Sustaining the Force Issues in Recruiting Essay Example

Sustaining the Force: Issues in Recruiting Essay The power of the police force to attract fresh entrants depends not only upon the advantages that are intrinsic to the job of a police officer, but also the marketing skills of the police force.   Indeed, new jobs are included among the goods and services to be marketed in our world.   Hence, the police force must be diligently reaching out to potential entrants by using all possible communication modes, e.g. newspapers, Internet and job fairs.   Market segmentation is also a fact of police recruitment.   In order to target women and minorities, the so-called ‘disadvantaged groups’ of society, the police force must be attracting new entrants with the kinds of advantages that are expected by the market segment in question (Milgram, 2002).   These special advantages offered unto special groups could be higher salaries or greater benefits.   Regardless of the form that these advantages take, however, the fact remains that police recruitment is best conducted in these times of organizational behavioral practices with special references to job satisfaction, education, and more.In the following sections of this paper, the four salient issues of police recruiting are discussed: salary, benefits, education, and job satisfaction.   These four features of the police officer’s job determine whether he or she would continue helping to sustain the force.   An evaluation of these features also assists the potential entrants to decide whether they would ultimately accept the offer for a job with the police.   The various ways of reaching out to potential entrants into the police force are also identified.   Lastly, this paper would highlight the issues at hand for the recruitment of women and minorities.   The entire discussion would lead us to answer the vital question: What can be done to sustain the police force in the best possible ways?Issues in RecruitingSalaryThe most often discussed issue in recruiting is undoubtedly that of h igh or low salaries.   It is but natural to pay people according to their potential and the risks involved in their work.   The high risk job of a police officer must be matched by his or her salary.   Police officers are essential to the well being of the community.   In order to show their appreciation for the service of the police, communities are advised to pay a competitive salary to each person that represents the police force and thereby sustains it (Orrick, 2005).   Although policing, or guarding the well being of people, is expected to be a very satisfying job in and of itself; the fact is that people work throughout their adult life for money – to sustain their own families.   Hence, a police department that offers more money to its force is more likely to attract new entrants that would meet its policing needs in future.   This is the reason why potential police officers rushed to take the entrance exam for the Suffolk County Police Department, which pays a salary that is â€Å"more than double that of the nearby NYPD.†Ã‚   Although all examinees had to pay $100 as entrance fee to the examination; for them it was a small price to pay for a financially secure future (Eltman, 2007).BenefitsThe value of policing to the community at large cannot be measured by monetary figures.   All the same, the benefits that police departments offer to their officers should be complements to the basic salary that is on offer.   Benefits may include salaries â€Å"with cost of living adjustments, longevity, and advanced certifications† and â€Å"career development programs† to help the police officers grow in their profession (Orrick).   Or, the benefits may include holiday entitlements, reduced premiums on various insurances, and â€Å"free travel on public transport† (â€Å"Benefits,† 2007).   Police departments must take into account the costs of the self same benefits on offer to the police officers, however.   Research has shown that benefits provided unto employees could sometimes turn into major costs for the employers.   Woska (2006) provides an example:Many police departments now find it nearly impossible to fill all police officer positions.In California, for example, police officers can retire at age 50.   Peace officers often receive aretirement benefit of 3 percent for each year of employment.   Thus, an individual beginningemployment as a police officer at age 21 would have a retirement benefit of 87 percent (29years multiplied by 3) at age 50.   As a result, California police departments have high turnoveras increasing numbers of peace officers elect early retirement and an opportunity to return toschool, play golf, travel, or begin new careers.Also according to research, â€Å"more than 80 percent of the nations 17,000 law enforcement agencies, large and small, have police officer positions that they cannot fill.†Ã‚   California is facing the same cr isis.   Therefore, the costs that must be borne by police departments for the benefits on offer to police officers must be balanced.   Even though it is essential to make policing an attractive job for potential entrants, it is imperative also to consider the short- and long-term costs of the benefits on offer.;EducationThere is no doubt about the special advantages entailed by a well educated police force.   Even so, the U.S. does not demand all of its police departments to recruit officers with educational qualifications that are at least equivalent to a bachelor’s degree.   In point of fact, research has revealed that there are fewer people interested in joining the police force today because more people are choosing to pursue higher degrees instead (Woska).   What is more, police departments that expect new entrants to be college graduates as a bare minimum are expected to meet with success in their recruiting efforts.   Raising the academic requirements for p olice officers is expected to go well for the community after all.   Such is the example of the â€Å"Arlington, Texas, Police Department (APD), serving a city with a population of around 360,000,† which â€Å"has proven by its recruiting success that departments can-and should-require their police officers to have degrees† (â€Å"The Chief’s,† 2006).Job SatisfactionWhile most people assume that the police officer’s job is highly stressful, and therefore, quite obnoxious; research has revealed a viewpoint that is quite the contrary: police officers are actually very satisfied people, seeing that they are performing a crucial task for their communities.   In this sense, police officers are somewhat akin to social workers who believe in the contributions they make to society’s welfare.   Besides, the challenging jobs of police officers do not leave the opportunity for them to feel bored or dissatisfied.   Rather, police officers view t hemselves as necessities for their peoples.   According to Zhao, Thurman ; He (1999): â€Å"Analysis of survey data from a medium-sized police department in the northwestern United States suggests that a police agencys work environment is a principal source of job satisfaction, regardless of the measure of the dependent variable employed.†Ã‚   Given that society is clearly mistaken with regard to its general assumptions about the policing job; in order for police departments to meet with recruiting success it is necessary also to publicize such research.For the police force to sustain itself, whilst recruiting new officers, the issue of job satisfaction must include the rest of the issues in police recruitment, e.g. salary and benefits.   A higher salary and greater benefits should add to the job satisfaction of police officers.   At the same time, there are other variables which could be taken into consideration, e.g. the mentoring of police officers.   Research has shown that police officers with mentors are always more satisfied with their jobs.   Moreover, female police officers with mentors could experience higher job satisfaction rates as compared to males in the same position (Aremu Adeyoju, 2003).Methods of RecruitmentWebsitesPolice departments around the globe are well aware of the implications of new technology, as criminals devise new methods of fooling both the technologies as well as the innocent.   The face recognition software and other valuable innovations are presently being adopted by the police force as new ways of catching criminals.   Moreover, the police force has adopted the Internet to advertise new positions within the force.   Online applications and Internet testing are also gaining popularity in police recruitment (â€Å"NY Trooper;† â€Å"LAPD Online;† â€Å"UK Police†).   In this way, police recruitment is not at all different from business recruitment, or the selling of products and services online.Word of MouthBesides newspapers, policing magazines, and the Internet; police recruiters often rely on word of mouth to attract new entrants into the force.   In small towns where everybody knows most of the townsfolk, the word of mouth method is expected to work better than in larger cities.   In large cities, police officers typically attract their own families and friends into the force by word of mouth.   It is advisable to reinforce the word of mouth technique with other methods of reaching out to potential entrants, however, e.g. posters.Job FairsFor all kinds of professions, job fairs have shown themselves to be a blessing, linking employers with employees while describing the jobs on the spot.   The following online advertisement of a policing road show offers a chance to infer the extent of the value that job fairs could add to the policing community by attracting the right people:†¦These events are for members of the public to find out more abo ut the job opportunitiesat Thames Valley Police. Recruiters for Police Officers, Police Community Support Officers(PCSO), Special Constables (SC), Police Enquiry Centres (PECs), Control Room staff andVolunteers will be on hand to talk to you about the various roles.   Representatives from theWomen’s Police Association (WPA),†¦Black Police Association (BPA) and a Communityand Diversity Officer will also be at the events†¦ (â€Å"Recruiting Roadshows†).Recruitment of Minority GroupsWomenEven in the twenty first century, policing is a male dominated profession.   Using all of the above methods for reaching out to potential entrants into the force, police departments in the Western world are nowadays planning to recruit more women (Milgram).   Special advertisements for women are recommended (â€Å"Could You,† 2004).   After all, women are a target segment on their own in the marketing of policing jobs.MinoritiesPolicing involves the guarding of th e interests of entire communities, which may or may not be inclusive of minority groups.   Just as it is central to the sustenance of the police force to recruit women to especially guard the interests of other women; it is important to involve all ethnic groups that form a part of the community.   As a matter of fact, both women and other minority groups should be considered equals to the rest (â€Å"Women in Policing,† 2007).   Seeing that the police force has often suffered a bad reputation because of racial profiling, experts suggest that the recruitment of minority groups requires special plans in action (Tangel, 2004).   Besides, affirmative action mandates such recruitment.ConclusionAs we have discovered, there are four issues that essentially determine whether the police force can be sustained: (1) Police officers should have competitive salaries; (2) There should be sustainable benefits to complement the salaries; (3) Police officers should have degrees; and (4) The fact that police officers are generally satisfied with their jobs should be publicized in order to attract fresh entrants into the force.   The police force may use a host of media to advertise new policing positions.   Newspapers, magazines, posters, Internet, word of mouth, and job fairs work well for the police force to reach out to potential entrants.   At the same time, the police force must use special advertisements to target female entrants and minority groups as new applicants for police jobs.   Using all or a combination of the above strategies, the police force would certainly find itself in the position to attract the best talent and sustain itself in the long run.

10 Tips for a Better Sleep Essay Example

10 Tips for a Better Sleep Essay Example 10 Tips for a Better Sleep Essay 10 Tips for a Better Sleep Essay Essay Topic: Blankets It could be you arent getting enough sleep. Work, household responsibilities and child care can make sleep difficult to come by. Factor in other unexpected challenges, such as financial worries, layoffs, relationship issues or an illness, and quality sleep may be even more elusive. You may not be able to control or eliminate all of the factors that interfere with your sleep, but you can create an environment and adopt habits that encourage a more restful night. Try these suggestions if you have trouble falling asleep or staying asleep: Go to bed and get up at about the same time every day, even on the weekends. Sticking to a schedule helps reinforce your bodys sleep-wake cycle and can help you fall asleep more easily at night. Dont eat or drink large amounts before bedtime. Eat a light dinner at least two hours before sleeping. If youre prone to heartburn, avoid spicy or fatty foods, which can make your heartburn flare and prevent a restful sleep. Also, limit how much you drink before bed. Too much liquid can cause you to wake up repeatedly during the night for trips to the toilet. Avoid nicotine, caffeine and alcohol in the evening. These are stimulants that can keep you awake. Smokers often experience withdrawal symptoms at night, and smoking in bed is dangerous. Avoid caffeine for eight hours before your planned bedtime. Your body doesnt store caffeine, but it takes many hours to eliminate the stimulant and its effects. And although often believed to be a sedative, alcohol actually disrupts sleep. Exercise regularly. Regular physical activity, especially aerobic exercise, can help you fall asleep faster and make your sleep more restful. However, for some people, exercising right before bed may make getting to sleep more difficult. Make your bedroom cool, dark, quiet and comfortable. Create a room thats ideal for sleeping. Adjust the lighting, temperature, humidity and noise level to your preferences. Use blackout curtains, eye covers, earplugs, extra blankets, a fan or white-noise generator, a humidifier or other devices to create an environment that suits your needs. Sleep primarily at night. Daytime naps may steal hours from nighttime slumber. Limit daytime sleep to about a half-hour and make it during midafternoon. If you work nights, keep your window coverings closed so that sunlight, which adjusts the bodys internal clock, doesnt interrupt your sleep. If you have a day job and sleep at night, but still have trouble waking up, leave the window coverings open and let the sunlight help awaken you. Choose a comfortable mattress and pillow. Features of a good bed are subjective and differ for each person. But make sure you have a bed thats comfortable. If you share your bed, make sure theres enough room for two. Children and pets are often disruptive, so you may need to set limits on how often they sleep in bed with you. Start a relaxing bedtime routine. Do the same things each night to tell your body its time to wind down. This may include taking a warm bath or shower, reading a book, or listening to soothing music. Relaxing activities done with lowered lights can help ease the transition between wakefulness and sleepiness. Go to bed when youre tired and turn out the lights. If you dont fall asleep within 15 to 20 minutes, get up and do something else. Go back to bed when youre tired. Dont agonize over falling asleep. The stress will only prevent sleep. Use sleeping pills only as a last resort. Check with your doctor before taking any sleep medications. He or she can make sure the pills wont interact with your other medications or with an existing medical condition. Your doctor can also help you determine the best dosage. If you do take a sleep medication, reduce the dosage gradually when you want to quit, and never mix alcohol and sleeping pills. If you feel sleepy or dizzy during the day, talk to your doctor about changing the dosage or discontinuing the pills.

Cash Transfer Benefits

Cash Transfer Benefits Cash Transfers in Sum Cash transfers fit into the development measures by being a branch of social protection. Social protection is a set of policies, programs, and agendas that seek to remedy a problem such as insecurity and risk. They are associated with people who cannot get their needs met in typical programs associated with the labor market; in other words, they cater to the most vulnerable people. Cash transfers function in such a way that the state gives money to the poor on a regular basis, with or without conditions. The methods of cash transfers slightly differ for each country. (Hanlon, 3). In addition to this, cash transfers can either be given in the form of legitimate cash/food stamps or ‘in-kind’ things. There are advantages and disadvantages to both, which I will discuss later on. Both cash transfers and conditional cash transfers (CCTs) exist. Cash transfers function without conditions or contingencies and, on the contrary, CCTs involve conditions that the receiver must abide by in order to receive money. An example of this would be: a poor mother receives a monthly amount of money on the condition that she regularly takes her child to the doctor. CCTs are targeted programs that are primarily concerned with children’s health and education. They also only grant money to individuals who don’t make enough income to support themselves. How cash transfers trump previous development paradigms While previous development paradigms thrive in a number of developmental aspects, they also fail in other areas that cash transfers seek to remedy. Firstly, ‘development’ tends to leave out the poorest of the poor and neglect the most vulnerable sectors. James Furguson states, â€Å"Under such circumstances, it has become more and more difficult to argue that the value produced at the region’s industrial centers is generated by the suffering of those at its periphery; instead, the suffering of the poor and marginalized appears as functionally isolated from a production system that simply no longer has any use for them† (Ferguson, 11). In an attempt to help these individuals who tend to be ‘left out’ of previous development paradigms, conditional cash transfers â€Å"promote the inclusion of ‘the most vulnerable sectors’ of society† (Spronk, 21). Secondly, previous development paradigms are highly focused on production as the best way to develop. To challenge this and to bring morals back into the system, cash transfers are highly focused on distribution. Why? Because ‘development as production’ can easily make the producers be understood as commodity-makers instead of real individuals, where ‘development as distribution’ does the reverse. In addition, James Ferguson believes that the world is at a place today that the distribution approach would make more sense. His ‘politics of distribution’ â€Å"involves new ways of thinking about a range of things that includes labor, unemployment, the family, and the meaning of ‘social’ payments (Ferguson, 10). Thirdly, previous development paradigms do little to help individuals cope with the harsh impacts of structural adjustment. Cash transfers, on the other hand, provide a lengthy amount of time where money is regularly given to the poor. This helps them cope with the impacts of structural adjustment programs much more than the previous development paradigms have in the past. Not only this, but cash transfers help individuals cope with other unexpected things, too. UKaid provides an example, stating, â€Å"In Lebanon, while UNHCR provided cash to Syrian refugees to cope with the harsh winter conditions as an alternative to ‘winterisation kits,’ most directed their additional income towards food and water† (UKaid). UKaid then comments on this, stating that â€Å"it is not that they did not need fuel it was that they needed other things more† (UKaid). This sheds light on the fact that â€Å"the element of choice is critical† (UKaid). In addition, the expenses involved in previous development paradigms are astronomical compared to cash transfer programs. Susan Spronk and Melisa Handi in No Strings Attached state that â€Å"One of the reasons CCTs are so popular is that they deliver results at a relatively low cost. Compared to the expenses involved in establishing universal, quality health care and education systems which in most of the Global South would entail massive public investment CCTs are almost free† (Spronk, 22). It makes sense for a health and need-based system that is catered to the poor to be cost-efficient. To continue, previous development paradigms have the tendency to make the poor be part of the capitalist system where Westerners become wealthier from the poor being poor. Structural adjustment programs are notorious for doing just this. The poor are indebted to Western countries, and therefore are placed within programs that, more times than few, trap them within the system. They remain poor and as slave-figures to the wealthy, creating goods that the wealthy benefit from and that the poor do not. It is a vicious cycle that the poor, who are embedded within these structural adjustment programs, are unable to escape from. Cash transfers, on the other hand, do not embed the poor in a system that they are unable to get out of. Cash transfers strive to bring the poor out of poverty without the desire to make Westerners wealthier in the process. Cash transfers also meet a more diverse set of needs that hard-structured paradigms fail to acknowledge, (UKaid). Because they are structured in such a way that the individual can use the money how he/she wishes based on what he/she believes is the most mindful and need-based way to spend it the individual is getting his/her needs fulfilled much more than if that individual were to be shoved into an already-structured system that was not build around her specific, personal needs but the entire population’s general needs. Cash transfers are more individual-specific, which means that the plans are catered to the individual’s needs instead of what the program assumes are his/her individual needs. Other health programs that are more rigidly organized assume that the individual can easily fit into its previously-established structure, which is not always the case. Development paradigms, such as microfinance, can have the ability to benefit poor borrowers in certain situations, however do not make the poor countries richer; there is not a large long-term benefit for the country, itself. Therefore individuals and the countries they inhabit are stuck in this microfinance system with no greater vision for the future. With cash transfers, however, the individuals ideally open up bank accounts, begin to establish businesses, and input their money into the economy on a regular basis by purchasing medicines, food supplies, and more. The cash transfer system helps the country’s economy and increases its wealth and independence in the long-run, as well as short-term. To what extent do cash transfers succeed? Cash transfers succeed to the extent that the individual receiving the cash transfers can manage his/her money well. There are, indeed, situations where the individual fails to successfully manage his/her money; however there are also situations where the individual can manage his/her money well enough to improve his/her life and even save a small amount each month. UKaid and the Center for Global Development’s study on cash transfers states that cash transfers are a â€Å"highly effective way to reduce suffering and to make limited humanitarian aid budgets go further, as well as can more broadly reform the humanitarian system so that aid providers of the future can work in a more complementary way to maximise their impact† (UKaid). How do cash transfers succeed? According to a film by Juhi Bhatt and Alok Verma on the effects of cash transfers in India, cash transfers have a positive impact on nutrition, medical care, education, infrastructure and housing, and the economy. Cash transfers allowed Indian families to increase their spending on healthy foods, go to the hospital when ill and buy medicines regularly, neatly dress their children and provide them with education on a regular-basis, have access to clean water, paved roads, proper draining, and working amenities, and save their small surplus monetary amounts in banks. (Guy Standing: Cash Transfer in India [EN Subs]) Because of increased sanitation, access to healthier, substantial foods, and the ability to regularly purchase medicines, illnesses are less common. Because kids do not have to work in agriculture, but instead can attend schooling, their futures appear brighter and enthusiasm about education is greater. And because they have a small amount of surplus money that they use to s ave in bank accounts, they are able to become more independent as time progresses. India’s economy benefits just as much as the individuals supporting it do. Of course we cannot assume that every country or individual who receives cash transfers will turn out exactly as India does, but India nonetheless seems to be a country where cash transfers are able to succeed. Key debates surrounding social protection programs Today there are many key debates that encompass social protection programs that one must consider in discussing cash transfers. Firstly, there is: targeted vs. universal. This raises the question: Does everyone get money or only some people? Some individuals could believe that targeting people is better because it is a better use of the money. However, those who fall just above the cut-off line of who qualifies are critical of this because they do not receive money. Secondly, there is: conditional vs. unconditional. Is it better to have conditions and contingencies associated with money? Will people spend their money more wisely if there are conditions? Or is this controlling, and should people be able to do what they wish with their money? Some individuals fear that the poor would only spend their money in short-term investments, and therefore would not set themselves up for a better long-term future. Others believe that no one knows what the poor needs besides the poor, and therefore it would be wiser to trust the poor that they will spend their money on things they believe they need. There is much debate between which is better: CCTs or unconditional cash transfers. And indeed there is more contestation over unconditional cash transfers. Thirdly, there is: markets vs. states, which raises the question: Should state or market take on people’s social protection? There is much contestation surrounding this, as well. In addition, cash vs. in-kind/things is highly debated. Cash takes on the form of money or food stamps; in-kind takes on the form of items such as fuel, rice, etc. The argument in favor for cash is that it gives people more opportunity to succeed. The argument in favor for in-kind things is that, as much as cash gives people more opportunity to succeed it also gives people just as much opportunity to fail. In addition, people don’t always spend money on what they need so cash transfers give them what they need. Also, in-kind things do not associate with inflation. In this sense, in-kind things are more stable, predictable, and reliable.

Team Performance report Essay Example | Topics and Well Written Essays - 1500 words

Team Performance report - Essay Example There are different root causes that have led to this poor performance in the team. First and foremost, it can be seen that the team members lack knowledge to undertake the new performance tasks set as a result of the changes implemented by the top management to alter the design of widgets in order to cut operational costs. Knowledge is essential among the team members so that they can meaningfully contribute to the overall performance of the organization as a whole. If the team members lack knowledge about their work, this is likely to result in poor performance. Secondly, it can be seen that the other root cause of this poor performance is that the team members lack mutual understanding among themselves. This means that there is a conflict of interests where the team members are comfortable with the traditional way of doing things in the organization while the management is anticipating something different. This causes misunderstanding among them and this can contribute to poor per formance. When there is lack of understanding among the team members, they are likely to be distracted from their work and this is counterproductive. The other root cause of poor performance in the case of ABC is that the team members lack motivation. ... They do not see any reason for putting more effort in their work since they are just treated as ordinary workers. In order to solve the problems identified above, it is imperative for the organization to promote learning among the team members so that they can exchange ideas which lead to knowledge creation. Learning is a change of relatively permanent kind which may result in new behaviours and actions or new understanding and knowledge gained from a formal or incidental life experiences (Mullins, 2010). The other strategy that can be taken into account by the management of ABC is related to human resources development. This is concerned with developing the team members so that they can keep pace with the changes that can take place in the organization. In terms of lack of understanding among the team members, the management of the ABC group ought to put measures in place that will improve communication among them. Poor communication in the organization is detrimental to its perform ance since the members will not understand each other. Open channels of communication should be put in place so that team members can exchange information when they want. It is also important for the management to put measures in place that are meant to provide feedback to team members so that they know if they are doing the correct thing in their operations. This will also help them to gain knowledge about their work and mutual understanding is likely to be promoted in the organization. In order to solve the problem of lack of motivation, the management at ABC should treat the employees as valuable assets to the organization. This can be done through involving them in the decision making process in the organization. This will help them to develop a sense of belonging to the company. If

Understand the basics of business operations Week one Essay

Understand the basics of business operations Week one - Essay Example Organizations that lack organization and clear management policies are likely to face problems. Having everything in order in the organization is likely to bring proper communication and understanding. New ideas and concepts will always present themselves in this day and age. It is, therefore, crucial to stay on top of things to ensure success. The need to have operations managers is rising. This ensures the productivity efficiency in the organization stays at the top (Wagner, 2012). Organizing how things operate and move is an enormous responsibility for those who take up the mantle of operations manager. However, it is a task anyone ready for a challenge will gladly take. To prosper in business operations, one requires skills and aptitude to execute the responsibilities at hand. This is regardless of the business he/she is undertaking. These skills are beneficial because they help in creating quality operations, which leads to the provision of quality products and services. Through business operations, people in charge get to understand every subdivision and department in the organization, and help to ensure everything runs smoothly (Wagner, 2012). In conclusion, business operations are fundamental in the growth of an organization. Business operations have to help an organization compete globally; therefore, there must be the introduction of experts into the operations department. They can shape the organization’s operations to suit their every requirement, hence; offering consumers what they want, and providing themselves with the right amount of profit from all

Puritan society Essay Example for Free

Puritan society Essay So far the audience is aware that Hale can be a pragmatic character because it is clear that he does not believe some of the accusations can be true, which is why he is on his rounds. The puritan theology that he relies on has brought him to be a stern character, believing that theology is a fortress, that the audiences have to decide is congenial or disagreeable.  The arrival of Cheever causes a mass silence in the room. This is done to give the audience a chance to put events into perspective and allows the tension floating tirelessly around in the room to build up. Cheever approaches the household with bad news. The audience must be feeling sorry for him, as the men seem to be friends. Giles says to Cheever, its a pity that such an honest tailor might have gone to Heaven must burn in Hell. Cheever is sympathetic but he says that he is doing what he is told. This shows differences between some of Giles friends. Proctor is willing to darken his name in order to revert the charges to Giless wife but Cheever is two faced, willing to throw away his friendship with Giles for money that he earns on his rounds. The suspense is built up even more as the audience is now eager to know what Cheever is doing in the house and what business of the court he is addressing. The audience is then stunned on the note that Cheevers arrival is because he holds the warrant for the arrest of Elizabeth. Proctor, whom has had an overt hate for Hale since his entry, is enraged as he said that Elizabeth was not charged just, somewhat mentioned. Hale, however, is just as shocked and proceeds by asking, when were she charged. The audience is really interested by this point; Miller has timed and written this section linking almost everything to a previous scene. We learn from Cheever that sixteen people had been charged that evening and all to be arrested. Cheever then begins to look around the room for any poppets. Miller has timed this to perfection as the audience is queued to remember the one that Mary Warren had given Elizabeth earlier that evening. Of course Elizabeth will not remember this after all the commotion. The audience are shown this when Elizabeth claims she has kept poppets since she was a girl. Cheever persists in his search, as her word is not reliable in court. Cheever finds the one that Mary gave to Elizabeth earlier and refuses to believe that it is Marys. This adds to the tension and also is a ploy for an even more terrible consequence. Elizabeth then goes to get Mary Warren in an attempt to prove her innocence, whilst she is away a most unimaginable discovery is made. There is a needle stuck in the belly of the poppet. Miller makes Proctor struggle to find out the significance of the needle. Whereas the audience is well aware of the significance that the needle has as this will be misinterpreted for a link to Abigail Williams being stabbed and are eager as to what Proctor will say or do. Proctor claims that she done it herself. But Cheever does not believe this statement because Abigail had accused Elizabeths familiar spirit of doing the deed. In such a puritan, god-fearing biblically run society accusing somebodys familiar spirit will mean they are telling the truth and the accused was a witch. The audience does not know this it what it means but they are able to catch on. At this point tension is at a titillating peak and the plot is steady. Hale is struck by the proof and is incapable of believing Proctors suggestion. Mary is brought down and is questioned consecutively. Her bewildered attitude as well as disagreeing opposition questioning her allows the questioners to manipulate her words and stutters to their own liking. After gathering the basic outline in all the conflicting opinions she clearly says, I made it.  Her admittance to the ownership and the placing of the needle in the poppet but this does not dissuade Cheever. He is convinced Tis hard proof! Miller has an excellent perception of the thoughts and moments that the audience are not anticipating, his pauses and hesitation in Marys dialogue give the audience an idea of how she is feeling and why she is stuttering so much. When Elizabeth finds out that Abigail is the one who has accused her, she loses her temper and says something that guaranteed her a one way ticket to jail. She must be ripped out of the world. Elizabeth, by saying this, has virtually condemned herself, and the chances of her leaving innocent get slimmer. Proctor then gets a chance to protect his wife; this appeals to the audience, as they know he is sincere and trying to forget Abigail. Proctor in a fit of rage tears Cheevers warrant and attempts to get rid of the uninvited company. Miller has opted for Hale to stay quiet throughout this confrontation to show his cowardly characteristics to the audience, as he has not said anything that he had said to the Proctors to Cheever. Proctor also knows this and his hate for Hale is again shown when he himself calls him a coward. This also shows how everyone who is a sceptic of the goings on in Salem does not want to publicise their queries in case the girls, for being too close to the truth, accuse them. Proctor keeps backing up his wife, whom knows there is no point because she will have to go whatever he does. Elizabeth is scared and the audience has now adopted a serious hate for Hale whose words are ineffective and does nothing to stop Giles, Franciss and Proctors three wives from being arrested, he is frowned upon by everyone as a fake. Before she leaves Elizabeth tells Proctor to continue as normal. The audience may be sympathetic towards Hale because they know his religious status restricts his opinion. There are a few main points when hale enters that form the rest of the play; when Proctor claims that the goings on in Salem had naught to do with witchcraft and the arrest of Mrs. Proctor. This scene is flooded with instruments that create drama, suspense and emotion provoking feeling. The character description is appropriate and lets the audience differentiate good from evil. Miller employs splendid literary skills that keep the tempo and tension levels at unbearable highs. The language is elementary and a lot of it is biblically surrounded reflecting the puritan society. His repressed feelings about the freedom of thought and speech in 1956 are all expressed without regret in the story and gives the Crucible a tailor made, captivating essence for the reader and audience.

Original Wedding Toasts †Groom to Bride, Bride to Groom :: Wedding Toasts Roasts Speeches

Original Wedding Toasts – Groom to Bride, Bride to Groom Happiness When I was poor, too poor to buy you candies or fresh flowers, We still shared the moon. You taught me that happiness is a chain reaction of love. One who has awakened to love does not cling to lesser things. Golden Heart With infinite affection, and infinite care, and a golden heart. You have taught me, when you bring forth the love within you, it transforms you. I Have Become Whole In your love is my peace, it is the sea into which all currents flow, for all eternity. Through your love I have healed myself, and thus I have become whole. One Hidden Thing Everything is made of one hidden thing. It flows through all things, inside and outside. It is only with the heart that this thing can be seen. This thing called love. Darkness of the Ages First I had to learn to trust my own judgement, Then I had to find the courage to follow true love’s path. Now, the darkness of the ages cannot hide love's brilliant light. Silence In every relationship, silence is the greatest teacher. The Look of Love When you look for love, love is in the look of your eyes. My Promise to You Awareness of every thought and feeling, understanding of every motive, allowing love to blossom. This is my promise to you. Just to Love Just to be is a blessing. Just to love is holy. Searching for What I Already Had For some time I was a person riding an ox, looking for an ox to ride on. I’m happy to have finally come to my senses. The Raindrop For the raindrop, joy is entering the river. For the lover, joy is being in love. Like the raindrop, May our love soar up to the sky above, And last forever. Ture Lover The true lover rises and sleeps, works and plays, buys and sells, and never forgets the love for a single moment My Wife Instead of running from one desire to another, It is better to stop and examine the nature of desire. You, my wife, are my whole love and desire. You are all mine, and I all yours. I Will Surrender May we never argue, But if we argue, I promise to you that I will surrender, I will surrender so that we may both win. Cleverness I’m happy that I finally sold my cleverness to buy enchanment in your arms. Here’s to the wings of love: May they never lose a feather. Compassion Compassion is the essence of marriage. To my bride: she knows all about me and loves me just the same. Here's to the woman that rules my heart.

My Mother Essay

The film centers on Manuela, a nurse who oversees donor organ transplants in Ramà ³n y Cajal Hospital in Madrid and single mother to Esteban, a teenager who wants to be a writer. On his seventeenth birthday, Esteban is hit by a car and killed while chasing after actress Huma Rojo for her autograph following a performance of A Streetcar Named Desire, in which she portrays Blanche DuBois. Manuela has to agree with her colleagues at work that her son’s heart be transplanted to a man in A Coruà ±a. After traveling after her son’s heart, Manuela quits her job and journeys to Barcelona, where she hopes to find her son’s father, Lola, a transvestite she kept secret from her son, just as she never told Lola they had a son. see more:speech about my mother In Barcelona, Manuela reunites with her old friend Agrado, a warm and witty transsexual prostitute. She also meets and becomes deeply involved with several characters: Rosa, a young nun who works in a shelter for battered prostitutes and is pregnant by Lola; Huma Rojo, the actress her son had admired; and the drug-addicted Nina Cruz, Huma’s co-star and lover. Her life becomes entwined with theirs as she cares for Rosa during her pregnancy and works for Huma as her personal assistant and even acts in the play as an understudy for Nina during one of her drug abuse crises. On her way to the hospital, Rosa asks the taxi to stop at a park where she spots her father’s dog, Sapic, and then her own father, who suffers from Alzheimer’s; he does not recognize Rosa and asks for her age and height, but Sapic is cleverer and knows Rosa. Rosa dies giving birth to her son, and Lola and Manuela finally reunite at Rosa’s funeral. Lola (whose name used to be Esteban), who is dying from AIDS, talks about how she always wanted a son, and Manuela tells her about her own Esteban and how he died in a car accident. Manuela then adopts Esteban, Rosa’s child, and stays with him at Rosa’s parents’ house. The father does not understand who Manuela is, and Rosa’s mother says it’s the new cook, who is living here with her son. Rosa’s father then asks Manuela her age and height. Manuela introduces Esteban (Rosa’s son) to Lola and gives her a picture of their own Esteban. Rosa’s mother spots them from the street and then confronts Manuela about letting strangers see the baby. Manuela tells her that Lola is Esteban’s father; Rosa’s mother is appalled and says: â€Å"That is the monster that killed my daughter?!† Manuela flees back to Madrid with Esteban; she cannot take living at Rosa’s house any longer, since the grandmother is afraid that she will contract AIDS from the baby. She writes a letter to Huma and Agrado saying that she is leaving and once again is sorry for not saying goodbye, like she did years before. Two years later, Manuela returns with Esteban to an AIDS convention, telling Huma and Agrado, who now run a stage show together, that Esteban had been a miracle by not inheriting the virus. She then says she is returning to stay with Esteban’s grandparents. When asking Huma about Nina, she becomes melancholic and leaves. Agrado tells Manuela that Nina went back to her town, got married, and had a fat, ugly baby boy.

Explain the main roles and responsibilities of key staff involved in a child’s learning Jobs Essay

1.2 Explain the main roles and responsibilities of key staff involved in a child’s learning Jobs Governors The Governors are the Head of the school and they are volunteers, that are on a panel. They are there to give direction, set accountability and act as a critical friend. They also hire staff, review pay, and look after the curriculum. The head teacher is responsible for all the school, staff under him and for the pupils, their education and discipline. Academies have greater freedom than state run schools, as they have freedom from the local authority. They set their own pay and conditions for staff. The timetable can be changed and days set to what they think is best, and also the curriculum is not set in stone. Sometimes a faith leader can be in charge of the school. Head teacher They are responsible for all the pupils education, managing the staff, talking with governors, ofsted officials and other officials that visit a school. They are the main disciplinarian of a school. They also watch over the funds, health and safety. Deputy head or Assistant head When the head is away the deputy head will be in charge and carry out his roles. He is also responsible for anything delegated by the head teacher. He would normally teach in a classroom and oversee discipline. An assistant head would not be in charge is the head was away Key stage/ phase / subject coordinator To plan Key stages and support staff. They also teach classes themselves Year leader – To oversee all the teachers and pupils in a year. To plan for events to do with that year. Senco – Works with SEN. Liage with parents. Train staff SEN – Works with children with special needs Teacher – Support Teachers assistant in their work. Responsible for the child and their welfare. Plans lessons Ta’s, Hta’s – Mentors Work with Individuals or groups to improve children’s learning Follow the class teachers instructions Support teachers and help with marking They are a good role model to the child and a team player. They must have to follow the schools policies. Leader Manage consistants 1.3 Show how the way in which a school day and week is organised supports a child’s learning Early Years Lots of play and breaks Focused activity Phonics / maths as a game After 30 minutes the children are allowed to go outside to play freely. Primary 1-6 Key stage 1 is aged 5-7 Key stage 2 is 7 – 11 School starts at 9 am The teacher takes the register. The school meet for the assembly 9.30 first lesson Maths or English Core Subject is taught as the mind is more active Break 10 -1030 Other lessons or reading and spelling 12 – 13.10 Lunch Other lessons, art, computers School ends 3pm Secondary Key stage 3 11- 14 Register by form tutor Assembly Short lesson Break Double lesson, the children will move from one class to another depending on  where a subject is taught. In year 9 the pupils will make their subject choices for the coming 3 years In year 11 they do their key stage 4 or Gsce’s and depending on their results they can then apply to join the Sixth form of the school they are at or another schools sixth form or college, where they will do key stage 5, A levels towards their chosen career path. 1,4 In a plan of a classroom show how the layout can support a child’s learning Active involvement Age plus 1 attention span Game play to keep children interested. Junior Rows, structured tables in groups or horseshoes or carpets Group teaching makes children interact with each other Individual working promotes ideas and life skills. The circle method is used to help the children discuss subjects, so they can all see one another. Also for games The horseshoe is led by the teacher. Great for speaking and board work The carpet is so that the children can be focused on closely. Usually in the corner of a room Rows for individual learning. 1.5 Explain the different ways of communication between the school and parents or carers Letters – for when trips are going to take place or if anything happens to the child at school Email to let the parents know what is going on at the school Text / Phone – Urgent message or absence from school. Website – General information on what is happening at the school and their holiday timetable. Contacts for the school. Parents Meetings / Evenings– to inform the parent of their child’s progress throughout the school year and where they need to improve. Newsletter – What ‘s on guide Meetings – Some subjects need discussion. There are also key stages during a child’s schooling that the parents gets told of. Fronter is a online learning environment Keeping Up With Your Child Literacy 1. Understand some of the main approaches to teaching literacy 1.1 Describe the currant approaches to teaching and learning of literacy The approaches are the 3 key areas of reading writing and speaking and learning. All from literacy mainly and focused upon the use of phonics. They use CVC words to start with the sounds S,A,T,M,P. Words like sat, pat, map, are used and blending letters together. 1.2 Give an outline of English in the national curriculum 1.3 Produce a glossary of common literacy terms used in teaching and learning Differentiation is the task that will differ for each child Program of study for each child Look, say, cover, write, check. A way of breaking words up, the use of different colours in the middle sector. 100 high frequency words (the most used words in the vocabulary)2. Know how to support a child to develop literacy skills 2. Know how to support a child to develop literacy skills in everyday life 2,1 Give examples of how the parent / carer can help develop a child’s literacy skills The use of flash cards, sounds and songs can help a child with their memory and association towards different items. TV and video games help with learning and coordination and working out how to do things Play when out helps develop the child by talking about things you see Lists, Labelling and taking them out to the library or a organised activity. 2.2 Plan an activity which will help a child develop literacy skills Go to a farm. Take pencils and blank paper. Make a tick sheet with different types of animals on it, so the child can tick off the animal as they see it. 2,3 Describe the way in which the activity promotes the development of literacy skills We go to the farm and on our way we talk about what we can see on the road which enhances the child’s literacy skills by naming objects and numeracy skills by counting objects. When at the farm, we can talk about each animal, feed them and pet them. You can find out if the child knows what some of the animals are used for on a farm. Get the child to ask questions. When you get home you can get the child to draw pictures and write what they have done for the day. Then when it is bedtime you can get the child to read the story they wrote, then use their imagination to imagine what each animal will do after a long day on the farm. 2. Understand the main features of the school curriculum 2.1 Explain the subjects, levels, and programmes of study within the national curriculum Each child is given a set of subjects that help them learn. These include English, Maths, Geography, History, PE, Design and technology, Music and Art. RE is provided, but they do not have to study this subject. Schools teach general studies like citizenship and foreign Languages which will help develop skills in life. Compulsory in Key stage 3 All subjects for early years with foreign language. Stage 4 is where a student starts their core subjects plus whichever they choose to study. Program of study  This is where you set out the topics needed to be taught for each subject. It also shows what they will learn in different periods of the school year. Each level is there to improve a child’s knowledge and understanding. 2.2 Give reasons for having a national curriculum Equal learning is provided amongst children. It sets out guidelines to the school and parents from the government. It gives aims and structure to a child’s learning. The levels are set throughout the child’s learning year. Everyone is able to follow progress of where a child should be in there learning path, by going online to the governments website for education . 2.3 Explain the reasons for the different key stages At the end of each stage a test is taken by pupils, before they move onto the next key stage. This assesses the level they have obtained during their current key stage and means that if they require any help it can be given to them. Without the key stages, it would be harder to know if a child is developing their learning capacity. 2.4 Explain the different levels of attainment within a key stage. There are 9 levels of attainment which have different performance levels, which are attributed to a child. This gives you an idea how you can help your child improve in certain aspects of their learning. Level Point Score Description 3a 23 Below average 4c 25 About average 4b 27 About average 4a 29 Above national average 5c 31 Above national average 5b 33 Well above national average 5a 35 Well above national average 6c 37 Exceptional 6b 39 Exceptional 2.5 Explain how attainment can be recorded and reported. They can use the SATS (standard assessment test) exam to tell a teacher or parent what level the child has attained during a key stage. Over the period of a key stage the teacher can use mini tests to gauge how a child is developing by the use of a phonics tests at the end of a year. This is also done via parents meetings, a book to show what they have done and through parents talking teachers if they think there is a problem. BE ABLE TO SUPPORT A TEACHER IN A CLASSROOM ACTIVITY 3.1 Explain some of the teaching strategies used within a classroom Pair working, Group working Discussion – think, pair, Share, tests are tracked. No hands up – promotes classroom talking Show me – all children involved ICT – Done in all 4 key stages. IWB (interactive white boards) for a wide range of files for teachers to work with children. Pair / Group work – Is used to aid communication and promote ideas. It helps them in life skills when they leave school. Promotes confidence and assertiveness. Games – Used to teach children different learning skills, like flash cards, or scrabble. Discussion – More widely used these days as it helps shy children come out of their shells. No hands up – Helps children that are less likely to answer a question. The teacher will pick the child to answer instead. Think / pair / share system – Lets a child rehearse an answer with another before having to answer out loud ICT – A tool used in learning. It enables a child to see what a teaching is talking about. Children need to be taught about both sides of the internet. The dangers as well as the fun side. So they are taught information literacy as there are so many fake websites. Also the dangers of chat rooms. Tracking – Is a way of knowing what level a child has reached. The child is aware of their progress and must make 2 sub levels per year. This is a key strategy in the child’s schooling. 3.2 Explain a range of resources used within the classroom As you get older in schooling you will find you need many items, here is a few for each subject. Maths – Protractor, Calculator and compass English – Dictionary, Exercise book, Reading book, Geography – Globe, Atlas, School trip Sports – Balls, rackets, bats, sports equipment, sports gear. General – Pens, pencils, coloured pencils, ruler, scissors videos and tv and pc 3.3 Explain ways in which volunteers / support workers can contribute to the teaching and learning in a classroom Volunteers / support works can support the teacher, by always helping with photocopying, displays, helping individual children, getting the classroom  ready by putting the books out. Add any letters to children’s bags before they go home. Crowd control by moving the children around in an orderly fashion. They can help the children with their daily schooling by hearing them read, watching them write. Encouraging them to do things and give them more confidence to do things on their own. Mentoring and 1-1 work will help individuals get better at classwork. 3.4 The objective is to make a child of age 5 to 9 better at maths and English, by having a general game at the end of a day or weekly You will need 5 different sized plant pots and a ball and a score sheet. You can split the class in to four groups depending on how many teachers are in a class. Say you have 2 teachers and each teacher will take two groups, with 2 sets of resources. The child is asked an English or maths question, if they get it right they get to throw the ball into a plant pot, each plant pot has a number 1-5, 5 being for the smallest and hardest. If the child scores then its put on the score sheet for that team. As the children get used to the game, they can then play it in smaller groups with a question sheet to guide them, then at the end, they can add up the scores. If the school has houses then the points could be used as a class total and collated to see who the top class is. The game can be extended for use with other subjects. You can also use a spin wheel with different questions attached and the child gets to spin the wheel then has to answer the questions. See pic . 3.5 Explain how the activity can support teaching and learning I feel by doing this game it gives a child a goal, as they want to have a go at potting the ball and scoring points. It will give them a different fun learning experience that they could not only play in the classroom but at home too. A child might not like a subject this is a fun way of getting a child to work and learn and a new way for the teacher to show how fun subjects can be. 3.6 cannot answer at the moment as I cannot test it. The role of family learning

Womens Suffrage and the Seneca Falls Convention

Womens Suffrage and the Seneca Falls Convention The Seneca Falls Convention was held in Seneca Falls, New York in 1848. Many individuals cite this convention as  the beginning of the womens movement in America. However, the idea for the convention came about at another protest meeting: the 1840 World Anti-Slavery Convention  held in London. At that convention, the female delegates were not allowed to participate in the debates. Lucretia Mott wrote in her diary that even though the convention was titled a World convention, that was mere poetical license. She had accompanied her husband to London, but had to sit behind a partition with other ladies such as Elizabeth Cady Stanton. They took a dim view of their treatment, or rather mistreatment, and the idea of a womens convention was born. The Declaration of Sentiments In the interim between the 1840 World Anti-Slavery Convention and the 1848 Seneca Falls Convention, Elizabeth Cady Stanton composed the Declaration of Sentiments, a document declaring the rights of women modeled on the Declaration of Independence. It is worth noting that upon showing her Declaration to her husband, Mr. Stanton was less than pleased. He stated that if she read the Declaration at the Seneca Falls Convention, he would leave town. The Declaration of Sentiments contained several resolutions including ones that stated a man should not withhold a womans rights, take her property, or refuse to allow her to vote. The 300 participants spent July 19th and 20th arguing, refining and voting on the Declaration. Most of the resolutions received unanimous support. However, the right to vote had many dissenters including one very prominent figure, Lucretia Mott. Reaction to the Convention The convention was treated with scorn from all corners. The press and religious leaders denounced the happenings at Seneca Falls. However, a positive report was printed at the office of The North Star, Frederick Douglass newspaper. As the article in that newspaper stated, [T]here can be no reason in the world for denying to woman the exercise of the elective franchise....   Many leaders of the Womens Movement were also leaders in the Abolitionist Movement and vice-versa. However, the two movements while occurring at approximately the same time were in fact very different. While the abolitionist movement was fighting a tradition of tyranny against the African-American, the womens movement was fighting a tradition of protection. Many men and women felt that each sex had its own place in the world. Women were to be protected from such things as voting and politics. The difference between the two movements is emphasized by the fact that it took women 50 more years to achieve suffrage than it did African-American men.

Taking Education Reform Global. (country Bolivia) Essay

Taking Education Reform Global. (country Bolivia) - Essay Example As a part of the educational reforms, there is a enormous scope for establishing educational institutions in those nations where existing literacy rate is not good and there is huge potential to enhance the literacy rate. Keeping these points in view, an effort is being made to prepare an policy proposal to study and analyze the prospects of establishing new educational institutions (John Miller Group of Educational Institutions)in Bolivia where lot of potential exists to enhance the literacy rate. The thesis statement of the study is â€Å"What are the ways in which the government of Bolivia would associate with the management of new educational institute and how do the new educational institute work with the local communities to make the education mission successful?†. General picture of Bolivia Bolivia is a South American nation which has a population of about 10 million. It has a multi ethnic composition including Amerindians, Mestizos, Europeans, Asians and Africans and t he main language is Spanish (Read, 2002). It has also responded well to the phenomenon of globalization and started opening of its economy with the outside world (Heyck, 2002). Initially, the education in Bolivia suffered due to political instability and the legislation of 1956 laid the foundation for systematic initiatives for public education system. The basic structure of education in Bolivia comprises of primary education for five years followed by intermediate education for three years and secondary education for four years (Luykx, 1999). Higher education is mainly dealt by University of Bolivia and some other private educational institutions. Educational scenario in Bolivia In several spheres, the other nations or organizations or individuals can initiate any firm or business in Bolivia under the norms and rules of Bolivian government. The educational institutes of other nations would have to apply for the permission to establish new educational institution in Bolivia. After g etting the clearance, the educational department of Bolivia would be communicated regarding the place of establishing new educational institute. The difference between the rural and urban literacy rate in Bolivia is quite higher. The rural literacy rate is very poor due to the fact that the children in rural areas are forced to contribute economically for their family income. Hence, it was reported that the average period of schooling was found to be 4.2 years in rural areas where as in urban areas it was noticed to be 9.4 years. Hence, there exists a potential to enhance literacy rate in rural areas and new educational institutes may be concentrated more in rural areas. Moreover, Bolivia spends about 23 % of its national annual budget towards the educational expenditures. The initiatives of Bolivia towards the opening of its economy with the outside world in the era of globalization inspite of some challenges would certainly help in promotion of educational reforms (Shultz and Drap er, 2009). Basic features of the proposal Bolivian government would provide necessary permission and support for establishment of new educational institutes (John Miller Group of Educational Institution) in different ways if it is convinced that the aspirations of the local people would be taken care. The government of Bolivia wo

Basel committee's risk categories in relation to financial Essay

Basel committee's risk categories in relation to financial instituitions in relation to financial and non financial organisations - Essay Example In banks, there is a possibility for financial data to disappear. Financial information on loans given, repaid, capital, withdrawals and deposits made can be stolen by the employees or simply disappear due to poor technological procedures. The Basel Committee identifies that internal loss of data can occur due to poor risk management processes, new technological methods and upcoming business activities. Basel Committee identifies that a company is not able to have the right documentations in its accounts if it has loss of data. This means that its profit and loss margins will be under estimated. This is dangerous to the company as it will not reveal the real amount of capital used to carry out the activities (Basel, 2006, pp. 141-153). Case studies on non-financial organisations reveal that they are at a risk of internal fraud. This is so because they also use money or capital in purchasing their materials for their use. The case studies revel that non financial organisations mainly undergo the risk internal fraud by making misstatements on the financial statements. This does not indicate the true financial state of the organisations. The case study reveals that both financial and non-financial organisation can show fraud by looking at the growth in terms of their revenue and how it keeps changing. The margin of their growth of revenue is not very consistent. For a company to know where it lies in the financial market, the growth change in revenue is supposed to be a bit consistent. It is not supposed to have big margins. According to Erickson’s and other scholars, the audit sector is normally not able to detect fraud because of the lack of understanding of the organisational environments they are working o n (Erickson, 2001, pp.166-193). According to the studies made on Basel Committee, external fraud occurs is mainly done against the organisations. It undergoes external fraud due to misinformation from its clients in