Essay on Business Ethics

Essay on Business Ethics Essay on Business Ethics Essay on Business EthicsWhat is the Categorical Imperative? How are the principles of Universalizability, Dignity of Persons, and the Kingdom of Ends derived from this Deontological Theory?Immanuel Kant is an outstanding philosopher who managed to give explanation to various concepts regarding responsibility and morality. Kant states that responsibility can be viewed as moral action that has its value. Kant defined the Categorical Imperative as â€Å"the statement of the moral law, or of supreme principle of morality† (De George 64). According to his philosophy, the principles of duty can make any action a Categorical Imperative, while any purpose that affects an action is Hypothetical Imperative. According to Kant, there can be only one Categorical Imperative, which was identified in his formulas of universal law. The Categorical Imperative is connected not only with the matter of the action, but also it is connected with its form and the principles followed by it. As a resul t, the Categorical Imperatives ignore any purposes and outcomes of the action. De George states that technical terminology of Kant helps to better understand the nature of the moral law. According to Kant’s philosophy, â€Å"the moral law commands categorically, not hypothetically† (De George 64). The Categorical Imperative differs from Hypothetical Imperative. According to De George, â€Å"the Categorical Imperative supplies the basic criterion of morality, even though in ordinary life we tend to solve moral problems by using second-order moral principles or rules†(70). Thus, the Categorical Imperative should not be applied to any situation.   One of the examples of the application of the Categorical Imperative is Ten Commandments, which reflect human morality, grounded on ethical principles.The principles of Universalizability, Dignity of Persons, and the Kingdom of Ends are derived from this Deontological Theory. According to Deontological Theory, some acti ons may be prohibited, while other actions may be obligatory. The principles of Universalizability can be viewed as a Deontological Principle, because it reflects Deontological Ethics. According to Kant’s philosophy, there may be only one Categorical Imperative, which is represented in three formulations: the universal principle of the law of nature, the principle of ends, and the principle of autonomy. These principles are called the principles of Universalizability. Nevertheless, it becomes clear that the principles of Universalizability do not generate any concrete norms of action, morally permissible. According to De George, According to De George, the Deontological Theory considers that â€Å"being moral is the same as being rational† (24). If a principle can be regarded as moral or rational, it must refer to Universalizability, and should be applied to everyone and to any situation. The Principle of Ends says, â€Å"So act as to treat humanity, whether in your o wn person or in that of any other, in every case as an end, and never as merely a means† (qtd. in De George 66). Each individual can be regarded as a rational being as he/she has a dignity. This fact means he/she should never be exploited as a means to generate good. The principles of Universalizability, Dignity of Persons, and the Kingdom of Ends are derived from Deontological Theory because of the morality of actions. According to Kant, the major principle of morality must be focused on the moral law that has universalizability characteristics, applied at all times to any moral agent.Thus, the Categorical Imperative is a significant criterion that helps to evaluate morality and moral principles. Kant’s philosophy claims that it is necessary to derive morality from reasoning. Morality depends on moral good. Deontological Theory generates the Categorical Imperatives that stand for the duties independent of any theory of good, placing emphasis on the action rather than o n the results or outcomes. Deontological Theory helps to solve the problems of morality. De George states that Kant’s moral theory is deontological because he is focused on the actions that are considered to be morally right in their motives, and that should be derived from duty rather than from inclination.Question 2What is the distinction between causal responsibility and moral responsibility? What are, if any, the excusing conditions for moral responsibility? What role do these excusing conditions play in terms of a) moral responsibility and b) moral accountability?There is the distinction between causal responsibility and moral responsibility. De George, the outstanding American philosopher, states that moral responsibility can be lessened in case of excusing conditions, which may prevent the individual’s action, making it impracticable. Moral responsibility can be viewed as a minefield as it is based on the concepts that do not include obligation or freedom of cho ice. It is possible to punish an individual on the account of his/her moral responsibility. However, causal responsibility has a different meaning because it depends on someone’s will. Let’s take another example: self-defense and murder. An individual may be causally and morally responsible for an action. In some cases, causal responsibility can be viewed as an essential condition of moral responsibility. De George states, â€Å"I am responsible for having hit him† (100). An individual may not be morally responsible for this action, but he/she will be causally responsible in any case. In other words, an individual may be causally responsible for some action if he played some role in bringing this action about. An individual may be morally responsible for some action if he/she not only played some role in bringing some action about, but also he/she initiated or organized some events which led to the occurrence of the action. It is necessary to understand the sign ificance of moral responsibility for business organizations. According to De George, causal responsibility is â€Å"an ingredient in both moral and legal responsibility† (100). De George believes that the chain of responsibility can be represented as a long chain, which involves individuals to bear both causal responsibility and moral responsibility. There is much evidence that causal responsibility is part of moral responsibility. For De George, it is very important that corporations are guided by corporate members who play the role of moral agents. This fact means that corporations can be morally evaluated.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There are two types of excusing conditions for moral responsibility. These excusing conditions include ignorance and force. According to De George, â€Å"excusing conditions supply reasonable ways for lessening or predicting moral responsibility†(103). An individual may be morally responsible for the action, but because of excusing conditions, he/she is not responsible. Excusing conditions help to mitigate moral responsibility. For example, in the law, excusing conditions are recognized, and the murder committed of passion is considered to be less serious that the murder committed as a premeditated murder (De George 103). Moral responsibility is associated not only with the following concepts: â€Å"duty, obligation, possibility, knowledge, freedom and choice,† but also with â€Å"liability, accountability, age, praise, blame, intention, pride, shame, remorse, conscience and character† (De George 104).  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Moral accountability is a rather complicated concept as it is focused on an individual’s obligation and willing to act. Moral accountability can be found at all organizational levels in any business organization. An individual is ready to give an account of another individual’s action. According to De George, different members of an organization should be morally accountable for their actions. Accountability is focused on an individual’s explanation of one’s responsibility for some actions. Excusing conditions play an important role in terms of moral accountability. According to De George, moral accountability consists of being prepared to render a moral account of an action either for ourselves or as agents for others†(105). This fact means an individual should be ready to give an account of his/her actions, for which he/she bears responsibility. Nevertheless, it is necessary to mention that a moral account of an individual’s actions cannot be given clearly in moral terms.Essay on Business Ethics part 2

5 Benefits of Accepting an Internship After College

5 Benefits of Accepting an Internship After College Not everyone can graduate college and go straight into a full-time well-paid position. And those who do are often at entry-level. Why not consider a post-graduate internship: one year of servitude in exchange for possible future advantages? Here are 5 benefits  of accepting an internship after college.1. Buy timeA year-long internship gives you an entire year of freedom to figure out where your interests and skills really lie and what sort of job you’d most like to be your first. It’s the best time to take stock and find the track that’s right for you, before plonking your train onto it and charging off into your professional life for good.Soul search, network, look for new opportunities, figure out in which direction you’d most like to push yourself. And remember that a year is short and the time will likely fly.2. Try on a new cityIf you land an internship in a new place, consider it an opportunity to try that city out before committing with a permanen t move. If towards the end of your internship, you find yourself less than thrilled with your physical surroundings, you’ll know where not to direct your job applications.3. Boost your resumeBottom line: internships make your resume look better. Most companies actually consider them a prerequisite for most quality jobs. Having this year on your resume can actually give you a competitive edge when you hit the job market for real.4. Get paidMost unpaid internships get away with being unpaid by offering college credit. But you’ve already graduated! They’ll have to pay you, however meekly. Take advantage of this by working extra hours whenever possible. You’ll prove your diligence and devotion, and start paying off those student loans!5. Use your degreeDon’t want to work alongside a sophomore who just wants to spend a semester in the city partying? Don’t worry. There are internships out there especially designed for college graduates. These will value your accomplishments and help you to make the most of your degree, rather than making you feel you’ve taken a step backward.In short, never underestimate the power of the internship to jumpstart your career.

Midterm Essay Example | Topics and Well Written Essays - 1750 words

Midterm - Essay Example Teachers who scored high in the survey were contacted through an individual interview, which was a blend of intrinsic and extrinsic motivation. This study increased the research about motivation among teachers, and supported future studies related to motivation among teachers in urban schools and the influence of demographic characteristics upon their decision to stay. Central questions that this study sought to answer were: Are science teachers in urban setting intrinsically motivated about persisting in urban schools? Do years of experience/race affect science teachers’ motivation (autonomy, relatedness, and competence)? How the decision to stay was affected by science teachers’ practice and identity? These questions were answered based on results of the Intrinsic Motivation Study. The results of this study suggested that teachers have intrinsic motivation as well as extrinsic motivation. It was found that years of experience and ethnicity did not affect teachers†™ motivation to stay and teach in urban schools. Chapter 5 provides a full account of the data and results of the study. The following paragraphs provide a summary of the findings of the study, discussion, implications, and recommendations for future research. Interpretation of Findings Survey The majority of teachers did not agree on reporting which intrinsic motivation factors were more important to them. There might be other motivational reasons (extrinsic or intrinsic) that result in their job persistence. In this study, I only investigated the autonomy, relatedness, and competence among science teachers. I recommend future researchers to do compression between extrinsic and intrinsic motivation among teachers, which will give a better vision about the motivational factors. Next, findings from the analyses revealed that none of the dependent variables were impacted by the independent variable. The results from ANOVA indicated that it could not attribute differences in intrinsi c motivation and working experience to either ethnicity or teaching experience. The independent variables that were studied did not significantly affect the majority of science teachers’ intrinsic motivation. In terms of years of experience, the findings came to an understanding of Huang and Moon (2009), who found that after 21 years of teaching experience, student achievement dropped. In this study, 36.2% selected a general response, indicating more than 15 years of teaching experience. Also, The National Board for Professional Teaching Standards (NBPTS) certification found that many teachers were still in the stage of gaining proficiency and improving their effectiveness after an average of 11 years of teaching. So, experience might not be a precise variable to test competence, autonomy, and relatedness. Hence, it is recommended for future researches to find the experience more valuable by conducting such a study which compares beginners with stayers. In terms of the ethnic ity, the majority of teachers were white as 68.1% of them indicated having White/Caucasian ethnicity. The high percentage of Caucasian ethnicity was likely to bias the data; however, my data supported The National Education Association (2007), which reported that more than 38% of schools across America do not have teachers of color in

In relation to E -Business Maturity and E- Modles select three Assignment

In relation to E -Business Maturity and E- Modles select three organisation - Assignment Example Different online firms exhibit different levels of E-Business maturity depending on the standards of their applications and services (Fox, 2001, p.231). A clear comprehension of E-Business models can be employed appropriately to maximize future benefits. The objective of this paper is to discuss levels of E-business maturity in relation to three different organisations. E-Business Maturity As various enterprises go through different phases of e-business maturity, they encounter same challenges while incorporating this technology in their business operations. They need to validate with their competitors and equals to be able to match forward in the right direction (Bak & Stair, 2011, p. 186). Due to the fact that all businesses experience similar predicaments in this endeavor, their development steps can be portrayed as phases of maturity. The fundamental concept of study here is that all these businesses go through same phases of maturity with regards to the approaches they utilize a nd how they manage to sustain and drive business objective and processes (Garrett, 2006, p.10). The E-Business maturity model provides a platform under which one can establish where a business is positioned and pin-points high-priority advancement areas that ought to be addressed to enhance current maturity phase. The model elucidates the steps that ought to be taken to move a notch higher to an upper stage (Gosselin, 2009, p.86). The primary fact here is that improved E-Business maturity is directly connected to better outcomes with regards to a business’s capacity to inevitably implement E-Business programmes and processes. Improved maturity is likely to translate to maximised financial benefits from investments (Gangopadhyay, 2002, p.202). A noteworthy point is that this model describes the approaches and levels of E-Business strategy development. However, it is not designed to offer insights in the soundness of the chosen strategy. This kind of information can only be acq uired by examining external factors, such as the environment, and organisational ones such as goods and services, clients and relevant authorities (Weill & Vitale, 2001, p.11). The five levels of the E-Consciousness Rising Model developed by the Price Waterhouse provide an elaborate platform under which maturity levels of different E- Businesses can be assessed. Masala Wok is a multinational food chain store that has several branches in different parts of the world. The food chain store serves Indo-Chinese cuisine. Going by the E-Consciousness Rising Maturity Model designed by the Price Waterhouse, the company’s electronic business website falls at the first stage. This is the Online Presence phase that groups organisations that have implemented static information to their online systems. There is minimal interaction other than information about the company, delicacies and services offered, and picture gallery. The website is designed to market the services offered by Masala Wok and provide directions on how to access their restaurants. The company does not engage in online retail and home delivery services. For this reason, the website system is quite basic and has no complex components interconnecting clients to suppliers and brokers. Ablecan is a visa agency firm that is well situated at the heart of London. The company’s area of specialty is acquiring business and tourist visa on behalf of United Kingdom residents willing to

Poets childhood Essay Example for Free

Poets childhood Essay In Mrs. Tilschers Class by Carol Ann Duffy deals with one central theme. The theme of growing up is the main idea within the poem and is repeatedly imprinted throughout the poets childhood. This theme leads on to the more abstract idea of the child already maturing into a great poet. Her minds eye is unbounded as she transforms her classroom into a place of riches and resides in her own world of imagination. Written improbably through the 2nd person viewpoint, the poem expresses these ideas personally to the reader, hence allowing us to empathise with the poet. The poet is able to recall several aspects of her primary school days, and is consequently able to paint a picture of her memories from the viewpoint of a young child. The writer not only conveys an inviting warm atmosphere of a 1960s classroom, but also unveils a liberal outlook to her childhood. A colourful classroom with numerous displays is made known to the reader: The classroom glowed like a sweet shop. The classroom is made into a place of riches with this visual simile, used to radiate wonders of the childs mind. The word glowed in this line is a metaphor all on its own. The metaphor allows the reader to visualise the sweetshop gleaming due to the light refracting through the glass jars and translucent sweets. The poet can also bring to mind the teachers blackboard, as she informs the reader of how the chalky Pyramids rubbed into dust. In a literal sense the chalky lines on the board became chalk dust. The poet imagines this to be great pyramids and monuments being eroded inevitably by time. The bell signifying the end of playtime is remembered as: The laugh of a bell, swung by a running child. This auditory image incorporates the personification of the bell, to compare its sound to an incessant laugh of a child. The bells laugh is a transferred epithet from the child, as the children too were laughing, overwhelmed with joy as they returned to their classroom for another dose of Mrs. Tilscher. The poets joy is so intense and infectious, that it reaches out and transforms the whole scene. Such is the magnitude of the poets emotion. The laugh is also a visual image, as the reader can see a smile as the arc of the bell, and the clapper hitting the sides of it is almost comparable to a tongue. However other images such as a skittle of milk are more informative and suggest the time setting of the poem. The poet also remembers a music room next door to her classroom, though only by means of a xylophones nonsense heard. This auditory image describes the noise of the xylophone next door and this is further expanded by the use of the single metaphoric word nonsense which implies the vague unclear noise heard and the fact that the primary school children are producing uncoordinated music. The enthralling books were not to be forgotten to the poet, as they had made her a slave to them continually, due to their alluring influence. All the images used to recall aspects of the poets primary school principally focus on an emotional and sensual level. The primary school classroom may have been a place memorable to the poet through various images, but the definitive piece of the poets 1960s school life was Mrs. Tilscher. Mrs. Tilschers voice is not even forgotten, as the poet reminisces her voice as she chanted the scenery. Mrs. Tilschers chanting brings about connotations of music in her voice and melodic speech. It also brings about a sense of religion, as she is made comparable to a pastor in a church chanting a sermon, enlightening and entrancing us all. Mrs. Tilscher is portrayed as a compassionate teacher: Mrs. Tilscher loved you and shows kindness and care. The terms around the lines focused on Mrs. Tilscher also have an implication on how she is illustrated to the reader. Words with intense connotations such as glowed, sweet, sugar and coloured have associations with moods of joy, brilliance, love and bliss which all elaborate on Mrs. Tilschers image. The teacher is also illustrated to be appreciative: Some mornings you found shed left a good gold star by your name. Although it seems that the poet finds aspects of the classroom just as unforgettable as Mrs. Tilscher, the poet essentially portrays the classrooms essence to be the work of Mrs. Tilscher, through her tone of voice. Choices of words or diction such as could have connotations of possibility. When put into context and further developed on, the implications go as far as unconstrained and limitless possibility. The teacher opens up a whole world of possibility, and it is because of this the poet remembers so much about her classroom, a boundless environment. It is because of Mrs. Tilscher that the poets classroom surroundings were made to be so memorable. The poets tone of voice and language varies throughout the poem, and strong distinction is made between the first two stanzas and the last two stanzas. The language in the first two stanzas is exceptionally exuberant, more child-like in an emotional sense and the imagery is much more pleasant to envisage, filled with colour, vibrancy and liveliness: Sugar paper. Coloured shapes. Each individual phrase builds up an atmosphere full of warmth. However the last two stanzas are less joyous in their atmosphere, as the poet makes her transition to a state of being overwhelmed by hormones. The word connotations also vary greatly in these two stanzas, bringing suggestions of anger, accusation and dismay: You kicked him, but stared at your parents, appalled. The stanzas are also bleaker in description and imagery is uninviting: The air tasted of electricity. The poets feelings in stanza four are troubled, after being introduced to topic of how she was born: A tangible alarm made you always untidy, hot, fractious under the heavy, sexy sky. Such sentences furthermore use more mature and sophisticated language, which coincide with her growth as the language also develops. Therefore the poets outlook and tone of voice changes as she becomes much more interested in growing up than going to primary and learning in a high-spirited vibrant classroom. The reader of the poem is invited to personally explore the main ideas within the poem. This personal involvement of the reader seems appropriate, as the main theme conveyed, the journey of growing up, is your own personal exclusive journey. This personal involvement is due to the narration of the poem from the second-person viewpoint. This is shown through the excessive use of the second-person pronoun You. By using this narration style, the experience of the young poet is made universal and common. We can all be subjected to her experiences of growing up from the second-person narrative perspective. Although the reader finds it easy enough to face the poets experiences, Mrs. Tilscher feels that she should have no influence in the young childs journey of growing up, and that such a journey should proceed at the persons own pace. When the child asks the teacher about how she was born, Mrs. Tilscher smiled, then turned away. Mrs. Tilscher may have believed that the poet would learn in her own time, but the poet nevertheless encourages the reader to enter her journey. The poem illustrates two worlds in which the poet resided during her childhood days. The reader is able to capture not only the essence of the classroom, but also the limitless realm of the childs imagination. Both these worlds exist alongside each other agreeably as the classroom is made into a creative place itself due to the influence of Mrs.Tilscher. The foremost apparent world presented by Carol Ann Duffy is the classroom. The classroom conveys images of riches, sweets, colour and joy. However beyond this, the classroom is seen to be a sanctuary. The classroom was a safe house against the world of murder and crime outside, as suggested by the mention of Brady and Hindley of the 1960s. The real world begins to force an entry into the childs reverie as she slowly begins to become conscious of the world outside. This is the first occasion in which the poet shows signs of growing up, which enforces the main theme of the poem. The girl learns that the real world isnt to be trusted. The classroom however is portrayed as a world of its own, not troubled by the likes of such horrific murderers. The fear fades away in the classroom, and along with this so does the little hint of adulthood. She postpones her transition into adulthood for the meantime, as the poet shows us by using a child-like image after the allusion: Brady and Hindley faded, like the faint uneasy smudge of a mistake. This second component to the sentence indirectly illustrates the use of a pencil, and the occurrence of silly mistakes. It is because of this implication that the poet moves back into the state of childhood. The growth of the poet is exemplified in this classroom world, and therefore this world is very significant to the theme. Conversely, on a more abstract plane, the poem portrays another world within the childs mind. A whole world of imagination and vision. The poet expresses that she could travel up the Blue Nile with your finger tracing the route. The poet is tracing her finger down the Nile, and is in her imaginative world of Egypt. On the other hand, in reality the teacher is demonstrating sketch maps on the board. The word within the poem, which establishes both worlds within and without, is a metaphor on its own. The word travel is the single metaphor, which suggests that the poet is on a journey within her mind, when actually she is stationary within her school seat. The poet also conveys the main theme in this imaginative world, as the child not only travels with her finger and during her daydream, but she furthermore travels through her journey of growing up. The child is beginning to grow into a great poet, and this is shown through various lines within the poem. A very strong contributor to this idea of the girl growing into a great poet is an example of synaesthesia: The scent of a pencil, slowly carefully shaven. This image appeals to all of the senses at once, and incorporates kinetic, olfactory, visual and tactile aspects. This line shows how the poet carefully shaved her pencil, just in the same way she carefully crafts sentences. This is extended even further by the link made between the writing tool and the writing process. The child poet is even able to link this image full of senses to the main theme of growing up. The act of the girl carefully shaving the pencil, symbolises how she is shaving or peeling off her childhood as she makes the transition into adulthood. The poet gradually conveys to the reader that there are two states of growth within the poem, and that the girl is maturing both into adolescence and into a mind of an exceptional poet. The last stanza of the poem focuses the atmosphere and the attitude of the poet into an uninviting overcast, but also centers in on the theme. It illustrates the feverish month of July, oppressed by the summer and heat. Alongside this are the hormones of the child, felt almost within the air. These hormones amplify the effect of the afflicting heat. The air also tasted of electricity, which conveys the anticipation of summer thunderstorms due to the heavy air. However electricity also relates with the hormones to suggest that the child will spark at random times and also that the growth of the child is full of charge, energy and excitement. Further along, the use of the phrase a tangible alarm portrays an almost touchable fear within the air. This fear made the girl fractious under the sexy sky. This expresses to the reader that the girl had many sudden outbursts of anger due to her hormones. These hormones influence her thoughts and are the causes behind the poet using the term sexy to describe the sky. The last line of the poem communicates how this adolescent phase is like a thunderstorm. The thunderstorm represents her feelings of puberty, as she feels as though the whole world is coming down on her, just as in a thunderstorm. The lightning of a thunderstorm also links to the connotations of the electricity. The lightning of the thunderstorm could symbolize the mood swings awaiting the child. The lightning also illustrates the fact that there is an unsettlement within the child, as if an electric current was continually running through her. The rain of a thunderstorm conveys the downpour of gloom upon the child throughout the hard times to come. On an overall view the experience of puberty and growing up is just a phase and in time will pass. Soon the child will be entirely in adulthood. Likewise the thunderstorm is just an unpleasant phase in the sequence of weather and in time shall pass. Before long the sun will overpower such a ghastly occurrence of weather. Overall, In Mrs.Tilschers Class by Carol Ann Duffy is a poem which allows the reader to personally identify themselves with the poet. The poem is contrastive between the stanzas and thus the poet is able to isolate the main idea. Two worlds are created expressing the wonders of the classroom, but also illustrating the unconstrained world of the girls imagination. Through these two worlds we see signs of the girl growing into a great poet. However the most essential idea of the poem is the theme of growing up and maturing. It is a journey through adolescence: You ran through the gates, impatient to be grown.

Unwind Essay example -- Literary Analysis

Once upon a time, I was a student ignorant of the issues plaguing our nation; issues such as abortion and a frightening scarcity of organ donors meant little to me, who was neither pregnant nor in need of replacement body parts. Today, I fortunately remain a simple witness to these scenarios rather than a participant, but I have certainly established a new perspective since reading Neal Shusterman’s Unwind several years ago. Unwind is a brilliant novel set in the near future following the United States’ second civil war, known as the Heartland War, in which the definition of human life was debated with fatal passion: when does life truly begin and when should it be legally permitted to end? Desperate for an end to the warfare, the factions united in the decision to forbid abortion prior to birth. Instead, children would be given the chance to become worthy of the lives they have been given, but between the ages of thirteen and eighteen they could be sent to â€Å"harvest camps,† where they would then be â€Å"unwound† and sold for little more than scraps to those in dire need of organ donations, a supposedly moral alternative to abortion. The tale follows three â€Å"Unwinds†Ã¢â‚¬â€Connor, Risa, and Lev—as they learn about their twisted society while attempting to escape their fates. The premise of Unwind is a thrill to any teenager who has ever either defied an authority, like Connor, or has ever felt unwanted, such as Risa. As a thirteen-year-old who had dabbled in a little of both from time to time, Unwind was a welcome glimpse into my own subconscious and a realization at how privileged my life has been. The world this novel constructs is a society quite similar to our own, yet its morals have been contaminated: certain lives are considered m... ...ricts, I can’t ignore the fact that districts such as mine, which has already lost so much of its funding, are in need of inexpensive ways to increase efficiency. Another technique implemented in Japan is the use of students as janitors: each day a group of students is assigned to clean their classroom. I believe that if the number of janitors in our schools must be reduced the students should play a part in keeping their environment tidy, be it out of goodwill or punishment. I see this as a great, economical opportunity to maintain the school’s image and promote service. The United States is a melting pot: we have built our country on the customs of many others. We cannot be afraid to revert to old tactics so long as they are successful. Other countries hold the key to success in the education system and the United States must be willing to take note.

Easter 1916 Essay

William Butler Yeats did not readily support the nationalist ideals in Ireland not so much because he valued the independence of his country so little but rather questioned the means by which it was being promoted. Regardless of Yeats’ political sentiments, he had high regards for the cultural and social heritage of his country as attested to by his earlier works and futures efforts to establish traditional art and literature institutions. The setting of the poem reflects the rise of many political ideologies in Europe that brought into institutions of leadership and society. In Easter, 1916, Yeats recalls the Easter Rising of April 24, 1916 that resulted in military action in Dublin as well as the execution of several leaders of the revolutionary movement, many of whom Yeats was acquainted with. Social Identity In the first stanza of the poem, Yeats illustrates a society that does not really show any indication that it knows or cares for each other. The lines of the verse bring to mind people meeting in the in streets, tipping their heads to each other and uttering automatically greetings without really meaning any of the words spoken. By referring to the social pleasantries as â€Å"polite meaningless words†, Yeats suggests a superficial veneer to these encounters. As reservation to the nationalist movement, the scenario indicates the lack of real communication in society and the predisposition to keep social appearance. Thus, there is also a lack of social identity or concern for social issues. The lack of social identity translates to a compromised national identity. The lack of support form civil society for any nationalist initiative will compromise the political will to achieve true independence. In this perspective, Yeats may have viewed that Irish society was still too attached to the social status quo for it to pay the price for a â€Å"terrible beauty†. At the same time, it gives the impression that the issue was still limited to a few individuals and even if there were public knowledge or support for the nationalist concerns, it is not discussed in public or a subject of open debate. These dichotomies between acceptable social veneers and the real interests of individuals are also reflected in the various characters Yeats uses in the poem. Though they are all portrayed as dramatic characters, he eventually points out that they are participating in a comedy. Yeats points out that regardless of how much the nationalist cause is to each of these characters, there is a persistence of individualistic purpose: even if there is a realization of a collective Irish identity, people remain generally unconcerned with the interests of other people. Ultimately, what Yeats criticizes is the events leading to the Easter Rising and addressed neither the social conditions that will support nationhood or the need for a national identity. Ideology and Reality Yeats did not equate independence with rebellion. There is no denying his regard for the leaders of the Easter Rising: he portrayed them not as idealized heroes but rather as ordinary men answering to an extraordinary cause against extraordinary odds. According to him, the biggest threat to realization of independence is the concentration of politics instead of reform. As suggested in his earlier lines, at times, the concern was limited to political debate and not the social issues of independence, keeping issues impersonal and limited to its facade. Thus, Yeats is saying that before the Easter Rising, â€Å"ignorant good-will† prevailed implying that though there was discussion of independence, there was no true leadership or organized action to achieve it. In essence, Yeats felt that no one truly understood the price of â€Å"terrible beauty†, or what becomes clearly Yeats’ representation of Irish emancipation. For Yeats, independence for Ireland is to be gained from the civil action rather than political initiatives. Of all the characterizations he uses for the poem, it’s the characters of Patrick Pearse and Thomas MacDunagh that he views will contribute more effectively to Irish independence. He highlights their works as teachers and writers, educating and publicizing their cause to the public. Furthermore, Yeats considers this the true ideological foundation for independence: Pearse and MacDunagh’s example deter the apathy, the â€Å"ignorant good-will† and the conformity in Ireland that was an advantage to English control. Yeats emphasizes the need for the independence ideology as a transformative power in society: neither limited nor exclusive as a political or a social concern. He points out a need for independence leaders to stop romanticizing what has to be accomplished to gain independence and to accept that it will likely be violent, bloody and require the sacrifice of many lives. In saying that, â€Å"Wherever green is worn, Are changed, changed utterly†, there is implication that for independence to be a reality for the country, there is a need for social and political change, a condition he believed remained lacking in the revolutionary movements prior to the Easter Rising. Rebellion and Independence Though he criticizes the sense of nationality that motivated the Easter Rising, he points out that the event serves as a reality check as well as an inspiration for future independence initiatives. He points out that the Easter Rising should serve as a lesson of what it means to be under the rule of a foreign power and the price of opposing such a power. Despite his personal feelings towards John MacBride, he groups him together with Thomas MacDonagh, Patrick Pearse, Thomas MacDonagh and James Connolly identifying them as men who are sacrificed for Irish independence. Prior to the Easter Rising, Yeats points out that everything was limited to debate which did not necessarily was for the benefit of furthering independence ideologies but was used as venue for personal showcasing. In the line â€Å"as a mother names her child when sleep has come†, Yeats points out that only those who are willing to give the highest sacrifice, using to refer to death and the sacrifice of one’s life, will be recognized by the Ireland, represented by the mother. The suggestion is not a morbid one but rather is in recognition of the men who were executed in connection with the Easter Rising and future likelihood of future sacrifices for independence. Thus, though Yeats questions the nationalist movement that led to the Easter Rising, he considered the Easter Rising itself as an act true to the cause. He considers the event as marker that Irish society and its views on nationalism and independence have â€Å"changed, changed utterly†. Yeats considers these changes had taken too long because of political debate and the lack of political will, contributing as well to the lack of fervor for true independence in society. In essence, Yeats believed that the rebellion parallel to social awakening and the beginning of the true struggle for independence. Conclusion It should be noted that Yeats has an intimate understanding of the lack of political and social commitment to the ideologies of independence. Like many Irish, prior to the Easter Rising, independence issues was a topic for political debate grandstanding and did not reach popular audiences. The poem also marks a shift in Yeats views on the revolution: the action taken against the revolutionaries and the general pubic to implement control made him question the social value of the political status quo. In summary, Yeats reservation of the nationalist movements that culminate to the Easter Rising rose from his sentiments that they were mired in politics and did not focus enough on social change and did not address the apathy, the â€Å"ignorant good-will† and the conformity that prevailed in Irish society. However, he also commends the Easter Rising as decisive albeit unsuccessful action to gain independence. In conclusion, his critique is that there is a need for action, reform and authenticity of ideology, a state that neither accommodates for personal or political grandstanding and romanticizing of the struggle for independence.

Person Centred Approach Essay

The definition of person centred values is treating and seeing people in a care setting as equals, who are involved in decision making to promote an independent way of life and to ensure that the care that is provided is appropriate to their needs. It takes into account service users views and needs and places them, along with their family at the centre of all decision making. Working in a way that embeds person centred values is important to meet the needs of my service user. With my clients it helps to build relationships with them and their family members to ensure a good quality of life and provide the best possible quality of care. This ranges from me attending to my service users personal care needs in a respectful way and to support them to achieve tasks on their own, to choices of what activities they would like to do that can help them to express their individuality or help them to create new relationships and overcome any feelings of social exclusion or devaluation. I also believe it’s important to respect any religious or cultural beliefs that they may have and support the individual to follow their chosen faith. Read more:  Person Centred Care Firstly I would look at the way in which I communicate with my service user. If they are verbal the simplest way I find out about the individual is to talk directly to them as it allows them to fully express themselves and make their own decisions. If non verbal then I would communication methods such as makaton, picture cards and visual aids to learn of their likes and dislikes. Another way is to speak with siblings as they could provide information the client may be unaware of or may have forgotten but also so they are included in the building of the care plan and it helps me build an understanding and a relationship with them. Talking with social workers, previous support workers, doctors or any other professional involved in the clients care an also provide information about their preferences and anything that may be important to the individual. With these methods it helps me find as much information as possible about my service user. In order to take into account the history, preferences, wishes and needs of an individual when planning care and support I would refer to the principles of person centred care. Rather than just supplying a service, each person should be treated as an individual by offering a personalised service specific to their needs and preferences. For example if an individual enjoyed an activity such as walking but needed support to do so I would plan a time for a walk so that the individual would get enjoyment from doing activities they choose and feel valued. Also, they should be treated them with the same dignity and respect you would want for a member family of your own. Refer to support plans to ensure the highest level of person centred care is maintained. Each individual’s care plan outlines and details the service user’s preferences and day to day requirements so that they receive the specific care and daily support they require from the level of support required with an individual’s personal hygiene and how to do it in a respectful way to what food and activities they like. The information is centred on the individuals wants and needs to ensure independence and choice rather than control, choice should always be offered regardless of importance of the activity or task, therefore each individual’s care plan contributes to working in a person centred way. The term consent means giving permission to do something or agreement to an action and in a care setting consent is needed for a number of things. With my clients I need to ask for consent for administering medication, for help with bills, finances and banking, help with certain type of care such as bathing and personal hygiene. It’s important to gain consent for all activities as lack of it could be deemed as abuse as I would forcing someone to perform or to take part in a task or an activity they don’t want to be involved in. Consent however should not just be gained, but the client must fully understand what they are consenting to and any possible implications that the action or task can imply. It is also essential for protecting myself from any legal challenge. There are a few ways to establish an individual’s consent but it depends upon the individuals preferred communication. The methods I use with my clients are verbal, written notes, visual aids such as picture cards, makaton, some individuals communicate physically with body movements such as a nod or through a representative or advocate. Any of these are forms establishing consent that i would look to use with my clients. Establishing consent will vary as each individual’s capacity to consent is assessed. If consent cannot be established first steps would be to not carry out the task and document the information. If a person is mentally incapable of providing consent then you should refer to the individuals care/support plan that may have been established at a time when they were capable of making informed decisions. If this fails, consent can be given by next of kin or an advocate however I would ensure my client must be involved as much as possible to adhere to person centred values. Active participation is a way of working that allows an individual to be completely involved in every aspect of their lives. This could be what my service users have to eat, what they wear when they go out or go to work in, or it could be planning tasks and activities for the week ahead, deciding on where to go such as day trips out or holidays, arranging appointments to the doctors or the dentists and active participation in services that relate to their own care. Helping to be in control of their lives rather that a passive recipient. Active participation helps individuals by benefitting them in a number of ways. I believe it gives them independence and makes the service user feel in control of their own lives rather than having decisions made for them or having few choices. There are many benefits I’ve noticed such as growth in confidence in social situations, a sense of well being, a sense of achievement of taking control of their lives and I’ve noticed the mental and physical stimulation it also brings. Also encouraging individuals to participate in the planning and arranging of their own care increases their self confidence, independence and it is empowering. There are many ways to reducing barriers of active participation. In order to reduce any barriers to active participation you have to look at what the barriers could be. They could be lack of confidence or self esteem, a lack of opportunity to activities, difficulty in communication and lack of patience of others. To overcome these barriers I support my service users by offering them choices and in every aspect of their day to day lives and offering them opportunity to plan and do activities they enjoy which improves their confidence. I think it’s very important to have the patience to listen to service users and take time to understand how they feel and I find by discussing why they feel like this and talking through it can increase their feeling of self esteem. Communication barriers can be overcome by staff development and training, language and makaton are tools that can be learnt, but there other ways like picture cards and hand gestures I use with some service users to offer choices and to make decisions when they are non verbal. The method I find best to encourage active participation is by communicating and offering choices and then giving praise and encouragement to service users to increase their confidence to then go on to make more decisions in different aspect of their lives for themselves. I find it’s good to look for local events or if they show an interest in a hobby you could find out about local groups that would be prepared to support the individual to participate. You should always highlight the benefits of the activity and getting family members to join in with activities can make a big difference to encouraging participation from individuals. I would support an individual to make informed choices by giving the individual the full information regarding that decision. I would explain the positive and the negative effects of that decision regardless of my beliefs or views as my personal view should not influence an individual’s choice. The choices and decisions can be as simple offering the full information on items when supporting individuals with shopping, giving information on price and helping to find offers or decisions that may require risk assessments to make the individual fully aware of the any risks that may be involved. I believe all staff in a care setting should help to  empower their client by offering the information, knowledge and confidence to make informed decisions. I think risk taking can be part of an individual’s choices because there is risk in many day to day things that we do. Due to the nature of an individual’s disability, a simple task could be deemed a risk and would need risk assessing to make them fully aware of any potential dangers or threats to the individual’s safety. It’s important to make individuals aware of any risks or hazards Risk assessment processes are used to make an individual aware of the positive and negative consequences involved when for example taking part in an activity, we look at and record the risks and hazards involved and then decide if the risk is worth taking. However there are benefits that have to be taken in to consideration as new activities promote confidence and empowers individuals to live more independent lives. Having choice is an individual’s right, risk assessments provide support for them to make decisions in the safest way possible. I believe a worker’s personal views should not influence an individual’s choices because that is taking away their right to make informed choices. My views for example are not fact and should not be used to influence any decisions or life choices. I could inform an individual if a certain food was bad for them and suggest a healthier option however whatever they decide is their choice. Another example is religious or cultural choices and beliefs, my views are my own and I would support them to attend religious or cultural services and acknowledge religious holidays.

The Soviet Socialist Leader essays

The Soviet Socialist Leader essays Vladimir Ilich Ulyanov, more popularly known as Lenin, is arguably the greatest leader in Russian and Soviet Union History. Lenin inspired and led the Bolshevik (Communist) Revolution of 1917, and was the architect and first head of the recently dismantled United Soviet Socialist Republic. I would also argue that the Bolshevik Revolution is the most significant political event of the 20th century, and Lenin must for good or ill be regarded as the century's most significant political leader. Not only in the scholarly circles of the former Soviet Union but even among many non-Communist scholars, he has been regarded as both the greatest revolutionary leader and revolutionary statesman in history, as well as the greatest revolutionary thinker since Lenins considerable leadership power stemmed primarily from his visions and the passionate manners in which he conveyed them. This was never more evident than during the Communist Revolution. Lenin did not have a great military mind, nor his generals and advisors, and thus he created some of the more serious military blunders of the century. However, Lenin was able to continually inspire the Bolshevik army despite their many defeats. Outnumbered, outgunned, starving, freezing, and exhausted, Lenins motivated army defeated the Mensheviks in 1918 and seized Adding to the amazement of his leadership ability, Lenin controlled the Bolshevik revolution from another country. Lenin fled to Switzerland for the greater portion of the 1917 Revolution to escape possible capture and execution. While in Switzerland, he authored many idealist works, including Imperialism, The Highest Stage of Capitalism (1916). In this book, Lenin argued that the world war was an inevitable outcome of Western capitalism and imperialism, whereby the capitalist states of Europe had come to rely upon aggressive foreign expansi ...

Battle of King Mountain in the American Revolution

Battle of King Mountain in the American Revolution The Battle of Kings Mountain was fought October 7, 1780, during the American Revolution (1775-1783). Having shifted their focus south, the British achieved a decisive victory in May 1780 when they captured Charleston, SC. As the British pushed inland, the Americans suffered a string of defeats which allowed  Lieutenant General Lord Charles Cornwallis to secure much of South Carolina. As Cornwallis moved north, he dispatched Major Patrick Ferguson west with a force of Loyalists to protect his flank and supply lines from local militias. Fergusons command was engaged by an American militia force at Kings Mountain on October 7 and destroyed. The victory provided a badly needed boost to American morale and forced Cornwallis to abandon his advance into North Carolina. Background Following their defeat at Saratoga in late 1777 and the French entry into the war, British forces in North America began pursuing a southern strategy for ending the rebellion. Believing that Loyalist support was higher in the South, successful efforts were made to capture Savannah in 1778, followed by General Sir Henry Clintons siege and taking of Charleston in 1780. In the wake of the citys fall, Lieutenant Colonel Banastre Tarleton crushed an American force at Waxhaws in May 1780. The battle became infamous in the region as Tarletons men killed numerous Americans as they attempted to surrender. American fortunes in the region continued to decline that August when the victor of Saratoga, Major General Horatio Gates, was routed at the Battle of Camden by Lieutenant General Lord Charles Cornwallis. Believing that Georgia and South Carolina had effectively been subjugated, Cornwallis began planning for a campaign into North Carolina. While organized resistance from the Continental Army had been swept aside, numerous local militias, particularly those from over the Appalachian Mountains, continued to cause problems for the British. Skirmishes in the West In the weeks prior to Camden, Colonels Isaac Shelby, Elijah Clarke, and Charles McDowell struck Loyalist strongholds at Thicketty Fort, Fair Forest Creek, and Musgrove Mill. This last engagement saw the militia raid a Loyalist camp that guarded a ford over the Enoree River. In the fighting, the Americans killed 63 Tories while capturing another 70. The victory led to the colonels discussing a march against Ninety-Six, SC, but they aborted this plan upon learning of Gates defeat. Concerned that these militias could attack his supply lines and undermine his future efforts, Cornwallis dispatched a strong flanking column to secure the western counties as he moved north. Command of this unit was given to Major Patrick Ferguson. A promising young officer, Ferguson had earlier developed an effective breech-loading rifle which possessed a greater rate of fire than the traditional Brown Bess musket and could be loaded while prone. In 1777, he led an experimental rifle corps equipped with the weapon until being wounded at the Battle of Brandywine. Ferguson Acts A believer that militia could be trained to be as effective as regulars, Fergusons command was composed of 1,000 Loyalists from the region. Appointed Inspector of Militia on May 22, 1780, he relentlessly trained and drilled his men. The result was a highly-disciplined unit that possessed strong morale. This force quickly moved against the western militias after the Battle of Musgrove Mill but was unable to catch them before they withdrew back over the mountains into the territory of the Watauga Association. While Cornwallis started moving north, Ferguson established himself at Gilbert Town, NC on September 7. Dispatching a paroled American into the mountains with a message, he issued a stark challenge to the mountain militias. Ordering them to cease their attacks, he stated that if they did not desist from their opposition to the British arms, and take protection under his standard, he would march his army over the mountains, hang their leaders, and lay their country waste with fire and sword. Commanders Armies: Americans Colonel John SevierColonel William CampbellColonel Isaac ShelbyColonel James JohnstonColonel Benjamin ClevelandColonel Joseph WinstonColonel James WilliamsColonel Charles McDowellLieutenant Colonel Frederick Hambright900 men British Major Patrick Ferguson1,000 men The Militia Reacts Rather than intimidate, Fergusons words sparked outrage in the western settlements. In response, Shelby, Colonel John Sevier, and others gathered around 1,100 militia at Sycamore Shoals on the Watauga River. This force included around 400 Virginians led by Colonel William Campbell. This rendezvous was facilitated by the fact that Joseph Martin had cultivated positive relations with the neighboring Cherokees. Known as Overmountain Men because they had settled on the western side of the Appalachian Mountains, the combined militia force made plans to cross Roan Mountain into North Carolina. On September 26, they began moving east to engage Ferguson. Four days later they joined Colonels Benjamin Cleveland and Joseph Winston near Quaker Meadows, NC and increased the size of their force to around 1,400. Alerted to the American advance by two deserters, Ferguson began withdrawing east towards Cornwallis and was no longer at Gilbert Town when the militias arrived. He also sent a dispatch to Cornwallis requesting reinforcements. Uniting Forces Appointing Campbell as their nominal overall commander, but with the five colonels agreeing to act in council, the militia moved south to Cowpens where they were joined by 400 South Carolinians under Colonel James Williams on October 6. Learning that Ferguson was camped at Kings Mountain, thirty miles to the east and eager to catch him before he could rejoin Cornwallis, Williams selected 900 picked men and horses. Departing, this force rode east through constant rain and reached Kings Mountain the following afternoon. Ferguson had chosen the position because he believed that it would force any attacker to show themselves as they moved from woods on the slopes to the open summit. Due to the difficult terrain, he elected not to fortify his camp.   Ferguson Trapped Shaped like a footprint, Kings Mountains highest point was at the heel in the southwest and it broadened and flattened towards the toes in the northeast. Approaching, Campbells colonels met to discuss strategy. Rather than simply defeat Ferguson, they sought to destroy his command. Moving through the woods in four columns, the militia slipped around the mountain and surrounded Fergusons position on the heights. While Sevier and Campbells men attacked the heel the remainder of the militia moved forward against the rest of the mountain.  Attacking around 3:00 PM, the Americans opened fire from behind cover with their rifles and caught Fergusons men by surprise (Map). Advancing in deliberate fashion, using rocks and trees for cover, the Americans were able to pick off Fergusons men on the exposed heights. Conversely, the Loyalists position on the high ground led them to frequently overshoot their targets. Given the wooded and rough terrain, each militia detachment effectively fought on its own once the battle commenced. In a precarious position with men falling around him, Ferguson ordered a bayonet attack to drive back Campbell and Seviers men. This was successful, as the enemy lacked bayonets and withdrew down the slope. Rallying at the base of the mountain, the militia began ascending a second time. Several more bayonet attacks were ordered with similar results. Each time, the Americans allowed the charge to expend itself then resumed their attack, picking off more and more Loyalists. The British Destroyed Moving around the heights, Ferguson worked tirelessly to rally his men. After an hour or so of fighting, Shelby, Sevier, and Campbells men were able to gain footholds on the heights. With his own men dropping at an increasing rate, Ferguson attempted to organize a break out. Leading a group of men forward, Ferguson was struck and dragged into the militia lines by his horse. Confronted by an American officer, Ferguson fired and killed him before being shot multiple times by surrounding militiamen. With their leader gone, the Loyalists began attempting to surrender. Shouting Remember Waxhaws and Tarletons Quarter, many in the militia continued to fire, striking down surrendering Loyalists until their colonels could regain control of the situation. Aftermath While casualty numbers for the Battle of Kings Mountain vary from source to source, the Americans lost around 28 killed and 68 wounded. British losses numbered around 225 killed, 163 wounded, and 600 captured. Among the British dead was Ferguson. A promising young officer, his breech-loading rifle was never adopted as it challenged the preferred British method of warfare. Had his men at Kings Mountain been equipped with his rifle, it may have made a difference. In the wake of the victory, Joseph Greer was dispatched on a 600-mile trek from Sycamore Shoals to inform the Continental Congress of the action. For Cornwallis, the defeat signaled stronger than anticipated resistance from the populace. As a result, he abandoned his march into North Carolina and returned south.

Report on the Religious Life of Planet Earth Essay - 8

Report on the Religious Life of Planet Earth - Essay Example My research report about the religious dimensions led me to know the essence of religion, which was evoking of specific response over various aspects of life, taken to be pure as designed by traditional practices of religious bodies (Fisher, 2011). My criteria to examine the religiosity of the people on earth was philosophical related to the causal purpose of the universe; peoples’ adherence to religious rituals and moral code of conduct, as propounded by the leading religions. Starting from Christianity, I examined the people believing in this religion on the parameter of cause behind the creation of the cosmos. Christians believed that there is one supreme power governing the affairs of the universe. Human beings are the final product of the creator to live on the planet with love and justice. They believe that the purpose of their existence is to love and serve God (Christianity Human Nature, 2012). My next stoppage to research and analyze the preaching of Islam revealed about the followers of Islam, the Muslims who adhere to five pillars of Islam, called the â€Å"pillars of faith†, which are critical religious rituals. These are observing disciplined routine of confessing to the faith, strictly adhering to the ritual of prayer, paying the alms tax, fasting during the month of Ramadan, and Pilgrimage to Mecca. True Muslims are only those who follow the routine first four rituals and accomplish once in their life time a visit to the holy city of Mecca, their fifth ritual. This is a religious pilgrimage held in the last month of the Islamic year. While playing the ritual of donning a white sheet, they show their allegiance to the almighty by projecting that they have covered their wealth, culture, and class, as belonging to various corners of the planet to attain a feeling of equality and unity (Denny, 1987). The religion of Hinduism was the third parameter to decide whether the believers in the Hindu philosophy of

IT & Financial Services Essay Example | Topics and Well Written Essays - 2000 words

IT & Financial Services - Essay Example For this, the needs of financial transactions arise on a regular basis. In these days information technology is the biggest invention that contributes to the welfare of humanity. It not only speeds up the mode of everyday life but also makes life easier. â€Å"Time† is the most precious element in today’s life. The value of time is the biggest concern for everyone. Digitalization and introduction of information technology in the field of financial transactions help mankind to a great extent (Mann & Mann, 2011, p.264-320). Initially it needed some specific computer or web based knowledge to pursue such transactions. However, once a person got the access to knowledge of computer and information technology systems, it turned into the most desired mode of transaction. The online banking facility is one such application of information technology which emerged as the best way to transfer money in short time (Stathopoulos, 1995, pp.56-79). People used to save money in banks no t only for getting interest but also for its security. The implementation of information technology in personal financial transactions, however, gave rise to questions on security. The online banking system depends on a username and password to access an account. So it will be very crucial to make all the transactions in a safe and secured way. Different measures are taken to ensure the security of financial transactions. The measures include generation of one-time passwords, alerts for password changes at periodic intervals, provision of net-secure codes in financial transactions (Glaessner et al., 2002, p.145). Financial transaction When a transaction in terms of money is carried out between two people namely the buyer and seller in the market, such transactions are known as financial transaction. As the transaction is done, the financial position of the two parties gets altered. In most of the cases, a financial transaction is done on account of receipt of different items which c an create value in the form of information, goods, and services. In ancient times, there were no concepts of financial transaction. People used barter system in order to exchange goods and services. The traders faced problems in this system as they may not have needed such items or services in a certain swap. Next, valuable metals like gold and silver were introduced to carry out the transactions. With the advent of civilization, the monetary coins and printed flat money were used for the transactions. These are referred as financial transactions. In the 20th century floating currency gradually got replaced by fixed currency. In recent times, the computer networks are used for electronic mode of money transfer which increased the speed of transactions. However, the advanced mode of electronic money transfer has its own complexities as well (Friedland, 2010, p.245). The money which can be exchanged electronically by using computer networks and internet is known as electronic money or e- Money. When the money is transferred from one account to another through computer using the software and applications of information technology, it is referred to as Electronic Fund Transfer (EFT). The other modes of financial transaction include the use of wire transfer, payment card, debit card, direct deposit, online banking electronic benefit transfer, etc. (Friedland, 2002, p.287). Wire transfer- It is also known as credit transfer. Wire transfer involves transfer of money from