The Scarlet Letter Essay -- Literature

Nathaniel Hawthorne’s The Scarlet Letter is a great piece of literature. It explores problems in society that still occur today. It is fascinating to see how the Puritans punished adultery then and the lack of punishment of adultery in our society now. It shows how all the characters affect Hester and what everyone does in the community. It shows that no one is exempt from any type of crime in that town. In Hawthorne’s The Scarlet Letter, he analyzes the characters of Hester Prynne, Arthur Dimmesdale and Pearl. One of the main characters in The Scarlet Letter is Hester Prynne. In The Scarlet Letter, Hester is described as â€Å"a comely woman whose pride sustains her through her punishment and for all the years of her life† (Overview: Characters). She is tall, has dark hair and her attire showed the attitude of her spirit (Hawthorne 51). She has a husband, Roger Prynne, whom she did not love. Before she got married, she was a strong-willed and eager young woman. Her husband, Prynne, has sent her to America and he was to arrive later. When he never arrived in Boston, she assumed he was lost at sea (SparkNotes). At the beginning of the book Prynne is walking out of the prison holding her daughter, Pearl, with the scarlet letter â€Å"A† embroidered on her clothing (Hawthorne 51-52). She wears the scarlet letter as a punishment and her secrecy to her lover. Her husband is in the crowd, and is living in Boston for revenge on her lover (Sparknotes). Hester is being charged with adultery. Her sentence is one that could be used for a much lesser crime (Korobkin). She is then kicked out of town and is forced to live on the outskirts of Boston in a small cottage (Hawthorne 62). Dimmesdale is the â€Å"judge† in Hester’s case. When Governor Bellingh... ...es from Gale. Web. 12 Jan. 2012. Milliman, Craig A. "Hawthorne's 'The Scarlet Letter.' (Nathaniel Hawthorne)." The Explicator 53.2 (1995): 83+. Literature Resource Center. Web. 15 Mar. 2012. Pimple, Kenneth D. "'Subtle, but remorseful hypocrite': Dimmesdale's Moral Character." Studies in the Novel 25.3 (Fall 1993): 257-271. Rpt. in Nineteenth-Century Literature Criticism. Ed. Jessica Bomarito and Russel Whitaker. Vol. 158. Detroit: Gale, 2006. Literature Resource Center. Web. 14 Mar. 2012. Pringle, Michael. "The Scarlet Lever: Hester's Civil Disobedience." ESQ: A Journal of the American Renaissance 53.1 (2007): 31-55. Rpt. in Children's Literature Review. Ed. Dana Ferguson. Vol. 163. Detroit: Gale, 2011. Literature Resources from Gale. Web. 12 Jan. 2012. SparkNotes Editors. â€Å"SparkNote on The Scarlet Letter.† SparkNotes.com. SparkNotes LLC. 2003. Web. 1 Feb. 2012

Examining Ethnic Differences in Achievemen Essay

1. The definition of an ethnic group is a group of people of the same race or nationality that share the same cultural norms and values. 2. Three ways in which the education system may encourage separation between children of different ethnic backgrounds are: Labelling and teacher racism, many teachers label their students and studies by interactionist sociologists found out that many teachers labelled black children as disruptive and they didn’t want them in their class. Another reason is the ethnocentric curriculum. Troyna and Williams describe the curriculum in British schools as ethnocentric because it gives priority to white culture and the English language; this causes separation between white pupils and other ethnic pupils. A final reason is the selection and segregation available to schools. David Gillborn argues that marketization has given schools greater scope to select pupils. This puts some ethnic minority pupils at a disadvantage because selection gives more scope for negative stereotypes to influence decisions about school admissions. 3. There are many ways in which factors in children’s home background may lead to differences in achievement levels between ethnic groups. The first way is cultural deprivation; this is split into 3 aspects. The first is intellectual and linguistic skills. Cultural deprivation theorists argue that many children from low-income black families lack intellectual stimulation and enriching experiences. Bereiter and Engelmann consider the language spoken by low-income black American families as inadequate for educational success. The next aspect is attitudes and values. Cultural deprivation theorists say that some black children are socialised into a subculture that instils a fatalistic ‘live for toady’ attitude that does not value education and leaves them unequipped for success. The final aspect of cultural deprivation is family structure and parental support. Daniel Moynihan argues that because many black families are headed by a lone mother, their children are deprived of adequate care because she has to struggle financially in the absence of a male breadwinner. Also Ken Pryce claims that Asians are higher achievers because their cukture is more resistant to racism and gives them a greater sense of self-worth. However, he argues, black Caribbean culture is less cohesive and less resistant to racism. As a result, many balck pupils have low self-esteem and under-achieve. Another reason is Material deprivation and class. According to Flaherty; Pakistani’s and Bangladeshis are over three times more likely than whites to be in the poorest fifth of the population, as a result statistics show that Pakistani and Bangladeshi boys are among the lowest ethnic groups in the country to obtain 5 A-C GCSE’s. A final reason is racism in wider society. David Mason says â€Å" discrimination is a continuing and persistent feature of the experience of Britain’s citizens of minority ethnic origin. † 4. The differences in educational attainment between different groups of pupils have been a major focus of much sociological research. These differences can often be seen to be largely due to different social class, but also gender or ethnicity. Social class is the most significant and dominant factor when looking at these differences, but ethnicity also has a relative impact on educational achievementÃ'Ž Education has a key role to play in eradicating racism and valuing diversity and it a responsibility for all educational establishments, including those with few or no ethnic minority pupils. Promoting racial equality demands a whole school approach and commitment from all those who are involved in the life and work of their school. Racism is linked to the educational achievement of minority ethnic groups, however the connections are complex. Gilborn and Mirza conclude that ‘social class and gender differences are also associated with differences in attainment but neither can account for persistent underlying ethnic inequalities: comparing like with like, African Caribbean, Pakistani and Bangladeshi pupils do not enjoy equal opportunities. ’ They also argue that in promoting educational inclusion as a means of raising standards, there is a need ‘for clarity and guidance in translating the commitment to equality and inclusion into policy proposals and practice at the local and school level. Many cultural deprivation theorists see the lack of intellectual and linguistic skills as a major cause of under-achievement. Gordon Bowker identifies their lack of standard English as a major barrier to progress in education and integration into wider society. However the Swann Report found that language was not a major factor in under-achievement. Other cultural deprivation theorists suc as Charles Murray argue that a high rate of lone parenthood and a lack of positive male role models lead to the under-achievement of some minorities. Also Anthony Flew believes that ethnic differences in achievement stem from cultural differences outside the education system, not discrimination within it. However Geoffrey Driver criticises the cultural deprivation theory for ignoring the positive effects of ethnicity on achievement. He shows that the black Caribbean family, far from being dysfunctional, provides girls with positive role models of strong independent wome Driver argues this is why black girls tend to be more successful in education than black boys. Some socilogists that the ethnic differences in education are cause by racism. John Rex shows how racial discrimination leads to social exclusion and how this worsens the poverty faced by ethnic minorities. In housing, for instance, discrimination means that minorities are more likely to be forced into substandard acoomodation than white people of the same class. This creates separation due to the ethnic children not being able to study at home and therefore getting lower grades than the white children who are able to study at home.

Motivational Methods Hcs 325

Motivational Methods There are various motivational methods that are used in the workplace. There are three motivation theories; equity theory, expectancy theory, and goal-setting theory. In an organization, motivational methods are used to improve and prepare staff members for implementation of new policies. Motivational success depends on what methods are used and what the exact motivation is. One theory of motivation is equity theory. The essence of the theory is that perceived inequity is a motivating state—that is, when people believe that they have been inequitably treated in comparison to others, they will try to eliminate the discomfort and restore a sense of equity to the situation† (Lombardi, 2007, p. 284) . In an organization, not everyone will get along; there will be disagreements and even arguments. When a worker is dissatisfied with their job they will become less interested and invested in it. They will not work as hard as they once did which affects the team as a whole. A worker may even quit or be transferred if they perceive inequity (Lombardi, 2007, p. 84). A way for a supervisor to correct this situation is to communicate the intended value of rewards given, by doing so; the worker feels like it is less of a competition and will strive toward the goal of getting a raise or promotion. â€Å"Social science research suggests that people are most likely to internalize norms when they feel autonomous, competent, and related to others† (Bartlett, 2009, p. 1895). An important goal is for an employee to feel like they are an important part of the team. The expectancy theory is based on the question: â€Å"What determines the willingness of an individual to work hard at tasks important to the organization? (Lombardi, 2007, p. 284). If an organization is preparing for a change in policy, the supervisor must get their staff prepared for the change. In most cases, the workers feel fine with the policy they currently have and are re luctant for change because it disrupts work patterns for a while. The supervisor should let their team know of the importance of the change as well as take small steps to build up to the impending change. With the ever changing workforce characteristics such as age of the average worker, and workers waiting longer to retire, there is a great range of workers and with that, a greater range of needs. Changing workforce characteristic may impact the effectiveness of pay, reward, and recognition systems if demographic-based generational differences in the workforce translate into norms at expectations and motivation† (McGinley & Meese, 2011, p. 82). A way to motivate workers with this theory is for the supervisor to clearly link effort and performance, link performance to work outcomes, and choosing work outcomes valued by the individual† (Lombardi, 2007, p. 285). When an organization needs its departmental supervisors to prepare staff for change, the expectancy theory can b e used to motivate workers.For example, if a department is going under a new policy, the workers in that department will have to adapt, a way to ensure a smooth adaptation is for the supervisor to set goals and expectations that need to be reached as well as provide rewards for those who follow protocol on a regular basis and explain what the rewards are and their criteria beforehand. Positive reinforcement will increase the frequency of desirable behavior by making pleasant consequence contingent on its occurrence (Lombardi, 2007, p. 88). The goal-setting theory â€Å"is that task goals can be highly motivating if they are properly set and if they are well managed† (Lombardi, 2007, p. 285). For the goal-setting theory to work, supervisors and team members must work together to set the right goals in the right ways (Lombardi, 2007, p. 285). In the case of preparing for change, the goals should be to have a smooth transition, in order for this to happen, everyone must work tog ether. It cannot be just one person pushing the others to reach a goal.If the supervisor want to make their staff feel competent and capable of doing a good job they will have to â€Å"select workers with ability, train workers to use ability, support work efforts, and clarify performance jobs† (Lombardi, 2007, p. 286). When goals are specifically set there is a greater outcome for success. For example, in a wound care facility a goal for one worker is to complete inventory in 45 minutes twice a day; the worker will have a clear understanding of what is expected of them rather than the supervisor to tell the worker â€Å"get the inventory done today†.Rewarding the accomplishment of a worker will reinforce good work ethic and ensure greater outcomes in the future. When an organization wants to make changes, it affects everyone, from the top to the bottom. In order for the changes to be implemented in an effective manner, motivation among staff is needed. Providing posit ive reinforcement when a task is continuously done correctly can ensure that the task will continue to be done correctly. Implementing any one of the three motivational methods discussed will make any change a smoother transition.Keeping workers motivated to do their job will increase productivity and provide better outcomes for the organization. References Bartlett, K. T. (2009). Making good on good intentions: The critical role on motivation in reducing implicit workplace discrimination. Virginia Law Review, 95(8), 1893-1972. Lombardi, D. J. , Schermerhorn, J. R. , & Kramer, B. (2007). Health Care Management. Hoboken, NJ: John Wiley & Sons. McGinley, J. , & Meese, T. (2011, March). Intelligence Community Assessment: Generational differences in workplace motivation. American Intelligence Journal

Business Need Business Communication Skills Essay

BUSINESS NEED BUSINESS COMMUNICATION SKILLS * BASICS OF BUSINESS COMMUNICATION – Communication skills have emerged as the most powerful set of skills to possess for accelerating ones career trajectory and speed of accomplishment in every walk of life. To prepare yourselves for a rewarding career in the broad field of management, it is even more essential to acquire, practice and exhibit high levels of communication skills in normal and crisis situations. Effective communication skills provide the ladder to the managers and leaders for rapid progression in their careers. Business communication is the sending and receiving of verbal and non verbal messages within the organizational context (Roebuck, 2001; Over, 2001; Murphy, Hildebrandt, & Thomas, 1997). Hanna and Wilson (1998) expanded on this definition, indicating business communication is a process of generating, transmitting, receiving, and interpreting messages in interpersonal, group, public, and mass communication contexts through written and verbal formats. Hynes (2005) stated effective business communicat ion is the key to planning, leading, organizing, and controlling the resources of the organizations to achieve objectives, and may be formal or informal in nature. Argenti (2007) discussed business communication functional aspects and found that over half of the heads of corporate communication departments oversee business communications functions that include media relations, online communications, marketing, special events, product/brand communications, crisis management, employee/internal communications, community relations, and product/brand advertising. The expanse and importance of business communication underscores the need for business education and business to collaborate in preparing business majors for the workplace. It is widely accepted that business management and business educators perceive communication skills as highly valuable to employees and organizations alike. In business organizations, numerous sources have reported that communication skills are critical to career success and a significant contributor to organizational success (Du-Babcock, 2006; Roebuck, 2001; Certo, 2000; Dilenschneider, 1992; Rushkoff, 1999). In academia, research  has shown faculty and administrators perceive that communication skills are very important to students’ eventual career success (National Association of Colleges and Employers, 2001; Gray, 2010). Despite the agreement in business regarding the importance of communication skills, evidence exists that long-term employees and those just entering the work force from college still lack these skills. Pearce, Johnson, and Barker (1995) reported fair to poor (the lowest two categories on a 5- point scale) communication and listening skills of managers and employees. Fordham and Gabbin (1996) interviewed 84 business executives and concluded that business students with apprehension about communicating are less likely to practice the communication and, therefore, are less likely to develop communication skills. * Objectives * Scope of Communication * Types of Communication * Significance of Communication Skills * Communication Process * Process at Communicators‟ End * Process at Communicates‟ End * Communication Model * OBJECTIVE – After perusing this unit, students should be able to: 1. Appreciate the vast scope of communication in modern world 2. Distinguish between the process of communication and exercise of power 3. Understand that one-way flow of information is a part of the overall process of communication 4. Identify different types of communications 5. Grasp the importance of communication skills in the life of an individual and enterprise 6. Recount the dividends that accrue from acquiring effective communication skills 7. Understand the sources that lead to multiple interpretations of oral and written communication * SCOPE OF COMMUNICATION – Communication as a subject of study has a very vast canvas. To different people, communication implies various areas of study, research and application: (1) It is a means of transportation from one place to another viz., moving men, machines, materials etc by surface transport like railways, roadways or by air or by sea. It is not uncommon to describe a region or a country backward in terms of means of communication because it is not serviced or well connected by railways, roadways, airways or seaways. (2) It also relates to means of sending / receiving messages, packets or parcels through post, telephone, telegram, radio, wireless or Internet. These means of communications have undergone rapid changes during the last few decades. Postal services have been revolutionized by courier services – same-day delivery, next-day delivery etc. Telephone services have become commonplace – one can talk to a person anywhere even one orbiting in a satellite without shouting. The mobile telephony and use of Internet has changed the way people talk and communicate with one another. They are changing the way business is done. (3) Communication is a major focus of attention for artists – singers, dancers, actors, painters, sculptors etc are all trying to communicate with their audiences. They Endeavour to win their attention and appreciation so as to secure attractive returns for their efforts. In managerial or business context, it is the science and art of communicating. Etymologically, communication as a word is derived from the word „common‟ in English or „Communis‟ from Latin. It means „shared by‟ or „concerning all‟. Thus communication is a process of „influencing others‟ to achieve common, shared objectives. These goals could be that of individuals, families, teams, departments functions and companies. Communication has emerged as a very powerful personal skill that individuals must acquire to be able to perform their duties and become efficient managers and effective 1. Communication and Power – Communication is also the most powerful input resource in an enterprise. The various resources, just to recount, are as below: 1 Men 2 Money 3 Materials 4 Machines 5 Methods 6 Management 7 Measurement 8 Message covering both information and communication flows 9 Motive Power 10 Motivational Leadership Messaging has emerged as the most important resource for, without it, nothing can be transacted anywhere. It is the lifeline of any society. It is the glue that holds companies, communities and countries together. There is another process that is also used to influence others – it is the use of authority or power. They say if person has power it shows because it quickly shows his influence or hold on others‟ opinion. However, it must be understood in its proper perspective. Power has been described as „a process of influencing others to do some thing that, left to themselves, they will not do‟. This process is, then, quite different from that of communication where we influence others as equals – members of the family, members of the inter-departmental teams or customers or fellow members of an association. The process of communication is greatly dependent on the skill of individuals who, as equal members, are in a position to influence others so as to compel, propel or impel them to work together to achieve common goals! (2) Communication as a two-way process Communication is a complete process – it starts with communicators sending messages to receivers, the „communicatees‟. An experienced sender of message, whether oral or written, would think of the audience as his customer. He would try to gauge or guess the kind of level of communication the receiver is comfortable with. Thereafter, he would craft his message in a manner and in the language, words, phrases and idioms that the receiver is familiar with. Each receiver of message is really a customer whose needs and wants should be as well known to the sender as it happens in a market place. Obviously, like the sender who chooses words, phrases and idioms from his vocabulary depending on own learning, experience and exposure, receiver also has his own mental filter that is the product of his learning, experience and exposure. To absorb the message in his mind, he does the abstraction of the message in to words, phrases and idioms that he is familiar with or has command over. This leads to his formulating his response to the message received. Once again, it goes through the mind filter and ultimately comes out of the communicatee and starts its return journey to the sender of the message. It conveys back what is understood by the receiver. A sensitive speaker is able to judge the reaction of his audience from the gestures, sounds and expressions of the audience – the way they sit, the way they yawn or the way they twitter their fingers etc. It is thus a complete cycle because it is a two way process. Until the full process has been gone through the process of communication is considered to be incomplete. (3) Information as a one-way process Information flow is another related process. Information is knowledge; it comes from the processing of raw data which records the events as they take place in every miniscule of an organization or an institution. Knowledge is power. The flow of information is considered to be an extremely powerful tool at the disposal of men at all levels of a business enterprise. However, difference between communication and information flows must be understood clearly. Whereas communication is a two way process, information is a one-way process. It is, therefore, half of the process. Yet it is used  very extensively in organizations. As businesses grow in size, complexity and dynamics, it is very difficult to ensure two way process all the time. Much of the time, information flows one way – downwards, upwards or horizontal along formal lines of command. These lines of command become the channels of information flows and serve as the cornerstones of communication, coordination and control. 2. TYPES OF COMMUNICATION Communication can be classified as below: Communication Verbal Non-verbal Communication ommunication Oral Written Body Language Communication Communication 3. SIGNIFICANCE OF BUSINESS COMMUNICATION SKILLS – Conversing and corresponding with people around is such a common activity that most of individuals are so pre-occupied with their daily routine that they do not stop and ponder over the immense advantages that business enterprises can derive from mastering the art and science of communication. Following payoffs are only suggestive: 1. Internal communication – Before the end of nineteenth century, businesses were small; they started growing in size from the beginning of twentieth century. Contemporary business enterprises are very large and have not only become multinational but also transnational in character. Besides, they have grown in complexity in terms of a wide array of products and services they deal in and the number of countries and  continents they are operating in. Also, arising from liberalizing of many national economies, global competition has intensified and the rate of change in market place has accelerated. Market forces have also become very dynamic, almost verging on chaos. 2. External communication – As a business enterprise in the modern society, it has to interact, pro-act or react to happenings in other institutions viz. 1 Government bodies, statutory / regulatory agencies, municipal authorities etc 2 Distributors, dealers and retailers 3 Customers, community and society at large 4. Communication skills as vital job requirement- Human beings are communicating all the time. Ability to express powerfully and influence the attitude and behavior of people for giving better performance on their jobs, has emerged as a job skill of critical importance for managers / leaders at all levels of management. Thus all employees are expected to: 1 Write good correspondence 2 Be good in oral conversation 3 Develop and cultivate powerful body language 4 Be able to sell ideas and products effectively 5 Be very good in weaning away customers from competitor and retaining them It is now increasingly understood that even specialists like accountants, engineers, technicians etc should have good communication skills. In the present day knowledge society, competitive advantage of acquiring excellent communication skills cannot and perhaps need not be emphasized! * Communication skills essential for promotion – Communication skills have emerged as the most critical prerequisite for  promotion to senior executive positions in the industry. Consequently, managers at lower rungs of organizations should also have good command over the spoken and written language of the business. As a general rule, managers should have the ability to make their communications heard, read or understood. * COMMUNICATION PROCESS – * In order to develop a deep understanding of the subject of communication, it is important that everyone understands the complete process of communication. Broadly, it has two parts: * Process at communicator end (Senders‟ Part) * Process at communications end (Receivers‟ Part) A GOOD DEBTOR IS A GOOD COMMUNICATOR Definition: Debtor is an expression used in the accounting world to specify a party who owes money to a company or individual. A debtor can be an entity, a company or a person of a legal nature that owes money to someone else – your business for example. If you have one or more debtors, that makes you a creditor. To put it simply, the debtor-creditor relationship is complimentary to the customer-supplier relationship. Definition: a person who communicates, especially one skilled at Conveying information, ideas, or policy to the public. a person in the business of communications, as television ormagazine publishing. Definition In this division, â€Å"collector† means a person, whether in British Columbia or not, who is collecting or attempting to collect a debt. Harassment (1) A collector must not communicate or attempt to communicate with a debtor, a member of the debtor’s family or household, a relative, neighbour, friend or acquaintance of the debtor, or the debtor’s employer in a manner or with a frequency as to constitute harassment. (2) Without limiting subsection (1), one or more of the following constitutes harassment: (a) using threatening, profane, intimidating or coercive language; (b) exerting undue, excessive or unreasonable pressure; (c) publishing or threatening to publish a debtor’s failure to pay. Disclosure to debtor (1) A collector must not attempt to collect payment of a debt from a debtor until the collector has notified the debtor in writing or the collector has made a reasonable attempt to notify the debtor in writing of (a) the name of the creditor with whom the debt was incurred, (b) the amount of the debt, and (c) the identity and authority of the collector to collect the debt from the debtor. (2) A collector must not initiate verbal communication with a debtor with respect to the collection of a debt until 5 days after the collector has sent to the debtor the written notice referred to in subsection (1). (3) If a debtor informs the collector that the debtor has not received the notice required under subsection (1), the collector must send that information to the debtor at the address provided by the debtor. Communication with debtor (1) A collector must not communicate or attempt to communicate with a debtor at the debtor’s place of employment unless (a) the collector does not have the home address or telephone number for the debtor and the collector contacts the debtor solely for the purpose of requesting the debtor’s home address or telephone number or both, (b) the collector has attempted to contact the debtor at the debtor’s home address or telephone number, but the collector has not contacted the debtor in any of those attempts, or (c) the collector has been authorized by the debtor to communicate with the debtor at the debtor’s place of employment. (2) The collector must not make more than one verbal attempt, under subsection (1) (b), to contact the debtor at  the debtor’s place of employment. (3) At the time a collector communicates with a debtor, the collector must first indicate to the debtor (a) the name of the creditor with whom the debt was incurred, (b) the amoun t of the debt, and (c) the identity and authority of the collector to collect the debt from the debtor. (4) A collector must not continue to communicate with a debtor (a) except in writing, if the debtor (i) has notified the collector to communicate in writing only, and (ii) has provided a mailing address at which the debtor may be contacted, (b) except through the debtor’s lawyer, if the debtor (i) has notified the collector to communicate only with the debtor’s lawyer, and (ii) has provided an address for the lawyer, or  (c) if the debtor has notified the collector and the creditor that the debt is in dispute and that the debtor would like the creditor to take the matter to court. Communication with persons other than debtor (1) Except for the purpose of obtaining the debtor’s home address or telephone number, a collector must not communicate or attempt to communicate with a member of the debtor’s family or household, or a relative, neighbour, friend or acquaintance of the debtor unless (a) the person contacted has guaranteed to pay the debt and is being contacted in respect of that guarantee, or (b) the debtor has authorized the collector to discuss the debt with the person contacted. (2) A collector must not communicate with a debtor’s employer except (a) for the purpose of confirming the debtor’s employment, business title and business address, or (b) for other purposes authorized in writing by the debtor. Time of communication (1) In this section, â€Å"statutory holiday† means a holiday, except Sunday, unless the holiday falls on a Sunday. (2) Except on the request of the person contacted, a collector must not communicate, either by telephone or in person, with the debtor, a member of the debtor’s family or household, or a relative, neighbour, friend or acquaintance of the debtor, or the debtor’s employer or guarantor (a) on a statutory holiday, (b) subject to paragraph (a), on a Sunday, except between the hours of 1 p.m. and 5 p.m. local time for the person contacted, or (c) on any other day, except between the hours of 7 a.m. and 9 p.m. local time for the person contacted. Cost of communication A collector must not communicate or attempt to communicate with a person for the purpose of collecting, negotiating or demanding payment of a debt by a means that results in the costs of the communication being payable by the person. Collection from person not liable for debt or in excess of amount of debt A collector must not (a) collect or attempt to collect money that exceeds the amount of the debt owing, (b) collect or attempt to collect money from a person who is not liable for the debt, or (c) if a person has informed the collector that the person is not the debtor, continue to communicate with that person unless the collector first makes all reasonable efforts to ensure that the person is in fact the debtor. Legal proceedings (1) If a debt has been assigned to a collector, the collector must not (a) bring or continue a legal proceeding for the recovery of a debt as plaintiff unless the debtor has been given notice of the assignment, or (b) bring a legal proceeding unless the collector first gives notice to the debtor that the collector intends to bring the proceeding. (2) A collector must not recommend to a creditor that a legal proceeding be brought, unless the collector first gives notice to the debtor that the collector intends to recommend that a proceeding be brought. (3) Nothing in subsection (2) affects solicitor-client privilege. (4) A collector must not directly or indirectly threaten, or state an intention, to bring or continue a legal proceeding for the recovery of a debt (a) for which the collector does not have the written authority of the creditor, or (b) for which there is no lawful authority. Removal, seizure, repossession and distress A collector must not do any of the following, whether on the collector’s  own behalf or on behalf of another person, directly or indirectly: (a) unless there is a court order to the contrary, remove from inside the debtor’s private dwelling any personal property claimed under seizure, distress or repossession, in the absence of the debtor, the debtor’s spouse, the debtor’s agent or an adult resident in the debtor’s dwelling; (b) seize, repossess or levy distress against personal property that is not specifically charged or mortgaged, or to which legal claim may not be made under a statute, court judgment or court order; (c) remove, seize, repossess or levy distress against personal property during a day or during the hours of a day when removal, seizure, repossession or distress is prohibited by the regulations. False or misleading information and misrepresentations In collecting or attempting to collect payment of a debt, a collector must not (a) supply any false or misleading information,  (b) misrepresent the purpose of a communication,  (c) misrepresent the identity of the collector or, if different, the creditor, or (d) use, without lawful authority, a summons, notice, demand, or other document that suggests or implies a connection with any court inside or outside of Canada. Additional prohibited practices A collector must not commit or engage in a prescribed act or practice.

Final Paper Term Example | Topics and Well Written Essays - 4000 words

Final - Term Paper Example Anxiety is one psychological disorder which is reported even from the beginning of recorded human history. In Holy Bible incidents of depression are reported to two prominent personalities; King David and Job. Many people still don’t have much idea about anxiety as a disease since the symptoms of anxiety are visible among even normal people occasionally. Like many of the psychological disorders, both heredity and environment can cause depressive behaviors Anxiety is always caused by negative thoughts and negative energy driven by unpleasant emotions or feelings. Anxiety can be defined as a psychological disorder characterized by cognitive, emotional, and behavioral components. It is driven by low mood and lack of activity. Persons with anxiety disorders may exhibit sadness, hopelessness, helplessness, worthlessness, guilty feeling, restlessness, uneasiness, apprehension, fear, or worry. Anxiety can change the normal conduct of a person and it can be considered as a normal reaction to stress. An 80 year old mother of one of my friends, who is staying near my home, is undergoing treatment currently for anxiety related psychological problems. Lady X (For convenience throughout this paper this lady is referred as ‘Lady X’) was a brave and courageous lady who has faced several problems during her childhood with respect to poverty. She was the second child of a seven member family. She was married to a soldier at an early age of 18. Her husband was busy with his military assignments till 58 years of age and enjoyed only 2 months of his annual holidays with his wife and four children for a prolonged 20 years of his military services. When he retired at the age of 58, he was quiet happy as all the four children were already got employment and his family burdens were considerably reduced. Lady X was the one who brought up her children and worked hard for the wellbeing of their children even though Mr. X assisted her with

Individual Critica Essay - Strategic Analysis of an Organisation

Individual Critica - Strategic Analysis of an Organisation - Essay Example Here, the researcher will conduct PESTLE analysis in order to understand how external factors are shaping Network Rail’s strategic initiatives. Based upon pertinent internal and external pressures on Network Rail, the paper has selected corporate social responsibility (CSR) as key strategic issue to be discussed. In the main discussion, the paper will review strategic initiatives being taken by Network Rail in order to address corporate social responsibility issue. In context to corporate social responsibility, the paper will analyze issues regarding nature of the emerging stakeholder, tensions and challenges within Network Rail and pertinent industry. Strategies of Network Rail to address corporate social responsibility issue will be addressed from leadership or change perspective will be analyzed to understand effectiveness of strategy of Network Rail. Before going into main discussion, the essay will shed light on business matrix of Network Rail in order to create backgroun d for further discussion. Network Rail Ltd uses the trade name of Network Rail and the company has multiple subsidiary companies. The company is headquartered at London, United Kingdom and was established in the year 2002 (Network Rail, 2014). Network Rail Infrastructure Ltd works as subsidiary of Network Rail and the subsidiary operates and owns rail infrastructure across different cities in UK. However, Network Rail does not operate underground railway track or railway infrastructure in Northern Ireland (Network Rail, 2014). From structural perspective, Network Rail Ltd works as a statutory corporation, which can be classified as "not for dividend" private company (Network Rail, 2014). As a result, Network Rail Ltd neither has shareholders nor is it controlled by any particular owner. The company is vulnerable to government ownership as well as intervention, due to absence of legal owners. During 2012, Network Rail announced

Distorting the Truth About Crime and Race Assignment

Distorting the Truth About Crime and Race - Assignment Example However, the role of NYPD is to strictly keep an eye on African Americans for the sake of crime prevention and mitigation program that they should employ for the public safety. For this reason, no unjustified racial tactics may be necessary on the part of NYPD, but a strong action of priority to look out for the violent ones, which would allow us to see Mac Donald so convincing with his claim if we try to figure out this way. The strong stand of Mac Donald (2010) is to disclose the crime rates before we could actually conclude that the New York Police Department (NYPD) may have actually oppressed the city’s black population or the minority with their so-called unjustified racial tactics. It is on this ground that in his article entitled â€Å"Distorting the Truth About Crime and Race: The New York Times Is At It Again† published in the City Journal he strongly disagreed the way how the New York Times may have falsely accused the NYPD of its ‘racist stop-and-frisk practices’ that was allegedly employed on the minority of the population, consisting the Blacks, Hispanic and other nationalities. Keywords: race, crime, racial discrimination, African Americans, NYPD, justice The strong stand of Mac Donald (2010) is to disclose the crime rates before we could actually conclude that the New York Police Department (NYPD) may have actually oppressed the city’s black population or the minority with their so-called unjustified racial tactics. It is on this ground that in his article entitled â€Å"Distorting the Truth About Crime and Race: The New York Times Is At It Again† published in the City Journal Mac Donald strongly opposed the way New York Times may have falsely accused the NYPD of its ‘racist stop-and-frisk practices’ that was allegedly employed on the minority of the population, consisting the Blacks, Hispanic and other nationalities. Mac Donald (2010) said, â€Å"You cannot properly analyze police behavior w ithout analyzing crime†. Will this lead us to understanding why, as the Times claimed that in 2009 Blacks made up 55 percent of all stops even though they were only 23 percent of the city’s total population compared to the 10 percent of all stops for the Whites consisting the highest percentage of the population which was 35 percent by that time? Mac Donald has the answer. He presented the evidence that in the first half of 2009 in New York, Blacks already committed 66 percent of all the reported cases of violent crimes compared to the 5 percent among Whites by contrast. In addition, he added that Blacks committed 80 percent of all shootings in the first half of 2009 and 70 percent of all reported cases of robberies compared to the 1.8 percent for shootings and 5 percent robberies that whites committed, by contrast. This therefore according to Mac Donald should justify further why Blacks and Latinos were nine times as likely as whites to be stopped. Mac Donald suggested that the above facts should have been included in the report of Times in order to justify the truth behind why the cops are most likely to stop the minority of the population who were most of the time involved in the proliferation of crimes. In this tone of argument, Mac Donald is trying to convey the idea that Blacks could be more violent than Whites, which could further justify why the cops may have placed them as a higher priority for various crime-related investigations. Here where the actual issue of public policing may come in, which Mac Donald has also deliberately included in his argument. In line with his actual reasoning, it could be that the ultimate way to justify the action of the NYPD is to investigate the rate of crimes at present when police officers are active in mitigating the occurrence of crime especially that a significant number