShane and Travaglione 2007, 116; Spector 1997, 2). Little and Little (2006, 115) deemed job satisfaction as an enjoyable experience or positive emotional condition . They agreed with the research done by Kreitner & Kinicki in 2004 that job satisfaction is associated with job involvement, organizational behaviours and commitment (Little and Little 2006, 115). In an adverse effect, it is also associated with turnover and stress. Similarly, experimental studies on 7,939 business units in 36 organizations find out that job satisfaction concludes employee engagement, and are forecasting organisation progression (Harter, Schmidt and Hayes 2002, 268). The extended studies by Harter, Schmidt and Hayes (2002, 268) states that it is crucial to constantly stress on the degree of employee engagement and contented and happy employees would be very much motivated in the organisation (McShane and Travaglione 2007, 180). Poornima (2009, 35) has given a hypothesis that statistically, there is a strong relationship between age and difference between expectation and fulfillment levels of employees with regard to monetary and non-monetary compensation practices followed by the organizations (Poornima 2009, 35). The result shown that those aged between 25to28 are not responding positively to monetary motivation. Research shown 85% of the young people want progressive management to inspire them and 52% of them think that the managers are not helping in their development (Robin 2007, 34). Kim (2007, 154) agrees with (Henry 2006, 11) that Generation Y is motivated by the chances to grow and develop, thus they welcome comments and feedback. Therefore, Generation Y would expect organisation to enrol them with training and development program, as well as providing them with feedback for improvement. Failing to do so, goal is not achieved, thus motivation of Generation Y decrease. With that, these create job dissatisfaction in Generation Y. Taking consideration of Poomima and Kim’s studies, Generation Y is a group of people who are more intrinsically driven rather than monetarily motivated. Work Involvement In today’s context, organisation should anticipate expectations of their employees through their psychological contracts if they want to gain their loyalty (Mario, Sandra and Dr. Ljiljana 2010, 236). Mario, Sandra and Dr. Ljiljana (2010, 236) agrees to Rousseau that the main difference between new and old psychological contracts lies in the lack of job security. She proves this by quoting an employee of a telecommunication company who says that: â€Å"It used to be that working for the company meant being part of a family (Mario, Sandra and Dr. Ljiljana 2010, 236). As organisation moves towards the modern era, the younger generations are beginning to fill up most of the positions. Tulgan (2009, 3) shared that Generation Y is so far the hardest generation to manage. While organisation expects employee to stay loyal to the company, Generation Y, a group with high expectation and believe in their capability tends to switch jobs to satisfy their hunger for fast career advancement (Tulgan 2009, 3). Another contributing factor to the frequent job switch is the Generation Y’s expectation; they are constantly looking out for jobs that provide training (Sue and David 2008, 368). Sara and Ans (2010, 256) have come up with two hypothesizes. â€Å"The level of careerism will be emphatically related with psychological contract expectations in account of job description, employment development, training, and monetary rewards. The level of careerism will be cynically related with psychological contract expectations in account of social environment, work-life balance, and employment assurance† (Sara and Ans 2010, 256). The first hypothesis does make sense as the three factors mentioned act as a motivator to increase the level of careerism. However, the second hypothesis is countered by the research of Sue and David (2008, 368) which points out that â€Å"although Generation Y has a desire for defined goals and managerial reinforcement in what is to be done, they also crave for autonomy and flexibility in decision making process. Furthermore, despite being autonomous, they are viewed as being emotionally needy and consequently, continuously looking for acknowledgement and commendation. In terms of work, they are power thirst. However, they do look upon work life balance and if given a choice will choose family and friends rather than work†. Evaluation Given the unique characteristics of Generation Y, it is difficult for the organization to determine their psychological contract with the organization, thus making it a challenge for the organization to come up with strategies to motivate and retain these â€Å"potential job switchers†. Demanding for power in workplace, yet craving for work life balances; organizations have to come up with plan to satisfy these employees before they can be aligned and work towards the same goal. Event such as Bring Your Child to Work promotes work life balance yet not disrupting the normal working procedure. Organizations can consider such event to strike a balance for the employees. Employee disengagement is one of the crucial explanations for organization turnover. With this getting more and more common in the organization (Pech and Slade 2006, 22), management should seek to understand the reasons behind the dissatisfaction and explore the psychological contract between them and the employees to reduce the possible unhappiness, thus creating a conducive work environment. Conclusion The concept of psychological contracts is characterised by dynamic features. They are continuously adjusted to new trends in the working environment. A triumphant resolution to the productive handling of employee engagement kicks off with recognition of the uniqueness of each employee. Accessing the factors influencing their needs and perception after presuming that employees are engaged is an fallacious way and is not very much encouraged. Psychological contracts can encompass various areas such as work involvement and job satisfaction. However, psychological contracts involve many other factors. For instance, human resource practices such as employees’ relation and welfare, training and development, and compensation and benefits (Saks 2006, 613). Therefore, effective understanding of psychological contracts would require organisations to contemplate the perception of individual employees towards the influencing variables. Franking speaking, how many organisations are prepared to go for the extra mile for the employees? Even though the organizations may acknowledge the significance of psychological contracts, it is intricate to get to a mutual understanding for both the organisation and employee. Organisations may only see the link between the understandings of psychological contracts in both aspects with beneficiary outcomes as a theoretical model, thus are not convinced that their employees can make it happen. Every employee is unique. They have different needs and perceptions in terms of psychological contracts with the organisation, which may also change over time. This would also mean that the organizations have to take into consideration of the incalculable factors catering to the different employees. Is this cost and time efficient? Management would rather spend the time on the operations and focus on the visible and instant results. Nevertheless, there are organizations that are still prepared to spend their effort working on psychological aspect in employees. Personally, I feel that understanding of psychological contract is essential to organization success. However, it is very much reliant on the distribution of time, effort and loyalty of the organizations to form a successful understanding and alignment of the psychological contracts between themselves and their employees.

Bal Gangadhar Tilak Essay

Born in a well-cultured Brahim family on July 23, 1856 in Ratangari, Maharashtra, Bal Gangadhar Tilak was a multifacet personality. He is considered to be the ‘Father of Indian Unrest’. He was a scholar of Indian history, Sanskrit, mathematics, astronomy and Hinduism. He had imbibed values, cultures and intelligence from his father Gangadhar Ramchandra Tilak who was a Sanskrit scholar and a famous teacher. At the age of 10, Bal Gangadhar went to Pune with his family as his father was transferred. In Pune, he was educated in an Anglo-Vernacular school. After some years he lost his mother and at the age of 16 his father too he got married to a 10-year-old girl named Satyabhama while he was studying in Matriculation. In 1877, Tilak completed his studies and continued with studying Law. With an aim to impart teachings about Indian culture and national ideals to India’s youth, Tilak along with Agarkar and Vishnushstry founded the ‘Deccan Education Society’. Soon after that Tilak started two weeklies, ‘Kesari’ and ‘Marathi’ to highlight plight of Indians. He also started the celebrations of Ganapati Festival and Shivaji Jayanti to bring people close together and join the nationalist movement against British. In fighting for people’s cause, twice he was sentenced to imprisonment. He launched Swadeshi Movenment and believed that ‘Swaraj is my birth right and I shall have it’. This quote inspired millions of Indians to join the freedom struggle. With the goal of Swaraj, he also built ‘Home Rule League’. Tilak constantly traveled across the country to inspire and convince people to believe in Swaraj and fight for freedom. He was constantly fighting against injustice and one sad day on August 1, 1920, he died. Bal Gangadhar Tilak was one of the prime architects of modern India and is still living in the hearts of millions of India. Bal Gangadhar Tilak, a man of an indomitable energy and a new vision, was born in Maharashtra in 1856, of the caste of Chitpavan Brahmins, who had ruled over Shivaji’s empire. He was born thirty-eight years after the final British conquest of Maratha power. He was a scholar of the first rank, educator, journalist and first among the leaders of new India. Tilak learned of the values of Bharatdharma as a child in his home at Ratnagiri. His father was an educator and he carefully tutored the boy in Sanskrit and Mathematics, and his mother helped to mould his firm character and to teach him the values of his classical heritage. From both parents he learned a healthy veneration for spiritual values, and he learned that he shared the history of the Marathas, that he was heir to a glorious martial tradition. His religious or spiritual orientation, the product of his family’s devoutness, was apparent in his later writings, as when he wrote, ‘The greatest virtue of man is to be filled with wonder and devotion by anything in the animate and inanimate creation that suggests inherent divinity.1 He also made continuous reference to the great Shivaji and the history of his Maratha people, the fiery tradition of their independence, their war against the Mogul Empire to restore Swaraj and to save the Dharma. The Maratha people had not forgotten that they had been free, that Swaraj had been their birth-right. From his childhood, he inherited a vision of a new India arising, firmly based on the spirit and traditions of her civilization and her past. Tilak had an English education, but he was far less denationalised than most students of his generation, for he specialized in Mathematics and Sanskrit, and, if anything, his education brought him closer to the sources of his heritage. When he studied law, he concentrated on classical Indian Law, reading nearly all the great books of law and legal commentaries in Sanskrit. His study of Sanskrit was a life-long occupation and he was recognised as one of India’s leading Sanskrit scholars. Relying upon his knowledge of this ancient language and his mathematical training, he wrote Orion, Studies in the Antiquity of the Vedas, in which he explored the thesis that the Rig Veda was composed as early as 4500 B. C., basing his evidence on astronomical calculations from the Sanskrit texts. This work  gained him recognition in the Western world for his scholarship in Oriental studies. His second great book was again on the Vedas, The Arctic Home of the Vedas, in which, relying upon astronomical and geological data, he argued that the Aryans probably originally lived in the far northern reaches of the Asiatic continent. This book is credited as being one of the most original and unusual works in Sanskrit scholarship. The Vedic Chronology was a posthumously published volume of his notes and further researches. His greatest work was the Gita-Rahasya, a philosophical inquiry into the secret of the teaching of the Gita, the holiest book of Aryadharma. In this volume he reinterpreted the Gita in its classical sense, restoring the proper emphasis to the philosophy of action, Karma-Yoga, and his is considered one of the outstanding studies of the Gita in modern Indian literature. The Gita-Rahasya assured Tilak’s place among the greatest of India’s scholars and philosophers. His classical studies enabled him to recapture the spirit of India’s classical philosophy of life. In his heart of hearts he always remained a humble student of India’s greatness. Even after he had become the foremost political leader of India, he often said that he wished he could devote his life to teaching Mathematics, and pursuing his scholarly researches into the wisdom of India’s ancient civilization. Soon after the completion of his university education, Tilak embarked upon his mission in life. As he was deeply interested in education and public service from his young age, he resolved to dedicate his life to the cause of reorientation of Indian education and drastic social and political reforms. In these ventures he was joined by his best friends, G. G. Agarkar and Chiplunkar. All of them wanted, as N. C. Kelkar has written, ‘the nation to know itself and its past glories, so that it may have†¦.confidence in its own strength, and capacity to adapt itself wisely and well to the new surroundings, without losing its individuality’. 2 Hence, Tilak, assisted by his friends, started the New English School in 1880. The institution was such an immediate success that they founded the Deccan Education Society in Poona, and the next year started the famous Fergusson College. Simultaneously, they began editing and publishing two newspapers, the Kesari, a Marathi-language Weekly, and The Mahratta, its English-language counterpart. All these young men dedicated themselves, their lives and their  fortunes to popular education through their schools and through their newspapers. But soon a sharp difference arose between Tilak and his friends over the question of social reform. As a result, Tilak could not remain for long associated with the Deccan Education Society, and he, ultimately parted with his co-workers. It was finally decided at the end of 1890 that Tilak should purchase the Kesari and The Mahratta and devote himself to journalism, while Agarkar and other social workers would have a free hand in the Deccan Education Society. As an editor, Tilak was unsurpassed. The Kesari and The Mahratta, under his guidance, were always tremendously influential and came to be financially successful. His sincerity and unflinching sense of dedication led him to champion the causes of his people against any and all who would be unjust, autocratic or opportunistic. As editor of the Kesari, Tilak became the awakener of India, the Lion of Maharashtra, the most influential Indian newspaper editor of his day. It was as editor that Tilak began his three great battles–against the Westernizing social reformers, against the inert spirit of orthodoxy, and against the British Raj. It was as editor that he became a leader of the new forces in the Indian National Congress and the Indian nation. Tilak’s first reaction was to the Western civilization’s system of values. He rejected the ideology of those intellectuals who based their programme of social and political action almost entirely on the philosophy of life of nineteenth century Europe. These intellectuals were truly more the products of Western civilization than Indian. Tilak, unlike them, was not prepared to reject India’s own philosophy of life in order to imitate the philosophy of the British. He recognised that the social order in India needed a drastic reform, but instead of judging Indian social practices by the standards of the West, he interpreted them and looked for their reform from Indian standards. Aurobindo Ghose exemplified this new approach in writing, ‘Change of forms there may and will be, but the novel formation must be a new self-expression, a self-creation developed from within; it must be  characteristic of the spirit and not servilely borrowed from the embodiments of an alien nature’. 3 Tilak knew that there must be change, but also he knew that a philosophy must guide the remaking of India, and that the crucial question for India’s future was whether that guide, that philosophy, would be Western or Indian in inspiration, He wrote, ‘It is difficult to see the way in darkness without light or in a thick jungle without a guide’. And he rejected the rationalism and scepticism of Western philosophy, when he remarked that ‘mere common sense without faith in religion is of no avail in searching for the truth’. In the era of the religious and philosophical renaissance of Bharatdharma, Tilak sought the guidance of India’s own philosophy. Undoubtedly, his initial motive was not to rediscover a theory of social and political action but rather to find a satisfying personal philosophy of life. In his private life, he attempted to rediscover and reapply the Indian philosophy of life. And his achievements in private and public life gave h im a basis for building up a new theory of political action, obligation and ordering. His first task was to look behind the atrophied forms of religious orthodoxy and custom, to find the values that had built the Indian civilization. Tilak recognised that ‘the edifice of Hindu religion was not based on a fragile ground like custom. Had it been so, it would have been levelled to the ground very long ago. It has lasted so long because it is founded on everlasting Truth, and eternal and pure doctrines relating to the Supreme Being’. 4 This truth was not recognised by the Westernized intellectuals, in their obsession with the remaking of India according to their own image. But, on the contrary, Tilak started with a faith in the spiritual purpose of human life, which the ancient Indian philosophy taught. And he regarded spiritual good as the basis of social good. He wrote: ‘The structure of faith collapses with and the collapse of faith in the existence of the soul. The doctrine of soul-lessness removed the need for faith. But when faith thus ceased to be an organic force binding society together, society was bound to be disrupted and individuals living in a community were sure to find their own different paths to happiness. The ties which bind society in one harmonious organization would be snapped, and no other binding principle would take their place. Moral ties would loosen, and people would fall from  good moral standards.5 His personal life was based on this ‘structure of faith’ and the moral purposefulness provided by this foundation remained with him throughout his life. No creed that doubted the existence of the soul or the spiritual purpose of human life could inspire Tilak or his people; thus the rediscovery of faith as the ‘organic binding force’ was the first principle in his emerging philosophy. From the idea of spiritual rediscovery Tilak, like Aurobindo Ghose and others, developed a personal philosophy of life, firmly based on the knowledge that ‘the individual and the Supreme Soul are one’, and that the ‘ultimate goal of the soul is liberation’. He explored the wisdom of the Real and the relative worlds, the meaning of creation, and the moral working out of the cosmic evolution towards liberation. From this foundation he understood the purpose of life, to live in accord with dharma, the integrating principle of the cosmic order. As Aurobindo Ghose wrote of the Indian philosophy of life, ‘The idea of dharma is, next to the idea of the Infinite, its major chord; dharma, next to spirit, is its foundation of life’. 6 Once these principles were accepted, Western rationalism and scepticism, materialism and utilitarianism could hold little appeal. It was from this basic understanding that he began his criticism of the Westernizers who would destroy this wisdom and these values. It taught them to love and respect, not the forms of atrophied orthodoxy, but rather the spirit of the total Indian philosophy, the way of life and wisdom of life of the Indian civilization. India’s civilization and her history provided Tilak the new insight for his theory of social and political action. He felt that there was no reason for India to feel ashamed of her civilization when campared with the West. On the contrary, India should feel great pride. Indian values were different from but not inferior to Western values. The Westernized intellectuals, who abhorred India’s value system and who wanted to change and remake India in an alien faith, were quite wrong, for as Tilak reminded them, ‘How can a man be proud of the greatness of his own nation if he feels no pride in his own religion?’ It was Bharatdharma that provided an understanding of the moral purposefulness of the universe, which is the necessary basis of a philosophy  of life, and it provided them with a guide to concrete action in personal, social and political matters. It was with this perspective and this inspiration that Tilak and other genuine nationalists began their battles for the creation of a new India. Relying on a realistic appraisal of the world as Tilak found it, he set about not to remake India in the image of an alien system of values, but to recreate India on the foundations of her own greatness. From an Indian philosophy of life he began to construct an Indian philosophy of social reform and of politics that was to become the political theory of the Indian Independence Movement. Tilak believed in Aryadharma, but he was never a blind follower of orthodoxy. He did not ignore the obvious evils of the atrophied social system which were repellent to the social reformers and instigated them to take action. But he became the foremost of those in India who opposed the extremist measures of these social reformers. But the very fact that he was educated and that he refrained from joining the reformers indicted him as a defender of orthodoxy in the eyes of the extremists. He was condemned by the extremists as a reactionary, as the spokesman for backwardness. Nothing could be farther from the truth. He earnestly hoped to see of the evils of the Indian social system removed, the entire system reformed, and to this end he brought forward his own concrete proposals for improving social conditions. He was a staunch advocate of progress. At the same time, he relentlessly fought against the grandiose schemes of the Westernizing reformers. Instead of schemes he wanted concrete programmes for the he alleviation of real and pressing needs of the people. His reform work was direct, as in the case of the famine relief programme, the textile workers’ assistance, the plague prevention work. Tilak was not an arm-chair reformer; he was a worker with and for the people. His objection to the social reformism of men like Mr. Justice Ranade and his disciple, Gopal Krishna Gokhale, Professor Bhandarkar, Byramji Malbari, Agarkar and the others, was two fold. First, without a full appreciation of the values that had been preserved and transmitted by the social system,  these men were willing to discard virtually everything, to remake India almost totally in the image of the West, and to base Indian social forms on the values they had learned from their Western education. To Tilak, it was folly, it was criminal, to banish everything created by India’s civilization because Indian values and Indian religion did not coincide with the nineteenth century European notions of materialism, rationalism and utilitarianism. He knew their obsession was contrary to common sense and good practice. He once wrote: ‘†¦.a number of our educated men began to accept uncritically the materialistic doctrines of the Westerners. Thus we have the pathetic situa tion of the new generation making on their minds a carbon copy of the gross materialism of the West’. 7 And he went on to remind the social reformers that ‘our present downfall is due not to Hindu religion but to the fact that we have absolutely forsaken religion.’ Second, since the reformers could not inspire mass popular support for their imitative social reform programme, they sought to enforce reform through administrative fiat, to rely upon the coercive power of the state, the alien state of the British rule, to effect social change. From Tilak’s viewpoint, to remake India in the image of the West would mean to destroy her greatness; and to use the force of an alien rule to impose any kind of reform would be to make that reform itself immoral. Reforms, to Tilak’s mind, must grow from within the people. Since he accepted this proposition as true, it logically followed that attempts to coerce the community to accept them were absurd. Reform, according to him, would have to be based upon the value system of the people and not on the values taught to the Westernized few in an alien system of education. The answer lay, he believed, in popular education which must be initiated with an understanding of the classical values and must proceed to recreate the vitality of those values in the forms of social order. Since the classical values were thoroughly intermixed with popular religion, he believed that ‘religious education will first and foremost engage our attention.’ In this way a new spirit will be born in India. India need not copy from some other civilization when the can rely on the spirit of her past greatness. As D. V. Athalye has written ‘The difference was this, that while Ranade was  prepared, if convenient, to coquette with religious sanction to social order, Tilak insisted that there should be no divorce between the two’. 8 proceeded to take action in accordance with his conviction. Because he wanted genuine reform and not simple imitation of Western life and manners, and because he believed that such reform must come from the people themselves and not from a foreign government, Tilak was led to advocate two causes which were to become his life’s work. First, he fought to reawaken India to her past and to base her future greatness on her past glories. Second, knowing well that real progress can only be made by a self-governing people, knowing that moral progress can only be made through moral and democratic decisions, knowing, therefore, that Swaraj or self-rule was the prerequisite of real social, political, economic, cultural and spiritual progress, Tilak began to think in terms of the restoration of Swaraj. The social reformers were prepared to criticise almost everything Indian, to imitate the West in the name of improvement, and to rely upon the power of a foreign government to bring about this improvement. They were convinced that only by social reform would they earn political reform; that, therefore, social reform must precede political reform. Tilak argued just the contrary way, that political reform must precede social reform; for it is only popular self-government that is moral government, that it is only moral government that can create moral social change; and, therefore, self-rule is necessary, and the first object which must be pursued is the awakening of the people to their heritage of self-rule. Tilak’s approach being more realistic and founded on solid moral values, he could perceive more clearly the root causes of the Indian social evils than did his social reform opponents. He felt that it was not simply the forms and practices of Indian society which had to be changed if meaningful social reforms were to be brought about. He sensed that abusive social practices were the direct outgrowth of the ‘spirit of orthodoxy’ which filled the forms of social order and inertly resisted change. This spirit had resulted from a thousand years of instability, defeat, foreign overlordship, defensiveness and inflexibility. Therefore, effective reform, Tilak believed, must ultimately depend upon a reawakening of the true, vital,  life-affirming spirit of the Indian people and civilization. Instead of criticising social form as the great evil, he began his battle with the atrophied spirit of orthodoxy while still engaged in his battle with the Westernized reformers. He wrote: ‘†¦..just as old and orthodox opinions (and their holders the Pandits etc.,) are one-sided, so the new English educated reformers’ are also and dogmatic. The old Sastries and Pandits do not know the new circumstances whereas the newly educated class of reformers are ignorant of the traditions and the traditional philosophy of Hinduism. Therefore, a proper knowledge of the old traditions and philosophies must be imparted to the newly educated classes, and the Pandits and Sastries must be given information about the newly changed and changing circumstances.’ 9 His battle was not characterized by abhorrence for the old spirit because he understood it and the role it had played. The spirit was locked up in forms, rituals, and customs, that had become virtually dead things. The orthodox spirit had served its purpose because it has transmitted classical values to a new generation who could understand them and bring about the necessary rebirth and reapplication of those values. The degraded aspects of the spirit of orthodoxy were lethargy, indolence, exclusiveness and inaction. They had fed on disunity and divisiveness, born of defensiveness and rigidity, and from this had arisen casteism in all its worst manifestations, defeatism and fatalism, the loss of the ideal of harmonious social cooperation, of courage and of self-respect–in a word, the dynamics of the classical philosophy of life had been perverted into negation and passivity. This spirit, Tilak believed, was harmful to India’s progress, and it was with this spirit that he did battle. Atrophied orthodoxy had no religious justification. Its spirit was in part the perversion and negation of the world and of the classical concept of the fulfilment of the purpose of life, the union of man with his Creator. But Tilak also realized that mere philosophical disputation was not enough for the re-awakening of India, and it required change in the hearts of people and not, as the reformers believed, change in the forms of institutions. As an editor who had always dedicated himself to popular  education, he first reached the people. As his chief colleague, N. C. Kelkar, wrote, ‘Through his paper, the Kesari, he exercised an immense influence over the masses, and it is this influence that is mainly responsible for the infusion of a new spirit among the people’. 10 He was a sincere, forceful speaker, and he taught from both the classroom and the public platform his new message of awakening India. Perhaps, the most effective way in which he reached the people was through the celebration of national festivals. He was instrumental in popularizing two great festivals, one to Ganapati, the Hindu deity of learning and propitiousness, and the other, a festival to revive the memory and glo ry of Shivaji, the liberator of Maharashtra, and the restorer of Swaraj through his fight with the Mogul Empire. He especially emphasised the dynamic spirit of Shivaji. He wrote, ‘It is the spirit which actuated Shivaji in his doings that is held forth as the proper ideal to be kept constantly in the view of the rising generation’. To keep this spirit in constant view, Tilak worked ceaselessly to reach the people and to educate them through the festivals. Throughout Maharashtra, he carried his doctrine, he waged his battle. Education through religion and history, through the association in the popular mind with gods and heroes, through recreating an appreciation of the heritage of the past as a guide to the future–this was the way he conducted his battle. He soon became the first articulate spokesman for the no-longer silent, tradition-directed, masses of India. He became the defender and the awakener of India’s philosophy of life. He taught first the dharma of action. This philosophy of action he drew from the Gita. He reminded the people that India had not become a great nation through negativism and indolence, but rather through a dynamic willingness to meet the problems of the day and to solve them morally. This was the greatest need of the present day. He often said such things as, ‘No one can expect Providence to protect one who sits with folded arms and throws his burden on others. God does not help the indolent. You must be doing all that you can to lift yourself up, and then only you may rely on the Almighty to help you’. 11 Along with the dharma of action, Tilak taught the dharma of unity to the  people of India. The unity of India, the unity of the Indian civilization, is Bharatdharma, the spiritually-based and spiritually-dedicated way of life. The spirit of orthodoxy had done injustice to that way of life. It had compartmentalised society, it had placed men in segregated and exclusive caste communities that were inimical to the feeling of common heritage and common cause. The true spirit of Varnashrama-dharma was harmony and cooperation and unity, and this spirit Tilak sought to reawaken through religious education. He wrote, ‘It is possible to unite the followers of Hinduism by the revival and growth of the Hindu religion’, for ‘the Hindu religion does not lie in caste, eating and drinking’. The Ganapati and Shivaji festivals served the purpose of bringing people together. People who worship a common deity, people who recognise a common historical tradition will, in his mind, be able to stand together, to overcome the disunity of social form and to work together for the common good. Tilak envisaged a unity of all the people of India, united among themselves and united with their traditions, united to face the future by the common ideals they held. In this way, through common, united effort, social evils could be corrected by the people themselves, and, moreover, the spirit of national revival, the restoration of national self-respect, essential for gaining self-rule, depended upon the restoration of national unity and mutual respect. Thus through his messages of action and unity and as editor of the Kesari and The Mahratta, Tilak became the acknowledged ‘awakener of India’. As editor of his newspapers, he also became active in political affairs. After he left the Deccan Education Society in 1889, he joined the Indian National Congress, hoping that it would be instrumental in further uniting the nation and in securing political reforms. He held a post in the Congress as early as 1892, as secretary of the Bombay Provincial Conference. At the same time, he actively participated in public affairs, holding public office on several occasions. In 1894, he was elected a Fellow of the Bombay University, and next year he held a post in the Poona Municipality. For two years he was a member of the Bombay Legislative Council, but, he called the completely circumscribed powers and the work of this body a ‘huge joke’. He did not  seek public office because he desired a political or governmental career but rather because it was one means, among several, which he chose to utilize to further the causes in which he strongly believed. But he soon realized that holding public office was one of the least effective ways of promoting his ends, and, more important, he Soon realized public office under the alien raj was self-defeating. About this time he also began to become disillusioned with the programme and policies of the Moderate-dominated Congress. His fighting spirit was antagonised by the predominant Congress attitude of pleading for reform and passing mild resolutions of protest against the abuses of the administration. The Congress was not coming to grips with the real problems of the people. In 1896, he publicly announced his disagreement with the policies of the Congress in writing, ‘For the last twelve years we have been shouting hoarse, desiring that the government should hear us. But our shouting has no more affected the government than the sound of a gnat. Our rulers disbelieve our statements, or profess to do so. Let us now try to force our grievances into their ears by strong constitutional means. We must give the best political education possible to the ignorant villagers. We must meet them on terms of equality, teach them their rights and show how to fight constitutionally. Then only will the government realize that to despise the Congress is to despise the Indian Nation. Then only will the efforts of the Congress leaders be crowned with success. Such a work will require a large body of able and single-minded workers, to whom politics would not mean some holiday recreation but an every-day duty to be performed with the strictest regularity and utmost capacity.’ 12 As he had relied on democratic social action through religious education, Tilak now relied on political education to rally the people behind the cause of political reform. He, therefore, began, through the pages of the Kesari and through an organisation of volunteer famine relief workers, to inform the poverty stricken peasants of their legal rights. He urged the people to protest against govern ­mental inaction. He sent out volunteers to collect detailed informa ­tion on the devastation in rural areas which he then forwarded to the government to support his case. He printed and distributed a leaflet explaining the provisions of the Famine Relief Code to the people  and urged them to take their case to the government. His efforts informed and aroused the people and alienated the bure ­aucracy. On the heels of the famine Poona was stricken by an epidemic of plague. The city was in a panic. Tragically, many of the educated, many of the leading social reformers, fled the city; T ilak did not. He offered his services to the government and went through the plague infested districts of the city with the Government Sanitation Teams. He opened and managed a hospital for plague victims when government facilities proved inadequate. He established a free kitchen, and did everything within his power to alleviate the tragic condition of the people. If social reform meant anything, it meant tireless work on behalf of the people in the time of their greatest need. His famine and plague work marked Tilak as the greatest social reformer and national hero of the country. He was acclaimed the Lokmanya, the honoured and respected of the people. The British bureaucracy and the Anglo-Indian press recognised that Tilak was an emerging leader of the people and of a new spirit in India. Those who lacked foresight began to fear him. When, in the tense atmosphere of famine and plague-racked Poona, a young man assassinated Rand, the British official in charge of plague relief, many of those who feared him were quick to blame Tilak for the death, although he had no knowledge of the incident. Nevertheless, he was convicted and sentenced to two years’ imprisonment. This was not to be Tilak’s last imprisonment. For two decades he was persecuted by the British Indian Government because they saw in him the greatest challenge to their rule over the Indian Empire. But Tilak was not an ordinary man who could be cowed down by such threats and persecutions. He remained undaunted throughout. He had fought against injustice, he had argued against the placating policies of the Moderates, and he now began to put forward a positive political programme centred round the concept of Swaraj, self-rule for India. As early as 1895, he had begun to preach the necessity for Swaraj. He came to realize that self-rule must precede meaningful social reform, that the only enduring basis for national unity and national self-respect must be national self-rule, In 1895, he had reminded the people that Shivaji had recreated Swaraj as the necessary  foundation of social and political freedom and progress and morality. His historical and philosophic frame of reference is clearly set out in his writing, ‘One who is a wee bit introduced to history knows what is Swarajya (people’s own government) and Swadharma (people’s own religion), knows the extraordinary qualities that are needed for the founder to establish Swarajya and Swadharma when both of them are in a state of ruin for hundreds of years, knows the valour, courage, guts and brains of Shivaji Maharaj by the dint of which he saved the whole nation from bitter ruin’. 13 His insistence on Swaraj was completely consistent with his personal, social and political philosophy. He approached all issues as a realist. He had the example of his own Maharashtrian history and the categorical imperative of his nation’s philosophy. As Aurobindo Ghose has written, ‘To found the greatness of the future on the greatness of the past, to infuse Indian politics with Indian religious fervour and spirituality, are the indispensable conditions for a great and powerful political awakening in India. Others, writers, thinkers, spiritual leaders, had seen this truth. Mr. Tilak was the first to bring it into the actual field of practical politics’.14 Tilak examined the political problems of his day in the light of ‘the God-given Inspiration’ of India’s civilization. And with the urgency of the situation arising out of the partition of Bengal and the need for an effective programme of political action, he joined the group of the Nationalists and presented a programme and a line of action to the nation. The Nationalists initiated mass political education in terms understandable to the people. Tilak sounded the keynote in saying, ‘To spread our dharma in our people is one of the aspects of the national form of our religion’, because, in his opinion, ‘Politics cannot be separated from religion’. Exactly the same opinion was expressed later on by Mahatma Gandhi. The reason for political education and political action was not merely the injustice of foreign rule, not merely the arbitrary partitioning of Bengal. Self-rule was a moral necessity, the achievement of self-rule was the dharma of all self-respecting men. As he later wrote in the Gita-rahasya, ‘The  blessed Lord had to show the importance and the necessity of performing at all costs the duties enjoined by one’s dharma while life lasts’. And, for Tilak and the Nationalists, ‘Swaraj is our dharma’. Political action would alone accomplish the national dharma. In order that India solve her own destiny, the first essential, as in the case of the awakening of India, was the call for action, for a new spirit of courage and self-sacrifice. Only a pride in history and the values of India’s own civilization could inspire men to the task ahead. Tilak movingly wrote, ‘To succeed in any business with full self-control and determination, does not generally happen in spite of our valour, unless a firm conviction is engendered in our minds, that we are doing good work and God is helping us and that the religious instinct and the blessings of the saints are at our back’.15 It was with this firm conviction that Tilak and the Nationalists set out to arouse the nation to political action for the creation of its own destiny. Tilak and the Nationalists presented the nation with a three-fold programme for effective, practical, political action. The three principles were boycott, Swadeshi and national education. Originally, they were designed for use in Bengal, as the most effective way to bring the British administrators to their senses over the issue of the partition. But it was soon decided, however, that the entire nation could well cooperate with Bengal in following this threefold programme and thus increase tremendously the pressure on the British. And it was further taught that the great wrong, the significant evil, was not alone that an alien raj had partitioned the province of Bengal, but actually that Bengal was only a symbol, that an alien raj ruled autocratically over the whole nation of India, and that it was to alleviate this wrong that the programme was to be employed. Boycott initially involved the refusal of the people to purchase British-manufactured goods. It was started as a measure designed to bring economic pressure on the British business interests both in India and abroad. If British business could be moved, then the business could be counted on to move the British raj. But soon the boycott movement took on far more significant aspects than merely economic pressure. The Nationalists saw that the whole superstructure of the British Indian administration, that  the British system of rule over India, was based upon the willing, or at least unthinking, cooperation of the Indian people. Tilak was one of the first to discern this, and he realized that boycott could be expanded to the point of jeopardizing the foundation of the whole British administrative machinery in India. In a speech at Poona, as early as 1902, he urged, ‘You must realize that you are a great factor in the power with which the administration in India is conducted. You are yourselves the useful lubricants which enable the gigantic machinery to work so smoothly. Though downtrodden and neglected, you must be conscious of your power of making the administration impossible if you but choose to make it so. It is you who manage the railroad and the telegraph, it is you who make settlements and collect revenues, it is in fact you who do everything for the administration though in a subordinate capacity. You must consider whether you cannot turn your hand to better use for your nation than drudging on in this fashion. Boycott gradually moved from the economic into the political sphere; it moved from the arena of Bengal to all-India. Boycott as an all-India political weapon was the first principle of the programme of Tilak and the Nationalist leaders. Boycott fore-shadowed non-cooperation. Swadeshi initially began as a primary economic counterpart to the programme of economic boycott. Swadeshi meant self-help, to rely upon Indian-made goods rather than to patronize the retail outlets of the manufactured produce of Birmingham and Manchester. Beginning in Bengal, bonfires of European clothing lit the night sky, and the people turned to local Indian production of Swadeshi goods. Swadeshi was the first great impetus to industrial development in India. Local Indian production was given the stimulus for its natural growth. But like boycott, Swadeshi soon came to mean a great deal more than simple economic self-sufficiency. If there could be self-help in the economic sphere, then there most certainly could be self-help in all spheres of life. The dharma of action had taught self-respect and self-reliance, and Swadeshi extended self-reliance to self-help in all things. Swadeshi was a tangible way in which to demonstrate the new spirit, Tilak and the Nationalists had been teaching the people. The Swadeshi movement quickly became a movement of national regeneration. Swadeshi was a practical application of love of country. As Tilak said, ‘To recognise the land of the Aryans as mother-earth is the Swadeshi movement’. It was an economic, political and spiritual weapon. Swadeshi was Vande Mataram in action. The third element in the threefold programme for effective political action was national education. Tilak had long before realized that the Western education started by Lord Macaulay and pursued in all the Government-supported schools was ruinous to the future health and well-being of the nation. The younger generations were being educated away from not only their families and the great majority of the Indian people, but also away from the value system of India’s civilization. Government-supported Western education uprooted the youths from their ties to the past and made them Indians in name only. Hence such a system of Western education was repulsive to Tilak and the Nationalists. They pleaded for the establishment of national schools and colleges throughout the country to provide inexpensive and wholesome education emphasising the new spirit of self-help and self-reliance which young people could not expect to receive in the Government-supported institutions. And national education became an integral part of the nationalist programme for the India of the twentieth century. This threefold programme of boycott, Swadehsi and national education was presented to the country by Tilak and the Nationalists and was also presented to the Indian National Congress for its approval and adoption. The programme began primarily as an economic weapon but quickly its political importance was realized and became predominant. The impetus behind the programme was initially a reaction to the partitioning of Bengal, but it soon developed an all-India momentum. The first reason for its use was to induce the government to reunify Bengal, but it soon became a programme for national reawakening and national liberation–Swaraj. Thus, an economic programme became a political programme; a locally centred agitation became a national issue; the cause of altering a specific British policy evolved into the cause of gaining India’s self-determination. Swaraj became the reason and justification for the entire programme and movement led by Tilak and the Nationalists. Tilak realized that Swaraj, the goal of all efforts, was a moral national necessity. He held that the attainment of Swaraj would be a great victory for Indian nationalism. He gave to Indians the mantra: Swaraj is the birth-right of Indians (at the Lucknow Congress of 1916). He defined Swaraj as ‘people’s rule instead of that of bureaucracy’. This was the essence of Tilak’s argument with the social reformers when they sought to have the British Government legislate and enforce social reform measures. Tilak held that unless the people supported the reforms, in effect, unless the people exercised self-rule to legislate and enforce the reforms, the reforms were not only meaningless but also undemocratic and without moral significance. And for pushing his ideal of Swaraj forward, he started Home Rule Leagues in 1916 with the cooperation of Mrs. Annie Besant, which soon became so popular that the Government had to adopt severe repressive measures. But he went on undeterred with the propaganda of Home Rule throughout the country. He intended that a bill should be introduced in the British Parliament for Indian Home Rule, by the good offices of the Labour leaders, although he could not be successful in the attempt. However, the fact that Tilak began his Home Rule agitation in the year 1916 is an eloquent testimony to his keen perception of political realities. Tilak contemplated a federal type of political structure under Swaraj. He referred to the example of the American Congress and said that the Government of India should keep in its hands similar powers to exercise them through an impartial council. Although in his speeches and writings Tilak mostly stated that Swaraj did not imply the negation and severance of ultimate British sovereignty, we have every reason to believe that in his heart of hearts he always wanted complete independence. He once said that ‘there could be no such thing as partial Swaraj’. Self-rule under Dharmarajya either existed fully or did not exist at all. Partial Swaraj was a contradiction in terms. Only the Westernized few who could not understand this could talk in such contradictory terms, could agree to settle for administrative reforms, could not see that ‘Swaraj is India’s birth-right’. Through Swaraj, the revolutionary change in the theory of government, and  through Swaraj; alone, could the destiny of India be fulfilled! This is Tilak’s real meaning when he wrote, ‘Swaraj is our dharma’. Before the people of the nation he set this goal. Next he set about to make it a political reality, to implement the programme to bring about the goal. For the correct implementation of his programme, Tilak urged the method of non-violent passive resistance. Here it must be made clear that many foreign critics regard Tilak as a revolutionary. Chirol, 16 John S. Hoyland17, and several others, think that Tilak believed in armed revolution, that he was responsible for many political murders and that his speeches and articles contained â€Å"a covert threat of mutiny.† But it is not true. Undoubtedly, he supported the action of Shivaji in killing Afzal Khan. He appreciated the daring and skill of Chafekar, as also the patriotic fervour of the Bengal revolutionaries. But, as a moralist he put the highest premium on the purification of intentions. The external action could never be regarded as the criterion of moral worth. Hence if Arjuna or Shivaji or any other ardent patriot did commit or would commit some violent action, being impelled by higher altruistic motives, Tilak would not condemn such persons. But in spite of his metaph ysical defence of altruistic violence, Tilak never preached political murder; nor did he ever incite anybody to commit murder as a political means. A realist in politics though he was, he never taught the omnicompetence of force as Machiavelli or Treitschke did. His realism taught him to act in the political universe in such a way, that his opponents could not take advantage of him. Only by passive resistance and democratic means, he taught, could the united action of the people prove powerful enough to bring about the non-violent revolution that was Swaraj. Boycott and Swadeshi were, in effect, the precursors of the later non-cooperation movement. The passive resistance taught by him and the Nationalists was the precursor to non-violent civil disobedience. Tilak clearly foresaw that violence would be wasteful, and that it would ultimately be ineffectual. Being a realist, he recognised that ‘the military strength of the Government is enormous and a single machinegun showering hundreds of bullets per minute will quite suffice for our largest public meetings’.18 Action must be direct, but, realistically appraising the power of the Government, he urged that it be passive as well. He continually  taught, ‘As our fight is going to be constitutional and legal, our death also must, as of necessity, be constitutional and legal. We have not to use any violence’. 19 Thus Tilak’s method of action was democratic and constitutional. He had stirred the popular imagination and taught the people the necessity for united action. He had constructed a practical programme for the achievement of his political objective. He had defined for all time the purpose of the Indian movement for self-rule–Swaraj–and he had begun to develop the techniques that would be used in the popular movement to realize that goal effectively. Tilak left a monumental legacy to the independence movement. Gandhiji and those who came after Tilak could build upon the work and the victories which he had won. In his battles against orthodoxy, lethargy and bureaucracy he was largely successful. The independence movement, largely through his work, had been victorious, over stagnation, the spirit of orthodoxy that was negative, that compartmentalised rather than unified, and that could not rise to accept the challenges of the twentieth century. Tilak freed the nation from lethargy and stagnation, and in awakening the people, inspired them with a promise of awakening India, an India united, strong and capable of action, self-reliant and on the road to victory. 1 Kesari, june 1, 1897. 2 N. C. Kelkar, Pleasures and Privileges of the Pen, BK. I, p. 121. 3 A. Ghose, The Foundations of Indian Culture, pp. 8–9. 4 S. V. Bapat (ed.), Gleanings from Tilak’s Writings and Speeches, p. 346. 5 Kesari, Spt. 19, 1905. 6 A. Ghose, The foundations of Indian Culture, p 63. 7 Kesari, September 19,1905. 8 D. V. Athalye, The Life of Lokamanya Tilak, p. 54. 9 Kesari, Jan 21, 1904. 10 N. C. Kelkar, Landmarks in Lokamanya Life, p. 10. 11 B. G. Tilak, His Writings and Speeches, p. 277. 12 Kesari, January 12, 1896. 13 Kesari, July 2, 1895. 14 A. Ghose, in Introductory Appreciation to Bal Gangadhar Tilak, His Writings and Speeches, p. 7. 15 Gleanings from Tilak’s Writings and Speeches, p. 121. 16 V. Chirol, India, pp. 121-22. 17 John S. Hoyland, Gokhale, pp. 24-25. 18 B. G. Tilak, His Writings and Speeches, p. 64 and 69. 19 Ibid., p. 229-30. Back Independence Day Speech in English | Essay A very happy Independence day to my honorable Chief Guest, my respectable teachers & parents and all my lovely brothers and sisters. As You all Know Today we have gathered here for celebrating the 68th Independence day of our country. The day when India got freedom against the British Rule after so many years of struggle. On this day we pay tribute to our great freedom fighters like Mahatma Gandhi, Pt. Jawahar Lal Nehru, Bal Gangadhar Tilak, Sarojini Naidu and many others who sacrificed their lives for the freedom of our country. It is on this day in 1947 that Pt. Jawaharlal Nehru addressed the constituent assembly at the Parliament, delivering his famed, eloquent speech, Tryst with Destiny announcing India’s freedom at midnight. This announcement brought about a rise in spirits all over the country, for India was finally realizing a dream to be a free nation, free from oppression and domination under the British rule. It was a historic day as India finally shook off the shack les of British Rule and became free. It was a night of celebration all over the country. This year in 2014, India will complete 67 years of Independence from the colonial Rule and will celebrate it’s 68th Independence day. This day is started with Flag Hoisting ceremonies, Parades and whole day different types of cultural programs & events are organized in India in schools, colleges and offices. The President and PM of India give ‘messages to the country’ . After hoisti the National Flag at the Red fort, the PM give a speech on some past achievements, some moral issues of present time and calls for the  further developments. The PM also salutes and remember to the oblation of the legender patriots of our country in his speech. Despite these the people of India celebrate this day through display the flag at shop, accessories, Car/bicycle and they also watching patriot movies and listening patriot songs and many other things. Every Indians ‘s important duty is that to give full respect the Independence day & National Flag and also understand the importance of this day. But in this modern age, the peoples are enjoying their life as much that they are not giving so importance of this day. We request to that people that at list one time remember to our legender patriot on this day. In this present time in our country there increases a lots of evils issues like Terrorism, Corruption, Women oppression etc All these evils really destroy our culture very badly. We shoul all take pledge to make our country safe and worth living for each and every individual of the society. So, I request all of you to sing with me national anthem ‘Jan-Gan-Man†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬â„¢ . Vande Mataram. Bharat Mata Ki Jai. Thank you everyone & JAI HIND. – See more at: http://www.happyindependenceday2014x.com/2014/07/Independence-Day-Speech.html#sthash.K4Di3xtF.dpuf SPEECH FOR INDEPENDENCE DAY 13/8/2014 A very happy Independence day to my honorable Chief Guest, Head Mistress and my respectable teachers & parents and all my lovely brothers and sisters As You all Know Today we have gathered here for celebrating the 68th Independence day of our country. The day when India got freedom against the British Rule after so many years of struggle. On this day we pay tribute to our great freedom fighters like Mahatma Gandhi, Pt. Jawahar Lal Nehru, Bal Gangadhar Tilak, Sarojini Naidu and many others who sacrificed their lives for the freedom of our country. Today I am going to tell you few words about Lokmanya Bal Gangadhar Tilak. Bal Gangadhar Tilak, a man of an spirited energy and a new vision, was born in Maharashtra in 1856. He is considered to be the ‘Father of Indian Unrest’  He was a scholar of Indian history, Sanskrit, mathematics, astronomy and Hinduism With an aim to impart teachings about Indian culture and national ideals to India’s youth, Tilak along with Agarkar and Vishnushstry founded the ‘Deccan Education Society’. Soon after that Tilak started two weeklies, ‘Kesari’ and ‘Marathi’ to highlight plight of Indians. He also started the celebrations of Ganapati Festival and Shivaji Jayanti to bring people close together and join the nationalist movement against British. In fighting for people’s cause, twice he was sentenced to imprisonment. He launched Swadeshi Movement and believed that ‘Swaraj is my birth right and I shall have it’. This quote inspired millions of Indians to join the freedom struggle. With the goal of Swaraj, he also built ‘Home Rule League’. Tilak constantly traveled across the country to inspire and convince people to believe in Swaraj and fight for freedom. He was constantly fighting against injustice and one sad day on August 1, 1920, he died.