DUNKIN DONUTS CASE STUDY Essay Example | Topics and Well Written Essays - 500 words

DUNKIN DONUTS CASE STUDY - Essay Example In their attempt to sell only good quality products, Dunkin Donuts have created a Coffee Quality Checking Lab, in which every aspect of the coffee is checked, so that the consumers get the best value Dunkin Donut product, no matter wherever it is sold. They have also increased the value perception by giving consumers "what they want". For example, they introduce only those products which are demanded by the consumers and do not come out with random products. This is how Dunkin Donuts is increasing its value perception and having great success in matching their philosophy which is 'great quality with affordability'. Its value perception is similar to that of KFC and McDonalds. They also try to give the maximum quality to their consumers and waiting time for their burgers is only 3 minutes. This is like if Dunkin' Donuts could not sell their coffee in 18 minutes they throw it away, in the same way KFC and McDonald throw away their burgers if they are unable to sell them. The positionin g strategy of Donut Dunkin is very simple as they target a mass market without any distinction of different classes, different level of education etc. According to William Kussels, Dunkin' Donuts Senior Manager, whenever you take a ride to one of our outlet, you always see Mercedes parked with pickup trucks, this shows that we do not target any specific consumer class but we target a mass market.

Research paper on Sweden Example | Topics and Well Written Essays - 250 words

On Sweden - Research Paper Example They face some distress and mistrust of people from different cultures. They are often afraid that other cultures will not understand them (Devito, pg 150). The geographical orientation of Sweden is another roadblock to successful communication. The country is separated by many rivers and forests. This makes it hard for people of different cultures to meet and mingle. Ethnocentrism is another noticeable barrier among the Swedish. They often feel that they culture is the richest as compared with other cultures. They therefore believe that other cultures should study their culture and not vice versa (Guirdham, pg 316). Americans are continuously trying to ease thriving communication with the Swedish. However several strategies are needed for this to actualize. The Americans should be Americans more open -minded to the Swedish culture. They should develop a positive attitude towards the culture. Americans should also be more flexible in accepting the Swedish culture. They should strive to be altruistic this will ensure that the Swedish group opens up to new ideas. The most effectual way for Americans to enhance communication with the Swedish group is by understanding and learning their culture (Verderber et al pg 117). This will ensure that the Americans learn the Swedish culture. In so doing the Swedish group will be compelled to learn and open up to more

HRM and the External Environment Essay Example | Topics and Well Written Essays - 2500 words

HRM and the External Environment - Essay Example Flexibility has lead towards the development of new types of employment which significantly differ from the past types of employment such as very short term contract jobs, work at home, outsourcing various assignments etc. Today’s organizations demand flexibility at workplace, various skills, ability to work in different environment and cultures on different assignments, proficiency and high level performance at work place from their employees while the past organizational structure demanded commitment from the employees in exchange of job security (Claydon and Collin, 2005). For achieving high level of functional flexibility, in addition to the high compensation packages organization provide their employees with the opportunities of developing their skills by conducting training programs. This allows the employees to enhance their competencies in various skills and become more marketable (Claydon, 2004). This essay focuses on the increasing flexibility at work place and its i mpact on the employment relationship and the psychological contract, a social contract between the organization and the employee. It will try to reveal if the implementation of flexibility on the organizational level has led towards the alteration of employment relationship or the reduction of level of commitment towards the organization. It starts with the introduction of flexibility and the flexible firm model proposed by Atkinson (1984) with special emphasize on the labour force and 21st century competitive climate in the markets. The different theories and mechanism adapted by the organizations in order to achieve flexibility and the role of human resource management in utilizing the human resources of the organization to improve financial performance will be discussed in order to comprehend the impact of flexibility on the employment relationship, especially the employee commitment towards the employer and psychological contract which are essential concepts in the employment re lationship. Work Force Flexibility It was the 1980’s when crucial changes took place in the work place and employment relationship, the relationship between the employer and the employees. Osterman (2001) revealed that the past employment culture promised extreme job securities and the employees enjoyed relatively longer job periods. In contrast, the decision making process was wholly dependent on the supervisors; the employees had limited role in the organization and was restricted to successfully accomplish the task assigned to them. The trend changed during the last two decades of the twentieth century, the increased pressure of domestic competition and international competition, advances in the technologies, important financial change etc compelled the business organizations to look for the augmented flexibility in order to enhance the yield, rapid responsiveness to changing markets situations and innovation. The business organization have adapted the strategies to eradic ate the permanent jobs not only for the periphery group of work force but also for the core group,

Films of moral struggle research paper Example | Topics and Well Written Essays - 5000 words

Films of moral struggle - Research Paper Example In addition, the paper is going to determine whether clones should be accepted into the society since they have human feelings and memories. Also, the paper is going to discuss the advantages and disadvantages of cloning. The main question that the paper is going to address is should clones or can clones should replace human beings? Moon is a 2009 British film directed by Duncan Jones and produced by Stuart Fennegan and Trudie Styler. The science fiction film is portrayed in the future that is 2035. The star of the film is Sam Rockwell as Sam Bell who is an astronaut mining helium-3 in solitary for three years. ‘Moon’ superseded its budget of 5million dollars to gross at 9.7 million dollars in total. Towards the end of his three year contract, Sam who works with a robot called GERTY discovers that he has a doppelganger. This is after he crashes and overhears his robot companion talking to the rescue team. After tending to his unconscious doppelganger, the two Sam find out from GERTY that they are both clones of an original Sam. After this shocking news the two clones decide to undertake their own investigations and search into the cloning business. They are shocked to discover a vault full of hundreds of clones which seem to be half asleep. They discover that the company the original Sam works for clone’s astronaut to escape paying new astronauts. They decide to expose lunar company to the world and the younger or newer Sam goes to earth and tells the story which brings a lot of conflicts to the company as witnessed in the shift in stock value. In the end the film depicts that human beings do not agree with lunar’s work ethics and it seems the clones are more humane than humans themselves (Moon). Cloning can be defined as the creation of similar genetic copies using the original organisms DNA thereby making their DNA 100% similar (Hutson, 2015). Cloning uses the same process of creation like bacteria or plants do that is asexual

Adults with Learning Disabilities Essay Example for Free

Adults with Learning Disabilities Essay The discourse of ‘learning disabilities’ is now being used to challenge a wide range of acts and practices, including violence and intimidation, non-consenting sexual acts, the bullying of less resilient people by more able service users, unacceptably deprived physical or social environments and financial exploitation or fraud. Some argue that it should include all abuses of human rights. Clearly, these issues are not new as the following essay illustrates, and historically some of these practices have been hidden within service cultures while others have been quite open but variously rationalized as ‘behavior modification’, ‘relationships’, ‘control and restraint’, or ‘not giving in to attention seeking’. Abuse was regarded as a central, and inevitable, feature of institutionalized provision in influential models such as that of Goffman (1961) and Wolfensberger (1975 and 1980) within an analysis whose focus was on organizations and ideology. The new discourse is much more personalized and within it the focus is on the experience of the victim. This has some advantages for individuals and highlights some dilemmas for service organizations. It makes clear that people with learning disabilities are harmed, as any individual would be, by personal or sexual violence or exploitation. Harm is deemed equivalent whoever has caused it, for example whether it has been perpetrated by another service user, a member of staff or a stranger. This way of framing harmful acts highlights conflicts of interest between service users: the discourse of ‘challenging behavior’ for example, designed to neutralize the stigma of difficult behavior, inadvertently deflects from and discounts the experience of those on the receiving end of difficult behavior. Naming these acts as abusive confronts service agencies with the need for specialized, safe (expensive) placements for those who present a risk to others. Men with learning disabilities who have difficult sexual behaviors, for example, are often placed alongside very vulnerable people, their needs for asylum taking precedence over the safety of more vulnerable people (Thompson and Brown 1998). But while this acknowledgement is a step forward for individuals ,the new discourse risks personalizing forms of mistreatment that arise out of societal and structural inequalities. At an individual level, when issues of power are overlooked or neutralized, abusive and exploitative interactions can be explained away as relationships of choice. At a service level, new fault-lines between agencies and between purchasers, providers and regulators set up contingencies that make abuse more likely and less visible. At a societal level, there is growing inequality between the pay and working conditions of managerial, professional and so-called ‘unqualified’ staff within and across the statutory, private (for-profit) and voluntary (not-for-profit) sectors. Gender and race exacerbate the unequal position of direct care staff and the disproportionate responsibility that falls on them. This paper divides into two parts. First, I shall review the current usage of the term ‘learning disabilities’, looking at how it is being defined and categorized. Second, I will outline what is emerging as good practice in this field. WHAT DOES A LEARNING DISABILITY LOOK LIKE? Let me explain this with an exaomple: Saras lifelong difficulty with reading and writing had nothing to do with not being smart. Most individuals who have a learning disability are of average to above average intelligence and therefore have the intellectual potential to succeed at school and in careers. But they often do not reach this potential. While effort and motivation are important for success, it is clearly unfair to say of someone with a learning disability that he or she just needs to try harder. No matter how hard Sara worked, her problems did not go away. We know that a learning disability is caused by specific dysfunction within the central nervous system. The central nervous system, made up of the brain and the spinal cord, controls everything we do: our ability to process and think about language and to express ourselves verbally, as well as our ability to process nonverbal information, including art or music. Saras symptoms included reversing or rotating numbers (6 for 9), letters (b for d;p for q), and words (was for saw; on for no) when writing; omitting letters and sounds; and making sound and word substitutions when reading (tril for trial;then for there). Such problems make it difficult to decode words, and these decoding errors are most evident when reading aloud. Though never diagnosed, Saras symptoms became evident in first grade, when formal reading instruction began. As we learn to read we must of course master the alphabet, which is like a code, and learn the relationship between letters and sounds. Reading is a process of decoding the clusters of letters, converting them into words, and then attaching meaning to the words. In many cases, problems with phonological processing the ability to receive, transform, remember, and retrieve the sounds of oral language interfere with the acquisition of reading skills. Phonological processing involves the ability to separate a word into its component parts or blend sounds to construct a word. Problems with these skills make it very hard for the beginning reader to achieve fluency. Comprehension of written material depends on accurate and fluent decoding, a good vocabulary, and comprehension of the grammatical structure of sentences. When these skills are not developed that is, when they are slow and labored the reader must devote more energy and effort to identifying and comprehending each individual word, rather than constructing meaning from an entire paragraph or from general context. For many years, researchers believed that the reader automatically moved from reading the words on a page to comprehending, without participating in the process of constructing meaning. But recent research points to the fact that the reader plays an active role: using background knowledge about the subject, calling on appropriate strategies for both decoding and comprehension, and applying the right amount of attention and concentration. Reading strategies are now considered essential components of the reading process. These might include paraphrasing while reading or summarizing afterward to help with comprehension. Competent readers are able to evaluate the reading task and select strategies that are a good fit or match to the task. In Saras case, she read slowly and had to reread material several times, so she found it difficult to comprehend content or recall important facts when questioned about them later. Unlike good readers, she did not rely on strategies that could help her. She also struggled with writing. Many times she was ashamed to submit patient reports because she knew they were filled with spelling, punctuation, and grammatical errors and were not organized or structured well. Her reports never reflected her knowledge or keen insight into patient care. Writing problems can be seen at any age, although they become more evident as academic or work demands increase. While Sara knew what she wanted to say, she had trouble getting started, focusing on the essential facts, and editing effectively. She tended to use the same words over and over. This was so different from her spoken language, which was rich and varied. Not surprisingly, it took her a long time and a good deal of effort to complete her reports. Her mathematical skills, though, were more than adequate. But there are people with learning disabilities who have problems understanding mathematical concepts or difficulty solving verbal or written mathematical problems. These problems may stem from more than one source, including inadequate spatial or directional sense and difficulty understanding abstract symbols or the language of mathematics. To use a basic example, someone who does not have a good understanding of concepts such as plus and minus is going to find it hard to identify the process needed to solve a mathematical problem. Learning strategies will be of great help to this person. Sara was also troubled by her erratic performance at work. Some days, she would be fine. But when she was fatigued or stressed, she found her attention was poor and she made more than the usual number of errors. At these times, she did not feel in control and usually needed to take a break and call on the support of friends to help her get back on track. While Sara felt her social life to be strength, some individuals who have learning disabilities have difficulty in social situations because they cannot perceive others needs and make or keep friends. Relationships with family and friends and associates on the job may suffer. As a way of compensating, an individual may avoid social situations altogether and thus become isolated. Others may struggle with low self-esteem and a lack of assertiveness, which can lead to self-fulfilling prophecies of failure. Moreover, repeated negative experiences in school and at home can discourage an individual from even trying. Many individuals who have learning disabilities have difficulty planning ahead and then evaluating their performance in academic courses or work-related tasks. Planning involves the ability to determine the outlines of a task and the skills it will require. Planning helps us generate strategies or know when to ask for outside help. We are not always conscious of initiating this type of planning because so many tasks are performed automatically, such as remembering a frequently called phone number by using a mnemonic, or writing notes in a book or on a memo. But when tasks are new or complex, active planning is needed. Other learning problems may stem from an inability to manage ones time effectively to get something done on schedule. For example, many college students do not leave sufficient time to research and write a term paper, and end up frantically completing it the night before it is due. Or a manager may delay writing a budget or marketing report, finding it hard to begin. In order to use strategies at school, at home, or on the job, we need to be aware of ourselves as learners. Researchers have suggested that each of us has our own built-in executive function that directs and controls our actions. If this executive is efficient and aware of individual skills and the strategies needed to accomplish a task, the appropriate plan of action can be put into effect. If the plan is unsuccessful, then the executive reevaluates and initiates a new course of action. Individuals who have learning disabilities have a less efficient executive, the theory goes, and are therefore less able to generate and use effective strategies in their personal and professional lives. In addition to learning disabilities, a large number of adults suffer from attention-deficit/hyperactivity disorder (ADHD). ADHD affects an individuals ability to focus and concentrate on school or work tasks, and to make good use of strategies. The struggle to achieve is so much harder with the added burden of ADHD. Although external factors do not cause a learning disability, we know that they do play a significant role in learning. It is well documented that the environment we live and work in influences and helps to shape our learning patterns, behavior, and sense of self. Research has consistently shown that the type and quality of support provided both at school and within the home are strong determinants of success in school, at work, or in ones personal life. For example, a supportive family, early identification of learning problems, and appropriate intervention may make all the difference in helping an individual compensate for the disability. Learning disabilities are found throughout the world and in all socioeconomic groups they are not bound by culture or language. Approximately the same numbers of males as females have learning disabilities, and the problem tends to run in families. Many prominent figures in politics, science, and the arts are reported to have had a learning disability, among them Nelson Rockefeller, Winston Churchill, Albert Einstein, Thomas Edison, and Auguste Rodin. Einstein, for example, was described as having difficulty learning a foreign language and mathematics of all things! He also struggled with other academic subjects and with writing. All adults face the challenges and rewards of employment, home and family, leisure pursuits, community involvement, emotional and physical health, and personal responsibility and relationships. Adults who have learning disabilities must manage these life demands with an added set of problems. Society expects adults to be self-supporting, to function within a community, and to exhibit appropriate social behavior. Typically, to be self-supporting one must be employed. Employment for most adults spans a long period of time. It may begin with the exit from high school and continue for fifty or more years. While research on the employment of adults who have learning disabilities is sparse, and the findings that are available reflect the heterogeneity of the population, the information reported is unfortunately discouraging. It suggests that individuals with learning disabilities, as a group, show higher rates of unemployment, have jobs of lower status, receive lower pay, and change jobs more frequently than those without learning disabilities. Of course, there are many individuals at all levels of the workforce who do attain professional success. Further, there are well-documented accounts of persons with learning disabilities throughout history who have made significant contributions to society, among the most notable being Einstein, Edison, Churchill, and Rockefeller. It is important to keep in mind that adults who have learning disabilities who have above average intelligence, come from middle to higher economic backgrounds, and/or have completed postsecondary education, have higher rates of employment, higher job status, and greater job satisfaction than this research indicates. Those who graduate from college are much more likely to hold professional or managerial positions, for example, than those who have only a high school diploma. What makes success on the job so difficult for some people with learning disabilities? For one thing, persistent problems with reading, writing, and arithmetic can interfere with their work. Many report that they continue to struggle with decoding skills, sight vocabulary, and reading rate. Banking tasks and money management often bring out their troubles with arithmetic. Spelling is frequently reported to be the biggest problem of all. The level of basic skills that is required in the current job market is expanding to include more abstract abilities. Employers want their workers not only to be proficient in basic skills but also to be able to use these skills effectively and efficiently to solve on-the-job problems. Employers want the people they hire to be able to read for information, to analyze and synthesize the material, and apply the material read to on-the-job situations. They further expect employees to analyze problems, formulate solutions, and communicate that process, in writing, to others. Workplace mathematics, like reading and writing, also requires identification of the problem, analysis, and then the ability to find a solution. Employers further expect good interpersonal skills. The ability to use technology and information systems is becoming more essential as well. To do all of these things efficiently and effectively, workers must have mastered basic skills and be able to apply thinking skills. They also need personal qualities such as individual responsibility, self-esteem, and self management. The nature of a learning disability may affect the development of some of these competencies. For example, because of years of struggle and failure, self-esteem may be low and self-monitoring skills may not be functioning effectively. Employers often do not understand what a learning disability is, thus making it even more difficult for the adults with learning disabilities whom they supervise. Because employers cannot see the disability and may have limited knowledge about learning disabilities, they may find it difficult to understand that the problems are real. Therefore, they may fail to provide the necessary accommodations and supportive environment. They may often fail to recognize that, with assistance, workers who have learning disabilities may be tremendous assets to the company. A learning disability is a lifelong condition. Some adults, by the time they have completed their formal education, have learned to compensate for their difficulties. For many others, difficulties continue and to varying degrees impact on careers, social relationships, and activities of daily living. There are adults who were diagnosed as children and received services under the guidelines of PL 94-142. But more and more adults, who never knew why school was so hard, are now addressing the problem by initiating an assessment and seeking services to help them cope with their disabilities. Adults who have learning disabilities are a heterogeneous group. Some struggle with reading and writing, some with mathematical tasks, some with the basic challenges of daily life. There are adults who have learning disabilities who have trouble finding and keeping a job; others are professionally successful yet cannot seem to develop a satisfying social life. And there are those who seem to have few problems as they successfully negotiate the range of lifes demands. Adults who have learning disabilities are not merely children with learning disabilities grown up. The impact of having a learning disability differs at each stage of development. And adulthood itself has many stages, each with its unique challenges. Satisfaction or dissatisfaction at one stage does not guarantee the same degree of adjustment at another. At one point, the adult might deal with self-identity, at another with employment and economic independence, and still another with personal responsibility and relationships. As a group, adults who have learning disabilities represent a broad spectrum of the population. We see individuals of different ages, from different socioeconomic, ethnic, and cultural groups. We see different clusters of social and learning problems that affect education, social, personal, and occupational adjustments. The field now recognizes the unique needs of the adult who has learning disabilities, and as such has responded by providing legal protection, programs, services, and an ever-developing information base. Where do we stand today? References: Erikson, E. H. 1968. Identity: Youth and crisis. New York: Norton. Hallahan, D. P. , Lloyd, J. W. , Kauffman, J. M. , Weiss, M. P. , Martinez, E. A. (2005). Learning disabilities: Foundations, characteristics, and effective teaching (3rd ed. ). Toronto: Pearson Education, Inc. Johnson, D. J. , Blalock, J. W. (1987). Adults with learning disabilities: Clinical studies. Orlando: Grune Stratton. Jordan, D. R. (1996). Teaching adults with learning disabilities. The professional practices in adult education and human resource development series. Malabar, Fla: Krieger Pub. Shapiro, J. , Rich, R. (1999). Facing learning disabilities in the adult years. New York: Oxford University Press. Wong, B. Y. L. (1998). Learning about learning disabilities. San Diego: Academic Press.

Different Networking Systems Advantages and Disadvantages

Different Networking Systems Advantages and Disadvantages Local Area Network: Local Area network is isolated network. Generally, It is build in a physical location. such as office, home etc. Computers are connected to each other by a small server and also connected to the wide area network (Internet). This types of networks are very usefull for sharing data likes files, small or big document, play network games etc. Metro Politian Area Network(MAN) : Metropolitan area network is a large computer network where computers are connected with each other from different geographical location. Its structure and built process are quite similar with LAN the only difference its spans an entire city or a selected are like college or university campus or a commercial area. We can get a shared network connection form MAN. Wide Area Network (WANs): Wide area network is similar to a Local area network but here all other device connected to each other by fiber-optic cables, telephone line or a satellite links. Networking Topologies: Bus: Every node or device are individually linked up to successive other device or other node . Its a very simple network but its has sum troubleshooting network issues . such as if a node is not working then how can anyone find the error node. Other way it has data redundancy issues. Ring: It quite similar to bus network topologies. It has no termination like bus topologies. The main reason is that this topologes has no end it related to each other like a circle. this network has some fault such as difficulty of adding a new node to a token ring network. Star: In this netwrok each and every node maintains an itotally individual connection to a switch, where all other nodes are connected. It has a direct connection with swithch to node. the weakness are need more wire to setup a network. Mesh: In this topology every node conected with each other node. It generally used in warreless network. It need a large amount of overhead which very difficult to manage+ Hybrid: This is simply a topology referring to the case where more than one topology is utilized. ti is the combination of star and ring topology. 1.2 Evaluate the impact of current network technology, communication and standards. Answer: OSPF: It is a routing protocol generally used for larger network either a single network or a group network. It is designed by Internet Engineering Task Force. It can also used as a Gateway Protocol. FTP: File Transfer Protocol (FTP) is mainly a standard protocol of Network which is used to transfer data from client to host or one server to another server . If user or admin want to upload a file on a website he or she needs a username, password and host address. SMTP: Simple mail transfer protocol is like a media which transfers e-mail. SMTP always work with POP3 service. TCP/IP: Transmission Control Protocol and Internet Protocol is a set of a protocol stack. Basically it is tow different protocol. TCP/IP is closely related with FTP, SMTP, HTTP. 1.3 Discuss how protocols enable the effective utilisation of different networking systems. Network Protocols are ensure proper utilisation of different network system. OSI model Layer 2 protocol is data link protocol which handles the physical and logical connections to the packets destination using a network interface card (NIC). Layer 3 Protocol called Internetwork Protocol (IP) it is also called network layer protocol it work for routing, directing datagrams from one netwrok to another. IP protocol always analysis larger datragrams and identify each and every host with a 32-bit IP address. Layer 4 protocol are TCP, UDP. Transmission Control Prtocol (Tcp0 establishes connections between two hosts on the network through sockets which are determined by the IP address and port number. one the other side provides a low overhead transmission service, but with less error checking. 2.1 Discuss the role of software and hardware components. Answer: Software: All Network software consists of the programs and protocols which required to connect computers together. Their primary purpose are data inter connect each other, data sharing. Application sharing: For application sharing all computer use same platform to connect and manage computer. If a network share application software platform to connect then it can reduce network cost. Hardware or Peripheral sharing: Network software also share hardware such as phone, fax, printer etc. A printer connected with ser with server and all other computer can share that computer. Management and Security: Network software provide some mechanism to maintain proper security of data and its can make backup copy of valuable date. It can monitor and make a digital report on resource utiliaation and efficiency. Operating System: Windows or Linux system. Hardware: Network Interface card (NIC) Hub Switches Bridges Routers Gateway Modems 2.2 Discuss server types and selection requirement. Answer: For the given scenario I would prefer a window server and here I want to clear my intension by full filing server selection requirement. So If any admin want to select a server types then admin must follow, server, proxy servers, web server, mail server, FTP server, SMTP server. Here I try to mention server and its work Server: A Server designed to get request or to process requests from other device or node(client) and deliver or process data to other node or client over a local network, or the wide area network. Now a days we find plenty of servers around us. So, I try to figure out some common server types: Proxy Servers: A proxy server like a middle man between a client and a real server. Here client means a web browser such as Internet explorer or chrome. When a client make a inquiry then web browser its try to solve it, otherwise web browser forward the query to the real server. In this way a proxy server reduce search time. A proxy server also used to filter request. A network admin used it to control unauthorized web access. Such as: many company block facebook, online game site etc Mail Servers: A mail server used for delivers e-mail over a network or over the internet. This types of servers receive e-mails from other nodes or users and send the mail to correct node or client. Web Servers: Web server generally a server which commonly used to host websites. Its deliver web page with content to client site and all the content are plain HTML documents or a image. Application Servers: Application server generally called appserver. It is a software which controlled all application between users and an server. Real-Time Communication Servers FTP Servers: File Transfer Protocol (FTP) is mainly a standard protocol of Network which is used to transfer data from client to host or one server to another server . If user or admin want to upload a file on a website he or she needs a username, password and host address. Server types selection is an important step for a new network. To select a server for office or a home is not easy its seems quite complicated. So an administer should make his own criteria to select server type. So, I try to set some criteria. Software requirements: Comment Operating systems (OS) Windows CPU type and speed Lattes Expansion/Upgrade Criteria Must Drive types, space, and speeds Lattes Physical characteristics Yes Brand Intel(Processor), HP (Network Printer) 2.3 Discuss the inter-dependence of workstation hardware with network components. 3.1 Design a networked system to meet a given specification. Answer: Design of a computer network systems first think about a central device which could be a switch or a router, A central server, a pc for every users, hard ware components . Office PrinterLife Insurance company Router Agent 6 Agent 4 Server Agent 2 Agent 5 Life Insurance Company Network Structure Agent 3 Hardware requirement: Name Quantity Comment Server 1 Main Server Printer 1 Network Printer Router 7 Main Router, Office and Agents Switch 1 Central switch PC 9 Main office and agents Software requirement: 1. Windows 7 2. Internet connection 3.2 Evaluate the design and analyse user feedback. Answer: 4.1 Implement a networked system based on a prepared design 4.2 Test the network system to meet user requirements. 4.3 Document and analyse test results against expected results 4.4 Recommend potential enhancements for the networked systems. 4.5 Design a maintenance schedule to support the networked system.

The Paris Peace Conferences Justified History Essay

The Paris Peace Conferences Justified History Essay The relations between France and Germany up to the 21st century have never been outstanding. Ever since Napoleons domination of Germany, and Germanys later victories in their domination of France, the two countries have always been rivals with one another, to the point where they hated one another. In the decade prior to World War I, Germany had a massive buildup of military strength. When World War I began however, Germany seemed to be stuck up against all of Europe. Their defeat in the war spurred the creation of the Treaty of Versailles, a treaty directed at the losers of the war, that was greatly influenced by their enemy, France. Frances aims during the discussion of the treaty during the post war peace conferences were evidently the intent of crippling Germany until they would never be able to rise up as a threatening power in Europe. This statement seems one sided at first, but through further analysis, I found Frances thoughts and situation at the time to be justifiable to so me extent, and that their cruelty towards Germany understandable. I have therefore decided to investigate just how much of Frances aims towards Germany can be justified by their fear of Germany invasion, and a sense of national security. This paper will analyze acts of aggression between France and Germany prior to the peace conferences after the war, and uncover the extent of the hate between the two countries. Because the peace conferences consisted of multiple European personalities, including Woodrow Wilson of the United States of America, a number of their mindsets at the time will be analyzed. This analysis will allow for a further look into Germanys mental position in the minds of European leaders at the time. The specific points of the treaty will also be assessed in whether or not they follow through with Frances situation at the time, and their necessities. Through all of this analysis, it was found that Frances aims towards Germany were justifiable, in that Frances proximity of German territory evoked fear and a want for heightened security against Germany. Germany had invaded France many times, and each time had been complete domination, so their fear of German strength was understandable at the time. However, at the same time, there were some French aims that seemed to be abuses of their power over Germany after World War I, such as their confiscation of many natural resources including the German Saar Mines, and the massive reparations Germany was forced to pay. Introduction It was evident, ever since the Franco-Prussian War of 1870-71, that France and Germany had tensions that had the potential to catalyze a future war between not only them, but the entire world. The initial rule of Napoleon ruined future relations with Germany, with his conquest of all of the German states into his French Empire, and the forceful conversion of the German states into those of France. Along with the Franco-Prussian War, and the German annexation of Frances Alsace-Lorraine, a French state that consisted of all French peoples  [1]  , the hate that France had for Germany was unimaginable, and the brutal war debt that Germany forced France to pay certainly didnt mitigate the tensions. Prior to World War I, Germany was undoubtedly the only country that had military strength rivalling that of Great Britains, and this gave reason for the French to fear German invasion, because they did not stand a chance against the overwhelming military strength of Germany. World War I how ever, was a turning point in the balance of powers in Europe, and as a result of Germanys defeat to the Allied countries of France, Britain, and Russia  [2]  , Germany was ultimately placed into Frances position pre-World War I. It was during this time that France felt a sense of control and power over Germany, and it seemed that they wished to utilize this newfound power to implement the long awaited revenge they had for Germany since the 1800s, to be done during the post-World War I peace conferences, and namely the Treaty of Versailles. The conference for the discussion of this treaty was organized by Woodrow Wilson, the democratic President of the United States, who hoped that the shape of Germany and the successor states in central and eastern Europe would be clearer, to ensure a sustainable peace in Europe.  [3]  The members of the Allied winners  [4]  , feeling more antagonistic, felt that Germanys terms of defeat, fate of its colonies, indemnities, military limit s, and reparations, should be implemented upon them without actual conference nor discussion with Germany themselves, because they were clearly the loser of the war.  [5]  This aim was most apparent in Clemenceau, the Prime minister of France at the time, who saw Germany as a permanent enemy, and knew that France was not the lone victor of the war  [6]  . He, along with all of France, had experienced multiple German invasions and feared that Germany could start another war, and France would be its first target, due to the proximity of both countries. These fears were spread to its allies, and as a result, Germany had restricted military numbers in soldiers and vehicles, large amounts of land confiscated, and unlimited reparations  [7]  to pay. Germany was crippled to the point where not only could they not start another war, but also being on the verge of collapse. It is arguable that France was justified in their aims of the treaty for their own and national security, b ut was this massive amount of restrictions just an abuse of power for revenge? This paper will argue that Frances aims were bent on revenge for Germanys superiority in Europe prior to World War I, but will also give a discussion for other factors such as national security, and a fear for Germany, that may have influenced their offensive position towards Germany during the post-World War I peace conferences. Franco-German Relations Pre-World War I Even when Germany didnt formally exist, but existed as the country of Prussia, France never had good relations with the Germans, which is especially evident during the rule of Napoleon during the 19th century. During this time, he invaded Germany multiple times, and after the Battle of Jena-Auerstedt in October 14, 1806  [8]  , Napoleon converted the divided thirty-nine German-speaking states into his Confederation of the Rhine, and destroyed the former Holy Roman Empire that ruled over Germany. A treaty that Napoleon implemented onto Prussia as a result of their victory in this battle was the treaties of Tilsit  [9]  , which resulted in large reparations owed to France by Prussia, and stripped them of almost half of their owned territory. Anger in the German states because of this defeat evoked German nationalism in later generations in these states, views in opposition of France domination, and Napoleons rule  [10]  . During this time, one of the most hated views of Fra nce was that under Napoleons rule, the monarchs of the German states were referred to as his vassals, and all the German states were just part of the French empire  [11]  . Being conquered by France, Germanys initial view on France was a hostile one, and posed a rocky road for future relations between the two countries. At this point, France had been the dominant power in Europe, towering over all of the European countries, especially Germany. The control that France had during this time may have angered the envious Germany, giving them a mind set on reorganizing the balance of power in Europe, with France at the bottom. However, with Napoleons unstoppable empire at Frances borders, the Germans would seek their revenge later after Napoleons fall of power, in the Franco-Prussian War. The Franco-Prussian war in the 1870s between France, ruled by Napoleon the 3rd (Napoleons son), and the Kingdom of Prussia, ruled by Otto von Bismarck, ended in the defeat of Frances second empire, and a laid foundation for Germany as a significant power in Europe. This meant more than a great victory over France for Prussia, but also the unification of its states with itself being the capital, into one unified Germany in 1871  [12]  . Frances defeat in this war also meant the German annexation of Alsace-Lorraine, a French city that was purely Francophone, but forcibly taken under German control. The German annexation of this particular state was guaranteed to make France a permanent enemy, and at the time even Bismarck knew this and opposed the annexation, but was overruled by his general (General Moltke) insisting it was necessary as a defensive barrier.  [13]  The indemnity that was imposed on France after this war, was identical to the amount that Napoleon charged on Prus sia during his rule, which portrays the mindset of revenge that Germany had for France, because they wanted France to experience the same suffering that was imposed on them by France. With their faltered relations leading up to World War 1, it seemed as though the anger towards the other country would not end here, as there were acts of blatant aggression from Germany towards France that later became the actual beginnings of the war. For instance, the Schlieffen Plan of the early 20th century must be addressed, a historical event that was the catalyst for the First World War. This plan called for German troops to invade France through the neutral country of Belgium, and assume domination of French troops, then immediately turn around and defeat Russian troops on their East side, in order to consecutively engage troops from two countries  [14]  . The organization and follow through of this plan portrays the overzealousness of Germany, and their overestimation of their control over Europe, possibly because of their domination by Napoleons enormous army back in the 1800s. Even though the entire plan was flawed, due to the need for the German army to fight two con secutive battles against two different countries with no rest, there was one particular flaw that questions the thoughts Germany had at the time. The plan was originally created by Count Alfred von Schlieffen, and modified by General Molkte, as mentioned previously. The flaw was that in order to cross over to France undetected, the German army was required to march through the neutral country of Belgium, whom was in an alliance (London Treaty of 1839) with Great Britain at the time. Their invasion of Belgium caused Britain to immediately declare war on Germany, which was the start of the war. According to German records, Germany was completely aware of this alliance, but didnt believe Britain would honor their treaty with Belgium and retaliate, a major mistake on their part  [15]  . They were surprised to hear that, The Britons will go to war for a mere scrap of paper.  [16]  Although this particular flaw in German logic can be blamed on ignorance, this ignorance was arguabl y as a result of their desire to invade France, without any setbacks, which furthers the view of German-Franco hatred prior to the War. Aggression between France and Germany during World War 1 The anger towards one another between Germany and France was one of the main contributors to the war, but these feelings didnt end with the declaration of war in Europe. Throughout the course of the World War (1914-1918), it was evident through the acts of aggression from both countries, that Germany and Frances hate for one another was everlasting. One of the first major battles of World War I, on the Western Front, was the Battle of Verdun in 1916, where Germany forced France into a battle of attrition on a French city called Verdun  [17]  . A German general by the name of General Falkenhayn, saw this ancient stronghold as a vulnerable target. His strategy was to continually bombard Verdun with heavy artillery shells, and this would divert Frances attention here, thus drawing them away from the Western Front, to Verdun. This plan, he believed, would bleed France dry of troops, and win the war  [18]  . The outcome was as he had planned, with French soldiers forming a defensive position, but unaware that they were vulnerable to German attacks from all sides simultaneously. The two sides were composed of two million German attackers against two hundred thousand French defenders, however France kept sending in reinforcements, which just ended in more casualties on the French side. France suffered considerably more casualti es and deaths than Germany did.  [19]  Although this strategy of attacking Verdun and forcing a battle of attrition was a cruel act, it is arguable that because the alliances of the war were favored towards France anyways (Triple Entente), Germany had no other choice but to use such tactics to gain an edge over the war. Another arguable point revolves around the already evident German relations with France. This particular act could very possibly be another unveiling of Germanys overwhelming power onto France, and by angering France by attacking one of their most precious ancient strongholds, Germany gave France a reason to be more grim and merciless in future encounters, namely the peace conferences when the war ends, and defeat was handed to Germany by the Triple Entente Alliance. Prelude to the Treaty of Versailles When World War 1 was over, and Germany was declared the loser, and the Allies the victors, preparations were set to create a sustainable peace in Europe, and to make sure a war of the same magnitude was prevented at all costs. This fight for peace was led by Woodrow Wilson, the democratic president of the United States since 1912  [20]  . Along with him, there were several other European leaders who joined the Paris Peace Conference in 1919. These personalities were Lloyd George of Britain, Clemenceau of France, Orlando of Italy, and of Wilson himself. Each leader had a separate view of how the peace treaty should have proceeded, and the kind of peace they wanted. Woodrow Wilson Wilsons perspective on European peace was expressed through his famous Fourteen Points. His points specifically demanded the end of all secret treaties (to prevent incidents like the Schlieffen Plan), freedom of the seas, removal of barriers and discrepancies in international trade, the reduction of weapons by all powers, even land distribution, evacuation of occupied territory, a redrawing of European boundaries along borders, and an international organization with a task of solely preventing war (To be called the League of Nations)  [21]  . In Wilsons point of view, he wanted to create a new type of treaty, because he believed that it was the old treaties that focused on policies of power, secret deals that excluded mention to the victimized countries, and the creation of secret alliances made between countries  [22]  . These were significant factors that led to the first world war, and Wilson wished to reform these kinds of treaties to avoid another war. However, Wilsons F ourteen Points had much difficulty in being accepted by the Allies, because each country had a different idea of peace, and how it was to be attained. Specifically, each of the Allies had a grudge for Germany, either because of its military presence during the war, or from past relations. At the end of the war, Germany accepted an armistice in preparation for upcoming peace treaties because their initial belief was that the Treaty of Versailles was to be created on the basis of Wilsons proposed Fourteen Points, with only minor modifications  [23]  . As well, because Germany was coming under a new rule of socialistic and democratic perspectives after having overthrown their current Kaiser, they had a belief that this new democratic Germany would be treated considerably by the victorious Allies, because they would re-emerge into Europe as a new Germany  [24]  . The Allies had a considerably different perspective towards Germany, after its previous accomplishments and increase in power, and being unaware, Germany accepted the Armistice of 11 November 1918  [25]  . Demands of the Allies with the Treaty of Versailles Lloyd George of Britain Germany was arguably the most hated country during World War I, because it was the enemy of the Triple Entente, but primarily because of its enormous increasing military powers. Germanys naval power was imminent when it became Great Britains top rival in the National Arms Race  [26]  , where countries raced to construct a greater amount of weapons to show military superiority. Britain was originally the richest country with a veto over naval warfare, with all countries not daring to fight with Britain in sea battles. However, with Germanys dramatic increase in power prior to World War 1, Britain lost their control over the seas, because although the numbers of ships they had were greater, Germanys naval power was great enough to rival that of Britains  [27]  . After the war, to consolidate their power over the seas once more, Britain wished to remove Germany from naval warfare, and the treaties they had control over gave them the authority to do so. Observing the demands Geor ge had against Germany and the reasons for their weak relations, seems only because Britain was envious of increasing German strength, and wanted to uphold their previous title of the most feared naval force in Europe. Georges Clemenceau of France France had placed Germany on the top of their list of hated and feared countries, with reasons as mentioned earlier, such as the earlier German annexation of Alsace-Lorraine, which they demanded be returned at the Paris Peace Conference, and the complete domination of France by Germany during the Franco-Prussian war  [28]  . But the most evident reason was their argument that most of the war had been fought on their soil, and they demanded that Germany pay for all the damages done. At the time, there was no numerical total, but it was certain that the amount in damages that Germany had to pay was well over nine trillion francs, a sum that even Clemenceau himself said, would lead to nothing practical,  [29]  meaning that this sum of money France was demanding wasnt solely because of the damages, but with a motive to cripple Germanys economy as well. Clemenceau also insisted on their demand for security against Germany, claiming that if Germany retained ownership of their lands , enough support could start another war. However, his paranoia for security from Germany has evidence, because having seen two German invasions of France during his rule, and being dominated in both of these, Clemenceau knew full well that France was not the lone victor of the war, but rather the Allies as a whole. Because Germany almost directly borders France, it seemed understandable that Clemenceau would be so desperate for a greater sense of security from Germany. France proposed to cut down Germany to almost French size, that the west parts of the Rhine be set up as independent states under the Allies control. (The land that was taken away from Germany can be found in the appendix). If not for the rejection of the request by Wilson and Lloyd George, this confiscation of land would have been approved. Clemenceau battled the rejection, but failed and agreed to put down his request on the condition that Britain and the USA would immediately come to their aid if Germany were to l aunch an attack on France. As well, instead of the control of the Rhineland, Clemenceau proposed the demilitarization of it instead. This alternate suggestion seems justifiable, in that France craved national security, because the Rhineland was indeed a direct border between France and Germany, and if Germany stationed troops in this area, France could be in danger of an attack. However, Frances demand for the confiscation of Germanys Saar coal-mines seems to be a far stretch from security. A large portion of Germanys income came from the export of coal from these mines, and without them, the amount of reparations France set on Germany would be almost unattainable, along with the economic setbacks on Germany as a result of restrictions on its economy in the treaty. These mines, along with the return of Alsace-Lorraine to France, a small strip of Schleswig to neutral Denmark, and two tiny districts Eupen and Malmedy, to Belgium were the only territorial losses that Germany suffered f rom their loss of the war, which is relatively small and modest, considering the magnitude of their loss. Clemenceaus desire to maximize the amount of power to be taken away from Germany, even if not all of their proposals were accepted by the Allies, seemed to be solely to fulfill a sense of security from a country that was directly bordering the Rhineland and had the likelihood of invading France at any time if the opportunity was available. End Result of the Treaty of Versailles The demands in reparations that the Allies placed on Germany were massive, and as mentioned, was well over any kind of sum Germany could afford to pay. The only possible way for Germany to come up with such a sum would be from export profits. This course of action would however, compete and interfere with the Big Fours economies. This economic reasoning was ignored by the Allies, because of their mind being set on repaying their enormous debts to the USA at the time. They regarded the debt they forced onto Germany as simply another means of righting their wrongs and of putting off the danger of a German revival.  [30]  When the Treaty of Versailles was completed in May 1919 and ready to sign, the Germans initially refused, due to obvious reasons of unjust conditions. The Allies threatened Germany with hostile action in response to their refusal, and this threat caused chaos in Berlin due to conflicting perspectives. The Germans knew that there was no possible way to retaliate aga inst the victors of the war, with their damaged and insufficient army, but every German citizen (and the Allies) knew that the conditions were completely absurd and meant to collapse Germany into a state where it was impossible to revive itself, rather than simply the pursuit of peace, as initially proposed by Wilson in his Fourteen Points but later rejected by the sheer influential power of the maddened Allies. Wilson was willing to abdicate to the demands of the Allies, in return for the acceptance of his proposal of a League of Nations (Germany was excluded however). The League of Nations was formed at Geneva during the Paris Peace Conference, but the United States didnt join ironically even though Wilson suggested it, nor did Germany until 1926, or Russia until 1934. The Official Treaty of Versailles was completed in three months. During its process, the Germans did not have the right to make or suggest decisions, and the Russians were not present during the making of the treaty . According to Wilson, the formation of the League of Nations was supposedly made to adjudicate international relations and be a means to solve problems between international powers. It is arguable that the systems only purpose seemed to be for maintaining the status quo in powers, in favor of France and Britain, and the exclusion and isolation of Germany, which was completely contrary to Wilsons initial proposal. Conclusion: Germany, prior to World War I, was one of the most feared and hated powers by France along with its Allied countries. During the era of Napoleons rule of Germany in the 19th century, Germany had been near the bottom in the balance of powers in Europe. With Napoleons domination of Europe at the time, Germany was inevitably one of the targets for his invasions to conquer all of Europe. Under his rule, Germany felt like a useless French state, and vowed to seek revenge on France. When Napoleon was defeated, Germany took this fantastic news as a turning point in their position of power, by dramatically increasing their military strength to the point where they rivaled Britain in the Arms Race. Germany put their newly built army on display during the Franco-Prussian War of 1870, ensuring the defeat of France, and the result of their victory was the annexation of the French state of Alsace-Lorraine, a large factor of Frances hate for Germany in their later encounters. However at the same t ime, Germanys presentation of their massive buildup of military strength evoked fear in France at the same time, because an invasion from Germany could happen at any time, considering the proximity between the two countries. The defeat of Germany by the Triple Entente Alliance in World War I, gave France a chance to revert their fear of Germany, because with their influential power in the Paris Peace Conference of 1919 and the creation of the Treaty of Versailles, France being one of the victors, could impose almost any amount of reparations and restrictions on Germany as they felt necessary. Clemenceaus fear of Germany was still evident during this time, because he wished to cripple Germany to the point of no revival. Frances hate for Germany, as well as their fear of them, were significant factors to Frances aims for crippling Germany in the Treaty of Versailles. The question is which one was the main contributor? With further research, it is possible to find the answer to this question. With the current evidence, it seems reasonable that France had the same mindset as Germany had after their buildup of power. 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