Business Process Re

Business Process Re Introduction Business process re-engineering is a recent management tool which aims at improving organisations current operational strategies. It aims at modernisation of business processes to attain high efficiency for a competitive advantage (Jack, 2001). It reconstructs different organisation processes; the expected results include cost efficiency, improved customer service and improvement in production speed.Advertising We will write a custom coursework sample on Business Process Re-Engineering specifically for you for only $16.05 $11/page Learn More Generally the process has three major steps; determine the status quo, identify the areas to change and change implementation; however each step has two stages (Naitove, 2010). This paper discusses the steps in business re-engineering process (BRP). Step 1: Determination of the status quo Develop business vision, mission and business objectives BRP does not aim at marginal improvement in a single area but ta rget the entire business; it aims to look into all processes for an overall gain to the organisation. With this in mind, the start point of the process is aligning all business processes with the new system. The direction of a business is shaped by its mission, vision and corporate objectives. In this stage, mission, vision and objectives of the company are defined again. The definition result after interpolating what has the business being able to attain and its potential level. Set mission, vision and objectives should be attainable (Huang, 2010). The following factors are considered; What is the vision of the organisation? Has the vision being attained? If not to what extent has the company failed? Is the vision still relevant to the new business environment that the business is operating in? What areas lead to failure? What is the mission of the organisation? Is the vision met using the current set methods and strategies? If not why? Does the business have enough potential to f ulfil the set mission? Review the objectives which the company aims to undertake? How often are the objectives met? If not always why they are not met? Is there an established trend in business performance? This looks into areas which have failed the organisation in the past. After understanding the current position in the business, then an attainable vision, mission and objectives are defined. If the previous ones are still relevant and attainable, they can be retained but care taken to improve processes which has in early cases affected their attainment (Wheelen $ Hunger, 1999). Understanding and measuring existing processes For the attainment of business objectives and attainment of goals, a business undergoes through a number of processes. Before making a move to implement a BPR, an in-depth analysis of processes in the company is necessary. The main reason for this move is to ensure that the business learns from previous mistakes. Those activities which have lead to ineffici ency in the past are documented and measures taken to ensure that they will not be repeated. For example if in the past a business was not able to attain its objectives because of inefficient logistics supply’s, where they have gotten sub-standard goods, this area is addressed independently. Note are taken on the past experience (Williams, 2001).Advertising Looking for coursework on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The level of efficiency of current system is measured. The expected level is also measure and the deficit that the current system has is calculated. The guiding questions in this stage are Does the current business processes have potential to attain expected results? Which areas have let the attainment down in the past? What are the identified root causes of deficiency in the company? This stage is focuses more on utilising past experiences in making sound decisions in the futu re. Management information storage tools like business intelligence tools are utilised to ensure that there is quality information. Considering experiences of other businesses in the same industry is important, however care should be taken to ensure that external data is well vetted for relevance and integrity (Chao-Hsiung, Shaio, Barnes Li, 2010). Step 2: identifying the area to change Identification of business processes to be redefined After having a deep understanding of general performance of the business; this is after an analysis in step 1, the next step is defining the exact areas, strategies and functions which need to be redesigned. They are the areas which hinders attainment of business vision, mission and objectives (Anon, 1994). The process is procedural where management can use a high impact processes, exhaustive approach or six sigma approach. When using a high impact process approach, the management aims at identifying those processes which has a high negative effec t to the attainment of business goals. After the processes have been recognised, they are then addressed. This approach is more common to large business which taking an entire analysis of all micro process may take along of time. After the initial processes affecting the attainment of goals have been determined, the next processes in line are identified until the process with the most minimal effect is addressed (Romney, 1994). When using an exhaustive approach, which is common to small scale businesses, the entire business processes are analysed and those areas which lead to a deficit in the organisation are recognised. Problem in the identified area is identified and alternatives to solve it formulated.Advertising We will write a custom coursework sample on Business Process Re-Engineering specifically for you for only $16.05 $11/page Learn More These area may be supply’s, operation costs management, logistics, human resources or quality of fixed as sets among others (Adam VandeWater, 1995). The third approach maybe a six sigma approach. This is a method that aims at detecting defects in organisational processes. It aims at analysing individual processes are identifying the area that is not effectively and efficiently producing results. The approach is a continuous one and assumes that if one process affects the attainment of anthers objectives. Six sigma approaches ensures that the root cause of a problem has been established and rectified. It a systematically, gradual, and efficient process which yields satisfactory results when applied to either small or large businesses; taking an internal and external analysis of a business is important and part of six sigma. Internal and external processes involve analysing (S.W.O.T. analysis) that the company is operating under. Taking P.E.S.T.L.E. (political, Environmental, social, Technological, legal and Ecological) analysis is another approach to analyse a business. Internal and ext ernal audits assist a company to have a clearer picture of it and developing of operational mechanisms will be facilitated (OConnor, 1989). Identify IT levers BRP utilises information generated internally and sometimes information from an external source. To have an effective system, the way information is documented and analysed is of great importance. After a re-engineering, the focus should be on the customer; he should be the end beneficially of the process although it is done inside a company (Haberbeg Rieple, 2001). Efficient information management systems and tools are identified; and cross functional systems indentified. Other than the gathered information, systems of feedback and responses should be identified (Goold Campbell, 2002). Stage 3: change implementation Build strategies to implement the desired changes With information on the areas that need to be redesigned, strategies to implement the redesign are developed. The level involves aligning all processes with the new adopted system; if there is need to buy some assets, train staff or employ staff it is done at this stage.Advertising Looking for coursework on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More All tools to implementation (both human and physical resources) are put in place. Although strategies are made for the general attainment of goals, objectives, mission and vision, they are sometimes seen as independent but collaborate with each other (Esquerre, 2005). These strategies address the areas which had a deficit these strategies include; Supply management chain These are strategies implemented to ensure that the company gets quality raw materials, in the right time at an appropriate cost. When implementing this system, there must be collaboration with all departments as they will advice logistics and procurement department of the quality and quantity they require at a certain time. It involves, forward logistics, backwards logistics, and reverse logistics. Good relation is developed with suppliers to have just in time supplies (Kotter Schlesinger, 2008). Value determination This having is a set level of value that is required for raw materials and final products; mechanis ms to determine value in a business are put in place. Monitoring of value starts from raw material value determination, to ensure quality materials are delivered in the company. At the same time output quality and quantity from each stage are determined. In case there is a deficit, the problem should be addressed immediately. To determine whether quality assured is attained, it should not be the internal standard only but customer’s expectation and competitor’s value level are of essence. Value comes with a price; a company’s pricing strategy should meet organizational goals without hurting consumers; there should be a mutual benefit and satisfaction (Porter, 1985) Customer service Mechanisms to get feedback and respond to customer issues are developed. This may take the form of call centre or other feedback mechanisms. This acts as another source of information to the company for future improvements. Existing customers are a pool of assets to a company and they can give information relevant to the improvement of various processes. Marketing and selling strategies are addressed and skewed toward a customer based approach (Fred, 2008). Total Quality Management and strategic Quality management After individual processes have been designed to align with business new goals and objectives, the result should be a total quality management where there is interrelation among departments. There should be mechanisms set to ensure that there is a smooth flow of processes (Champy, 1995). For example a target approach work well where a certain department say packaging is given a certain target to attain say 700 packages in an hour. In case this is not attained, a focus on such department may point out a deficit in the production department if it’s not feeding the department effectively. This will assist is establishing the root causes of a defects and addressing them accordingly; instead of addressing symptoms (Collis Rukstad, 2008). Monitoring, support and control After all mechanisms are set in place, the output from the system should be interpolated and the new system evaluated. Monitoring involves enforcing the system as the new mechanisms of processes (Gurvis, 2007). The stage involves changing organisational behaviours and culture to support the system and give feedback on areas that need further improvement. Staff training, appraisals and participation is embraced to ensure that there is a total support of the system from all corners. Mentoring involves integrating different processes/department for the general attainment of organisational goals and objectives. In appraisal of employees; management should follow scientific methods like balance score card (Swamson, 2009). Motivational measures should also be put in place; this is where employees are motivated to support the new system. They are facilitated to point out areas which require improvement. Identification of key performance parameters/indicator is another supporting strategy; the indicators assist in evaluating the level of efficiency that the new system has attained. BPR should follow a six sigma process and a Kaizen management tools; where the earlier involves in continuous detection of defects areas and the later is concerned with continuous quality improvement through people (Camillus, 2008). Conclusion BPR involves redesigning business process to attain a higher efficiency in an organisational for competitive advantage. BPR is a process aimed at improving current operational systems and developing strategies for the better processes in an organisation. It involves taking strategies like total quality management, six sigma approach, supply chain management system and developing an effective human resource team. It involves the following steps; determine the status quo, identify the areas to change and change implementation; however each step has two stages which are developing business vision, mission and business objectives, Und erstanding and measuring existing processes, Identification of business processes to be redefined, Building strategies to implement the desired changes, Monitoring, support and control respectively. Bibliography Adam, P. and VandeWater, R. 1995. Benchmarking and the bottom-line: translating business reengineering into bottom-line results, Industrial Engineering, Vol. 3, February, p. 24. Anon. 1994. Re-engineering Europe. Economist, 330(7852), 63. Retrieved from MasterFILE Premier database. Camillus, J.C. 2008. Strategy as a wicked problem. Harvard Business Review. 86(5), 98-106 Champy, J. 1995. Reengineering Management, Harper Business Books, New York. Chao-Hsiung, L., Shaio Yan, H., Barnes, F., Li, K. 2010. Business performance and customer relationship management: The effect of IT, organisational contingency and business process on Taiwanese manufacturers. Total Quality Management Business Excellence, 21(1), 43-65. doi:10.1080/14783360903492595. Collis, D.J and Rukstad, M.G. 200 8. Can you say what your strategy is?† Havard Business Review,86(4), 82-90 Esquerre, B. 2005. Have You Done Your S.W.O.T Today? Fitness Business Pro, 21(12), 24. Retrieved from Business Source Complete database. Fred, D. 2008. Strategic Management: Concepts and Cases. New Jersey: Pearson Education Goold, M. and Campbell, A. 2002. Do you have a well-designed organization? Harvard Business Review. 80(3). 117-124 Gurvis, S. 2007. Management Basics: A Practical Guide for Managers. London: Adams Media. Haberbeg, A and Rieple, A. 2001.The Strategic Management of Organisations. Prentice Hall, London. Huang, W. 2010. Business process rules management: Challenges and solutions. Ph.D. dissertation, Stevens Institute of Technology, United States New Jersey. Retrieved from Dissertations Theses: Full Text.(Publication No. AAT 3269204). Jack, E.2001. Management Communication: the threat of group thinks.Corporate communications. International Journal , 183-192. Kotter, J.P and Schlesinger, L.A. 2008. Choosing strategies for change. Harvard Business Review, 80(30), 117-124 Naitove, M. 2010. Refine, Redesign, Retool: Re-engineering as a Business Model. Plastics Technology, 56(6), 28. Retrieved from MasterFILE Premier database. OConnor, P.1989. Total Quality Management (Book). Quality Reliability Engineering International [serial online].; 5(2):183. Porter, M.E. 1985 competitive advantage. New york:The Free Press. Romney, M. 1994. Business process re-engineering. CPA Journal, 69(10), 30. Retrieved from MasterFILE Premier database. Swamson, R. 2009. Foundations of Human Resource Development: Easy read Large Edition. San Francisco: ReadHowYouWant.com Wheelen, L., $ Hunger, J.1999. Strategic Management and Business Policy: Entering 21st Century Global Society. Massachusetts: Addison Wesley Williams, S. 2001. Making better business decisions: understanding and improving critical thinking and problem-solving skills London: Sage.

3 Sentences with Unnecessary Semicolons

3 Sentences with Unnecessary Semicolons 3 Sentences with Unnecessary Semicolons 3 Sentences with Unnecessary Semicolons By Mark Nichol Semicolons, used to separate two independent clauses or two or more words and/or phrases in a list when at least one phrase is itself a list whose items are separated by commas, are sometimes erroneously employed when those conditions do not exist. Here are three such sentences, each followed by a discussion and a revision. 1. The regulation extends the civil market abuse regime to new markets and instruments; adds extraterritorial scope; and introduces a new offence of attempted market manipulation. A long sentence that lists several things with extended phrasing does not merit semicolons; commas are sufficient the separate the elements: â€Å"The regulation extends the civil market abuse regime to new markets and instruments, adds extraterritorial scope, and introduces a new offence of attempted market manipulation.† 2. The organization saw an opportunity to connect more clearly with a multitude of stakeholder expectations; position risk in the context of an enterprise’s performance, rather than as the focus of an isolated exercise; and enable organizations to become more anticipatory. This sentence does not require semicolons, either- â€Å"rather than as the focus of an isolated exercise† is clearly parenthetical to the second item, not part of a list within a list: â€Å"The organization saw an opportunity to connect more clearly with a multitude of stakeholder expectations, position risk in the context of an enterprise’s performance, rather than as the focus of an isolated exercise, and enable organizations to become more anticipatory.† (Notice how each item begins with a verb, signaling a clear syntactical structure.) 3. Advances in digital technologies- including intelligent devices and machines; virtual reality; mobile technologies; cloud computing; social business; and smart grids, factories, and cities in an app-centric world- are driving disruptive change. Only one item in this list itself consists of a list, and it is the last item, so no confusion about the organization of the sentence is likely: â€Å"Advances in digital technologies- including intelligent devices and machines, virtual reality, mobile technologies, cloud computing, social business, and smart grids, factories, and cities in an app-centric world- are driving disruptive change.† An alternative is to set the final item apart from the others: â€Å"Advances in digital technologies- including intelligent devices and machines, virtual reality, mobile technologies, cloud computing, and social business, as well as smart grids, factories, and cities, in an app-centric world- are driving disruptive change.† This version also avoids the cluttered look of a semicolon-laden sentence, though it makes the sentence slightly more complex. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:How to Structure A Story: The Eight-Point ArcTaser or Tazer? Tazing or Tasering?48 Writing Prompts for Middle School Kids

Current Status of Online-Photo Sharing Essay Example | Topics and Well Written Essays - 750 words

Current Status of Online-Photo Sharing - Essay Example This has brought a new dimension in online-photo sharing. It has become easier for people to take photos using the high-pixel camera on their smart-phones. Furthermore, users can share photos with friends and family by posting them on Facebook at their convenience. Moreover, some online-photo sharing platforms like Instagram, offer Facebook and Google as an additional application. This is meant to make photo sharing more convenient. This review of the current status of online-photo sharing will include a discussion of the most popular methods of photo sharing nowadays. An online-photo Sharing site facilitates its users to post and share visual images with their friends and families through an online server. It also acts as their digital photos storage place (Photo Sharing Sites 2009). These sites have customized features which either allows public or private sharing of photos with friends or user groups. These customizations are meant to satisfy user’s diverse demands and preferences. Flickr (www.flickr.com) and Photobucket (www.photobucket.com) are the most famous online-photo sharing sites. These photo sharing sites have also developed advanced features like â€Å"photoblog,† where users upload photos to share their daily life experiences with other users. This is usually done by tagging and adding descriptions to the uploaded photos. Users can add any information on their photographs, such as camera model, location where the picture was taken and share ideas inside the photo. The search engine application installed on these sites enables pictures to be easily accessed by their title, dates, or any other distinguishing characteristic. It also enhances interaction and sharing on the online-photo sharing site. Social networking site provides users with a platform whereby they create profiles and communicate with friends and families via the Internet. People share photos and experiences with other users freely. In

BlackBoard On Line Assignment #3 Example | Topics and Well Written Essays - 500 words

BlackBoard On Line #3 - Assignment Example In essence, the video is a pitch for new employees by Walmart. The company is selling itself to any potential employees out there, and showing the current ones that it still values them even when actively trying to recruit others. I was particularly impressed by the narrator’s discussion of Walmart’s culture and how new employees can grow in her company where all the right conditions are available for employee development. The video is trying to send a message that it is easy to grow at Walmart. This is a very good initiative that will surely have an impact, and Walmart should be commended for it. Page 324 of chapter 11 talks about the value of motivation. A majority of people hold a perception that only current employees should always be motivated by companies. This is a fallacy because potential employees also need to feel motivated enough to want to work for a firm. Job seekers have to have reasons other than money for wanting to work for a particular company, and one of the biggest reasons should be motivation that is driven by factors other than money (work environment, culture, ethics, and growth). Page 342 of chapter 11 talks about personalizing motivation and the importance of applying motivation in different cultures around the world. This is because companies nowadays have employees from all over the globe, and their diverse cultures cannot be receptive to the same motivation techniques. Smart managers and firms know that they have to tweak and adapt their motivation approaches to suit everybody, regardless of their culture/background. Page 356 of chapter 12 talks about how to recruit employees from a diverse population, something that Walmart is trying to do in the discussed video. The company is basically selling itself to everyone, regardless of where you are from. Because its culture is conducive

Effects of Age on Understanding False Belief

Effects of Age on Understanding False Belief Sarah Ogen Article Review Directions: Read the article and then respond to the questions below. Make sure that you provide explanations for your responses. Article: Eighteen-month-old infants show false belief understanding in an active helping paradigm All information was gathered from the following source: Buttulmann, D., Carpenter, M., Tomasello, M. (2009). Eighteen-month-old infants show false belief understanding in an active helping paradigm.  Cognition, (112), 337-342. What is the aim/purpose of the study? (2 points) Buttulmann, Carpenter, and Tomasello sought to figure out at what age, after one year, a child can successfully understand false belief; this needed to be confirmed by a measureable behavior exhibited by the child. There was a lot of debate about at what age this belief came about in children. By past researchers, it was believed this thought process was exhibited anywhere from 3-5 years of age, depending on the demands of the task. Clements and Perner (1994) found this thought process could be attained around age 2 using the lowest amount of added cognitive demand in the tasks. Other researchers found that false belief understanding could be understood by children 13-15 months of age using a violation-expectation paradigm. Both of these studies were thought to have holes in them where the child could have interpreted other things that led to the same results. Buttulmann et al. studied understanding of false belief using an active behavioral measure. They wanted to know if the one year olds tested would respond in a manner showing their understanding of false belief. If the children did, Buttulmann et al would have found the youngest age at which a child has an understanding of false belief. How did the investigators measure the topic of interest? (2 points) First Study Two studded caterpillar toys and two boxes were used in this study. One box was yellow and the other was pink. Each box had a handle and a hinge where the box could be locked. The child sat in front of both of the boxes, while a female researcher sat next to the child and a male researcher sat across from the child between the boxes. The male researcher left the room to get another toy, while the female researcher taught the child how the boxes locked with a pin. The male researcher returned with a toy and showed it to the child. The male researcher then put the toy caterpillar in the second box. In the false belief condition, the male researcher again left the room. The female researcher told the child the male researcher could not see or hear them, and asked the child to play a trick on the male researcher. The female researcher took the caterpillar and moved it to the other box while acting sneaky and giggling. Before the male researcher returned, the female researcher and child returned to their places. In the true belief condition, the male researcher remained in the room. The female researcher told the child to join her in moving the caterpillar from one box to the other, this time without acting sneaky. The male researcher got up at the end to close the door so he was in the same spot as the false belief condition. In both the false and true belief conditions, the male researcher resumed his place between the two boxes. He pulled on the handle of the box he originally put the caterpillar in, but did not open either box. The child was invited to help the male researcher. It was recorded which box the child opened. Second Study The procedure remained the same as the first study. Parental encouragement was used if the child did not help the male researcher find the caterpillar. Who were the children in the study, how old were they and how were they recruited? (1 point) First Study There were 24 children used in the study. They were 2.5 years of age. There were 12 girls and 12 boys. Half were put in the false belief group, and the others were put in the true belief group. These groups were randomly assigned. Seven other children were not included in the results due to complications, experimenter error, and fussiness (Buttulmann et al.) Second Study There were 100 children. Fifty were 18 months old and fifty were 16 months old. In each age group there were 24 girls and 26 boys. Other children were also tested but not included in the results due to parental or experimenter error, fussiness, or tried to take the caterpillar out of the box. Additional children were used in the study but only helped when their parents encouraged them to help the male researcher. This included ten 18 month olds and twenty two 16 month olds. These children’s results were analyzed separately. Another eighteen 18 month olds and twenty six 16 month olds did not aid the male researcher at all in finding the caterpillar and were their results were not used for analysis. What was the design of the study (e.g., correlational, experimental, cross-sectional, longitudinal)? (1 point) The design of the study was a cross sectional. It tested different children on the same task at different ages. What were the results and conclusions? (2 points) First Study All children successfully opened one of the boxes. In the true belief condition, 75% of the children opened the box the male researcher had tried to open initially. In the false belief condition, 83.3% of the children opened the other box where the caterpillar now was located. The children also communicated to the male researcher where the caterpillar now was located. When the male researcher tried to open the box initially in the false belief condition, 7 children told him that the caterpillar had been moved. In the true belief condition, one child tried to inform the male researcher that the caterpillar had been moved. The children in this study showed a false belief understanding. Second Study All 18 month old children successfully chose a box. In the true belief condition, 84% of children tried to open the box the male researcher had just tried to open. In the false belief box, 72% of children tried to open the other box where the caterpillar was actually enclosed. There were similar results with the children that needed assistance from their parents to help the male researcher. All 16 month old children successfully chose a box. In the true belief condition, 56% of children tried to open the box the male researcher had just tried to open. Results showed that this may be due to chance. In the false belief box, 80% of children tried to open the other box where the caterpillar was actually enclosed. There were similar results with the children that needed assistance from their parents to help the male researcher. These results showed that 18 and 16 month old children understand false beliefs of other people. Do you agree with the conclusions? Explain why or why not and indicate any problems in the design or methods that could affect the results and conclusions. (2 points) I agree with the conclusions. The behaviors exhibited by the children in both studies, and in each age group, show that the children understand false beliefs of others. For 16 month olds, these results could have been due to chance because they may not have understood the task fully. The behavior of the child could also be misinterpreted and therefore skew results. The child may also not understand the task at such a young age, and simply choose a box based on color, rather than where the toy is hidden. To fix this, the boxes may be the same color instead of different.

Is Banning Books Constitutional? Essay

The Catcher in the Rye. The Scarlet Letter. Huckleberry Finn. Harry Potter. The Diary of Anne Frank. Animal Farm. To Kill a Mockingbird. The Da Vinci Code. The Grapes of Wrath. These literary classics have been vital to the education of many, especially children and adolescents (Banned Books). These great novels both teach important values and educate children about world affairs and classic themes. Unfortunately, each of these novels has been banned at one point in time. In a country where freedom is so adamantly advocated, it is a wonder that an issue like censorship would even come up, that such a controversy would sink its claws into the minds of states’ boards of education across the nation. Censorship is a needless restriction placed on developing minds that need the morals and values that banned books can give. Many of these classic stories have been banned because of sexual references, racial slurs, religious intolerance, or supposed witchcraft promotion. Although some may consider these books controversial or inappropriate, many English classes have required their students to read these books (About banned). It should be believed that even controversial books could ultimately boost, not deter, our educational wealth. Book banning should be opposed for three main reasons: education should be open to everyone, citizens should have access to the press, and, lastly, parents should monitor what their own children read and not what other children can obtain. For these reasons, I conclude that the government should play no role in what books any age group can obtain. At first glance, the debate over banning books appears unimportant. Nevertheless, this debate has divided our nation into those who favor censoring books to protect their impressionable adolescents, and those who argue that education should be open for everybody without interference from the government in restricting the publishing and accessing of these books. The author, Micah Issitt, argues that censoring books violates the First Amendment, stating, â€Å"Citizens must be free to seek out any media, regardless of content, that they deem appropriate for entertainment, information, or education.† (Kelly) All citizens should have the choice to read whatever they want, but should not have the right to dictate what others may read. If a person considers a book inappropriate or offensive, then he or she does not have to read it, but to someone else, that same book may be exactly what he or she needs to move beyond ignorance and into the world of the informed and educated. By being exposed to new ideas and information through reading and various styles of expression, young adults have the opportunity to learn tolerance, acceptance and respect for others. He or she learns to form his or her own opinion and learns how to understand the world a little more. In a country such as the United States, it is the right of the people to respectfully share their views through the spoken or written. It is also the right of the people to listen and acknowledge such views. It is not only immoral to oppose certain books and prevent children and young adults from reading them, but it can be construed as unconstitutional. If anyone had the right to challenge â€Å"inappropriate† books, it would be the parents of the â€Å"susceptible† children being protected. Parents are the only adults responsible for what kinds of book their children digest. Only they can know what may be suitable and what their children can handle. â€Å"Even though not every book will be right for every reader, the ability to read, speak, think and express ourselves freely are core American values,† states Barbara Jones, director of the American Library Association Office for Intellectual Freedom. â€Å"Protecting one of our most fundamental rights- the free dom to read- means respecting each other’s differences and the right of all people to choose for themselves, what they and their families read.† So, how is it that boards of education are the ones making decisions on books? Which ones should be censored? What right do they have to do so? The boards are not the ones who should be held accountable for what books children and adolescents absorb; this is primarily the responsibility of parents. Many conservative groups make the argument that the books that have been banned have material that is inappropriate, immoral or contradicting the beliefs they have ingrained in their children and/or their society. Book-banning cases usually concern the protection of children and their innocence, but all that is happening is sheltering parents trying to avoid an awkward confrontation with their child about uncomfortable matters. It is not only selfish, but also harmful to the overall education of their children. The touchy subjects of banned books contain issues that are part of everyday life, and for a group to attempt to censor this subject from younger society is almost absurd; these issues are not monstrous and the censorship of them not only shows prejudice but lack of respect. Others would say that it is the government’s duty to regulate these books. It is the exact opposite of the government’s role- the private lives of U.S. citizens and the books they read should be regulated and controlled at his or her own digression. (Banned books) Topics that seem socially outlawed in public have been banned because their immoral content may have a negative affect on younger children. In these books, authors do not promote or encourage bad behaviors; they prepare their readers for some of the real world’s challenges. Even though these books center around scary topics, they are educating children on real-life matters that they will be exposed to once they venture into the world themselves. With the knowledge that some of these books have to offer, children can learn how not to act and what can be the consequences if they do misbehave. Banning books not only hinders a child’s educational development but also leaves them unaware of the true state of the world. This learning experience could be a turn-around with the help of a parent and pass a positive affect on to the child. Books do not simply impart general information; they heavily influence a child, the future generation. Without regular access to books, both adults and children could not form sound opinions, only narrow-minded ones. Both advocates and opposers of book banning agree, â€Å"Books are powerful instruments.† (Kelly) Any person should remain free to select his or her reading material. This personal issue of selecting reading material has no relation to the government. On the contrary, government and school board action interferes with the individual education, a primary American value. Ultimately, children can learn personal responsibility in determining which books to regard and which to discard. In the future, these children will become well-educated adults who can benefit the American society. â€Å"Banned Books and Censorship–A Closer Look at Book Banning.† BooksAtoZ. N.p., n.d. Web. 15 Jul 2012. . Kelly, Melissa. â€Å"Censorship and Book Banning in America.† About.com. New York Times, n.d. Web. 15 Jul 2012. . â€Å"About Banned & Challenged Books.† American Library Association. ALA, n.d. Web. 15 Jul 2012. . â€Å"Banned and Challenged Classics.† American Library Association. ALA, n.d. Web. 19 Jul 2012. .

Battle of North Point in the War of 1812

The Battle of North Point was fought as the British attacked Baltimore, MD on September 12, 1814, during the War of 1812. As 1813 came to an end, the British started to shift their attention from the Napoleonic Wars to the conflict with the United States. This commenced with a surge in naval strength which saw the Royal Navy widen and tighten their full commercial blockade of the American coast. This crippled American commerce and led to inflation and shortages of goods. The American position continued to decline with the fall of Napoleon in March 1814. Though initially cheered by some in the United States, the implications of the French defeat soon became clear as the British were now freed to enlarge their military presence in North America. Having failed to capture Canada or compel the British to seek peace during the wars first two years, these new events put the Americans on the defensive and changed the conflict into one of national survival. To the Chesapeake As fighting continued along the Canadian border, the Royal Navy, led by Vice Admiral Sir Alexander Cochrane, mounted attacks along the American coast and endeavored to tighten the blockade. Already eager to inflict destruction on the United States, Cochrane was further encouraged in July 1814 after getting a letter from Lieutenant General Sir George Prevost. This asked him to help avenge the American burnings of several Canadian towns. To oversee these attacks, Cochrane turned to Rear Admiral George Cockburn who had spent much of 1813 raiding up and down the Chesapeake Bay. To support this mission, a brigade of Napoleonic veterans, commanded by Major General Robert Ross, was ordered to the region. On to Washington On August 15, Ross transports entered the Chesapeake and pushed up the bay to join with Cochrane and Cockburn. Assessing their options, the three men decided to attempt a strike on Washington DC. This combined force soon cornered Commodore Joshua Barneys gunboat flotilla in the Patuxent River. Moving up the river, they eliminated Barneys force and landed Rosss 3,400 men and 700 marines on August 19. In Washington, President James Madisons administration struggled to meet the threat. Unwilling to believe that the capital would be a target, little had been done in terms of preparing defenses. Overseeing the defense of Washington was Brigadier General William Winder, a political appointee from Baltimore who had been captured at the Battle of Stoney Creek in June 1813. As the bulk of the US Armys regulars were occupied in the north, Winder s force was largely comprised of militia. Meeting no resistance, Ross and Cockburn marched quickly from Benedict to Upper Marlborough. There the two elected to approach Washington from the northeast and cross the East Branch of the Potomac at Bladensburg. Following the defeat of American forces at the Battle of Bladensburg on August 24, they entered Washington and burned several government buildings. This done, British forces under Cochrane and Ross turned their attention north towards Baltimore. The British Plan A vital port city, Baltimore was believed by the British to be the base of many of the American privateers that were preying on their shipping. To take Baltimore, Ross and Cochrane planned a two-prong attack with the former landing at North Point and advancing overland, while the latter attacked Fort McHenry and the harbor defenses by water. Arriving in the Patapsco River, Ross landed 4,500 men at the tip of North Point on the morning of September 12, 1814. Anticipating Ross actions and needing more time to complete the citys defenses, the American commander at Baltimore, American Revolution veteran Major General Samuel Smith, dispatched 3,200 men and six cannon under Brigadier General John Stricker to delay the British advance. Marching to North Point, Stricker arrayed his men across Long Log Lane at a point where the peninsula narrowed. Marching north, Ross rode ahead with his advance guard. Armies Commanders: United States Major General Samuel SmithBrigadier General John Stricker3,200 men Britain Major General Robert RossColonel Arthur Brooke4,500 men The Americans Make a Stand Shortly after being warned about being too far forward by Rear Admiral George Cockburn, Ross party encountered a group of American skirmishers. Opening fire, the Americans critically wounded Ross in arm and chest before retreating. Placed on a cart to carry him back to the fleet, Ross died a short time later. With Ross dead, command devolved to Colonel Arthur Brooke. Pressing forward, Brookes men soon encountered Strickers line. Nearing, both sides exchanged musket and cannon fire for over an hour, with the British attempting flank the Americans. Around 4:00 PM, with the British getting better of the fight, Stricker ordered a deliberate retreat north and reformed his line near Bread and Cheese Creek. From this position Stricker waited for the next British assault, which never came. Having suffered over 300 casualties, Brooke elected not to pursue the Americans and ordered his men to camp on the battlefield. With his mission of delaying the British accomplished, Stricker and men retired to Baltimores defenses. The following day, Brooke conducted two demonstrations along the citys fortifications, but found them too strong to attack and halted his advance. Aftermath Impact In the fighting, the Americans lost 163 killed and wounded and 200 captured. British casualties numbered 46 killed and 273 wounded. While a tactical loss, the Battle of North Point proved to be a strategic victory for the Americans. The battle allowed Smith to complete his preparations for defending the city, which halted Brookes advance. Unable to penetrate the earthworks, Brooke was forced to await the outcome of Cochranes naval attack on Fort McHenry. Beginning at dusk on September 13, Cochranes bombardment of the fort failed, and Brooke was forced to withdraw his men back to the fleet.