Manufactured Operations in China Research Paper Example | Topics and Well Written Essays - 500 words

Manufactured Operations in China - Research Paper Example There is an abundance of labor in China due to the fact that the country has the highest population in the world. The workers in China are more disciplined than its American counterparts and have higher respect for the job. A major obstacle to doing business in China is that companies must abide by the governmental rules of a communist nation. Companies that want to expand internationally have to seriously consider expanding to China. Abiding by the governmental rules is a constraint that can be overcome by the abundance of business opportunities for companies operating in China. The business rules of China are not as strict as in the past. Prior to China’s entrance in the World Trade Organization (WTO) in 2001 companies that wanted to penetrate China had to form a 50-50 joint venture with an established Chinese company (Cnn, 2001). Today firms from the United States or other parts of the world can form whole owned subsidiaries in China. I think that the rule that sales in China have to be contingent on a company establishing its operations there is not that bad. Operating a manufacturing center in China is an extremely profitable proposition due to the lower operating costs in comparison with other parts of the world. Exploiting the Chinese retail market is a very beneficial proposition. In China due to the industrialization movement and economic growth there is a growing middle class that is eager to purchase consumer products in order to increase their quality of living. The massive population of China can help any company increase its sales numbers in a short amount of time. Short term gains are very important to increase the immediate profitability of a company. There are opportunities for market penetration in China in many industries. Overcoming the cultural barrier in China is important towards the success of an enterprise that establishes operations there. The majority of Chinese

Nora therapeutic nurse-patient relationship is cultural consideration Essay

Nora therapeutic nurse-patient relationship is cultural consideration - Essay Example In the case of Nora, the most important determinants of the therapeutic nurse-patient relationship would be cultural considerations and the nature of the nurse-patient rapport, which is dependent on effective communication. Communication between the nurse and the patients facilitates the transfer of information, concerns, queries and expectations between the two parties. If knowledge regarding the disease course, the treatment modalities available, and the post-hospitalization course is transferred effectively to the patient, it can result in greater patient satisfaction as the patient is well informed about what to expect (McQueen, 2000). Moreover, it also enables the patients to develop their trust in the nurses and helps in mitigating any existing anxiety or stress on the part of the patient (Kirk, 2007). Such communication can be achieved if the nurses posses effective communication skills, such as displaying empathy, active listening and use of non-verbal gestures in order to ma ke the patient comfortable and to establish a good rapport (Jasmine, 2009; Chant, Jenkinson, Randle, & Russell, 2002).

Plan for Closing the Achievement Gap for Latino Students

Plan for Closing the Achievement Gap for Latino Students Chapter 1 Definition of the Problem The American education experienced long and sustained period of school reforms filled with significant challenges. The policymakers as well as the governors made the school reform movement their top project priority since the 1980s (Sindelar, Shearer, Yendol-Hoppey Liebert, 2006). The school reform movement undergone profound achievements in the past and continues to tackle significant challenges although it has achieved its goal in creating changes to school conditions, student performance, and institutional policy. The National Governors Association for Best Practices is looking into the achievement gap challenge facing the schools today (Grant, 2009). This requires creating new policies and developing old policies to close in the achievement gap problems happening in several states. The policy primer discloses the nature of the achievement gap problem, its history, and the different states efforts to solve the existing problem. The primer also discusses alternative solutions and strategies at state level including important issues and factors to avoid in implementing solutions. Understanding the achievement gap context The achievement gap context is all about the differences one sees between people coming from different race and class (Chubb Loveless, 2002). There is an increasing difference concerning the performance of students coming from the disadvantaged minority as compared to the performance demonstrated by white students of the same grade level (Chubb Loveless, 2002). This achievement gap is a clear issue of racism and the effects of the power of the privilege. Educational institutions, educators, and policymakers face genuine lack of understanding creating and developing schools that can cope up with the context of a diversified society. The challenge goes on with the creation of correct policy that could help close the achievement gap. Federal response to the urgent persisting achievement gap problem The No Child Left Behind Act or NCLB is an attempt by the Federal government to close the achievement gap (Chamberlain, 2004). The policy set forth a new accountability practice for American schools to set the same standards with detailed plan for testing performance to ensure students meet preset standards of the schools. The framework of the NCLB allows a student to transfer to other schools located at the same district if he fails to pass the test performance set by the school. It is the responsibility of the school district to provide persistently failing students supplemental services as well as choices to study at other schools operating within the same district (Chamberlain, 2004). The school needs to demonstrate adequate progress about the problems of persistently failing students. Failure to show progress makes them open for state law corrective action (Chamberlain, 2004). The schools focus their performance targets based on the conditions of the students with disabilities a nd coming from disadvantaged family background. This includes students coming from ethnic or minority group that possess limited English language skills and proficiency. However, well performing schools are still required to alter school practices, policies, and governance to accelerate and enhance the educational experience of the disadvantaged group of students. The state considers a school as well performing only when they become successful in bridging the achievement gap. The intervention of the new Federal law on the educational scene has created quite a stir among schools struggling to meet the new set of policies and criteria. How do you measure the achievement gap? NCLB Act is clearly a Federal strategy to challenge the achievement gap brought by the effects and challenges of inequality among students in the US. Schools measure achievement gap by comparing African-American test scores and academic performance with the Hispanic group and white Americans using standard assessment tests (Chamberlain, 2004). Survey statistics gathered by the National Assessment of Educational Progress (NAEP) reflected a narrow gap between Hispanic and African-American 17 year old students reading scores for the period 1975 to 1988 (US Commission on Civil Rights, 2004). The gap becomes wider or somehow constant in the areas of mathematics and reading during 1990 to 1999. The NAEP charts on achievement gap raised concern over the intelligence and skills of the disadvantaged minority students. The Education Trust analysis on the NAEP data bothered policymakers. It concluded that the grade 12 level disadvantaged minority students performed similar to the level of the students studying four years behind them (Ferguson Mehta, 2004). The skills of the Latino and African-American 17 year old students are comparable to the skills possessed by the 13-year-old White students in the subjects of English, science, and mathematics (Ferguson Mehta, 2004). The educational attainment is another way to measure the achievement gap between races. The different ethnicities showed wider gap as to the highest educational level of attainment they had achieved in the past. The groups showed gaps in all discipline. Dropouts among African-American and Hispanic groups in high school are heavier even though the tuition fee rates are lower than those rates given to the Whites (Ferguson Mehta, 2004). The Whites show more effort in trying to get a college degree than the Blacks and Hispanic young adults. Policymakers and schools do not overstate the importance of achievement gaps but actually noted the big difference between Whites and other ethnic groups educational achievement specifically Hispanic and African-American groups (Chubb Loveless, 2002). The achievement gap is the outcome of local and national standard test measures between diversified groups of students mostly categorized by ethnicity and socioeconomic status (Chubb Loveless, 2002). The other forms of category applicable to the groups are their gender and ability. There are many ways that a school can measure the achievement gap between the groups such as test scores resulting from standardized test and average grades obtained by each group. The dropout rates, highest level of educational attainment, and population of college enrollees are other ways to measure the achievement gap between ethnicities (Strictland Alvermann, 2004). Although the results of this statistic survey came from different American states, the same thing is also happening with other countries. These achievement gaps noted across countries showed the possible effects brought by discrimination and social injustice. The government made a good move eradicating social discrimination. The move to bridge the achievement gap between ethnicities also responds to their effort to solve existing social discrimination at the same time. Eradicating the gap as a public policy would help eliminate the other problem of social discrimination. However, some people disagree that the core causes of the achievement gap come from a persons class, culture, or even biology. These people believe that policymakers can directly influence economics and education using progressive education based on multiculturalism. This idea is more effective in helping them achieve equality among ethnic groups. Identified factors causing the widening achievement gap Researchers do not have any clear idea about the real reason for the increasing achievement gap between ethnic groups. Structural as well as cultural factors played a major role to the widening discrepancy. Students lacking the cultural capital portrayed by the middle class are likely to show low academic scores and achievements especially if they experience little parental involvement concerning their education and home coursework (Strictland Alvermann, 2004). Annete Lareau stated that better resource students demonstrate more accomplishments in academics and life (Lareau, 2000). Other researchers believed that a persons ability to achieve more in life and academics largely depends on its socioeconomic condition and the classification of race from which he belongs. It is evident that students belonging to the disadvantaged minority suffer the adverse result of the achievement gap because they find themselves at a disadvantage position than the White students. Understanding the effects of the environment and culture to students performance The culture, traditions, beliefs, social roles, and environment of the student influence the students performance and are factors that need extra consideration and study when dealing with the core causes of achievement gap (Lareau, 2000). It would be for the researchers advantage that he should look into the lives, environment, economic condition, and practices of the disadvantaged minority to ascertain and identify specific cultural differences that can help explain the differences of the child-parent relationships between ethnic group families (Lareau, 2000). Cultural differences shaped the childs behavior and motivation to become achievers. The authors Jencks and Phillips argue that a child belonging to the Black family do not have much motivation and encouragement from their parents because of the lack of understanding about the benefits of education and obtaining academic skills (Jencks Phillips, 1998). The lack of awareness resulted to Black children going to school with little vocabularies than their White counterparts. Studies claimed that students with parental involvement such as homework assistance show more progress in school (De Carvalho, 2001). In comparison, the disadvantaged minority consists of single parents have to spend more of their time looking for money to cope up with their household economics and other needs rather than staying and getting involve with their childs homework (De Carvalho, 2001). The minority group also consists of parents that do not understand nor speak English well. The study points two major causes of the childs difficulty namely unavailable English speaker at home and lack of parental involvement for homework. Researchers highly believed that children from the minority group do not attend school because they are not willing to find themselves in comparison with the Whites and accused as behaving like the White children by their peers (De Carvalho, 2001). The children of the minority group simply lack the motivation and the understanding to pursue higher education because they do not see and believe the benefits and role of education in their future. They possess little understanding about the benefits that knowledge and higher education bring to their lives and how it could improve years of hard work (De Carvalho, 2001). The common minority behavior from lack of motivation to do better in school is plain rejection of the idea to achieve something more in their future. It is like giving up their potential and the ability to do more by not studying and working hard to make any progress in their social status as well as to receive higher wages. Furthermore, researchers found that schools often set up their performance measures based from the students knowledge as well as familiarity about the White group that belongs to the middle class cultural capital. It is obvious that the disadvantaged minority is not familiar about the middle class cultural capital background of the White group. Schools need to change their test for students performance and base it on their understanding of the subject matter. The test should be solely base on how they understand and perceive the subject they are taking. How structures of the institutions influence the students? Students coming from the disadvantaged minority group definitely go to schools categorized by the district as poorly funded schools (Danielson, 2002). Children belonging to low-income household attend poorly funded schools because it is the only affordable form of education. Schools belonging to the poorly funded school category have limited resources and employ teachers with less qualification (Danielson, 2002). Schools tried to solve the achievement gap between ethnicities by placing students in tracking education groups. The framework of the tracking education group assigns students within the same school into several groups base on their skills and academic abilities (Ansalone Biafora, 2004). The schools then tailored the teachers lesson plans to meet the varying requirements of the different sets of learners abilities (Ansalone Biafora, 2004). The strategy made dramatic progress to some learners. However, some schools based their grouping from the students cultural capital and socioeconomic status that results to the disadvantaged minority overly representing the lower educational group (Ansalone Biafora, 2004). This made schools placed the African-Americans and the Hispanic students into the lower educational group. Their perception about the minority group wrongly placed the African-Americans and the Hispanic students, which reflects practice of institutional racism (Ansalone Biafora, 2004). This confirms some researchers beliefs that the initiation of the tracking education groups implies the existence of racial segregation within the school system itself. Several studies performed on tracking education groups provided negative results. The implementation of the tracking education groups harmed the potential of the minority students to learn more skills because the teachers assigned to their groups are less qualified (Molnar, 2003). The curriculum design for the minority group is also less challenging and provides less opportunity for advancement in their academic fields. The peers as well as the teachers of the students belonging to the lower tracking educational group labeled them as slow learners. This greatly affected their self-confidence and motivation to continue their studies, which resulted to increasing minority school dropouts. Concerned psychologist claimed that the schools tracking groups outcomes might not be beneficial to all groups (Molnar, 2003). They cannot identify any lasting benefit to the grouping. Chapter 2 Rational The schools explanation over the creation of the tracking education widely varies. The goal to find applicable institutional and policy solutions to narrow the achievement gap gave birth to drafting education reforms. The categorization leads schools to provide remedial classes as well as tutoring sessions for identified less performing students. Strategies applied to narrow the ethnicities achievement gap The school provided tutoring sessions to the less advantaged and low performing students after school. They also offer remedial classes to help underperformers. The main problem noted with the categorization program is the pressure it gave to minority students. The program pushes minority students or underperformers to learn at a fast pace in an attempt to catch up with the performing groups usually comprise of their White counterparts. The catch up required more efforts from the teachers and gave much pressure to the students. The schools changed their categorization by race to grouping the students according to their ability. This new grouping criteria enabled schools to provide fair quality education for the students without considering ethnicity. The detracking scheme made schools and teachers perceive students equally (Burris Welner, 2005). This also made schools provide more teachers that are qualified to the different groups, design their curriculum appropriately, and provide more resources to the learners. Understanding the condition of the minority The Blacks and the Latinos usually describe the low-income minority of the United States (Aragon, 2000). These students usually come from poor families and comprise the less performing group in school. The schools can easily identify minority students based on their SAT scores. Minority students often obtain lower scores than their White peers (Aragon, 2000). The schools broke down their SAT scores according to their socioeconomic status. The results showed that the Blacks and the Latino students usually achieve lower SAT scores than the Whites. However, Asians still achieve higher SAT scores than their White peers who belong to the same family income level. The analysis of the authors Steven G. Rivkin and Eric A. Hanushek fully explained the core causes of the increasing achievement gap. In their book published last 2006, the authors discussed the effects of the schools effort to group the students according to their socioeconomics and ethnicity (Hanushek Rivkin, 2006). The racial concentration in certain groups created the unequal distribution of experienced teachers and the inexperienced teachers (Hanushek Rivkin, 2006). The study noted the increasing achievement gap in the grades 3 and grades 8 levels. Looking into the structure of the high performers that belongs to the minority group There are minority students who managed to excel in their grade levels. One great example of minority high performers is the students attending at Davidson Magnet School of Augusta, Georgia. The other school with minority high performers is the Amistad Academy located in New Haven, Connecticut. The schools strategically employ traditional and rigorous training instructions that include providing direct instruction to students. Researchers found direct instruction effective and efficient in developing the skill levels of the learners coming from the inner city of the research title Project Follow Through (Harris Graham, 2007). Black schools sometimes perform higher than their White counterparts do. The results of the annual test during the later part of the 19th century at Washington, DC can prove this claim. The Blacks performing higher than the Whites do continued until the middle of the 20th century. The M Street School gave quite a performance during this period by exceeding on the national standardized test. The author Carl L. Bankston III and his partner researcher Stephen J. Caldas claimed that the achievement gap causes the segregation of the schools in US (Caldas Bankston, 2005). The book titled â€Å"A troubled dream: The promise and failure of school desegregation in Louisiana† published in 2002 and the other book titled â€Å"Forced to fail: The paradox of school desegregation† published in 2005, clearly pointed that students benefit more when placed in the same school with high achieving students (Caldas Bankston, 2005). Their research also showed that students experienced academic disadvantage when they interact more with low achieving schoolmates. This proves their perception about the achievement gap as the core cause of school segregation. This means that parents played a major role and are greatly involve in the creation of school segregation for the fact that many parents even avoid sending their children to schools with larger minority student population (Caldas Bankston, 2005). Understanding the standards based form of education reform The standard based education reform based its classification by the education characteristics and income level of the student regardless of performance (US Commission on Civil Rights, 2004). Most schools in US decide to adopt the education reform. The policymakers believed that students regardless of race and gender have the potential to become achievers and receive higher pay levels. There is a need to study the content and context as well as the effects of the states education policy and compare them with the education policies of other nations. Improved performance is attainable using the standard based assessments with clear set of incentives such as examination for high school graduation (US Commission on Civil Rights, 2004). The student reforms of whole language, multiculturalism, affirmative action, block scheduling, desegregation, inquiry-based science, and reform mathematics were not successful in improving the achievements of the students. The recent NCLB legislation requires students to take annual testing and demonstrate progress at an acceptable rate every school year. The federal government imposed sanctions to schools with larger population of under performing students. Obviously, the schools having the greatest attendance of minority and poor students face the problems of coping up with the legislation and working on the skills of the students. Those who favored the traditional education claimed that the schools are not designing the education reforms in a constructive way because the reforms are not curriculum and student based. The IQ tests and the SAT are widely accepted as norm-referenced tests. Some people claimed the ACT as limiting chances for the minorities. Many people favored the standards based assessment because they have a clear definition and design of the criteria for the reference test (US Commission on Civil Rights, 2004). The criteria are acceptable and regarded as free from any cultural bias. The students can easily pass the reference test criteria. In 2006, states like the Washington questioned the effectiveness of the approach. The assessment became a mandatory requirement for graduation. Terry Bergeson, a Superintendent, believes that students coming from the disadvantaged minority can compete and are capable of achieving higher scores (Thomas, 2005). However, these minority students need additional help to perform more. MCAS in Massachusetts showed higher percentage of graduating students for all races. In the Fairtest point, there are still many minority students dropping out and performing less than the Whites and Asians. Although the Washington state has narrowed the achievement gap, researchers cannot find any conclusive evidence that the standard based reforms are effective in closing the achievement gap. The author of the book titled â€Å"The Bell Curve†, Charles Murray, looked into the point gaps and its relative improvement (Locke, 1995). His analysis implied that the test is theoretically easy to pass but actually difficult to answer. The test consists of open-response questions that are mostly problem solving, reading, writing, and mathematics. Minorities who fail the test are about twice or even four times than the population of the students that achieve high scores of the testing history. In 2006, only one sophomore student belonging to the minority group passed the standard test. One needs to pass WASL to obtain a diploma. The tasks of keeping American public schools from educational failure depends on how fast policymakers and educators provide efficient policies and effective structure of framework for teaching that can respond to the students individual differences and capabilities. There is a rising need for educational institutions to meet projected challenges posed by changing demographic trends and requirements. The most crucial part is the transmission of societal values from diversified students of differing religion, philosophy, history, and political context. The lack of understanding of each ethnic group values and culture endangers the opportunity of any education reform to work for the learners. Chapter 3 Significance of the problem The American Indian group always ranked below the Latino and the African American students in terms of graduation rates and standardized test scores. The three groups always showed significant numbers concerning dropout rates. The achievement gap persists in the US history. The study published in the Education week revealed that American Indian or Alaska Native students graduation rate is about 47.4 percent. The foundation of the couple Bill and Melinda Gates funded the study. The statistics showed that American Indians were 30 points below their White peers, which means that about half of the graduating students belonging to the minority failed. The Council of Chief State School Officers report in 2006 declared that the low attendance of American Indian students across the country is a significant problem among the states specifically West Mississippi (Council of Chief State School Officers, 2006). The persisting problem about the achievement gap of the African Americans, Hispanic, Asian Americans, and Caucasian students present a challenge to the present structure of public education (Zajda, 2005). The gap narrowed a little during the 1970s and the 1980s and then started to widen again in 1990. The gap persists to widen until today (Vanneman, Hamilton, Anderson Rahman, 2009). There were about 22% grades 4 White students who scored below the basic NAEP test for reading in 2007. The report also showed about 50% Hispanic and 54% Black students who obtained scores below the basic NAEP. There were about 16% White students at grades 8 who scored below the basic mark required to pass the reading test. There were about 42% Hispanic and 45% Black students performing below the basic mark required to pass the reading test. The wide achievement gap reflected in their math scores also. Some people argued that district resegregation across the states reinforced the rising disparity problems. This is especially true in the northern and southern districts (Kozol, 2005). The White parents enroll their children in high quality suburban schools while the African-American as well as the Hispanic families enroll their children in racially isolated schools. These racially isolated institutions normally provide school instruction of very low quality and normally face other types of problems (Zajda, 2005). The California state is the most affected state in the US. Jack OConnell, State Superintendent, considers the task of helping the minority as moral, economic, and ethical imperative (Gerston Christensen, 2009). The California Department of Education (2009) revealed the state needs to prepare and train the students especially the African-American and the Latino to compete in the global economy. This would make California gain a competitive edge over world economic leaders. The success of the task largely depends on how well the students respond to the NCLB standardized test. Taylor (2006) is the main advocate of the Critical Race Theory. He tried to bring awareness about the racial minority and institutionalized oppression hidden under the Federal as well as state policies. Although the Federal government created the NCLB in an attempt to bridge the achievement gap, Taylor claimed that the Federal regulation puts too much pressure over the educators and students in trying to improve academic performance. Taylor claimed that the movement did not correctly address the issues stated in The Colors of Poverty by Lin and Harris. Taylor claimed that putting pressure to perform better does not respond to the racial segregation practices and policies. People and policymakers do not even understand the occurrence and the consequence of the practices nor do they have the ability to reverse its occurrence (Taylor, 2006). Understanding the context of differentiated instruction Differentiated instruction makes students the center of learning and teaching based from the theory that students come to school bearing different skills implying unique differences on their learning needs (Tomlinson, 1999). The varying degrees of differences may refer to their personal and educational context, community or environment background, and academic skills. The educators under the differentiated instruction design and employ several methods of instruction that can facilitate the learning experiences of the diversified students in the classroom effectively. The goal is to match students skills to the resource materials in a qualitative manner. The program includes blending the needs of the whole class with the design of their individual instruction using effective approaches and methods to expedite the processing of knowledge, input and output, of the learners. This requires constant assessment of the students progress by their respective classroom teachers. Policymakers considered the differentiated instruction movement as a proactive approach to educational issues facing practitioners today (Tomlinson, 1999). The proactive approach makes the students become more comfortable in pursuing their education. Educators refine and tailor their instructions according to the needs of the students. This also entails adjusting the curriculum to fit the students academic needs. Teachers committed to this approach understand that the students they teach shape their teaching style and practically believe that students create awareness on teachers how to shape them. The students personality and learning style necessarily influence the instructors teaching philosophy and methods (Tomlinson, 1999). This is the only way to get through them and seems the only possible way that they get to learn things. Creating a model for differentiated instruction requires student centered approach that supports the key elements of interest, readiness, and learning profile (Allan Tomlinson, 2000). The Russian psychologist, Lev Vygotsky, declared that people receive and learn more things when they are ready to learn these things (Daniels, 2001), which is the theory behind the differentiated instruction movement. The differentiated instruction approach matches the individuals interest and methods of learning. This approach supports the student interest, which is one of the key elements of differentiated instruction. Jerome Bruner claimed that the moment a teacher gains the interest of the student is the specific moment that a student starts to learn and the learning experience becomes more rewarding (Tomlinson Allan, 2000). The American psychologist who wrote about the multiple intelligence theory, Howard Gardner, claimed that a human being is a unique individual that possesses different levels of intelligence and perceives learning in different ways. This led him to suggest that schools need to look into the possibility of providing individual-centered approach. The framework tailors the curriculum to the intelligence and preferences of the child (Tomlinson Allan, 2000). This suggestion fits to the different student learning profile key element of differentiated instruction. The context of differentiated instruction supports and integrates the learning styles of the students to the conditions of their brain development. This constructivist learning theory details and analyzes the various factors that influence the readiness, intelligence preferences, and the interest of the students that motivate and engage them to learn at school (Anderson, 2007). Kathie Nunley, an educational psychologist, stated that the movement for differentiated instruction is crucial to the classroom makeover from the 1970s homogeneous groupings to the present heterogeneous learners (Nunley, 2006). Educators using the differentiated instruction approach are able to ascertain and meet the differing needs of the students, help each student in their learning process, and exceed expectations from established standards (Levy, 2008). Tomlinson believed that the need to implement differentiated instruction came from the fact that learners are unique individuals that vary in different ways. The student population is also fast becoming academically diverse, which presents higher probability that diversity will continue for a long time. Pre-assessment criteria for differentiated instruction The most crucial part of the differentiated instruction program is the assessment, identification, and determination of the students skills and knowledge. Educators need to understand the level of their skills for identification and design of the instruction methods and approach. The students skill levels and knowledge base are crucial

The Flower Problem - Original Writing :: Papers

The Flower Problem - Original Writing Carwood Creek was sleeping at his desk when there was a knock at his door. He woke suddenly and beckoned the person in. In came Dr. Foster, Creek's long time detective partner and another man, whom Creek had never laid eyes on. The other man was short and plump, he wore emerald overalls and had bags under his eyes. Creek pointed to the chair and the man sat down. 'This man, Henry Lipton, has a mystery for you to solve,' Foster told Creek. Creek nodded his head and asked for the man to proceed. 'I have come here to ask you to solve a crime and mystery that is happening at my shop,' Lipton explained, 'I chose you to try and solve it because I have heard you have a very good record at solving crimes. The story starts off like this, I work at a florist and every time I get a delivery of flowers I find the heads cut off before I arrive to open the shop. After this had happened five times I decided to have them delivered inside the shop. I couldn't believe it when I came in next day to find the heads cut off still and half of my batch gone. This act is losing me customers and I am losing lots of money fast.' 'Are there any others florists near by.' 'Only one, and their business is booming due to the failure of mine.' 'Does anyone else apart from you work in your shop. 'Yes, only occasionally. His name is Richard Spears and he works just Saturdays.' 'When are the flowers delivered?' 'On Friday and there are double orders as it is the run up to Christmas.' 'So tell me about this other business. Who is the other owner? Do you get along well with him?' 'He is Ronald Philips. He hates me and always finds a way to humiliating me. I hate him in return. He has an assistant Andrew Christenson, who works there all the time and is like a brother to

Humorous Wedding Speech Made by a Fellow Teacher :: Wedding Toasts Roasts Speeches

Humorous Wedding Speech Made by a Fellow Teacher Ladies and gentlemen, it's an honour to be standing here. I suppose I should actually say it's an honour and a pleasure, but I know the pleasure won’t kick in until this speech part is over. I must admit to being a little surprised when James invited me to his wedding as I only met him a few years ago. But on reflection, I think he was swayed by the fact that I know very little about the first years of his life, which therefore puts some rather embarrassing stories out of reach. James and I have been close ever since we met whilst (while) teaching at Ferndale secondary school - so close, in fact, that he has told me secrets that nobody else knows. One of those secrets is that James keeps a diary. In preparation for this speech, I decided to swipe his diary and would now like to read to you a few of the entries that chart the blossoming romance between James and Anis. [pull out a diary prop] So here it goes: September 5th 1998 – Today was my first day as a teacher. When the kids got out of line, I just got loud and acted tough like dad does. I hope they don't realize that I am really just a big sissy. September 6th 1998 – A pretty teacher at school talked to me today. That was weird. September 7th 1998 – I said â€Å"hi† to the pretty girl today. It's a good thing Jason [best man] taught me how to be cool. September 13th 1998 – Ate dinner at Pizza Hut tonight with Jason, Sarah, and the pretty girl named Anis. I think I like her. September 14th 1998 – I couldn't sleep last night with all the butterflies in my stomach. I think I like this girl more than my car. September 15th 1998 – Jason is the coolest guy I know. I hope he doesn’t decide to go out with Anis. September 14th 1998 – Anis kissed me. It was amazing. I haven't kissed a girl since Freshers’ Week at Uni (the university). December 7th 2001 – I proposed to Anis today. She accepted, but only after criticizing my way of kneeling. This is one of the happiest days of my life. Unfortunately, I can't see much because I've been crying like a little girl.

Magnet Status

While many nurses are campaigning for staffing ratios, others are putting their hopes in a different kind of â€Å"magnet† – hospitals throughout North America (and one in the United Kingdom) that have received special designation by the American Nurses Association (ANA) through its American Nurses Credentialing Center (ANCC). Some supporters of the â€Å"Magnet hospital† concept view it as a substitute for ratios, others don’t. The term â€Å"Magnet† was coined in the 1980s, when researchers for the American Academy of Nursing (AAN), and ANA affiliate, began analyzing hospitals with a good record of nurse retention. The forty-six facilities studies in the original 1983 report were places where nurses, not surprisingly, said they liked to work. These hospitals had low turnover and vacancy rates, although they were located in areas with a lot of labor market competition for nurses (Gordon, 2005). Hospitals that act as a â€Å"magnet† for excellence creates a work surrounding that distinguish, rewards, and promote proficient nursing. Organization attributes that attract nurses to magnet hospitals support better patient care and outcomes, including a strong presence of nurses in patient care decision making, a high level collegiality between nurses and physicians, and more time for nurses to care for and teach patients, and the encouragement and expectation of critical thinking. Magnet designation is also an effective marketing tool for attracting patients and for recruiting and retaining quality nursing staff. Although the magnet designation provides numerous benefits for a hospital, the road to attaining it is not an easy one. The written application for magnet status must demonstrate how the hospital implements the Scope and Standards for Nursing Administrators and how it incorporates the forces of magnetism within nursing services. It can take two or more years to perform the assessment, compile the documentation, and have the site visit by magnet reviewers (Grossman, 2007). Some tips on making the journey to magnet designation a successful one include the following: –  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Get buy-in front from executive management, nurse managers, and nursing staff –  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Seek advice from other organizations that have navigated the process –  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Organize the effort across all organizational levels and departments –  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Establish a timeline to keep team efforts on track and promote team focus –  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Coordinate personality styles and team members’ strengths, teaming â€Å"thinkers† with â€Å"doers† Hospitals meet the magnet standards by having a flatter organizational structure that allows nurses more say in both patient care and how their jobs are designed, making the chief nursing officer part of the executive team, hiring more staff nurses and reducing or eliminating agency and travel nurses, and supporting top nurses in pursuing research and advanced degrees (Porche, 2005). References: Gordon, S. (2005). Nursing Against the Odds: How Health Care Cost Cutting, Media Stereotypes, and Medical Hubris Undermine Nurses and Patient Care. New York: Cornell University Press. Grossman, S. (2007). Mentoring in Nursing: A Dynamic and Collaborative Process. New York: Springer Publishing Comapny. Porche, R. A. (2005). Issues and Strategies for Nurse Leaders: Meeting Hospital Challenges Today. Oakbrook Terrace, IL: Joint Commission Resources.   

Corporate social responsibility Essay

Social responsibility is an ethical theory that an entity, be it an organization or individual, has an obligation to act to benefit society at large. Social responsibility is a duty every individual has to perform so as to maintain a balance between the economy and the ecosystems. Businesses can use ethical decision making to secure their businesses by making decisions that allow for government agencies to minimize their involvement with the corporation. Critics argue that Corporate social responsibility (CSR) distracts from the fundamental economic role of businesses; others argue that it is nothing more than superficial window-dressing; others argue that it is an attempt to pre-empt the role of governments as a watchdog over powerful corporations though there is no systematic evidence to support these criticisms. A significant number of studies have shown no negative influence on shareholder results from CSR but rather a slightly negative correlation with improved shareholder returns. Corporate social responsibility (CSR, also called corporate conscience, corporate citizenship, social performance, or sustainable responsible business/ Responsible Business) is a form of corporate self-regulation integrated into a business model. CSR policy functions as a built-in, self-regulating mechanism whereby a business monitors and ensures its active compliance with the spirit of the law, ethical standards, and international norms. In some models, a firm’s implementation of CSR goes beyond compliance and engages in â€Å"actions that appear to further some social good, beyond the interests of the firm and that which is required by law. CSR is a process with the aim to embrace responsibility for the company’s actions and encourage a positive impact through its activities on the environment, consumers, employees, communities, stakeholders and all other members of the public sphere who may also be considered as stakeholders. FUNCTIONS OF CORPORATE SOCIAL RESPONSIBILITY The function of corporate social responsibility is for corporations to hold themselves accountable for the ethical, legal, societal and ecological impacts of their business practices. Corporate social responsibility practices are self-monitoring, meaning there aren’t laws requiring corporations to behave in a socially responsible manner. Rules regarding corporate responsibility practices are generally written into the corporate bylaws, mission statements and employee handbooks. Ethical Function Ethics are one of the most important aspects in corporate governance and therefore have an important function in corporate social responsibility. A company must have internal controls regarding the expected ethical behavior and consequences of unethical business practices of its top executives and employees. Behaving ethically makes the company as a whole accountable to its investors, shareholders and consumers. The ethical function of corporate social responsibility helps to prevent conflicts of interest between earning corporate profits and maintaining the integrity of the company and the goods and services it produces. Legal Function The legal function of corporate social responsibility is to encourage transparency in a company’s business practices and financial reporting. Maintaining high levels of legal business practices, such as adhering to Occupational Safety and Health Administration, or OSHA, regulations promotes goodwill toward employees. Maintaining high levels of legal financial practices maintains good will among investors, stakeholders and government financial-reporting regulatory agencies such as the Securities and Exchange Commission, or SEC. Societal Function The societal function of corporate social responsibility is to respect and invest in the communities in which the company operates. Companies are aware of how the production of their products affects the local community. These companies take necessary actions to diminish the negative impacts of factors such as increased traffic, noise and pollution for the communities in which they operate. The societal function of corporate social responsibility also includes companies reinvesting in the communities in which they operate, such as donating money to local charities. Ecological Function The ecological function of corporate social responsibility is to not only respect the immediate environment in which the company operates but also to respect the company’s effect on the global environment. Companies are aware of the environmental impact the production of their products have on their local communities. In corporate social responsibility, these companies adhere to strict standards in an effort to diminish the negative impact of the environmental byproducts such as air and water pollution from the production of their products. Having such standards impacts both the local and global environments. CHARACTERISTICS OF CORPORATE SOCIAL RESPONSIBILITY The idea of Corporate Social Responsibility, CSR, first appeared in the late 1960s in response to the need for businesses to address the effect of their pursuits on the environment and society, in addition to the interests of their shareholders. CSR attempts to portray corporations as responsible citizens who are concerned with issues of social and environmental welfare. The Public CSR argues that corporations bear responsibility for the effect they have on other sectors of society. The activities of corporations have an impact on individuals who don’t work for them and don’t buy their products, through, for example, secondary economic impacts and degradation of the natural environment. CSR acknowledges this, and attempts to make the interactions between corporations and society positive and productive. This can be done by consulting with neighbors and citizens who are affected by corporate activities and by striving for transparency in corporate pursuits so that the public knows what is going on. The Environment Increased knowledge on the part of the public about declining resources, toxic waste and global warming is compelling companies to make more efforts to be more environmentally benign. The traditional view that the natural world is merely a source of materials and an equally convenient dump for waste is being challenged from many quarters, and CSR is an attempt by corporations to respond to these concerns. The sincerity of changes being made on the part of corporations includes some serious efforts to achieve sustainability and other efforts that are essentially â€Å"greenwashing,† activities in which corporations put more effort into appearing green than into actually being green. Clients CSR challenges the traditional wisdom that the interests and needs of the clients of a corporation will be adequately protected by the market itself. Because the free market has been severely compromised by a combination of government subsidies and manipulative marketing practices, CSR attempts to remedy this situation by installing practices into corporate life that will monitor the interaction between corporations and their clients in an attempt to ensure that nobody is being exploited or cheated. Consumer protection can be enforced by the government or voluntarily pursued by companies, the latter course have clear advantages for the public relations of the company. Staff Staff and employees of corporations have a right to expect fair pay, safe working conditions and meaningful work. CSR is one aspect of a transformation in the corporate world that attempts to overcome archaic views of workers as mere means to an end on the part of shareholders. Particularly in less developed countries that are often the sites of intensive resource extraction, the treatment of labor is frequently substandard. CSR is intended to promote the rights of all workers and to ensure that corporations respect these rights and make whatever changes are required to prevent the exploitation and mistreatment of labor. FOUR TYPES OF CORPORATE SOCIAL RESPONSIBILITY As large corporations begin to dominate the world economy, it raises questions about the importance of corporate social responsibility in business. A variety of types of corporate social responsibilities have emerged in public discussions, and understanding their implications is important. Environmental Responsibility People expect businesses to exhibit environmentally responsible behavior, as evidenced by a PricewaterhouseCoopers survey that found that the No. 1 issue for companies in the future, according to U. S. respondents, is carbon emissions reductions. Specific environmental issues that affect businesses include global warming, sustainable resources and pollution. Businesses are being urged by environmental groups and governments to reduce their carbon footprint, to obtain their materials from sustainable sources and to reduce their pollution. Human Rights Responsibility The 21st-century marketplace is highly global. This means that when a product is purchased in the United States, for example, it may have been produced in China, or have components from South America. The ethical issue for corporations is ensuring that human rights are respected throughout all levels of the supply chain. Major companies have received criticism for their use of sweat shops and for sourcing resources that are harvested by unfairly treated workers. This has lead to a push for the use of strict labor standards to be applied to suppliers, and a demand for fair trade products such as chocolate and coffee. Financial Responsibility Financial responsibility is an important issue in corporate social responsibility. In the wake of the accounting fraud perpetrated by Enron and Arthur Andersen and Ponzi schemes orchestrated by the likes of Bernie Madoff, businesses are questioned about the accuracy of their financial reporting by increasingly skeptical shareholders and government officials, as evidenced by the Sarbanes-Oxley Act. Employees are expected to act as whistle blowers in such situations, and white collar crime is seeing high-profile prosecutions like that of Martha Stewart or former Worldcom CEO Bernie Ebbers. Political Responsibility Trading with repressive regimes is a difficult issue in corporate social responsibility. Some businesses argue that working with these regimes will help to advance them and bring rights to the countries. People and governments have demanded that businesses stop trading with repressive regimes, which was most notably observed when several western governments launched an embargo against the Apartheid government in South Africa during the 1980s. Shell Oil received considerable consumer backlash during the 1990s for its complicit involvement with the Nigerian government that murdered anti-oil activists. These issues make doing business with certain governments an important consideration for corporate social responsibility. PROS & CONS OF CORPORATE SOCIAL RESPONSIBILITY Corporate social responsibility is generally perceived as a positive business ideology in the 21st century, despite some challenges. A significant expansion of basic business ethics, CSR establishes guidelines for ethical and socially responsible behavior. It addresses how companies that want to satisfy government and societal requirements should treat key stakeholder groups, including customers, suppliers, employees and the community. Pro 1: Social Responsibility and Customer Relationships One of the foundational elements of CSR is that it causes companies to reason beyond basic ethics to consider the benefits of active involvement in communities. In his article â€Å"The 7 Principles of Business Integrity,† business strategist Robert Moment argues that 21st-century companies must prove themselves to customers to build long-term, trusting relationships. They must also get involved in the community to give back. This community connection endears your company to the local markets in which you operate. Pro 2: Motivated Employees Employees are a company’s most valued asset. This is the premise of a company’s obligation to this key stakeholder group with regard to CSR compliance. This means treating employees with respect and offering fair working conditions. It also means establishing fair hiring practices and promoting a non-discriminatory workplace. This improves morale within the workplace and encourages teamwork. Additionally, a writer on the As You Sow website stresses the importance of managing a diverse workplace so that you can benefit from a variety of backgrounds and life experiences. Con 1: Expenses The main reason any company would object to participating in CSR is the associated costs. With CSR, you pay for environmental programs, more employee training and efficient waste management programs. Proponents of CSR agree that any expenses to businesses are ultimately covered by stronger relationships with key customers. However, David Vogel indicates in his Forbes article â€Å"CSR Doesn’t Pay† that investment in CSR programs may not necessary result in measurable financial results. Con 2: Shareholder Expectations Another challenge for companies when considering CSR is the possible negative perception of shareholders. Historically, publicly-owned companies had a primary focus of maximizing shareholder value. Now, they must balance the financial expectations of company owners with the social and environmental requirements of other stakeholder groups. Some shareholders are happy to invest in companies that operate with high integrity. Others may not approve of the aforementioned expenses of operating under CSR guidelines. IMPORTANCE OF CORPORATE SOCIAL RESPONSIBILITY Social responsibility is so important to current and long-term business success that corporate social responsibility, CSR, has become a widely recognized business process in the early 21st century. An entrepreneur point out that CSR is an evolution of corporate ethics because it involves balancing the social expectations of all stakeholders, including shareholders, citizens, providers and customers, along with environmental responsibility. Basic Integrity Most experts and CSR analysts agree that this broad business concept is an evolution of basic business ethics and integrity. Entrepreneur and business strategist Robert Moment â€Å"The 7 Princes of Business Integrity† agree that treating stakeholders with respect and earning trust of customers through ethical business operations is the CSR foundation. Leading advocate of corporate accountability, the As You Sow Foundation, also stresses the importance of internal business controls that mandated ethics from corporate leaders and employees. Community Relations The word â€Å"social† is key to understanding how CSR goes beyond basic integrity. Moment states in one of his seven principles that as a CSR adherent, you must â€Å"remain involved in community-related issues and activities thereby demonstrating that your business is a responsible community contributor. † This community involvement and participation shows your marketplace that you are interested in more than just taking money from their pockets. In the long run, this strategy leads to a stronger public reputation and more profitable business relationships. The Environment Another reason CSR is much broader than conventional business ethics is its necessary inclusion of environmental responsibility. Once an opportunity for companies to add value and enhance their brand image, green-friendly operations are now a societal requirement with CSR. As You Sow discusses the importance of preserving the environment, optimizing efficient use of natural resources, such as renew, reuse and recycle, and reduction of waste as important to the environmental component of CSR. Companies that do not consider these initiatives draw the ire of the government, public and consumer watch groups. Bottom Line The underlying question is whether CSR operations improve a company’s bottom line performance. David Vogel argues in his 2008 Forbes article that â€Å"CSR Doesn’t Pay. † Vogel argues that operating under CSR guidelines is not likely to produce higher tangible profits for a company throughout time. Now that socially responsible behavior is expected, it goes largely unnoticed, argues Vogel. He does agree, though, that companies that ignore CSR may experience public backlash and negative business consequences. Still, many advocates of CSR believe that companies can still profit in the long run through stronger business and customer relationships. PRINCIPLES OF CORPORATE SOCIAL RESPONSIBILITY The main principles involving corporate social responsibility involve economic, legal, ethical and discretionary aspects. A corporation needs to generate profits, while operating within the laws of the state. The corporation also needs to be ethical, but has the right to be discretional about the decisions it makes. Levels of corporate social responsiveness to an issue include being reactive, defensive, responsive and interactive. All terms are useful in issues management. Selecting when and how to act can make a difference in the outcome of the action taken. CSR has inspired national governments to include CSR issues into their national public policy agendas. The increased importance driven by CSR has prompted governments to promote socially and environmentally responsible corporate practices. Over the past decade governments have considered CSR as a public issue that requires national governmental involvement to address the very issues relevant to CSR. The heightened role of government in CSR has facilitated the development of numerous CSR programs and policies. Increasingly, corporations are motivated to become more socially responsible because their most important stakeholders expect them to understand and address the social and community issues that are relevant to them. Understanding what causes are important to employees is usually the first priority because of the many interrelated business benefits that can be derived from increased employee engagement (i. e. more loyalty, improved recruitment, increased retention, higher productivity, and so on). Key external stakeholders include customers, consumers, investors (particularly institutional investors), and communities in the areas where the corporation operates its facilities, regulators, academics, and the media. The debate, on whether responsibility of a business enterprise is only to its shareholders (owners) or to all stakeholders, including environment and the society at large, is an on going one and continues. In received literature â€Å"Stakeholder†, as an expression is fairly recent in origin, reportedly appearing first in an internal memorandum of the Stanford Research Institute in the year 1963. According to a definition given by Edward Freeman â€Å"A stakeholder is any group or individual who can effect, or is affected by the activities and achievements of an organization. † Friedrich Neubauer and Ada Demb in â€Å"The Legitimate Corporation† identify six groups of distinguishable stakeholders (not necessarily in this order) as follows a) Providers of funds b) Employees c) General public d) Government e) Customers and f) Suppliers An increasing number of companies are reporting publicly on their social, environmental and ethical performance, both as a communication to stakeholders, and as a management tool. However, as this practice has only become more widespread since the mid 1990s, there is as yet no standard format to address the type of information companies choose to report, or how that information is collected, analyzed and presented. At the same time, many stakeholders are becoming increasingly sophisticated in the type and quality of information they are demanding from companies. In an effort to meet these demands – as well as to strengthen the credibility of their social and environmental reports – some companies are choosing to have their reports externally verified. In doing so, companies recognize that verification by a third party can add value to the overall social and environmental reporting process by enhancing relationships with stakeholders, improving business performance and decision-making, aligning practice with organizational values, and strengthening reputation risk management. Social Responsibility Principles The Corporate Social Responsibility is based on the following principles: Legal Compliance Principle: The enterprise shall comply with and understand all applicable, local, international, written, declared, and effected laws and regulations, in accordance with fixed, specific procedures. Adherence to Customary International Laws Principle: The enterprise shall adhere to international and governmental agreements, executive regulations, declarations, covenants, decisions, and guidelines, when setting its policies and practices pertinent to Social Responsibility. Respecting Related Stakeholders lefts Principle: The enterprise shall acknowledge and accept the diversity of related stakeholders’ lefts and interests, and the diversity of the major and minor enterprises’ activities and products, among other elements, which may affect such related stakeholders. Transparency Principle: the enterprise shall clearly, accurately, and comprehensively declare its policy, decisions, and activities, including known and potential effects on environment and society. Moreover, such information shall be available to affected persons, or those who are likely to be affected materially by the enterprise. Respect for Human lefts Principle: the enterprise shall execute policies and practices which shall result in respecting existent human lefts in the Universal Declaration of Human lefts. Because CSR can influence economic, environmental and social factors in a variety of ways, there is no â€Å"one size fits all† approach. An effective CSR strategy must consider alignment with the organization’s business strategy, commercial added value, and sustainability of impact. The benefits of an effective CSR approach to an organization can include: Stronger performance and profitability Improved relations with the investment community and access to capital Enhanced employee relations and company culture Risk management and access to social opportunities Stronger relationships with communities and legal regulators CORPORATE SOCIAL RESPONSIBILITY AT RELIANCE POWER LTD Reliance Power Limited is part of the Reliance Anil Dhirubhai Ambani Group, one of India’s largest business houses. It was established to develop, construct and operate power projects in the Indian and international markets. Reliance Energy Limited, an Indian private sector power utility company and the Anil Dhirubhai Ambani Group promote Reliance Power. With its subsidiaries, it is developing 13 medium and large-sized power projects with a combined planned installed capacity of 33,480 MW. Reliance Natural Resources merged with Reliance Power in 2010, shortly after its initial public offering. The group operates across multiple sectors, including telecommunications, financial services, media and entertainment, infrastructure and energy. The energy sector companies include Reliance Infrastructure and Reliance Power. Reliance Power has been established to develop, construct and operate power projects both in India as well as internationally. The Company on its own and through its subsidiaries has a portfolio of over 35,000 MW of power generation capacity, both in operation as well as capacity under development. The power projects are going to be diverse in terms of geographic location, fuel type, fuel source and off-take, and each project is planned to be strategically located near an available fuel supply or load centre. The company has 1,540 MW of operational power generation assets. The projects under development include seven coal-fired projects to be fueled by reserves from captive mines and supplies from India and elsewhere; two gas-fired projects; and twelve hydroelectric projects, six of them in Arunachal Pradesh, five in Himachal Pradesh and one in Uttarakhand. Reliance Power has won three of the four Ultra Mega Power Projects (UMPPs) awarded by the Indian Government so far. These include UMPPs in Sasan( Madhya Pradesh),Krishnapatnam( Andhra Pradesh) & Tilaiya(Jharkhand). UMPPs are a significant part of the Indian government’s initiative to collaborate with power generation companies to set up 4,000 MW projects to ease the country’s power deficit situation. Besides these, Reliance Power is also developing coal bed methane (CBM) blocks to fuel gas based power generation. The company is registering projects with the Clean Development Mechanism executive board for issuance of Certified Emission Reduction (CER) certificates to augment its revenues. Reliance Power in its continuous efforts to positively impact the society, especially the areas around its sites and offices, has formulated policies for social development that are based on the following guiding principles: Adopt an approach that aims at achieving a greater balance between social development and economic development. Adopt new measures to accelerate and ensure the basic needs of all people. Work towards elimination of all barriers for the social inclusion of disadvantaged groups- such as the poor and the disabled Give unfailing attention to children for in their hands lies the country’s future. It is for their sake that health, education and environment get topmost priority in our programs and investments. In areas around its power plant sites in Sasan,Rosa,Krishnapatnam,Butibori,Chitrangi and others, Reliance Power has been actively involved in various social and environmental organizations to address the issue of sustainable development and social uplift. The Company in discharge of its responsibility as a corporate citizen actively contributes to community welfare measures and takes up several social initiatives every year. Reliance Power Ltd. has been closely working with institutions and social organizations and supporting their programs for social development, adult literacy, adoption of village, tree plantation schemes etc. HEALTH Health and safety are of universal concern across the spectrum of communities. As a company, we are not only committed to compliance with legal norms but its is our endeavour to voluntarily go beyond that and provide quality healthcare facilities in the regions around our site. We are committed to providing all possible support to create awareness on various health related issues impacting the local people. We believe in a multidimensional approach that considers the needs of the area leading to an effective plan to address all issues in consultation with the local administration, community workers and NGOs working in the area. At its various project sites, Reliance Power sites runs medical facility center, physiotherapy center, and mobile medical vans that dispenses free medicines and provide free health check-ups. Also periodically we come up with health camps like general health check up camps, gynecology camps, eye check up camps and corrective surgery camps for disabled children. EDUCATION Education is a basic tool to bring development to an area and its people. We aim to create an awareness pool of human resource both within and across our area of operations. We are committed to bridging the digital divide between the ‘haves’ and ‘have nots’ in educational infrastructure and facilities. Exposure to technology along with a sustainable education model could be strengthened through partnership with government and quasi-government agencies. Reliance Power is involved in a surfeit of activities that have changed the lives of the people residing at the sites or the PAFs (Project Affected Families). Education is the main thrust of these activities. Major contributions made in the area include building of a DAV school at the site for the children of the PAFs and the children of the villages around the sites, free school bus facility for the students, stipend to every child who attends school (a boy child gets Rs. 250 per month while a girl child gets a stipend of Rs. 300 per month), free uniforms, study tours for children, teaching aids to the teachers, training of teachers, as well as night schools for uneducated adults etc. EMPLOYMENT Community is an integral part of the business environment and the basic commitment lies towards augmenting the overall economic and social development of local communities by discharging our social responsibilities in a sustainable manner. Reliance Power invests significantly in skill up gradation of people around the sites. The trained manpower available for construction will ensure quality and accident free working. CIDC, a Government of India initiative has been engaged and has trained about 300 project affected youths as electricians, welders, carpenters and masons and bar benders in batches of 40 each. To further encourage them we paid them, a monthly stipend of Rs. 1000 per month. In addition efforts are on to enroll the oustees in short term courses at the ITI operating in the region. Apart from these, training is also provided are: Computer coaching centre English speaking classes Personality development classes Physiotherapy training center Training by NAC (National Academy of Construction) and use them for future requirement of the construction. For the women folk of the villages, in an effort to empower them the company trains them in soft skills like tailoring and poultry farming etc. Reliance Power provides assistance to women keen on starting their own businesses. THE HUMAN TOUCH BEYOND POLICY IMPERATIVES Although the main thrust of Reliance Power’s CSR lies in providing quality education, health care and livelihood, we don’t restrict ourselves to it. In order to better lives around our areas of interest and business, we strive to provide basic amenities like electrification in the villages, augmentation and development of roads connecting the village to the main roads, old age support for senior citizens of the project affect families, development of the grazing lands for the cattle of the villagers, afforestation and veterinary camps for domestic cattle. Moral and financial support is extended during social occasions like marriages, community prayers, funerals and other such occasions.