Albert Hofmann and the Invention of LSD

LSD was first synthesized on November 16, 1938, by Swiss chemist Albert Hofmann in Sandoz Laboratories in Basle, Switzerland. However, it was a few years before Albert Hofmann realized what he had invented. LSD, known as LSD-25 or Lysergic Acid Diethylamide, is a psychoactive hallucinogenic drug. LSD-25 LSD-25 was the twenty-fifth compound developed during Albert Hofmanns study of amides of Lysergic acid, hence the name. LSD is considered a semi-synthetic chemical. The natural component of LSD-25 is lysergic acid, a type of ergot alkaloid that is naturally made by the ergot fungus, though a synthesizing process is necessary to create the drug. LSD was being developed by Sandoz Laboratories as a possible circulatory and respiratory stimulant. Other ergot alkaloids had been studied for medicinal purposes. For example, one ergot was used to induce childbirth. Discovery as a Hallucinogen It was not until 1943 that Albert Hofmann discovered the hallucinogenic properties of LSD. LSD has a chemical structure that is very similar to the neurotransmitter called serotonin. However, it is still not clear what produces all the effects of LSD. According to a Road Junky writer, Albert Hoffman deliberately dosed himself [after a milder accidental dose] with just 25 mg, an amount he didnt imagine would produce any effect. Hoffman got on his bicycle and rode home [from the Lab] and arrived in a state of panic. He felt he was losing his grip on sanity and could only think to ask for milk from the neighbors to counter the poisoning. Albert Hoffman's Trip Albert Hoffman wrote this about his LSD experience, Everything in the room spun around, and the familiar objects and pieces of furniture assumed grotesque, threatening forms. The lady next door, whom I scarcely recognized, brought me milk†¦ She was no longer Mrs. R., but rather a malevolent, insidious witch with a colored mask.† Sandoz Laboratories, the only company to manufacture and sell LSD, first marketed the drug in 1947 under the trade name Delysid. Legal Status It is legal to buy Lysergic acid in the U.S. However, it is illegal to process Lysergic acid into lysergic acid diethylamide, the psychoactive drug LSD.

Economic Decline Of The Zimbabwean Economy Essay - 1339 Words

In this paper I wish to evaluate the economic decline of the Zimbabwean economy as the result of IMF to be specifically from 1990 to 2000. I have based this paper on the research by Asad Ismi, Impoverishing a Continent: The World Bank and the IMF. I will focus much on what the IMF did to Zimbabwe whether Zimbabwe was really made to recover from the crisis or it was actually worsened. Many developing nations are in debt and poverty partly due to the policies of international institutions such as the International Monetary Fund (IMF) and the World Bank. Numerous studies for many years criticize their programs for resulting in poverty. Structural Adjustment Policies (SAPs) is one of the mentioned program the IMF is using in the name of financial aid, debt repayment, economic restructuring and developmental projects. But the way it has happened has required poor countries to reduce spending on things like health, education and development, while debt repayment and other economic policies have been made the priority. The World Bank and the IMF imposed SAPs on developing countries that needed to borrow money to service their debts. The World Bank’s SAPs, first instituted in1980, enforced privatization of industries ( including necessities such as healthcare and water), cuts in government spending and the imposition of user fees, liberalizing of capital markets (which leads to unstable trading in currencies) market based pricing (which tends to raise the cost of basic goods)Show MoreRelatedEssay The Zimbabwe Hyperinflation1454 Words   |  6 Pages$20 Zimbabwean dollar was the largest currency domination and it was used in 95% of all Zimbabwean transactions. The weakening of Zimbabwe’s economy began in 1999 when the economic activities started to decline and public debt started to rise. During the year 2000 and 2001, as a result of land reallocation, agricultural tracks got redistributed which depressed the land owners as well as the farming output. In addition, the bad situation of the economy urged a wave of immigration of Zimbabweans toRead MoreThe Surge of Faith Based Organizations in Postcolonial Zimbabwe 1378 Words   |  6 Pages1.1 BACKGROUND OF STUDY There has been a surge of Faith Based Organisations in Postcolonial Zimbabwe. FBOs have contributed positively to the Zimbabwean society although they have been over looked and little study has been done concerning these organisations, only secular organisations have been well studied and thus unfair on the part of FBOs. FBOs are hinged on a religious backbone in the work that it is involved in unlike Non Governmental Organisations which have no religious attachment toRead MoreColonial And Present Day History Essay2044 Words   |  9 Pagesto mine the region due to reports of gold, however further British interest in the region arose. The main ideal of Rhodes thereafter included to rid to region of remaining Portuguese influence and promote and formalize British colonialization and economic gains in southern Africa. With such underlying hopes, Rhodes deceived the people into receiving mining rights from King Lobengula. Within a few years, after the initial First Matabele war agains t pressing British control, the native populations andRead MoreZimbabwean Government- Prime Minister Mugabe’s Influence2050 Words   |  8 PagesZimbabwean Government- Prime Minister Mugabe’s Influence Due to Britain’s legacy of domination and political exploitation, Zimbabwe has struggled to enact meaningful democracy. Prime Minister Mugabe was influenced by British rule and precedent to gain control and to use his position to keep the lower class people at the bottom. Pamela Machakanja stated that, â€Å"the government concentrated wealth and power in the ruling class and stifled popular dissent through repression and the systemic use of militaryRead MoreHyperinflation in Zimbabwe1472 Words   |  6 PagesHyperinflation in Zimbabwe: An Economic Crisis The Audience: As mentioned in a New York Time’s article, â€Å"Zimbabwe has been tormented this entire decade by both deep recession and high inflation, but in recent months the economy seems to have abandoned whatever moorings it had left† (Wines, 2006). This state of hyperinflation has caused the prices to soar to higher levels than ever making it harder for the citizens of the country to be able to consume necessary goods such as milk, bread, toiletRead MoreStructural Adjustment in Zimbabwe2550 Words   |  11 PagesInternational Monetary Fund in an attempt to free the Zimbabwean economy (Bond 93). In 1991, Zimbabwe introduced what is known as the Economic Structural Adjustment (ESAP), to stimulate economic growth and reduce poverty. The government would â€Å"de-emphasise its expenditure on social services and emphasise investment in the material production sectors such as agriculture, mining and manufacturing†(Gibbons 10). To begin economic restructuring, the Zi mbabwean government received financial assistance fromRead MoreThe International Bank For Reconstruction And Development Essay1354 Words   |  6 Pagesthe World Bank and is the only country entitled to a permanent place among the Bank’s executive directors. A PROJECT OF THE WORLD BANK OR IMF THAT CREATED PROBLEMS FOR THE NATIONS THAT RECEIVED IT (ZIMBABWE) During the 1980s, Zimbabwe’s economic growth rate averaged about 4% a year. Its exports were increasingly manufactured goods, debts were regularly repaid, food security was attained, and education and health services were greatly expanded by major increases in government spending. ConsequentlyRead MoreZimbabwe : A Landlocked Country Essay959 Words   |  4 Pagesmaterials. Growth of Zimbabwe’s real GDP during the period 1980 to 1992 averaged 2.4 per cent per year but was highly variable because of major droughts that occurred during that period. The economy contracted by over 40% in the decade leading to 2010. The major factors that contributed to Zimbabwe’s poor economic performance during the decade ending 2010 include:— †¢ Unstable macroeconomic environment; †¢ Low and unstable commodity prices on the international market for primary exports such as goldRead MoreWhy is Africa so under-developed?1653 Words   |  7 Pagesaround during the Cold War to classify countries/continents that remained self-governing with a capitalist or communist government. This definition allows us to categorise the nations of the world into three groups based on social, political, and economic distribution. These groups are; the First World, the Second world and the Third world. Political reasons for a lack of development- In the late 19th century, European imperial powers (such as the British Empire) ended up occupying most ofRead MoreWhat Are Poor Governance And Corrupt Leadership Affect The Development Of The Countries1844 Words   |  8 Pagesthat are susceptible to such influence or control (Cain, 2015:6). Thus, poor governance is a major obstacle for the growth and development of economies, welfare and infrastructure in poor and developing countries (Moore, 2001:386). 3 What is the result of poor governance? Poor governance has many negative effects on a country including corruption, high economic loss and the deterrence of potential investors. The effects of poor governance are dire for a whole country but the results are most felt but

Infection Prevention and Control

Question: Discuss about the Infection Prevention and Control. Answer: Introduction The report demonstrates an overview regarding the Health and Disability Service Infection Control Standard (HDSS) (2008) in relation to its implementation of an infection control program regime. The roles and responsibilities of an infection control preventionist at the local district health board (DHB) offering care in a 500 beds hospital setting to devise an appropriate infection control protocol has also been discussed. The description, requirements and relevance of the Standard 3.1 of the HDSS (2008) in the hospital scenario has been specifically mentioned as well. Apart from these, two examples concerning evaluation of infection control program has also been critically discussed in this report. Health Disability Service Infection Control Standard (2008) The Health and disability Services (Infection Prevention and Control) Standards put forward by the New Zealand Ministry of Health proposes the infection control management as part of the Standard 3.1 that encompass a set of systems and structures to be followed by the concerned organization to ensure quality healthcare facility with enough scopes of improvement within the given hospital framework (www.health.govt.nz, 2016). The Standard clearly refers to a manageable environment with the minimum possibility of infections for the patients, service providers as well as the visitors. In order to achieve this desired level of outcomes, the relevant organization needs to fulfill the following criteria (www.health.govt.nz, 2016): Clearly defined duties for infection control and accountability for infection control issues leading to the hierarchic management including the senior authority and the governing body. Explicitly defined reporting lines and frequencies within the organization encompassing the procedures to promptly notify regarding the infection control related matters. Annual review of the properly defined and well documented infection prevention program in the organization. Improvisation of the infection control program in collaboration and communication with the prime stakeholders through proper risk assessment method, information procured through effective supervision and surveillance, trends and pertinent management strategies subjected to approval from the competent authority. In case of dearth of support from the concerned organization, clear instructions related to the availability of the necessary advice and support concerning infection control and prevention, combating outbreak of infectious diseases and microbiological pathogenicities. Depending upon the size and working modality of the organization, recruitment of an infection control team or personnel or committee accountable to the higher management authority and held responsible to monitor the progress of the infection control program. Clear cut defined duties and tasks of the engaged infection control team or personnel or committee. For cases requiring significant modifications related to recruitment of staff and provision of products, equipments, facilities, practices and implementation of novel services, strictly defined procedures for early consultation and feedback from the concerned team or personnel are essential. Patients, service providers and visitors exposed to or susceptible to contagious diseases are to be prevented from further spread of those infectious diseases. Requirement and Relevance of Standard 3.1 within 500 bed Hospital setting Within the set up of 500 beds hospital infrastructure, maintenance of a congenial atmosphere allaying the risk of spreading and contracting infection is imperative to safeguard the health and well being of the patients, care givers and the visitors and foster improved and updated healthcare facility. In this context, the competent authority occupying the management level administration for the smooth running of the hospital is pivotal to conduct and approve suitable infection control program by means of engaging thoroughly trained personnel or infection control team or likewise committee entitled to successfully carry out the proposed program through constant feedback and communication from all ends. Regular supervision and evaluation executed through proper risk assessment protocol, annual review of the undertaken program and identification of the chief stakeholders form the basis of such infection control programs. A 500 bed hospital setting accounts for quite a handful of diseased patients undergoing treatment of varied nature and interventional modes and therefore harbors the risk of contracting nosocomial infections of several types such as blood stream infection (BSI), urinary tract infection (UTI), ventilator associated pneumonia (VAP) and surgical site infection (SSI). Thus development of a suitable infection prevention and control program by the hospital authority in compliance with the established Standard 3.1 is necessary to tackle the situation and plummet the intensity of any possible contractible disease at its inception or outbreak. Role of Infection Control Preventionist in Infection Control Program In the Australian and New Zealand context, the roles and duties of the infection control preventionist has been amended corroborating with the existing policies and guidelines to successfully execute and implement several national strategies for infection combating. Study pertinent to this workforce considers the educational credibility, experience levels and scope of practice among the quintessential attributes to carry out their assigned jobs effectively (Hall et al., 2015). Further recent research in case of the New Zealand domicile suggest the potency of the active, prospective and continual hospital based severe acute respiratory infection (SARI) surveillance fully operational to mitigate the health concerns related to emerging influenza A virus infections and seasonal influenza pandemic (Huang et al., 2014). Moreover, in this regard efforts made by the World Heart Federation (WHF) to carry out a seamless transition from the position statement to a functional plan on the basis o f a foundation laid upon rigorous research, science and measurable improvement indicators to deal with the patients suffering from rheumatic fever (RF) and rheumatic heart disease (RHD) may be mentioned (Remenyi et al., 2013). However comprehending the tasks and duties designated to be performed by the infection control preventionist and professionals, the following jobs have been identified to be of prime importance (Henman et al., 2015). A teamwork oriented approach is generally followed for control and prevention of infection by the infection control preventionist that includes infection prevention and control doctor, infection prevention and control nurse in conjunction with adequate administrative and information and communication technology (ICT) support through following of proper evidence based device associated infection prevention practice (Parriott et al., 2015). Dissemination and Implementation The policy adopted to reduce the risk of acquisition of infection among the vulnerable population of patients, healthcare workers and anyone in contact with the healthcare setting need to be put into effectiveness through surveillance by means of detecting, monitoring and recording the infection in its different stages. In this matter, the competencies of the infection preventionist and nurses have been identified as crucial in performing their roles deftly and implementing strategies to deal with the situation (Gase et al., 2015). Monitoring Compliance and effectiveness of the adopted strategies Congruency in terms of roles and responsibilities performed by the infection control professionals demand frequent and thorough supervision by the concerned authorities of the relevant organization to assess the feasibility of the projected management strategies for infection control thereby ensuring further modifications and alterations as and when applicable. Quality and safety of the adopted measures can thus be safeguarded and timely reporting to the higher authorities of the concerned organizational framework will ensure timely and most appropriate action plan intervention for infection control (Huffaker, 2012). Updating and Review In keeping with the changing trends in the healthcare practice, the mode of information storage and retrieval to document the medical records have simultaneously undergone a rampant modification. Telemedicine and usage of electronic algorithm have gained prominence in the modern era to update the data obtained from various case situations in a periodic manner. At least annual review of the action plan devised in accordance with the data procured from a particular healthcare setting has been suggested as essential to optimize healthcare facility and bring out the best possible outcomes. Education and awareness impart knowledge and training to the infection control professionals to better the service offered by them (Leone et al., 2015). Equality and Diversity The legal obligation to protect against discrimination to facilitate the central theme of equal opportunities for all is propagated through the infection control preventionist roles by means of equality and diversity. The emphasis is laid on the electronic medical records to enhance the efficacy of the infection surveillance regime to ensure accurate documentation and subsequent actions to mitigate the contagious illnesses of varied types in a valid way (Shepard et al., 2014). Infection Control Program Evaluation The infection control program may be evaluated categorically in two distinctive manners including the internal evaluation and external evaluation. The embracing of the internal evaluation to assess the credibility and efficiency of a proposed plan undertaken to tackle the infection related hazards considers the reviews and data retrieved from surveillance. Intermediaries have been opined to be beneficial in promoting evidence based infection control practice under certain contextual situations. Internal evaluation carried out under the supervision of the members of the healthcare team function in a holistic teamwork scenario through data obtained in a passive manner and thus bear the possibility of inflicting biasness in assessing the outcomes of the proposed action plans to mitigate the infections (Williams, Burton Rycroft-Malone, 2013). The rates of occurrence of cross infections and other possible infections are to be detected impeccably by the internal evaluators. Ethical compliance and scientific methodology adoption are the key features of internal evaluation to control and prevent the infectious states and hence act as boosters to escalate the efficiency of the infection control program (Zimerman et al., 2013). External Evaluation The specific evaluation method of external evaluation is generally carried out by some third party healthcare professional who are not directly engaged with the infection control program thereby lessening the chances of bias due to familiarity or suppression of facts whatsoever pertaining to a definite infectious disease condition. The evaluator in charge offers new perspective and insight into the proposed plan, however the lack of involvement and deeper knowledge regarding the plan from its commencement has been found to be a major hindrance in assessing the given scenario. Timely reporting and intervention as a result of the surveillance brought about by the external evaluators culminate in improvising public health care programs, infection control programs and immunization protocols globally (Evans, 2013). Gathering of qualitative information through methodical observational approach achievable through consideration of both the participants and non-participants group through cond uction of interviews, rapport building, examination of the traces and the documents and exploration of more detailed information regarding the causative factor, time and frequency of occurrence and population susceptible to specific infection are the chief tasks of the external evaluators (Posavac, 2015). Conclusion The stringent following and compliance with the Standard 3.1 of the HDSS (2008) ensure a suitable and healthy environment with lesser chances of contracting infection within a given hospital framework for the consumers, health service providers and visitors. The pre defined tasks and responsibilities of the infection control preventionist working in harmony with other healthcare professional and practitioners play a considerable role in mitigating the health related issues due to infection borne out of hospital settings through improvisation and implementation of suitable infection prevention and control plan. Devising strategies to reduce the chances of infectious diseases through proper knowledge of the principles and practices may provide respite to the victims of the infections and ease the task of the healthcare providers (Bennett, Dolin Blaser, 2014). Simultaneous and effective assessment of the infection control programs may be attained through both internal and external eval uation pattern. Approval and monitoring from the competent authorities provide scope for betterment and assessing the effectiveness of the proposed and undertaken projects in case appropriate situations of infection outbreak within a hospital setting. Surveillance, education and training, reviewing and documentation of the available data ensure protection from further infection spreading and curb any possible existing infection. A holistic and collaborative approach from all healthcare professionals involved in the infection control program offers hope of effective infection management strategy through dynamic changes and modifications. Additionally studying of the distribution and the determinants of the diseases and infections through hospital epidemiology might be of surmountable importance in control and prevention of infectious disease (Mayhall, 2012). References Bennett, J. E., Dolin, R., Blaser, M. J. (2014).Principles and practice of infectious diseases(Vol. 1). Elsevier Health Sciences. Evans, A. S. (2013).Viral infections of humans: epidemiology and control. Springer Science Business Media. Gase, K. A., Leone, C., Khoury, R., Babcock, H. M. (2015). Advancing the competency of infection preventionists.American journal of infection control,43(4), 370-379. Hall, L., Halton, K., Macbeth, D., Gardner, A., Mitchell, B. (2015). Roles, responsibilities and scope of practice: describing the state of playfor infection control professionals in Australia and New Zealand.Healthcare Infection,20(1), 29-35. Henman, L. J., Corrigan, R., Carrico, R., Suh, K. N., Team, P. A. S. D., Review, P. A., Team, T. S. D. (2015). Identifying changes in the role of the infection preventionist through the 2014 practice analysis study conducted by the Certification Board of Infection Control and Epidemiology, Inc.American journal of infection control,43(7), 664-668. Huang, Q. S., Baker, M., McArthur, C., Roberts, S., Williamson, D., Grant, C., Mackereth, G. (2014). Implementing hospital-based surveillance for severe acute respiratory infections caused by influenza and other respiratory pathogens in New Zealand.Western Pac Surveill Response J,5(2), 23-30. Huffaker, C. B. (Ed.). (2012).Theory and practice of biological control. Elsevier. Leone, C., Gase, K. A., Snyders, R., Kieffer, P., Hoehner, C., Babcock, H. M. (2015). Agreement of Infection Preventionists(IP) Surveillance Assessments.American Journal of Infection Control,43(6), S4-S5. Mayhall, C. G. (2012).Hospital epidemiology and infection control. Lippincott Williams Wilkins. Parriott, A., Saint, S., Olmsted, R. N., Krein, S. (2015). Associations between Hospital Infection Prevention/control Program Infrastructure and Evidence-based Device Associated Infection Prevention Practices.American Journal of Infection Control,43(6), S3. Posavac, E. (2015).Program evaluation: Methods and case studies. Routledge. Remenyi, B., Carapetis, J., Wyber, R., Taubert, K., Mayosi, B. M. (2013). Position statement of the World Heart Federation on the prevention and control of rheumatic heart disease.Nature Reviews Cardiology,10(5), 284-292. Shepard, J., Hadhazy, E., Frederick, J., Nicol, S., Gade, P., Cardon, A., Madison, S. (2014). Using electronic medical records to increase the efficiency of catheter-associated urinary tract infection surveillance for National Health and Safety Network reporting.American journal of infection control,42(3), e33-e36. Williams, L., Burton, C., Rycroftà ¢Ã¢â€š ¬Ã‚ Malone, J. (2013). What works: a realist evaluation case study of intermediaries in infection control practice.Journal of advanced nursing,69(4), 915-926. www.health.govt.nz,. (2016). (infection control and management) Standards- Ministry of Health. Retrieved on 30 October 2016, from https://www.health.govt.nz/system/files/documents/pages/81343-2008-nzs-health-and-disability-services-infection-prevention-and-control.pdf Zimmerman, P. A., Yeatman, H., Jones, M., Murdoch, H. (2013). Evaluating infection control: A review of implementation of an infection prevention and control program in a low-income country setting.American journal of infection control,41(4), 317-321.

Starbucks Csr free essay sample

Starbucks values and respects the diversity of its culture. [1] Starbucks partners (the employees) are sought out and engaged to create a business environment as diverse as the communities and customers they serve. 1 As evidence to their non-discriminatory practices, Starbucks has earned a 100% rating from the Human Rights Campaigns Corporate Equality Index for the past 4 year. [2] This rating assesses what companies are fair and non-discriminatory towards LGBT employees and potential employees. 2 In addition to non discriminatory acts towards employees, Starbucks is also working to develop diversity within its suppliers, trying to increase business with minority and women owned suppliers. 1 Accessibility Starbucks is working towards making its stores as well as its workplace accessible to all people with disabilities. [3] They are working towards removing all barriers through the lowering of hand-off counters where customers obtain their drinks, and by publishing a braille brochure that is currently only in distribution in US stores. We will write a custom essay sample on Starbucks Csr or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Starbucks is also looking to broaden the inclusion of disabled people into the workplace through the Starbucks Access Alliance, a forum of current partners looking at how operations can change to become more accessible. [4] Environmental Issues Recycling Most of the waste generated by Starbucks stores occurs behind the scenes in the form of cardboard boxes, milk and syrup jugs, and coffee grounds. [5] The success rate of recycling these materials relies heavily on the availability of commercial recycling, which are often less inclusive than residential recycling, or unavailable entirely. Starbucks is working with recycling providers, sorting centres, and local government in major cities to increase and improve the availability of recycling opportunities for commercial companies5, and providing interested customers with complimentary used coffee grounds to enrich the soil of their home gardens. 5 The success of reducing waste from Starbucks cups relies on two factors, customer use of tumblers, and the development of recyclable cup solutions. 5 Starbucks encourages the use of tumblers by offering customers a 10? iscount when they bring in their own reusable cup. 5 Starbucks is aiming to serve 5% of it s beverages in reusable mugs or tumblers by 2015, and is working toward that goal with an increase from 1. 5% in 2009, to 1. 9% in 2011. [6] Customers who plan on staying in store can also request that their beverage be served in a ceramic mug. [7] Customer initiative in the use of reusable options saved more than 1. 5 million pounds of paper from landfills in 2011. [8] Green Stores Beginning in 2011, Starbucks is aiming to build all company-owned stores to achieve Leadership in Energy and Environmental Design (LEED) certification. 8 The goal of obtaining LEED certification is in place to help the company reach its environmental goals and deliver long term operating cost reductions. 8 In the 2011 fiscal year, Starbucks was able to build 75% of new stores to achieve LEED certification. 8 During the construction of these stores 60% less construction waste was generated8 and contractors were required to use minimally toxic methods and practices to improve the air quality of the store. 9] Once open, these stores will require less water and energy to operate8 by using efficient lighting, heating, and air conditioning, Energy Star rated appliances, and water efficient fixtures. 9 While LEED certification only addresses new company-owned stores, Starbucks is continuously looking to improve environmental design practices in all of its stores. 8 Energy Water Consumption Starbucks is working to decrease the energy use and water use in its store by using more efficient practices, appliances, and lighting. Installing LED lighting in it stores, Starbucks is conserving and average of 7% of the energy used before the change. 8 They are working to convert their outdoor signage to LED as well, which would further reduce their electricity use. 8 Although the use of water in their products cant be minimized they are working to minimize the water filtered from their intake by using higher efficiency filter, as well as installing dishwashers and washroom fixtures that are utilize less water. 8 Starbucks is also taking a smaller step by landscaping with draught resistant plants to reduce the need for irrigation. Starbucks acknowledges that they will always require the use of electricity, and so they are also invested in the future of renewable energy. 8 In 2010, Starbucks established the goal of owning owning Renewable Energy Certificates (RECs) equivalent to the power used by all of their stores world-wide. 8 In 2011, the company reached was able to purchase RECs equivalent to 50% of the companies energy use, and also began research into the integration of solar energy to their stores. [10] Customer Relationsh ips Community Service Investments

Critical Analysis of the Movie Gandhi

Executive Summary A leader can create milestones, transforms people, or change history. What motivates a leader to do one of these, or all of them, can be examined in the internal and external environment of the leader, the characteristics of the people, events that are happening, and the characteristic traits of the leader. The leader capable of doing these has also the characteristics distinct from others. A leader should have the cognitive and emotional intelligence to achieve what Gandhi has achieved as an effective leader who led the independence of India.Advertising We will write a custom report sample on Critical Analysis of the Movie Gandhi specifically for you for only $16.05 $11/page Learn More The story of Mahatma Gandhi is one of the most fascinating stories in the history of colonizing countries and human rights. Gandhi wanted independence and to free India from the clutches of the British Empire without resorting to violence. He used humili ty and fasting instead of force. Fasting was his most effective weapon against the British rulers. He was, in the words of Howard Gardner (1999), â€Å"a creator with superlative interpersonal intelligence†. Gandhi popularized the idea of peaceful resistance. He fasted for days until he gained sympathy from a great number of people, forcing the government to give in to some of his demands. He was an effective leader because he had the characteristic traits of a leader such as self-confidence, humility, trustworthiness, extraversion, enthusiasm and sense of humor. Moreover, his leadership was effective because of several factors. The internal and external environment chose his leadership; he did not only volunteer for his leadership, but the people chose him to be their leader. India waited for his homecoming so he could lead the people to fight for their independence, without violence. The Film Gandhi Scene 1 – The assassination (2:39 – 4:27) The opening scene c an tell us how an effective leader can be cut off from continuing his leadership. Assassination is cutting off someone who is effective. The assassination of Gandhi cuts him off from his people. The reason of course is obvious – he is an effective leader, the people follow him, whatever he says has an effect and an outcome, or perhaps, we can say that his leadership cannot be stopped except through the bullet of a gun. The assassin is one of those opposed to his ways. But there is another leadership here – the assassin is being coached by another leader, someone who is against Gandhi’s teaching. Scene 2 – Gandhi’s burial parade (4:36 – 6:16) The burial parade is attended by hundreds of thousands, people of all walks of life, and dignitaries and representatives from the different countries of the world.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Gandhi was a Hindu who practiced the teachings of Christianity, sympathized with Muslims and other religions, but was revered by millions throughout India and the world. His leadership was leadership by example. He made humility not only a tool but a weapon mightier than an empire. Gandhi’s burial showed that Gandhi was not just an ordinary leader. He was a leader of no army, but his enemies feared his weapon. Scene 3 – Gandhi, a young lawyer, consulting and discussing with the Indian immigrants of South Africa, telling them his train experience wherein he was thrown out because he was colored – 9:21-11:18 Gandhi was surprised that the Indians had accepted their fate, subject to white supremacy. This was the beginning of his desire to change his oppressed countrymen. He wanted to lead and the people had to be awakened. Gandhi knew India needed change, but it had to start from the ordinary folks in the countryside. Indians under the British Empire had to know w hat was going on. The people were living in extreme poverty under a foreign government. Somebody had to begin the campaign for freedom, and he started his campaign in South Africa. This is one of the first scenes that showed his interpersonal skill of communicating with a small group of Indians in South Africa. He communicated clearly with them and established a strong personal bond. He convinced them to help him organize the Indians of South Africa. This small group of Indians who became a core group in Gandhi’s small community was a motivational factor in Gandhi’s initial outburst of leadership and ‘cry’ for justice for the oppressed Indian immigrants of South Africa. They were motivating each other. They had a mutual relationship although at first they were pessimistic because they knew they were going to fight a formidable force – the British Empire. They first warned Gandhi, but later they were all awakened by the fact that they had to be unite d to fight for justice. They saw in Gandhi the traits of a good leader. Scene 4 – Gandhi organizes the Indian Congress of South Africa – 11:18-16:03 Gandhi organized his young countrymen, including the rich Indians and ordinary people who had migrated to that country for jobs or to find their place under the sun. His leadership skill displayed in the initial stages of the ‘revolution’ to free India. He even asked his wife to bring along with them the wives of the other Indians. Organizing the small groups of Indians to stand for a cause was a beginning feat for Gandhi. He sought the help of the press, as he was himself a writer, and from the Indian population of South Africa.Advertising We will write a custom report sample on Critical Analysis of the Movie Gandhi specifically for you for only $16.05 $11/page Learn More Gandhi and the businessman who was motivated to follow him asked the Indians to burn their passes. The Ã¢â‚¬Ë œpass’ was a piece of government document which was required of all colored people in South Africa to distinguish them from the Europeans. Only the whites did not have passes. By burning the passes, Gandhi and the people protested the injustice of the white government. Gandhi was beaten but he showed no fear. This is the kind of leadership that the people wanted. The wake-up call started by Gandhi presented him as a charismatic leader. Charismatic leaders have â€Å"strong convictions, high self-confidence, a tendency to dominate, and a desire to influence those around them† (Mannarelli, 2006, p. 46). The first to burn his pass was the rich Indian who was immediately apprehended by the police. But Gandhi did not show fear. He wanted the people to follow him even in the face of danger. In his confrontations with the British authorities, he was confident of himself. Gandhi’s speech angered the police and the British authorities. No one had ever made such a remark or goaded the Indians to rise to action. Gandhi’s statement was a cry for a revolution. To ask to be treated as equal with the white people meant ‘sacrilege’ for the white people at that time. The police were alarmed; this was like calling to arms. But Gandhi said that they were not seeking a rise to arms but their protest was for peaceful means, and all they wanted was justice. The environment was ripe for a change. The Indians were beginning to feel the pressure from the government. They needed a leader; they needed someone who had the characteristic traits of a leader, someone they could follow, and someone who could be trusted. When they saw and felt that Gandhi was that someone that had been waiting for, they cooperated with him. They were awakened and they wanted to fight. Scene 5 – Gandhi and a Christian preacher meet a group of young white people who were ready to harass them – 18:42 – 19:49 Gandhi knew how to understand his emotions and others; he also knew his opponents. While walking with the pastor who came to visit him, they met a group of young men who were ready to harass, or make a fool of them. Gandhi’s self confidence and humility are remarkable in this scene. He said to the pastor that he had heard of the teachings of Jesus Christ and followed some of his examples. Gandhi told his pastor friend the example of Jesus Christ that when your enemy strikes you in one cheek, offer the other. The young men did not push through with their evil intent. The whites were beginning to feel the pressure too. So they were starting to harass and add more pressure to the Indians.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Scene 6 – Gandhi asks his wife to clean the latrine of the room for the journalist’s driver – 22:28 – 25:07 Gandhi leads a Christian community known as ‘ashram’. He was addressed as â€Å"Bapuji†, which meant father. India was in a deadlock; the country was under the heels of change. This change was about to burst in the midst of mounting protests by nationalists and Japan’s imperial ambitions. (Fisher, 1942, p. 32) His leadership was like leading a family; he was a father to the members of the community. He experienced the poverty of his people by organizing the community known as ‘ashram’. Gandhi emphasized the importance of understanding people (Gardner, 1999, p. 46). He displayed a precocious concern with the treatment of others and with consequences of violating one’s moral codes. Gandhi had the quality of inter-personal intelligence. In their community, they offer hospitality to their visitors. One time when a journalist visited them, Gandhi asked his wife to clean the latrine, one for the journalist, and another for the driver. The wife refused, arguing that she was a member of a class in India known as â€Å"untouchable†. Gandhi had wanted to modify this caste system. His leadership was to lead by example; no one should be above the other even if he is a leader. He had taught humility to his people, and this should be practiced by everyone including the members of his family. He used his interpersonal skills in persuading his wife that it was for principle that he wanted to modify some of the Indian beliefs. The caste system was discriminatory. His family should be the first to show to the people that they practiced what they preached. Gandhi was a trustworthy leader, and to be trustworthy, he was being genuine and honest in his values and beliefs (Dubrin, 2009, p. 38). He practiced this at the risk of sending his wife out of his own home when the latter insisted that she was a member of â€Å"untouchables†. Gandhi did not like this thought and the Indian custom. It had to be blotted out from the minds of ordinary Indian families. Gardner (1999, p. 128) said that leaders have a good intrapersonal sense – â€Å"a keen awareness of their own strengths, weaknesses, and goals – and they are prepared to reflect regularly on their personal course.† Another trait of a leader is self-awareness. In his confrontation with his wife about the latrine issue, Gandhi was examining his conscience. He had some weaknesses and strength. But he knew he could draw some strength from his wife who had always been there. From this time on, he learned to understand himself, his mood and behavior and how he could affect others. Scene 7 – Gandhi speaks in front of Muslims and Hindus – 25:08 – 30:25 There is tension because the British general had imposed new stricter laws against the Indians. All Indians were to be fingerprinte d; marriages had to be Christian marriage, and other than this act, their wives were considered whores. A policeman, entering an Indian dwelling, may enter that dwelling and could do anything to their wives, legally. There is an uproar coming from the audience as Gandhi explains the new law. But Gandhi persuades them not to attack anyone; to resist by not giving their fingerprints. Through their pain, the British would see their injustice. â€Å"We will not strike a blow. We cannot lose. They may torture my body, break my bones, they can have my body, but not my obedience.† Gandhi spoke to the crowd in the presence of government people. In this scene, Gandhi showed the many qualities of a real leader. He had self-confidence. Humility is one of those traits needed of an effective leader. Gandhi also showed extraversion. He was outgoing and gregarious, convincing the people not to obey the laws of the British, but not to fight violence with violence. He was an effective leader in the truest sense of the word. Scene 8 – Gandhi leading the miners’ strike – 30:26 – 34:53 Another scene of the film portrayed Gandhi leading the miners’ strike. Horse-driven constables came to disperse Gandhi and the crowd, but the group resisted by lying on the road. The troops retreated. Gandhi showed leadership by example. He was ready to die with the miners. He taught them courage and humility in the face of danger. The owner of the mine could do nothing but leave along with the police. Scene 9 – The effectiveness of Gandhi’s example – 34:54 – 36:00 The preacher in one of his sermons was reiterating the principles being taught by Gandhi. â€Å"We will not fight but we’ll not comply.† The preacher learned much from Gandhi. The leadership qualities were now implanted in the heart of the preacher, despite his being a Christian. Scene 10 – Gandhi and his countrymen are freed – 36:00  œ 39:38 Gandhi is called to the office of the general informing him that he and the rest of the Indian prisoners would be released. But in exchange for the general’s ‘goodness’, Gandhi asked for money, saying that he was going home to India. This is one of those Gandhi’s wise moves. A leader should be wise. Gardner (1999) said that â€Å"a person who can use several intelligences together appropriately is more likely to be wise, because a greater number of faculties and factors will have entered into the equation.† An example is a military man’s leadership: a military man can be schooled in the art of diplomacy and fighting. The military leader uses his intelligences in persuasion or diplomacy and the art of fighting with arms and bullets. In the scene in which Gandhi was released from person, he used wisdom. Gandhi asked money from the general who said he neither had money, but pointed to Mr. Daniel to give Gandhi the needed money. How far w as Gandhi going? He was going home to India. Gandhi was going away from the prisons of South Africa, to return home to India who needed him most. In India, he was joyfully received by the people, and gave him a hero’s welcome. There was much work to do for Gandhi in the land he did not know much. But he was determined to free India from the British possession. Gardner and Laskin (1995) said that Gandhi saw himself as the only one who could help India; there was no other one. Scene 11 – A hero’s welcome (daytime) 40:00 – 43:49 In India, Gandhi was greeted by thousands of people, including the political leaders of India, members of congress, and other influential people. Many had heard of his exploits in South Africa, and had read his articles. Gandhi’s leadership skills were like a magnet to the people. Bruce J. Avolio (cited in Dubrin, 2010, p. 20) states that â€Å"leadership is a function of both the leader and the led and the complexity of the contest.† Leadership is not imagined, nor is it abstract. It involves the person and the persons led and a variety of forces in the environment. Gandhi knew he could lead them but he had to motivate his countrymen. He saw the beginning of a new relationship. His leadership would soon be tested. Nevertheless, his leadership now involved the greater population of India, a people living in terrible poverty. Gandhi started this by living what he had preached. Leadership is building up a character, a personality, and changing it to something to mould an organization or a group of people. Leadership leads to change, but leadership succumbs to change. And change affects all of us – our thoughts, feelings, activities, and experience. Leadership and change go together because a leader has to change all the time. Change is an internal dynamic in a person; meaning the attitude – our attitudes, our outlook in life, our motivations and objectives for the organization – should change, and we become good leaders. But first we have to be transformed into good followers who want change. The ‘want’ is emphasized here because if we do not have the longing for change, it will not be effective. It has to be a desire and a goal. When Gandhi was consulted by a group of young leaders most of all were lawyers, he asked them the question: Do we want change? Gandhi asked this because the young did not know what they wanted of Gandhi as a leader and where they were going. Scene 12 – Gandhi and the political leaders of India address the African National Congress – 52:00 – 57:21 Gandhi had come home from South Africa. The political climate, the sentiment of the people, and the overall prevailing situation provided for an environment where a leader and followers could understand each other and fight for a common cause. The political leaders spoke, and they received a resounding applause. But when Gandhi started to speak, they knew he was talking sense. The environment was now ripe for all to collaborate and speak their minds against the injustice and oppressive government of the British Empire. Anyone could lead. There were the political leaders who wanted to fight, the different sectors who were looking for a trusted and courageous leader. Some thought they needed some who could fight with arms. When Gandhi talked about fighting the British with the use of non-violence and humility, they were pessimistic. But Gandhi’s effectiveness of a leader proved them that humility was effective in fighting a formidable force. Scene 13 – Gandhi’s weapon – humility and fasting (daytime) 1:44:30 – 1:50 When the British finally gave India the much-awaited independence, the Muslim and Hindu factions could not be stopped from fighting each other. This led to the separation of the Muslim-dominated Pakistan and India. Gandhi fasted again for days that nearly took his life. His followers and t hose who cared for him did everything to convince him that the fighting had stopped. Leaders of the different fighting groups went to him to convince him that they would not fight anymore. Gandhi and the new leaders of India were about to begin a free India when the bullet’s assassin ended all that he had started. Gandhi’s style of leadership is remarkable – peaceful, non-violent, non-cooperation. His defiance to the British authorities was to respond to violence with simple disobedience. No matter how many times he was beaten, stricken by wooden stick, humiliated, and imprisoned, his reaction was not to fight violence with violence. Gandhi’s example – his life, his belief, including his ways and practices – allowed him to have moral authority over his countrymen. It was unique and immeasurable, like that of Jesus and other great men of the past who have led their people to freedom. It may not be original nor is it difficult to practice. Gan dhi was charismatic; he had the charisma to lead people. He knew the way, and he knew how to lead them to that way. He told a gathering of Asian workers not to violently resist discriminating laws, but not to obey them as well. Holman quotes Philip Yancey who says, â€Å"Today, Gandhi sits like a superego on the shoulder of the Western church asking all of us †¦ why we don’t practise what we preach.† (Holman, 2003, p. 21) Scene 14 – Protest walk to the sea – 2:00:30 – 2:05:20 Gandhi leads the protest walk up to the sea where he would make his salt. The protest march arrived at the sea at the anniversary of the massacre of Indian civilians. On this walk, the people were waving and cooperating at the side of the road, women were weaving the traditional Indian cloth as a symbol of their support to the cause of Gandhi. Majority of the people, Muslims and Hindus, including the different sectors of society, politicians, businessmen, and ordinary fol ks were supporting and collaborating to the cause that Gandhi was fighting for – independence of India. This made the leadership of Gandhi very effective. Discussion Gandhi had a high degree of emotional intelligence. Daniel Goleman’s (Dubrin, 2009, p. 44) analysis suggests that emotional intelligence played greater role than cognitive intelligence in creating an effective leader. One of the important components of emotional intelligence is social awareness. Gandhi realized the plight of his millions of countrymen who were in dire poverty and had succumbed to injustice and oppression. Gardner (1999) said that leaders and creators seek to influence the thoughts of others; Gandhi had the power of persuasion. A leader or a creator has a story to tell; he creates his own story. A leader speaks directly to the people, and his speech has to be as simple or simplistic as possible. (Gardner, 1999, p. 131) Gardner (1999, p. 126) says that traditionally, leaders are those who in fluence people to change their thoughts, feelings and/or behaviors. Many of those leaders could bring about changes coercively, as in the case of a despot in a dictatorial regime. But in this situation, the effectiveness of the leadership is there when the intimidating force is still present, but when the coercion has been removed, the leadership’s effectiveness wanes. Leadership is at the forefront of all human activities, and it is a role that should not just be taken lightly (Thompson and Martinuzzi, 2008, p. 6). Gandhi is one of those who succeeded in making changes without coercion. He introduced humility and submitted to the cruelties of the British by disobeying their laws. In the first scenes of the film, the leadership of Gandhi was portrayed as one with persuasion. Gandhi also had the gift of language; he wrote skillfully and told effective stories. He awakened the people through his writings. According to Gardner (1999, p. 128), these are some of the first â€Å"i ntelligences† of a leader. Self-confidence is a trait that Gandhi showed, making him to qualify for a good leader. He not only showed this to the authorities, he convinced his countrymen that he could be their leader. â€Å"Leadership is a responsibility that must be practiced fulltime† (Weiss, 2000, p. 17). While it is true that it must be practiced full time, it has to be practiced with humility. Gandhi knew his responsibility as a leader and as a father to a small village. This small village would grow into the bigger India which was in the verge of a revolution. People always look at the kind of leader they want to emulate or take as a role model. Others follow leaders whom they idolize. (Willis, 1996, p. 6) Characteristic traits of Gandhi were also charismatic and transformational. Charismatic leaders have â€Å"strong belief in their ideas and a high level of self-confidence† ((Black and Porter, 2000). Transformational leadership can transform people into t he kind of followers an organization must have (Bass and Rigio, 2006, p. 16). Transformational leadership motivates members to make large changes. Bass (1990) defines transformation leadership to include â€Å"charisma, inspiration, individualized consideration and intellectual stimulation’ (Friedman, p. 9). But Sashkin (1988) also includes vision in this kind of leadership. Trice and Beyer (1991) argue that charismatic leaders are founders of an organization while transformational are members who want to effect change. Burns (2003, p. 24) attributes change to transactional leadership, but transformational is a different concept at all. Conclusion The political climate, the tense atmosphere, and the people in need of a leader made Gandhi effective. Additionally, the external and internal environment coupled with the characteristic traits of Gandhi made his leadership very effective. Gandhi was emphatic and stressful in his words. He was a gifted writer. He was a lawyer; he k new what he was talking about. His style and behavior motivated the people to follow him; the British too felt the Indians were becoming stronger. The British rulers respected Gandhi and looked up to his ways. They knew he was not an ordinary leader. And they were beginning to feel Gandhi and the people of India were united for one cause. This made the leadership effective. India gained British independence because of that leadership. References Bass, B. and Riggio, R., 2006. Transformational leadership (second edition). Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc. Black, J. S. and Porter, L., 2000. Management: meeting new challenges. Upper Saddle River, NJ: Prentice Hall. Burns, J., 2003. Transforming leadership: a new pursuit of happiness. New York: Grove Press. Dubrin, A., 2009. Leadership. United States of America: Cengage Learning. Fisher, W., 1942. Gandhi at home. In: Life, Aug 17, 1942. Vol. 13, No. 7 ISSN 00-24-3019. Published by Time Inc. Friedman, H., Langbert, M. , and Giladi, K., 2000. Transformational leadership. National Public Accountant [e-journal]. Available through: City University London . Gardner, H. and Laskin, E., 1995. Leading minds: an anatomy of leadership. New York: Perseus Books. Group. Holman, B., 2003. Icon of the month. In: Third Way, Summer 2003, Vol. 26, No. 6, p. 21. UK: Third Way Trust Ltd. Thompson, G. and Martinuzzi, B., 2008. The power to lead. Supervision [e-journal], Available through: City University London . Mannarelli, T., 2006. Accounting for leadership: charismatic, transformational leadership through reflection and self-awareness. Accountancy Ireland, December 2006 Vol. 38 No. 6, [e-journal], Available through: City University London . Sashkin, M., 1988. The visionary leader. In J.A. Conger and R.N. Canungo, Charismatic leadership: the elusive factor in organizational effectiveness. San Francisco: Jossey-Bass. Trice, H. and Beyer, J., 1991. Cultural leadership in organizations. Organization Science, 1 (May), 149-169. Available through: City University London . Weiss, W., 2000. Leadership. [e-journal], Available through: City University London Willis, E., 1996. The Sociological Quest: An Introduction to the Study of Social Life. New Jersey: Rutgers University Press. This report on Critical Analysis of the Movie Gandhi was written and submitted by user Brayden Madden to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free Essays on Queen Elizabeth The 1st

Elizabeth, The Struggle for the Throne is a biography on Queen Elizabeth the 1st written by David Starkey. The book tells about the life and times of Queen Elizabeth. Elizabeth Tudor was born September 7, 1533 in Greenwich Palace. Her parents were Henry the 8th and Anne Boleyn. Elizabeth’s mother was executed on false accusations of incest and adultery. Anne was beheaded on May 19, 1536. Henry and Anne’s marriage was declared null and void and Elizabeth, just like her half-sister, Mary, was declared illegimate and deprived of her rightful place in the line of succession. Henry the 8th had six wives and three children. Henry wanted a son and his 3rd wife, Jane Seymour, gave him Edward but died during childbirth. Elizabeth was crowned Queen in November 17, 1558 at the age of twenty-five. Elizabeth was the third in line for the throne and had to wait on her brother, Edward to pass away in the summer of 1553, then her sister, Mary passed away in 1558. Queen Elizabeth never married or had children even though she had many suitors. During her reign as Queen, Elizabeth re-established the Protestant Church in England. She labeled herself Supreme Governor of the Church of England. Queen Elizabeth was a dedicated Protestant. She prayed daily and enjoyed the traditional style of worship in contrast to the sermon-based service becoming more popular. Elizabeth was not a religious extremist. The time during the Queen’s reign is often referred to as â€Å"The Golden Age†. She was greatly admired and considered one of the most loved monarchs. During her time England was and still is one of the most powerful and prosperous countries in the world. Elizabeth reigned as Queen of England until the day she died on March 24, 1603 in Richmond Palace. Elizabeth, The Struggle for the Throne is a very informative biography about Queen Elizabeth the 1st. It tells about her entire life from when she was a baby living in Greenwich P... Free Essays on Queen Elizabeth The 1st Free Essays on Queen Elizabeth The 1st Elizabeth, The Struggle for the Throne is a biography on Queen Elizabeth the 1st written by David Starkey. The book tells about the life and times of Queen Elizabeth. Elizabeth Tudor was born September 7, 1533 in Greenwich Palace. Her parents were Henry the 8th and Anne Boleyn. Elizabeth’s mother was executed on false accusations of incest and adultery. Anne was beheaded on May 19, 1536. Henry and Anne’s marriage was declared null and void and Elizabeth, just like her half-sister, Mary, was declared illegimate and deprived of her rightful place in the line of succession. Henry the 8th had six wives and three children. Henry wanted a son and his 3rd wife, Jane Seymour, gave him Edward but died during childbirth. Elizabeth was crowned Queen in November 17, 1558 at the age of twenty-five. Elizabeth was the third in line for the throne and had to wait on her brother, Edward to pass away in the summer of 1553, then her sister, Mary passed away in 1558. Queen Elizabeth never married or had children even though she had many suitors. During her reign as Queen, Elizabeth re-established the Protestant Church in England. She labeled herself Supreme Governor of the Church of England. Queen Elizabeth was a dedicated Protestant. She prayed daily and enjoyed the traditional style of worship in contrast to the sermon-based service becoming more popular. Elizabeth was not a religious extremist. The time during the Queen’s reign is often referred to as â€Å"The Golden Age†. She was greatly admired and considered one of the most loved monarchs. During her time England was and still is one of the most powerful and prosperous countries in the world. Elizabeth reigned as Queen of England until the day she died on March 24, 1603 in Richmond Palace. Elizabeth, The Struggle for the Throne is a very informative biography about Queen Elizabeth the 1st. It tells about her entire life from when she was a baby living in Greenwich P...

Network Operating Systems Coursework Example | Topics and Well Written Essays - 500 words

Network Operating Systems - Coursework Example New version i.e. USB 3.0 will take approximately 3.3 seconds to transfer 1 gigabyte of data (, Data Transfer Rates to Jump With USB 3.0 ). Moreover, transferring files on a network incorporates file transfer protocol, Microsoft windows sharing, P2P networks etc. In order to share a file, folder, optical drive or hard drive, configuration of FTP is required. This includes configuration of a network place. Steps that are involved in this process are: click ‘my network places’ ? ‘add a network place’? specify address by providing the path known as the ‘FTP site’ and click ‘next’?uncheck ‘log on anonymously’? click ‘OK’. After following these steps, FTP site will be created that will be available on the network for the users to transfer files. However, the transmission of files within the network will be conducted by FTP. FTP facilitates the users to share files in a simplest of methods along with configuring a n FTP site or server. FreeBSD also includes FTP server software named as ‘ftpd’, that is located in the base system. ‘ftdp’ enables the network administrator to configure FTP server in a simple way (, File Transfer Protocol (FTP) ).However, Linux uses ‘scp’ to share files on a remote location.