Compensation Strategy Research Paper Example | Topics and Well Written Essays - 250 words

Compensation Strategy - Research Paper Example The second part of a total compensation package is fringe benefits. Some of the fringe benefits that a company can offer its employees as part of a total compensation package are vacation and sick days, medical plan, dental plan, profit sharing, stock option plans, maternity and paternity leave, performance bonuses, wellness program, flexible time, and telecommuting. A profit sharing plan divides a percentage of the net income of the company into a pool that is shared equally among the workers, while a stock option plan allows the employees the chance to purchase stocks of their employer at a discounted price (Dol). These two fringe benefits provide incentive to the employees to produce more because the employees will benefit if the company achieves greater profitability. Flexible time gives the employees a chance to set their work hours during a week. The use of a total compensation package helps a company accomplish its goals by providing the employees with greater

Diversity in American Education Before 1960 Essay Example for Free

Diversity in American Education Before 1960 Essay The diversity in terms of the student population in American education before 1960 was largely dependent upon the issue of racial equality. The push for racial equality in the United States got a boost from the demands placed on all facets of society during World War II. The mobilization effort relied on the black race to win the war and once it was over, there was no turning back. Furthermore, the ideals of freedom and equality, which were the backbone of the Allied war cry and the foundation for the anti-communist Western movement, did not sit well alongside Jim Crow laws and public acts of racial discrimination. The Jim Crow System is also called â€Å"segregation†. It is a process in and through which Southerners may be said to legitimize their racial supremacy over the Blacks or Negroes. It is a system in and through which the central idea is â€Å"differentiation†. The aforementioned differentiation is done on the basis of ethnicity or race. It is therefore not difficult to see that such a system will encounter numerous criticisms due to the implications that result from it. Differentiation entails the recognition that races are different and as such, it creates a political setting that â€Å"separates† races such as the Whites from the Blacks. In addition to this, it also separates and ultimately, limits or confines races such as the Blacks to a social sphere with corresponding social functions that are imposed on them. In line with this, this paper will focus on the manifestations and effects of racial segregation on the American public educational system before 1960. It will do so since the end of racial segregation within the American public school system was largely determined by the effects of the Civil Rights movement as can be seen in the discussion of the Supreme Court Cases on educational and racial equality before 1960. The following cases will show the effects of racial inequality on the diversity of the population in the American public educational system prior to the aforementioned period. In 1954, the United States of America’s Supreme Court decided a landmark case concerning educational and racial equality. In Brown v. Board of Education of Topeka, 347 U. S. 483 (1954), the Court’s ruling is grounded on the principle that the doctrine of â€Å"separate but equal† [this doctrine is referring to the segregation policy, more specifically, the segregation policy in the schools in the U. S. ] will not and cannot provide Black Americans with the same standards and quality of education available for White Americans. The court thus, outlawed the â€Å"racial segregation of public education facilities† for the aforementioned reason. On May 17, 1954 the Warren Court handed down a 9-0 decision which stated, in clear and certain terms, that â€Å"separate educational facilities are inherently unequal†. Chief Justice Warren writes: Today, education is perhaps the most important function of state and local governments. Compulsory school attendance laws and the great expenditures for education both demonstrate our recognition of the importance of education to our democratic society. It is required in the performance of our most basic public responsibilities, even service in the armed forces. It is the very foundation of good citizenship. Today it is a principal instrument in awakening the child to cultural values, in preparing him for later professional training, and in helping him to adjust normally to his environment. In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education. Such an opportunity, where the state has undertaken to provide it, is a right which must be made available to all on equal terms. (1954, np) Moreover, racial segregation, as the court sees it, is against the pronouncements of the Constitution; the segregation of students on the basis of race or ethnicity and the legalization of a segregated public school education through the enactment of certain statutes serving to legitimize the creation and operation of schools that are exclusively for Whites or for Blacks, is clearly, not justified. The Supreme Court’s ruling in Brown v. Board of Education of Topeka remains and is still considered as a turning point in the determination of racial diversity in the educational institutions within the United States. The second case involves an implication of the Brown Cases [Brown Cases since there are Brown I, II and III cases]. Due to the Supreme Court’s verdict that segregation is â€Å"unconstitutional† and of course, due to the increasing rallies, boycotts and protests conducted by the advocates of the Civil Rights Movement, issues regarding â€Å"busing† as an appropriate means by which school administrators may comply with the then seemingly constitutional requirement of â€Å"desegregation†. Swann v. Charlotte-Mecklenburg Board of Education, 402 U. S. 1 (1971) was an important United States Supreme Court case which deals with the busing of students to promote integration in the public school system. After the first trial’s decision in favor of the Board of Education, the Court held that â€Å"busing† was the appropriate solution to address the existing racial imbalance among schools at the time, even where the imbalance resulted from the selection of students based on geographic proximity to the school rather than from deliberate assignment based on race. Busing was done as in the cases of two Northern cities; Boston and New York to ensure that schools would be properly integrated and that all students would receive equal educational opportunities regardless of their ethnicity or race Milliken vs. Bradley 418 U. S. 717 (1974), just like the Swann n. Charlotte-Mecklenburg Board of Education case is also another case concerning â€Å"busing†. Specifically, the Milliken vs. Bradley case deals with the â€Å"planned forced busing† of public school students across district lines among 53 school districts in Detroit. Hence, the case is also a consequence of the Brown v. Board of Education of Topeka case. The Court held that â€Å"[w]ith no showing of significant violation by the 53 outlying school districts and no evidence of any interdistrict violation or effect†, the district court’s remedy was â€Å"wholly impermissible† and not justified by Brown v. Board of Education (Milliken vs. Bradley 418 U. S. 717, 1974, np). The following statement by Friedman echoes the ramifications of the Milliken v. Bradley case The world was made safe for white flight. White suburbs were secure in their grassy enclaves. Official, legal segregation indeed was dead; but what replaced it was a deeper, more profound segregation Tens of thousands of black children attend schools that are all black, schools where they never see a white face; and they live massed in ghettos which are also entirely black. (Friedman, 2004, p. 296) Another case set during 1974 shows the conditions of diversity in the American public school system prior to 1960. Morgan v. Hennigan is a class action suit on behalf of fifteen Black parents and 43 children which found the Boston School Committee guilty of maintaining a dual, that is, segregated school system. In a court order issued by Garrity, imposed or forced busing will be done on the city of Boston in order to achieve racial balance in public schools. The aforementioned court order was based on a complex system of racial parity and ignored previous busing solutions. The Boston School Committee, according to the ruling of the court, through various means and capacities violated the constitutional rights of the plaintiffs by imposing segregation in terms assigning students to other areas, segregating residential patterns, transportation and grade system policies, to name a few. The School Committee thus, violated the Fourteenth Amendment of the Constitution because instead of ensuring that Black children be given equal protection under the law, the segregation policies instead placed the Black children in an unfair disadvantage. The proper course of action that schools should take according to the court is to enact policies that will eliminate racial discrimination and not its converse. We will now discuss Boston Busing in the light of Ronald Formisano’s Boston Against Busing: Race, Class, and Ethnicity in the 1960s and 1970s. Formisano’s conclusion regarding busing was that it is a failure. The main aims of desegregation are supposedly, educational equality and racial equality. Both aims however, were never achieved. The desegregation and affirmative action policies were results of the Civil Rights Movement and the Supreme Court rulings on the cases discussed earlier. History reveals that the expedited implementation of these policies was not beneficial to the American society since it involves an overhaul of large areas of American civil society and political culture. This construal may be strengthened by the â€Å"White Backlash Movements† in Boston. Formisano sees the White Backlash [as in the case of Boston] as a reaction to the implemented â€Å"forced busing†. He further defines the White’s reaction as a â€Å"reactionary populism† involving the middle, working class moved by a sense of â€Å"threat† regarding the policies implemented during the time and the escalating number of White v. Black incidents in the community and schools. It is also interesting to note that the White Backlash, like the Civil Rights Movement of the Blacks lacked a unified reaction and stand on the issue. Whites responded differently, so to speak, on the issue of forced busing. Formisano’s analysis that the White Backlash is moved by a sense of threat is indeed a plausible idea. Other Whites actually support the anti-racial discrimination campaigns but the expedited implementation of desegregation, forced busing and affirmative action threatened their sense of security and their sense of community. In other words, it went too far. Given the aforementioned cases, diversity in American public education before 1960 was largely determined by racial stratification. This however was largely affected by the Civil Rights movement since the movement questioned the main assumption regarding the treatment of individuals with different racial backgrounds. References Brown v. Board of Education of Topeka, 347 U. S. 483 (1954). Friedman, L. (2002). American Law in the Twentieth Century. New Haven: Yale University Press. Formisano, R. (2004). Boston Against Busing: Race, Class, and Ethnicity in the 1960s and 1970s. Carolina: University of Carolina Press. Milliken vs. Bradley 418 U. S. 717 (1974). Morgan v. Hennigan, 379 F. Supp. 410 (1974). Swann v. Charlotte-Mecklenburg Board of Education, 402 U. S. 1 (1971). Warren in Brown v. Board of Education of Topeka, 347 U. S. 483 (1954).

Trainee Accountant Recruitment :: Essays Papers

RECRUITMENT OF TRAINEE ACCOUNTANTS Finding ways to support improvements on traditional approaches is a constant challenge to any field and control professionals, who must be open and receptive to change. Not being afraid of change isn't enough, however; accountants must be excited and motivated about new ways of doing things. With the introduction of Human Resources, people in an organization have taken a new role. Long gone were the days when an accountant is a clerk. In today’s day and age, an employee is an asset for that company. They are a major investment and companies thrive in protecting their interests and development. Human Resources (HR) have developed and now is a full fledged field. Most companies have some sort of Human Resource management. Basically where there is hiring and firing, there is Human Resources activities involved. Whether it is a small firm or a large corporation, Recruitment and Selection is needed in every kind of organization. HR defines the organization objective to its employees. It makes the people involved to be part of the organization and work towards a goal. It also enhances ones responsibilities more clearly. The job activities and profile will be to work towards organizational goal yet at the same achieving personal objectives. Hence, in HR employee’s development is very important whether by relationship building or through training. All kinds of skills are taken into accounts and measure before an employee is hired. Career plans and objectivity in life is top priority as this will determines whether the prospective employee is a good investment or not. A major role of HR is Recruitment and Selection, which will be the topic of this article. The Recruitment and Selection procedure in any organization is most important, as they are the foundation for which the company makes the decision of hiring and invests in an individual. Selection means to choose the best candidate for a particular job, keeping in mind how his goals are in tune with the organization’s goals. HR has made this process of selection sophisticated and more challenging. Educational background and years of experience are no longer the only major pre-requisite. What people know is less important than who they are. Hiring, is not about finding people with the right experience. It's about finding people with the right mindset. These companies hire for attitude and train for skill. A mix of ten different intelligence’s: deductive, inductive, mechanical, memory, numerical, perceptual, reasoning, spatial, verbal, and vocabulary.

Julius Caesar - Summary Of Act I-v :: essays research papers

The Tragedy of Julius Caesar is a play about loyalty, betrayal, love, and deception. There are many characters with fairly in-depth personalities. Some of the main characters are Cassius, the crafty, deceptive, witty man who is the leader of the conspiracy that killed Caesar. Brutus, the noble, honest, honorable man who is one of the key members of the conspiracy. There is also Antony, who is Caesar’s right hand man. He is shrewd and ruthless man, willing to do anything to get revenge for Caesar’s death. Act I is centered around introducing the play and some of its characters. The play opens around a crowd of people waiting for Caesar’s return after his victory over Pompey’s sons. As the parade marches by, a soothsayer bids Caesar to "beware the ides of March." Later in Act I, Cassius persuades the frightened Casca to join the conspiracy during a violent storm. They both plan to visit Brutus later with fake petitions to help persuade Brutus to join the conspiracy. Act II opens with Brutus contemplating whether to join the conspiracy or not when Lucius brings Brutus one of Cassius’s petitions. Cassius and five other conspirators enter. Brutus agrees to become a conspirator, but refuses to take and oath, including Cicero in the conspiracy, and killing Mark Antony. Brutus then leaves with Caius Ligarius for the Capitol. Later in the morning, Caesar’s wife, Calpurnia, begs Caesar not to go to the Capitol. He is finally persuaded to go by Decius. Mark Antony and the conspirators enter, and they all leave for the Capitol together. On the way, Artemidorus tries to warn Caesar of his impending death with a letter, which never makes it to Caesar. Portia sends her servant, Lucius, to the Capitol for news while she speaks with a soothsayer who will try to warn Caesar a second time. In Act III, Caesar, along with the conspirators, makes his way to the Capitol. The soothsayer and Artimedorus both try to warn Caesar to no avail. He is killed at the Capitol, stabbed first by Casca with the words "Speak, hands, for me!" All the conspirators except Brutus follow Casca’s lead and stab Caesar. Caesar tries to fend off all the blows until he sees Brutus’s raised dagger. Caesar dies after Brutus stabs him with the words, "Et tu, Brutè? Then fall, Caesar!" Brutus then explains the conspirators reasons for killing Caesar at his funeral. Julius Caesar - Summary Of Act I-v :: essays research papers The Tragedy of Julius Caesar is a play about loyalty, betrayal, love, and deception. There are many characters with fairly in-depth personalities. Some of the main characters are Cassius, the crafty, deceptive, witty man who is the leader of the conspiracy that killed Caesar. Brutus, the noble, honest, honorable man who is one of the key members of the conspiracy. There is also Antony, who is Caesar’s right hand man. He is shrewd and ruthless man, willing to do anything to get revenge for Caesar’s death. Act I is centered around introducing the play and some of its characters. The play opens around a crowd of people waiting for Caesar’s return after his victory over Pompey’s sons. As the parade marches by, a soothsayer bids Caesar to "beware the ides of March." Later in Act I, Cassius persuades the frightened Casca to join the conspiracy during a violent storm. They both plan to visit Brutus later with fake petitions to help persuade Brutus to join the conspiracy. Act II opens with Brutus contemplating whether to join the conspiracy or not when Lucius brings Brutus one of Cassius’s petitions. Cassius and five other conspirators enter. Brutus agrees to become a conspirator, but refuses to take and oath, including Cicero in the conspiracy, and killing Mark Antony. Brutus then leaves with Caius Ligarius for the Capitol. Later in the morning, Caesar’s wife, Calpurnia, begs Caesar not to go to the Capitol. He is finally persuaded to go by Decius. Mark Antony and the conspirators enter, and they all leave for the Capitol together. On the way, Artemidorus tries to warn Caesar of his impending death with a letter, which never makes it to Caesar. Portia sends her servant, Lucius, to the Capitol for news while she speaks with a soothsayer who will try to warn Caesar a second time. In Act III, Caesar, along with the conspirators, makes his way to the Capitol. The soothsayer and Artimedorus both try to warn Caesar to no avail. He is killed at the Capitol, stabbed first by Casca with the words "Speak, hands, for me!" All the conspirators except Brutus follow Casca’s lead and stab Caesar. Caesar tries to fend off all the blows until he sees Brutus’s raised dagger. Caesar dies after Brutus stabs him with the words, "Et tu, Brutè? Then fall, Caesar!" Brutus then explains the conspirators reasons for killing Caesar at his funeral.

American graffit

Film review of American Graffiti American Graffiti shows the life in early 1960s and it's made by George Lucas in 1973. The movie shows a summer night which happened in a small town called Modesto in California and it describes the adventure night about the teenagers who were graduated from high school. There are four main characters in the film called Curt, John, Terry and Steven. It's describe a life at the end of the summer in a small town called Modesto in 1962. There was a evening about the four best friends and they were graduated from the high school.Curt and Steven decided to leave the town and moved to another places and Curt got the scholarship from the local school, but he had the another though about leaving. When Curt was in the car, he saw a beautiful girl with blonde hair and drive a T- Bird said † I love you† to him, he was so excited and wanted to find the girl while he tried to escape from the gang. Finally, he asked the Wolfman for help, the Wolfman rep ort what Curt wanted to say and the girl called him.Steven was the class president, he also wanted to leave the town but it means e needed to leave his girl friend called Laurie who was the head of cheerleader and Curt's sister, at that night, they tried to talk with each other to solve the problems. At the same time, Terry and John were cruise around the town in the evening, Terry got the car from Steven and he got the confident to try to give a deep impression on Debbie. John, who is seen as the best of the race with his yellow car, he drove the car with Carol who was a passenger by mistake.Bob Falfa wanted to have a race with John because he tough he was the fastest in the village, but he lose the race. The strengths of this film is it shows the culture in the early 1960s, people can knew what's the life about at that time and it shows the decision about their future of these four people. For example, Curt got the scholarship from the local high school, at first he did not want t o leave the town but steven persuaded him to leave the town to see the world how big was, Curt believed steven said and decided to leave. The weakness of this film is involved some violence and about the gang bully people.For example, he gang in the local village saw Curt while he was sitting at their car, they wanted to bully Curt and did some bad things with him. In the car park, they fght with Curt and John saw that to help Curt. Some of the people would imitation what they see on the TV or film, so it's not good for the teenagers. In conclusion, American Graffiti is a good film for us, the story is very funny and it can attracted more teenagers to watch it, let more people to know the culture of early American life and after watch the movie, people can make a good decision about their future. american graffit By cyiu

A Cetainty essays

A Cetainty essays The mind, which has grasped a right theory of knowledge, and has experienced it, that mind is on the road to certaintythe only kind of certainty that is open to the consciousness soul because it has begun to cross the threshold between the objective and subjective worlds. Our perceptions and memory are only reliable to the point of how we judge. We see from our own perception and memory. What the mind perceives is realty. Your life can be greatly affected by the way you think. One thing about perception it doesn't have to be off by much to give you a false picture. We may be looking at the picture through cockeyed glasses. It is very difficult to get an accurate rendering of the true story. We justify and defend our perceptions and memories. We permit our self to judge by what is certain in our perceptions and memories. My experience has been we can see the glass half empty or half full. I chose to see the glass half full. Certainty, is an established fact? To be certain is having no doubt and being positive. One thing we can be truly certain about is one day we will leave this life and earth as we know it today and that is certain. ...

How Most Parents In Middle East Country Decide A Babys Name Essay

How Most Parents In Middle East Country Decide A Babys Name Essay How Most Parents In Middle East Country Decide A Baby's Name – Essay Example Naming conventions in the Middle East: Introduction: The naming conventions in the Middle East and in Islamic culture in general strictly adhere to the Prophets suggestion. According to the Hadith, the parents are required to give meaningful and religious names to their children since the Muslims believe that the childs name reflects their personality and also because they believe that individuals will be called by their names on the day of judgement. Hence the names such as Abdullah or Abdur Rehman which are closer to Allah are suggested by the Prophet. With regard to naming a child the Prophet says "Keep the names of the noble Prophets, Allah loves most the names Abdullah and Abdur Rehman. The most truthful names are Harith and Humam, while the most disliked are Harb and Murrah (war and bitter)" (Isconline.org). Structure:In the Middle East, the child is perceived as a critical generational link within the family unit and hence the name given to the child is of crucial significance . All traditional Arabic / Middle Eastern names are comprised of five key components each signifying the childs past and present familial ties and status in the family unit. These include Ism- which refers to the personal name given to the child. The personal names are mostly adjectives which indicate the desired character or trait that the parents wish for the child. Such as Karim - which means generous, or Mahmud- meaning praiseworthy. This is followed by a Nasab which is the name of one or more of the child’s ancestors. It is indicated by the male prefix ibn which means son of and binte which means daughter of. The kunya is used to connect the father or mother to their decendants; the Iaqab traditionally was title or a nickname and lastly the Nisbah which is the last name of the family or ancestors tribe or city. This last name is mostly used by the family through several generations (Palls, 2008: p. 277).Figure:Source: Basis Technology: Government Users ConferenceReferenc es:Palls, B. P., (2008). Cultural portraits: A synoptic guide. Bloomington, IN: Author House PublicationBasis Technology (2000). Government Users Conference [Online] Available at: [Accessed: Feb 12,2014]Isconline.org (2014). Naming babies [Online] Available at: lsconline.org/naming-babies.html [Accessed: Feb 12, 2014]