Secret Banking Elite Rules Trading In Derivatives Case Study

Secret Banking Elite Rules Trading In Derivatives Case Study Secret Banking Elite Rules Trading In Derivatives – Case Study Example Derivatives market There are various options in this case: Auditing of the books of the derivative traders should be doneso as to reveal how much they are earning from the trade. This will help influence the other players like those who need to trade with the dealers for derivatives to consider their position. This position will be either to trade in the derivatives or not. Banks and other institutions that want to join in the market should lobby for them to be able to operate in the market and hence loosen the reins of the trade from a few hands. This will make sure that other competitors enter the market hence promoting transparency.A transparent market like that of stocks and shares should be established through an intervention with the government so as to make sure that people are not exploited and that the trade does not remain within few hands that are not honest with their dealings. This can be done through the trade commission and the Department of Justice. This will make a s ecret trade exposed, and rules played in a legal manner. Firms should start trading in derivative markets despite the opposition that is faced from the secret group. With the help of the government and other state trade regulators, they can ensure their success and dominance in the field and even provide competition to the secret firms. With this competition, exploitation of people is bound to stop.All the alternatives above can be done jointly as the market is hard to penetrate and it is prone to unfair dealings as it is worth a lot of money to a few people who mean to protect it at all costs.ReferencesMiller, M. H. (1997). Merton Miller on derivatives. New York: Wiley.

The Purpose of a Resume - Resume Tips for Recent Graduates

The Purpose of a Resume - Resume Tips for Recent Graduates This article was originally posted at New Grad Life. A common misconception about resumes is that they are meant to describe what you did in your past jobs. In actuality, the most effective resumes are written from a FUTURE perspective. In other words, your resume will work if you think about what a potential employer would want to know about how you WILL perform. What experience do you have that will make you a contribution to their firm or organization? Photo by Ed Brambley, CC-BY-SA 2.0 If you are writing a resume from the perspective of the FUTURE, here’s what will happen: 1. Measurable Results. You will write detailed bullets that demonstrate your capability to achieve measurable results. That means: include numbers as often as possible. Don’t just say you tutored students; say how many and by how much their grades improved. Don’t say you were successful; tell us exactly what results you achieved. Don’t just say â€Å"increased;† tell us by what percentage. Your readers will imply that you can produce similar results for them. 2. Finding Relevance. You will think about the purpose and priority of each item on your resume. Does it matter that you worked as a bartender if you are now applying for marketing positions? Maybe, if you you were a student working 20 hours/week and still maintained a 3.8 GPA, or if you were the highest-tipped bartender at the establishment. Additionally, bartending demonstrates your ability to multitask and interact with a wide variety of people. But it does not need to take up three lines on your resume, just because it’s what you did; you can make it a short bullet under your â€Å"Education† section to show you were doing it while in school full time. 3. Deleting Irrelevant Items. You will delete anything that is irrelevant or of minimal importance to your future. These things include stuff you did in high school. High school activities are no longer relevant – you had 4 years of college to become who you are now, and if you did less in college than you did in high school, looking into the future, the logical conclusion is that you will do less and less as time goes on. Let us help you look your best on your resume and in all your writing. The Essay Expert provides writing help with LinkedIn profiles, resumes, cover letters, and other writing projects.

Saguaro Essay Example | Topics and Well Written Essays - 1000 words

Saguaro - Essay Example They may even be familiar with a more detailed view that would include the fluted way in which this column rises from the ground, the thick, waxy texture of its skin or the sharp, fingernail-like points of its spines. What they may not realize is the extreme nature of the world in which this particular plant lives and how uniquely suited it is for just this type of world. The saguaro has many unique characteristics that make it a perfect icon for survival in the harsh landscape of the Arizona desert. Getting as large as two feet in diameter and 30 feet tall, it is perhaps surprising to a media-educated audience to discover that the saguaro only grows on desert slopes and flats in primarily Arizona and that it actually seems to prefer a rocky environment. According to DesertUSA (â€Å"Saguaro Cactus†, 1996), the cactus â€Å"is supported by a tap root that is only a pad about 3 feet long, as well as numerous stout roots no deeper than a foot, emanating radially from its base. More smaller roots run radially to a distance equal to the height of the saguaro. These roots wrap about rocks providing adequate anchorage from winds across the rocky bajadas.† These shallow roots enable the cactus to absorb scant rainwater from a larger area before it has had a chance to evaporate or sink beyond reach – â€Å"a mature plant may soak up as much as 200 gallons of water during a storm† (Epple, 1995). The fluted nature of the columns is also developed to help collec t more water as these sections expand to allow the plant to absorb water during the wet season and shrink like an accordion to reduce moisture loss and provide some cooling in dry times. The cactus also grows very slowly, living for as long as 200 years. This, coupled with the supporting structure of the plant itself provides biologists with a chance to study climate change. This also allows the plant to flower each year. The flowers are about three inches wide and have creamy white petals that surround a

Stress Differences between Rita Dove's Grape Sherbet and Jim Daniels Essay

Stress Differences between Rita Dove's Grape Sherbet and Jim Daniels My Father Worked Late - Essay Example Contrasting Rita Doves â€Å"Grape Sherbet† and Jim Daniel’s â€Å"My Father Worked Late† Rita Doves â€Å"Grape Sherbet† speaks about the memories of a father. The narrator together with their siblings spends time with the father who offers them grape sherbet. Later on, the narrator and the siblings learn that their father had taken them to a grave yard. The motive is to make the children learn to associate memories with positive experiences as opposed to mourning. The children quickly learn the importance of the day. Jim Daniels â€Å"My Father Worked Late† lays emphasis on the dilemma of a working father. The father who is the sole provider of the family had to put some extra effort and cope with stress to support his family. The working father utilizes most of his time to ensure that the family is catered for. He ends up spending little time with the family. The most dominant play of polarity is the narrators who give the memories of their childhood and fathers. The father in â€Å"Grape Sherbet† spends time and involves the children when conducting a memorial day at a graveyard. On the other hand, the father in â€Å"My Father Worked Late† utilizes most of his time at work to ensure that he provides for the family. The subject matter â€Å"Grape Sherbet† is about memorial. The narrator’s family holds a memorial where the father is participating. The children learn that the memorial is for the dead and the reality of life and death dawns to them. The subject matter in â€Å"My Father Worked Late† is a working father who works tirelessly for the family. He becomes overwhelmed by the work and has limited time to be with the children. He is stressed and sometimes causes tension in the family. The narrator in â€Å"Grape Sherbet† wants to highlight the importance of a memorial. Using the young children in the poem enables them to make known the reality of life and death. Children do not understand what death is. The poet may be implying that, creating memories enables those who are gone to live. The narrator in â€Å"My Father Worked Late† wants to recognize the effort of the hardworking father. He works late to support the family. Work is stressful and tiring, y et the acceptable behavior requires the father to provide for the family. The setting for â€Å"Grape Sherbet† is on Memorial Day while the setting for â€Å"My Father Worked Late† is on a regular working day in a rural setting. In â€Å"Grape Sherbet† there is a celebratory atmosphere where there is cooking and feasting in the occasion â€Å"The day? Memorial after the grill†¦ we cheer† (Righeto 54). The setting talks about a single day. The setting in â€Å"My Father Worked Late† narrates of the encounters of a hardworking father. The narrators capture experiences from many days (Daniels 5). In â€Å"Grape Sherbet† the role of a father as the source of affection and love for the children is revealed. The father spends time with the family on the Memorial Day. The children gallop in the graveyard in play. In â€Å"My Father Worked Late† the father is to provide the family with basic necessity and not to provide love. The father becomes detached from the family as a result of demanding work. The father shows distress from his work and becomes unfriendly to the family. Children rarely get affection from their father. The father’

School and Communities Essay Example for Free

School and Communities Essay A school leader guides a student for such a brief moment, but is one of the connections that contribute to a student being successful and allowing for the student to transition easily in the learning environment? According to the recommended readings there is a correlation between the student’s home, community, and the school that facilitates the student’s transitions into and throughout the school system, leading to an environment that supports student success. There are several major transitions starting with kindergarten and progressing to the middle school level, and then onto high school. Each transitional time is critical and requires additional support to continue and to achieve academically. Based on my review of various articles, the following topics are promising directions that have emerged as areas that will make the connection powerful and successful. Family involvement during Kindergarten preparation is essential for young students to achieve to their potential. The importance of being prepared academically for school, and its implications for parents, has been the subject of extensive research and attention. One recent study suggests that fostering parent support and  parent learning about Kindergarten readiness can help ensure that children are adequately prepared to start school (Starkey Klein, 2000; Perroncel, 2000). In my readings it was suggested that a network of social connections that support children and families during the Kindergarten transition are needed, including interactions between teachers and children, children and peers, parents and teachers, and preschool teachers and Kindergarten teachers. While there is an increased amount of evidence about the elements that support Kindergarten readiness, there is also a need to better integrate the early childhood development literature to  fully understand the connections that make a difference and allow the student to be successful. For example, Fantuzzo et al. (2000) conducted a study to assess parent involvement for children in day care, Head Start, and Kindergarten. Studies such as this can begin to build understanding of how parent involvement changes from pre-school to Kindergarten. Future research can also build our understanding of the specific types of family and community connections that provide a strong support network for children, particularly those who come from disadvantaged backgrounds, as they prepare to enter Kindergarten. STUDENT TRANSITION THROUGH EDUCATION LEVELS 3 Despite the continued occurrence of the myth that family and community connections are primarily important at the elementary school level, researchers have begun exploring the effects of school, family, and community connections during transitions to middle and high school as well. Gutman and Midgley (2000) found that during the transition from the elementary level to the middle school level, both school factors and family factors were important to support academic achievement in African American students. Another study found that, contrary to popular belief, middle and high school students do want their parents to be involved, especially in terms of homework help and other home-based types of support and involvement (Catsambis Garland, 1997). This study found that parent involvement does not decline, as expected, but rather shifts as students move into middle and high school. Although they continued to be involved, parents reported increasing dissatisfaction with their role in relationship to the school, especially involving school policy (Catsambis Garland). These results confirm the importance of continued exploration of needs that students have during the transition to middle school and to high school, and roles that families play in supporting these transitions. The impact of school outreach is an important finding. School outreach and invitations to families and community members have a significant impact on the level and quality of family and community connections. In at least three studies, it has been found to have a greater impact than family characteristics on previous student academic achievement (Van Voorhis, 2000; Simon, 2000; Chrispeels Rivero, 2000). Simon found that when schools reach out, and families and community members feel that the school is extending invitations at a personal level, they respond with higher attendance at school-based activities and better quality of family involvement at home. The unique role that schools play in initiating and setting the tone for connections with families and the community cannot be denied. Researchers have also suggested that more research is needed regards to what motivates individual school staff members to reach out to parents and community and how  school staff can be further motivated and supported in building these relationships. STUDENT TRANSITION THROUGH EDUCATION LEVELS 4 There is a growing understanding of the role that relationships between staff in schools and community organizations play in the development of successful collaborations between school and communities. Jehlet al. (2001) suggests that there are â€Å"sticking points,† in organizational cultures and values that can hinder school-community connections. They suggest that these sticking points must be understood and addressed in order to build effective partnerships. These disconnects can be exacerbated by the lack of personal relationships that build trust and understanding between school and community staff (Center for Mental Health in Schools, 1999a). It is clear that family, school, and community connections can benefit children from before the time they enter Kindergarten until after they graduate from high school. Our charge in the educational field of study is to come together to address the issues highlighted in this synthesis paper and to clarify the concept and outcomes of family and community connections with schools. In doing so we will better understand these connections and create the knowledge needed to realize the potential of family, school, and community connections for student learning and student’s success. STUDENT TRANSITION THROUGH EDUCATION LEVELS 5 References Catsambis, S. , Garland, J. E. (1997). Parental involvement in students education during middle school and high school (CRESPAR Report 18). Baltimore, MD: Johns Hopkins University. ED423328. http://www. csos. jhu. edu/crespar/Reports/report18entire. htm Center for Mental Health in Schools. (1999a). Expanding educational reform to address barriers to learning: Restructuring student support services and enhancing school community partnerships. Los Angeles, CA: Center for Mental Health in Schools. http://smhp. psych. ucla. edu/pdfdocs/Report/Expand. pdf Fantuzzo, J. , Tighe, E. , Childs, S. (2000). Family involvement questionnaire: A multivariate assessment of family participation in early childhood education. Journal of Educational Psychology, 92(2), 367-375. Gutman, L. M. , Midgley, C. (2000). The role of protective factors in supporting the academic achievement of poor African American students during the middle school transition. Journal of Youth and  Adolescence, 29(2), 223-249. Jehl, J. , Blank, M. J. , McCloud, B. (2001). Education and community building: Connecting two worlds. Washington, DC: Institute for Educational Leadership, Inc. http://www. communityschools. org/combuild. pdf Starkey, P. , Klein, A. (2000). Fostering parental support for children’s mathematical development: An intervention with Head Start families. Early Education and Development, 11(5), 659-680. Van Voorhis, F. L. (2000). The effects of interactive (TIPS) homework on family involvement and science achievement of middle grade students. Unpublished Doctoral Dissertation, University of Florida.

robots &machines for the Empire :: essays research papers

ROBOTS & MACHINES FOR THE EMPIRE THE GEORGE LUCAS NIGHTMARE! Coming very soon to a theater of war near you, your family and your home, will be the machines and robots which will greatly magnify and make more mobile the State’s deadly force for deployment against its eternal enemy: the people. Government Executive Magazine, traditionally pro-federal government, includes an article in its April 15th issue entitled "Future Combat Zone." Staff correspondent George Cahlink begins his article, "Six years ago, the Army decided to stake its future on an untested approach to acquiring futuristic weapons in support of a grand theory about the nature of 21st century warfare. The resulting program, known as Future Combat Systems, has turned out to be the most expensive and complex program procurement effort in Army history. According to current estimates, the service will spend well in excess of $100 billion by 2014 to develop the ‘system of systems,’ which includes manned and unmanned air and ground vehicles and sensors tied together by a wireless network." [Emphasis mine.] "Untested approach?" "Futuristic?" "Grand theory?" It doesn’t sound very supportive of our nation state’s latest high-tech investments consistently touted as absolutely necessary for our defense in an increasingly technologically hostile world. The Army’s Future Combat Systems program was recently examined against the backdrop of totally uncontrolled federal spending, which long ago has left the State’s fiscal launching pad roaring skywards both in defiance of gravity and any modicum of budgetary restraints. Tim Weiner in his NY Times article of March 28th offers, "The Army’s plan to transform itself into a futuristic high-technology force has become so expensive that some of the military’s strongest supporters in Congress are questioning the program’s costs and complexity." The article, "An Army Program to Build a High-Tech Force Hits Cost Snags," goes on, "Army officials said†¦that the first phase of the program†¦could run to $145 billion. Paul Boyce, an Army spokesman, said the ‘technological bridge to the future’ would equip 15 brigades of roughly 3,000 soldiers, or about one-third of the force the Army plans to field, over a 20-year span." The "grand theory" Cahlink explains, is "[t]he Army’s bid for unprecedented speed and killing power require[ing] double the amount of computer code than is contained in the Joint Strike Fighter’s systems, rely[ing] on 53 new technologies and require[ing] more than 100 network interfaces." The "wireless network" Cahlink mentions is described by Weiner as the "Joint Tactical Radio Systems," known as JTRS [pronounced ‘jitters’].

Natural human caused Disasters Essay

1. The rig’s malfunctioning blowouts preventer ultimately failed, but it was needed only because of human errors. Those errors originated with a team of BP engineers in Houston, such as 1. Fewer barriers to gas flow 2. Fewer centralizers to keep cement even 3. No bond log to check cement integrity 4. Pressure test misinterpreted 5. Mud barrier removed early 6. Blowouts preventer failed. 2. In the months following the Gulf oil disaster, wildlife managers, rescue crews scientists and researchers saw many immediate impacts of the oil impacting wildlife. Oil coated birds’ feathers, causing birds to lose their buoyancy and the ability to regulate body temperature. Mammals ingested oil causing internal bleeding, sea turtles covered in oil, dead and dying sea coral. 3. Many humans experienced respiratory problems he developed during the cleanup of the BP oil spill. People can be exposed to the chemicals in oil by breathing them, by swallowing them, or by touching them. Previous studies show consistent evidence of acute toxic effects, mainly neurological, ocular, and respiratory, of those living in exposed communities and among clean-up workers. 4. BP’s stock fell by 52% in 50 days on the New York Stock Exchange, BP gas stations in the United States, the majority of which the company does not own, reported sales off between 10 and 40% due to backlash against the company. On 5 July 2010, BP reported that its own expenditures on the oil spill had reached $3.12 billion, including the cost of the spill response, containment, relief well drilling, grants to the Gulf states, claims paid, and federal costs. Due to the loss of the market value, BP had dropped from the second to the fourth largest of the four major oil companies by 2013 5. It was a massive spilling the Gulf of Mexico, the largest offshore spill in U.S. history. It was a result of the well blowouts that began with the Deepwater Horizon drilling rig explosion on April 20, 2010, At 9:56 pm, Gas, oil and concrete from the Deepwater Horizon explode up the wellbore onto the deck and then catches fire. The explosion kills 11 platform workers and injured 17 others; another 98 people survive without serious physical injury 6. A massive response ensued to protect beaches, wetlands and estuaries from the spreading oil  utilizing skimmer ships, 7. BP LLP owned the well that blew up, Transocean Ltd owned the rig, and Halliburton Co. conducted the key tests right before the event. 8. Victims of oil spills have few methods available to them for receiving monetary compensation. To recover from any financial losses sustained due to the BP oil spill in 2010 their options are 1) an individual law suit in civil court, 2) a class-action law suit in civil court, or 3) the court approved settlement. BP created a compensation fund, Therefore a $20 billion fund was agreed upon for the Deepwater Horizon Oil Spill. 9. Senator Charles Schumer responded to the continuing Gulf oil leak by proposing new legislative action that would raise the liability BP could face for the disaster 1. 10. In the BP Oil Spill, more than 200 million gallons of crude oil was pumped into the Gulf of Mexico for a total of 87 days, making it the biggest oil spill in U.S. history. Causing it to be a very large geographic issue because of the gallons of oil that were pumped into our ocean.

Deception in “Twelfth Night” Essay

In William Shakespeare’s comedic play, â€Å"Twelfth Night†, a recurring theme is deception. The characters in the play used deception for a variety of purposes. Viola’s use of deception involves her disguising herself as a man in order to obtain a job with the Duke of Illyria, Orsino. On the other hand, Maria, Olivia’s servant, writes a letter to Malvolio in Olivia’s handwriting to make Malvolio act foolishly because of his love for Olivia. While some use deception as a means of survival, others use deception to trick others and make them act foolishly. The first example of deception in this play was when Viola decides to disguise herself as a man. Viola barely escapes a shipwreck along with her twin brother Sebastian. Separated in this terrible disaster each twin believes the other has died in the wreck. The captain of the shipwrecked vessel advises Viola to go and find a job with the Duke Orsino since she has no family or way to support herself. Viola must disguise herself as a man in order to get a job and survive. â€Å"For such disguise as haply shall become / The form of my intent. I’ll serve this duke. / Thou shalt present me as an eunuch to him. / It may be worth thy pains, for I can sing, / And speak to him in many sorts of music / That will allow me very worth his service† (1.2 lines 50-55). Viola, under the name Cesario, receives the job with Orsino at his house. Viola as Cesario becomes a messenger for Orsino. Viola carries love letters to Orsino’s love Olivia who wouldn’t accept the letters until Viola brought them to her. Viola later realizes that Olivia is in love with her as Cesario and also that she herself is in love with Orsino and that Orsino is still in love with Olivia. At a loss within the situation, Viola doesn’t know what to do about the mess she has created. She feels pity for Olivia and herself with the statement â€Å"Poor lady, she were better love a dream† (2.2. 25)! Viola’s use of deception causes a cross gender love triangle with which she can not deal. Another example of deception is when Maria, Olivia’s servant writes a letter to Malvolio, Olivia’s head servant and Maria’s coworker. Maria deceives Malvolio by writing in Olivia’s handwriting. In the letter she says that Olivia loves men in yellow stockings. â€Å"Remember who commended thy yellow stockings, and wished to see thee ever cross-gartered† (2.5. 143-145). Maria  knows that Malvolio will follow this ridiculous deed because of this love for his lady Olivia. Sir Toby Belch says, â€Å"He shall think by the letters that thou wilt drop that they come from my niece, and that she’s in love with him† (2.3. 154-156). Maria places the letter in her garden where Malvolio will definitely find it. Thinking Olivia will fall in love with him because of his clothing, Malvolio dress up in yellow stockings and goes to see Olivia. When Olivia sees Malvolio and the way he is acting, she isolates him for fear that he is insane. Shakespeare’s use of cross dressing and deceitfulness extends beyond the actual writings in the plays and goes onto the stage. Women were not allowed to perform on stage in Shakespeare’s time. â€Å"†¦all the great women’s roles in Elizabethan and Jacobean plays, from Juliet and Lady Macbeth to the duchess of Malfi, were written to be performed by trained adolescent boys† (Norton 1043). These adolescent boys were very convincing women on stage, possibly because of their smaller build and higher-pitched tone of voice. The role of Viola in Twelfth Night was particularly difficult. â€Å"The comedy depends upon an actor’s ability to transform himself, through costume, voice and gesture, into a young noblewoman, Viola, who transforms herself, through costume, voice and gesture, into a young man, Cesario† (Norton 1043). Shakespeare used deception throughout this writing and some others but also in reality through the performances of the plays. Even from the beginning of time with Adam, Eve and the serpent, deception has been used. Everyone has tried to deceive someone in their lifetime whether it be through a Halloween costume or to make yourself appear better. Deception is used for a variety of reasons today just as in the play. Some people are forced to use deception as a necessity while others find humor and entertainment in it. Whatever the motive, deception will continue to be a recurring them in all mankind; one with which we can all identify.

Serial Killer and Baby Killer, Janie Lou Gibbs

Serial Killer and Baby Killer, Janie Lou Gibbs Janie Lou Gibbs murdered her husband, three children, and a grandson by poisoning them with arsenic so she could collect on the life insurance policies she had on each victim. Good Home Cooking Janie Lou Gibbs, from Cordele Georgia, was a devoted wife and mother who spent much of her free time giving to her church. In 1965, her husband, Marvin Gibbs died suddenly at home after enjoying one of Janies good home cooked meals. Doctors concluded an undiagnosed liver disease caused his death. An Act of Giving The show of sympathy to Janie Lou and her three children from the church was overwhelming. So much so, that Ms. Gibbs decided to give part of Marvins life insurance money to the church to show her appreciation for their stellar support. Marvin, Jr. With Marvin gone, Gibbs and her children pulled together but within a year tragedy struck again. Marvin, Jr. age 13 seemed to have inherited his fathers liver disease and after collapsing with severe cramps, he too died. Again, the church community came to support Gibbs through the painful death of her young son. Janie, overwhelmed with appreciation gave a portion of Marvin, Jr.s life insurance payment to the congregation. A Family Plagued How so much could go wrong with one family was hard to understand, but one could not help to admire Gibbs inner strength especially when just a few months later, 16-year-old Lester Gibbs began complaining of dizziness, headaches and severe cramping. He died before ever getting to the hospital. Doctors decided the cause of death was hepatitis. To Give Is To Receive With disbelief but with the usual sympathy and support, the church helped Gibbs through her terrible loss. Gibbs, now broken hearted with all that she had to endure in two years, knew she could never have made it without the support of the church, and again, offered a portion of young Lesters life insurance payment to them to help show her undying gratitude. Grandmother Janie Her last and oldest son, Roger, was married and the birth of his son, Raymond seemed to lift Janie out of despair. However, within a month both Roger and his perfectly healthy newborn son were dead. This time the attending physician asked for an investigation into the deaths. When the tests came back showing that Roger and Raymond had been given arsenic poisoning, Gibbs was arrested. Goodbye Janie Janie Lou Gibbs was found guilty of poisoning her family May 9, 1976, and received a life sentence for each of the five murders she committed. In 1999, at age 66, she received a medical release from prison because she was suffering from the advanced stages of Parkinsons disease. Source Murder Most Rare The Female Serial Killer by Michael D. Kelleher and C.L. Kelleher Schechter, Harold. The A to Z Encyclopedia of Serial Killers. Paperback, Revised, Updated edition, Gallery Books, July 4, 2006. Deadly Women - Discovery Channelï » ¿

The Assassination of Malcolm X

The Assassination of Malcolm X After spending a year as a hunted man, Malcolm X was shot and killed during a meeting of the Organization of Afro-American Unity (OAAU) at the Audubon Ballroom in Harlem, New York, on February 21, 1965. The assailants, at least three in number, were members of the black Muslim group the Nation of Islam, the group with which Malcolm X had been a prominent minister for ten years before he split with them in March 1964. Exactly who shot Malcolm X has been hotly debated over the decades. One man, Talmage Hayer, was arrested at the scene and was definitely a shooter. Two other men were arrested and sentenced but were most likely wrongly accused. The confusion over the identity of the shooters compounds the question of why Malcolm X was assassinated and has led to a wide range of conspiracy theories. Becoming Malcolm X Malcolm X was born Malcolm Little in 1925. After his father was brutally murdered, his home life unraveled and he was soon selling drugs and involved in petty crimes. In 1946, 20-year-old Malcolm X was arrested and sentenced to ten years in prison. It was in prison that Malcolm X learned about the Nation of Islam (NOI) and began writing daily letters to the NOI’s leader, Elijah Muhammad, known as the â€Å"Messenger of Allah.† Malcolm X, the name he acquired from the NOI, was released from prison in 1952. He quickly rose up the ranks of the NOI, becoming the minister of the large Temple Number Seven in Harlem. For ten years, Malcolm X remained a prominent, outspoken member of the NOI, creating controversy across the nation with his rhetoric. However, the close ties between Malcolm X and Muhammad began to whither in 1963. Breaking With the NOI Tensions quickly escalated between Malcolm X and Muhammad, with the final rift occurring on December 4, 1963. The entire nation was mourning the recent death of President John F. Kennedy when Malcolm X publicly made the uncouth remark that JFK’s death was as â€Å"chickens coming home to roost.† In response, Muhammad ordered Malcolm X to be suspended from the NOI for 90 days. After the end of the suspension, on March 8, 1964, Malcolm X formally left the NOI. Malcolm X had become disillusioned with the NOI and so after he left, he created his own black Muslim group, the Organization of Afro-American Unity (OAAU). Muhammad and the rest of the NOI brothers were not pleased that Malcolm X had created what they viewed as a competing organization- an organization that could potentially pull a large group of members away from the NOI. Malcolm X also had been a trusted member of the inner circle of the NOI and knew many secrets that could potentially destroy the NOI if revealed to the public. All of this made Malcolm X a dangerous man. To discredit Malcolm X, Muhammad and the NOI began a smear campaign against Malcolm X, calling him the â€Å"chief hypocrite.† To defend himself, Malcolm X revealed information about Muhammad’s infidelities with six of his secretaries, with whom he had illegitimate children. Malcolm X had hoped this revelation would make the NOI back off; instead, it just made him seem even more dangerous. A Hunted Man Articles in the NOI’s newspaper, Muhammad Speaks, became increasingly vicious. In December 1964, one article got very close to calling for Malcolm X’s assassination, Only those who wish to be led to hell, or to their doom, will follow Malcolm. The die is set, and Malcolm shall not escape, especially after such evil, foolish talk about his benefactor [Elijah Muhammad] in trying to rob him of the divine glory which Allah has bestowed upon him. Such a man as Malcolm is worthy of death, and would have met with death if it had not been for Muhammad’s confidence in Allah for victory over the enemies. Many members of the NOI believed the message was clear: Malcolm X had to be killed. During the year after Malcolm X had left the NOI, there had been several assassination attempts on his life, in New York, Boston, Chicago, and Los Angeles. On February 14, 1965, just a week before his assassination, unknown assailants firebombed Malcolm X’s house while he and his family were asleep inside. Luckily, all were able to escape unharmed. These attacks made it obvious- Malcolm X was a hunted man. It was wearing him down. As he told Alex Haley just days before his assassination, â€Å"Haley, my nerves are shot, my brain’s tired.† The Assassination On the morning of Sunday, February 21, 1965, Malcolm X woke up in his 12th-floor hotel room at the Hilton Hotel in New York. Around 1 p.m., he checked out of the hotel and headed for the Audubon Ballroom, where he was to speak at a meeting of his OAAU. He parked his blue Oldsmobile nearly 20 blocks away, which seems surprising for someone who was being hunted. When he arrived at the Audubon Ballroom, he headed backstage. He was stressed and it was beginning to show. He lashed out at several people, shouting angrily. This was very out of character for him. When the OAAU meeting was to start, Benjamin Goodman went out on stage to speak first. He was to speak for about a half an hour, warming up the crowd of about 400 before Malcolm X was to speak. Then it was Malcolm X’s turn. He stepped up to the stage and stood behind a wooden podium. After he gave the traditional Muslim welcome, â€Å"As-salaam alaikum,† and got the response, a ruckus began in the middle of the crowd. A man had stood up, shouting that a man next to him had tried to pick-pocket him. Malcolm X’s bodyguards left the stage area to go deal with the situation. This left Malcolm unprotected on the stage. Malcolm X sidestepped away from the podium, saying â€Å"Let’s be cool, brothers.† It was then that a man stood up near the front of the crowd, pulled out a sawed-off shotgun from beneath his trench-coat and shot at Malcolm X. The blast from the shotgun made Malcolm X fall backward, over some chairs. The man with the shotgun fired again. Then, two other men rushed the stage, firing a Luger and a .45 automatic pistol at Malcolm X, hitting mostly his legs. The noise from the shots, the violence that had just been committed, and a smoke bomb that had been set off in the back, all added to the chaos. En masse, the audience tried to escape. The assassins used this confusion to their advantage as they blended into the crowd- all but one escaped. The one who did not escape was Talmage â€Å"Tommy† Hayer (sometimes called Hagan). Hayer had been shot in the leg by one of Malcolm X’s bodyguards as he was trying to escape. Once outside, the crowd realized that Hayer was one of the men who had just murdered Malcolm X and the mob started to attack Hayer. Luckily, a policeman happened to be walking by, saved Hayer, and managed to get him into the back of a police car. During the pandemonium, several of Malcolm X’s friends rushed to the stage to try to help him. Despite their efforts, Malcolm X was too far gone. Malcolm X’s wife, Betty Shabazz, had been in the room with their four daughters that day. She ran up to her husband, shouting, â€Å"They are killing my husband!† Malcolm X was put on a stretcher and carried across the street to the Columbia Presbyterian Medical Center. Doctors tried to revive Malcolm X by opening up his chest and massaging his heart, but their attempt was unsuccessful. The Funeral Malcolm X’s body was cleaned, made presentable, and dressed in a suit so that the public could view his remains at the Unity Funeral Home in Harlem. From Monday through Friday (February 22 to 26), long lines of people waited to get a last glimpse of the fallen leader. Despite the numerous bomb threats that frequently closed down the viewing, approximately 30,000 people made it through. When the viewing was over, Malcolm X’s clothes were changed into the traditional, Islamic, white shroud. The funeral was held on Saturday, February 27 at the Faith Temple Church of God, where Malcolm X’s friend, actor Ossie Davis, gave the eulogy. Then Malcolm X’s body was taken to the Ferncliff Cemetery, where he was buried under his Islamic name, El-Hajj Malik El-Shabazz. The Trial The public wanted Malcolm X’s assassins caught and the police delivered. Tommy Hayer was obviously the first one arrested and there was strong evidence against him. He had been taken into custody at the scene, a .45 cartridge was found in his pocket, and his fingerprint was found on the smoke bomb. The police found two other suspects by arresting men who had been connected to another shooting of an NOI ex-member. The problem was that there was no physical evidence tying these two men, Thomas 15X Johnson and Norman 3X Butler, to the assassination. The police had only eye-witnesses that vaguely remembered them being there. Despite the weak evidence against Johnson and Butler, the trial of all three defendants began on January 25, 1966. With the evidence mounting against him, Hayer took the stand on February 28 and stated that Johnson and Butler were innocent. This revelation shocked everyone in the courtroom and it was unclear at the time whether the two really were innocent or whether Hayer was just trying to get his co-conspirators off the hook. With Hayer unwilling to reveal the names of the real assassins, the jury ultimately believed the latter theory. All three men were found guilty of first-degree murder on March 10, ​1966, and were sentenced to life in prison. Who Really Killed Malcolm X? The trial did little to elucidate what really happened in the Audubon Ballroom that day. Nor did it reveal who was behind the assassination. As in many other such cases, this void of information led to widespread speculation and conspiracy theories. These theories placed the blame for Malcolm X’s assassination on a wide number of people and groups, including the CIA, FBI, and drug cartels. The more likely truth comes from Hayer himself. After the death of Elijah Muhammad in 1975, Hayer felt overwhelmed with the burden of having contributed to the imprisonment of two innocent men and now felt less obligated to protect the changing NOI. In 1977, after 12 years in jail, Hayer handwrote a three-page affidavit, describing his version of really happened that fateful day in 1965. In the affidavit, Hayer again insisted that Johnson and Butler were innocent. Instead, it was Hayer and four other men who had planned and committed the murder of Malcolm X. He also explained why he killed Malcolm X: I thought it was very bad for anyone to go against the teachings of the Hon. Elijah, then known as the last Messenger of God. I was told that Muslims should more or less be willing to fight against hypocrites and I agreed w/ that. There was no money payed [sic] to me for my part in this. I thought I was fighting for truth and right. A few months later, on February 28, 1978, Hayer wrote another affidavit, this one longer and more detailed and included the names of those really involved. In this affidavit, Hayer described how he was recruited by two Newark NOI members, Ben and Leon. Then later Willie and Wilber joined the crew. It was Hayer who had the .45 pistol and Leon who used the Luger. Willie sat a row or two behind them with the sawed-off shotgun. And it was Wilbur who started the commotion and set off the smoke bomb. Despite Hayer’s detailed confession, the case was not reopened and the three convicted men- Hayer, Johnson, and Butler- served out their sentences, Butler was the first to be paroled in June 1985, after having served 20 years in prison. Johnson was released shortly thereafter. Hayer, on the other hand, was not paroled until 2010, after spending 45 years in prison. Source Friedly, Michael. Malcolm X: The Assassination. Carrol Graf Publishers, New York, NY, 1992, pages 10, 17, 18, 19, 22, 85, 152.

Exploring how HR practice can drive the innovation in Abu Dhabi Dissertation

Exploring how HR practice can drive the innovation in Abu Dhabi Education Council - Dissertation Example These factors are important for the EI: motivation among employees, coordination skills, and knowledge sharing and employee empowerment. This study was carried out on an educational organization in UAE named as ADEC. The respondents were the employees of the organization, selected from two specific departments. To accomplish the objective, a survey questionnaire was designed in relation to the factors mentioned above. The sample of 70 employees from the two departments namely, human resource department and the department for policy planning and management were taken. Stratified sampling technique was used to select samples because the purpose was to obtain quick information. Acknowledgments I would like to thank Almighty Allah for His endless blessings and providing me with the much needed courage and inner help especially during this difficult phase of my life. I would like to thank my supervisors and I am highly indebted to them for their constant support and help. Firstly, I would like to thank Mr. / Ms ----. My teacher has been a great source of guidance during this task and helped me to complete this work. ____ has been a constant source of inspiration, very encouraging and supportive at every step of the task. My teacher has been willing to give continuous, timely and quality feedback which is unmatched in my experience. I am obliged to my Department â€Å"--------† from where I completed my Masters studies and attained more advanced knowledge regarding HRM and training. My deep gratitude is extended to -------- for his/her immense support and cooperation which helped me a lot in timely completion of study. Also I am thankful to ------- for her/his generous and tremendous support. My sincere thanks are due to the employees of ADEC working in Abu Dhabi whose cooperation in terms of filling up the questionnaires has made this effort successful. Finally, I would like to thank my family, my parents, friends and siblings for their unconditional love, su pport, prayers and optimism – without you all, I would not be able to reach this destination which I am today. Contents Abstract 2 1.1 Objectives of the Study 11 1.2 Rational of the study 12 2.0 Literature review 12 2.1 Definition of Training 12 2.2 Training process 13 2.3 Learning Theories about Training 14 2.4 Employee Empowerment 15 2.5 Knowledge Sharing 16 2.6 Co-ordination Skills 17 2.7 Employee Motivation 19 2.8 Employee Innovativeness (EI) 20 2.8.1 Definition of Innovativeness 20 2.8.2 Innovativeness and Theory 21 2.8.3 Innovativeness Driving Factors 22 2.8.4 Anti-innovativeness Factors 24 2.9 Conceptual framework 26 2.10 Relationship between Training and Innovativeness (Li, Zhao and Liu, 2006) 27 3.0 Research Methodology 27 3.1 Research Question 27 3.1 Research Method 28 3.2 Research Strategy 29 3.3 Data Collection Sources 30 3.4 Target Population 31 3.5 Sample Design 31 3.6 Sample size 32 3.7 Data Collection Instruments 32 3.7.1 Questionnaire 32 3.8 Fieldwork 33 3.9 Data Analysis 33 3.10 Ethical Consideration 34 3.12 Aadvantages of the Research Method 35 3.13 Disadvantages of the Research Method 35 4.0 Results and Discussion 35 4.2 Training and innovativeness 36 4.3 UAE work culture and its influence on training and innovativeness 37 4.4 Analysis 38 5.0 Conclusion 63 5.1 Organizational Overview 63 5.2 Review of Hypothesis Development 64 5.2 Review of Research Problem and Objective 65 5.3 Explanation 66 6.0 Recommendation 67 6.1 Managerial Implication 69