Pride And Pejudice Essays - Pride And Prejudice, Bennet Family

Pride And Pejudice Family Ties In Jane Austen's novel, Pride and Prejudice, she created a realistic family image, by introducing some of the imperfections that many families encounter. The Bennet family, consisting of five daughters, a marriage obsessed mother, and an unhappily married father, contain many of these difficulties. Throughout the love, joy, heartache and pain, which evolved from the series of events the Bennet family encountered, one character in particular, Miss Elizabeth Bennet, viewed her family from another perspective. Elizabeth Bennet, though a very loving and respectable woman, had developed a rather poor opinion of her family: Had Elizabeth's opinion been all drawn from her own family, she could not have formed a very pleasing picture of conjugal felicity or domestic comfort(Pg. 209). As the second daughter of her family, Elizabeth had to deal with the many discomforts of being a daughter of five. Though Elizabeth loved her sisters dearly, she found it difficult not to see the differences between them, and in turn, each of their actions contributed to her perspective of her family. One sister in particular, Miss Lydia Bennet, caused Elizabeth the greatest concern. Lydia was a self-willed and careless(Pg.189) individual that cared only about men and marriage. As one of the youngest sisters, Lydia felt neglected from the opportunities her eldest sisters received. In turn, Lydia became the flirt of the family, causing embarrassment not only to herself, but as well to her family. When Lydia eloped t o London, Elizabeth feared that the source of her behavior was derived from the negative behavior of her parents. Not only did Elizabeth fear for Lydia's sake, she feared as well for her other sister, Catherine, who was under the direct influence of Lydia: Catherine, weak-spirited, irritable, and completely under Lydia's guidance(Pg.189). While supported by their mother's indulgence(Pg.189), the two ignorant, idle, and vain(Pg189) sisters, was a subject that Jane and Elizabeth often united to check the imprudence of Catherine and Lydia.(Pg.189). Besides the poorly thought out actions of Catherine and Lydia, Elizabeth had no problems with her other sister Mary, who mainly kept to herself, and Jane, the eldest sister, whom she shared a very close friendship with. Besides the faults of some of Elizabeth's sisters, one of the biggest faults of their family was the relationship between her father, Mr. Bennet, and her mother, Mrs. Bennet: she had never felt so strongly as now, the disadvantages which must attend the children of so unsuitable a marriage(Pg.210). Though Elizabeth loved her father dearly, she was unable to be blind to the impropriety of her father's behaviour as a husband(Pg.209). Though made up of an odd mixture of quick parts, sarcastic humour, reserve, and caprice(Pg.3), he was a man of few words and was clearly unable to make his wife understand his character(Pg.3). In the decade of the Bennets, marriage was clearly seen through beauty and fortune. It became evident, after resentment had settled in, that Mr. Bennet had married for other reasons besides love: Her father captivated by youth and beauty/ had married a woman whose weak understandings and illiberal mind, had very early in their marriage put an end to all real affectio n for her(Pg.209). Mr. Bennet's poor decision making had indeed hurt Elizabeth and impacted her opinion of her family, but by respecting his abilities(Pg.209), and being grateful for his affectionate treatment of herself(Pg.209), Elizabeth knew that her father was a man of good intentions. Besides the impression Mr. Bennet's faults had on Elizabeth, her mother's faults as well, contributed much to Elizabeth's poor opinion. Mrs. Bennet had not made marriage between her and Mr. Bennet any easier as her ignorance and folly had contributed to his amusement(Pg.3). She was a woman of mean understanding, little information, and uncertain temper(Pg.3). Elizabeth found it difficult to deal with her mother's improper judgement and nervous behaviour. Mrs. Bennet often over exaggerated small incidents and was very demanding in her ways. As a mother of five daughters, it was acceptable for her to be concerned for her daughters' future. But Mrs. Bennet 's entire business of her life was to get her daughters married(Pg.3). Elizabeth loved her mother and was appreciative of her mother's concerns, but Elizabeth was also not blind to her mother's

Andrew Jackson Indian Removal Policy Essays

Andrew Jackson Indian Removal Policy Essays Andrew Jackson Indian Removal Policy Paper Andrew Jackson Indian Removal Policy Paper Was Andrew Jacksons Indian Removal Policy Motivated by Humanitarian Impulses? Authors: Anthony F. C. Wallace, Robert V. Remini, A Summary By: History 2111 Summer 2011 A summary comparison of views regarding the Indian Removal Act of 1830, Was it an act of humanitarianism intended to help and save the Native American culture from the white settlers, as Robert V. Remini has argued? Or was his intent to destroy the tribal culture and to get rid of the Native Americans, as Anthony F. C Wallace has argued? Robert V. Remini argues that Andrew Jackson’s Indian Removal Act of 1830 was socially motivated by humanitarian impulses, and that Jackson’s actions where driven by the desire to save the culture and populace of the Native Americans from white settlers into Indian territories. Robert V. Remini points out that Andrew Jackson believed that the only way for Indians to be â€Å"protected from certain annihilation† (pg3) was to remove the Native Americans from their land, to expel the Indians from their ancient lands. To a majority of the Americans the Indians were inferior to them and that their culture was â€Å"a throw back to a darker age† (pg2). Mr. Remini strongly believed that that President Jackson was only trying to protect the Indians from this mentality and by moving the Indians to the west of the Mississippi this would protect them from the white man. Although the policy of removal was first suggested by President Jefferson as the alternative to the Native Americans, Mr. Remini explains how President Jackson had no hesitation in the belief that this was the right course of action. President Jackson would proposed to the Indians that by moving west he would arranged for the exchange of land in the west for the land in the east, that the Indians that moved to the west would be given land titles and would be compensated for their land. President Jackson insisted that the Indians would not be forced to move, that some could stay if the understood and obeyed the laws of the state and recognized that they would be subject to them if they did not obey. Although this proposal was never put into action because of corruption within those agents handling the removal and land greedy state officials. Jackson’s removal policy did not sit well with a lot of groups; many were uncomfortable about it but agreed it had to be done. President Jackson showed great leadership apart from everything else, and handled the Indian Removal act when no one else wanted to address the growing issue of Indian problem. Most government officials saw little to gain from addressing this and would do nothing. Some historians believe the president’s motivation was clearly out of concern for the Indians customs, their culture and their language, but his first concern was the safety of the military, Indians occupying the east might jeopardize the defense of the United States. In December of 1830 President Jackson would submitted the Treaty of Dancing Rabbit Creek to congress, it would be the first to win Senate approval. President Jackson wanted everything to go smoothly so that the American people would see that he was humane and that this Treaty would benefit both the Indians and the American nation at large. With Jackson located too far away to oversee the actual removal of the Choctaw Nation, they would endure mismanagement, theft, corruption, and inefficiency on a level that would lead to their destruction. Jackson would be deeply offended and the removal of the Choctaw Nation would become one of the worse horror stories of modem era. Anthony F. C Wallace claims that Jackson’s actions as humanitarian were in fact the exact opposite, saying that Jackson was out to destroy the Indian Tribal culture and to move the Native Americans from the southeastern United States to areas west of the Mississippi by force. Mr. Wallace objects to the belief that Jackson was acting humanely, and leans towards a more harsh truth and assessment of President Jackson’s actions and motives. That Jacksons alternative motive for acting like he cared about the Indians to the public and the Tribes was all in an effort to remove the Tribes completely from the southern United States in order to acquire their land. The Act gave the president the power to set aside land in the western territories for the Indians to be moved into. The 1820s was a new era for growth among banks, family farms; railroads in Georgia, with the Cherokee constitution in effect nullified Georgia law and made the Indian nation a â€Å"state within a state. † Georgia legislature 1828 passed a law after Andrew Jackson was elected president that extended the states jurisdiction over the Cherokees living within the state; Georgia was looking to force the president’s hand. Jackson quickly implemented a removal program that would resolve the Georgia’s crisis, but many would claim the removal was not justified but necessary to save the Indians from extinction. Even though President Jackson preferred the Act over any other alternative, he stated that the Removal Act was â€Å"most arduous part of my duty† (pg15). The Indian removal bill covered many emotional issues, such as Christian, national honor, racial, prejudices, over all long and bitter and of course greedy. Both Houses of Congress were petitioned and solicited by all groups of religions and benevolent societies. Jackson’s Administration had successfully undermined the very essence of the Constitution by refusing to enforce existing treaties with Native Americans that had been policy from the time Washington on. The Indians were finally forced to move out and where so sometimes by force. The Cherokee and the Seminoles resisted the removal and tried to hold their ground, by 1837 the Cherokee resistance was defeated, and the Seminoles where removed in 1842 after a long and costly war. President Jackson spoke of the removal in a friendly and concerned tone for Indian welfare stating, â€Å"They (the Indians) and my white children are too near to each other to live in harmony and peace†(pg17). The harsh policies where nevertheless put into place. Jackson policies where not driven or influenced by humanitarian impulses but were a result of and expansionist mentality. Jackson was an Indian fighter from Tennessee and clearly wanted the Indians out of the picture as the country expanded. This view can be supported further by the fact that President Jackson ignored a Supreme Court ruling which stated that the Indians had a right to that land, Jackson still removed the Indians under harsh conditions and sometimes by force. The Indian Removal Act was Jacksons way of solving the Indian Question. Some people view the Indian Removal Act as a noble attempt by Jackson to save the Indians from the expansion of the United States, other see it as Jacksons way of moving the Indians out of the picture and to secure more land for the growing country. Either way the Indian Removal Act is what it is, a crime against the Native Americans which had a right to the land of their ancestors and which they inhabited before American Expansion.

101.Should talking and texting on a cell phone without a hands-free Essay

101.Should talking and texting on a cell phone without a hands-free device while driving be illegal - Essay Example More alarmingly, recent years of the road safety issues are derived from the mismanagement of communication devices during driving. A careless and distracted driving practice associated with talking or text messaging while the vehicle governance is on the rise in every part of the world. More noticeably, use of handheld devices during driving is more dangerous than permissible levels of drunk driving because the former holds the preoccupation of the driver indulging in impulsive variations. Thousands of lives are lost and many more are left permanently disabled due to the negligence of drivers of public transportation particularly. At this wake, it is essential to make an over view of the impact of the culpable practice of careless driving and raise an alarm in the minds of people about the peril closely following it. Severe violations of driving ethics from drivers cause damage to life of people from utter carelessness. In an accident, the impact of the negligence of one drover is born by either party involved and usually, the lighter vehicle gets most of the reward of the evil. As Barrouquere (Sep 14, 2011) reports, in Kentucky, a tractor-trailer crash on a van claimed nine lives on the spot in Interstate 65 on 26th March, 2010 – the reason was that the truck driver had just made and outgoing call that lasted for a second when the truck hit the van. The Kentucky accident alerted the authorities which came forward with bills banning the use of hand held communication devices, especially mobile phones during driving. Presently, there are many regulations of the use of handheld devices while driving but most of them are limited to marginal amount of penalty that prove insufficient to curb this problem. The identified reasons for increasing car and truck accidents reveal the role of employers, parent and consignees who make frequent and unexpected calls to the drivers of both commercial and private vehicles. At the moment,

West indians Essay Example | Topics and Well Written Essays - 750 words

West indians - Essay Example Following the arrival of the white man, numerous African black people were shipped over to work as slaves on sugar plantations on the islands and now make up a large proportion of the population. It is estimated that there are about 36 million people living in the West Indies today, most of African heritage. This is impacted by lower infant mortality rates with increased access to health care and other services. It is also estimated that millions of people have moved from the West Indies to the United States and other parts of the world. According to the article â€Å"West Indies† (2008), at least one million Cubans have moved into the United States with equally high numbers of Puerto Ricans and other West Indians also pursuing greater job opportunities and educations for their children. Most of these people speak Spanish, but this is not the only language spoken. Other languages spoken in high density include French and English, including a creole version of these languages. Dutch is spoken on some of the islands and Hindi and Urdu can still be heard on Trinidad and Tobago (West Indies, 2008). More than half of the West Indian peoples live in urban areas and live lives that are relatively comparable to the lives of people living in urbanized areas anywhere. However, the islands are not overly abundant in their own resources, so farming plays a large role in their economy. The climate is very warm for most of the year, so clothing is generally light and loose with hats, with wide shade-giving brims, playing a significant role in fashion. Perhaps because of the heavy slave-influenced past, their attitudes toward marriage, family structure and religion are somewhat different from what is found in the Protestant-influenced United States to the north. There are four types of family organization within West Indian families, each of which is centered around different religious ideals. The Christian family follows the

Reasons for Choosing Mortuary Science Field Assignment

Reasons for Choosing Mortuary Science Field - Assignment Example Learners are trained to be morticians by learning biological science, business and social sciences. I think that the study of events relating with death, and how the society prepares for it raises questions are deep rooted in the human sociological lives. The reasons why I chose mortuary science field is because it deals with death, is a common event in the society, offers an opportunity for a well paying job and has objectives that build an individual to become a significant person in the community. Reason 1 The first reason for I chose mortuary science field is because of death factor in the society; hence, trains individuals in an area common, and part of human beings lives. I believe that death is a common occasion that man has accepted in the society and is an unremitting process. Consequently, the program is essential in building and molding skilled individuals who assist the bereaved in planning and organizing the event. The significance of learning the course is because each person has been affected directly or indirectly by death. I chose the field since it makes me an imperative person who is working for the society by acquitting me with skills necessary to assist the society. It is difficult to prepare for death occasion according to societies’ perception, because it happens at an unexpected time when individuals has little time to work on the event. I think that the fact that death is a common event in human beings’ lives, it makes the course and the program exce ptionally significant and relevant in the communal lives. People perceive apprentices working in the society as significant people in the community for the support and services to occasional event happening in our lives (Stair, 46). Reason 2 The second reason I chose the mortuary science field is that the program offers remarkable job opportunities. A person can work as a mortician in funeral homes, which are important in the society (Stair, 46). I think that the job makes individuals well heeled by earning amicable amount of money. The job that a person gets after learning the course is a great job because it acts as a means of expressing the feelings and requirements of individuals. The program provides a platform for individuals having a passion of helping people in the society who lack the skills and knowledge in arranging for emergencies especially in funerals. I agree that the course will provide an excellent platform for me to express the kindness and remorsefulness to the bereaved individuals. The course will instill skills in counseling, proper and legal completion of death certificates and preparation of the body for during burial event. Consequently, selecting Mortuary Science field gives an opportuni ty to an individual interested in getting a legitimate and substantial job that pays satisfactory. . Reason 3 The third reason I chose studying mortuary science field is the program’s objectives, which defines a person’s credibility and competence. I agree that the program enlarges the background and acquaintance of students’ profession on the funeral services (Stair, 46). The program aims at edifying individuals in every phase of funeral services. I believe that students are encouraged to participate in faculty research in funeral services and events that enable the faculty to discover new concepts. A further objective of the program is to encourage acceptable ethical conduct to an individual. I decided this because it ensures a person conducts oneself and interacts well with other individuals in the society. Lastly, a clear objective of mortuary science field is that it provides a set of courses at the post-secondary level of instructions. I believe that the o bjectives make a

The Role Of Managers In Staff Training Management Essay

The Role Of Managers In Staff Training Management Essay This paper explores how the organization benefited by training process. The purpose of this paper is to assess the benefits for the training and development in Retail organization. One of the most important resources of retail is their staff. In order to provide satisfactory service to their customer and able to face the future challenges, the staff should have proper skills which are continually develop.( Gower handbook,1991). It also outlines the special issue which identifies developments in the field of training for employees, recruitment, their transition to work, and their continuous development. Research objectives The research is focused on training and development on Marks and spencer with a view to wider application to other retailer in the country. Its objectives are to -Critically examine training needs in retail organization -Examine the role of managers in staff training and development -Examine approaches to training and development in the United Kingdom. Theoretical perspective relevant to the topics such as motivation Identify the approaches which could be adopted and make recommendations. Research Methods The research methodology will seek the answers to these questions as well as evidence as to which training needs have priority and which approach are most effective and relevant to the organization. The argument to be developed in this dissertation is that the most cost effective and culturally acceptable approach will be to identify training as an essential part of all manager roles and show how this might be implemented. The following are the types of research design that could be used -Research reviews -Qualitative research -Analysis of existing records -Ad hoc sample survey and regular surveys -Case study -longitudinal studies -Experimental Literature Review In order to explain the importance of training and development in an organisation the chapter is begin with the history of the subject, describe and discuses its definitions and benefits. It considers some model of training and development and some organisation of UK are using some of the models. History of training and development Human resources are considered by many to be the most important asset of an organization. Until now very few employers are able to exploit the full potential from their employees.(Jeff Lee,2005) Strategic human resource management (SHRM) is concerned with the contributions which human resource strategies can make to achieve organizational effectiveness and the ways to achieve those contributions (Jeff E Lee D, 2005). Strategic human resource development is the most current form of training and development where training and learning are strategically integrated vertically with organisational goals and horizontally to other HR activities (Millmore, Lewis, Saunders, thornhill and morrow 2007) Training and development can be identified as a planned process to improve the human capacity by modifying their skills, knowledge and attitudes. More recently the training and development term has been replaced by the term HRD (human resource development) which mainly focus on individual and organisational learning. The systematic approach training is described by as a cycle of four activities identify of HRD needs, plan and design HRD interventions to meet those indentify needs, implement the HRD interventions and finally evaluate the outcomes.( Millmore, Lewis, Saunders, thornhill and morrow 2007).This approach will be briefly discuss later part of the report. According to McCracken and Wallace, (2000) Strategic human resource development is a creation of a learning culture in which a range of training, development and learning strategies both respond to corporate strategy and help to shape and influence it. Based on the Garavans (1991) work, they redefined the nine key characteristic of SHRD practice. In their work they present SHRD as very strategically mature and compare with HRD and training where strategic maturity is absence. (Millmore, Lewis, Saunders, thornhill and morrow 2007) Key SHRD characteristics Integration with organisational missions and goals. Top management support. Environmental scanning. HRD plans and policies. Line manager commitment and involvement. Existence of complementary HRM activities. Expanded trainer role. Recognition of culture. Emphasis on evaluation Source: McCracken and Wallace (2000) Garavan(1995) state that many trainers find the tern SHRM difficult to accept, while they prefer the more softer term employee development or training and development. According to him HRD term is nowadays widely acceptable which means the planned learning and development of people as individual or group to benefit the organisation. McCracken and Wallace, (2000) state that, HRD is viewed as a strategic lever in organisations which helping the business to implement its business strategies. In their work they use the concept of training where they describe the level of sophistication which the organisation has with regard to training which helps to shape and formulate corporate strategy. McCracken and Wallace, (2000) suggested that the strategic HRD should shape and influence the organisational mission and goals. McCracken and Wallace, (2000) noted that SHRD should have a much more proactive and influential role which leads to a new model of SHRD which disguises the differences between Training which has a reactive and ad hoc implementation role in relation to corporate strategy. Organisation is very immature in terms of HRD and has no learning culture. Meanwhile HRD has a systematic implementation role which shows signs of corporate strategy. Organisation shows that it is beginning to develop a maturity in terms of HRD with the presence of nine Gravan (1991) characteristic and learning culture is also developing. Finally SHRD role is working toward shaping and responding to corporate strategy. The organisation has become strategically mature and there is a evidence of improved Garavan (1991) characteristic as well as presence of a strong learning culture (McCracken and Wallace, 2000).A model of SHRD which shows the continuum of HRD strategic maturity is portrayed below adopted from Millmore, Lewis, Saunders, thornhill and morrow 2007 work. HRD characteristic Training HRD SHRD HRD strategic maturity Organisation strategically is not mature in HRD terms Organisation is strategically is quite mature in HRD terms Organisation strategically very mature in terms of HRD. 1)Integration with Organisational missions And goals. 2) Top management Support. 3)Environmental scanning 4) HRD plan and policies 5)Line manager Commitment and involvement. 6)Existence of complementary HRM activities 7)Expanded trainer role. 8) Recognition of culture. 9) emphasis on evaluation. Little integration with organisation missions and goals. 2)very limited support. 3) Little awareness of environment. 4)Ad hoc responses to indentified problem. 5)Limited commitment and involvement. 6) Little or no horizontal integration of HR activities. 7) Lack of expanded trainer role. 8) little recognition of culture. 9)little emphasis on evaluation. Integration with organisational missions And goals. 2)active support 3)active environmental Scanning. 4)Systematically integrated with Organisational strategy. 5)line managers Commitment and involvement. 6)Existence of complementary HRM Activities. 7) Expanded trainer role. 8)recognition of Culture. 9)emphasis on evaluation. shaping organisational missions and goals. 2)adopt leadership role to HRD. 3)environmental scanning Done by senior management. 4)developed with strategy plan and policies. 5)strategic partnership with line management. 6)strategic partnership with HRM. 7)Trainers as organisational change consultants. 8)ability to influence corporate culture. 9)emphasis on cost effectiveness There are a number of reasons why training and development becomes an important issue for both organisations and management. All organisations in existence need a successful training programme to achieve their goal. It is an investment for any organisation which helps to improve its profitability, reduce its costs, increase the commitment and motivation of its people and release their potential. Training needs vary from one organisation to another and it is important to develop training techniques to meet training goals (www.ictknowledgebase). The Journal of E-learning (2008) stated that the purpose of training is to motivate their employees, to help their potential and develop them better with the current changing business environment of e-learning. The pace of change is increasing and it its really important for employer to keep up to date their employees. Skills gained yesterday are no longer appropriate for today. The combination of recessions, globalisation and changing technology has changed our live. Most of todays jobs demand multi skill. The days of needing one skill has replaced by the multi-skilled. Employees also need to prove their commitment to their job by developing own skills to maintain their marketability (Tony pont, 2003). The attitude of employers to training is also changing. Also there are still many employers see training as costly overhead, while many now recognise training is an investment for future.(Tony Pont,2003). According to training and development journal November 2009, A recent Accountemps/Robert Half survey found that in the past year, 26 percent of companies cut their professional development programs, according to senior executives. At the same time, 28 percent reported that their companies actually strengthened their training initiatives and 45 percent maintained the same programming. The survey also indicate that three quarter of organisation increased training level or kept training expenses at same level. After the industrial revolution, development of large organisations and systematic approach to manual work training began. Taylor and gilbreths works contributed to the importance of training by identifying the nature of job. Their research was to determine the most productive way of carrying out the work. In early 1930s hawthorns experiment in an electric plant in Chicago establish the fact what motivates staff at work place. After doing his research he was able suggest that management need to concern about the feelings and needs of employees. (Gower 1991). Defining the terms Manpower services commissions glossary of training terms (1981) identifies training as A planned process to modify attitude, knowledge or skill behaviour through learning experience to achieve effective performance in an activity or range of activities. Its purpose, in the work situation, is to develop the abilities of the individual and to satisfy the current and future manpower needs of the organisations. Training does not only benefit the employees it is also beneficial for organisations. Training and development can be achieved by necessary attitude, skill and knowledge which can be affectively gained by a learner who can become more confident about their abilities. Training is about developing people and their skills and helping them to become more confident in their jobs. It is not only necessary to create a skilled workforce but also maintain the high level of skills which is demanded by constantly changing work environment (Reid Barrington, 2007). Training can be done by many different ways such as On-the-job training, informal training, classroom training, internal training courses, external training courses, on-the-job coaching, life-coaching, mentoring, training assignments and tasks, skills training, product training, technical training, behavioural development training, role-playing and role-play games and exercises, attitudinal training and development, accredited training and learning (Reid Barrington, 2007). Many different factors influence training responsibilities and roles. There are six major influences on training responsibilities and roles in the organisation such as the environment, goal and tasks, structure, technology and workforce of the organisation, and its political system. The political factors have such influence on the training role culture, commitment, expertise and interactions (Harrison, 1988). It is important for the trainer to identify the contribution of training to the business. They need to be aware of the close relationship between training and profit. Management must see training as an investment, which is needed not only to create a skilled workforce but also maintain the skills demanded by the constantly changing working environment. In order to add values to the business training should comply with the direction of the corporate and business strategy, which also need to help to meet business demand.(Tony pont,2003) According to Harrison, Development is the all-important process, through which individual and organizational growth can through time achieve their fullest potential. Education is a major contributor to that development process, because it directly and continuously affects the formation not only of knowledge and abilities, but of character and of culture, aspirations and achievements. Training is the shorter-term, systematic process through which an individual is helped to master defined tasks or areas of skill and knowledge to predetermined standards (Harrison, 1989 cited in Lundy Cowling, 1996). The explanation of differences in definition is that in the past the trainer knew the best and therefore they used to establish training needs for learners, they also set objectives; make up a training programme which will help learner to gain higher skills. But todays changing market individual is given more responsibilities to take care of their learning and development. It is necessary to consider the learners maturity, personal development and motivation.(Kenny and Reid 1986) Training and employee development is become a current trend of todays competitive job markets which makes employers more focused on organisational goals. Todays market is very competitive and an organisation has to fight for survival where training may largely be a matter of continuing to carry out long establishes routine. According to Armstrong (1996), Organisational Structure-Generally goals of an organisations and its total tasks and level of achievement of there tasks are crucial determinants of an organisations primary training needs. The organisations should therefore have a fundamental influence on determining what training activities, responsibilities and roles are to be performed. According to Harrison(1988), Organisational structure, Organisational technology and the workforce-Organisation need to plan training to improved job performance. There is a training cycle which is adopted by UK and based on a simple four stages model expressed as follows: First identify and specify the training need, then designa training programme, next implement the training and evaluate it. Having defined training strategy it is now necessary to define effective training strategy. Effective training Strategy: The term training strategy means that the overall approach chosen to assess training needs and the particular ways in which training will be carried out in the organisation for instance on the job, off the job etc. (Harrison, 1988). According to Mayo(2001)There are two main strategies which can be adopted in organisation total or comprehensive strategy and problem centred strategy. These two strategies are not against of each other. They are simple approaches which are the same in their general principle but might be fit in different situation. The Comprehensive strategy starts with strategy starts with an analysis of the corporate plan. This strategy is relevant for the organisation where the environment is relatively stable. And where longer term training can be developed with an acceptable chance. The problem centred apply in the organization where the environment of the organisation either unpredictable or competitive. Organisation like these needs training to help them deal with their immediate and pressing problems. Models of training and development For the purpose of this dissertation three models will discussed which is using by two UKs retail organisation. The models are the systematic training approach, strategic training and self development approach. The two uks organisations are Marks and Spencer and Tesco. Systematic training approach A system approach to training views the organisation as a complex set of subsystems and expects changes in one subsystem to acquiesce possible need to another. It is organisational approach but it can also help to produce individual or group plans such as early retirement training needs, a change in work requirements and learning needs.Armstrong1988 state that organisation need to adopt this approach to be successful and this means Identifying the training needs. Defining training objectives which must aim to achieve measurable goals in terms of improvement and changing. Preparing a plan to meet objectives and also the cost related to the whole process. Implementing the plans Monitoring and analysing the result And finally getting the feedback for evaluation Woods (1992)state that, avoid such problems and to provide complete guidelines, the training needs a systematic approach. He presented a the training cycle diagram which begins with developing the needs assessment, goes through training and implementation (identifying training objectives, contents, methods, implementation), and finally evaluating the program. As we are assessing the benefits of training needs and its benefits through organisation Woods training circle helps us to look at the four steps which should be followed by the organisation to gain the effectiveness. The first in the training process is the analysing the needs because every training program effect the work unit and organisation. The next step is identifications of training objectives. Woods (1992) recommended four categories of training goals: 1. Reaction-based: Investigates how employees feel about the issue. 2. Learning-acquired.: Examines how a trainee obtains knowledge about dealing with differences. 3. On-the-job behaviour: Analyzes the degree of behaviour change after the training. 4. Results-oriented: Measures the influence of training in improving technical skills for dealing with diverse people. The third stage in the training cycle is the establishment of the proper training content. The next stage is choosing and implementing the training program using proper methods. According to Harris and West, (1993).The methods of training vary substantially according to the circumstances of the company. Training can be done either on-the-job or in a place outside the workplace. On-the-job training can be effective when supervisors or trained instructors are involved in the actual work setting, while off-the-job training, including lectures, simulation and case studies, can be done without interrupting the everyday routine. While traditional methods are still useful, technology-based training using CD-ROM is increasingly in demand. The final stage of the training cycle is evaluation. Milkovich and Boudreau (1991) highlighted that training programs need to verify whether the training is successful in trainees performances in work settings. Strategic training approach Rothwell and kazanas 1989 state that the strategic training approach is based on the learners need for the future condition. This model is based on problem finding rather than problem solving. It will help reduce the gap between what the leaners need to know and what they should know. In order to identify the proper utilisation of this model, it is important to consider what needs to be done and what skills and knowledge needed. There is a difference between the skills and knowledge needed and the skills and knowledge currently employees have. Before implementing the plan it is necessary for employers to identify those gaps. The main aims of this approach is to identify training and non training needs.the training may be related to high cost but this cost can be avoid by selecting right training method. The learners need could be made through employee record, informal discussions, observations and interviews. To implementing this approach future learner expected to have the ability to learn, anticipation and motivation. They also require having some background skills and knowledge of strategic thinking. This approach aims to reduce cost; choice of method is depend on time, skills and available learning material. Training method can be selected from case studies, classroom lecture, role playing, group exercise, brain storming etc. Self-development training approach This model encourages managers to draw up their own self development plan. Reid, Barrington and brown (2004) state that, if managers are operating an environment where learning practice are encouraged, then thy should be focused on their own development without any doubt. But self development should not seen as alternative for the involvement of the managers. It is important for the mangers to show their staff that they take time to develop their own skills and competences. If management can prove staff their role as self developer, it will ensure their staff that self development is not as a responsibility but a benefit. Development is a step forward to a new level of potential where it requires external challenges and right internal perception of challenge. It is a self initiated challenges which need self discipline, creativity and learning. The primary motivation will come from self achievement, self fulfilment while reward and punishment should take as secondary. The self developer should be willing to take their own risk and able to judge where necessary. (Pedler, 1981). Assessing the benefits of an effective training and development strategy According to Armstrong (1996), A well-formulated training strategy should be able to influence an individuals Mind, Behaviour, Attitude, Communication, Critical analysis skills, Problem-solving, Interpersonal skills/relationship with peers and management, Working practices, Productivity, Performance, Time management, And motivation towards his/her responsibilities as an employee in an organisation. Those factors are important operationally and tactically, because in any organisation these are important aspects in relation to an organisations well being and successful functioning running, strategists and the top-level management of a company .According to Mayo(2001) Organisation may design and formulate Training Strategies, but it is the tactical and operational managers and their teams who eventually implement and execute those polices and strategies and it is necessary to understand that employees and workers at tactical and operational levels have the right training and developmen t given to them to enable them to successfully forward and reach the organisations aims, goals, and mottos. If the training strategy successfully enhances it will make all employees to give better contributors to the aims and objectives of the organisation, then the successful internal relationship between employees and the management of the organisation should make them a better organisation for their clients/customers and suppliers dealers.(Mayo,2001) There are so many debates going on now a day is training really useful for organisation or its just a waste of money. According to David (2008) training is just a waste of money and time for the organisation as because after giving trained employee a new area company just send them back in previous work role which is simply waste of time. He argues that before implementing any training programme it has to be well designed and effective which will help people to explore their experience, knowledge, self-awareness. For getting out the most from the training it is important to train people in their regular basic work where they can develop their skills. Before implement any strategy We have to ask ourselves a simple question which will help us to realise, at the end of the day who is the training strategy for, what is it for, and why is it there, what is it meant to accomplish and achieve for an organisation (David, 2008). The researcher learnt from various writers that most of the training and development benefits take long to occur. Most of the managers do not fancy opening up training oppurtunities for young graduates to fear of losing jobs. Most organization think that the planned training is expensive,they would rather have it an ad hoc basis. During the economic recession it is usually the training budget that is cut down. A well-designed comprehensive training strategy can bring about advantage to a business and an organisation, then no doubt its employees will be the ones who will be responsible for its practical implementation from top to bottom, and essentially its linked to the employee development incentive of any organisation. A training strategy cannot be successfully implemented by itself if employees are not developed up to standards that match the corporate scale of the business world at large and also an organisation. Training Strategy should enable the development and growth of its employees and use the potential, competencies, and the abilities that they seize and is inherent within them (www.icmrindia.org). Mullins (2005) distinguishes Groups and teams, and has mentioned that these two terms are often used interchangeably, according to him Teams tend to have more mutual understanding between each other collectively, and are more closely knit, whereas groups are a number of individuals assigned on a particular task, and the groups usually deconstructs once the task has been achieved, so the clear distinction here is that a team has mutual understanding, where as each person in a group is merely working towards their own individual goals and aspirations without actually showing much concern for the benefit of others in the group. If the training strategy successfully implemented it will improve the relationship between employees and organisation and help them better contribution to their aims and objectives of the organisation. Communication is an important tool for succession of training strategy. The way strategies are discussed, delegated, explained and communicated from the senior directors of a company to their employees, its help to understand both employees and employers each other need which will help them to implement the strategy more perfectly. Investing in and resourcing people developing them to a reasonable level will enable employees to feel valued and respected and cared for by their organisations, and this positive feeling will eventually reflect on their performance, and The training strategy should be benefiting two ways first of all it should up skill the standard of employee competence performance and these achievements should in turn enable employees to execute their organisations Training Strategy more effectively. (www.go2hr) Minimise cost and maximise positive outputs for the organisation should be the main objective of an effective training strategy, so a well devised strategy should take into account everything internal and external of relevance, importance, and matter that will be useful in approaching a good strategy as compared to a not so good one. The training strategy designed should also be of high efficiency; practical, feasible, and realistic in accordance with the nature of the organisation(www.go2hr). According to Hutchinson(2004) An effective training strategy should be to retain the best people in the organisation, and the Training Strategy should do this by balancing its corporate needs and providing the right level of employee development incentives to their staff, employees are the money maker of any organisation, they provide support and service if they feel that they are not valued by the organisation than the company would not be able to gain their target success, that is why it is e xtremely important that employees who are excelling in their role are provided for well during their time with their organisations. According to Truelove(2006) in any job role motivation is important factor in order for an employee perform towards their employer expectations. It is a complex matter because poor motivation may be due to many things such as boredom, lack of challenge, a feeling of being unappreciated. From the Victor Vrooms perspective in the motivation there are three variables which he calls valance, expectancy and instrumentality. Valance is important during motivating the people; it can be positive, neutral or negative personalities and circumstance will affect the perception of the outcome. In a training situation the perception is varied by person to person, may be highly valued by one person but no value for other. Expectancy is the belief that the individual has that he or she can achieve the outcome. The person will not feel motivated to do something if they feel that it is beyond them. So it is important to organise the training program which will help to raise expectancy level which will help to being able to achieve target. Instrumentality situation is linked to the expected outcome which can be actually achieved depend on the management promised. Its necessary to organise the course that will lead the employee towards their dream job. So in order for an organisation to benefit from its Trainings Strategy, organisations have to apply motivation dependent on the level of creativity and fun within the different job roles in their organisation. Examples may include fringe benefits, bonuses, and performance related pay. A Training Strategy can only be successfully implemented if an employee have the right knowledge understanding of the Training Strategy and has the development and training given to them. Benefits of Training According to the journal of Development and Learning in Organizations(2002)Global petrochemical group BP found that lack of training means lack of commitment. Few years ago when they look at their staff performance they found out that the turnover is nearly hundred people but the morality was low. People are not as loyal and dedicated they should be. Then the management decide to do a survey and they discover that lack of training is the main reason behind the poor performance. Taking into account this factor BP initiated a training program adding a NVQÂ  [1]Â  programme which attracts most employees and makes them committed to the programme. Its not only increase the employees pe

Rome :: essays research papers

Rome began as a small city-state. It's army and way of running government remained the same as the small city grew to a huge empire. Somehow, this small-time system of management lasted for 600 years. It's obvious ill suitedness showed through though, when Rome's once strong rigid links began to jingle. When Rome began to crumble, its army went first. Besides causing civil unrest, with the people knowing their army was less than satisfactory, the loss of the army's comforting presence also caused a feeling of weakness about Rome.   Ã‚  Ã‚  Ã‚  Ã‚  The economy of Rome was not perfect either. Though the taxes were heavy, they were not able to cover the cost of government and construction of public buildings, the maintenance of the army, support two capitals, etc. etc. Because of this, Rome's splendor and beauty began to diminish (without the public funding to preserve the beauty), unrepaired roads and bridges, increased banditry, danger in travel (hence decreased trade), and a weak army. This was all because Rome did not organize an economic style made for and fitting an empire of its size.   Ã‚  Ã‚  Ã‚  Ã‚  A final force in the decay of Rome, perhaps as a result of the previous mentioned, was loss of public morale and values. Although in general, Rome was always mainly without the morals righteous people try to uphold today, Romans were hardworking, athletic, philosophical, stern, noble, and patriotic. When public morale decreased, however, Rome fell into a pit of laziness, unethical, disloyal dishonesty. One example of how this effected society, is when armies were pressured to work hard, the disloyal soldiers abandoned their legions to flee.   Ã‚  Ã‚  Ã‚  Ã‚  Rome's main problem, as you can see, is the combination of all of these factors.

Academic and social-emotional development Essay

Academic development is associated with the educational growth of the student. Social-emotional development is another aspect of a student that allows children to interact with their peers. This paper seeks to compare and contrast the academic and social-emotional development of students with and without disability in the lights of broad and diverse academic resources. Comparison between Students with and without Learning Disability Learning disability is considered to be disorder which affects the learning processes of verbal communication, speaking, grasping new things, writing, mathematics, etc. It is caused by the failure of brain to execute its function systematically and by emotional or behavioral disorders. A research was conducted at various school levels where more than one hundred students were analyzed. Academic results of students with and with out learning disability were analyzed. It was concluded that disabled students got lower class rank as compared to their peers (Grites & Gordon, 2000). Academic Development Students with LD have found academic difficulties in various areas as compared to their abled counterparts. They have academic problems in math, reading and writing, and language, poor performance on timed test, theoretical reasoning and learning. Grites and Gordon studied performance of college students with and without LD and came to the conclusion that students with LD perform lower on all measures (Grites & Gordon, 2000). They find it difficult to understand and process information from diverse and several perspectives which often cause complicatedness and complexity in their academic development. These students have different pattern of learning which comes with strengths and weaknesses that differ from others. Their disability can create difficulties in academic field because they may have problems in basic skills such as reading, writing, art, etc (Jordan, 2000). It is essential that teachers and parents play a pivotal role in their academic development. However, most of the times they do not understand their problems and assume these students are lazy and unmotivated. Gunther-Mohr conducted a research and found out that students identified with LD have greater academic difficulties. They are more likely to struggle on timed tasked as compared to other students. In the same study, it was concluded that these special students showed no improvement as compared to their peers (Gunther-Mohr, 2003). Social-emotional development Several students with learning disabilities have some social and emotional problem associated with their learning difficulty. Experiential facts and figures suggests that more than sixty percent of students with LD under the age of eighteen committed suicide in Los Angeles (Bender & Wall, 2000). Literature suggest that students without LD are socially accepted if they are helpful, accommodating, communicate, exchange pleasant greetings, have positive interactions with peers and make conversation(Bender & Wall, 2000). It is true that not all students with LD have social-emotional problems. However, they are most likely to develop these problems than their non-disabled peers. In their early school life, they are often rejected by their fellow classmates and suffer from poor self-concepts. As teenagers, the wounds of scorn and rejection can be agonizing and not forgotten without difficulty. After assessing more than one hundred different studies, Jordan came to the conclusion that more than seventy percent of the students with LD display deficits in social skills (Jordan, 2000). Social skills deficits include recognition by classmates, trouble making friends, viewed as overly dependent, incapable of being leaders, managing conflicts, starting a conversation, showing empathy and maintaining companionship. Harwell discovered that students with LD suffer from depression because of social skills deficits. Kadison & DiGeronimo suggests that social-emotional develop of students with LD is the result of lacking social ability to understand (Kadison & DiGeronimo, 2004). It has been revealed that students with LD when compared to students without LD are less accepted by class mates, have poor self-concepts and are more likely to feel lonely. Students with LD are most likely to experience frustration more than students without LD because of negative behaviors from their classmates, inadequate services and programs and physical barriers. Studies suggest that students without LD interact with students with learning disabilities based on outlook and fixed typecast. Attempts to Cope with Learning Disability When coping with students who have LD, the teacher should employ such teaching strategies which effectively cater different learning styles. Special education involvement to handle LD should be applied. For example, Karmen recommends that using pictorial representation has constructive and helpful effect on students who have learning disabilities to comprehend new theories and concepts (Karmen, 2003). Teachers should give special attention to the student and discuss his or her anxiety or depression. They should also encourage and support them and boost their confidence. They should also allow them to participate in classroom activities so that they can show and reveal their talent and competencies. A study conducted at University of California selected thirty students (Mercer &Mercer, 1997). These students had taken reading comprehension and reading rate test. Sixteen students had learning disabilities and the rest were without LD (Harwell, 1996). Extra time condition was applied and students with LD performed at same level as normal students. In another study, eighty college students were selected. Forty students with learning disability and other forty without learning disability took math test under extended time conditions. The study demonstrated that the scores of students with learning disability improved under extended time condition. Conclusion This study has compared academic and social-emotional development of students with and without learning disability. Students without learning disability are more likely to be successful than their disabled counterparts. Students who have LD are most likely to suffer from academic and social-emotional deficits because of their disorder. They are more likely to develop anxiety, depression, low self-esteem, etc. However, these special students can learn to perform better at school with the help of parents and teachers. It is essential for teachers to encourage and support them and devise innovative methods in order to help them in their learning processes. They should also be given extra time because they grasp concepts slowly. In the lights of information provided in this essay, it can be concluded that students with LD need special attention so that they become competent. References Grites, T. , & Gordon, V (2000). Developmental academic advising revisited. NACADA Journal, 20(1), 12-15. Gunther-Mohr, S. (2003). Counseling college students with learning disabilities. (pp. 77-106). Putney, VT: Landmark College. Jordan, P. (2000). Academic advising in the 21st century. NACADA Journal, 20(2),21-30. Kadison, R. , & DiGeronimo, T. (2004). College of the overwhelmed. San Francisco: Jossey-Bass. Karmen, K. (2003). Advising students with learning disabilities: A developmental approach. (pp. 133-60). Putney, VT: Landmark College. Harwell, J. (1996). Ready to use tools and materials for remediating specific learning disabilities. Englewood Cliffs, NJ: Prentice-Hall. Mercer, C. D. , & Mercer, A. R. (1997). Teaching students with learning problems. Englewood Cliffs, NJ: Prentice-Hall. Bender, W N. , & Wall, M. E. (2000). Socialemotional development of students with learning disabilities. Learning Disability Quarterly, 17, 323-341.

SAT Math Problem Solving Practice tests and explanations

SAT Math Problem Solving Practice tests and explanations SAT Math Problem Solving

East European Studies

East European Studies The historical periods of many modern powerful entities in the political and cultural map of the world have been numerous and diverse; it is simply impossible to reject the influence of certain states and the historical processes that took place in them in the overall historical period. Thus, one can also note that the formation of modern Europe has been heterogeneous and turbulent, with a set of actors producing particular influences on the image it had, and shaping the contemporary profile thereof.Advertising We will write a custom essay sample on East European Studies specifically for you for only $16.05 $11/page Learn More One of such powerful actors that played a significant role in the making of Europe was the Byzantine Empire; it was a rich, influential state that had many features of progressive political entities, and its heritage was explored by the Western artists and scientists many centuries after the period of prosperity was over (McKay et al., 2008). The religious roots, the social order, the fundamentals of medical practice and military science have taken a firm place in the European profile, so the impact of the Byzantine Empire on the overall European historical process has to be studied better in order to understand what paths of development it predetermined for Europe, and how they were implemented (McKay et al., 2008). As it is often understood by scientists and researchers nowadays, the role of the Byzantine Empire and its capital Constantinople is largely underestimated and not understood nowadays. Sayles (2003) notes that the city was located at the economic, political, and cultural center of Europe, so it worked as a linking hub for all trade routes and cultural exchanges that were more or less significant at the medieval time. The serious attitude to church and religion also marked the effect of the Byzantine Empire on the neighboring states in the Middle Ages and later; Justinian, the Emperor, built the Hagia Sofia, the Church of the Holy Wisdom (Vess Marlowe. 2006). The icons also played an important role in the Empire, and the image of Christ Pantocrator was one of the most commonly used and met ones (Vess Marlowe, 2006). The Iconoclastic controversy that occurred in the Byzantine Empire at the time when Muslims threatened the integrity of borders proved once more how seriously religion was perceived by followers who resisted the reform and abolition of religious images, and predetermined the subsequent flow of the religious development of Christianity in Europe (Vess Marlowe, 2006). However, one of the notable contributions of Justinian is still considered to be his revision of the Roman law in the Corpus Iuris Civilis, the Body of Civil Law. The same referred to the codification of the Digest, the collection of the imperial decrees. All this together constituted the collection of laws on which the functioning of the Empire relied until its collapse in the 15th century. It also pe rformed as the basis for major European laws, and was considered a reliable source for reference (Vess Marlowe, 2006).Advertising Looking for essay on eastern europe? Let's see if we can help you! Get your first paper with 15% OFF Learn More Altogether, the religious, economic, and legislative contribution to the formation of basic features of the Middle Ages’ Europe, and its further progress and advancement can be assessed as enormous. The Byzantine Empire paid much attention to the development of trade and was a highly powerful and reputable state within the European territory for several centuries. In addition, the major features of Orthodox Christianity that is now the dominant religion in the world have been formed and disseminated by the Byzantine Empire. The present trends are very similar to the main trends of the Muslim world’s development (that had many more similarities and relationships with the Christian and Jewish world) and the E astern world. Assessing the meaning of trade and religion in all three regions, one can assume that these are the most influential factors that designated themselves in the formation of the Middle Ages’ states. It is clear that Buddhism in China and neighboring regions (as well as the economic revolution under Song dynasty) shaped the middle-ages China, while Islam and its relation to Christianity have influenced the peace and warfare, cultural exchange, and relations in other aspects between the Muslim and Orthodox world (McKay et al., 2008). All these examples draw a sketch of the civilizations’ development and the influence of various factors in the process. References McKay, J.P., Hill, B.D., Buckler, J., Ebrey, P.B., Beck, R.B., Crowston, C.H., Wiesner-Hanks, M.E. (2008). A History of World Societies, Volume A: From Antiquity to 1500. New York, NY: Bedford/St. Martins Sayles, W.G. (2003). Ancient coin collecting. (2nd ed.). Iola, WI: F+W Media, Inc. Vess, D., Ma rlowe, L.E. (2006). SAT Subject Test: World History. Piscataway, NJ: Research Education Assoc.

Multics Operating system Essay Example | Topics and Well Written Essays - 1750 words

Multics Operating system - Essay Example Significantly, more than just the design and aesthetic feature of a certain operating system is the critical role that security in operating systems is playing in ensuring that important data are stored securely. It also serves as an interceptor to potential threats in the Internet. Thus, this treatise will elaborate on the security features of Multics and its relative contributions to the world. Further, in this exposition, we will also explore the history, impacts and the influences of Multics to our modern times and how these interactions resulted in a progressive stint that the world has taken. Multiplexed Information and Computing Service, or most commonly known as Multics, is a "comprehensive, general-purpose programming system which is being developed as a research project" (Corbato & Vyssotsky, 1965). The first Multics system was applied on the GE-645 computer. According to Corbato and Vyssotsky (1965), the prime goal of designing the system was to provide a computing system which has the capability to meet the entire current and future requirements of a large computer utility. In other words, this system must be able to function continuously and reliably even with large amount of data. It was Professor Fernando Corbato from Massachusetts Institute of Technology who spearheaded the development of the system together with his colleagues in 1964. Initially, it was a joint project by MIT led by Professor Corbato, the General Electric and the Bell Laboratories; however, Bell Labs decided to back out leaving GE and Multics behind until it was later conquered by Honeywell. Following Honeywell’s acquisition of GE’s computer business, the prime Multics production machine was Honeywell 6180 mainframe which was widely recognized following 1969. Multics network implementation likewise became one of the pioneering sites after its forerunner, the ARPANET. Two MIT production machines were linked to ARPANET, the MIT 645 and the MIT 6180, which were assoc iated to ARPANET in 1971 and 1973 respectively. The development of Multics gave rise to the development of some other operating systems such as the UNIX. The operating system UNIX was created after Ken Thompson and Dennis Ritchie employed ideas used to develop Multics. UNIX was finally completed in 1969. But since UNIX was developed using the C language, it became widely popular with colleges and universities worldwide because of its simplicity. In November 1992, the source code of the concluding Multics version, the MR 12.5, was released to the public through MIT. This particular version comprised "5839 files of PL/I code in 337 archives" (Gedda, 2009). The authorization is relatively lenient and gives anybody the "right to use, copy, modify and distribute the code and its documentation for any purpose and without fee" (Gedda, 2009). However, while anyone can be given access and right over the archives, a copyright notice and historical background must be provided to appear in all copies according to Gedda (2009). Multics had manifold elements aimed to bring about great accessibility in order to provide massive support for computing utility comparable to that of telephone and electric services. By adjoining more of the applicable resource such as memory and computing power, the entire system could substantially expand in size. Multics has numerous unique features which distinguish it from the rest. These features were

The National Security Agency and Cryptography Term Paper

The National Security Agency and Cryptography - Term Paper Example In the past, cryptography was primarily used for military and government intelligence, which is still very important to date. However, advancement in electronic communication systems especially the internet has fueled the use of cryptography in sending private messages and information such as medical records, banking data and credit card numbers among others via electronic channels. Cryptography ensures rapid, secure and confidential electronic communication between two or more people (Nsa.gov, 2). Garfinkel points out that mathematical cryptography involves the use of mathematical processes for sending secret information. It uses the method of encryption, which only the recipient can comprehend. Through this method, a plaintext message is converted into ciphertext, which is sent to the other party. The receiver of the message converts the ciphertext back to plaintext using decryption. The channels through which the messages are sent may be open or accessible to outside parties who i ntercept messages but these people cannot understand or interfere with the information. A Cryptographic system is a process, method or system that provides security in terms of integrity, non-reputation, authentication, access control and confidentiality. The system provides encryption and decryption, which may be software, hardware or even a manually performed process. A cryptographic system ensures confidentiality of information by preventing its disclosure to unauthorized persons either in a local network or across a network. Therefore, for a cryptographic system to be effective in preventing unauthorized decryption of messages, it should be strong, making it hard to crack and to break the system. However, a system is considered weak if it is easily decrypted, has defects in its designs or if it allows weak keys (Dulaney 326). The cryptographic system should also provide an assurance that the recipient receives the original message from the sender. It should not allow any kind of modification on the message during transmission because if this happens, the message is altered and it becomes unintelligible and inaccurate, which may have serious consequences on the recipient. For instance, if such alterations happened in medical records that involved drug prescriptions, the patient under medication may be in danger. Therefore, a cryptographic system should ensure integrity in its process by having mechanisms that will indicate that the message was altered or corrupted, hence allowing proper precautions (Dulaney 327). There are four fundamental principles behind cryptography. The first principle implies the use of a plaintext, which is the message that the sender wishes to encrypt. After the encryption, the message becomes a ciphertext, which is the second principle. The third principle involves a mathematical function known as encryption algorithm that encrypts the message and the fourth principle implies the type of key or keys used in cryptography. The key(s) can be a phrase, a number or a word that is used by the mathematical function for encryption. The main goal of cryptography is to ensure that the original plaintext cannot be reproduced from the ciphertext without using the corresponding key(s) (Garfinkel, 33). Cryptography requires both the sender and the receiver to have the knowledge of the procedures involved in encryption and de