Creationism and Evolution

In what ways is the process of essays

In what ways is the process of essays The process of globalisation itself is challenging and changing our understanding of government and democracy in the 21st century. These ways have been influenced by various principles associated with the state sovereignty and liberal democracy. In this Briefing Paper, however, I will only illuminate two of these principles, which I regard as the most important ones. I am going to argue that the globalisation of the economy, as well as in the environment, cause huge challenges for governments and democracies. These challenges include diminishing control over a defined territory through factors such as international (non)- governmental organizations and transboundary pollution. One of the most important principles achieved in The Peace Treaty of Westphalia in 1648 was the establishment of the state sovereignty, which had an ulterior motive that states hold absolute power over their own territory and population. However, in the last few decades, the state sovereignty has being eroded by factors such as interdependence, and particularly through globalisation. In addition, the core principles of liberal democracy include self- governance, the demos, consent, representation, and popular sovereignty. These principles are coming under certain pressures in many different respects. Of these principles, the globalisation of the economy, as well as in the environment, show to be major influences to liberal democracies and domestic governments. In 1998, Held argued that liberal democracy assumes a direct and symmetrical correspondence between government and the governed (Held, 1998). However, under the conditions of globalisation this correspondence is disrupted since, in an increasingly interconnected world system, sites of power can be large distances away. This shows to be the first big challenge for liberal democracies. What I mean by sites of power? Global economic processes, such as trad...

Spain and its unemployment problems Essay Example | Topics and Well Written Essays - 750 words

Spain and its unemployment problems - Essay Example Causes of high unemployment rates in Spain There have been high reported incidences of unemployment throughout the entire region of the European Union and Spain being among the countries highly affected by the issue. According to data collected by the economics ministry, the rate of unemployment varies among the countries in European Union. For example, it indicated that by then, the rate of unemployment in Luxembourg was 13%, while the rate of unemployment in Spain was 24%. Therefore, there must be different internal factors in Spain, which contributes to the increase of unemployment rates.These factors include; Spain faces high rates of unemployment due to Real Wage Unemployment. This is a dis-equilibrium unemployment, which happens when the required real wages for a given jobs are above the market clearing level. This type of unemployment in Spain results from trade unions and other wages boards. Secondly, Spain records high rates of unemployment because of demand deficient unempl oyment, which lowers the demand for both the goods and services produced within the country. Economic recession experienced in Spain contributes to this problem as they results into many companies closing up their businesses hence putting off workers. Thirdly, Spain has high rates of unemployment rates resulting from frictional unemployment. This type of unemployment occurs when people change jobs. It can also occur when fresh graduates from universities take a lot of time while in search of an appropriate job that has attractive wages hence being among the unemployed. Finally, incidences of unemployment are high in Spain due low quality and poorly designed... Unemployment refers to an economic indicator that measures the persons who are willing and capable of working but they cannot due to inadequate jobs. According to the report released by the Economy minister in Spain, the country is experiencing high rates of recession, which will result into an increase in the unemployment rates. The rate of unemployment in the country has highly increased to 25%; hence, negatively affecting its financial status. In Spain, the rate of unemployment is elevated amidst women than men. This is because in 2012, the total unemployed men accounts for 23.60% as women accounts for 24.60% (Dobre& Adriana 184). The rate of unemployment is very high among the youths, which shows the difficulties that young people encounter in search of jobs. Spain has also recorded an inflation rate of 1.9 %. Since 2002 up to 2012, the highest inflation rate was 5.3 % recorded in July 2008 while the lowest was 1.4% recorded in July 2009 (Osuna 43). Therefore, it is important for Spain’s government to introduce control bank monetary policy in order to maintain price stability so that the inflation rates can be below and close to 2% as increase in inflation rate increases the rate of unemployment in a given state (Osuna 43).As a means of solving the issue of unemployment in Spain, the government should ensure that it fosters economic growth because it highly generates more jobs. This means that the legislative authorities should study their economic process and introduce impetus to the economy including buying debts from agencies for them to hire.

Doing business in Europe (German) 2 Essay Example | Topics and Well Written Essays - 1250 words

Doing business in Europe (German) 2 - Essay Example logical changes, and even environmental changes generate ever new problems and challenges which companies must face in order to continue to operate successfully. For instance, changes in the enforcement and interpretation of tax laws in Europe have had an impact on the operations and viability of such companies in the European continent. The problems are tied to the way Europe for instance is pushing for higher tax collections from HP and other American firms, and that these problems in turn affect the profitability and the viability of companies such as HP (Duncan, 2012). Does HP enter at all, and what kind of entry strategy makes sense in light of this problem? When it has entered, does it pull out and miss out on the large and lucrative European market for computing products and services, or does it adapt and shift strategies in order to properly deal with the problem of more persistent and higher tax collection efforts on the part of the European governments? This is one case amo ng many others that this paper discusses, presenting the problems faced by companies such as Siemens, BMW, Airbus, and Mercedes Benz, and also presenting the ways in which these companies solved these problems, using a variety of approaches specific to their circumstances and the problems that they faced, with a focus on the German market (The Economist Newspaper Limited, 2013). In the case of HP and other American companies operating in Europe, the problem has to do with the way European governments have been pushing to collect more taxes from those companies, who in turn have been trying to move the other way via a global practice that sees those firms trying to avoid paying taxes by financial accounting maneuvering so that profits are reported in so-called tax haven territories. This is tied to the problem of HP being able to enter and operate successfully in the continent, and in what manner. In the end the solution seems to be to financially retain the identity of HP as an entity

An evaluation with recommendations of electronic banking, with Essay

An evaluation with recommendations of electronic banking, with particular reference to user ability and security issues - Essay Example The paper tells that the introduction of e-banking systems has been related with specific needs: the needs of the customers to save time and money in regard to their transactions in banks but also the needs of banks to reduce their operational expenses – the limitation of the transactions developed within the banks’ branches leads to the limitation of the working hours required on the specific activities. In this context, the implementation of e-banking systems in banks can be characterized as an expected policy – necessary to resolve specific problems. The value of e-banking cannot be doubted; the importance of e-banking for the development of financial transactions can be understood by referring to this scheme’s definition. In this context, it is noted that ‘e-banking refers to electronic banking over the internet; e-banks can have some brick-and-mortar facilities: telephone and web call centers and, increasingly, physical "touch points" for in-per son demos and consultation’. At the next level, the value of e-banking systems can be understood by referring to their characteristics; the definitions of e-banking systems developed in the literature have been differentiated as they are based on different criteria. In any case, e-banking systems are likely to include devices that serve the following needs: the communication and the exchange of data. In accordance with Claessens et al. ‘the interaction between user and bank has been substantially improved by deploying ATMs, phone banking, Internet banking, and more recently, mobile banking’.

Direct-Instruction Tutoring for Academic Performance

Direct-Instruction Tutoring for Academic Performance Using Direct-Instruction Tutoring to Improve Academic Performance in Out-Of-Home Care Children Social Policy Proposal Differences in academic achievement is a concept greatly studied in social psychology. There exists a cornucopia of studies investigating issues surrounding the concept with relation to gender, generational, ethnic and class differences (Gil Carvalho, 2016, Duong, Badaly, Liu, Schwartz, Mccarty, Carolyn, 2016, Stephens, Witkow Fuligni, 2011, Hamedani Destin, 2014). However, one far less studied area is the reduced educational attainment found in children placed in out-of-home care (OHC). Out-of-home care refers to children under 18 years who are unable to live with their families, often due to neglect or abuse. It involves the placement of a child in an institutional setting, or with alternate caregivers. The following proposal shall outline examples of such decreased academic performance, as well as discuss the theory of school engagement as a possible explanation. Furthermore, a solution to the issue shall be proposed with respect to a direct-instruction programme. The issue at hand is vast, with OHC children displaying a tendency to largely experience poor life outcomes when compared to children in the general population. Such disparities are visible across many psychosocial dimensions. Higher risk of teenage pregnancy and STD contraction (Dworsky Courtney, 2010), increased levels of homelessness (Brown Wilderson, 2010) and higher rates of substance abuse and mental health issues (Villegas Pecora, 2012) are all documented problems. However, this is most obvious in regards to academic achievement. OHC children often lag one or two years behind their peers in the general population (Trout, Hagaman, Casey, Reid, Epstein, 2008) and are less likely to obtain a diploma, graduate past secondary or enrol in higher education (Villegas Pecora, 2012). At Key Stage 2, 48% of children in care reached the expected academic level in English and mathematics, compared to 79% of all children. The attainment gap continues to increase as children get older: 7% of OHC children go on to attend university, compared to just over 50% of young people in the general population (OHiggins, Sebba, Luke, 2015). Such underperformance in OHC children has been found to be predictive of negative effects in the future, such as criminal convictions and self-harm (Forsman, Brà ¤nnstrà ¶ma, Vinnerljunga, Hjernb, 2016). One explanation for this disparity between OHM children and the general population can be seen in the theory of school engagement (Wang, Willett Eccles, 2011). This theory suggests that academic performance can be categorized into two dimensions of school engagement. Cognitive engagement refers to the level to which the student participates in classroom learning and their ability to regulate such effort. Cognitive engagement is often correlated with grade attainment or test performance (Li Lerner, 2013). The second, affective engagement. This refers to how students perceive their school experience, incorporating their connection to their school, investment in class and relationship with their teachers. There are various studies which highlight the link between school engagement and educational performance. For example, Wang and Holcombe (2010) found school engagement to be directly related to academic achievement as well as functioning and adjustment in the school environment. Low levels of school engagement have also been attributed to delinquency, substance abuse (Li Lerner, 2011) higher drop-out rates (Archambault, Janosz, Fallu Pagani, 2009) and anti-social behaviour (Andrews Duncan, 1997). Decline can also be attributed to bullying, cheating, aggression and conduct issues (Simons-Morton and Chen, 2009). Reasons for the reduction in affective and cognitive engagement seen in OHC children can be seen in studies of other risk-populations which suggest such children are likely to experience less resources, decreased social support, higher-risk environments and increased exposure to adversity (Marks, 2000 and Daly, Shin, Thakral, Selders, Vera, 2009). Furthermore, a study by Gruman, Harachi, Abbott, Catalano Fleming (2008) found that children in OHC experience constant mobility and changes in placement which disrupts their school attendance, negatively affecting their school engagement. This can be seen in a study by Pears, Kim, Fisher and Yoergers (2013) which found that as well as displaying higher levels of externalizing and risk behaviours, children from a foster care sample showed significantly lower mean levels of affective and cognitive engagement in comparison to the children in a control group. This therefore suggests that due to their unstable environment, children in OHC exh ibit less cognitive and affective engagement in school, thus hindering their academic performance. Therefore, one way in which to challenge the disparity between OHC and normal children may be to address their lack of school engagement. A method in which to help decreased cognitive and affective engagement can be seen in direct-instruction (DI) interventions. DI is a specific style of teaching which has been used in many educational programmes designed for at-risk students. It consists of explicit, systematic instructions based on pre-planned lessons, a minimal student-to-teacher ratio, and constant assessment and progress tracking (Stahl, Duffy-Hester Stahl, 1998). DI programmes usually employ a three-step instructional procedure. Teachers must model (provide the appropriate information), lead (implore the correct recall from the student), and test (give immediate feedback and a delayed probe on the task initially attempted (Margaret, Houchins, Steventon, Candace Donya, 2005). DI programmes contain certain elements which can directly enhance aspects of cognitive and affective e ngagement for which OHC children are lacking in with regards to their normal school environment. This can be implemented via the application of supplementary tutoring programmes such as the TYCW (Maloney, 1998 in Flynn et al, 2012), DISTAR (Kim Axelrod, 2005) and the DILC (Cadette, Wilson, Brady, Dukes Bennett, 2016) which follow a DI approach. Such tutoring interventions could be administered by foster parents or carers as part of an institutional or foster care programme for OHC children. The explicit approach of DI has been found to help improve cognitive engagement, made evident through a wealth of literature attaining to how DI programmes can help improve overall grades in disadvantaged children. In a meta-analysis conducted by Borman, Hewes, Overman and Brown (2003), DI was found to be one of the most efficient programmes for improving academic performance in underachieving urban schools. The DI approach was also found to be effective in improving academic outcomes for young people at risk of school failure (Dolezal, Weber, Evavold, Wylie, McLaughlin, 2007). This implies DI programmes are useful to tackling cognitive engagement as it aims at improving academic performance in class. In terms of OHC children, a study by (Flynn, Marquis, Paquet, Peeke Aubry, 2012) conducted a randomized effectiveness trial with 77 foster children who were either involved in an DI intervention programmed or placed in a control group. Results indicated that at the post-test, the fost er children in the experimental group had made statistically and practically greater gains for sentence comprehension, reading and maths computation than those in the control group with relation to the pre-test scores. There is evidence for the ability DI programmes to address affective engagement also. DI improves student investment in class by minimizing the student-teacher ratio, ensuring that students receives more attention, thus increasing their connection with their teacher and bettering their overall experience (Rodriguez Elbaum, 2014). As the number of students increase, there is a reduction in the amount of time that can be spent on instruction and dealing with individual children (Bennett, 1996). This balance helps progress interactions between student and teacher and improves the relationship between the two. This improvement in the classroom experience is best illustrated in studies exploring the effects of classroom size in the achievement of at-risk pupils. For instance, a study by Blatchford, Bassett and Brown (2011) found that smaller classes led to pupils receiving more individual attention from teachers, and having better interactions with them. It was also reported that school engagement decreased in larger classes and that disadvantaged and minority pupils can benefit from a reduction in the student-teacher ratio in terms of more individual attention and facilitating engagement in learning (Finn, Suriani, Achilles, 2007 in Rodriguez Elbaum, 2014). In conclusion, it is clear, that children in OHC suffer from poorer academic achievement then those in the general population. The unstable environment experienced by such children during their academic years effects their ability to engage in classroom activities and general learning. The solution proposed to address this issue encompasses the introduction of tutoring programmes for such children in-line with the structure of DI interventions. Used in compliment to their school education such programmes work to enhance the decreased cognitive and affective engagement these pupils demonstrate in their regular school environment. Introducing such interventions in OHC institutions and foster care programmes should help to minimize the academic disparity between such children and their peers. References Carvalho, R. Gil, G. (2016). Gender differences in academic achievement: The mediating role of personality, Personality and Individual Differences, 94, 54-58 Duong, M.T., Badaly, D., Liu, F.L., Schwartz, D., Mccarty, C.A. (2016). Generational Differences in Academic Achievement among Immigrant Youths: A Meta-Analytic Review, Review of Educational Research, 2016, 86(1), 15-23 Witkow, M.R. Fuligni, A.J. (2011) Ethnic and Generational Differences in the Relations between Social Support and Academic Achievement across the High School Years, Journal of Social Issues, 67(3), 531-552 Stephens, N.M., Hamedani, M.G Destin, M. (2014) Closing the social-class achievement gap: a difference-education intervention improves first-generation students academic performance and all students college transition, Psychological science, 25(4), 943-53 Dworsky, A. Courtney, M.E. (2010) The risk of teenage pregnancy among transitioning foster youth: Implications for extending state care beyond age 18, Children and Youth Services Review, 32(10), 1351-1356 Brown, S. Wilderson, D. (2010) Homelessness prevention for former foster youth: Utilization of transitional housing programs, Children and Youth Services Review, 32(10), 1464-1472 Villegas, S. Pecora, P.J. (2012). Mental health outcomes for adults in family foster care as children: An analysis by ethnicity, Children and Youth Services Review, 34(8), 1448-1458 Trout, A. L., Hagaman, J., Casey, K., Reid, R., Epstein, M. H. (2008). The academic status of children and youth in out-of-home care: A review of the literature. Children and Youth Services Review, 30, 979-994 OHiggins, A., Sebba, J. Luke, N. (2015). What is the relationship between being in care and the educational outcomes of children? An international systematic review, The Rees Centre for Research in Fostering and Education, University of Oxford. Forsman, H., Brà ¤nnstrà ¶m, L., Vinnerljung, B. Hjern, A. (2016). Does poor school performance cause later psychosocial problems among children in foster care? Evidence from national longitudinal registry data, Child Abuse Neglect, 57, 61-71 Wang, M.T., Willett, J.B., Eccles, J.S. (2011). The Assessment of School Engagement: Examining Dimensionality and Measurement Invariance by Gender and Race/Ethnicity, Journal of School Psychology, 49(4), 465-480 Li, Y. and Lerner, M. (2013). Interrelations of behavioural, emotional, and cognitive school engagement in high school students, Journal Youth Adolescence, 42, 20-32 Wang, M.T., Holcombe, R. (2010) Adolescents Perceptions of School Environment, Engagement, and Academic Achievement in Middle School, American Educational Research Journal, 47(3), 633-662 Li, Y. Lerner, R.M. 2011) Trajectories of School Engagement during Adolescence: Implications for Grades, Depression, Delinquency, and Substance Use, Developmental Psychology, 47(1), 233-247 Chen, R. Simons-Morton, B. (2009) Concurrent changes in conduct problems and depressive symptoms in early adolescents: A developmental person-centred approach, Development and Psychopathology, 21(1), 285-307 Andrews, J. Duncan, S. (1997). Examining the Reciprocal Relation Between Academic Motivation and Substance Use: Effects of Family Relationships, Self-Esteem, and General Deviance, Journal of Behavioural Medicine, 20(6), 523-549 Archambault, I., Janosz, M., Fallu, J.S., Pagani, L.S. (2009). Student Engagement and Its Relationship with Early High School Dropout, Journal of Adolescence, 32(3), 651-670 Pears, K.C., Kim, H.K., Fisher, P.A. and Yoerger, K. (2013). Early school engagement and late elementary outcomes for maltreated children in foster care.   Developmental Psychology, 49(12), 2201-2211 Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37, 153-184 Daly, B. P., Shin, R. Q., Thakral, C., Selders, M., Vera, E. (2009). School engagement among urban adolescents of colour: Does perception of social support and neighbourhood safety matter? Journal of Youth and Adolescence, 38, 63-74 Gruman, D. H., Harachi, T. W., Abbott, R. D., Catalano, R. F., Fleming, C. B. (2008). Longitudinal effects of student mobility on three dimensions of elementary school engagement. Child Development, 79, 1833-1852. Stahl, S., Duffy-Hester, A., Stahl, K. (1998). Everything you wanted to know about phonics (but were afraid to ask). Reading Research Quarterly, 33, 338-355 Margaret E., Houchins, D.E., Steventon, C. Sartor, D. (2005) A Comparison of Two Direct Instruction Reading Programs for Urban Middle School Students, Remedial and Special Education, 26(3), 175-182 Kim, T. Axelrod, S. (2005). Direct Instruction: An Educators Guide and a Plea for Action, The Behaviour Analyst Today, 6(2), Page 111-123 Cadette, J.N., Wilson, C.L., Brady, M.P., Dukes, C., Bennett, K.D. (2016) The Effectiveness of Direct Instruction in Teaching Students with Autism Spectrum Disorder to Answer Wh- Questions, Journal of Autism and Developmental Disorders, 46(9), 2968-2978 Borman GD, Hewes GM, Overman LT, Brown S. (2003). Comprehensive school reform and achievement: A meta-analysis, Review of Educational Research, 73(2), 125-230. Dolezal, D.N., Weber, K.P., Evavold, J.J., Wylie, J., Mclaughlin, T. F (2007).The Effects of a Reinforcement Package for On-Task and Reading behaviour with At-Risk and Middle School Students with Disabilities, Child Family behaviour Therapy, 29(2), 9-25 Flynn, R.J., Marquis, R.A., Paquet, M.P., Peeke, L.M. Aubry, T.D. (2012). Effects of individual direct-instruction tutoring on foster childrens academic skills: A randomized trial, Children and Youth Services Review, 34(6), 1183-1189 Rodriguez, R. J. Elbaum, B. (2014) The Role of Student-Teacher Ratio in Parents Perceptions of Schools Engagement Efforts, Journal of Educational Research, 107(1), 69-80 Blatchford, P., Bassett, P. Brown, P. (2011) Examining the Effect of Class Size on Classroom Engagement and Teacher-Pupil Interaction: Differences in Relation to Pupil Prior Attainment and Primary vs. Secondary Schools, Learning and Instruction, 21(6), 715-730 Bennett, N. (1996). Class size in primary schools: Perceptions of head teachers, chairs of governors, teachers and parents, British Educational Research Journal, 22(1), 33 55   Ã‚  

Comments on Society in Arthur Millers Death of a Salesman :: Death Salesman essays

Comments on Society in Arthur Miller's Death of a Salesman Often times when we read literature, we can derive certain ideas or messages that the author of the work is trying to illustrate. After reading the play Death Of A Salesman by Arthur Miller, it is evident that he is trying to comment on our society . These comments on society being expressed are demonstrated in several examples throughout the play.   I think the idea that Miller is trying to get across to the audience is that, today's society is filled with people who don't get the credit they deserve for the "little things" they do in life.   These people in society are like "unsung heroes" because the hard work they do might be overlooked. If others around you see that you are not living up to their expectations or their standards, they may put you down instead of giving you the credit you deserve. Other times we do not appreciate the "little things" that our loved ones do for us until it is too late. Usually these little things impact us the most.   In this play, I think the "unsung hero" is no doubt Willy Loman, an aging salesman, father, and husband to the Loman Family. For example in the play, Willy is getting old and his success in business is suddenly declining. His salary was even taken away, leaving him to depend only on commission. Because of this, his two sons Biff and Happy, along with others that knew him, constantly put him down for not always being on top, saying how he didn't have any character, and that he was crazy. No one knew him at work anymore and no one showed Willy the respect he needed. Others looked down on him not realizing how exhausted he was trying to make a living just for his family. In reality,   Willy would drive 700 miles to work and come home without even earning a cent. He had to borrow money from Charley just to provide food on the table so that he could provide a future for his sons. I think that Willy should've been acknowledged for that in itself but instead, his two sons never even t ook the time out to thank him for just going out everyday trying to make it in the world. Unfortunately, Biff and Happy could only fully realize this when Willy was at the end of his rope, secretly trying to kill himself.

Advertisements are a Waste of Resources

In a competitive economy, companies seek to persuade consumers to buy their products or to avail their services. It is impractical to think that companies should only stock their warehouses and wait for consumers to come knocking on their doors. If this is what businesses did, there would be an economic waste in terms of products being produced but not being bought.The critics of advertising attack the form of competition it provokes by saying it results in duplication and waste. It is equivalent to an arms race in the sense that a certain pattern might exist within an industry or sector concerning the extent of advertising. So if one competitor increases the extent to which it advertisers, others feel it is necessary that they do the same or at the very least engage in some form of advertising in order to maintain its market share or face the prospect of losing it.The advertisement rates during the Indian Premier League (IPL) season 6 might be an example to some advocates who believ e advertising is a waste of resources. In this case, the resource alluded to is money. A ten-second advertisement spot cost between Rs 4-4.5 lakhs, while the associate sponsors of the event PepsiCo and Vodafone shelled something between Rs 40-60 crores each.These are nothing short of extortionate rates but companies must be having evidence to show that such rates are justified. It should however make marketers ask themselves an important question. Should they spend money on making a brand promise through advertising, or should they focus on keeping their brand promise by means of delivering what consumers want. However, although competition in advertising involves such waste, it is also a driver of innovation and setting new benchmarks. Competition is vital as it far outweighs its negatives with its positives and is a necessary requisite of a successful economy.There are some companies that literally manage to survive by spending almost nothing on advertising. Zara uses this strateg y and does it by employing a strong in-store experience and keeping their shelves stocked with the latest fashion through quick production methods. One might say Zara is more focused on keeping their brand promise. Marketers would agree that advertisements should not be made simply to create a buzz, but to help in the generation of sales.An important point to consider is the brand life cycle, as the role played by advertising depends on it. A new brand may find advertising a very important function so as to target potential consumers. At this stage, brand recognition is critical and advertising is the only way to build it when there are new products or services to offer. A mature brand on the other hand might want to further its reach through advertising or may even be trying to bounce back from a recent decline in sales.But is advertising a waste of resources? To answer this question, it must be kept in mind that advertising doesn’t exist in a vacuum.It has to be considered as one of the alternatives available in the marketing of products and services.The decision doesn’t lie at the extreme end of whether to advertise or do nothing, but is rather to either engage in advertising or in some other form of sales effort. It is one part of the marketing effort which includes packaging, servicing, direct selling, pricing and is generally undertaken when it can justify being the most effective and economical method to appeal to customers.It is a vital function if you consider its reach and ability to communicate with all potential customers and is therefore used widely by many companies. If a company decides to substitute advertising with another method that might prove to be less efficient, it would result in economic waste. The use of resources for advertising to differentiate products from competitors would not always mean that its use has been diverted. On the other hand and quite frequently, it denotes the use of resources that would otherwise be i dle and thus avoids the waste that comes with such idleness.

Violence or Non-violence How to Gain Independence Essays

Violence or Non-violence How to Gain Independence Essays Violence or Non-violence How to Gain Independence Paper Violence or Non-violence How to Gain Independence Paper For every conflict there is a different method towards a resolution. After 1945 several countries under European rule strained for independence, of these many countries, India and Kenya waged two very different journeys to obtaining their goals of independence. India got there in 1947 after long periods of suffering through non-violent protests beginning in the early 1920s (Source 1. pg 1027). Kenya, however, turned to violence in 1952 in order to obtain their independence in 1963 (Source 1. pg 1116). After comparing these two countrys struggles for independence, a method of violence is a more defensible route. European colonies began in India during the early 1600s as a result of the trading companies (Text, pg 623). Realizing that India could not be controlled with out the help of its people, Britain began educating Indian people in order for them to hold political positions. In 1885, the Indian National Congress, was formulated and as a result the Hindu and Muslim people of India were brought together. This unity was ruptured with the British encouragement of the 1906 creation of the Muslim league (Text, pg 1027). Now, the divisions were clear and the only common cause of the two organizations was Indian independence. In 1915 an educated Indian by the name Mohandas Gandi, returned to India after being educated in London and worked in South Africa (Text, pg 1028). Gandi united the Indian people in massive movements, mainly the Non-cooperation Movement (1929-1922) and the Civil Disobedience Movement of 1930. Britain did try to put down the Indian protesters violently. This was not unexpected after the 1919 incident where 379 Indian demonstrators were massacred in a protest (Text, pg 1028). Gandi was able to repeatedly rally Indian people in the face of brutality be convincing them that sacrifice on ones self is superior to the sacrificing of others (Doc 169, pg 169). The British complied with several demands for reform as a result of the passive resistance, but only enough to delay independence. Headway was finally made in 1937 when the Government of India Act was enabled by the British to give India the means to be a self-governed state (Text, pg 1028). Unfortunately, due to the Hindu and Muslim divisions, India did not obtain independence until 1947, when India was divided into separate religious states (Text, pg 1102). Indias non-violent methods to acquiring independence can only be attributed to the fact that there was a window of opportunity available to India. After the First World War, Britain was in period of weakened economic status following the U. S. Stock Market Crash of 1929 (Text, pg 1011). This economic disadvantage was only worse after the Second World War. The situation made it difficult for Britain to effectively keep control, and allowing for India to slowly break away (Text, pg 1102). Had the economic situation given Britain the resources to stop the Indian resistance, the outcome of a non-violent gain of independence would not have been possible. The British first colonized Kenya in 1895 (Web). African lands were initially of interest to Europeans in order to establish sources for raw materials and later a labor source. Kenya, like many others sent numerous people to die in European wars for no reward (Doc 158, pg 220). On top of that already serious resentment, heavy taxes, eviction from lands, and being forced into positions of wage slaves, just added to the mounting explosion. Non-violent measures began early in the 1940s, but no requests of reform were ever honored by the British (Text, pg 1116). Angered the frozen situation, several nationalist rose to violently oppose the British in 1952. Jomo Kenyatta was among the leaders of the Mau Mau force who was captured and exiled in 1953 (Web). The British announced a state of emergency, until the violence ended in 1956. British forces were actually the victors of the war for independence, but the people of Kenya continued to push for their cause until it was a reality in 1963 (Text, pg 1116). Kenya chose a violent route towards independence because it was cleat that protests and strikes werent making any leeway. Britain blatantly exploited and suppressed people across Africa, as well as repeatedly ignore Kenyan attempts to become active in their own government. The extreme extent to which the Kenyan people were mistreated explains why they resorted to violence. Only after Kenya displayed their willingness to sacrifice their own lives and take down as many British as possible, did it become evident that the Kenyan people would no longer stand to be railroaded. Comparing these countries a little closer, violence is the more defensible route because once it is used; the process of independence is much faster. It took India well over 25 years after the first movement, and Kenya about 10 years after the first violent act to gain independence from colonial control. The fact that Europeans were only interested in these countries for greed and power, further illustrates how little respect was given. It is also because of these motives that Britain was not going to let go without a fight. Despite the method used to gain independence (violent or non) Britain still used violence in an attempt to control. If violence is to be brought into the equation by colonial powers, it should not be felt only by the oppressed. It is only right that emerging independent nations step up to the plate ready and throw right back what ever is dealt. Another take on the pro-violence stance in that the use of violence can help heal the wounds of racial degradation from years of colonial control (Text, pg 1112). All the adds up to the fact that violence is the best bet for gaining independence. After comparing these two countrys struggles for independence, a method of violence is a more defensible route. It is apparent that a non-violent approach only works in narrow circumstances, so violence the best bet for gaining independence. Violence is faster, fair, and mentally satisfying for countries trying free themselves of colonial control. The resolution must parallel the severity of the problem to have effective results. Any other course of action would only delay (at best) the arrival of independence.

buy custom Developing Groups into Teams essay

buy custom Developing Groups into Teams essay A team is made up of a group of people who are connected together in a common purpose. Teams are normally developed to conduct particular tasks that are complex, and have many co-dependent subtasks. A group in itself does not automatically make up a team. Members make it up with complementary talents and generate synergy by a coordinated effort that allows each member to minimize their weakness and maximize their strengths. Team members are required to work together and help each other so that each member realizes their true potential. By doing so, they create an atmosphere that allows each member to exceed their limitations. Teams size and a composition are known to have an effect on team processes and outcomes. The optimal composition and size of a team varies according to the task it handles. This paper will seek to discuss how groups can be developed into teams. There are several strategies that an organization can employ in order to nature the conversion of groups into teams. First, the organization has to develop common goals and vision that its members should try to achieve. Unless a common vision and a goal are set for a given undertaking, and each member holds the one goal and vision of the shared destination, it would be very difficult to achieve the set targets as members will be confused and hobbled along the way (Jungalwalla 200). Lacking a common direction, such a group will be divided into small fragments, thereby it will lose energy as the members move against each other as opposed to a team. To achieve a common goal and a vision, several tasks may be undertaken. Team members may record their perception of teams common vision and goals; then the differing perceptions may be considered. This task will help present a simple evaluation of the extent to which the group shares common visions and goals. Passion is an important aspect f or success. In developing common visions and goals, one may find out what visions and goals that are desirable for the organization the team members are passionate about (Jarod 2009). There should be a clear distinction between common and individual goals. Teams may share similar visions and goals, but may have different roles in a collaborative undertaking. Each member in the group should express their individual roles in ways that convey how that role contributes to the common visions and goals of the organization. When collaborative goals are set, benchmark and stretch goals have to be considered. Benchmark goals are said to be the minimum one can accept from themselves as professionals while stretch goals can be described as reach for the stars goal, which should carry considerable uncertainty as to its practicability. This will ensure that a team keeps motivated, and endeavors for improvement even beyond perceived restrictions (Junggalwalla 2000). Diversity of people in a group can be its greatest threat or asset; if a group is well harnessed, it can be a tool to develop a very good team and achieve high goals. The important factor here is the ability to appreciate diversity, to know its importance and to manage it. One can start by leading by example. If a leader is seen not to value diversity, the group members will not do it too, thereby developing a poor team. A team survey that draws attention to diverse work styles and roles within the team should be undertaken. A team map may be developed that shows which preferences and roles are well represented and which are not. The team could be then involved in giving strategic advice to themselves about further development of the team. Furthermore, teams training and development schedules should incorporate topics based on understanding and management of diversity (Jungalwalla 2000). Effective communication is paramount in development of groups into teams. Strategies that enhance active listening and engagement of the audience in meetings may be used to foster good communication (Hardcastle 2006). In conclusion, many factors may determine how a group develops into a team. Common visions and goals, ability to harness diversity and effective communication are important aspects in development of a group into a team. Buy custom Developing Groups into Teams essay

Confidentiality and Anonymous Sources Assignment

Confidentiality and Anonymous Sources - Assignment Example Many feel that the journalist crosses the line of credibility when they extend this confidentiality to the identity of the story’s source. They suggest that reporters use anonymous sources as a shortcut. It’s easier than using investigative techniques such as uncovering documented evidence and speaking to a larger number of people than solving an intricate but credible puzzle.  A journalist that wants their story to be believed uses at least two named sources in a story. Using just one source that is unknown to the reader, and sometimes the reporter, for the sake of sensationalism and competition is, unfortunately, becoming a common practice. Others, including responsible journalists, firmly believe that the use of confidential or anonymous sources by journalists is essential in providing the public with vital information. This is because certain potential sources in sensitive government or business positions would not be willing to offer information without the assur ance that their identity remains confidential. Many journalists view their job as a duty to inform the public regarding unscrupulous dealings by those who wield power over the public. Those that advocate free speeches argue that if the media employs the use of anonymous sources conscientiously in a genuine effort to generate credible stories, the significance of the information outweighs any apprehensions regarding the origination of those sources. Both lines of reasoning are valid yet each must admit the other’s weaknesses

Research and Comparing Documentaries Assignment

Research and Comparing Documentaries - Assignment Example Almost 90% of converted women agree that they can dress more conservatively and feel more comfortable with the Hijab. They also give their reasons for conversion as the need to be close to God as they now pray 5 times a day3. Other related sources also show that a third of inmates in British jails are converting to Islam. According to Richard Eddie’s 4book â€Å"Black Muslims in Britain†, Malcolm X continues to influence most black men into Islam. Richard’s interviewees reveal that converts appreciate the law of Islam since the law has enabled them to live in the society considered as corrupt and moral. The most interesting stereotype about this religion is how it oppresses women. The religion targets most young men. Recent stories from media in Kenya reveal how the Al-Shabaab militia group recruits young men from East Africa to fight and protect their religion. In â€Å"Islam empire of state†, Islamic history and culture shows how the religion has made gr eat contribution in trade, education, scientific theorems, philosophy and medicine. The rapid conversion and growth of the Islam religion is resulting from rapid crusades conducted by Sheikhs. The crusades led to great civilization of the Islam religion in terms of economic and scientific discoveries made during the period of renaissance. According to 5 â€Å"what the west needs to know†, Islam is a peaceful religious group and those who fight do so to hide under the religion. The religion perceived as an authoritarian group not only emphasizes that there is no other God but Allah and his prophet Mohamed6. Most of the people targeted by these documentaries are the youth’s especially young men7. The â€Å"divine woman† by Bettany Hugdes reveals how Buddhism started with a female. In this documentary, a woman goddess controls life and death. The Durga Puja festival shows the organization of the Hindu religion. Use of art and culture with paintings on the skin of I ndian women reveals how important a female is within the religion. The construction and design of the temples brings out rich creativity and architectural work in this religion. The documentaries quote the Quran stating the reason as to why the religion is conflict linked and war bound. The Quran states that one should fight for his own faith. Mohamed himself plays a war oriented leadership role according to his history from Mecca hence the continuous perception of Muslim religion as a conflict religion. The usual suicide bombing and attacks originates from Judaism symbolically fighting paganism. From the documentary â€Å"what the west needs to know†, Quran and hadiths encourage the killing of non-Muslims. From the background history of Mohamed, it is evident that he spread his territory through war and his followers did the same to conquer Mecca a city where he was born. Background music used in the documentaries emphasizes the religion. A lot of art 8 observed in the docum entaries show the culture of the religion. The style of presentation of the documentaries is both educational and formal. Islam religion is widely publicized and therefore the documentaries try to educate the public on the religion9. The great contribution of Islam into modern civilization and various fields of study such as philosophy, medicine, and trade make the documentaries educative. We also observe the speeches from several leaders used to emphasize the religion. Quotations from the Quran are also