Human Rights and Education

Human Rights and Education 1. INTRODUCTION: The right to education is a fundamental human right. Every individual, irrespective of race, nationality, gender, ethnic , religion or political preference, age or disability, is entitled to a free elementary education. Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.  [1]. Education is a preparation for life it need everyone. Thus, education with human rights is closely related to the right to education. International and regional human rights mentioned in various documents such as resolutions, declaration and conventions emphasize that the knowledge of human rights and should be a priority in education policies. The right to education is one of the most fundamental right but also human rights. Education shall be directed to the full debelopment of the human personality and to the strengtheninng of respect for human rights and fundamental freedoms. It shall promoting understanding, tollerance and friendship among all nations, religious or racial groups, and shall further the activities of the united nations for the mainmaintenance of peace. [ Art 26(2), UDHR: Art 13(1), ICESCR; Art 7, CERD; Art 29(1), CRC; Art 25, ACHPR; Art 13(2), ESCR; protocole to ACHR]  [2]   The right to education is recognized as a human right and is understood to establish an entitlement to free, compulsory primary education for all children, and its obligation to develop secondary education accessible to all children, as well as equitable access to higer education, and a responsibility to provide basic education for individuals who have not completed primary education. In addition to these access to education provisions the right to education encompasses also the obligation to eliminate discrimination at every levels of the educational system, to set minimum standards and to improve quality of education. 2. FULFILLMENT THE RIGHT TO EDUCATION The right to education has a special value as its enables people to increase their chances and knowledge to having their others right fullfilled. Every persons shall be able to benefit from educational opportunities desired to meet their basic learning needs. 2.1 AVAILABILITY Education should be free to all, minimum the primary education and fundamental level. Every government should build enough schools to guarantee that everybody should be educated. They should be provide all the books and materials for free. The primary education should be compulsory and higher education should be available. 2.2 ACCESSIBILITY Every educational institute should be accessible for everybody. Nobody can be discriminated on basis of race, sex, color, religion, immigration status, economic status, language and also ethnic. The school should be safe to attend and should be reasonable distance from the community. Education should be affordable to all, with textbooks, supplies and uniforms provided to students at no extra costs. Higher education shall be made equally accessible for all, on the basis of capacity, by every appropriate means, in particular by the progressive introduction of free education. 2.3 ACCEPTABILITY The learning method of schools should be acceptable to the parent for their children and they should fulfill national norms that are set by the government also should be provide the quality educations. 2.4 ADAPTABILITY Adaptability means education has to be flexible and easy. It promotes equitable outcomes for all learners and it can respond to the diverse needs of students. The educations shoul be adaptable and the educational process should be easy to all, and this educational program should be adjustable to all the people. Implementation International law does not protect the right to pre-primary education and international documents generally omit references to education at this level.[19] The Universal Declaration of Human Rights states that everybody has the right to education, hence the right accures to all individuals, although children are understood as the main beneficiaries.[20] The rights to education are separated into three levels: Primary (Elemental or Fundamental) Education. This shall be compulsory and free for any child regardless of their nationality, gender, place of birth, or any other discrimination. Upon ratifying the International Covenant on Economic, Social and Cultural Rights States must provide free primary education within two years. Secondary (or Elementary, Technical and Professional in the UDHR) Education must be generally available and accessible. Higher Education (at the University Level) should be provided according to capacity. That is, anyone who meets the necessary education standards should be able to go to university. Both secondary and higher education shall be made accessible by every appropriate means, and in particular by the progressive introduction of free education.[21] The only country that has declared reservations about introducing free secondary or higher education is Japan.[22] 3. HUMAN RIGHTS AND EDUCATION Every child, youth, man and women has the human right to educations, training and information and also fundamental rights dependent upon realization of human rights prospective to human rights educations. The States Parties recognize the right of everyone to education. Education shall enable all persons to participate effectively in a free society, promote understanding, tolerance and friendship among racial, ethnic or religious groups. Primary education shall be compulsory and available free to all Secondary education including technical and vocational secondary education, shall be made generally available and accessible to all. Higher education shall be made equally accessible to all.  [3]   Every government have to force to childrens parent to send their child to school, at least primary education. Education should be free for all and every government are bound to provide this. The state are encourage to our society for human rights educations. 4. DEVELOPMENT OF THE RIGHT TO EDUCATION Today education is the most important human rights, we need to develop this right and also we have to thik about the education trainer or teacher for quality educations. We have to proper implimentation on human right convention, for serve the right to education. Today educations is the one of the most important function of the state. States Parties agree that the education of the child shall be directed to: (a) The development of the childs personality, talents and mental and physical abilities to their fullest potential; (b) The development of respect for human rights and fundamental freedoms, and for the principles enshrined in the Charter of the United Nations; (c) The development of respect for the childs parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilizations different from his or her own; (d) The preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin; (e) The development of respect for the natural environment.  [4]   5. CONCLUSION Education is the deepest foundation of the modern human right, and education for all and as a human rights education. Today the main vision is education for all an equal right for all to an education directed at personal desire and self development for our society and country also we need to make sure life long education for all, and for the every different society. Every state are bound to provide minimum primary education. This primary education had a relatively clear interpretation in most state from the time has been the universal declaration of human rights was proclaimed. The international declarations, resoulations and conventions are emphasize that the knowledge of human rights should be a priority in educationa policies.

Drama coursework: response portfolio Scaramouche Jones :: essays research papers

Drama coursework: response portfolio Scaramouche Jones This year in year 10 G.C.S.E. drama we have been studying Justin Butchers play â€Å"Scaramouche Jones†. We read, discussed, developed and preformed certain parts of the play and using some of the explorative strategies of drama we gained a deeper understanding and appreciation of the play text that was explored. Before we began to read the play text we were put into groups of 2 and we were made to perform a one minute piece of a clown show. This sketch was based completely on our own interpretations of a clown act. This helped us to get into the character of a clown for what might have been our first time. For this piece I was put into a group with Stephanie Gorsach. We preformed a classic slap stick comedy clown act e.g. throwing imaginary pies and hitting each other. After we did this piece we began to read the play text for the first time. My first impression of the play was that it was very odd and was going to be incredibly boring. I was wrong! The first section of the play we explored was he opening scene. In the first section of the play we first meet Scaramouche Jones. We find out that he is a clown as he comes in from one of his many performances. Our first piece of performance was a 2 man show. It was the first scene of the play. For this piece I was put into a pair with Tashan Baptist. This piece was surprisingly hard for a first major piece as we had what I thought was a short time of 2 weeks to perform the piece. This was made even harder by the expectations of our teachers and the amount of pressure. This was our first introduction to the character of Scaramouche Jones. This piece helped me to experience the character for myself and after doing the slap stick clown act with Stephanie I could just about imagine how tired he would be at 100 years old. The next piece of development that we did was the thought tracking process. For this piece we were put into small groups and asked to act out what we thought Scaramouche would be feeling at that moment in time. Unfortunately I missed this lesson but I asked one of my class mates to help me by going over this with me.

Response To Intervention Essay -- Educational Issues, NCLB, teaching

RTI, is an acronym that has become commonly used in education after No Child Left Behind was implemented, but what does that acronym mean? Brown-Chidsey and Steege quoted Dave Tilly, a school psychologist, as saying that RTI actually means â€Å"really terrific instruction!† RTI is defined differently in different states. Some would argue it is Response to Intervention, while others say that it means Response to Instruction. Brown-Chidsey and Steege state that whether you say intervention or instruction, it does not matter; the importance is that teachers use scientific based teaching that responds to students’ learning. There are several benefits of RTI. First, according to the Nebraska RTI website, research states that struggling readers have a higher risk of academic failure and school dropout. With RTI, readers who are at risk of reading difficulties can be identified early and when provided intervention can catch up with grade level classmates. Second, teachers no longer have to wait for students to fail before interventions can begin. RTI provides a consistent model and procedures to make data driven team based educational decisions for all students. Starting the general education classroom, the first indication that a student is not performing at grade level in an academic area, a research based intervention is provided. With data from progress monitoring, and based on IDEA 2004, data from RTI may be used as part of the comprehensive evaluation for special education eligibility. Third, RTI can be set up by district. The district can determine appropriate assessments, curriculum and interventions that meet their needs, as long as they follow the model. According to the RTI Nebraska website, even though some... ...e of students. Works Cited Brown-Chidsey, R., & Steege, M. W. (2010). Response to Intervention: Principles and Strategies for Effective Practice (2nd edition ed.). New York: The Guilford Press. National Center on Response to Intervention. (n.d.). National Center on Response to Intervention Retrieved November 11, 2011 from http://www.rti4success.org Nebraska RtI Implementation & Support Team. (n.d.). Nebraska RtI Implementation & Support Team. Retrieved November 11, 2011, from http://rtinebraska.unl.edu Response to Intervention - Educational Service Unit 10. (n.d.). Welcome - Educational Service Unit 10. Retrieved November 11, 2011, from http://www.esu10.org/programs-services/teaching-learning/rti Response to Intervention. (n.d.). Nebraska Department of Education | NDE. Retrieved November 11, 2011, from http://www.education.ne.gov/RTI/index.html

Dreams of Gilgamesh

Dreams of Gilgamesh When looking into the meanings of dreams, a variation of things can be found. Most people believe that dreams are a reflection of people’s inner thoughts and feelings. Most of these feelings are too private to be expressed in the real world and that is why they are expressed in a fantasy type way through dreams. In Gilgamesh, dreams are used as a form of communication between the Gods and humans. Major events are seen through these dreams and fantasies are foretold. In the ancient Mesopotamian culture, dreams play a major role.Dreams foretold the coming of Enkidu, the death of Enkidu, the protection of Shamhat during the battle with Humbaba, and much more. The fact that dreams play such an important role in this story, would lead you to believe that dreams have a significant place in society. The first mention of dreams in Gilgamesh come with Enkidu and the harlot in the wilderness. The purpose of this scene is to show that dreams tell the future. It is imp ortant for Gilgamesh to know that Enkidu is coming because he needs to know that Enkidu is there to bring him no harm.Enkidu was created to be on Gilgamesh’s side, not to challenge him. In the next scene Gilgamesh has a dream but he did not understand the dream so he asks his mother its meaning. â€Å"Mother, I had a dream last night: There were stars of heaven around me, Like the force of heaven, something kept falling upon me! I tried to carry it but it was too strong for me, I tried to move it but I could not budge it. The whole of Uruk was standing by it, The people formed a crowd around it, A throng was jostling towards it, Young men were mobbed around it, Infantile, they were groveling before it!I fell in love with it, like a woman I caressed it, I carried it off and laid it down before you, Then you were making it my partner. †(page 19, tablet I, lines 246-258). This dream is very significant because it foretells the first confrontation of Gilgamesh and Enkidu. The introduction of Enkidu in Gilgamesh’s life is symbolic of someone finding a companion. In another scene, we are given a view into Humbaba. â€Å"Humbaba’s cry is the roar of a deluge, His maw is fire, his breath is death, He can hear rustling in the forest for sixty double leagues. Who can go into his forest?Adad is first and Humbaba is second. Who, even among the gods, could attack him? In order to safeguard the forest of cedars, Enlil has appointed him to terrify the people, Enlil has destined him seven fearsome glories, Besides, whosoever enters his forest is struck down by disease. † (page 25, tablet II, lines 171-180). This is very significant in that it lets us know the nature of who Humbaba is. It’s clear that Humbaba is quite evil according to this passage. Gilgamesh’s dreams make him supremely confident during his attempts to overcome Humbaba.Gilgamesh believes he can prevail against Humbaba. Due to his focus and heroism, Gilgamesh is capable of slaying a horrifying, evil monster like Humbaba. Dreams are a constant motivation for Gilgamesh, and although at times he feels physically incapable of continuing on his quest for everlasting life, his focus on achieving his goal, drives him past any conceivable ability. The dreams all play the same role in this story. They foreshadow what is to come, motivation for Gilgamesh, and they assist in the strengthening of the relationship between Gilgamesh and Enkidu.Most importantly, Gilgamesh makes his journey not for fortune or fame, but purely for spiritual knowledge. Often the purpose of his journey is not really what he thinks it is, and the knowledge he’s looking for is not the knowledge he ultimately gains. By killing Humbaba, Gilgamesh discovers that the fame he finds only opens him up to new responsibilities, challenges and psychic wounds. He learns why the goal of the journey of life isn't what he thought it was. He has to go on a second and much more difficul t journey, one with a more spiritual goal.But even though this journey is more spiritual in character, it's still not spiritual enough. His goals are still selfish. Gilgamesh isn't ready to be a king until he wants something not just for himself or for Enkidu but for the whole of Uruk. He also isn't ready to be king until he accepts human limits, embraces his humanity, and decides to seek a goal that makes sense for human beings. The importance of knowing what is going to happen before it actually happens is to build dramatic tension.Even though you may know what’s going to happen next, it doesn’t ruin the story. You may know who Gilgamesh will encounter next, but there will still be questions as to when and why. Also, by knowing a preview of what happens in advance, it helps prevent confusion and makes it more likely you will believe fantastic events in the story if you prepare for such events. It also helps prepare you for outlandish occurrences in the story. Works C ited Stephen, Owen. The Norton Anthology of World Literature. Shorter 2nd. New York: W. W Norton & Company,INC, 2009. 9-33. Print.

Anti-Discriminatory Practices Essay

There is a variety of national initiatives which promote anti-discriminatory practices: Some of these practices are provisions relating to, European Convention on Human Rights and Fundamental Freedoms 1950, Sex Discrimination Act 1975, Mental Health Act 1983, Mental Health (Northern Ireland) Order 1986, The Convention on the Rights of the Child 1989, The Children Act 1989, Race Relations (Amendment) Act 2000, Disability Discrimination Act 2005, it is important in every work place and setting to follow these acts in order to prevent discrimination arising for both service users and providers. By following all these service users and providers will feel safe and valued in health and social care settings. This promotes discrimination by living by the rule treat others as you want to be treated-if you treat others with respect and do not discriminate they will more than likely treat you the same, this will then subsequently set standards and expectation for people to follow. For example- nurses wear the same uniform as that’s the expectation for them. Two of these acts I will go into more detail with and explain exactly why these acts in the health and social care work place promote anti-discriminatory practices. When working in health and social care setting it’s also important to be aware of the types of discrimination that can occur so you can both act on it if you was ever to come across another person behaving in such a way and prevent yourself from behaving this way also. Therefore, promoting anti-discriminatory practices by being aware of this and making others aware to, these types are of discrimination are Direct discrimination: discrimination because of a protected characteristic. Associative discrimination: direct discrimination against someone because they are associated with another person with a protected characteristic. (This includes carers of disabled people and elderly relatives, who can claim they were treated unfairly because of duties that had to carry out at home relating to their care work. It also covers discrimination against someone because, for example, their partner is from another country.) Indirect discrimination: when you have a rule or policy that applies to everyone but disadvantages a person with a protected characteristic. Harassment: behavior deemed offensive by the recipient. Employees can claim they find something offensive even when it’s not directed at them. Harassment by a third party: employers are potentially liable for the harassment of staff or customers by  people they don’t directly employ, such as a contractor. Victimization: discrimination against someone because they made or supported a complaint under Equality Act legislation. Discrimination by perception: direct discrimination against someone because others think they have a protected characteristic (even if they don’t). You can no longer ask a prospective employee about their health before offering them work, unless you can prove you’re doing so to check whether the employee can carry out an essential task (such as heavy lifting for a removals company) or to monitor diversity. You can screen health once you’ve made a job offer – but then of course you’re opening a world of trouble if you rescind your job offer on the grounds of a disability, as you are then liable to be taken to tribunal too. Race relations act 1976-2001: This covers race discrimination in employment, training, education, housing, facilities and services and even advertising. In 2001 this act was amended to include discrimination by all public bodies’ e.g. council- Blackburn with Darwen social services. Direct discrimination occurs when a person is treated less favourably on racial grounds than he or she would treat another person, Could be defined as people with different skin colour, race, nationality or ethnic origin. This could potentially happen in the work place if an Afro-Caribbean was to only employ Afro-Caribbean or African works as this would be treating other ethnicity less favourable by giving them less favourable work or less paid work due to their race. This act is in place to prevent these things happening to people due to race as this could hinder their confidence with others in fear of being discriminated against or being given lack of opportunity, this legislation works by simply be prevented by having this ac t in place which gives prosecutions and punishments for not following it these prosecutions could occur if people did not know the correct terms to use to others and how to address people in the best possible way also you could help improve this by educating people on how they should and shouldn’t behave in the work place this this will help them be more educated and accepting of others, helping them to follow the race relations act. What is the mental capacity act 2005; The Mental Capacity Act is designed to protect people who can’t make  decisions for themselves or lack the mental capacity to do so. This could be due to a mental health condition, a severe learning difficulty, a brain injury, or stroke. This act has many purposes as it helps to assist service users in the best possible way, some of these purposes consist of; Allowing adults to make as many decisions as they can for themselves. This gives the service user some independence and helps to make them feel less controlled by service provider helping them to build self confidence in the long run as they are not being restrained to others making decisions for them. This helps to prevent discrimination by not treating a person differently because of their disability treating them as you would any adults. Enables adults to make advance decisions about whether they would like future medical treatment. This helps the service user understand the treatment they are going through and the d rugs/medication they will be taking without this they could feel unsafe as they don’t understand the medication they are being made to take, this helps prevents discrimination as it helps go with the service users rights of choice and right to protect their own body in case they didn’t want to go ahead with the treatment. An example of this act in use in health and social care setting is for example in a nursing home founded by the NHS a patient may have dementia and should still be able to make their own decisions such as what they would prefer for tea or if they would like to purchase something such as a TV, this will be giving the patient the right to their own choices and not restricting them too much. Also in this case they would need and advocate allocated to make important their decisions and care for them (e.g. daughter/husband). When all these things have been took into consideration it’s then made clear how important this act really is for the welfare of people with disabilities. It helps toward making them feel secure and not just another number as they can make their own personal decision on how they want things to go in the best way for them. Therefore promoting equality and reducing discrimination. Disability discrimination act; 2005-2006 The disability discrimination act is designed to end discrimination that may face many people with disabilities of various forms such as immobility, mental disabilities or physical disabilities. This act helps people who have these troubles and want to get on with their life as best as possible  whether it is in the work place or services provided to them by the health care system. Throughout this act it entails people with disabilities having rights in the areas such as, Running of public transport services, such as buses and trains- the government makes these more accessible and easier to get from a to b with disabilities, making things such as local councils, schools and hospitals more accessible for them so they can make sure no matter what their disability people can rather access for the service or work for it. When the act was emended in 2006 it was made sure Public bodies, like hospitals or local councils, now have to do a lot more to make sure that they don’t break the laws that protect disabled people, and give disabled people fair chances. This act can be enforced in health and social care setting such as dentists its essential that a patient with a disability is able to access your practice to enforce this you should ensure corridors are wide enough, if there are stairs there is a lift in which a wheelchair would fit, there is a suitable exit for anyone in a wheel chair in case of. This would be respecting all their rights and promoting anti-discrimination by setting an example to other practices and making the service user feel safe and valued. To conclude this section on who, how, where, and when acts are used in every day health and social care settings, I feel that it’s shown to everybody just the importance of the acts and the impact it has on both service users and providers to make them feel safe and valued, causing them to have more confidence in the system. These acts promote anti discriminatory practices and raises awarenes s on how people should and should not be treated no matter what their individual traits may be. The government has enforced these legislations in England to make sure every individual is receiving the correct and equal treatment from practices so the best care is given to them. By promoting this through practices such as hospitals it will help to promote anti-discriminatory practice nationwide and set standards and examples of how professionals and non-professionals should behave towards one another. M2- Assess the influence of a recent national policy initiative promoting anti-discriminatory practice. The main influence I think in the health and social care system is the equality act 2010, this act helps preventing discrimination in Great Britain and promoted anti-discriminatory practices especially in areas to do with health and social care, this policy is a great guideline for practices to follow in  order to meet service providers and service user’s needs. What is the equality act and why do we need it? Equality is used to protect service users and providers from discrimination and unfair treatment it’s also used to help promote anti-discriminatory practices and makes others in Britain aware of why discrimination is wrong and why everyone deserves to be treat as an equal. This act is good for many reasons; People enjoy life more if they are treated fairly. The country is richer because each and every person can do what they are best at. It is easier for people to live side by side and get on with each other if everyone is treated fairly. Without the equality act we would still be experiencing things such as, many women being paid less than men for the same kind of work. Clever children from poorer families wouldn’t do as well at school and in later life would struggle at finding a job due to the government not helping them as much, and they may receive poor health care which would also limit their chances in life. disabled people would be a lot less likely to have job as the without the equality act in place services were less expectant of disability’s and providing for them as it costed the system more money. People of different races would find it harder to get a job as racism was still shown and no prominently accepted by everyone by promoting racism through the act now though people know it’s not accepted and will try there best the help ethic minorities get jobs and be accepted in social care settings. many lesbian and gay people would worried about asking the police for help in case they are treated unfairly as t hey felt as though they was not accepted in society and by services providers and users before this act came about. This initiative is influencing my local area by making establishments such as hospitals more aware of equality issues which is helping to make it better for staff and service user a few examples of this in recent newspaper articles are; Bury Council is one of Britain’s top gay-friendly employers The local authority was the top performing council in the North West and gained particular recognition in the latest Stonewall workplace equality report for its Dignity at Work policy. Stonewall stated that the council has â€Å"a robust commitment to fostering a workplace culture where all employees are treated with dignity and respect†. The council is now listed as number 54 in  Stonewall’s Top 100 Employers list which showcases the progress being made in many workplaces towards full equality for Britain’s 1.7 million lesbian, gay and bisexual em ployees. This shows to me that governments initiative policies are helping make health and social care providers provide an overall better service, by not discriminating against anyone for their individual traits. This is just one example of how the equality act helps people to be treat to the best possible standard everyday by services, as well as being a promotion of an anti-discriminatory practice showing how by promoting equality it influences people in society and society’s work places to make a change. http://www.lancashiretelegraph.co.uk/archive/2014/02/12/11006078.Bury_Council_is_one_of_Britain_s_top_gay_friendly_employers/ Another way to make sure the equality act is being followed and anti-discriminatory practices are being promoted throughout Britain is by in the work place higher members of staff enforcing the equity duty this is a law for public bodies telling them they must think about how they can make sure their work supports equality. For example, in their services, through their jobs, and through the money they spend. Public bodies already need to think about treating people of different races, disabled people, and men and women fairly and equally. But this becomes even more important when employing and treating patients, as everybody in this setting needs the best possible level of equal care to ensure they feel safe and valued. Equity duty for example would cover a woman/man who is on maternity leave, the government has a legislation which states that when a woman/man working in a health and social care setting is having a child they should still be paid for their time off so they can spend time with the baby and support their partner, this is an equity duty ensuring that whether you are a woman or man working for a service you get maternity or paternity leave paid and it will not hinder future job opportunities. The equality acts state work places should obey by these set of legislation; â€Å"Your rights during pregnancy: you have the right to health and safety protection for you and your baby. You have the right to reasonable paid time off for your antenatal care. You are protected against unfair treatment and unfair dismissal because of your pregnancy (The law says that it is sex discrimination to treat a woman less favourably on the grounds of her pregnancy or because she wants to take or has taken maternity

Case Study Analysis: Jive Software

During the years 2001 to 2004 of gradual development of Jive Systems, the company solidified its status as the fastest growing SBS Company in the industry, doubling the size of its workforce since 2008 and increasing full year revenue 85% from 2008 to 2009. Throughout this period of rapid growth and expansion, Jive relied on a variety of technologies to handle their sales forecasting process. Till they realized that their structure of business changing almost daily, Jive’s eccentric system struggled to keep up. The structure was done in a haphazard manor. They were doing quota management in Excel, bookings and sales in Sales force and pipeline analysis in Cloud9 Analytics, which resulted in lack of all the information into one central system. Jive’s multi-tool approach was the source of several serious issues: The executive team had poor visibility into the sales opportunity pipeline; all data updates involved a tedious and cumbersome transfer process from salesforce. om to Excel pivot tables; and, when changes of any kind needed to be made, instead of conducting research and having an all team/ department meeting for synchronisation they just made ridiculous plans and moved to creating new products. 1. Put yourself in Wilson's shoes when he is first hired. You have to formalize Jive's sales functions. What are the core building blocks of the sales function you need to put in place? The core building blocks of the sales function that one needs to put in place are as follows – The ability to understand and analyse business issues and develop solutions around the core building blocks of sales process which are tools, skills, competencies and attitudes. Based on the company’s revenue hire sales reps that are capable of using the latest techniques to engage individuals in their development and understanding coaches and mentors (VP’s) who help individuals to become aware and responsible for their opportunities. With ref to the Sales Learning curve article and adding to the above one should start out with very low assumptions about expected revenue per salesperson, and increase these expectations gradually, quarter by quarter. Anticipate that during the initiation phase, reps will not generate enough revenue to cover their total costs. Instead of hiring new sales reps the VP should track the productivity of existing reps approaching the point where they cover their total costs. Post that if necessary one should consider expanding the sales force. . Evaluate the strategy of using team vs. individual coverage/quota models. What are the pros and cons of each approach? Suggest an alternative coverage/quota mode In the Jive case study we see that when Dennis Deveny and Sarah Denman worked as a team, the sales strategy was going on the right track till the VP introduced more sales players. But however using a team is more effective as they can split up responsibilities and cover areas that they ar e capable also making it less time consuming. With respect to team coverage quota models – Depends on if they are the same job role or not – if it's two of the same role (i. e. two Field Reps vs. one Field Rep paired with an Inside Rep), then the following applies: Pros: Obvious alignment and cooperation in rep activity and reduction in rep conflict on deals resulting in no commission and credit fights. Cons: Diluted responsibility, much easier to overpay for sales influence per $ of revenue, much easier to overpay for lower levels of performance, if quota relief is ever given it can reward the wrong person, etc. However an individual sales quota might work in the initial stage (testing stage) when the company is just starting out as a small firm, with minimum expenses and quota. The pros would be awarded for one’s own credit/work, examine the reps progress and the cons would be few areas covered compared to a pair, work overload, stress/ depression and time consuming. Alternative coverage/quota mode – Have a marketer look after introductions, qualification and generation of opportunities, then bringing in the salesperson to discuss commercials and close the deal, you can create an effective pairing. But the company must make sure that these pairs look after different territories, which could be geographic, vertical etc. The most important thing is to ensure there is no crossover, one can split by verticals, and we need to make sure to draw the lines and that no one company can sit in two verticals. 3. What are the merits of a quarterly vs. annual quota systems? What is the ideal length of a quota period? What are the adverse effects if the period is too long or short? Which quota period length is most appropriate for Jive? Quarterly annual quota is effective as sales reps can measure their performances per quarter and rectify the problems in the next quarter thus avoiding a big blunder towards the end of the financial year. One can keep track, learn from the changing business environment and their targeted territories. Also if compensation is included in each quarter it can boost the competition of the sales rep. On the other hand long term quotas can be less stressful and the sales reps have enough time and space to learn their territories well. The ideal length of a quota period depends on each company and different factors such as Corporate revenue goals, Historic revenue performances, Current sales coverage model, Planned increases in sales headcount, Introduction of new products and services, Current market share, Stretch targets. Adverse effects if the period is too long – sales reps would start with their quota with great gusto in the beginning of the year and loose interest towards the end of the year. The company tends to solve the situation when the year ends because they learn about the problem too late and at that stage the issue can be unsolvable. As for too short a period it can lead to a lot of stress, incorrect methods of achieving sales quotas as the competition level is too high which results in Sales reps not contracting the right information and failure in understanding the customer needs. As the case study shows that quarterly quotas were a big disaster I would recommend Half yearly sales quotas because sales reps will have enough time to understand their target territories, half yearly sales quota will be less stressful and plus allow them to gather accurate data keep their strategies current with the business. Also the company must be willing to adjust the leverage down to anticipate some reduction in quota accuracy and manage compensation costs to reasonable levels and avoid revamping the sales for at every quarter. 4. How does the enterprise sales learning curve (ESLC) apply to this situation? The sales rep will have time to understand the consumer needs by allowing the beta to be tested by the consumers. By reduction of quotas, it will result in a less stressful situation giving the sales reps the opportunity to gather information on the pros and cons of the product and creating a correct report for the company. On doing this the engineers, product developers, marketers and sales can work on a half yearly plan according to the results of the report. 5. Jive Software has announced plans to bring on John McCracken as the new VP of Sales in Q109. What steps should McCracken take to mitigate the problems in sales? With ref to the Sales Learning Curve – Adjust the sales strategy he learns by using the sales learning process that unfolds in three phases—each requiring a different size sales force with different skills: Initiation: Once the products are beta-tested and have few potential customers. Should hire three to four salespeople to learn how customers will use the product and to support other parts of the company in refining the offering as well as marketing and selling strategies. Look for salespeople who: Communicate well with teams from other functions, Tolerate ambiguity, Have a deep interest in product technology, Can bring customers together with various functional teams in your firm, Can develop their own sales models and collateral material. Transition: Once acquired a critical mass of customers and sales are accelerating. Keep initial sales team focused on learning. Add sales reps who can operate effectively within an evolving sales model but who don’t necessarily have the analytical and communication skills the initial team required. Execution: Once developed the formula for success and put the sales force’s support requirements in place, bring in traditional salespeople—and arm them with a territory, sales plan, price book, and marketing materials to take orders. Sources: The Sales Learning Curve Article by Mark Leslie and Charles A Holloway.

Weapons of Mass Destruction Research Paper Example | Topics and Well Written Essays - 3750 words

Weapons of Mass Destruction - Research Paper Example encompasses activities, agencies, authorities and resources required to respond once it is recognized that Anthrax has been released as a result of terrorist activities. A. Immediate contact and consultation with the Centers for Disease Control and Prevention. Relevant samples of identified Bacillus anthracis will be isolated and prepared for evaluation to determine strain and potential lethality in coordination with CDC officials. E. Cleaning and disinfection of medical equipment will be considered and coordinated using the Principles of Standard Precautions guidelines. Immediate procurement of germicidal agents should be coordinated with relevant supply chain vendors and through consultation with local and state government actors. F. Pathology departments and laboratories providing clinical services must be informed of the relevant infectious dangers of post-mortem services, inclusive of procurement of eye protection instruments and masks. B. Coordination with the Food and Drug Administration to receive approvals to procure Anthrax vaccinations under the Emergency Use Authorization legislation for victims 18 and older. For children, approvals generated by the FDA under the Investigational New Drug protocol. A. Local law enforcement officers will maintain responsibility for coordinating isolation procedures, establishing barricades which prevent access into and outside of Anchorage during the disaster period. B. State authorities will declare a state of emergency, temporarily halting operations of the city public transit services, the Alaska railroad, and the Ted Stevens Anchorage International Airport. Coordination with the Department of Homeland Security will ensure that air traffic is properly re-routed and all waterway transport re-directed to other non-affected ports of call. A. Assign relevant health personnel to provide routine medical exams for injured responders or those illustrating symptoms of Anthrax exposure, consisting of