The Between The Euphrates And Euphrates Tigris And Tigris...

Nearly ten-thousand years ago the first recorded civilization emerged in the world. Between the Tigris and Euphrates rivers, (Mesopotamia) lived the ancient Sumerian peoples. Since then, time has seen the creation and decimation of thousands of countries and economies. In this time, common political structures consisted of a powerful top down ruling where either pharaohs, dictators, or kings held all or most of the power. After ten-thousand years of trial and error, the American capitalistic system of the last several hundred years has propelled civilizations across the world in an increasingly exponential positive direction. The prowess of capitalism, as opposed to other systems like socialism and communism, can be proved through philosophy, psychology and history. The crisis of the 14th century seen the infantile implementation of capitalistic thought. The crisis brought social upheaval, plagues and natural disasters to areas across Europe. There had been a dramatic drop in population during this era, â€Å"In little over a century, from 1340 to 1450, however, the western European population fell from 54 million to 37 million, a 31 percent drop in only a century† (Mises). France had seen an incredible amount of rainfall in the year 1315 which led to wide spread crop failure. During this time there had been, â€Å"widespread famine, reports of cannibalism, and epidemics† (Uwbg). The 14th century also seen the disastrous effects of the black plague which speculatively claimed theShow MoreRelated Mesopotamia Urbanization Essay1389 Words   |  6 Pagesthe â€Å"Land between rivers†. The two main rivers that ran parallel to each other in Mesopotamia were called the Tigris and Euphrates Rivers. The Tigris River was the more unpredictable river to the East of the Euphrates River and the second largest river in the region. The Euphrates River is the larger of the two rivers and is located to the West of the Tigris river. Both rivers flowed from Eastern Turkey all the way to the Persian Gulf (Tigris-Euphrates river system) .The two rivers providedRead MoreChange over Time Essay: Mesopotamia from 2000 Bce to Current Day1078 Words   |  5 PagesBCE to Current Day The earliest civilization in Asia arose around 3500 BCE in Mesopotamia meaning land between the rivers because of its convenient location between the Tigris and Euphrates rivers. This river valley regions rich soil and access to waterways made early civilization thrive on agriculture and trade. Although much has changed since its beginnings, the Mesopotamian River Valley has continued to grow and develop as a civilization to this day. During the time period 2000 BCE to presentRead MoreGilgamesh : The King Of Uruk984 Words   |  4 Pagestame Enkidu. After being tamed and hearing about Gilgamesh and his wedding day customs, Enkidu decides to go confront him. Once there he stopped Gilgamesh from proceeding with his regular activities. Gilgamesh was enraged by this and a clash erupted between the two. Even though he had good intentions Enkidu lost, but admired Gilgamesh’s power and strength, and so the two of them became best friends. Gilgamesh wants to steal power from the god s and so he plans to go to the cedar forest to kill HumbabaRead MoreSocial Studies Megan Baldwin s The Epic Of Gilgamesh 788 Words   |  4 Pagesout of clay. O is for Oldest Society O is for Oldest Society. Mesopotamia is the oldest society. Society means a group of people living together in a group. It was the first society known to humans. Mesopotamia is between the Tigris and Euphrates river. It was located where it was because of the water supply. Water is an important thing to have near you for plant growing and drinking. P is for Polytheism P is for Polytheism. Polytheism is the worship of many godsRead MoreMesopotamian Civilization1351 Words   |  6 PagesMesopotamian Civilization Wedged between the Tigris and Euphrates River, the first civilization and founder of the many methods and ideas we hold today, now lay in ruins under the desert sands of present day Iraq. Mesopotamia is home to the invention of writing, our twelve month lunar based calendar, the wheel, the division of minutes to seconds, and the opening of the first routes to import and export trade. The Sumerians of Mesopotamia were enveloped by environmental conditions that constantlyRead More The Inflence of Rivers and Climate on Baghdad, Iraq Essay1124 Words   |  5 PagesInflence of Rivers and Climate on Baghdad, Iraq The Tigris and Euphrates Rivers, along with their reaction to the climate, have both helped and hurt Baghdad, Iraq. The rivers provided pathways to other civilizations, allowing Baghdad to grow into the transportation and cultural center of Iraq. Its fertile soil, deposited by flooding, provided the area with the ability to become the birthplace of civilization through tremendous agricultural production. Although the flooding of the rivers greatlyRead MoreDescribe The Relationship Between Ancient Civilizations1023 Words   |  5 PagesAncient Civilizations In this essay I will be explaining the relationship between four ancient civilizations. These civilizations include; Mesopotamia, India, China and Egypt. Not only will I be explaining the relationship between these four civilizations, I will also be explaining how the geography of these civilizations relate to religion, social classes,and writing. Paragraph 1 - Describe land and water forms The geography of these four civilizations are very important aspect of their cultureRead MoreMesopotamia and Egypt Essay before 600 BC911 Words   |  4 Pagesexcel in farming and agriculture. Mesopotamia had fertile valleys of the Tigris and Euphrates rivers. Despite receiving little rainfall, the Tigris and Euphrates brought large volumes of fresh water to the region through irrigation. Cultivators tapped these rivers, built reservoirs, and dug canals so they could irrigate fields of barley, wheat, and peas. Similarly, Egypt also had little rainfall. However, in the Nile river allowed farming to develop along its banks. The Egyptians took advantageRead MoreGeographic and Environmental Factors1517 Words   |  7 Pagesdiscovery of the Cumberland Gap. The second geographical factor that significantly contributed to the development and expansion of the United States is the major rivers of the Midwest regions such as, â€Å"The Mississippi, Ohio, Missouri, Illinois, and other rivers knit together the American nation over the course of a century† (River Towns, River Networks, 2012). The early colonists had trouble passing over the Appalachian Mountains due to the extremely difficult environmental conditions that these mountainsRead MoreAncient Mesopotamia And Egypt Different1029 Words   |  5 PagesEgypt; Different The Same Long before you and I today were societies in formation. These fascinating societies took place in Mesopotamia and Egypt in ancient times. Many factors contributed to the similarities and the differences that occurred between the two; including geography, religion, and social structures. A glance at the these factors will give us a better understanding of a couple of the first societies or civilizations that occurred before people today. In order to understand a society

William Shakespeares Hamlet Relationship Between...

In the play Hamlet by William Shakespeare the relationship between passion and reason plays an important role in the fate of the young Prince Hamlet’s life. Throughout the play Hamlet finds out a numerous amount of unsettling news that pushes him towards rash decisions. The ghost of Hamlet’s recently deceased father, the King, sets the play into motion when he bestows Hamlet with the order to kill his murderer, Hamlet’s uncle (1.5.24-25). Relying only on his trusted friends, Hamlet sets out to find the truth as he encounters betrayal and deceit. Although Hamlet’s motivation to act upon emotions continues to provoke him, he uses reason to prevent himself from committing irrational actions, but that internal war ultimately drives him insane. Although Hamlet seems to think through most of his actions in the play, like any human he often falls short of reason and leans on his emotions to give him security and comfort. In the beginning of the play Hamlet makes his curiosity and disgust of his uncle quite obvious. Therefore when the ghost in the form of Hamlet’s father confronts him revealing the deceitful actions his uncle has committed, Hamlet quickly decides to get revenge (1.5.24-28). The close relationship Hamlet had with the victim led Hamlet to truly believe and want to get revenge based on his emotional involvement. Although Hamlets heart seems to provoke these actions, he later comes back to question the validity of the ghost and rethink ways of getting revenge to bestShow MoreRelatedClaudius Character Analysis858 Words   |  4 PagesWilliam Shakespeare wrote Hamlet, one of the most popular plays ever written. Claudius causes a war between passion and responsibility when he murders the father of Hamlet, the main character, and then marries Hamlets mother Gertrude. Claudius killed Hamlets father and then married Gertrude only so he could take the crown and become King. Claudius put passion in front of his responsibilities as Hamlets uncle and as a result of Claudius’ actions, Hamlet is forced to find revenge on him for theRead MoreInterpretation of Conflict within Hamlet1684 Words   |  7 Pageseffective for distinct reasons. Within Act 3, Scene 4 of Hamlet, Shakespeare provides little direction by which the scene should be interpreted, but the play, taken in its entirety, proposes a certain way in which Hamlet and Gertrude express their emotions. This has led to distinctive cinematic interpretations of this scene, all in which portray the storyline in a unique way. Kenneth Branagh’s version of the closet scene provides a more realistic portrayal of the conflict between Hamlet and Gertrude thanRead More Hamlets Love for Ophelia Essay776 Words   |  4 Pages  Ã‚   In Hamlet, we are introduced to the complexities of a man who is struggling to murder his uncle while trying to understand his mothers motives. His inner turmoil has left him emotionally unavailable and completely disenc hanted with humanity in general.  Ã‚      Hamlet seems to be at his best when he is cruel which could reveal a deeper method for self-medication in which he hurts those he loves most - especially his mother Ophelia.   However, while we can clearly discern his reasons for rejectingRead MoreCharacters Influenced by Traumatic Internal Events: Hamlet, and Death of a Salesman1018 Words   |  5 Pageshabit, reason, passion, and desire.† Demonstrating a link between internal thoughts and external action, characters in both William Shakespeare’s Hamlet and Arthur Miller’s Death of a Salesman harness Aristotle’s philosophical ideology. In both plays, a main character becomes so overwhelmed by mental or psychological events that their actions become reflective of them. Although set in different time periods and involving entirely different circumstances, the fates of both Shakespeare’s OpheliaRead MoreHamlet, By William Shakespeare1413 Words   |  6 PagesWilliam Shakespeare’s play Ha mlet focuses on Hamlet, a 30-year old man who tries to seek revenge for his father. Reading the play and looking at it through a contemporary lenses, one can assume the title character is homosexual. Even though Shakespeare does not mean for hamlet to be a homosexual, a contemporary reader can assume this argument; through Hamlet’s characterization and misogynistic relations. Hamlet social aspects has an apparent fluctuation, ever since he encountered his father’s ghostRead MoreThe Juxtaposition of Hamlet Characters1658 Words   |  7 Pagespeople around them. In William Shakespeare’s play â€Å"The Tragedy of Hamlet†, Ophelia and Laertes represent different aspects of prince Hamlets traits that further the understanding of his behaviour, thoughts, and over-all character. Laertes and Ophelia, like Hamlet, are children of murdered fathers. This connection helps create a link between the three that sends them passionately to their end. Ophelia has an important relationship and entangling affair with the prince. Hamlets and Ophelia’s actionsRead MoreFactors Contributing to Shakespeares Hamlet Being a Great Play1203 Words   |  5 PagesFactors Contributing to Shakespeares Hamlet Being a Great Play William Shakespeares Hamlet, through the heroism and nobility of its hero, his superior power of insight into, and reflection upon, his situation, and his capacity to suffer the moral anguish which moral responsibility brings, is considered one of the greatest pieces of literature ever written. Throughout the play, Hamlet, through both soliloquies and actions, displays these characteristicsRead MoreThe Dangers Of Revenge In William Shakespeares Hamlet900 Words   |  4 Pagesduties. Hamlet, in William Shakespeare’s Hamlet, allows his personal passions to interfere with himself and those that are close to him. As a result of Hamlet’s eagerness to avenge his father, he is led to neglect both Ophelia and his mother, disregarding his morals as a person, and revealing that revenge is a destructive ambition to all those that encounter it. Hamlet fools those around him with his madness as a part of his plan of revenge and eventually destroys the relationship between him andRead MoreEssay on Passionate Gertrude in Shakespeares Hamlet2793 Words   |  12 PagesGertrude in Hamlet  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚  Ã‚   Like so many of the characters in Shakespeare’s tragedy Hamlet, Gertrude appears to be dominated by passion. This essay will explore this and other aspects of her interesting character.    Lilly B. Campbell comments in â€Å"Grief That Leads to Tragedy† on Queen Gertrude’s sinful state:    Shakespeare’s picture of the Queen is explained to us by Hamlet’s speech to her in her closet. There we see again the picture of sin as evil willed by a reason pervertedRead MoreThe Consequences Of Ophelia In William Shakespeares Hamlet1214 Words   |  5 PagesWilliam Shakespeare’s Hamlet is a compelling story filled with suffering, revenge, and manipulation. While these are all aspects that come together to create a memorable and thought-provoking play, they also result in the downfall of various characters. With these unfortunate individuals, Shakespeare shows that it is not necessarily one’s actions, but their situation that decides whether they lose it all. In this play, the victims’ suffering is not their own doing, but instead it is caused by the

Effectiveness of Motivational Theories in Motivating Low Status Employ

Question: Discuss about theEffectiveness of Motivational Theories in Motivating Low Status Employees. Answer: Introduction Performance of workers in organizations highly depends on the level of motivation of employees. In workplaces where the level of morale is low, the performance level is also low while high motivation level attracts high performance. Majority of the motivational theories applied in organizations target at appealing the psychology of individuals, which is dependent on the level of social status they hold. Among the low-status employees, the effectiveness of the motivational theories highly depends on their ability to highlight their needs, which include financial obligations, job security, and sense of belonging. Maslows Theory One of the motivational theories that an organisation can use in order to motivate its low-status employees is the Maslows Hierarchical theory. The effectiveness of this theory depends on the managements ability to identify and classify the needs of the employees working in the low status levels. According to Maslows theory, everyone has needs (Jerome, 2013, p39). These needs vary thereby causing there to be different levels of needs. The methods of motivation used on each individual should therefore vary depending on ones level of needs. If the management places an employee in the wrong level of needs, he or she will not be motivated enough to yield the results that was expected (Kaur, 2013, p1062). In the case of low status employees, if the management decides to use the motivational strategies appropriate for employees in the self-actualization level of needs such as increasing their responsibility, the method would be ineffective. The employees would feel oppressed as what they r equire most is money to meet their basic needs. Instead of the strategy leading to increased productivity, it would lead to increased complains and workers strikes. However, increasing their basic salary would motivate the employees to work hard thus increased profitability in the organisation. In order to ascertain that there is increased effectiveness of the Maslows theory in increasing motivation amongst low status employees, organisations managements should aim to meet the needs of people in the psychological and safety needs. Theory X and Theory Y Organisations can further use Theory X and Theory Y to motivate their employees. While Theory Y states that people have a need to work and thus they do not require to be pushed in order to work effectively (Ovidiu-Iliuta, 2013, p56). Theory X on the other hand argues that every employee needs to be pushed, threatened and supervised in order to work hard (Ovidiu-Iliuta, 2013, p56). The effectiveness of this theory is thus dependent on the ability of the management team to identify the category that the low status employees belong. The two theories cater for two groups of employees; those that need to be pushed in order to motivate them to complete their work as well as those that require to be assigned more responsibilities in order to be motivated (Kopelman, 2008, p255). When the management fails to identify the appropriate theory for the low status employees, they risk using the wrong theory, which would lead to continued low productivity. Low status employees are in most cases in t he category of employees that need to be pushed, thus theory X is applicable to them. However, the assumption that every low status employee needs to be pushed and punished in order to be motivated is often incorrect and may lead to an organisation losing some hardworking employees. In cases where the employees need to be motivated using incentives and appreciation, this theory is inappropriate and may be a source of demoralization instead of a motivating factor. Cognitive Evaluation Theory The cognitive evaluation theory is based on the argument that motivation can either be intrinsic or extrinsic (Van den Bos Van Prooijen, 2002, p616). The effectiveness of this theory is therefore dependent on the managements ability to identify if the low status employees require either extrinsic motivation or intrinsic motivation. Those that require intrinsic motivation are highly demoralised when the management uses extrinsic methods (Van den Bos Van Prooijen, 2002, p618). Although they may not reject the rewards given, the methods lead to a decrease in their productivity thus making the theory ineffective. This is similar to those that are motivated through extrinsic methods (Fehr Falk, 2002, p700). They also do not feel motivated when the management uses intrinsic methods. When the theory is used and the right methods used to motivate the right group, the employees are happy and the organisation is able to record increased productivity. In most of the cases, the management ass umes that all low status employees are motivated extrinsically. The assumption is not always correct, a fact that decreases the effectiveness of the theory since the wrong motivation methods are used. In order to increase the effectiveness of this theory therefore, the management needs to identify the appropriate motivational methods for each of the low status employees and use them on each of them. This may however end up being very expensive for the company. McClelland Theory Acquired Needs Theory David McClelland developed the Needs theory, a motivational theory that is applicable in organizations today. According to the theory, managers have to learn the characteristics of their employees in order to identify what drives them. McClelland divided the needs among the workers into three categories, which are achievement, affiliation, and power (Robbins Judge, 2007, p134). These needs act as dominant motivators. The type of need among individuals is dependent on experiences and culture. Most low-status individual fall under the categories of achievement and affiliation. One of the characteristics of this category of workers is that they have an urge to become more. They focus on a future that is better in terms of the financial aspect, health, living conditions, position in the society, and position in the workplace, among others (Ovidiu-Iliuta, 2013, p55). Therefore, in the workplace, this category of workers is driven by the dominating need of achievement. Thus, they desire to accomplish goals that are challenging through taking calculated risks. The managers not only need to assign them tasks that are out of their comfort zone, but also monitor their progress to give them adequate progress that would boost them towards achieving. Another category of low-status employees whose main drive is affiliation also exists. Such employees like to play it safe to reduce the chances of losing their jobs since they have an inclination to cater for their financial needs. Such people develop links with other employees to not only develop a sense of belonging but increase their job security. For example, through collaboration, they would shoulder each other against competition, which could result to loss of jobs for those whose performance is low. The managers, in this category, allocate duties to groups of people with the necessary expertise, hence reducing the exposure to high risk. Alderfers ERG Theory This theory argues that the human needs have three categories namely the growth needs, the relatedness theory and the existence theory (Yang, Hwang Chen, 2011, p7885). The effectiveness of this theory is dependent on the ability of the management team of an organization to fulfil all the needs of the employees in the low status jobs as they arise. The management team has the responsibility of finding out the needs the employees have and strategizing on how to meet these growing needs. Every employee has needs that develop as others are satisfied (Caulton, 2012, p2). The methods of motivating the low status employees change depending on the change of the needs that they have to meet. Most of the employees start working in the low status jobs because of the need to meet their basic needs. However, as soon as these needs are met, the urge to satisfy social and growth needs increases. If the management continues to use the motivational methods meant for people that urgently need to sati sfy their basic needs, it may demoralize them and push them into searching for job opportunities that will meet their growth and relatedness needs (Arnolds Boshoff, 2002, p700). Hertzbergs Theory Herzbergs theory of motivation presents two sets of factors that influence the motivation of workers in an organization. While the motivational factors target at improving the employee morale, the hygiene factors aim at reducing the elements that would reduce the level of motivation among the workers. The factors vary depending on the social status of employees (Robbins Judge, 2007, p156). For example, where among the high-status workers policies and working conditions could act as sources of dissatisfaction, the low-income group is more focused on the presence of a salary. According to the study of Danis et al. (2007, p1656), which evaluates the choice of employment benefits related to health among the low-income employees, it is evident that the preference of the low status workers is financial security, then job retention, and finally health benefits. Although the results only reflect preference of health-promoting benefits, one can relate it to the inclinations employees have in the workplace. For example, these workers main concern is salary, monetary awards, and job security. Evidently, the hygiene factors are of more importance than the motivational factors. The major hygiene factors that the managers could focus on are salary, job security and high quality supervision to assure high quality of work. Nonetheless, motivational factors such as recognition and involvement in decision making would inspire the workers to work towards attainment of organizational goals. Equity Theory Organisations also use the Adams equity theory of motivation to ensure that they keep the low status employees motivated. The theory suggests that the management should ensure that they reward employees with both tangible and intangible rewards for their input in the organisation (Al-Zawahreh Al-Madi, 2012, p158). The rewards should be directly proportional to the input. The effectiveness of this motivational theory is therefore dependent on the managements ability to measure the input of the employees. Most of the input that the theory recommends be assessed may be difficult to measure as there are no machines that can complete the assessments. The success of the assessment is therefore dependent on the managements observation abilities. If they fail to observe and record the input of some employees in a given capacity, it may lead to demoralization of the low status employees and thus failure of the theory (Tudor, 2011, p98). The effectiveness of the theory is further dependent on the managements ability to develop an accurate rewarding system. Different low status employees may put in different types of input, for example, one may demonstrate loyalty to the company while another may make personal sacrifices. Although the input is different, they all deserve to be rewarded fairly in order to increase motivation amongst the employees. When the rewarding system seems unfair to the employees, they are demoralized and reduced productivity is recorded (Bell Martin, 2012, p110). Expectancy Theory This theory is also used by organisations to motivate low status employees. The theory argues that motivation is a choice that is dependent on what employees expect in terms of whether the set goal is achievable, whether there are rewards for achieving the goal and the value of the reward to the employees (Wigfield Eccles, 2000, p68). One of the factors that determine the effectiveness of the theory is the achievability of the set goals. The employees could feel that the set goal is unachievable and thereby be demoralized from working towards achieving it. In order to increase the effectiveness of the theory therefore, the management should ensure that it sets achievable goals in order to motivate the employees to increase their productivity. The effectiveness of this theory is further dependent on the value of the reward to the employees. If the management gives a reward that is considered to be of low value to the low status employees, then the theory fails to be effective in moti vating the employees (Van Eede Thierry, 1996, p578). The effectiveness of the theory further depends on the assurance to the employees that they will receive an award when they achieve the set goals. If the employees are not sure that they will be awarded, then their motivation is decreased thereby causing the theory to be ineffective. Organisations that use this theory can increase its effectiveness by ensuring that it sets achievable goals and promises awards that are valuable to the concerned employees. Conclusion In conclusion, the effectiveness of employee motivational theories varies depending on how the management of an organisation implements the theories. It is important for the management of organisations to ensure that it understands all the aspects of the motivational theories that it chooses to use. This is important because it helps them ascertain that they include every aspect of the motivational theory in their strategic plan thus managing to utilize it fully and yield positive results. Bibliography Al-Zawahreh, A. Al-Madi, F. 2012. The utility of Equity Theory in enhancing organizational effectiveness. European Journal of Economics, Finance and Administrative Sciences, 46, 158-170. Van den Bos, K. Van Prooijen, J. 2002. Referent cognitions theory: The psychology of voice depends on closeness of reference points. Journal of Personality and Social Psychology. 81, 616-626. Yang, C., Hwang, M. Chen, Y. 2011. An empirical study of the existence, relatedness and growth (ERG) theory in consumers selection of mobile value-added services. African Journal of Business Management, 5(19), 7885-7898. Danis, Marion et al. 2007. Low-income employees choice regarding employment benefits aimed at improving the socioeconomic determinants of health. Am J Public Health, 97(9), 1650-1657, [Online], Doi: 10.2105/AJPH.2006.091033 Jerome, Nyameh. 2013. Application of the Maslows hierarchy of need theory; impacts and implications on organizational culture, human resource and employees performance. International Journal of Business and Management Invention, 2(3), pp39-45. Ovidiu-Iliuta, Dobre. 2013. Employee motivation and organizational performance. Review of Applied Socio-Economic Research, 5(1), pp53-60. Robbins, Stephens and Judge Tim. 2007. Organizational behavior. Upper Saddle River, NJ: Prentice Hall. Tudor, T. 2011. Motivating employees with limited pay incentives using equity theory and the fast food industry as a model. International Journal of Business and Social Science, 2(23), 95-101 Bell, R. Martin, J. 2012. The relevance of scientific management and equity theory in everyday managerial communication situations. Journal of Management Policy and Practice, 13(3), 106-115. Caulton, J. 2012. The development and use of the Theory of ERG: A literature review. Emerging Leadership Journeys, 5(1), 2-8. Arnolds, C. Boshoff, C. 2002. Compensation, esteem valence and job performance: an empirical assessment of Alderfers ERG Theory. The International Journal of Human Resource Management, 13(4), 67-719. Wigfield, A. Eccles, J. 2000. Expectancy-Value Theory of achievement motivation. Contemporary Education Psychology, 25, 68-81. Van Eede, W. Thierry, H. 1996. Vrooms expectancy models and work related criteria: A Meta analysis. Journal of Applied Psychology. 81(5), 575-586. Fehr, E. Falk, A. 2002. Psychological Foundations of Incentives. European Economic Review, 46, 687-724. Kopelman, R. 2008. Douglas McGregors Theory X and Y: Toward a construct valid measure. Journal of Managerial Issues, 20(2), 255-271. Kaur, A. 2013. Maslows need hierarchy theory: Applications and criticisms. Global Journal of Management and Business Studies, 3(10), 1061-1064.

Sexual exploitation Essay Example

Sexual exploitation Paper Very young girl is a movie that addresses the topic of the underage prostitution in the New York City with a documentary that has the stories of several unsuspecting girls who fall victims of the city’s cruel as well as manipulative pimps. Rachel Lloyd the founder of the Girls Education and Mentoring Services (GEMS) and a former prostitute gives these little hopeless girls hope and courage again and assist them find another way of life. She is determined to ensure that the youths of today do not make the same mistakes as she was enticed into the grubby world of prostitution. The movie takes us through the exact situation in the city as we watch the life of these young women. Teen girls are seen at different phases of this transition. While some of the girls have completely and successfully broken up with their pasts others have been so psychologically manipulated by their pimps such that they feel compelled to return to their previous life. As we come to know these girls better, they emerge as well-rounded individuals full of unexpected laughter and insight. One chilling element the film uncovers is a videotape confiscated by police of two pimps recording their activities with the intent of making a reality television show. Later Lloyd gets recognized for her work at a human rights awards ceremony. Gender and sex We will write a custom essay sample on Sexual exploitation specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Sexual exploitation specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Sexual exploitation specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Sex refers to the biological differences; chromosomes, hormonal profiles, internal and external sex organs, while gender expresses the characteristics that a society or culture delineates as masculine or feminine. Sociologically gender role refers to the characteristics as well as behaviors that different cultures attribute to the sexes Prince (2005). What it means to be a real man in any culture requires male sex plus what our various cultures define as masculine characteristics and behaviors, likewise a real woman needs female sex and feminine characteristics. Sex industry A number of women earn part or all their living as sex workers. The sex industry includes pornography, nude dancing, telephone sex, as well as computer pornography. Contrary to the ugly stereotypes of prostitutes as fallen women, dope addicts, or disease carriers, sex workers are women at worksupporting children as single parents, trying to save money to go to school, surviving economically in a job market that underpays women at every economic level. As adult sex workers speak out, they expose the many forms of violence that they experience: Poverty that forces women, especially women of color and runaway teenagers, into work as sex workers Sexism in the job market that means that even middle- and upper-class women can earn more in sex work than in most other jobs available Intimidation and beatings by pimps, to whom many sex workers must give their earnings in return for protection, Police harassment and lack of police protection when they are victims of crime such as robbery, battery, and rape, The arrest and prosecution of prostitutes while clients go free (Willis, 2010). The racism and class bias that lead to the arrest and imprisonment of far more prostitutes of colour and women with low incomes than white, middle-class women, even though the majority of sex workers are white and middle-class are the challenges this women face day in day out. Very young girls takes us through a face of this challenges faced by the young women. The film is a reflection of the modern society. The victim has no one to turn to the people who are supposed to help her treat her like a criminal. The girls are left to live in fear and terror some of them do not even survive the ordeals while others end up hating the opposite sex all through their lives. Sexual exploitation refers to the exchange of money, drugs, food or shelter for sexual activities, especially with children or youths under the age of eighteen. Drug use is linked to sexual exploitation in a number of ways. To begin with, many persons who are exploited are sexually assaulted, raped and abused when under the influence of drugs Carlson (2010). Again, many people become involved in the sex industry to finance their drug addiction and often trade their body for drugs. Lastly, human and drug trafficking are often linked, and through threats of violence and promises of freedom. This is never considered prostitution or consensual. Some youth feel they are not being exploited, and that they have chosen to exchange sexual acts for resources. But sexual exploitation is not employment nor is it a chosen occupation; it is a form of sexual abuse. Prostitution and Substance Abuse Drugs are basically related to prostitution, especially street prostitution. Estimates suggest that between 40 and 85 per cent of the prostitutes are drug users (Carlson, 2010). Many prostitutes, men and women, engage in this behavior to support their drug habits and are often the victim of sexual exploitation, violent crimes, rapes, assaults and other serious crimes but these are very often unreported crimes. In some cases, an individual begins to prostitute herself as a way to finance a drug habit. In other cases, a third person may be forcing a person to work on the street or in a brothel to make money. Drug use may be a consequence of the life that a prostitute leads and drugs may be taken to numb themselves, deal with the reality of their life and as a way to be able to get on the street and continue to do the degrading and often violent work. In some cases, a prostitute will be forced by a pimp or other person to take drugs to ensure that they do as they are told and have sex with people. This is particularly true in the case of young people and children. Sex Trafficking Sex trafficking is the act whereby a person is induced by force, fraud or coercion to perform a sexual act (Kotrla, 2009). Sex trafficking often involves a person being promised a job in another country, being sold by a family member to a third part, a false marriage proposal or a kidnapping situation then made to work as a prostitute or perform sexual acts as a payment. Women and girls are the most commonly trafficked people for this purpose. Sex traffickers will use a variety of ways to make a person conform to their demands. Rape, physical abuse, starvation, violence, drugs, gang-rape and guilt are used to break a person and shame a victim into the life of a sexual slave or a prostitute. Drugs such as heroin and methamphetamine are commonly used to make a person become an addict and force them to do the work the traffickers want them to do. Conclusion Each person can have different reactions to victimization. Trauma is the term that describes both the physical and emotional reactions to a traumatic event. Common symptoms of trauma include reviewing parts of the crime over and over in one’s mind, mood swings, shaken sense of personal safety, heightened sense of smell or hearing, emotional detachment, disassociation, and so on. Symptoms associated with trauma may take several weeks to subside. Under the fear and pain of withdrawals or while they are high on the drugs, many of the victims of exploitation will do acts they would otherwise not ever consider doing. They may also find it near impossible to leave the grasp of the abusers or traffickers and return home to families and friends. Getting help from the police or health workers is often difficult because of the illegality of the lifestyle they have been forced into and attending rehabilitation or detoxification may be beyond their grasp due to associated poverty. Many of the victims of exploitation will suffer from anxiety, depression, post-traumatic stress disorder and other mental health problems as a result of the crimes they have been involved in. Resolving these issues at the same time as overcoming a substance abuse problem may be difficult, but with appropriate care and training, recovery is possible. The girls, who are maturing physically, but remain emotional infants, are desperately in need of some guidance. Rachel Lloyd, who is the film’s central character, has dedicated her life to give them this helps. Lloyd’s personal background was troubled born in the UK she dropped out of school and fled to Munich, here she worked as a teenage stripper as well as hooker and later she transferred her trade to New York York, she eventually changed her act. She began to help young girls as well as women who find themselves in the similar situation. Underneath its broad ideological implications, though, this film is intensely humanistic, concerned less with commoditized bodies than with people for whom normal life is a beautiful if distant dream. It’s great that the film brings the plight of the young girls to light as well as the fact that it refrains from inflicting any given amount of neither blame nor shame on the girls. However the film ought and should have taken a stronger backing role by pointing out just where as well as how the social system falls apart in the providing the children any form of safety as well as fails to punish those who take part in the abuse as well as exploit the young stars in such a way that they become a lesson to other predators. This would make very young girls a stronger as well as more effective film and would help pass on the efforts and message of Rachel Lloyd. In additional the authority must make a serious effort to enforce the article 34 of the international convention of child ri ghts, stating that â€Å"states must protect the children from all forms of sexual exploitation as well as sexual violence.† References Kotrla, K. (2010)Domestic Minor Sex Trafficking In The United States. Social Work 55.2: 181-187 Neil R., Carlson (2010). Psychology: The science of behavior. Fourth Canadian edition. Pearson. 140–141

Free Essays on Around The World In 80 Days

Around the World in Eighty Days by Jules Verne is a novel about the adventures of Phileas Fogg and his servant Passerpartout. One day while Phileas Fogg is with some friends, he reads in a newspaper that it is possible to travel around the world in eighty days. No one believes this is true, except Phileas. Then Phileas bets them that he could make the journey in eighty or under days, and then leaves along with his servant immediately. The thing Jules Verne concentrates most on during Around the World in Eighty Days is how precise Phileas Fogg is. In the beginning, Mr. Fogg fires his servant because the water he brought him to shave in was four degrees of the correct temperature. I thought this was quite comic. When Mr. Fogg hires Passerpartout, he instructs him exactly when to prepare breakfast, exactly how hot his water should be and many other silly things. When Phileas is talking to his friends after making his bet he told them exactly when he would return and exactly where he would be. One thing about Around the World in Eighty Days is this entire notion of taking eighty days to travel around the world. When Jules Verne wrote this book, he probably had no idea about how much the world would advance. Today, with the technology we have, we can physically travel around the world in about a day. But also today, we have the power to travel around the world in about eight seconds with computers.... Free Essays on Around The World In 80 Days Free Essays on Around The World In 80 Days Around the World in Eighty Days by Jules Verne is a novel about the adventures of Phileas Fogg and his servant Passerpartout. One day while Phileas Fogg is with some friends, he reads in a newspaper that it is possible to travel around the world in eighty days. No one believes this is true, except Phileas. Then Phileas bets them that he could make the journey in eighty or under days, and then leaves along with his servant immediately. The thing Jules Verne concentrates most on during Around the World in Eighty Days is how precise Phileas Fogg is. In the beginning, Mr. Fogg fires his servant because the water he brought him to shave in was four degrees of the correct temperature. I thought this was quite comic. When Mr. Fogg hires Passerpartout, he instructs him exactly when to prepare breakfast, exactly how hot his water should be and many other silly things. When Phileas is talking to his friends after making his bet he told them exactly when he would return and exactly where he would be. One thing about Around the World in Eighty Days is this entire notion of taking eighty days to travel around the world. When Jules Verne wrote this book, he probably had no idea about how much the world would advance. Today, with the technology we have, we can physically travel around the world in about a day. But also today, we have the power to travel around the world in about eight seconds with computers....

General Braxton Bragg in the Civil War

General Braxton Bragg in the Civil War Braxton Bragg - Early Life: Born March 22, 1817, Braxton Bragg was the son of a carpenter in Warrenton, NC. Educated locally, Bragg yearned to be accepted by the higher elements of antebellum society. Often rejected as a young man, he developed an abrasive personality that became one of his trademarks. Leaving North Carolina, Bragg enrolled at West Point. A gifted student, he graduated in 1837, ranked fifth in a class of fifty, and was commissioned as a second lieutenant in the 3rd US Artillery. Sent south, he played an active role in the Second Seminole War (1835-1842) and later traveled to Texas following the American annexation. Braxton Bragg - Mexican-American War: With tensions heightening along the Texas-Mexico border, Bragg played a key role in the defense of Fort Texas (May 3-9, 1846). Effectively working his guns, Bragg was brevetted to captain for his performance. With the relief of the fort and the opening of the Mexican-American War, Bragg became part of Major General Zachary Taylors Army of Occupation. Promoted to captain in the regular army in June 1846, he took part in the victories at the Battles of Monterrey and Buena Vista, earning brevet promotions to major and lieutenant colonel. During the Buena Vista campaign, Bragg befriended the commander of the Mississippi Rifles, Colonel Jefferson Davis. Returning to frontier duty, Bragg earned a reputation as a strict disciplinarian and an obsessive follower of military procedure. This reputedly led to two attempts on his life by his men in 1847. In January 1856, Bragg resigned his commission and retired to the life of a sugar planter in Thibodaux, LA. Known for his military record, Bragg became active with the state militia with the rank of colonel. Braxton Bragg - Civil War: Following Louisianas secession from the Union on January 26, 1861, Bragg was promoted to major general in the militia and given command of forces around New Orleans. The following month, with the Civil War about to begin, he was transferred to the Confederate Army with the rank of brigadier general. Ordered to lead Southern troops around Pensacola, FL, he oversaw the Department of West Florida and was promoted to major general on September 12. The following spring, Bragg was directed to bring his men north to Corinth, MS to join General Albert Sidney Johnstons new Army of Mississippi. Leading a corps, Bragg took part in the Battle of Shiloh on April 6-7, 1862. In the fighting, Johnston was killed and command devolved to General P.G.T. Beauregard. After the defeat, Bragg was promoted to general and, on May 6, given command of the army. Shifting his base to Chattanooga, Bragg began planning a campaign into Kentucky with the goal of bringing the state into the Confederacy. Capturing Lexington and Frankfort, his forces began moving against Louisville. Learning of the approach of superior forces under Major General Don Carlos Buell, Braggs army fell back to Perryville. On October 8, the two armies fought to a draw at the Battle of Perryville. Though his men had gotten the better of the fighting, Braggs position was precarious and he elected to fall back through the Cumberland Gap into Tennessee. On November 20, Bragg renamed his force the Army of Tennessee. Assuming a position near Murfreesboro, he fought Major General William S. Rosecranss Army of the Cumberland on December 31, 1862-January 3, 1863. After two days of heavy fighting near Stones River, which saw Union troops repel two major Confederate attacks, Bragg disengaged and fell back to Tullahoma, TN. In the wake of the battle, several of his subordinates lobbied to have him replaced citing the failures at Perryville and Stones River. Unwilling to relieve his friend, Davis, now the Confederate president, instructed the General Joseph Johnston, commander of Confederate forces in the West, to relieve Bragg if he though it necessary. Visiting the army, Johnston found morale to be high and retained the unpopular commander. On June 24, 1863, Rosecrans initiated a brilliant campaign of maneuver which forced Bragg out of his position at Tullahoma. Falling back to Chattanooga, insubordination from his subordinates worsened and Bragg began to find orders being ignored. Crossing the Tennessee River, Rosecrans began pushing into northern Georgia. Reinforced by Lieutenant General James Longstreets corps, Bragg moved south to intercept the Union troops. Engaging Rosecrans at the Battle of Chickamauga on September 18-20, Bragg won a bloody victory and forced Rosecrans to retreat to Chattanooga. Following, Braggs army penned the Army of the Cumberland in the city and laid siege. While the victory allowed Bragg to transfer out many of his enemies, dissent continued to foment and Davis was forced to visit the army to assess the situation. Electing to side with his former comrade, he decided to leave Bragg in place and denounced those generals who opposed him. To save Rosecrans army, Major General Ulysse S. Grant was dispatched with reinforcements. Opening a supply line to the city, he prepared to attack Braggs lines atop heights that surrounded Chattanooga. With Union strength growing, Bragg elected to detach Longstreets corps to capture Knoxville. On November 23, Grant opened the Battle of Chattanooga. In the fighting, Union troops succeeded in driving Braggs men off of Lookout Mountain and Missionary Ridge. The Union attack on the latter shattered the Army of Tennessee and sent it retreating towards Dalton, GA. On December 2, 1863, Bragg resigned from command of the Army of Tennessee and traveled to Richmond the following February to serve as Davis military advisor. In this capacity he successfully worked to make the Confederacys conscription and logistical systems function more efficiently. Returned to the field, he was given command of the Department of North Carolina on November 27, 1864. Moving through several coastal commands, he was at Wilmington in January 1865, when Union forces won the Second Battle of Fort Fisher. During the fighting, he was unwilling to move his men from the city to aid the fort. With Confederate armies crumbling, he briefly served in Johnstons Army of Tennessee at the Battle of Bentonville and ultimately surrendered to Union forces near Durham Station. Braxton Bragg - Later Life: Returning to Louisiana, Bragg oversaw the New Orleans Waterworks and later became chief engineer for the state of Alabama. In this role he oversaw numerous harbor improvements at Mobile. Moving to Texas, Bragg worked as a railroad inspector until his sudden death on September 27, 1876. Though a brave officer, Braggs legacy was tarnished by his severe disposition, lack of imagination on the battlefield, and unwillingness to follow-up successful operations. Selected Sources Civil War: Braxton BraggCivil War Trust: General Braxton BraggGeneral Braxton Bragg

Consumers' Unethical Belief and Attitude toward Counterfeiting Essay

Consumers' Unethical Belief and Attitude toward Counterfeiting - Essay Example The main issue is the consumer has the benefit of choice. A product may be counterfeit. But it may be as good as or better than the original. The customer is in no position to ascertain the true value of the product unless he buys it. However, his unethical belief may be product-specific. He may or may not be willing to test counterfeits of each and every product. For instance, clothes. The fashion business is highly fluid in the matter of originals and counterfeits (Ha, Sejin & Lennon, Sharron, 2006). Depending on the government's strength and the rule of law prevalent in the region, the consumer's reliance on counterfeits may be rewarding or counterproductive and the question of ethics does not bother the consumer because he has paid for the goods even if it is counterfeit (Tatnall, Professor Arthur, 2008). Consumer's belief and attitude rotates around the single, dominant factor that he is paying for the product and hence it does not matter if the product is counterfeit. If the counterfeit provides him with as much or better services than the original, his purchase of such goods does not bother him at all on the matter of ethics. It is true that an informed society is more tolerant of unethical belief. It also has a higher anti-business attitude because there is greater awareness of what is going on in big business houses. Big business houses have problems with ethics (Friedman, Hershey H et al, 2008, p38). They make choices between the greater evil and the lesser evil in the regular course of their business. This does not get reflected in their balance sheets or profit and loss account. They have to gloss them over. With globalization and use of the information technology, large (and even small) business houses make no bones about dubious business practices. The original manufacture too deigns to resort to counterfeiting to realize cost and other benefits. The practice is too ingrained and enmeshed between the original and the counterfeit to separate one from another. Nothing is lost in the process except consumer's cynicism and respect for the original (Decker, Melissa A, 2004, p6). In the ultimate analysis, it is difficult to hold on to ethics and do business at the same time. By our view of ethics, we even blame the Almighty for committing many blunders. Also, the different shades of ethics do not have the same order of value in the eyes of different individuals. The world highly differs in ethical standards between individuals. Business must serve its own interests, setting the best examples in the process. Sometimes, their choice may not appear morally correct. Technically, however, business may not have committed any offence. Nonetheless, if the consumer is unhappy with a company's stance, it will result in anti-big business attitude (Sender, Katherine, 2002). Consumers with more tolerant of unethical belief will have lower social cost of counterfeit attitude If the consumer takes social cost into account, he will not be able to make use of his freedom of choice. The

Ethnic Views Essay Example | Topics and Well Written Essays - 750 words

Ethnic Views - Essay Example Settling in a different context would also result to cultural conflict where the dominant group isolates the minorities due to ethnic and other differences. In this text two incidences; the myth of the Latin women and the American dreamer will be explored to portray how cultural conflicts occur and lead to stereotyping. Fredrickson, M. George put forward four models of ethnic relations and how they are embraced as well as their effects on the affected parties. In this case one-way simulation, a model that tries to forcefully integrate the immigrants into the new ways of the native people in America will be analyzed in the two narratives above and the specific cases outlined to relate the cases occurrences with the model as postulated by Fredrickson. The American dreamer The American Dreamer is a narrative of an Indian woman; specifically from the Bengali speaking tribe who went to study in Canada in the 50s only to be met with harsh racial sentiments and highly contrasting cultural p erspectives that makes her to forget her real identity in a confused racial conflict situation. The hierarchical classification society that she was used to was replaced by a contradicting westernized lifestyle that encompasses virtually everything that her cultural background describes as social norms. The westernized ways of life such as 5 minutes wedding in a lawyer’s office was the climax of departure from a well structured cultural that the writer has abandoned and tries to fit in to a different cultural perspective that is not welcoming. This makes the writer and her family to move to the United States, where she becomes a committed immigrant from being detached onlookers that she had been reduced to. The writer later becomes an advocate of integration among cultures and critically discourages the idea of cultural retentions, a view that did not go well with many scholars and especially those of Indian origin who blames her for leaving her culture, and advocating agains t those cultural lines in America. The writer describes America as having a good bill of rights meaning, that there were chances of equal treatment among the cultures with increased advocacy. Analysis From the story above, Fredrickson model of one way assimilation is evident in both the Canadian and the US platforms though on a lesser extent on the latter. One way assimilation recognizes that humans are equal in treatment and rights, but on terms that strictly specify that the native or dominant culture; in this case the American culture is more superior, pure and has to remain unchanged by the immigrants or new cultures from outside the American culture (Frederickson, 635). This was observed when in 1994 when the Florida Lake country School board announces it policy that required that all middle class teachers to instruct their students that American culture, meaning the European-American culture was â€Å"inherently superior† to other foreign or historic cultures. The case of some of Indian born academics in the US campuses appointing themselves as the guardians of the purity of ethnic cultures also portrays a case of one way assimilation, and this explains their disgust with the writer’s efforts. The myth of the Latin woman This case is a case of stereotyping and culture a conflict between a student of the Hispanic origin and the English culture in Britain. The student is humiliated and undergoes psychological torture as the English speakers isolate her due to her Hispanic looks and view her

A Historical Perspective on Reading Research and Practice Essay Example for Free

A Historical Perspective on Reading Research and Practice Essay This article has responded to both internal and external forces resulting from gradual and dramatic transitions based on historical perspectives. This has permitted a reasonable reflection and a sense of wisdom that is susceptible to loss when one engages in it. The underlying reason is the critical dimension to the present day events and issues analysis resulting from the broadened reading culture. In the late 20th century, reading became a recognized study field with systematic research programs aiming at ascertaining its fundamental nature and its acquisition process. This resulted from the confluence of social, educational, political and economic factors. Quantitative and qualitative changes in U. S. public schools’ systems after the World War II provided favorable environment for the reading transitions. Reading processes and skills were broken down into constituent parts which were practiced and reinforced in a systematic and orderly manner during classroom sections. Reading became a conditioned behavior based on certain environmental contingencies. Individuals positively responded to learning from repeated and controlled stimulation from the environment. This stimulus-response relationship was accompanied by rewards and punishments led to the habituation of the reading act (Alexander Fox, 2004). Therefore, academic learning involved identification of the preferred behaviors prerequisites and training. This aimed at untangling the chained links in reading so as to train the learner in each component skill. In addition, material effectiveness was structured and controlled in the delivery of environmental stimulation and practice opportunities. Emphasis on studying observable behavior focused on reading as a perceptual activity which included identification of visual signals and validating diagnostic instruments and remedial techniques. However, alternative human learning theories which focused on perceptual process as a whole still operated on underground which examined that reading is per introspection rather than through behavior. Human beings could make a coherent sense out of the perceptional data through whole-word recognition, context comprehension and word identification thus considering reading as a unique human activity owning definitive characteristics. Increased interest in internal mental structures and processes ignited by the advancements in neurology and artificial intelligence has caused transformations in the learning institutions. Moreover, the dissatisfaction with behaviorism as an explanatory system caused changes. The article points that present institutions should conceptualize learning as a natural process rather than conditioning and that language should be developed through a meaningful use. Also learning to read should be viewed as an inherent ability rather than a reflective action with laborious skill acquisition. As a result, reading research unified the literacy field through language arts. Learning to read became a matter of arriving at a facility due to the understanding quest within a language-rich environment. The growing attention to the structure and processes of the human mind and increased federal funding by the Unites States led to creation of research centers caused another theoretical transformation. These new researchers explained human language as an interaction between symbol system and mind. Learning as a natural metaphor was replaced with a mechanistic information processing metaphor. Text-based as a form of learning, involved knowledge which was organized and stored within the individual mind (Alexander Fox, 2004). In addition, Knowledge base was depicted as powerful, persuasive, individualistic and modifiable since it was linked to the individual’s perspectives on what they had read, their interpretation and recall out of the written text. The information processing of this period resulted in cognition-related constructs which strengthened the aforementioned characteristics of knowledge. Furthermore, it focused on the individual mind. This was because the computer-based guiding had little considerations of socio-cultural influences in processing linguistic information. To add on, the research studies stressed on individualistic interpretations of written text and exhibited that the knowledge of the students could be greatly modified through training, direct intervention and/or overt instructions. Other contributors of improved text comprehension were instructional environments and pedagogical techniques. In view of any reading approach, there must be a shift away from the neurological argument to much concern for naturalism in the materials and procedures used to teach reading. Moreover, they should create unity within the language arts. The cognitive psychology gave a new viewpoint for literacy and educational researchers. It studied literacy with naturally occurring texts in natural settings with holistic and aesthetic school of thought. It aimed creating a mutual understanding arising in the social interaction of individuals in particular contexts at a time (Alexander Fox, 2004). The dominant perspective was learning being a socio-cultural collaborative experience and the learner being a member of the learning community. Reform on modern schools  Present day schools should anticipate for motivation in the form of readers’ achievement of goals, interest and involvement in the learning experience with change in perception of texts, reader and reading. This can be achieved due to the introduction of the hypermedia and hypertext forms of learning which has increased the attention in classroom discourse thus improving the students’ academic. Effective orientation has to be done so as to capture the complexity of reading and recognize the changing nature of reading as the reader engages in a range of reading-related, goal-directed activities. With the dichotomization of reading into learning to read and reading to learn, it has led to integrated and developmental learning perspective. Engaged learning has led to the acknowledgement of the fact that reading extends to the texts students come across daily such as nonlinear, interactive, dynamic and visually complex materials transmitted using audiovisual media. Current learning institutions should learn about the potentials of alternatives nonlinear media and examine how pedagogical techniques and learning environments can be adapted to aid readers from struggling with traditional texts. Students should be encouraged to participate in meaningful and goal-directed text-based learning. Moreover, attention should be drawn to create a personally and socially valuable body of knowledge. Strategies are put in place to promote reflection, choice and deliberate execution on the learner’s part which actively engages the leaner thus developing the reading perspective. To be complete, readers, and learners should focus on demonstrating fluency in reading and other basic linguistic skills. Workable solutions  Some of workable solutions would include provision of personally relevant texts, both traditional and alternative that will promote deeper and wider student engagement in their learning. Putting in place technological advancements capable of transforming learning and teaching through production of proliferated information sources and different text types can also be productive. Involving high-stakes testing and efforts to institute national standards have hastened the students’ learning since they prescribe the content and skills learners should have acquired at various institutional levels. Investments in basic reading skills and components in special education institutions have helped struggling readers since researchers have greatly supported. Changes which might improve things One of major consideration that should be put in place is recognition of the fact that reading is invariably physiological, psychological and sociological thus an integrated orientation is a prerequisite. Therefore physical, visual, and neurological stimuli to the learning processes should also be employed. In addition, every reading process needs to enhance the psychological interpretation, storage and retrieval of text, goals formulation and expression of interests. Sociologically, a reading culture that focuses in intra-individual and inter-individual communication through linguistic media that are socio-culturally influenced can also play a big role in changing the existing education. Lastly, a fine-grained reading view that incorporate brain structures and mental activities of an individual and social behavior have to be integrated meaningfully throughout these orientations.

Galactosemia Essay -- essays research papers

Galactosemia Galactosemia is an inborn error of metabolism. Because of energy barriers, essentially none of the chemical reactions that take place in living things could occur at any measurable rate without the presence of a catalyst. Most catalysts in living things are enzymes that depend on their structure to be able to function. Their structure is determined by their coding on DNA. Inborn errors of metabolism, like the one seen in galactosemia, are caused by defective genes.   Ã‚  Ã‚  Ã‚  Ã‚  Galactosemia is an inherited metabolic disorder in which the transformation of galactose to glucose is blocked, allowing galactose to increase to toxic levels in the body (Chung 1997). Galactose epimerase, the enzyme in the liver that is required to break down galactose, is deficient in galactosemia patients (â€Å"Galactosemia† 1995 and Wohlers, Christacos, and Harreman 1999). This enzyme works as a catalyst to speed up the breakdown of galactose. When there is a deficiency of this enzyme, the body cannot metabolize galactose as quickly as needed, causing a toxic buildup (Olendore, Jenyan, and Bayden 1999).   Ã‚  Ã‚  Ã‚  Ã‚  This disease is inherited in an autosomal recessive manner, this means that galactosemia is only present in individuals with two defective copies of any one of the three genes that causes it (Chung 1997). These genes are the genes that code for the three enzymes, galactosemia-1-phosphate-uridyl transferase (GALT), galactokinase (GALK), and uridyl disphosphogalactose-4-epimerase (Olendore, Jenyan, and Bayden 1999). Although carriers have less than normal enzyme activity, carriers of the disease are unaware that they are carrying a defective gene since no symptoms are evident (Chung 1997). If two carriers of the same defective gene have children, the chance of their child getting galactosemia by having two copies of the same defective gene is 25% for each pregnancy (Elsas 1999). Every cell nucleus has two copies of each gene, therefore, if only one of the two copies is defective, enough of the enzyme is made and the pathway of galactose metabolism is not blocked (Ol endore, Jenyan, and Bayden 1999).   Ã‚  Ã‚  Ã‚  Ã‚  Most states have now included testing for galactosemia in newborn screening programs (â€Å"Galactosemia† 1995). However, if galactosemia is not found in a screening program, some symptoms appear within the... ...al of death (â€Å"Galactosemia† 1995).   Ã‚  Ã‚  Ã‚  Ã‚  Unfortunately, many children are born each year with galactosemia and there is no medication that can treat it (Chung 1997). However, galactosemia is manageable and the symptoms can be greatly reduced by taking a few precautions. First of all, babies whose GALT activity is less than 10% need to have all their milk products replaced by formula such as Isomil or Prosobee, which are free of lactose. Soy products contain other sugars such as sucrose, fructose, and non-galactose polycarbohydrates, which supply the needed energy to the baby. All lactose containing foods such as dairy products, tomato sauces, candies, and medicines should be avoided fro the remainder of the patients life (Elsas 1999). Finally, legumes, organ meats, and processed meats also contain galactose and should be avoided (Olendore, Jenyan, and Bayden 1999). Management of the diet becomes less important after infancy and early childhood because milk products are no longer the primary source of ene rgy (Elsas 1999). So, although galactosemia can be fatal, it is highly treatable and a patient can live a normal life with only a few changes in their diet.

Philosophy †Empiricism Essay

Immanuel Kant set about to show that the skepticism of the empiricists was unfounded and that science was possible. How does he do this and is his solution viable (that is, did he actually rescue science from the skeptics)? Through his theory of knowledge, Immanuel Kant provided a philosophical answer to Hume’s skepticism. Kant agreed that knowledge did have a source the humean element of sensory impressions, however he claim that there was an additional element in knowledge, which was not derived from sensory experience. The second element that Kant spoke of was derived from the mind itself. Kant felt that the human mind, outfitted with its own pure concepts was nothing like the human mind of empiricists Locke and Hume, whom claimed the mind was as a blank tablet or empty cupboard. Opposing Hume, Kant proposed that the mind was furnished with twelve pure concepts of understanding broken down into four categories. Additionally, Kant argued that the mind was not passive at all, as Hume and the other empiricists had claimed. Quantity Quality Relation Modality unity affirmation substance-accidents possibility plurality negation cause-effect actuality totality limitation causal reciprocity necessity The mind for Kant, was indeed active, it actively interprets the world rather than simply receiving and recording into memory, what it gathers from the external world through the senses. Through the above-mentioned categories, the mind organizes the sensory flux and gives it meaning as substances. Kant considered that the categories were â€Å"logically prior to experience, presupposed by all experience; and that they are independent of experience;† thus experience could never alter them. Kant deemed the categories were responsible for one’s experiences and knowledge, and ultimately were one’s source of understanding. The categories or priori furnished the necessary component for which Hume believed knowledge lacked. Kant denied Hume’s theory of knowledge, which reduced one’s experience and knowledge to nothing but sense impressions. Kant reduces Hume’s theory to nothing at all, as it did not account for the fact that human posses scientific knowledge outside of animal faith. Kant believed that Hume avoided the key questions of â€Å"How is experience of objects possible†, and â€Å"How is science possible. † For this reason, Kant felt that Hume’s theory failed to distinguish that knowledge consisted of both the empirical element and the categories. Kant’s solution in my opinion is viable, as the categories show that there is a necessary connection between the causes and effects.

Tricia Smith Vaughan’s “Not Homeschooling? What’s Your Excuse?” a Critical Response

Should public, or government, schooling be avoided? In the essay No Home-schooling Vaughn Argues that Homeschooling is the best schooling for children and that government schooling should be avoided. Parents put forth the excuse that they are not smart enough to teach their children. Parents believe that government schooling teaches their children both academics and socialism. â€Å"The government schools are not teaching your child Judeo-Christian values; they are going to teach him or her how to survive in a group†¦Ã¢â‚¬  Public schooling in the United States is set up to dumb children down.Homeschooling provides one on one attention to a child, and so they do not have to fight for attention from a teacher in governmental schooling. Public schooling is being used as propaganda changing the way your child may think whereas homeschooling provides your child the opportunity for a parent to teach the values of true freedom and individuality. Children need to be tested for their values instead of their knowledge and this simply cannot be done in government schooling.Homeschooling is not for every child, some students learn better in a group environment where they learn the social skills necessary to succeed academically. Just because one thing is good for a certain child does not mean it is beneficial to another. All children have different learning styles specific to their personality. Some children need one-on-one attention to be able to comprehend academics to the best of their ability, and other students can learn in a group. It all depends on the child which education is best for them. Learn how your children are being tested for their values instead of their knowledge. †(p647) Government schooling is secular thus there is no values of Christianity, but what about private schooling, or private Christian schooling? There are many other options for your child to obtain a great education. Different schools teach different values depending on the cla ssification of the education, and you have to choose which is best for your child’s learning behavior. In private schooling children usually have smaller class sizes which allow for one-on-one attention.Government schooling gives a better education than private schooling and homeschooling to the funding received and the children who want to learn. I think sometimes children that are homeschool or receive a private school education take their education for granted because they have opportunities that children in public school may not receive. In private schools children are taught values of Christianity and academics. In public schooling children are taught values of social survival and how to outsmart a classmate.Socialism is always beneficial for a child, but it is how a child is taught the morals of socialization at a young age. I find that the author has a very biased opinion on Homeschooling. She uses her own child as an example on how homeschooling is best for every chil d. What the author fails to explain is that government schools are different all over the country. It depends on where the child lives, and how the state government is working to improve the education. The values a child is learning whether it is in any school private, public, or home they are learning the skills and values necessary to function socially in the world.Education is different for every child; it all depends on their learning style. Children will be taught the values and skills necessary to socialize in the world through any kind of education. The government may not teach Christian values, but those can be taught out of school. Government schools are different all over the country it just depends on where you live that would provide a good education or not. Children just have to find out where they learn best and then they are going to thrive, and it may not be homeschooling but a government school.

Analysing the Role of Government Intervention in Resolving the Financial Crisis The WritePass Journal

Analysing the Role of Government Intervention in Resolving the Financial Crisis Abstract Analysing the Role of Government Intervention in Resolving the Financial Crisis ). The main objective of the interventions, which was to stop the financial panic and bring back normality to the financial markets, was achieved. The intervention programmes were successful in helping financial markets to return to their normal functions (Webel Labonte, 2010). A more realistic way of evaluating whether the government had succeeded in its intervention efforts is to determine if financial normality was reinstated at the least cost to taxpayers. At the height of the crisis, non-intervention would have likely resulted in more costly losses for the national economy in terms of productivity and this would have worsened the government’s finances (Webel Labonte, 2010). Non-intervention could also prolong the crisis as successive bankruptcies may contract the economy. The government receives assets in return for interventions (i.e. recapitalization, guarantees, etc.). These assets provide the government with legal entitlement to the potential revenues of the companies it had assisted (Webel Labonte, 2010). Therefore, the interventions do not actually cause permanent losses to the government’s finances. These arguments put to rest the claim that the interventions should have not been made at the cost of taxpayers’ money. In defence of bailout packages Due to fears that the financial crisis would spiral out of control in September 2008, the leaders of western developed countries undertook radical measures to rescue financial institutions, which were in danger of collapsing. The US, in particular, embarked on the most extensive government economic interventions with the doling out of huge bailout packages for its beleaguered financial institutions. It was estimated that the US government spent USD $1.3 trillion on bailout packages; while European countries spent an aggregate amount of USD $2.8 trillion to rescue their financial institutions. This amounts to a combined total of USD $4.1 trillion (Aikins, 2009). The popular sentiment towards these government sponsored bailout packages is that it created a moral hazard because it only served to increase the risk-taking of banks. The argument is that by failing to penalize banks for their improper practices, banks may make riskier investments because their leaders believe that the government will always bail them out during the crisis (Poctzer, 2010; Norberg, 2009). Although this sentiment is understandable (and may even prove to be true in some cases), the primary purpose of the bailout packages was to restore confidence in the financial system in the short-term (Psalida, et al., (2009). From this standpoint it is apparent that government intervention had worked to stop or, at the very least slowdown, the crisis from escalating. More importantly, the public wanted to see that their government was doing something to resolve the crisis. Leaving the market to run free, in anticipation that it would inherently fix the imbalances by itself, might be difficult for most ordinary citizens to understand. At that point in the crisis, the lack of action by the government would be met with even more criticism by the public. (Aikins, 2009) Table 1. US Commitment to Financial Sector Bailout in USD $ billions (as of Nov 13, 2008)  Ã‚  Ã‚  Ã‚   Program Amount Description Troubled Asset Relief Program (TARP) 700.00 Intended for purchasing troubled mortgage-related assets; later on was used for cash injections on banks Commercial Paper Funding Facility 243.00 The Fed purchases commercial paper (short-term debts) from banks to help fund daily operations Fannie Mae/Freddie Mac 200.00 The Fed took control of mortgage firms; cash injections are used to keep them afloat AIG 112.50 Excludes $40 billion taken out from TARP; AIG successfully negotiated a bigger bailout package with easier terms Bear Sterns 29.00 Special lending facility that guarantees losses on portfolios of investment banks FDIC (Federal Bank Insurance Corporation) Bank Takeovers 13.20 The FDIC put up this fund to cover deposits on failed banks Total USD $1.3. trillion Source: (Aikins, 2010) Table 2. Western European Nations’ Commitment to Financial Sector Bailout in USD $ billions (as of Nov 13 2008) Country Amount Description United Kingdom 743.00 Half of the package is used to guarantee bank to bank borrowing; 40% was allocated for interim loans; and 10% is used for recapitalization Germany 636.50 Most of the amount is for undertaking medium-term bank borrowing; 20% is for recapitalization France 458.30 Majority of the fund is to secure bank debts; $50 billion is for recapitalization Netherlands 346.00 For guaranteeing bank to bank borrowing Sweden 200.00 For credit warranties Austria 127.30 For bank acquisitions, inter-bank borrowing, bank bond insurance guarantees Spain 127.3 For bank acquisitions; inter-bank borrowing; bank bond insurance guarantees Italy 51.00 Purchasing of bank debts Other countries 110.60 Total European USD $ 2.8 trillion Source: (Aikins, 2010) Poctzer (2010) also found that despite the possibility of increased risk-taking by banks after being bailed out, there are indications that recapitalization is an effective tool for stimulating lending, but it is most helpful for bigger banks and when implemented in combination with an asset purchase program. Figure 2 shows the comparison of risk taking by recapitalized and non-recapitalized firms. It can be observed that recapitalized firms tend to be more risk-taking compared to non-recapitalized firms. On the other hand, Figure 3 shows that recapitalized firms tend to increase their lending activities compared to non-recapitalized firms. Figure 4 illustrates that asset transfer firms have the most lending volume compared to recapitalized and non-recapitalized firms.    Figure 2. Time Series of Risk Measure between Recapitalized and Non-Recapitalized Banks    Figure 3. Time Series of Average Lending Volume between Recapitalized and Non-Recapitalized Banks Figure 4. Time Series of Average Lending Volume between Recapitalized Banks, Non-Recapitalized Banks, and Asset Transfer Firms Lessons learned The bailout packages served their purpose at the height of the crisis. However, the government cannot always employ capital injections to rescue financial institutions as this have implications not only on the issue of moral hazard (Poctzer, 2010), but more importantly, these have major impacts on the national budget and taxpayers’ trust (Webel Labonte, 2010). Breitenfellner Wagner (2010) recommend that only financial institutions that are non-liquid but solvent should be saved and the institution must pay significantly for the bailout. The authors also argue for stricter regulation, enhanced risk awareness, more advanced risk management, and a more effective alignment of interests among stakeholders. Gertler, Kiyotaki Queralto (2011) argues that a bank’s decision over its balance sheet is highly dependent on its risk perceptions, which in turn are dependent on major disruptions to the economy and their expectations on government policies. The authors also found that the incentive effects of risk taking may potentially diminish the benefits of credit policies that are intended to stabilize financial markets. It is therefore important to design appropriate and efficient macroeconomic policies to mitigate moral hazard costs. The role of the government in managing the economy cannot be overlooked. The lack of a suitable economic policy and regulatory structure will make the financial system vulnerable to recession and may jeopardize the stability of the whole economy. The government therefore should establish appropriate economic and regulatory policies: (a) to defend against market failure; (b) avoid political and institutional intrusions in the regulation of financial institutions; and (c) avert supervisory tolerance, arbitrage, and capture (Aikins, 2009). References Aikins, S. (2009). Global Financial Crisis and Government Intervention: A Case for Effective Regulatory Governance. International Public Management Review. 10(2), p.23-43. Breitenfellner, B Wagner, N. (2010). Government intervention in response to the subprime financial crisis: The good into the pot, the bad into the crop. International Review of Financial Analysis. 19(4), p.289-297. Gertler, M, Kiyotaki, N Queralto, A. (2011). Financial Crises, Bank Risk Exposure, and Government Policy. NYU and Princeton. Available: princeton.edu/~kiyotaki/papers/GertlerKiyotakiQueraltoJune7wp.pdf. Last accessed 23rd May 2013. Canova, T. (2009). Financial Market Failure as a Crisis in the Rule of Law: From Market Fundamentalism to a New Keynesian Regulatory Model. Harvard Law Policy Review. 3(1) Hodson, D Mabbett, D. (2009). UK Economic Policy and the Global Financial Crisis: Paradigm Lost. Journal of Common Market Studies. 47(5), p.1041-1061. Laeven, L Valencia, F. (2012). Resolution of Banking Crises: The Good, the Bad, and the Ugly. International Monetary Fund. Available: imf.org/external/np/seminars/eng/2012/fincrises/pdf/ch13.pdf. Last accessed 23rd May 2013. Norberg, J. (2009). Financial Fiasco: How America’s infatuation with homeownership and easy money created the economic crisis. Washington, DC: Cato Institute Psalida, LE, Elsenburg, W, Jobst, A, Masaki, K, Nowak, S. (2009). Market interventions during the financial crisis: How effective and how to disengage. International Monetary Fund. Available: imf.org/external/pubs/ft/gfsr/2009/02/pdf/chap3.pdf. Last accessed 23rd May 2013. Webel, B Labonte, M. (2010). Government Interventions in Response to Financial Turmoil. Congressional Research Service. Available: fas.org/sgp/crs/misc/R41073.pdf. Last accessed 23rd May 2013.

What is a Federal Perkins Loan How Do You Get One

What is a Federal Perkins Loan How Do You Get One SAT / ACT Prep Online Guides and Tips There are a lot of great federal aid options out there, for every type of student. The Perkins loan may just be one of many types of federal loans, but it comes with a lot of perks that make it worth an in-depth look.I'll go through all the information you need about this loan program, before telling you how to get your own Perkins loan. What Is the Perkins Loan? Like the Direct Subsidized and Direct Unsubsidized programs, Perkins are government-backed, low-interest loans that are meant to help students pay for school. Certain federal aid programs don't require students to demonstrate financial need as an eligibility requirement, like Direct Unsubsidized loans. The Perkins is meant for students who demonstrate exceptional financial need, however; as such, there are some extra perks built into the loans. Before I talk about some of the benefits of the Perkins loans, I'll talk briefly about how loans usually work. Then, I'll go into more Perkins loans details, and explain how this loan program differs from the norm. What It Means to Take Out a Loan When you take out a loan, by definition, you're borrowing a sum of money (a principle) from a person or institution (a lender), with the promise that you'll pay this money back at a later date. You'll likely also agree to repay extra money in addition to the principle (interest), over a certain time period (the length of the loan). People usually pay back their student loans by making monthly payments after they graduate. A part of the payment covers accrued (accumulated) interest, whereas the rest of it goes towards paying back the principle. Interest accrues on your loan at a certain rate, usually starting when the loan amount is given out to you (disbursed). The higher your interest rate, and the longer it takes you to pay back your loan, the more interest will accrue. Standard repayment terms for federal student loans (unless the loans are quite small) are 120 monthly payments, or 10 years. Finally, interest can also capitalize, or be added to your principle amount. What this ultimately means is that interest is now accruing on a new, larger principle; the bigger the principle, the more interest will accrue. The rate of capitalization depends on your loan, but some student loans capitalize at graduation. As you might have deduced by now, one method of saving money on your loans is to minimize the amount of interest that accrues and/or capitalizes. You'll see in the next section why Perkins loans make this process a little bit easier on student borrowers. Interest may just come to pennies a day, but it can add up to a significant amount over time. What's Unique About Federal Perkins Loans? In the previous section, I noted that interest usually starts accruing when the loan is disbursed. If I take out a loan my freshman fall, interest will accrue through all 4 years of college. When I graduate, I'll owe my principle + 4 years of interest - and depending on the type of loan, this interest may capitalize when I graduate. With Federal Perkins loans, you won't see any interest accrue while you're in school, during grace period, or during a period of deferment. The grace period for a Perkins loan is also a bit longer than the standard: 9 months vs. 6 months, which means another 3 months of no interest post-graduation. Here's an example of how loan repayment might play out. In this example, I have both a Perkins loan and an unsubsidized loan, both disbursed at the beginning of my freshman year. Even though the interest rate is higher for the Perkins loan, you end up paying out a lot more for the unsubsidized loan: Perkins Loan Unsubsidized Loan Interest Rate 5% 4.29% Principle $5,000 $5,000 Balance Due 6 Months Post Graduation $5,000 $5,911 Monthly payment (based on standard 120 month repayment) $53.03 $60.66 Total Amount Paid $6,363.60 $7,279.2 Finally, and perhaps most excitingly, Perkins loans give students the option of loan cancellation or loan forgiveness if they pursue particular job or careerpaths. If you play your cards right, you could walk away without owing any money on your loans. I'll talk more about loan cancellation in the next section. Loan Details The Perkins loan interest rate is currently at 5%, which is only slightly higher than interest rates on Direct Unsubsidized and Direct Subsidized loans. Like I mentioned in the previous section, interest does not accrue during school, grace periods, or deferment periods. There are no other loan fees. Loan money is applied directly to school-related charges (tuition, fees, and on-campus room and board). If there is any money left over after the loan is applied to these charges, you'll receive a refund from your school. You can use this money on any other school-related costs (e.g. transportation, books, personal expenses). Repayment You have 9 months after you leave school, graduate, or drop below half-time status before you have to start making monthly payments on your loan. The standard federal loan repayment option has borrowers making 120 monthly payments (10 years) to pay off the loan in full. Loan Cancellation Cancellation sounds like it would be a bad thing, but when it comes to student loans, cancellation arguably the best thing that can happen. Your Perkins loan debt could be wiped, or canceled, in part or in full if you spend time working in particular fields. There are many different situations that could make you eligible for loan cancellation.Examples of cancellation-eligible positions include law enforcement officer or firefighter, teacher, nurse, medical technician, and even attorney. Factors such as your length of employment, the area you're working in (e.g. if you're serving low-income communities), and the demand for certain services (e.g. if there's a higher demand for teachers in certain subjects) could all affect how much loan cancellation you're eligible for. Working in a cancellation-eligible job would constitute a period of deferment, so no interest would accrue! You can apply for Perkins loan cancellation through your school, or your school's loan servicer.Don't ever assume that your loans will be eligible for cancellation; run everything by your school's financial aid office first, and don't stop making payments until your loan is officially deferred. Loan cancellation won't be right for everybody, but it's a great debt-erasing option for people interested in certain career paths. Perkins Loan Eligibility and Limits As great as the Perkins details sound (especially with the possibility of cancellation), there are unfortunately some eligibility restrictions and limits to keep in mind. In order to be eligible for a Perkins loan, you must: Meet basic federal aid requirements (learn more about these requirements here) Be an undergraduate, graduate, or professional student enrolled in a participating school Demonstrate "exceptional" financial need. Perkins loan borrowers are typically from low-income families; 30% of families with dependent students who took out Perkins loans in 2012 made less than $30,000. The amount of money you can take out in Perkins loans depends on (1) your financial need, and (2) how much money your school can lend. Not everyone who meets basic eligibility requirements will receive Perkins loan options. As such, it's difficult to estimate ahead of time how much money you'll get through the Perkins loan program. Although there's not much you can do to estimate your Perkins loan amount, you can keep loan limits and averages in mind: Maximum undergraduate annual amount: $5,500 Maximum undergraduate lifetime amount: $27,500 Maxiumum graduate annual amount: $8,000 Maximum graduate lifetime amount (includes any undergraduate Perkins loans): $60,000 The average new Perkins loan award is about $2,000, much lower than the annual limits for both undergrads and graduate students. How to Apply Perkins loans sound like pretty good options, right? You can apply for Perkins loans by submitting a Free Application for Federal Student Aid, or FAFSA. The application isn't just for Perkins loans - when you submit a FAFSA, you're also considered for Pell Grants and other federal loans. You can get step-by-step instructions for submitting a FAFSA here. Although Perkins loans are government-backed, your Perkins loan lender would be your school, not the US government. Because schools need to have a certain amount of available funds in order to offer these loans to students,not all schools participate in the Perkins loan program. You can find out if a school offers Perkins loans by contacting its financial aid office. As you might have expected, Perkins loan funds tend to be limited, and often run out before the official FAFSA deadline. In order to optimize your chances of getting a Perkins loan, try to submit your FASFA early in the spring semester for the next academic year. For example, if you'd like aid for the 2016-2017 academic year, plan on submitting your FAFSA in January or February of 2016. What's Next? Perkins loans aren't the only federal loans with competitive interest rates. Check out our guide comparing Direct Subsidized and Direct Unsubsidized loans. As great as low interest rates sound, even with the possibility of loan cancellation, there's something even better than money you have to pay back: free money. Learn more about Pell Grants here. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Globalization of South Africa Essay Example | Topics and Well Written Essays - 1250 words

Globalization of South Africa - Essay Example In early days of 17th century, South Africa was sparsely populated. Major trade and commerce developed only after the first European settlement that took place in southern part of Africa in 1652. The objective was then to establish a supply base at the site currently known as Cape Town. South African history made major upheavals in the year 1867 when mines of diamonds were discovered near and around Kimberley and Cape Town. Economic activities got further intensified when worlds largest deposit of gold was discovered in the year 1886. South Africas first integration to global economy was seen through its exports of diamonds and gold. At the same time, the country imported variety of agricultural products. Mining industry continued to expand with increasing gold and diamond exports from the shore of South Africa. The wealth so generated was used to import consumer goods from Europe. This can be seen as South Africas first integration to global economy that continued until at least Wor ld War I (South Africa, 1996)) After 1920, the government started imposing tariffs to safeguard local manufacturers. By 1930s, most of the manufacturing activities came under the fold of state-owned enterprises keeping blacks outside the main economy. World War II saw new growth in manufacturing activities with the government increasing its control on industries. With the onset of great depression in 1930s, South Africa also suffered heavily due to economic down cycle. The government had already started its efforts in 1920s to consolidate state-owned enterprises with the objective to provide impetus to import-substitution industries. The Electricity Supply Commission (Eskom) and the South African Iron and Steel Corporation (Iscor) were founded in 1920s to spearhead domestic industries. The Industrial Development Corporation (IDC) came into operation in 1940. The IDC became instrumental to promote other

International Human Rights Law Essay Example | Topics and Well Written Essays - 1500 words

International Human Rights Law - Essay Example f attaching to third world repressive regimes and conflict zones often permits the most horrific human rights abuse through promulgation of unsavory business practices as pointed by GE1. Several of these multi-national firms are accused of economic imperialism and the fostering of intercountry competition as related in Blake,et al 2. Governed by the rules of supply and demand, their loyalties are solely afforded to their stockholders. Amidst accusations and public scrutiny, extra-territorial corporate regulations are implemented to address human rights concerns as provided by U.S. Dept. of Commerce3. Serious calls for legislative challenges alleged that the American Government as a whole benefited from this internationalization of production and marketing. As the parent country of TNC’s, such allegations created fear among the public officials who are likely dragged into the difficult situation. As a result of these concerns, the government has imposed stringent measures to unravel the complications of jurisdictional disputes and direct relationship of the parent state and the host country over the multinational corporations. Along with other parent countries standard policies for control were established to meet the specific demands of their parents and host. In response a number of multinational corporations countered with their own voluntary policies and/or codes developed with industry groups, intergovernmental organizations and multi-stakeholder initiatives to provide as an adjunct to the established principles provided by the state or parent countries, in Simons4. Voluntary Principles were also established by the United States and United Kingdom to offer as guidelines for human rights assessment techniques. The United Nations Human Rights Responsibilities also upheld an effective model for voluntary self-assessment and verification methods to ensure corporate accountability. Problems are often encountered though at their regulations especially in