Disadvantages of television Essay

It is believed that television is one of the successful invention in this era. At first, television is used to transfer information from all over the world in the fastest speed. Nowadays, television has entered another stage, there are many shopping mall selling high-definition televisions. Other than first hand information, television provides us entertainment and knowledge. There are sitcoms, documentary, drama, sports, movie, etc. Nonetheless, is it good or not? This time, let us talk about the advantages and disadvantages of watching television. Like some people, I love watching television when I have spare time. In 21st century, watching television has been becoming a popular activity other than sports, or playing video games. Nevertheless, did you notice how many hours do you spend on watching television every day? And did you choose a suitable programme for yourself? Surprisingly, the average of an American watch television for 7 hours and 15 minutes per day. And this figured out how many people has already been invaded by television. Read more: Advantages of television essay Watching television is really a waste of time. Those for whom watching television 8 hours a day. They waste 56 hours a week, then they waste about 240 hours a month, and they waste about 2900 hours a year. As if we can make good you use of these 2900 hours, we can learn knowledge from books, can make ourselves more healthy. Also, television programme are not suitable for everyone. Violence and sexual materials affect the growth of children and teens. If their parents do not teach them, their children may result in committing crimes. Moreover, if their parents did not tell their children not to open the volume too loud or watching television in a longer distance, it may also hurt their ears and eyes easily. Furthermore, students who watch television more than 2 hours everyday, it may affect their academic because they have no longer concern about their study

Which Strategies for Conflict Resolution Would You Employ?

Cathal McCabe PO4107 Id# 085475 Word count: 3290 Which strategies for conflict resolution would you employ in cases of violent ethnic conflict? Explain why giving examples of success and or failure. 3,534 in Northern Ireland. Approximately 140,000 in Former Yugoslavia. Approximately 800,000 in Rwanda. The list goes on. Violent ethnic conflict is simply a harsh reality of life that has cost millions of innocent civilians their lives.We have witnessed its atrocities first hand in our lifetimes, and have sometimes felt powerless as individuals to curtail it. We can employ successful strategies for conflict resolution but the question really is how do we implement them successfully? There are strategies working, but the key now is to identify the successful strategies and be quicker to implement them in the future. In July 2010 Stefan Wolff declared that casualties from ethnic conflict have decreased by two-thirds in just over a decade – 12,000 killed in ethnic wars of 1997/1998, today this figure stands at just over 4,000 (Wolff, 2010).Ethnic conflict is unlikely to ever go away, but the death toll has reduced somewhat. Is reducing the death toll the best success we can hope for in resolving conflict? Will ethnic conflict ever go way or can we only moderate the violence? Have we eventually learned that war is not the answer or have we simply become more efficient at peacekeeping? Are these deaths simply down to ethnic pride or is there another reason which spurs man on to kill his own people? This essay will attempt to determine the true meaning and motives for ethnic conflict.It will then examine what the â€Å"strategies† for resolving ethnic conflict are, and examine the application of these strategies as the causes and resolutions to various conflicts throughout the globe. It will draw a helpful analysis of the cases of Rwanda as a failure and Northern Ireland as a success and what we can learn from it. Ultimately it will try and discover what th e best strategies for conflict resolution are in order to minimise the trail of destruction left behind by violent ethnic conflict†¦US President John Adams once asked â€Å"Do I have to study politics and war so that my sons may have the liberty to study mathematics and philosophy†? We must first look into the reasoning of ethnic conflict before we can achieve peace and freedom. The theories behind the motives for violent ethnic conflict are rooted in the origins of nationalism. Connor Walker describes the nation state as â€Å"a state that self-identifies as deriving its political legitimacy from serving as a sovereign entity for a nation as a sovereign territorial unit† (Walker, 2004, P. 2). Theorists argue that this is an evolution from the simple meaning of the word â€Å"nation† (a community that share a common ancestry) per se. Ethnic conflict may simply be a process of evolution as nations look to establish themselves and represent a community of bel onged people -the citizens. Perhaps there must be a common bond for a nation to remain at peace. Anthony Smith notes that ‘not only must nations be founded upon ethnic cores if they are to endure’ (Smith, 1986, p. 207).Therefore if a nation is colonised or artificially planted with a different tribe, a friction is likely to occur. This of course is the starting point of ethnic war. Ethnic violence ensues. By studying the origins of their motives we can understand their ailment better and it’s then easier to cure. The very first rule in employing successful strategies is having a deep understanding of the motives of the conflict. Engaging in conflict resolution without knowing the full purposes of the conflict is political recklessness.We must sympathise before we can strategize (Hutchinson, Breuilly, and Smith, 1994, P. 104). Nationalism and ethnic identity are the core tenets of ethnic conflict hence the phrase â€Å"ethno-nationalism†. Extreme nationalis ts will harbour a need for identity and this involves being amongst their own citizens. It is these very people, extreme nationalists, who are the principle actors in ethnic conflict; it’s essentially a mass crusade driven by unsatisfied nationalists (Hastings, 1997, p. 27).Ethnic conflict therefore is in lay man’s terms is the struggle for man to be amongst his own people in a community. Furthermore they are likely to want this community to be the chief and sole power in a nation as in the case of the Hutu and Tutsi tribes in Rwanda. The one question that remains to be answered however is why experts believe that ethnic conflict has become more prevalent since the Cold war? Academics like Samuel Huntington predicted a proliferation of conflicts fuelled by tribalism, resource scarcity and overpopulation (Huntington, 1993, P. 2). The reality is that this period witnessed a rise in ethnically-informed secessionist movements – mainly in the former communist states like in Former Yugoslavia, Azerbaijan and Georgia. Wallensteen and Sollenberg hold that â€Å"the displacements of capitalist states were accompanied by a decline in total warfare, ethnic wars and the number of refugees and displaced persons† (Wallensteen and Sollenberg, 1995, P. 350). Ethnic conflict certainly seems to be a â€Å"new phrase† but the reality is that unrest and disillusionment always occurred in states.It’s also a certainty that it’s in man’s natural instinct to defend himself and what he loves until he is secure and established – much like his state. Each case of violent ethnic conflict is different, but the motives remain largely the same. Those who plan strategies for ethnic conflict should be well briefed on the case. Understanding is crucial; otherwise the results are severe†¦ There are common themes in the raison d'etre of ethnic nationalist violence – lack of belonging, lack of understanding and a lack of t rue leadership. Edward Everett once said that â€Å"education is a better safeguard of liberty than a standing army†.It’s the very people who commit the atrocities that don’t have these basic needs. The case of Rwanda provides us with the perfect breeding ground for violent ethnic conflict – uneducated peoples led by a brainwashed Government. In April 1994 two tribes strived for these basic needs as a longstanding ethnic struggle culminated with 20% of an entire population being wiped out by genocide. This case provides us with all the ingredients of mismanagement of conflict strategy which only coerced further violence – approximately 800,000 deaths in just over 100 days.It was managed so badly that it prompted former UN Secretary General Kofi Annan to declare in 2000 that â€Å"the international community failed Rwanda and that must always leave us with a bitter sense of regret† (Doyle, BBC, 2004). In this case the minority Tutsi tribe wer e overthrown by the Hutu tribe in the rebellion of 1959-62. The Tutsi tribe looked to seize back power when the RPF (Rwandan Patriotic Front – a Tutsi dominated rebel group) invaded Rwanda from the Ugandan border. The small East African country was in crisis until an eventual ceasefire in 1993 with assistance from neighbours Tanzania.This however came to an abrupt end in April 1994 when leader Habyarimana was assassinated by the RPF leader Paul Kagame (Hintjens, 2008, P. 5-7). The Hutu’s responded with mass slaughter (genocide) of the Tutsi’s and their own people who they believed to be collaborationists. The ceasefire in 1993 provided Rwanda with an opportunity to resolve the conflict peacefully but as we will see the Government provided weak strategies to consolidate the peace. The only solace we can take from 1994 is what we can learn from it in order to strategize better in the future.All the elements are present to encourage violent ethnic conflict; the str ategies employed only incited more violence. In Rwanda there was a lack of education at all levels, from the people on the ground right up to brainwashed Government officials who were obsessed by power and sought to accomplish it all costs. Education comes from liberal thinking, being open to a variety of sources and having the resources in place to attain this (Dewey, 1994, P2). None of this was possible in a country of authoritarian rule with little choice or democracy for voters.The then incumbent Prime Minister Jean Kambanda revealed in his testimony before the International Criminal Tribunal that genocide was openly discussed at cabinet meetings, and that the people believed that Rwanda’s problems would be over without the Tutsi (Doyle, BBC 2004). The people were blinded by myths; they believed that peace pacifists were collaborating with the other side. A large part of this comes down to how the media was run. The Hutu’s controlled the radio and the many who coul d not read bought into their propaganda campaign (Melvern, 2006, P. 7).For those who could read would read the Hutu run journal â€Å"Kangura†, and its â€Å"ten commandments†, one of which being â€Å"the Hutu should have no mercy on the Tutsi’s† (Melvern, 2004, P. 49). The ancestral divide in Rwanda called for conflict resolving strategies to be put in place. Instead the authorities increased the divide by insisting on â€Å"tribal ID’s† and encouraging identification myths about the other tribe such as skin colour etc. The Government for their part organised two militia groups to assist the killings – the Interahamwe and Impuzamugambi (Melvern, 2006, pp. 4-27). We can still see the effects of poor leadership today as Libya has been torn apart under the Gaddafi regime. Ethnic conflict like this highlights the importance of citizens to fight for democracy, to fight for freedom, and fight for choice. The leader of a country has a monu mental bearing on the outcomes of a nation. We must fight for our freedom to choose. This involves participating in democracy to help maintain it (Diamond, 2009, P. 12). Strategy starts on the ground with the citizens; afterwards power is vested in the Government.Unfortunately in Rwanda a corrupt power influenced the media, which in turn corrupted an unwitting population. Sometimes history and circumstances can be unfortunate on a country like Rwanda and the people may have little choice. A country in trouble may often require outside assistance to attain peace. This is a major factor why Rwanda failed and Kofi Annan’s words pay testament to this. In their hour of need Tanzania, other neighbouring countries and the UN were helpless. Rwanda was ultimately left with nothing but warmongering strategies and this is why it failed.A case like Rwanda needs outside help, and hopefully we have learned to be more responsive. Unfortunately the circumstances were ideal for genocide in Rw anda which probably afforded the outside forces with little chance. Ultimately there was no democracy in the strategy in Rwanda. The natives and outside forces were powerless to strategize effectively and the result is a lesson we must take to future conflicts. The Northern Irish story began in 1609 with the Ulster plantations, but it’s â€Å"The Troubles† which are commonly understood as beginning in the sixties (McGarry, O’Leary, 1995, P. 18).The violence was led by the armed campaigns of the IRA (Irish Republican Army) and UVF (Ulster Volunteer Force). Alongside the violence, there was a political deadlock between the major political parties in Northern Ireland over the future status of Northern Ireland and the prospective form of government. On learning from the case of Rwanda we now can now examine successful strategies for conflict resolution. . In May 2007 two men from contrasting backgrounds (Martin McGuinness and Ian Paisley) met at Stormont and finally shook hands, sealing a horrible conflict that sentenced 3,534 people to early deaths.However 4 years later on June 20th of this year and the violence threatened to escalate again†¦ Attaining peace may be a greater challenge than ever in two communities of disenfranchised people. Assuming that fair democracy is being practiced the responsibility now rests with the powers that be – the Government. The role of the leader is central, a leader is the figurehead for an interest group and his/her attitude towards a conflict will be examined carefully (Ackerman, 2002, p. 32). In 1997 Ireland and Britain elected new Governments. Both leaders Bertie Ahern and Tony Blair made the Northern question a priority.Tony Blair’s first reaction in the North was to hand down the gauntlet to the IRA who refused to abide by a ceasefire at the time (incidentally a year before the Omagh bombings). Tony Blair stated â€Å"my message to Sinn Fein is clear. The settlement train is leaving. I want you on that train. But it is leaving anyway and I will not allow it to wait for you†. The impetus that the new leaders brought to the table was a positive strategy; they brought a renewed energy and innovation reinvigorating the campaign. The primary strategy for solving conflict is peace-talks and negotiation.This involves compromises, consensus-building and some level of mutual trust. The party leader must earn this and their personality is a key factor in an attempt to reach an agreement. A peace agreement or accord is a formal commitment between hostile parties to end a war. In the North a simple ceasefire wasn’t enough, a state with its own Government had to be established (Bew, 1994, p. 32). Regardless of the political decisions made, negotiators have to prepare for â€Å"spoilers† (groups that have an interest in sabotaging the process) and public rejection of settlements.When the public has experienced significant trauma, it may not be ready to ma ke compromises or accept a negotiated solution, as happened repeatedly in the North. It is the task of the leadership to generate support for peace. The personality of the parties involved is a very significant in making peace talks a successful strategy. Peace talks are the primary means of conflict resolution so it could be said that appointing the right negotiation team is a fundamental strategy to success, which thankfully it was in May 2007.Leaders have a role to play outside of peace talks too. The â€Å"ambassadorial† role in everyday society involves sharing with people who have suffered. Diplomacy is at the heart of conflict resolution strategy. It shows that a Government cares and is still in control in a society that still abides by law and order. In August 1998, Mary McAleese walked the streets of Omagh consoling the victims, while her husband Martin visited familes of UVF militants. This showed that they were not isolated but that the World cared, Ireland cared a nd there was an urgency to end the conflict.This was above strategy, it made strategy essential. Peace had to be achieved, and the leaders were relentless until it was achieved. Dr. Matt Cannon explained the need for a multi-level approach at a lecture in October. This involves all levels of the community coming together, the Government uniting and external sources showing interest in resolving conflict (Cannon, 2011). All tiers are uniting to create a powerful peace-building team. In Guatemala and Northern Ireland, civil society forums were established to promote wider societal involvement in the peace process.The terms â€Å"third side† or â€Å"track three† are sometimes used to describe the effort of engaging and uniting individuals at the community level to generate â€Å"people’s power,† public opinion and coalitions in support of peace. In Northern Ireland the communities have come together to rally against the violence and promote peace which is a massive help to the process. One practical example was the replacement of sectarian murals with peace-walls. A common memory and identity is now being created in Northern Ireland. A segregated community is being replaced by a common identity.Both sides are remembering each other’s losses and giving up something for the common good. There is now evidence of shared features such as memorials, museums and holidays which are also finally being reflected by a common Government. Dennis Murray worked for most of his career as Northern Ireland correspondent for the BBC. This September BBC filmed a documentary covering his reporting of the Troubles. The documentary finished with Murray’s parting thought – â€Å"we can’t build a new future without unravelling the past.The story of conflict in Northern Ireland will never finish† (From Our Ireland correspondent, 2011). The case of the Troubles is as close as we may ever come to conflict resolution and it†™s equally fascinating to analyse the strategies employed in this quest. The strategy that now needs to be employed in the North is maintaining peace. There may be no textbook strategy to resolving conflict; it is an ongoing effort to maintain peace in Northern Ireland. Each case is different. Peacemaking in Northern Ireland is a model for resolving ethnic conflict resolution throughout the World.The one factor that appears to be in Northern Ireland’s favour as opposed to Rwanda however is that Northern Ireland was a developed country with a better environment to carry out a conflict resolution. The first virtues in successful conflict resolution are patience and persistence. In Northern Ireland there was a persistence to achieve an end to violence and achieve peace by successful political means. The security forces in Northern Ireland enforced the law. This strategy of law enforcement brought the paramilitaries to realisation that they could not win (Ruane and Todd, 1996, P. 17).There was no overnight solution to ending the violence. The British Government admitted that the IRA could not be eliminated militarily. Utimately ethnic violence is a force. It requires a strong team to defeat it. International interest strengthens a peacebuilding team massively. Bill Clinton’s regime shared an interest in the Troubles and appointed George Mitchell as special envoy. He was presented with the Liberty Medal in 1998, where he stated: â€Å"I believe there’s no such thing as a conflict that can’t be ended. They’re created and sustained by human beings. They can be ended by human beings.No matter how ancient the conflict, no matter how hateful, no matter how hurtful, peace can prevail† (Mitchell, 1998). Northern Ireland now had a combat team, this is where Rwanda failed where external sources were powerless. A case of violent ethnic conflict that becomes unmanageable is referred to the UN. The United Nations was established to r eplace the flawed League of Nations in 1945 in order to maintain international peace and promote cooperation. Peacekeeping is a primary mission on the UN with the aim of helping countries torn by conflict and creating the conditions for lasting peace.It is the last resort following peacemaking and peacebuilding (Bellamy, Williams and Griffin, 2004, P. 5). The United Nations Charter gives the United Nations Security Council the power and responsibility to take collective action to maintain international peace and security. For this reason, the international community usually looks to the Security Council to authorise peacekeeping operations. The role of peacekeepers is to help uphold any agreements made during peacetalks. Peacekeeping provided ways to achieve self-sustaining peace.Another viewpoint raises the problem that the peacekeeping may soften the troops and erode their combat ability, as the mission profile of a peacekeeping contingent is totally different from the profile of a unit fighting an all-out war. Before peacekeepers should be deployed theUN has a role in providing assistance in the development of human rights an democracy in the various countries and preventing these countries from becoming a breeding ground for ethnic conflict like Rwanda was (Jasper, 2001, P89). The UN also has a role to encourage more women to become involved in conflict resolution.The lack of involvement for women has a negative impact on resolving conflict and in society. In this essay we have seen what works as successful strategies for conflict resolution. First of all we must be vigilant and defend democracy – preventing conflict from occuring in the first place. We must also uphold law and order as a combat to violence. We must participate in peace and democracy and elect the right leaders and believe in their charismea and diplomacy to solve conflict. We must also acknowledge the roles of member and identity in building an imagined community as part of a three -tier approach.The top tier of UN involvement is only required in times of desperation. Ultimately ethno-nationalism will never go away but violence can. As George Mitchell declared on appointment â€Å"there is no place for violence at the table of democracy†. Bibliography Ackerman R (2002), The Wounded Leader: How Real Leadership Emerges in Times of Crisis, Jossey-Bass, P. 32 Bellamy A, Williams P, Griffin S (2004), Understanding Peacekeeping, Polity, P. 5 Bew P (1994), Ideology and the Irish question: Ulster unionism and Irish nationalism, 1912-1916, Oxford : OUP, P. 2 Cannon M (2011), â€Å"Achieving peace in Northern Ireland†, Speech on October 25th, University of Limerick. Dewey, John (1944). Democracy and Education, The Free Press. pp. 1–4 Diamond L (2009), The Spirit of Democracy: The Struggle to Build Free Societies Throughout the World, St. Martin's Griffin, P. 12. Doyle M, (2004-03-26), UN chief's Rwanda genocide regret, BBC, available: http://news. b bc. co. uk/2/hi/africa/3573229. stm [accessed: 2011-11-12] Doyle M (2004-03-26), Ex-Rwandan PM reveals genocide planning, BBC, available: http://news. bbc. co. uk/2/hi/africa/3572887. tm [accessed: 2011-11-12] From our Ireland correspondent (2011), BBC, Monday 3 October at 10. 35pm Hastings, Adrian, (1997), â€Å"The construction of nationhood: ethnicity, religion, and nationalism†, Cambridge Press, P27. Hintjens Helen, (2008), ‘Post-genocide identity politics in Rwanda’ Ethnicities, Vol. 8, No. 1, P. 5-7 Hutchinson, Breuilly, and Smith (1994), Nationalism, Cambridge University Press, Cambridge, P. 104 Huntington, Samuel (1993) The clash of civilizations? Foreign Affairs 72(3), pp. 22-49 Jasper W (2001), United Nations exposed, John Birch Society, P. 9 McGarry, J, O'Leary B (1995) Explaining Northern Ireland. Wiley-Blackwell. pp. 18 Melvern, Linda, (2004) Conspiracy to Murder: The Rwandan Genocide, 1st ed. London: Verso, 2004, P. 49 Melvern, Linda, (2006), Conspi racy to Murder: The Rwandan Genocide, 2nd. ed. , London: Verso, P. 7 Mitchell G (1998), Liberty Medal acceptance speech, speech on July 4, 1998. Available: http://www. constitutioncenter. org/libertymedal/recipient_1998. html [accessed: 2011-10-08] Ruane, J and Todd J (1996) The Dynamics of Conflict in Northern Ireland: Power, Conflict and Emancipation.Cambridge: Cambridge University Press. P. 17 Smith, Anthony (1986) The Ethnic Origins of Nations. Oxford: Blackwell. Wallensteen P and Sollenberg M (1995) After the Cold War: Emerging patterns of armed conflict 1989-94, Journal of Peace Research 32(3), pp. 345-360 Walker C (2004), The Timelessness of Nations. Nations and Nationalism, New York: Alfred Knopf. Wolff S (2010), â€Å"There is no good news about ethnic conflict and civil war†¦or is there? †, Speech in July 2010, Oxford, Available: http://www. frequency. com/video/stefan-wolff/506736? raw=true [accessed: 2011-10-23]

A Mother’s Day Kiss-off; Critique Essay

â€Å"A Mother’s Day Kiss-off† was written by Leslie Bennetts to change the male view of everyday mothers. Bennetts wrote this because she has witnessed and studied these events. She wrote that mothers should not just be praised on one day a year versus the 365 days that she is doing it alone, well mostly. Not only is this problematic for the child but for the parents relationship as well. She wanted to make clear that women’s roles in parenting have been changing for several years now. They should be closely reviewed before assuming the roles will stay the same as they may have been in the past. Male parents too often expect mothers to maintain a household, work full time and take care of the children. Little do they understand the roles should take over for both parents not just one. Many mothers find their careers to be put on hold because they cannot go to school on top of everything else. This leads to disputes between income needs and family needs. This is commonly a call for divorce and other family members fear in anger that it could end a marriage. Father’s should want to take on family roles as the mother does. While most mothers make sure the needs of the child are fulfilled most fathers do not pay mind to things like; doctor visits, school sicknesses and playdates. They just expect a clean house, a warm meal, and a well maintained child. Mom’s are expected to drop everything including their jobs to take after the child, meaning having to leave work or be late to work, or having to stay home with a sick child. It all means the same, it’s not necessarily tradition of housewives but the role of mothers has simply changed. Too many families are failing to realize this drastic life style change that Bennett’s encounters. If roles were to ever switch fathers would understand the financial and emotional needs of a child, piled on to a full time job. One day Leslie hopes this will be an eye-opener for the opposing parent. Most mothers will continue to stay faithful to this lifestyle while others rush to find a way out. For some this role will change and others it will remain the same. Bennetts writes this article in hope that the father figure and other family members will  arrange changes in a life style to accommodate the mother, in my family this did not happen. In response to this article, I have a personal view of this very problem. My father expected my mom to clean and cook and do household chores, but also to work full time and take care of me. My dad drove truck so he wasn’t home often enough to see what my mother went through. He stayed within tradition like he thought it should be. This happens a lot and not just my family but many American families like my own. I do think she had a purpose to change a father’s lifestyle point of view, but not to change the person themselves. I agree that the roles have changed but for some families in the opposing argument, do not like the role switch and will continue in tradition to their previous generations. Bennetts is blind to the idea that some American housewives enjoy their lifestyle, not all families and mothers are miserable playing this role. She may assume so but it’s not a subject you can just assume upon, it is a serious issue that needs facts, not biased information written out of fear or anger. The family I was raised in relied on the father to take care of financial needs and the mother to take care of social and emotional needs of the family and the child. Some families are dependent on one income and cannot afford to make a change. Other families do not want to change and enjoy their outdated lifestyle.

Case Study Summary Example | Topics and Well Written Essays - 750 words

Summary - Case Study Example 3:89-1466-0). The man asked his employees to take into account his claim and made necessary changes, but, as he stated, they had failed to take the steps which had been necessary to resolve the situation. The only way out he was offered is the walls between bunks, but this measure was useless, because there was only one door in the room. The plaintiff asked for a separate room or for a change in schedule that would allow him to stay in one room with a man, not with a woman. The plaintiff complained that the defendants did not want to consider his requirements and failed to resolve the issue as he wanted to have a separate room. The defendants in their turn argued that they offered some resolutions in response, namely the wall installed between the bunks, but the plaintiff denied them and demanded much more. As all the employees should be treated equally and no exceptions should be made, as the same time as the rights of an employee were not violated under the First or Fourteenth Amen dments to the United States Constitution, the Court finds for employers. The second case study is also related to religious beliefs and the violation connected with them. The employee is Jew and, according to the religious rules, Jews should have a rest on some days companies usually work on as religion forbids to work on these days. In connections with this, a woman demanded a personal schedule from her employers that would allow her to miss the days which can’t be working days according to the rules of her religion. Employers agreed and she was provided with a personal schedule, but with less payment due to missing working hours, which were important for the company. Then the employee was terminated and she decided to apply to court saying that her rights were violated, moreover, she was abused because of her nationality and religion. The court came to the conclusion that a woman was not abused at all, because employers tried to meet her demands and provided her

Management Styles for Human Resource in Corporate Banks Essay

Management Styles for Human Resource in Corporate Banks - Essay Example The paper tells that theorists outline the major forms of management styles as autocracy, democracy, participative, and laissez-faire styles. The essence of management in banks and other businesses is to ensure proper planning and execution of tasks through the human resource towards the acquisition of the set goals and objectives. The acquisition of these variables is possible through proper leadership skills whereby the managers are bound to organizing the programs set to stimulate the workers towards the acquisition of the set businesses’ objectives. Northern Rock Bank operates in the UK market as a multi-billion organization serving over 50 million global clients. On the other hand, the Royal Bank of Scotland operates in the European continent and is seemingly a competitor to Northern Rock Bank since its capital base and clientele group seem to match closely. History depicts that the two banks’ performances endured in crisis since the edge of economic crisis in 2008 to the present. However, findings reveal that the banks are restructuring towards the acquisition of success and maintenance of their positions in the global markets. Arguably, the two banks crises emanated from top managements’ negligence to comprehend employees as important to the organization. Expert evaluations show that the Northern Rock Bank entered a streak of fallacies as financial accounts ascertained flaws. The bank’s top management concentrated on the surety that they had a large capital base thus the threat of failures in performances would not threaten the bank's abundance of operations. On the contrary, the bank’s application of laissez-faire (bureaucratic management style) threatened the abundance and prowess in the UK and global market platforms. The same case was evident in the Royal Bank of Scotland whereby the top management observed the bank’s performances as most crucial compared to the imposition of favorable strategies to ensure cl ose workmanship between the organization and the workers. Employees in the two banks realized the presence of ignorance from the top management and lost morale in operations thus the banks would eventually fall in continuous streaks of failures as the operations dwindled. Arguably, the top management in the two banks failed to ascertain that the banks would face threats from the employees since the tally in each entity ranged between 120,000 to 150,000 in the UK and other global branches. In account for the Royal Bank of Scotland operations, the evidence accrued revealed that the top management failed to support human resource programs since with the notion that such programs were insignificant to the acquisition of the bank’s goals since it was a competitive entity in the global banking industry. Herzberg’s hygiene theory depicts through the theory X and Y approaches that people may perform effectively under negative and positive motivation respectively.

Latin America Conflicts Essay Example | Topics and Well Written Essays - 750 words

Latin America Conflicts - Essay Example Latin America has seen everything- from conquests, through colonization and revolutions and to modern day violence- all of which has played a major role in various stages of its advancement (2001). In this paper, we shall discuss how the abuses committed by foreign invaders – first the Spaniards, then conquer of Veracruz by France and ultimately the imperial rule imposed by the United States has shaped the history of Latin America (L.A). The two biggest empires of Latin America, Aztec and Incas, were conquered and exploited by the Spaniards. Hernan Cortes and Francisco Pizarro respectively were the main leaders of the Spaniards behind the conquests of these two large empires. Cortes who was a Spanish conquistador had attacked the city of Aztec with a small troupe of 600 men and had successfully captured the whole empire that consisted of ten thousand warriors. Cortes way of conquest has always been described as ruthless, guile and violent. Cortes audacious and unscrupulous def eat of Aztecs had left behind a trial of bloodsheds and had also inspired many Spaniards to follow his footsteps. One of them was Pizarro who undauntedly followed the Cortes policy of dividing the native population against one another and exploiting traditional enmities (Minster,n.d). Pizarro along with his four brothers and a small group of just 2000 men and 65 soldiers had tactfully captured the city of Incas which had an army of 30,000 soldiers. He like Cortes had used audacious and ghastly ways to defeat Incas. Many conquistadors soon followed in the footsteps of Cortes and Pizarro to invade Latin America and handicapped it through bloodshed and violence (M.Fisher & K.Fisher, 2000). More so , to add to the misery of the local people the conquistadors further tortured them by making them slaves. The native population started disappearing due to conquistadors continued torture. These empires had been conquered by the conquistadors, mainly with the aim of acquiring large volumes of wealth and humungous profits. But as the local population started disappearing and only a small population was left to do the work, the Spaniards turned to African slaves. These slaves faced torture, racism attacks, and abuses by the Spaniards which further increased the repression in these countries and later on led to rebellionism and revolution over here. With the discrimination of people according to races -on top were the whites, then the mestizos, the blacks and then the indigenous people further intensified the urge of the native people to rebel and consequently led to the revolutions which shaped the future of Latin America over the centuries (Chasteen, 2001). The spread of the news of revolutions across the world like the American Revolution, the French revolution and more closely the revolution in Caribbean, woke up the people of Latin America and ignited the spirit of anti-colonialism in them. The history of Latin America was not without blood and fire which can easily b e established through the revolution which happened in Mexico. The people of Latin America were segregated into the classes of rich and the poor by the Spaniards. During colonialism, wealth and race played an important role in shaping the society. The basic reason to classify the people was to separate â€Å"the whitest of the white from those who already lost some of the

3 extra credits Assignment Example | Topics and Well Written Essays - 750 words

3 extra credits - Assignment Example to remind Greg of this in a low tone, but Greg cuts her off, avoids eye contact and in a loud voice; tells her that her cheerleading team is so boring that one could drop dead from watching them and that she might as well quit. Jess, then says nothing and Greg in turn inform her that they are moving to the next occasion. Jess tries to explain to Greg that she is a cheerleader and cannot afford to miss the game, but Greg pulls her by the waist and leads her towards the college gate telling her that they will have more fun at the party. Emily reluctantly agrees and follows Greg to the party missing her equally important game. Right from the start, Greg does not show any interest in what Jess has to say. He does not give her a chance to talk and when Jess tries to he immediately cuts her off. Jess, on the other hand, does not communicate with Greg about the importance of the cheerleading team and at some point goes quiet. The characters also avoid eye contact. Greg makes all the decisions in the relationship without wanting to get Jess’s opinion and Jess do not have the courage to refuse his proposals even when they are not in line with what she has planned. The characters should have maintained eye right from the beginning of the conversation. Disclosure is important in communication; Jess should, therefore, learn to disclose her feelings to Greg. Jess should also have been assertive in her communication with Greg. Greg should have listened to Jess; not only by waiting for her to voice out her issues, feedback, and not interject her in the middle of her conversation. The first sentence of the article population growth and control review is contradictory to what the author talks about in the main article. The author begins the sentence stating that, through history, human beings have been an inconsequential pressure on the planet. This might not be the way that the writer would want to start his article because, throughout the article, the writer talks about how

Budget and sponsorship Assignment Example | Topics and Well Written Essays - 250 words

Budget and sponsorship - Assignment Example Manchester United is one of the most famous world’s soccer teams. Established in 1878 in Manchester, it has found it ways to stock market in 1991. It chief source of revenue originates from sponsorship agreement that amounts to 31.4 % of the total revenue (Statista, 2015). Some of the Manchester United sponsors include ION, AIG, Chevrolet and Adidas. This is done by placing the logos of the sponsors on the sporting clothes. The second largest source of income for Manchester United is revenue obtained from broadcasting deals Manchester United signs with the Internet and cable companies as MUTV and BSkyB. The broadcasting revenue amounts to 31. 3 % of the total revenue. Thirdly, the primary source of income comes from match day revenue that amounts to 25% of the total revenue (Statista, 2015). The club expenditure mainly comes from money used to service contracts that the company has entered with the players they have signed. Besides, there is the recurrent expenditures such as payment of staffs and maintenance of the assets owned by the club (Garcia†del†Barrio & Pujol, 2009). In case of writing a proposal, the key aspects that should be included are how the sponsors will benefit from the investment they have made through sponsoring the club. Statista. (2015, June 23). Total revenue of Manchester United from 2005/06 to 2013/14 (in million euros). Retrieved from The Statistic Portal:

Article Essay Example | Topics and Well Written Essays - 1500 words - 1

Article - Essay Example (Krawczyk, M.et.al, 2008, p. 136). The study concludes that the CC-genotype, BTH and genotype correlate perfectly, and the genetic test provides an unambiguous result. In both positive individual with a negative genetic test there is good reason to suspect secondary causes of lactase deficiency. (Krawczyk, M.et.al, 2008, p.138). In the study 58 consecutives patients are chosen (25 males, 33 females; median age 41 years, range 18 – 82 years) recruited prospectively between April 2005 and July 2007. (Krawczyk, M.et.al, 2008, p.137). These patients were referred by the department with non-specific gastrointestinal symptoms consistent with lactose intolerance (i.e., bloating, abdominal pain, diarrhea).All participants signed an informed consent form, and the study was conducted according to a study design approved by the local ethical committee. (Krawczyk, M.et.al, 2008, p.137). The method in genetic test includes the use of a Peripheral venous blood samples for DNA testing were obtained from all patients. DNA was isolated using the DNeasy Blood & Tissue kit (Qiagen, Hilden, Germany). The genotyping procedure consisted of polymerase chain reaction (PCR) amplification and SNP detection of the -13,910C>T variant using SNaPshot minisequencing (Applera, Norwalk,CT). (Krawczyk, M.et.al, 2008, p.136). For Hydrogen breathe test (BTH), it was performed after at least 12 hours overnight fasting. All patients were obliged to restrain from cigarette smoking before the test. Additionally, individuals who underwent colonoscopy or were taking any antibiotics in the fortnight before the test were excluded from the study. The test was performed after ingestion of 50 g of lactose diluted in 300 ml of water. The amount of exhaled hydrogen was measured in parts per million (ppm) before lactose ingestion (baseline), every 10 minutes during the first hour and every 20 minutes

Fundamentals of Organizational Behavior and Ethics Essay

Fundamentals of Organizational Behavior and Ethics - Essay Example In addition, it studies individual behavior within different organizational structures to determine why an individuals or groups respond as they do to different situations and how management can use this to benefit the organization. Organizational behavior helps the manager derive the desired results from the company while considering the practical and emotional needs of the individual employee. Organizational culture is the system of shared values and norms of the organization’s members. It will dictate how the members form groups and communicate. It will involve the way the members dress, talk, and the language that they use in their business communications. It will also imply a set of ethics to be followed in their approach to business transactions. Organizational culture defines the tone and temperament of the organization that distinguishes it from other organizations. In addition, organizational culture will consist of the rites and traditions that the organization has. This may be as simple as a company picnic, an informal initiation process, or the respect for a chain of command. While this is helpful in developing a shared vision among the members for the company’s objectives, it can also result in negative attitudes or outdated social perceptions in some cases. Racism or sexism may be difficult to eliminate if it is insidious within the organizational culture. Likewise, equality, social responsibility, and community service can be infused into an organization be affecting the organizational behavior. One of the biggest challenges facing the field of organizational behavior is the expanding global marketplace and the increasing diversity in the workplace. Diversity can come in the form of race, ethnicity, age, gender, sexual preference, or religion. Until recently the impact of diversity in the workplace was often overlooked and minorities were often expected to maintain a company culture that may have been hostile or

Culturally Diverse Students Essay Example for Free

Culturally Diverse Students Essay Today our classrooms, just like families, are becoming more unique and blended. Teachers are tasked with effectively teaching students with disabilities and diverse cultural and linguistic backgrounds. In order for educators to meet the needs of their students, key strategies must be implemented that will positively affect their students academically and behaviorally. This paper reflects on the experience of one of these families and identifies key strategies to maximize the potential of cultural and linguistically exceptional students. Background I was lucky enough to interview a family that I have worked with over the years as a nanny. For the purposes of this paper and the anonymity of the family I am using the names Lucy and Chris (to refer to the mother I interviewed and her husband) and James (to refer to the exceptional child). Because I have been working in this family’s home for a number of years I am able to give an accurate overview of their socioeconomic status. Lucy and Chris self-identify as African-American and live in San Pedro, CA where the population is 76,415 with 59% identifying as Caucasian and 8% identifying as African American. The town can be classified as predominately middle class as the median household income is $62,422 (City Data, 2011). Lucy completed some college and works full-time as a manager of a credit union. She lives in a three-bedroom house with her oldest son, her younger son, James, who is now 15, and her husband. James is a lively young man with autism who is on the moderate/severe side of the spectrum. He is an exceptional swimmer and participates in his high school general P. E. program. He struggles with social interactions and has very little expressive language. He has learned to use a GO TALK to communicate functionally. James is very sensitive to his environment and sometimes becomes overwhelmed by loud noises and crowded spaces. Autism affects 1:88 children and the prevalence is on the rise. It is the fastest growing developmental disability in the U. S. It is five times more likely for boys to have autism than girls. It is characterized by language delays, social delays, and repetitive patterns of behavior (Facts About ASD, 2012). Lucy knows that I am in the process of getting my special education credential and that my own family member has DS-ASD. When she was interviewing me for the nanny position years ago she was nervous and unsure about letting anybody come into her home. After I told her about my background and how much I have learned from my brother she began to open up and become more comfortable with me. She has since then told me how thankful she is for me and how nice it is to have someone that understands her son. Discovering and Reacting to Disability It all started in preschool school. The teacher kept telling Lucy, â€Å"I don’t think he can hear. † And Lucy kept saying, â€Å"He can hear just fine! † The teacher kept saying the same thing so finally she took him to the doctor. This experience supports the research on professionals in early education or elementary school programs being the parent’s initial source of information about their child’s special needs (Turnball et. Al, 2011, p. 77). Denial was the first phase in the process of Lucy learning to accept her son’s autism. Lucy also said other members of her family were in denial, including her husband and father. Her father told them they â€Å"were not disciplining him enough† on multiple occasions. She did not talk about any anger, bargaining, or depression phases before finding acceptance (The Grieving Process ppt, 2013). Lucy has immense inner strength that I truly admire. After a doctor diagnosed James, Lucy and Chris told their family and her mother pushed her to get extra support. Lucy tells me she probably wouldn’t have ever done gone for it if it weren’t for her mother because they have always worked for everything they had and lively comfortably and didn’t want to ask for help. A person’s culture may affect treatment decisions and is often associated with certain socioeconomic or geographical constraints related to accessing care† (Mandell Novak, 2005, p. 113). Reaching out for support was not something the family wanted to do and because they lived in San Pedro, accessing the right services often required traveling long distances. Educators must recognize the relationship between status and our society’s symbols of success (holding a job, having a place to live, and being independent). As an educated service provider, I am always caught off guard by a family’s hesitation about pursuing services (even my own family never sought out extra help). My professional experience has ingrained in me the importance of early intervention. Many â€Å"African-American families seek help from family, friends and church groups before they will get professional help for their child (Dyches et al. , 2004)† (Litten, 2008, p. 5). Lucy’s perspective and her mother’s reaction had both been influenced by her experience with her sister, who was developmentally delayed as well. She said her mother wished she had gone and gotten services for her. But when they were growing up, Lucy said, â€Å"It wasn’t something you did. Our family was poor. We did whatever we did to survive and both of my parents worked. † Educators need to keep the roles of culture, poverty, and historical perspectives in mind as we work with these families because they have an impact on the attitudes and behaviors of families with exceptional children. In Lucy’s family growing up, there was a lack of awareness about the availability of services. As educators, we must consider the lack of awareness and the socioeconomic factors that prevent certain families from taking advantage of the services that they are entitled to. We can’t expect them to advocate if they aren’t aware of what is available. We must take on this role. Teacher strategy #1: Fairness is When a Child Gets What He/She Needs Over the years, Lucy and James struggled with the school’s changing James’ placements. It wasn’t until she came to the school to observe him and found him sitting in a corner of the classroom, on a couch, rocking back and forth for hours with no attention or demands placed on him that she decided to pull him out of the district completely. During their search for a new junior high school they came across programs that were solely focused on vocational skills. Lucy and Chris felt their son had more important academic skills to obtain before teachers started teaching him how to get a job. They didn’t expect him to be a scholar, but they did want him to have access to general reading, writing, and math curriculum. Education, rather than life skills, was more of a priority for them. They added an inclusion goal in his next IEP. James would participate in general P. E. and math or computer class. According to Kathryn Pitten, â€Å"Cultural mores may determine which treatment goals families will accept and which goals they will decide not to work towards. Also, parenting style will determine which goals are viewed as important. † (Pitten, 2008, p. 4). Teachers must be responsible for developing a classroom program that fosters the understanding and respect for individual differences and discusses what fairness means to each student. Teacher strategy #2: Develop a Positive Collaboration Between Parents and Teachers Lucy admitted that she did not take an aggressive approach to getting James all of the supports he needed. Most of the things she learned she â€Å"stumbled upon† through conversations with other parents, teachers, and paraprofessionals (all of which have worked out in their favor). She believes she has done the best she can for her son. Once again, awareness was lacking and because of that this family did not get the support they needed until much later on. This is consistent with literature addressing service accessibility in that ethnic minorities typically access services at a much lower rate than their Caucasian counterparts (Balcazar, Keys, Balcazar, 2001). Learning how the school system could work for her son was a significant stressor for her. If educators embraced the full reality of the student’s and family’s life and committed to supporting emotional and academic needs (Turnball et. Al, 2011, p. 147) this could help to bridge the gap between home and school. Letting parents know that you believe in their child is sometimes all it takes to give your family’s hope. Teacher strategy #3: Implement Culturally Responsive Teaching Ford (2012) points out that African Americans are the only involuntary minority group. African Americans live in a society where race affects every aspect of their lives. â€Å"The overrepresentation of Black students in special education has been dissected, discussed, and debated† (Ford, 2012). We need to understand the negative effects racism has on our children and be sensitive to the history of previous schooling of exceptional students. Some Moderate/Severe students, like James, are moved from program to program (several times a year). Teachers need to understand that not all children in their classroom have learned the same things and they can’t be taught in the same environment at the same time. We need to differentiate and individualize our instruction by providing a wide range of materials and utilizing several learning strategies. School strategy # 4: Ensure Each Student Can Identify With Someone One of the best things to happen to James in his freshman year of high school was joining the â€Å"Big Brothers and Sisters† program in his local community. Having a role model; someone to look up to, relate with, and rely on has made such a meaningful impact on his life. Lucy reflected on the first time James was invited to watch the local football team; â€Å"His face lit up. He jumped up and down and couldn’t contain his excitement. † Teachers need to facilitate healthy inclusive relationships school-wide. It is our job to spread awareness about disability and help all students to become sensitive to the beauty of differences. Conclusion James’ family hopes that one day he will be able to live in a supported living community with roommates but like many families with exceptional members, the future is uncertain. Teachers need to take an active role in the transition planning process and remember that culturally diverse families do not have the same values as those of the dominant culture. (Turnball et. Al, 2011, p. 89). These families deserve our utmost respect and attention. Showing parents that you are interested in their story can lead to unexpected successes. In order to truly do our jobs we must make our professional story a part of their family story.

International Financial Reporting Standards Essay Example for Free

International Financial Reporting Standards Essay Organizations around the world are continuously recording data and reporting financial information to the used for many purposes by the respective users. A tremendous amount of financial transactions continuously stir in the organizations, some transactions occur each second or minute whereas some transactions are very unique and take place occasionally as a result of a specific event. That is why to bring things in conformity and consistency, it is important that organizations establish standards and procedures for recording their data. In doing so present results will be in a position to be compared with historical data and with entities in similar industry. Listed companies have to particularly follow standard formats and disclose their financial information in such a way that it is easily understood by the users of the financial statements. This is because consistency flows through not just one organization but the entire industry making outcomes easier to contrast. These objectives are being addressed by standard setting boards such as IAASB by setting International Accounting Standards (IAS) and International Financial Reporting standards (IFRS). Both IFRS and IAS are equal in terms of their value and standing. (Tatum Malcum) All transactions need to be recorded as suggested above. One of the aspects that are a part of recording is financial instruments; created by a legal document and having different monetary values. They can be classified as cash or derivative instruments. Cash type of financial instruments is widely used and can be most easily understood. Currency in itself is a cash instrument or a bank cheque is a good example which can be used to transfer money from one bank account to another. However derivative instruments include those tools such as futures; an instrument saying that the seller will sell the asset or buyer will buy it at a future date. Price of such transactions is determined at the time of entering into a future contract. There are other instruments as well such as options and swaps whereas sometimes stocks, bonds and currency forwards are also termed as financial instruments. (Tatum Malcum) Due to the wide range of financial instruments being used, IAS 39 was introduced by International Accounting Standards Committee (IASC) in 2001 to regulate the process of recognition and measurement of such transactions. The organizations dealing with them were facing problems with respect to treatment as different approaches were being applied by entities. This led to inconsistency of disclosing and recording of appropriate amounts within the industry as they were no standard process for recording the financial instruments. This directed the results of entities within the same industry to be incomparable with one another. Many of transactions involving financial instruments remained unrecognized as no proper recognition and measurement processes were known to the accountants. Hence CFO and CEO were in a position to distort the actual results and lead shareholders astray. (Miolo Alessandro, Andersen Arthur) In response to that IAS 39 introduced a concept of fair value accounting. The standard increased the importance of the fair value accounting for the financial instruments and therefore required entities to record assets and liabilities on the face of the balance sheet and discloses the nature of derivatives in the financial statements. In case of hybrids, the structure had to be broken down into two components (Miolo Alessandro, Andersen Arthur). This is because hybrid instruments have a mixture of characteristics of both debt and equity thereby market price of the hybrid instrument is sensitive to both the interest rates and quoted price for the stock (Riskglossory. com). The two components of the hybrid contract are real contracts however derivative is separated from the contract to be measured at fair value. (Miolo Alessandro, Andersen Arthur) IAS 39 also introduced hedge accounting for all derivatives in order to minimize the volatile affects on the income statement. Further segregation in the standard came into place as the â€Å"intention† of hedging was used to establish which accounting rules will be applied. As a result a fair value hedge, net investment hedge in foreign currency and cash flow hedge accounting rules was launched. In fair value hedging the risks are connected to the fluctuation of fair value of an underlying asset or liability. Whereas cash flow hedges are those in which the exposure is connected to the future cash flows of assets or liabilities recognized or any future commitment or forecasted cash flow of the organization. Moreover, the net investment hedge in foreign currency is hedging the risks of an entity’s net asset which is not an associate, joint venture or a subsidiary. (Miolo Alessandro, Andersen Arthur) Implication of this IAS affected all the users of financial statements and also the people who were trying to comply with the standard. The development of this standard and its implementation had significant impact on the strategies in dealing with financial risks. As the financial instruments have volatile affects on the equity portfolio and income statements these affects were then being countered by engaging in hedging strategies and transparent accounting policies. (Miolo Alessandro, Andersen Arthur) IAS 39 also provides organizations with the recognition criteria on how to record hedging instruments when entering into a transaction. After that at each period end gain and loss is recognized on an ongoing basis. So it has a forward looking stance at initiation but a backward bearing when re-assessment of investment’s effectiveness is carried out. The organizations needed to asses which process of reassessment would be right for their investment portfolio. A proper system was therefore required to record and reassess not only cash flows and fair values but also take into account the premiums and discounts involved. Moreover, IAS required the disclosure of all the investments and subsequent gains or loss arising due to it. (Miolo Alessandro, Andersen Arthur) The first revision of the IAS 39 took place in 2004 which incorporated Macro hedging, involving interest rates risks hedge. This amendment was made due to the increase use of these instruments and such investments were not addressed by IAS 39. Macro hedge is an investment technique to reduce or minimize the risks associated with the whole portfolio of investments (Peter Williams). This investments technique was widely spread because of the ease of information available about the interest rate and currency fluctuations between different countries. The macro managers earned by hedging the risks in different market by buying long and short in different markets of the globe. That increasing trend required the correct measurement and recognition of such investment which could only be linked with financial instruments dealt in IAS 39. (Hubpages, Inc. ) Further amendment took place on the issue of initial recognition of financial asset or liabilities and the subsequent charging of gain or loss. Initially all of such instruments were allowed to be measured on fair value if measured reliably. In 2005 the option to value instruments at fair value had been restricted to only those investments which had significantly reduced due to accounting mismatch along with those financial instruments whose fair values were regularly managed evaluated for its correctness. In addition IAS 39 stated before October 2008 that once an instrument is classified on the basis of fair value i. e through profit and loss category, it cannot be reclassified. Amendment in 2008 allowed some of the instruments to be reclassified from fair value and available for sale category under certain conditions and a disclosure is required in case of such a reclassification. Moreover it was stated that all the derivatives need to be reassessed in case of any reclassification; an issue that was developed due to the global credit crunch, significantly affecting the financial market. (Delloitte Touche Tohmatsu) With all the problems and issues dealing with financial instruments IASB and FASB started working together on IFRS 9 to replace IAS 39. Its purpose is to reduce difficulty in accounting for financial instruments and hedging activities. This development took place in phases. Phase one tends to improve and simplify the measurement and classification of the financial instruments. Though this phase has been completed but the exposure draft has been under plan to be issued and the implementation is to be completed in the current year. (International Accounting standard board) This new standard has raising concerns in the world in corporate sectors on how this will be implemented and how it will affect their operations. Many are happy for the change to take place as the IAS 39 is thought to be a difficult standard to implement. The replacement is a result of the world’s economic crises after which all the investors and the regulators of financial institutions were demanding for an accounting system which showed the types of assets and liabilities held at a given time, the risks that they are exposed to and gain and losses expect to be realized. (IFRS 9 – Deconstructing IAS 39) In 2008 when Lehman Brothers share price collapsed, the investors in turn rushed to purchase the share prices in anticipation of prices bouncing back. However they couldn’t see the situation of the bank’s exposure in financial instruments related to subprime loans as less information was disclosed for their understanding. Hence it was later suggested that accounting needs to be clearer which became evident upon the fall of many banks. IFRS 9 strived to cater and answer all these major issues in hand while giving organizations an option to adopt this standard before it becomes mandatory in 2013. Only the first phase of the standard is completed and all the stakeholders are waiting to implement it upon finalization of IFRS 9 completion. IFRS 9 – Deconstructing IAS 39) IFRS 9 looks to tackle all the current problems and questions probed by various investors but it cannot give a guarantee to prevent any crises in future. It is important that accountants, regulator and the investors remain vigilant because no matter how much IFRS 9 helps to simplify the accounting of financial reporting, when this economy starts its recovery phase no one can stop the development of new financial instruments eluding the situation like before. European Union refused to adopt IFRS 9 last year posing some questions relating to fair value of investments coverage. On the other hand Japan signed it for an early adoption in March 2010 which is a significant step toward promoting transparency in policies and implementation (IFRS 9 – Deconstructing IAS 39). Hence it can be clearly seen that IASB and FASB have been working for the betterment of the society by incorporating the external changes in the market which can be reflected upon the replacement of IAS 39 with IFRS 9.

Photosynthesis and Cellular Respiration

Photosynthesis and Cellular Respiration Photosynthesis and aerobic respiration are both part of a cyclic process of biochemical reactions. Photosynthesis requires the products of aerobic respiration (carbon dioxide and water), while aerobic respiration requires the products of photosynthesis (glucose and oxygen). Together, these reactions are involved in how cells make and store energy. The energy transfers in both processes and in how the gas exchange between oxygen and carbon dioxide occurs and the end products that result from each process are somewhat opposite processes, thus aerobic respiration and photosynthesis are in some ways complete opposites of each other. Photosynthetic organisms such as plants use solar energy to reduce carbon dioxide into carbohydrates. During respiration glucose is oxidised back to carbon dioxide, in the process, releasing energy that is captured in the bonds of ATP. Although these two energy producing processes differ in their uses and also their goals, they do have several similarities. Photosynthesis is a chemical process that takes place in the presence of sunlight, wherein plants manufacture their food and build stores of energy. This phenomenon occurs in chlorophyll containing plant cells. Chlorophyll is a pigment found in plant leaves that gives the plant its green colour. Chlorophyll absorbs the light energy and utilises it to produce carbohydrates from carbon dioxide and water. These carbohydrates produced are used by the plants as a source of immediate energy for growth, reproduction, and absorption of nutrients. The chemical reaction produces oxygen which is released into the atmosphere. Photosynthesis can be summed up by the following equation 6CO2 + 6H20 + Sunlight à ¯Ã†â€™Ã‚  C6H1206 + 6O2, (fig1 below illustrates the process of photosynthesis) Occurring in the chloroplast light reaction converts solar energy to chemical energy of ATP and NADPH.The light reactions use the solar power of photons absorbed by Photosystem I and II. These are light gathering antennas containing the chlorophyll primarily responsible for absorbing the light. Electrons are also carried from Photosystem I and II via NADPH to the Calvin cycle. The Calvin cycle uses ATP NADPH to convert CO2 to sugar.CO2 enters the cycle leaves as sugar. The sugar product of the Calvin cycle is not glucose but a 3 carbon sugar called 3-Phosphoglycerate. This 3- Phosphoglycerate with the addition of another phosphate group from ATP forms glyceraldehyde-3-phosphate .In order for one of these G3P molecules to be synthesised the cycle must take place 3 times, fixing 3 molecules of CO2.There are 3 phases of the Calvin cycle, the carbon fixation phase, the carbon reduction phase and the regeneration phase. Cellular respiration is the process of oxidising food molecules or breaking down chemical bonds of glucose into carbon dioxide and water. The energy released in the process is trapped in the form of ATP and used by different energy consuming activities of the cell. It is a set of metabolic reactions that unlike photosynthesis which occurs in the chloroplast, cellular respiration occurs in the mitochondria. The complete breakdown of glucose into carbon dioxide and water involves two major steps: glycolysis and aerobic respiration. Glycolysis is the anaerobic catabolism of glucose that occurs in all the cells and produces two molecules of ATP. Aerobic respiration is the process in which the pyruvate molecules produced by glycolysis undergoes further breakdown in the presence of oxygen and generates thirty four molecules of ATP. This reaction can be described as follows: C6H1206 + 602 à ¯Ã†â€™Ã‚  6CO2 + 6H2O + Energy (38 ATP)(fig2 below illustrates cellular respiration) Cellular respiration beginning here with glycolysis catabolises glucose into 2 molecules of pyruvate. The net yield from glycolysis is 2 ATP 2 NADH per glucose. Electrons are carried from here to the electron transport chain via NADH. Pyruvate enters the mitochondrion where it gets modified to Acetyl COA. This then enters the Krebs cycle. The Krebs cycle completes the oxidation of the organic fuel to CO2.Electrons produced here are carried via NADH FADH2 to the electron transport chain oxidative phosphorylation. In the Krebs cycle a further 2 ATP is produced. Once there has been a sufficient energy shuttle of NADH from glycolysis, a maximum yield of 34 ATP is produced by oxidative phosphorylation. This then gives a maximum of 38 ATP produced. Photosynthesis is a reduction-oxidation reaction, just like respiration. In respiration energy is released from sugars when electrons associated with hydrogen are transported to oxygen (the electron acceptor), and water is formed as a by-product.   The mitochondria use the energy released in this oxidation in order to synthesize ATP.  In photosynthesis, the electron flow is reversed, the water is split (not formed), and the electrons are transferred from the water to CO2 and in the process the energy is used to reduce the CO2 into sugar. In respiration the energy yield is 686 kcal per mole of glucose oxidized to CO2, while photosynthesis requires 686 kcal of energy to boost the electrons from the water to their high-energy perches in the reduced sugar light provides this energy. Outlined above are the main differences between the two processes. However, photosynthesis and cellular respiration are two processes that both involve electron transport chains and they both affect conc entrations of carbon dioxide and oxygen in the atmosphere. Both photosynthesis and cellular respiration provide energy to the organisms cells. It is interesting to note the structural similarities between Chlorophyll, that plays an important role in photosynthesis and Haemoglobin that is involved in cellular respiration. Both structures are practically identical except for the fact that haemoglobin has a central Iron atom and chlorophyll possesses a central Magnesium atom. Haemoglobin is a protein that carries oxygen in the blood. Where chlorophyll is known for its green pigment, haemoglobin is known for its deep red pigment. (Fig3 illustrates structural  Similarities). Both photosynthesis and respiration are also similar in that they both undergo chemiosmosis.Chloroplasts and mitochondria generate ATP by this same basic mechanism. In both kinds of organelles ,electron transport chains pump protons (H+)across a membrane from a region of low H+ concentration to an area of high H+ concentration. The protons then diffuse back across the membrane through ATP syntheses, driving the synthesis of ATP. To conclude from this, photosynthesis and cellular respiration are the most vital biochemical pathways to life. They both include cycles, stages and many enzymes to function. Although their similarities can be easily recognised, it is their differences that make them stand apart as opposite processes. Photosynthesis requiring light in order to produce its end product, carbohydrate, and cellular respiration requiring carbohydrate in order to produce its end product energy.

George Orwells Nineteen Eighty-Four 1984 Essay -- essays research pa

Living in a society with limited freedom of expression is not, in any case, enjoyable. A totalitarian system is a good example of such a society, because although it provides control for the people, it can deny them a great deal of freedom to express themselves. The fictional society in George Orwell’s 1984 also stands as a metaphor for a Totalitarian society. Communication, personal beliefs, and individual loyalty to the government are all controlled by the inner party which governs the people of Oceania in order to keep them from rebelling. Current society in North America is much more democratic. It contrasts with Orwell’s society of 1984 because communication, personal beliefs and the people’s loyalty to the government are all determined by the individual. In order to keep the people of Oceania in conformity with the desires of the governing Inner Party, the Inner Party controls several aspects of the people’s lives. Communication is controlled for the benefit of the nation. Newspeak is a modified version of language that is enforced upon the people in order to limit their expression. Syme and Winston, two middle-class workers in Oceania, discuss the concept of Newspeak. Syme reveals that he supports the system, demonstrating how he has been brainwashed by the Inner Party who enforces it. "It’s a beautiful thing, the destruction of words... You haven’t a real appreciation for Newspeak, Winston... Don’t you see that the whole aim of Newspeak is to narrow the range of thought? In the end we shall make thought-crime literally impossible, because there will be no words in which to express it† (Orwell, 46). One can detect from this quotation that the people of Oceania, as a group, have been brainwashed by the Inner Party to use only Newspeak. Syme, for one, understands the purpose of it, and he still complies with the system because he has been trained to do so. North America in 2001 is much different from Orwell’s 1984 because freedom of expression is a dominating factor in our culture’s communication. In conversation as well as newspapers and magazines, a variety of views and opinions are openly expressed. In our world we have the freedom to talk to whom ever we choose. There are no boundaries on who we talk to and how we express ourselves. Through our televisions people are able to express different ideas or thoughts. Censorship is not enforced to a ... ...he government gives them the freedom to do so. These people are given the freedom to be who they want to be, to be loyal to their own person. All in all, modern society has an extremely high level of freedom regarding all forms of expression. The story of 1984 reflects a society that totally contrasts with our society today. While Orwell’s objective was primarily written to exaggerate the Totalitarian/Communist and other conditions of society surrounding him, 1984 presents an important guide to life for us as modern people living in North America. By cutting off communication, diminishing personal beliefs, and not allowing individual loyalty Orwell is able to show us how this society is wrong in our eyes. The totalitarian system that George Orwell creates in this book, 1984, contrasts with the society we are used to living in daily. Just as a major objective of learning our history is to ensure that we do not repeat our mistakes. 1984 can give warnings to both government systems and individuals regarding how society should not be controlled. The vigorous control system presented in the book stands as a method by which no person would want to live by.

Essay --

Geier v. University of Tennessee 597 F.2d 1056 (6th cir 1979) Facts: Faculty member of Tennessee State University (TSU) Rita Geier (nee Sanders) sought an injunction with the district court to prohibit the proposed expansion of the University of Tennessee at Nashville (UT-N). TSU, a historically black university governed by the State Board of Regents, was the only 4-year degree granting public institution in the greater Nashville area while UT-N operated under the independent governance of the University of Tennessee Board and served as two-year non-degree granting extension college of the UT system. Geier asserted that the expansion of UT-N to a four-year degree granting institution would maintain two separate, distinct, and segregated systems of higher education within the State of Tennessee. The United States, an interviewing plaintiff-appellee, asserted that the State of Tennessee was in violation of the Equal Protection Clause of the 14th amendment with the justification that TSU students received unequitable educational opportunities in comparison to students within the University of Tennessee (UT) system. The United States sought for UT-N and TSU to be merged with an additional requirement of a formal plan of desegregation to be developed by UT, the Tennessee Higher Education Commission (THEC), and the State Board of Regents (SBR). Geier’s request for an injunction was denied based upon the court not finding records to verify that UT-N was attempting to expand into a degree-granting day institution. The district court did however rule that the State of Tennessee’s open admission policy was not sufficient enough to satisfy the freedoms protected under the 14th amendment and ordered the state defendants (UT Board, THEC, and... ...ill subject to state and federal governance. The federal constitution was a key factor within the district court’s decisions as well as the appellate court’s decisions and it is imperative that we as policy makers are upholding laws appropriately. Additionally, we can learn from the inaction of THEC, the SBR, and the UT board. They had several failed attempts to desegregate the system and the district court ruled multiple times that they were not making adequate progress. Why they did not make a sustained effort to dismantle the dual system and end segregation can only be hypothesized but as policy makers and campus leaders we can learn from their mistakes. The formation of campus diversity offices and presidential taskforce’s that consider campus climate are prime examples of how we are more cognizant affording students with an equitable educational opportunity. Essay -- Geier v. University of Tennessee 597 F.2d 1056 (6th cir 1979) Facts: Faculty member of Tennessee State University (TSU) Rita Geier (nee Sanders) sought an injunction with the district court to prohibit the proposed expansion of the University of Tennessee at Nashville (UT-N). TSU, a historically black university governed by the State Board of Regents, was the only 4-year degree granting public institution in the greater Nashville area while UT-N operated under the independent governance of the University of Tennessee Board and served as two-year non-degree granting extension college of the UT system. Geier asserted that the expansion of UT-N to a four-year degree granting institution would maintain two separate, distinct, and segregated systems of higher education within the State of Tennessee. The United States, an interviewing plaintiff-appellee, asserted that the State of Tennessee was in violation of the Equal Protection Clause of the 14th amendment with the justification that TSU students received unequitable educational opportunities in comparison to students within the University of Tennessee (UT) system. The United States sought for UT-N and TSU to be merged with an additional requirement of a formal plan of desegregation to be developed by UT, the Tennessee Higher Education Commission (THEC), and the State Board of Regents (SBR). Geier’s request for an injunction was denied based upon the court not finding records to verify that UT-N was attempting to expand into a degree-granting day institution. The district court did however rule that the State of Tennessee’s open admission policy was not sufficient enough to satisfy the freedoms protected under the 14th amendment and ordered the state defendants (UT Board, THEC, and... ...ill subject to state and federal governance. The federal constitution was a key factor within the district court’s decisions as well as the appellate court’s decisions and it is imperative that we as policy makers are upholding laws appropriately. Additionally, we can learn from the inaction of THEC, the SBR, and the UT board. They had several failed attempts to desegregate the system and the district court ruled multiple times that they were not making adequate progress. Why they did not make a sustained effort to dismantle the dual system and end segregation can only be hypothesized but as policy makers and campus leaders we can learn from their mistakes. The formation of campus diversity offices and presidential taskforce’s that consider campus climate are prime examples of how we are more cognizant affording students with an equitable educational opportunity.

social research Essay -- essays research papers

Social Research Methods  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Sahar Thariani Paper II   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Section 01 Introduction and Data Source   Ã‚  Ã‚  Ã‚  Ã‚  Attending college is slowly changing from what was once considered a rare opportunity to a staple part of what constitutes an education today. As the number of colleges has also inflated, and means of attending college expanded, such as Internet based universities, the number of people attaining a higher-level education has also increased. This paper attempts to test and analyze fifty American states and conclude upon factors within states that may give an individual a better chance of being college educated. The three variables being tested in this research include median household income, race and Internet access. In order to do this, statistical data had to be gathered for all the states, these fifty being my unit of analysis. To ensure accurate results, the statistical data had to be collected from a reliable source. The numbers used as indicators of educational achievement and households with Internet access were obtained from the official website of the U.S Census Bureau. A governmental institution, well known for its detailed statistics on every state, provided a set of figures that would be most reliable. Data for median household income for each state and population distribution by gender was acquired by an organization referenced by Professor Hansell, an acclaimed sociologist. â€Å"State Health Facts online† supplied by the well-reputed Kaiser family Organization is a resource that contains the latest state-level data on demographics, health, and health policy. The website also has a section of raw data through which one may verify the statistics. Hypothesis   Ã‚  Ã‚  Ã‚  Ã‚  The aim of this study is to find issues within states that result in higher education levels, that is, factors that education is dependant upon. This makes education the dependant variable in this study. Higher education is usually expe... ...ome, again leading to higher Internet access, and one can envision a highly possible cycle. I feel that in the future it would be important to research the role of race in this cycle, and also find ways to prevent higher income states from going ahead while being in this cycle, and low income states from being denied a high education. International studies might be able to make a global understanding of the role earnings play towards getting an education. References Babbie, Earl (2001). The Practice of Social Research, 9th Edition. Belmont: Wadsworth United States Census Bureau (2002). â€Å"Education.† Statistical Abstract of the United States. Fact Sheet: [Online at http://www.census.gov]. United States Census Bureau (2002). â€Å"Information and Communications.† Statistical Abstract of the United States. Fact Sheet: [Online at http://www.census.gov]. Kaiser Family Foundation's State Health Facts Online, State Data 2000-2001 (U.S.2001). â€Å"Population Distribution by Race/Ethnicity.† [Online at http://statehealthfacts.kff.org]. Kaiser Family Foundation's State Health Facts Online, State Data 2000-2001 (U.S.2001). â€Å"Median Family Income† [Online at http://statehealthfacts.kff.org].

National Festivals Essay

Festival is a celebration of life. Festivals bring peace and joy to the masses. They break the monotony of life. Indian festivals are numerous. A festival is a celebration, entertainment or series of performances of a certain kind, often held periodically. Festivals break the monotony of life. They bring peace and joy to the masses. All nations have their religious and cultural festivals. Indian festivals are numerous. They are harmonious, rich, varied and colorful. Indian festivals are varied as the people themselves.They are of three types- national, religious and seasonal. The first type of festivals. i.e. national festivals are celebrated with great patriotic favour These days have been declared as national holidays and are celebrated in all parts of the country with a lot of enthusiasm. The capital, New Delhi, is the seat of national celebrations on such occasions. It witnesses one of the most majestic parades on the Republic Day. These festivals include Republic Day, Independence Day, Gandhi Jayanit etc.. The second type of festivals depict the religious association of the people.Most Indian festivals have their origin either in religions or in the myths and legends of popular faiths. Some are contend with the memory of venerable men and events and are, therefore, commemorative in nature. They are intended to keep alive the memory of those events and personalities and inspire people to emulate their examples. These festivals include Guru Parav, Holi, Lohir, Buddhapurnima, Mahavir Jayanit, Dussehra, Diwali, Janmastami, Chath, Navaratri, Eid,. Third ones mark the change of season.These festival include Bhi, Baisakhi, Onam, Pongal, Basant Panchanmi etc.

Moral dimensions of punishment

Moral and political theory, that is, should perceive itself as articulating how it is possible for inquirers, â€Å"immersed as they are in the contingent contexts of their lives and circumstances,† (Barcan-Marcus, 1980) to work out for themselves the details about what is right and wrong. As inquirers we proceed as best we can in the situations in which we find ourselves and which we create for ourselves, guided by the thought that experience is the key to truth, knowledge, and objectivity. As Dewey stressed, the pragmatist must see morality and politics as problem-driven, and those problems will vary as social practices, systems of domination and oppression, the religious makeup of a population, and a host of other circumstances vary. There are many laws that regulate the publication and dissemination of pornography; however, they take what some might term a rather permissive attitude toward consensual sexual activity between adults. Since this is an area in which morality law differs quite considerably in the United States and Europe. Included in the subcategory of offenses against morality are drug and consensual sex offenses. The English have a framework of laws classifying drugs into different categories and proscribing their unlawful importation, production, and possession. Although the English do permit heroin to be supplied to registered addicts, this is done far less frequently than might be envisaged. Durkheim was one of the leading thinkers in this regard. In looking at the nature of modern industrial society, Durkheim focused on the moral basis of social order and stability – the basis of what he termed social solidarity. He argued that without the regulation of society, individuals would attempt to satisfy their own desires and wishes without regard to their fellows. This societal regulation had, he believed, to be based on a set of shared values; and a working society required that the individuals within it accepted these common values. Durkheim called this common set of values the collective conscience, which he defined as ‘the totality of beliefs and sentiments common to average citizens of the same society'. â€Å"†¦Crime is, then, necessary; it is bound up with the fundamental conditions of all social life, and by that very fact it is useful, because these conditions of which it is a part are themselves indispensable to the normal evolution of morality and law†¦.† (Crain, 1985) The existence of social morality and social solidarity makes punishment inevitable and necessary, in that it reaffirms and strengthens the moral and social bonds. Of course, punishment is not the only process that does this; religion, education and family life all help to strengthen the collective conscience and to promote social cohesion. Punishment has to be seen as a very important means of reinforcing moral and social order in less complex societies with a less developed division of labour. However, while methods of punishment change over time, the essential functions of punishment remain constant. Although the collective conscience of a society changes over time and people are outraged by different activities, punishment as a social process has an unchanging character. Punishment is seen as an important and necessary part of the moral order of society. It helps prevent the collapse of moral authority and demonstrates the strength of moral commands. For Durkheim, the primary function of punishment is the reassertion of the moral order of society. From this analysis, punishment is not an instrument of deterrence that aims to prevent the repetition of a guilty act; â€Å"the threat of the unpleasant consequences of particular punishments are just practical problems that might stand in the way of the criminal's desires† (Gill, 2003). Rather, it is a means of conveying moral messages and of indicating the strength of feelings that lie behind those messages and the common consciousness. In practical terms, punishment may have to be unpleasant, but in terms of the role of punishment in society Durkheim sees that as incidental: the essence of punishment is the expression of moral condemnation. Because law and morality are so intertwined (laws, for example, often develop out of moral concerns) the distinction between the two is often ignored. But they are different: something moral may not be legal; something legal may not be moral. A law is a rule of conduct prescribed by properly constituted governing authority and enforced by sanctions. Whether or not an action is moral, by contrast, depends upon whether it can be supported by reasons within the framework of a set of moral assumptions, which themselves must be subject to critical appraisal. The views in this paper are concerned primarily with the moral permissibility of expediency. The legal issue, however, is never far in the background for two reasons. Most people consider the legality of an act to have a bearing on its morality. Moreover, e.g. if a sufficient number of people became persuaded of the moral acceptability of euthanasia, then laws might change, making it legal. The effective decisions, especially those which bend or erode established principles and adjust them to a changing environment, are taken behind the scenes. It follows that unless the innovator has the capacity and the contacts to negotiate successfully in this arena, he will not succeed. Behind the scenes he can exploit whatever personal effectiveness he has and he can make the hard realistic argument for whatever he proposes on the grounds of expediency. He can show that both his opponents and their principles will be diminished if they refuse to bend to the demands of a real world. He does not have to argue for the essential justice of what he proposes — for that may well be something which can be only asserted and cannot be rationally argued to those who think otherwise — but only for its expediency. One suspects that many new programs in teaching and research have been introduced in this way: they will cost nothing; refusal to adopt them will bring severe penalties; the sponsor is going to make himself unpleasant to everyone concerned, if he does not get his way; and so forth. But the victor is left in a very insecure position. His program has been accepted as a matter of expediency, but not as a matter of principle. It therefore is denied that halo of non rational acceptance, â€Å"that unthinking and unquestioning faith which could provide a protective inertia against the forces of revision, that same inertia which in the first place stood in the way of innovation.† (Pettit, 1997) It follows from this that acceptance behind the scenes is only the first step. To achieve security, to achieve ‘tenure' so to speak, the new program must be made acceptable in the public arena and taken into the security of one of those principled stockades. In short, an innovation is accepted when it becomes part of the sacred. This can rarely, if ever, be done without a contest. So, at the end, we come to the real dilemma which far transcends, while it encompasses, the three-way pull of scholarship, collegiality and service. It is in reality a choice between equal evils: the open world of principle and the shadowed world of action. To choose one or the other is foolish, and the sensible man can only pilot his way between them. In the end it makes no sense to ask who steers the ship: Is it morality or expediency? Are the men in the smoke-filled rooms really those at the helm? They may be at the helm, but if there are no principles and there is no front arena, they have no course by which to steer. Scylla is the rock of principle: expediency is Charybdis. Politics being what they are, the ship seldom contrives to steer a straight course between them. Usually, if there is progress, it is achieved by bouncing from one rock to another. â€Å"What I hope to have shown is that there are some good reasons for thinking that we can make assertions or have genuine beliefs about what is right and wrong† (Phillips, 1983), just and unjust, cruel and kind; that we can inquire about the correctness of those beliefs; that our moral deliberations aim at the truth. And I hope to have shown that if we are to make sense of this, we must conduct ourselves via democratic principles – ones which encourage tolerance, openness, and understanding the experiences of others. By way of contrast, if our philosophical theory says that there is no truth to be had, then it is hard to see how we can satisfy ourselves that the reasons for being tolerant outweigh the reasons for, say, striving to eliminate the other in our midst. The same holds for a correspondence theory of truth, because it almost directly leads to the view that there is no truth about morals and politics. If truth is a matter of a statement’s getting the physical world right, then how could we possibly think that statements about what is just and unjust might be true or false? I have not in this paper spent a great deal of time on the independent epistemological arguments for pragmatism, but its comparative advantages ought nonetheless to be apparent. True to the phenomenology of morals and true to a democratic vision of inquiry, it gives us something to say to the Schmittian and to ourselves about why intolerance is wrong. Resources Barcan-Marcus, Ruth (1980) ‘Moral Dilemmas and Consistency’, Journal of Philosophy, lxxvii, 3. Crain, W.C. (1985). Theories of Development. Prentice-Hall. pp. 118-136 Gill, F.E. (2003). The Moral Benefit of Punishment. Lexington Books. Pettit, Philip (1997) Republicanism, Oxford: Clarendon Press. Phillips, Anne (1993) Democracy and Difference, University Park, Pa.: Pennsylvania State University Press.   

Women rights, education, economy, politics

Fundamental aims of Islamic culture include welfare, happiness and progress of human society. Human being was created as the representative of Allah. Both man and woman are required to play an imperative role for the cause of serving humanity in a better way. No progress in the field of culture can be possible unless and until woman plays her divergent role in the society. Islam raised the status of woman to a great extent.She has been given rights to property, rights to take part in economic activities, rights to choose life partner, rights to determine his financial requirements and to overcome these and an honorable social status which was not given by the prior and other contemporary cultures and societies. It is a matter of fact that woman occupied an important place during the Islamic Era and played an active role for the uplift of Society. In this article, I have tried to bring out the importance of the role of woman for the development of Islamic Culture and improvement of an Islamic Society.Key words: Islamic culture; Purpose of creation; Status of women; Right and duties of women; Distinction of Islam Women in ancient civilization There had not been a single civilization in ancient world which did not inflict various forms of pains and cruelties to woman. Study of history reveals that that during different era, women had lost their recognition in their respective civilizations. * Assistant Professor, Department of Islamic Studies, NIJML, Islamabad, Pakistan Jih ¤t al-lsl ¤m Vol. 5 Oanuary-June 2012) No. 2 Not only had she lost her capabilities but also her freedom.Moreover, she had to lose her worth and status. She was maltreated in each society and every part of the world. As far as her moral and lawful rights concerned, she had fallen to the lowest level. In different nations of the world, she was living her life in miserable and terrible conditions. She was forced to marry and sometimes into adultery. Other became heirs of her wealth irrespecti ve of the intensity of her financial needs. She secondary to her husband and father or any male member of her family. Her husband used to become the owner of her wealth even before her death and also became her master.It all happened when the nature was changed. It all happened hen nations left the way of God and followed the path of Satan. However, a moderate way, which harmonized with nature, wisdom and human interest, existed there. And this way is Islam which is established by God himself. Women in Greek civilization: Despite the fact that Greek civilization was the most modern civilization among the ancient nations, the Greeks considered woman the essential inconveniences and fountain head of all problems. She was cut-off from society.She had only one Job to do i. e. , to give birth to children. There were many women who were compelled to do adultery. Mothers were also forced to do adultery. Furthermore, sisters were forced to marry against their will. She was looked down up in the society; she was treated as a servant; she was maltreated. Their concept of woman was faulty (1) . Famous writer Demosthenes says, â€Å"Women were used to quench the thirst of sex and men had them as girl friends. They had wives to produce children and girl friend enjoy their physical contact with them†.