Anti War Movement And Impacts On Vietnam War History Essay Free Essays

string(71) assaulted the USS Maddox however were simply ready to hit it with one slug. Of all the significant wars where the United States was included, none have been more disputable than the war in Vietnam. The Vietnam War, a discretionary endeavor by the United States, split the state down the middle. It was a war encircled by dispute and theory with commitment non only from specialists functionaries however from delight characters each piece great as army mass introductions on school grounds over the state. We will compose a custom article test on Hostile to War Movement And Impacts On Vietnam War History Essay or on the other hand any comparative subject just for you Request Now With the guide of these mass introductions, the backdown of American military faculties would go on even before the war in Vietnam was finished and a presidential soil would at long last come up helping a fast remotion of military staffs from Vietnam. From the Gulf of Tonkin occurrence to the butcher at My Lai and the shots at Kent State University, it would go a war which could non simple be overlooked. History shows that Vietnam was non a youngster to war and in certainty had been occupied with a battle dating as far back as 200 B.C. at the point when it was attacked by the Hans from China. Managed for 100s of mature ages, the Vietnamese in the long run accomplished what they thought would be their independency. In any case, this did relentless the quarrels and battles in the state and Vietnam would see itself again fighting encroachers from China each piece great as Mongolia. In the mid nineteenth century, Vietnam was in the long run ready to toss out all encroachers and get down another administration. The new administration, known as the Nguyen Dynasty, would see itself overwhelmed by Gallic encroachers who might at long last colonize Vietnam and order the full state. Anyway in 1930, subsequent to being colonized by the Gallic for around 50 mature ages, the Vietnamese Communist Party was established. The Vietnamese so started to emerge against the Gallic each piece great the Jap anese, who other than involved Vietnam during WWII, under the main of Nguyen Ai Quoc ( accordingly known as Ho Chi Minh ) . At long last in 1954, after around more than two decennaries of fighting against the Gallic, the Vietnamese had the option to toss out the Gallic in the notable clash at Dien Bien Phu. As an outcome of their triumph at Dien Bien Phu and the Geneva Agreement on Vietnam, the state was part into two sections at the seventeenth simple. This parting of the state should be temporary and decisions were to be held in 1956 to rejoin Vietnam ( Vietnamese Embassy in USA, n.d. ) . The races set for 1956 ne’er occurred. Upheld by the United States, South Vietnamese president Ngo Dinh Diem, with an end goal to determine independency and go its ain state, wouldn't let the decisions to be helped through as he realized that Ho Chi Minh would win the presidential term, something that Ngo and the United States unequivocally did n’t want to go on. As a result of Ngo ‘s refusal to go through with the races, which did n’t run into the footings of the Geneva Agreement, the North Vietnamese lost trust in any signifier of discretionary answer for the division of the state. As a result, President Eisenhower started coordinating â€Å" military consultants † to South Vietnam under the defense of the â€Å" Domino outcome † or the â€Å" loss of a partner in Southeast Asia assuming to the loss of others † ( Into the swamp, 2007, para 5 ) . President Eisenhower ‘s end was to help South Vietnam hold its independency which wo uld go another ground for American commitment in Vietnam. One twelvemonth after the Vietnamese races should go on, Ngo ‘s specialists went under attack from South Vietnamese â€Å" Rebels † known as the Viet Cong. At that point, in 1959, Hanoi conceded authorization for an outfitted resistance against Ngo ‘s experts in Saigon ( Mitz, 2007 ) . At first, the United States paid little taking care of Ngo ‘s confusion of the war. Be that as it may, they noticed encounters between Ngo, who was Catholic, and Buddhist pioneers in Vietnam. This prompted a military putsch empowered by the United States which expelled Ngo from power in 1963. The putsch prompted interior battle and bad form among South Vietnamese military functionaries. In 1964 General Nguyen Khanh, assuming Ngo ‘s position, turned into the pioneer of South Vietnam. During that equivalent twelvemonth, it was understood that the Viet Cong were winning the war as they were going increasingly more fit for overseeing ARVN ( Army of the Republic of Viet Nam ) powers. It was at this clasp the United States mulled over taking genuine military undertaking against the North ( Moise, 1996 ) . During 1964, a few arrangement plans were introduced in South Vietnam which was mainly land and water proficient war strategy readiness. As a matter of fact get bringing down in 1961, the readiness turned out to be more pointed toward sea-going arrangement which the United States thought would be acceptable in the war against the Communist North. A base was arrangement at My Khe in 1962 where â€Å" busting parties † were given readiness by Navy SEALs. The various kinds of creating given to the striking gatherings included â€Å" gum versatile pontoon, aqualung, cross-sea shore tasks, and unstable annihilation methods † which were all completed at My Khe Beach on the eastern coastline of the Tien Sha Peninsula. During these planning tasks, a few assaults on high priority marks in the North were fruitless with a few ARVN work powers being caught ( Moise, 1996 ) . During the early bit of 1964, it was concluded that RVN Navy officials couldn't move out any sort of canny program and U.S. guides must be introduced in all evaluations of military where insight was required. There were army foraies on North Vietnam from February to July by the American prepared RVN â€Å" frog work powers † . Notwithstanding, these foraies added up to nil more than solid losingss for South Vietnamese powers. ( Moise, 1996 ) . Later that twelvemonth on August 2, considers were made of invasions on U.S. Naval force vass off the beach of northern Vietnam by utilization of North Vietnamese shooter vessels. These pontoons were said to hold assaulted the USS Maddox yet were just ready to hit it with one slug. You read Against War Movement And Impacts On Vietnam War History Essay in class Article models The Maddox started shooting and there were invasions on these gunmans vessels via airplane from the airplane conveyor Ticonderoga. One of the vessels was said to hol d sunk and the other to hold been truly â€Å" harmed † . Presently accordingly, the Maddox proceeded with its watch along the North Vietnam coastline joined by another destroyer, the USS C. Turner Joy. When again, on August 4, as the destroyers were on the lookout, shooter pontoons made endeavored another attack. These torpedo pontoons followed behind the destroyers thus moved in at full speed assaulting both vass. The destroyers retaliated and when the battle had halted, at some point after 12 PM, the three shooter pontoons were accepted to hold been accomplished for or harmed. The destroyers, by and by, came out safe ( Schlight, 1996 ) . These attacks were completed inside just a couple yearss of air foraies on North Vietnamese imprints non a long way from where the destroyers were situated. In any case, the assaults on these destroyers were considered â€Å" motiveless † and henceforth drove the president at that cut, Lyndon B. Johnson, to show the Gulf of Tonkin Resolution to Congress. It went through the Senate and the House of Representatives with only two individuals from the Senate opposing this idea. This revelation enabled Johnson to formally get down â€Å" battle tasks † all through Southeast Asia at whatever point he felt important. It was accepted that this assertion would be utilized with regards to hostility against the United States. Congress henceforth had no ground to accept that President Johnson would ever use the Gulf of Tonkin Resolution to increase the war in Vietnam ( Moise, 1996 ) . Nonetheless, there were clashing examinations from the maritime vass regarding what really occurred with the majority of the data being amazingly misrepresented. Dayss after the surges, started by the clashing examinations, Johnson started holding vulnerabilities which he communicated to George Ball, the Undersecretary of State. Despite the fact that he had vulnerabilities after the assaults, no grounds can be found of these vulnerabilities on August fourth when President Johnson provided orders for retribution against North Vietnamese powers. Bogus invasions or non, Johnson would emphatically hold power per unit zone on him to move as he had been runing for the moving toward decisions. The occasions of August fourth and sixth each piece great as a different invasion in September in the Gulf of Tonkin along with President Johnson ‘s starting response and his inquisitive of the believability of the attacks made the occurrence one of the antecedents of conflict that encompassed t he United States ‘ commitment in Vietnam ( Moise, 1996 ) . Adding to the dispute of the Gulf of Tonkin episode, new data was discharged with grounds that the Gulf of Tonkin Resolution was â€Å" drafted † at any rate a half year before the existent invasions on United States military â€Å" vass † . Other data was discharged which brought to illume the United States ‘ help of South Vietnamese military foraies on the North. This was said to hold â€Å" incited † the attacks by the North on United States â€Å" vass † . There was other than grounds of Johnson ‘s exaggeration of the existent damage to the boats, which truly were non hurt ( Moise, 1996 ) . Another defining moment in the Vietnam War simply a couple of mature ages in this way was the Tet Offensive of 1968. Started on January 21, the Tet Offensive started with Commun

Rosewood Hotel free essay sample

This can be identified with the essential idea that individuals are constrained in the outings that they will make to one area in one year. To have the option to effectively augment CLV, it is basic that Rosewood connect with their client base by making them mindful of the Rosewood Brand. The procedure to move towards the Rosewood brand must be inconspicuous so as to have least effect on their current client base and an individual Hotels’ Management. While a few new brand systems can be created to incorporate the Rosewood name, I might want to concentrate on Hotel Management responsible for running every individual lodging. Dissimilar to Hilton, Harrah’s or Ritz Carlton, the administration in the inn has been acquired because of their capacity to offer a nearby assistance to a non-marked Hotel with incredibly elevated expectations. Every lodging, for example, Carlyle, blossoms with its area, property history and specialty customer base. We will compose a custom exposition test on Rosewood Hotel or then again any comparative subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Furthermore, the inn the board has been employed and prepared to take into account the requirements of this specialty customers for Carlyle, not for the Rosewood Brand of Hotel’s. The neighborhood Hotel Management must be 1)trained for the Rosewood Brand and 2)given impetuses to strategically pitch to different Hotels under the Rosewood Brand. Preparing for the Rosewood Brand would require coordinating Rosewood Brand in the Hotel Banner, Products and Services without changing the Quality of Customer Experience. The inn Management expected to concentrate on overseeing client connections by giving an agreeable encounter and utilizing this experience to strategically pitch to various Rosewood Hotels. The preparation ought to likewise discuss new special techniques so as to connect with bigger client base than their fragmented specialty showcase. Every individual Rosewood Hotel expected to catch the hidden thoughts of Product Value and Image Value so as to give an agreeable client experience and to hold clients. The procedure likewise should be finished by building up a typical CRM for all Rosewood Hotels. At checkout, clients ought to be given a study that accumulates data about fulfillment, experience, enhancements and general itinerary items. This subjective information would then be able to be utilized to give customized arrangements to clients inside the lodgings under the Rosewood Banner. Concentrating on lower the board would require fiscal venture and an expansion in advertising cost yet it would likewise expand the primary concern income per visitor by expanding the maintenance likelihood. We ought to likewise would like to nullify the fiscal speculation by expanding the numerous property rehash visitor rate from the lower end of 10% closer to 15%. The basic CRM database requires an underlying obtaining cost, yet will most presumably build evenings/remain and stays/visitor.

Reform Judaism In The 19th Century Essays - Free Essays, Term Papers

Change Judaism In The nineteenth Century Essays - Free Essays, Term Papers Change Judaism in the nineteenth Century The most outrageous forerunner to the Reform development was a man by the name of Samuel Holdheim. He was conceived in 1806 in Kempo in the territory of Posen. At a youthful age he learned at a yeshiva and got a Talmudic training. He started to examine German and common subjects after his union with a lady with advanced instruction. After their separate from quite a while later, he started learning at the University of Prague and Berlin and got a doctorate from the University of Leipzig. Following assistance in Frankfurt - Am-Oder he turned into a Landesrabbiner or boss Rabbi of Mecklenberg-Schewerin. In the year 1847 he turned into the rabbinate of a change assemblage in Berlin . At this point he previously objected to most liberal Rabbis and came to be known as the most model of change Rabbis in all of Europe ( 241) The inquiry rings a bell with respect to what precisely set off this distinctive faith in Judaism which varied altogether from past tenents. It began during the hour of the French transformation, a period at the point when European Jews were (just because) perceived as residents of the nations where they lived in. Ghettos were being abrogated, exceptional identifications were not, at this point required and Jews could dress the way they needed, settle were they satisfied and work the occupations they wanted. Numerous Jews settled outside of Jewish regions, and started to live like their neighbors and communicate in the language of the land. They went to state funded schools and started to disregard Jewish Studies and overlook about he Shulchan Aruch. In 1815, after Napoleon's annihilation, Jews lost the privileges of citizenship in numerous nations. Numerous Jews changed over to Christianity in request to hold those rights. Numerous mindful Jews were concerned about this. They understood that a significant number of these progressions occurred not in view of an aversion for Judaism, yet so as to get better treatment. Numerous rabbis accepted that the best approach to deliver this was to power Jews to surrender government funded schools and colleges. This didn't work. Rabbis proposed that recognition may must be changed in request to interest the Jew living the cutting edge world. They understood that from time to time old practices and new ones were presented, bringing about an alternate way of life then 4000 or even 2000 years already. They understood that these progressions frequently made life simpler for the Jew. They reasoned that so as to make Judaism alluring to all Jews this change needed to proceed. A gathering of Rabbis amassed in Germany, and changes started, in this way built up the beginning of Reform Judaism. Holdheim a change Rabbi himself felt that the Jews living during his timeframe should change the laws given to them at Mt. Sinai and the halacha that the Talmud and Mishna state. Holdheim accepted that the laws of the Torah and the Talmud that were in actuality at the point when the Jews had their own nation and government have lost their authenticity. Judaism currently must be as per both the letter and the soul of laws of the countries they were living among. Indeed, even the laws of the Torah whose source was God must be viewed as legitimate for certain occasions and places as he said with the difference in the circumezces and states of life for which God once gave those laws , the laws themselves stop to be usable, that they will be watched no longer since they no longer can be watched. In this manner , Holdheim said that the scriptural and Talmudic laws concerning marriage, separation and individual status are not, at this point important and the Jews in these cases ought to be administered by the state government (Sasson 835). He inferred that laws among man and man ought to be left to the standard of the state they lived in however inquiries of petition and strict establishments ought to be left to the Rabbis since petition was the most significant piece of strict life. Holdheim prevented the authority from claiming the Talmudic dicta, the oral law. He says that it was composed by the hand of man however was supernaturally propelled. His decision was that Jewish life ought to be founded on profound and moral direction of the Torah. Despite the fact that

Qualifications Market Essay Online For Free - Free Essay Example

Linear programmes of learning are where students gain their qualification largely through exams at the end of their study rather than through a series of modules. This means that, unlike a modular system, separate elements cannot be retaken to gain a higher qualification if necessary. This has been interpreted in terms of stretch and challenge within teaching and learning, in which higher order learning is developed within the existing framework of the subject. There is concern that this stretch and challenge within the delivery of teaching material may not be reflected in the assessments, and the fact that there are different organisations awarding qualifications may affect the extent to which this increased challenge for more able students can be achieved in practice. This concern rests largely on the possibility that the greater demands placed on students may result in greater variation in how these may be assessed and delivered for all students owing to the differences in exam boards syllabuses. This potentially opens up greater variation in the qualifications market. There are differences between subjects in the extent to which such changes make the linear A-levels more challenging. In Geography, there is a perception that the removal of the coursework element of the learning experience makes the subject less challenging and that this reduces extent to which the essential fieldwork skills are taught. In GCSE, it has been argued that there is an increased focus on teaching and learning for the demands of the examination, and an increase in content leads to a loss of depth of study in some subjects such as English. Linear assessment was, however, seen as a way in which deeper and longer-lasting learning may be developed, particularly when related to subject-specific skills. The decoupling of AS levels means that AS results may not count towards an A level as they do at present. This means that AS level courses may be changed to be taught alongside the first year of A-levels, rather than contributing to the actual A-level course. This means that there is a need to provide separate syllabuses for the AS courses when compared to the A-level course, and there may be limited benefit to having AS and A-levels in the same subject. This increases the burden of developing different syllabuses for the same subject upon the qualifications, which means the qualifications market may respond through a decreased number of s ubjects being provided by the type of qualification bodies. However, this means that there is still an opportunity for students to undertake a range of subjects, permitting a balanced curriculum to be developed. Several subjects have thus been removed from GCSE, AS and A-level and the content has been included in other subjects. It is currently too early to state whether the changes in the qualifications will substantively affect the makeup of the qualifications market, but the current research indicate that confidence in the validity of these qualifications is not as high as it might be. It is important to review the effect that these changes will have when the first qualifications are presented in 2016. Question 2: How are awarding bodies responding to the rise in the number of schools choosing PreUs, IGCSEs and IB qualifications over GCSEs and A-levels? A drawback with the current A-level and GCSE format is that it is elective, which can then lead to narrow programmes of study after the age of 16. There are also significant differences between the vocational and academic curriculum. Attempts to challenge this occurred in the 2000s with the provision of broader uptake of A-level programmes, where it was argued that students would take up to five subjects in their first year of study. Applied GCSEs were introduced in 2002, but rather than this being used to broaden individual students work, these changes were more frequently used to create an alternative curriculum for those who were seen as unable to follow a full GCSE programme. Not all alternative qualifications have shown an increased uptake: the number of schools opting for the International Baccalaureate Diploma Programme (IBDP) peaked at about 230 schools in 2010 but has since declined, despite the fact that this is not matched by a decline in other countries. University reco gnition of IBDP programmes has been argued to prove a significant problem with its provision, with the fact that the recognition of A-levels has resulted in a decline. The formation of the National Baccalaureate has been one response to the increased focus on these awarding mechanisms. This responds to the advantages that other qualifications have over traditional UK qualifications by providing an award that may be more internationally recognised and includes broader aspects to its format. For example, it can include personal development programmes and an extended project, as well as extending the study of Maths and English to 18 years. This might measure wider learning, and allow personal achievements alongside traditional subjects to be recognised. However, there is an extent to which this challenges some of the wider advantages of the existing qualification system. The A-level system is considered relatively resilient because it has a close alignment with the single-honour system at university. Subject broadening would be argued to dilute subject content. The reforms in 2016 represent perhaps an approach to the broadening of content by ensuring that the benefits of A-levels are capitalised upon, rather than attempts to broaden their content, allowing for students to be better prepared for university. The adoption of the Extended Project Qualification or of the Critical Thinking module represents one way in which examination bodies have responded to these challenges. However, given the experience of modular A-levels, which tended to produce a broader education with limited depth, the focus seems to be upon ensuring that the benefits of A-levels are not diluted, while continuing to provide a choice of modules through AS levels in order to provide the benefits of a rigorous education. Many schools migrating to IGCSEs have done so because of changes in the GCSE examinations in 2009. For example, these placed greater emphasis upon completing coursework in controlled conditions, which imposes a burden upon the schools, and many schools believed that IGCSEs presented a more rigorous assessment. Changes to the rigour of exams in the system of 2016 can be seen as a response to this perception. Question 3: What has been the impact on the qualifications market of the Governments decision to exclude IGCSEs from league tables? The impact of the governments decision to exclude IGCSEs from league tables has been problematic as the result is to condemn well-performing schools to the bottom of the league table. Few would argue that schools such as Westminster, Eton College or Harrow are poor-performing schools, but the result has been to show that their pupils did not reach the benchmark of A* to C grades. This undermines the impact of league tables and makes them a lower indication of the quality of an institution. It is also unlikely to encourage such schools to return to the state-approved national qualification market. This then makes the extent to which the league tables can be trusted questionable. This also potentially gives some of the more prominent independent schools an advantage because the reputation of many of the most famous schools is given precedence over the league tables, and the fact that the league tables no longer reflect this difference is well known. For the less well-known independen t schools, this may be an advantage in one sense because a mediocre placing will not be noted by the changes in the league tables, but this may also mean that some observers will interpret their position as actually reflecting their true place. The qualifications market is thus undermined by the lack of clarity in comparable results. Given that State schools do not follow IGCSEs, the result is to accentuate the differences between state and independent schools. This undermines the extent to which parents may compare the performances of different schools according to the league tables. The fact that a number of independent schools continue to support IGCSEs, including the most high-performing schools in the country, means that unless there is a large-scale abandonment of the IGCSE programme, then there will continue to be a two-tier system of results, and schools tend not to move at whim, and particularly if they are not substantively suffering from the impact of the change. This may mean that alternative publications will need to be created that compare the results of IGCSEs with the results of the GCSE league tables, and essentially re-insert these schools into the system. The removal of IGCSEs from the league tables has essentially backfired in this case because it has not devalued the IGCSE, nor drawn attention to the GCSE as a more rigorous form of study. Indeed, the reason that is commonly given for independent schools that follow IGCSEs is the greater choice it gives them, and the more rigorous approach it offers to learning. This means that the qualifications market takes note of these differences and there are thus limited effects that can take place as a result of this change. This would not be the case were it not for the fact that some of the most prominent supporters of IGCSE are well-known to be excellent schools, and therefore the league tables make it very difficult to distinguish between a lesser-known but well-performing school and a poo rly performing school. Either the schools should be excluded altogether or a separate table should be provided for this category. Question 4: What steps can be taken to overcome the challenges standing in the way of new providers entering the exams market, such as the perceived quality of exam boards, identified by Ofqual? Schools tend to choose the exam board largely on the perceived quality of the syllabus provided by the exam board, rather than the price. The decision to select an exam board is usually made by the head teacher of a subject who is usually not involved in the financial planning of the school. Schools are less likely to switch based on price without ascertaining that the quality of the exam board is high enough, and in order to do this a history of the examination board provision is required. The barriers to entry are high because of the non-negligible fixed sunk costs: firstly, products need to be adapted to specifications and regulatory compliance that is relatively high. Secondly, there would need to be an extensive investment in reputation in order to encourage the naturally-risk-averse schools to choose the exam board. There are also high costs associated with the possibility that something may go wrong. This means that competition between exam boards is periodic, and thus ta kes place at breaking points in the market, such as where there is a change in specification, or where a serious error by one exam board causes school to choose another. There are some dangers in allowing competition on quality rather than price, as should syllabuses be offered that focus on helping students to pass, a scenario known as the race to the bottom may develop. Ofquals intervention in the market would reduce the risk that this poses. There is no likelihood that there would be competition based on price in the near future, although the fact that most schools believe that the existing scenario offers reasonable value for money may suggest that examination boards will not wish to increase prices significantly. The most likely outcome is that there may be competition created on the variety provided by the syllabus, and therefore there may be room for alternatives that are based upon the interests and desires of different heads of department. Furthermore, if the market rema ins significantly regulated, then this may facilitate market sharing between boards and reduce the possibility of new entrants into the exam market, and this would also reduce the likelihood of new entrants. However, differentiation in the provision of exam boards will provide the opportunity for new entrants to attract schools. This would be less likely to happen if the subject content were closely regulated as syllabuses would need to be relatively similar between examination boards. As such, limited steps may be taken to overcome the entrance of new examination boards to the qualification markets while the provision of syllabuses remains regulated. The startup costs for a new board would appear to be too costly; the fact that schools rarely change syllabus, and the fact that they judge exam boards on the quality of the service provision relating to their previous performance in the field, may undermine this possibility. Allowing greater variation in the type of syllabus provid ed would seem the only way in which more diversity in products may be provided, and this would seem to be the most likely way in which the market may be developed. Question 5: Would introducing a single awarding body per qualification, as suggested by the Government, address concerns that competition is affecting the quality of exams? What other options should be considered? There are a number of advantages to the use of a variety of exam boards. The choice that this gives the schools in terms of the syllabus used is a significant benefit. The fact that this spreads the risk between different boards is also an advantage for any problems that may arise. The existence of a close regulation and monitoring between different boards allows there to be a close parity between awarding bodies, and this helps allow the schools to have choice in the type of exams they undertake, while still allowing for there to be variation and choice in how they do so. Each exam board also holds an incentive to raise the quality of the service they provide because a failure to do so results in a loss of business. The problem with regulation concerning the syllabus is that to an extent this disrupts the extent to which competition may be seen between exam boards. It can be seen as an inefficient method, given the similarities across subjects offered between different exam boa rds. For example, while a wide range of set texts are mandated by the government, there are limited possibilities for qualifications to alter their delivery. This means that there is an extent to which the provision of different qualifications can involve essentially providing the same qualification across different exam boards without affecting the product provided. The result is for exam boards to compete on style, and it is questionable as to how much difference in content may be provided. Despite this, the existing model is preferred and enjoyed by schools that believe that choice is provided to a sufficient extent. In particular, there is the extent to which schools may shift examination board should there be a real or perceived problem with the marking system. Likewise, the differences in how the syllabus is provided and the type of examinations offered, while being of the same standard, may offer alternatives that correspond more closely to the schools own preferences. Concerns that there may be competition that affects the quality of exams may be challenged to an extent. Moderation may undermine the extent to which exams are different between examination boards. Competition is largely on the provision of syllabus content and quality and does not appear to function on the basis of examination quality. Furthermore, there seems to be minimal evidence that schools adopt the examination board simply on the basis of the simplicity of examinations or to better their chances. Among other choices that might be considered is for exams to be marked centrally in order to address concerns over the possibility that there may be variation. However, this would restrict the individual exam boards choice to move board should they dispute a marking method or result. Secondly, the marking schemes between examination boards may be externally moderated and set in order to provide a comparable standard between boards. However, a case may be made for some core subjec ts to be centralised, as in some areas, such as Mathematics and English, there is limited choice between the subjects set between boards, and some of the syllabuses are sufficiently similar for there to be a strong imperative towards a central board. This argument may not be so persuasive in other subjects because there is less centralisation. Question 6: What impact has the new process for endorsing learning resources introduced last year had on the public confidence in endorsement arrangements for learning materials? The concerns that affected the existing system for the endorsement of learning resources include a range of issues. In particular, there is concern regarding the extent to which the existing resources written by examiners may compromise the predictability and confidentiality of assessments.. Therefore, the new method is intended to support the learning and teaching of a specific qualification without impinging negatively upon the standards of the qualification. Awarding organisations must publish the criteria they use in order to manage the risks of the qualification standards. This may mean that any real or perceived conflicts of interest are being managed effectively. In any case, students reliance upon examiner-authored resources may prove restrictive, and where textbooks are associated with these authors, schools are more likely to buy such textbooks. The current ruling does not exclude those who write such textbooks and those who publish them. Senior examiners may still pub lish such textbooks, and therefore the endorsement regulations have not reduced this. The Advisory Committee on Mathematics Education, for example, argues that the new regulations do not go far enough, and that examiner-authored textbooks continue to be a problem in Mathematics in particular. To an extent, this comment can be supported: the limitations to the reform are that it does not stop endorsements being affixed to the textbook or publication, but simply makes the procedure for doing so more transparent. Therefore, examiners may still publish such textbooks, and such textbooks may even identify the book as being written by the examiner, even if the texts are not endorsed by the examination board. Even if such endorsement does not take place, then it would be relatively simple for the schools to identify the examiner as the author of the textbooks. Likewise, the publication of transparent criteria by the examination board does not necessarily restrict the extent to which end orsement can take place, but simply offers information on the procedure used to make such decisions. Given that the new policy is relatively recent, there has been limited response to its effect in practical terms. It takes a certain period before the uses of textbooks endorsed under the new scheme for the purposes of a specific examination can be recorded. Furthermore, for many schools, the aim is to prepare their students for examination as closely as possible, and thus they will likely continue to purchase textbooks authored by those who work closely with the regulatory system. Public opposition to the system has tended to focus on this factor, and given that the changes to the regulatory system do not do enough to address this issue, it is unlikely that public opinion will be substantively mollified by the changes. There are thus two issues present: the question of how far texts written by those closely involved in the examination process should be used for preparation, and t he reasons used by examination boards to endorse learning materials. The changes in the endorsement procedures only affect the latter of these issues, whereas public opinion is largely concerned with the former. References ACME, (2014). Response to Ofquals consultation on regulating endorsement and examiner-author conflicts. https://www.acme-uk.org/news/news-items-repository/2014/5/acmes-response-to-ofquals-consultation-on-endorsement-and-examiner-author-conflicts [retrieved 2nd October, 2015]. AlphaPlus, (2012). The evaluation of impact of changes to A level and GCSEs, https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/197437/DFE-RB203_1_.pdf [retrieved 1st October, 2015]. BBC (2009). QA: GCSE v IGCSE, BBC Online, 5th March, 2009. https://news.bbc.co.uk/1/hi/education/7924496.stm [retrieved 2nd October, 2015]. Bunnell, T. (2015). The rise and decline of the International Baccalaureate Diploma Programme in the United Kingdom. Oxford Review of Education, 41(3), pp.387-403. Gove, M. (2014). Statement about the publication of reformed GCSE and A level content. https://www.gov.uk/government/speeches/gcse-and-a-level-reform [retrieved 2nd October, 2015]. Hillier, Y. ( 2015). England: Further and Adult Education. In C. Brock (ed.) Education in the United Kingdom, London: Bloomsbury, pp.107-130. Hodgson, P. A., Spours, K. (2015). Developing a national baccalaureate system in England: A policy learning approach. https://www.naht.org.uk/EasysiteWeb/getresource.axd?AssetID=46516type=fullservicetype=Attachment [retrieved 2nd October, 2015]. House of Commons (2012). The Administration of Examinations for 15-19 Year Olds in England, Vol. 1, London: HMSO, p.22. Hyland, T. (2002). On the upgrading of vocational studies: Analysing prejudice and subordination in English education. Educational Review, 54(3), pp.287-296. Long, R. (2013). GCSE, AS and A level Reform. London: HMSO. Malnick, E. (2015). Dozens of private schools branded failures in controversial new league tables. The Telegraph, 29th January, https://www.telegraph.co.uk/education/educationnews/11375767/Private-schools-happy-to-be-at-bottom-of-league-tables.html [retrieved 2nd Octob er, 2015]. NAHT (2014). Comment on Department for Educations decision to exclude IGCSEs from performance tables. https://www.naht.org.uk/welcome/news-and-media/key-topics/assessment/comment-on-dfes-decision-to-exclude-igcse-from-performance-tables/ [retrieved 2nd October, 2015]. Ofqual (2014). Regulating Endorsements and Examiner-Author Conflicts, https://www.mei.org.uk/files/pdf/MEI-response-to-Ofqual-consultation-on-Regulating-Endorsement-and-Examin.pdf [retrieved 2nd October, 2015]. Ofqual, (2015). Understanding awarding organisations commercial behavior before and after the GCSE and A level reforms. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/407337/2015-02-26-frontier-report-understanding-ao-commercial-behaviour-before-and-after-the-gcse-and-a-level-reforms.pdf [retrieved 2nd October, 2015]. Yougov, (2015). 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Liberalism Who And Why - 1358 Words

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Origin and Development The word Republican originates from the root word republic, which is a government where the people elect representatives to vote for issues and create legislation that is in their best interest or in the best interest of the government. According to Haley Barbour, the former RNC Chairman, â€Å"originally, ‘republican’ was a neutral term because the Constitution had guaranteed each state ‘a republican form of government’† (Barbour). This broad term later became narrowly tailored when it became used to describe conservatives. According to the Wisconsin Historical Society, â€Å"this name had beenShow MoreRelated Liberalism in Canadian Government Essay551 Words   |  3 PagesLiberalism is the best ideology for Canada’s government and is a good combination of both Socialism and Conservatism. Liberalism takes the finer parts from both ideologies to create a better form of government. 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Organizational Behavior As A Multidisciplinary Field

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Organizational behavior is a multidisciplinary field that includes several social sciences: psychology,†¦show more content†¦The use of scientific methods to test generalizations at the three levels of organizational behavior mentioned above – individual, group and organization - produces results that can be applied to real life issues and problems in organizations. This practical research offers managers and organizations evidence-based strategies and solutions to successfully navigate the many challenges organizations experience. To begin looking at how organizational behavior is depicted in popular media, television series are an excellent place to start. Many situation comedies have been built around the workplace such as, most recently, The Office, a documentary-style comedy revolving around the antics of the employees of a Pennsylvania paper mill. 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Organizational Analysis and Strategy Coca Cola

Question: Discuss about the Organizational Analysis and Strategy Coca Cola. Answer: Identification of resources of Coca Cola The case study describes about the war of Coca Cola and Pepsi in the global market. It is seen that the brand reputation of both the companies are high in its areas of business operations. However, analysing the case study it can be said that VRIO analysis is implemented in order to find out the resources that helps Coca Cola in acquiring a competitive advantage in the global soft drink industry (Meyer Peng, 2016). Resource capabilities Valuable Rarity Imitability Organization Distribution channel Coca Cola exploits the global networks of distribution (Forever global) Exclusive agreements with suppliers Improved organizational structure Secret formula Success in the formula of Coke Affirmative response It is not imitated as it has patent Hard to copy for Pepsi Product Portfolio Huge range of products Global range of products Almost similar pattern of products with Pepsi Little bit changed products Recommendations to Coca Colas management It can be said that Coca Cola must focus on the patent of its various range of its products not only in soft drinks but also in bottling operations. The brand reputation of the company in some areas must be changed in order to reinforce the brand image in the minds of the people. Patent of the products will help in maintaining competitive advantage as the product portfolio for Coke is huge in number than Pepsi. Apart from that, the worldwide distribution network of Coca Cola must be improved to meet the demands of the customers. It can be said that the suggestions are viable and will help Coca Cola in gaining a sustainable competitive advantage (Banks et al., 2016). References Banks, M. A., Vera, D., Pathak, S., Ballard, K. (2016). Stakeholder management as a source of competitive advantage.Organizational Dynamics,1(45), 18-27. Meyer, K., Peng, M. (2016).International business. Cengage Learning