Asylum Seekers Speech free essay sample

In todays society we are safe; we can go outside and not have any worries about our safety. In Australia we have the freedom of speech; we have the right to elect our Prime Ministers. And we are very fortunate that we live in Australia and yet we all seem to take it for granted, is that because we are naive or Just stupid? We Australians are a multicultural, we have different types of races in different suburbs in different cities, and yet we act like we all share the same views and values. Let me tell you a story. A family from Afghanistan ran a secret school for Children both male and female, which is illegal in Afghanistan for females to have the right of an education. They we found out and the parents of this family were sentenced to execution, they ran, tried to buy passage with what little money they had, and not all of them made it, their daughters being taken raped and murdered. We will write a custom essay sample on Asylum Seekers Speech or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page There whole family were seeking asylum, and yet they had to go through all that hard ache, we a Great nation need to step up our effects in helping those that need it most, Asylum Seekers. Asylum Seekers have such a bad name in todays society, strange that. In the early 18 hundreds didnt English people travel vast oceans on boats to seek refuge in Australia? Hmmm. Strange that 200 years later people from across the globe, are doing the same thing BUT we are locking them up in refugee camps. Isnt there something wrong about that? The Aboriginals, natives of Australian never locked up the English Settlers or even the convicts, they might have had their ups and downs ut they never imprisoned over 2000 people. The term human rights refers to the basic freedoms and protections that all people are entitled to, simply for being human. Today, Australia faces the challenge of Asylum seekers, many of whom which have currently been denied their basic human rights. The governments policy of creating Immigration Detention Facilities as a way of detaining unauthorised asylum seekers may be a solution the problem of controlling Australias borders, however, violates the human rights of this group in Australia.. Many people seek refuge in Australia to escape the terrors of their past lives back home. Due to Australias strict visa policy, many asylum seekers arrive in Australia by boat because they are denied other means of entry, such as the closing down of other possibilities for legal travel. This has led to an increase in the number of asylum-seeker boats coming to Australia over the past year, with the number of people held in immigration detention reaching record highs. The policy was put in lace to act as a deterrent to future undocumented arrivals, which clearly has not been working as in the past year, the number of people held in detention centres increased to 12 967. Immigration detention centres differ little from prisons, with conditions such as no psychiatrists, community and support groups allowed no access, lack of interpreters and extreme isolation. This can lead to long term effects on already traumatised people, not to mention the substantial economic costs involved. In Australia, public debate about asylum seekers and refugees right has been

Broken Window Theory

Broken Window Theory Free Online Research Papers Fixing Broken Windows was written by George L. Kelling and Catherine M. Coles to explain the â€Å"Broken Windows† theory created by George L. Kelling and James Q. Wilson. The â€Å"Broken Windows† theory states that if a window breaks in an abandoned building in a neighborhood and it is not fixed, then more windows will be broken and graffiti will occur. In turn, this will make honest people afraid to leave their homes, and only the mischievous people who want to cause trouble will be out on the streets reeking havoc. Thus producing crime. Fixing Broken Windows offers a very desiccated but persuasive look at how to reform the modern criminal justice system by looking at three different aspects: the rise of crime rates in the middle of the 1960’s; the fact that the police are in a reactive role; and how the â€Å"broken windows† theory actually works. The authors state that in the middle of the 1960’s the connection between fear and disorder was recognized. People felt that they had fewer defenses against crime. Rather than moving out of the neighborhoods, citizens purchased guns, knives, and animals to protect them from criminals. Decline and decay increased in many cities. Riots made people focus on disorder. People feared going to parks because they had become threatening places. Americans whites and blacks fled the inner city for the suburbs. The ones that did not purchase weapons or animals locked themselves in their homes and only left when absolutely necessary. People became frightened because the violent crime rates had more than tripled. There was an increase in conviction rates for males ages seventeen through twenty-one, found guilty of criminal acts. Also, the 60’s brought on a greater tolerance for new ideas, equal rights issues and individual expression. However, in the 60s there was a national econom ic decline that caused unemployment and resentment among many of the citizens throughout the country. In addition to these factors, there was the greater visibility of youth and youth permissiveness. Also, there was less censored media. More women began working outside the home. Divorce rates grew which caused more broken homes then before. The atmosphere of the 60s was one of vibrant nightlife. The country had recovered from the war and the 60s was a prosperous time for America. The authors also state that the police are now in a reactive role. This means that they respond to crime, rather than preventing it. Police officers stopped foot patrol and began responding to 911 calls. Many people advocate the restoration of foot patrol for all areas. Foot patrolling is called community policing and consists of two elements community partnership and problem solving. The police must increase positive relationships with citizens to improve crime control and prevention. To be successful, community-policing programs must operate on a neighborhood scale, finding solutions to neighborhood problems. Successful programs recognize that something, which works well in one neighborhood, may be totally inappropriate for another. Problems must be identified and solutions developed one neighborhood at a time. Community Policing does not propose that we stop fighting crime and disorder, but that officers employ new and innovative strategies. We must become pro-active in preventi ve rather than reactive. Enforcement is very much a part of the concept. Officers are encouraged to give warnings whenever possible; however, they are still required to make traffic stops and arrests. There is still an emphasis on drunken driving, drugs and juvenile crime. The community should not have the mistaken perception that all enforcement has stopped just because the officers are being friendly. Simply put, the â€Å"Broken Windows says that if something is not stopped while it is small, then it will grow and grow until it is out of control. The theory is actually a combination of several aspects. First, the community is responsible for the crime rate. The citizens are to try to prevent crime in their individual neighborhoods and thus will protect society. Secondly, the police officers need to be more proactive in preventing crime. The police officers need to get out and do the hard work of foot patrolling and community policing. Thirdly, it is a metaphor used to show how people can become involved in the criminal justice system. To effectively protect society from fear and disorder, police officers, communities, and the criminal justice system must all work together, to reduce and ultimately eliminate fear and disorder. Fixing Broken Windows does give a persuasive account of how to fix the modern problems in our communities concerning crime. I do agree with the authors when they say that a majority of the fear and disorder comes from the reactive roles of the police officers. If they were out on foot patrol, crime would be reduced. I also think that the communities themselves need to be more proactive when it comes to crime. Parents need to control their children and protect their neighbor hoods. I do think that all communities should enforce the â€Å"Broken Windows† theory; they would see a dramatic drop in their crime rates and not just their reported crime rates. I would advise anyone concerned with the crime rate in their community to read Fixing Broken Windows; Restoring Order and Reducing Crime in Our Communities by George M. Kelling and Catherine M. Coles. Research Papers on Broken Window TheoryThe Effects of Illegal ImmigrationCapital PunishmentThe Relationship Between Delinquency and Drug Use19 Century Society: A Deeply Divided EraUnreasonable Searches and SeizuresHip-Hop is ArtRelationship between Media Coverage and Social andQuebec and CanadaAssess the importance of Nationalism 1815-1850 EuropeEffects of Television Violence on Children

JB-Hi Fi Limited Essay Example | Topics and Well Written Essays - 2000 words

JB-Hi Fi Limited - Essay Example A brief analysis of the notes to the financial statement pertaining to the trade payable figure presents the fact that the trade payable figure also comprises of other figures such as GST payables, deferred income and other creditors and accruals. All of these items have shown significant increase over the financial year 2012, but the most significant increase is represented by the increase in the figure of trade payables which has shown an increase of about $100,371 thousand or about 38% of the prior year balance. The trade payable balance amounts to around 91% of the total ‘Trade and other payable’ line item in the balance sheet of the company. Other balances of current liabilities line items include other financial liabilities, provisions and other current liabilities which all have shown inclining movement in the current financial year. This increase is offset to a certain extent by the increase in the figure of current tax liabilities which have decreased by ,69 0 thousand during the current financial year of 2012. The company might have decided to pay more in respect of its current tax liabilities in order to maintain a lower balance of payable for the current year. The liabilities which are likely to be settled within 12 months form the end of the financial year date are classified under the heading of current liabilities.... Question 2 The total liability balance of the company JB-Hi Fi Limited amounts to $ 626,648 thousand as at financial year ended 2012. Out of this figure, $439,481 pertains to current liabilities and the other $187,161 pertains to the non-current liabilities portion of the balance sheet. At the end of the financial the first and foremost major liability that the company has is in terms of trade payables which represent around 64% of the total liability balance of the company. Trade payables represents the balance that the company has to pay to its creditors in the normal course of the business and is usually on account of the purchase of the raw material, unassembled goods and other services. Other balance which represents a significant portion of the total liabilities of the company is borrowings which represent about 24% of the total liabilities of the company. These borrowings consists of secured bank loans which is secured by ‘a fixed and floating charge over the Groupâ€⠄¢s assets, the current market value of which exceeds the value of the loan’. Other liabilities of the company include balance such as current and non-current provisions on account of defined benefit plan and leases provisions. Question 3 The balance of the provision as represented in the ‘current liabilities’ portion of the balance sheet of the company comprises of employ benefits and lease provision. The employee benefit plans usually comprises of a defined benefit plan or a defined contribution plan. These plans are usually made for the benefit of the employees of any company and the provision balance represents a liability balance that the company has to contribute towards the particular

In what ways did humanists have an effect on cultural and religious Research Paper - 1

In what ways did humanists have an effect on cultural and religious development - Research Paper Example The intellectuals not only lament over the pathetic moral decline of their fellow beings, but also strive to make corrections in the individual and collective life of the masses through their verbal or written preaching. Consequently, an overwhelming majority of the general public belonging to their contemporary society turns against the philosophers by declaring them breakers of law and traditions. However, they remain as firm as rock in the face of hardships, and stick to showing the people the very path of glory and wisdom. This state of affairs is not confined to one social establishment only; rather, the humanists have left indelible impact of their broad and humane thoughtfulness on every cultural set up of the globe without discrimination. The present paper aims to throw light on the valuable services of the philosophers and writers with special reference to the works created by celebrated 14th century Italian writer, poet and reformer Giovanni Boccaccio and 15th century Dutch writer Desiderius Erasmus. Boccaccio’s allegorical work The Decameron serves as a great satire on the malpractices and hypocrisy existing in his contemporary Italian culture. Through his simple but thought-provoking short fables and tales, he censures the avaricious and condemnable nature of the clergymen, who sell the word of the Scriptures for their own purpose. The priests, parsons and other churchmen, as the tales view, are considered to be the noblest, holiest and most reliable individuals, who are administering the spiritual and social activities by inviting the people towards the way of God. However, instead of fulfilling their sacred mission of guiding the masses, they are misguiding them by offering the permission to enter the paradise. Since the Lord has not bestowed upon the priests the power to make false promises in respect of granting permission to enter the heavens, the act of such barter for pecuniary gains on the part of the priests is actually a

Reflective Essay on Mentorship in Student Nursing

Reflective Essay on Mentorship in Student Nursing This piece of work will examine the process of assessment within my role as a mentor for a student nurse. The assignment will follow the sequence of events from initial contact of the student to the final interview and completion of documentation. It will also analyse the action plans that were written at the initial and interim interviews. To protect the identity of the student, I have used the name Jane in keeping with the Nursing and Midwifery Council (NMC) (2008a) guidance on confidentiality. Jane is a second year student and this placement will be her first community placement of the year. For the purpose of this assignment, I will use a reflective approach. The literature shows that authors such as Schon (1995) and Benner (1984) concentrated on the role of reflection in the work of health care professionals however, Brookfield (1995) explored different sources of information and feedback that are available to teachers. Brookfield uses the term â€Å"critically reflective lenses† through which professionals can view their teaching. Reflection can improve the way we teach and the way we learn from experiences. Kolb (1984) suggests that reflection is the way in which we examine our experiences and draw lessons from them which is supported by Cornforth (2009) who describes the purpose of reflection to be to scr utinise an incident to see what, if anything, could be done differently after looking back and analysing what happened. I work within a small GP surgery in Lincolnshire. Jane and I had not had contact prior to her arrival at the placement but this had been arranged via the practice learning facilitator. I greeted Jane warmly and introduced myself. I gave Jane an induction pack to provide her with information regarding the surgery including expected fire alarm testing, emergency equipment and where she could eat. The use of induction and learning packs have been found to be an invaluable resource when used effectively for both learner and mentor (Moore, 2013). Using Egan’s (2002) SOLER model of communication skills, Jane and I had a discussion around ground rules, expectations of each other and the learning environment. SOLER is a model of non-verbal communication techniques that aids demonstration of active listening which is why I chose this model. It involves positioning and body language and advises you to learn forwards towards the other person, however I did not learn towards Jane as I fel t she may find this threatening. We continued by discussing Jane’s learning needs including meeting her learning outcomes and her previous life and work experience. Maslow’s (1987) theory of a hierarchy of human needs suggests that our physiological needs take highest priority followed by safety and the need for belongingness. I wanted to make Jane feel welcome and to encourage her to develop her skills, knowledge and attitude. The NMC (2008) standards for mentors involve eight domains and declare that for learning to be effective, students should spend at least forty percent of their placement time with their mentor. Furthermore, the NMC (2008b) identified the need for protected time for mentoring. Jane and I briefly discussed how we would allocate our time together before I introduced her to other members of the surgery team. A study by Newton, Billett and Ockerby (2009) identified that a supportive social and cultural arena that enables the student to become part of the clinical team is very important. I therefore felt that for Jane to feel welcome, she needed to know who everyone was and their role within the team. I understood that it was important to create a positive learning environment for Jane. In an early, landmark study, Fretwell (1980) identified that key components of the â€Å"ideal learning environment† as anti-hierarchy, teamwork, negotiation, communication and availability of traine d nurses for responding to students’ questions. Peer support is essential to this to allow Jane to spend time with other members of the health care team. Jane and I agreed a time to conduct the initial interview at this point. There are various definitions of what learning means, written throughout the ages by philosophers and educational psychologists. Gopee (2011) writes that learning is a process that leads to modification in behaviour or the acquisition of new abilities or responses, and which is additional to natural development, growth or maturation. A literature search revealed different learning styles and I recognised that it is important to be flexible in the different learning approaches I provide. As a teacher, I must understand that learning styles change depending on the task being taught and how the student responds to the learning experience. Most students have elements of more than one learning style present. It may be useful for students to think about their strongest and weakest style to enable the teacher to develop strategies to capitalise on strengths. Bloom (1956) talks about three domains of learning. Cognitive is about mental skills and knowledge and affective is about growth in feelings or emotional areas and attitudes. Psychomotor is about manual or physical skills. Honey and Mumford (1982) developed learning styles and they identified four different styles, or preferences. Activist, Theorist; Pragmatist and Reflector. These are the learning approaches that individuals naturally prefer and they developed a learning style questionnaire to enable people to analyze and evaluate their own particular learning styles. Prior to the initial interview, I had asked Jane’s to complete the Honey and Mumford learning style questionnaire. The initial interview took place early in the first week of placement in a private room with Jane, myself and my mentor. I closed the door and put my telephone over to â€Å"do not disturb† so that there would be no interruptions. The learning style questionnaire was reviewed and this had identified Jane as being an activist with reflective tendencies. Jane also agreed that she preferred to be â€Å"hands on† as identified by the psychomotor element of Bloom. For this reason, we agreed that Jane may learn more by practical sessions reinforced by using question and answer sessions. Jane was encouraged to approach clinical staff for advice in any areas that she felt she did not fully understand. It was identified following discussion that Jane did not have any specific learning difficulties or needs. We spent time looking through the continuous assessment of practice (CAP) document and the competency framework to identify the learning outcomes that Jane needed to meet and at what academic level she should be working towards. As Jane was a second year student, the learning outcomes related more to applying theory to practice and therefore I needed to devise teaching sessions towards that level. We focused on the action plan from her previous placement in order to develop an action plan for this placement taking into account her learning outcomes. Referring back to the NMC (2008b) guidelines on standards to support learning and assessment in practice, Jane and I agreed the time she would spend with me and with other health care professionals to broaden the learning opportunities of her placement. I devised a SMART action plan for Jane creating some learning objectives for her to meet by the interim interview (see appendix 1). This means that objectives should be Specific, Measureab le, Achievable, Realistic and Timely. A date was arranged for the interim interview mid placement. In order to fulfil my role as mentor to Jane, I understood that I would be acting as a role model as identified in the NMC (2008b) guidelines to support learning in practice. The mentor should not only be a role model for clinical skills but also as an organiser of care, a researcher and a teacher within their post (Gopee, 2011). The mentor must act professionally at all times. Donaldson and Carter’s (2005) report on an evaluation of the perceptions of undergraduate students on role modelling within the clinical settings, identified that students ranked highly the importance of good role models whose competence they could observe and practice. I was aware that I would need to demonstrate leadership skills throughout my journey as a mentor. Sullivan and Decker (2009) state that a leader is anyone who uses interpersonal skills to influence others to accomplish a goal. Mullins (2007) reaches a similar conclusion by referring to leadership as a relationship through which on person influences the behaviour or actions of others. Under the leadership domain of the NMC (2008b) guidance, it is indicated that mentors should demonstrate leadership skills for education within practice and academic settings. In order to do this, I understood that I would need to plan a structured teaching session but allow some flexibility in case of unpredicted events such as emergencies leading to deterioration of a patient’s condition. On reflection of Jane’s preferred learning style, she had indicated that she preferred a â€Å"hands on† approach however, I appreciated that this was not always possible particularly if it was a new experience. I contemplated that Jane may need to observe practical procedures initially before attempting the procedure herself and that different teaching methods may need to be used to support the theoretical component. I planned a series of learning experiences in order to meet the defined learning outcomes as planned during the initial interview and my intention was to prioritise my work in order to meet Jane’s learning requirements. My role as a mentor was to act as an advocate for Jane in order for her to access learning opportunities involving others, a role model, a teacher/facilitator, and a manager of change. Price and Price (2009) support the argument that mentors act as role models for enabling students to learn safe and effective practice. As a healthcare professional, I am accountable for delivering care competently (NMC, 2008a) but also for enabling learners to develop their clinical skills (NMC, 2008b). As a mentor, my accountability relates to the rules, policies, regulations and scope of practice that govern assessments (NMC, 2010). It also relates to the assessment of professional competence, to personal and professional responsibilities and to legislation. This may mean failing a student against some competencies within the CAP document, this could be because of various reasons leading to the student not progressing to the required standard. Work by Duffy (2003) identified that some mentors fail to fail a student despite being accountable. This is supported in a paper by Gainsbury (2010). There may be various reasons for this including pressure from the student, lateness or sickness and failure to make up missed hours. I understood that if I felt Jane was failing to meet the standard required, I would work withi n the guidelines of my professional body as I would remain accountable for passing a failing student and would therefore not be pressured into doing this. During my teaching sessions I remained aware of facilitating the use of evidence based practice (EBP), this is practice based on underpinning research and evidence, clinical knowledge and cost. Using EBP is a component in the NMC (2008b) competencies for mentors and its use supports effective care, clinical effectiveness and practice development and aims to improve the standards and quality of healthcare delivery. Example of EBP are clinical guidelines such as those produced by the National Institute for Health and Care Excellence (NICE), National Service Frameworks (NSF) and strategies such as the cancer strategy (National Health Service (NHS), 2014), and both local and national policies and pathways. The assessment process compromises of measuring the student’s progress and encompasses knowledge, skills and attitude. Assessment is performed to protect patient safety, competence and fitness to practice. During the assessment process it was important to consider the competency framework (Steinaker and Bell, 1979) which is commonly used in nurse education curricula and at what level I should expect Jane to be performing towards in her second year of training. The learning competencies are clearly identified in the CAP document and I would be assessing Jane against these competencies. Continuous assessment can be used to measure consistency, it allows for progression, improvement and development and permits assessment in different areas or scenarios. The criteria for assessment proclaimed by Quinn and Hughes (2007) is that assessment is valid, reliable, not discriminatory, practical and transparent. This process should allow for fairness of assessment of the individual on particular competencies. Factors that could affect assessment in the clinical environment making them unfair include interruptions, lack of resources such as equipment and suitability of placement (Gopee, 2011). The assessment process took place at agreed times and I attempted to create a climate that allowed Jane to perform to the best of her ability nevertheless considering the safety of the patient and I was prepared to intervene or provide prompts if necessary. Gopee (2011) believes that assessment of a student involves gathering information of the students ability to perform particular skills or competencies. Performance is measured against standards set by governing bodies. Following assessment, I provided Jane with feedback on her performance. I was mindful of remaining constructive rather than destructive, objective, clear, concise and specific about elements of the assessment. I remained aware that feedback needed to be a two way process to enable Jane to learn and improve and allow for time to discuss concerns and ask for clarification where needed. Wilkes, Joyce and Edmond (2011) believe that constructive feedback can inspire and encourage students and therefore enhance their understanding. Feedback helps learners to recognise weaknesses and identify areas for improvement and for the mentor to recognise learning, consolidation and linking theory to practice (British Journal of Hospital Medicine (BJHM) 2009). Hill (2007) supports the idea that feedback plays an important role in the learning cycle in the link between the theoretical and practical elements of competencies. During the interim interview, which took place midway through placement, Jane and I had a discussion around her development, achievement of learning outcomes, strengths and weaknesses. We revisited the action plan from the initial interview to establish whether these had been appropriate and achievable. Gopee (2011) states that mid-placement interview is an important component in the assessment of the students’ progress. Jane self-assessed and reflected on her progress. I undertook a formative assessment of Jane’s competence and skills and we discussed and agreed a further SMART action plan (see appendix 2) incorporating any further learning opportunities required. We completed the documentation required in Jane’s CAP document, supporting the NMC (2009) guidance on record keeping. Before ending the interview, we agreed a time and date for her final interview towards the end of her placement. I continued to provide learning opportunities either with myself or with other professionals in order to meet the competencies identified in Jane’s CAP document and in her SMART action plan. Relating back to Bloom’s (1956) domains of learning, this allowed for further development of skills (psychomotor), knowledge and understanding (cognitive) and attitude (affective) and attributed to an increase of confidence in skills that were performed frequently. Student number 478825Module number 92938

Bertrand Russell on Critical Thinking :: Critical Thinking Essays

Bertrand Russell on Critical Thinking The ideal of critical thinking is a central one in Russell's philosophy, though this is not yet generally recognized in the literature on critical thinking. For Russell, the ideal is embedded in the fabric of philosophy, science, liberalism and rationality, and this paper reconstructs Russell's account, which is scattered throughout numerous papers and books. It appears that he has developed a rich conception, involving a complex set of skills, dispositions and attitudes, which together delineate a virtue which has both intellectual and moral aspects. It is a view which is rooted in Russell's epistemological conviction that knowledge is difficult but not impossible to attain, and in his ethical conviction that freedom and independence in inquiry are vital. Russell's account anticipates many of the insights to be found in the recent critical thinking literature, and his views on critical thinking are of enormous importance in understanding the nature of educational aims. Moreover, it is argued that Russell manages to avoid many of the objections which have been raised against recent accounts. With respect to impartiality, thinking for oneself, the importance of feelings and relational skills, the connection with action, and the problem of generalizability, Russell shows a deep understanding of problems and issues which have been at the forefront of recent debate. The ideal of critical thinking is a central one in Russell's philosophy, though this is not yet generally recognized. Russell's name seldom appears in the immense literature on critical thinking which has emerged in philosophy of education over the past twenty years. Few commentators have noticed the importance of Russell's work in connection with any theory of education which includes a critical component. Chomsky, for example, reminds us of Russell's humanistic conception of education, which views the student as an independent person whose development is threatened by indoctrination. Woodhouse, also appealing to the concept of growth, points out Russell's concern to protect the child's freedom to exercise individual judgment on intellectual and moral questions. Stander discusses Russell's claim that schooling all too often encourages the herd mentality, with its fanaticism and bigotry, failing to develop what Russell calls a "critical habit of mind". (1) The threat of indoctrinatio n, the importance of individual judgment, and the prevalence of fanatical opinions all point up the need for what nowadays is called critical thinking; and Russell's work is valuable to anyone who wants to understand what this kind of thinking entails and why it matters in education.

Conflict Negotiation Scenario

?Running head: CONFLICT NEGOTIATION SCENARIO Conflict Negotiation Scenario University of Phoenix HCS587 Conflict Negotiation Scenario TradeStation Securities is an online brokerage company where I was employed as the Client Service Director in charge of the Florida and Chicago Client Service Associates which, totaled 90 employees. Due to the strict rules and regulations of the Financial Industry Regulatory Authority (FINRA) any employee handling brokerage accounts for customers must have their securities license known as the Series 7. When I was hired in January 2008, my contract included that within the first year of employment I needed to study and obtain this license. I also was in charge of ensuring that each employee within the Client Service Department obtained their licenses as well. My department was extremely unorganized and there were no procedures in place for the employees. My first task was to create a flow chart of the Client Service procedures and how they were linked to providing excellent customer service. I linked the procedures and showed how the procedures were linked to other departments of the company. I presented my chart at the first weekly management meeting and received approval from all department managers that were involved. Everything was going as planned until a scandal between the sales department and a client changed everything. The President of my department was also the President of the Sales Department as well and due to the issue with the sales department he was asked to resign. The Vice President of the company took over both departments until a replacement was found. I met with the Vice President and discussed with him the plan I created and how the implementation was progressing. He was concerned that I was hired without my licenses and expressed to me the importance of obtaining them. I discussed with him my contract and explained to him that I was about two weeks away from being prepared to take the exam. My motivation to succeed was noticeable and at that time I felt he knew that I was dedicated to making my department successful which would be shown by the customer service provided to our clients. I started to notice that I was not being included in important management meetings. I made an appointment to speak with the Vice President to discuss my concerns and the reasons for not being included. At that time, he explained that he was placing another director within the company as director of my department. He explained that I should not have been hired since I didn't not have my securities license and stated that this individual was going to assist me with running the department until I passed the exam. I was taken back because he never discussed this with me previously and I felt that he was attempting to push me out of the department and the company. His behavior demonstrated towards me was unprofessional and came across as cold. My employees noticed that something was transpiring and continued to ask me if something was going. I met with each employee and communicated that change would always occur but the changes were going to be effective and they needed to continue to excel in their position. I started to notice that my employees started to slip with their performance because of the negative communication that was occurring throughout the department. I decided to escalate the issue to the President of the Company. The President was well aware of my employment with his company as well as the action plan I created for my department. He was empathetic of the situation and decided to have a meeting with the Vice President and myself. I knew at this point the Vice President was going to be extremely upset because I went above his head on the situation. After a two hour meeting, the situation was under control and I felt at ease knowing that I had the President of the company agreeing with my employment and the positive changes I have made and continued to make daily with the department. I knew the Vice President was upset so I decided to give him a week to digest the situation and I made an appointment to speak with him. I expressed my loyalty to him and the company and went over my plans again ith him and asked him for his thoughts on the changes I wanted to make. I took the â€Å"team† approach when speaking with him to try and get him to see that I wanted to improve the department which would improve the overall customer satisfaction and the success of the company. He expressed his determination to continue to make the changes that he first discussed with me that didn't include me in the picture. I told him I was unfortunate to hear that he was not going to be a team player and that I expressed that I was going to continue the work that I was hired for. At that time, he also expressed that he would continue to work towards his plan. Over the next couple of weeks, I continued to make the improvements with the policies and procedures in the department even though a new director had been placed in my department. I felt like I was in a battle and saw that the employees were being affected as well as my clients due to the confusion. I asked for another meeting but this time not only with the President and Vice President. I also included the board members, the HR department manager and the legal counsel for the company. During the meeting I started from the beginning walking all of them through the timeline and the flow chart and the disruptions that had been preventing the success. All the board members, the President, the legal counsel and the HR Manager agreed that I was on the right path. The final decision was for me to continue handling my department and my department would be overseen by the President instead of the Vice President of the company. A month later, the Vice President resigned from the company because his future for the company was not aligned with the President and Board Members path.