What Is Morality Why Should Society Be Moral At All Essay

What Is Morality Why Should Society Be Moral At All - Essay Example ‘Society’ is ‘a large group of people who live together in an organized way, making decisions about how to do things and sharing the work that needs to be done’. It is interesting to note that the lexical definitions of the words ‘morality’ and ‘society’ begin not with the definite article (the) but with the indefinite article (a). It goes on to imply the limitations of their specificity. In other words, any discussion on an issue like morality is inherently bound to be highly subjective in nature and any effort to arrive at objective conclusions is utterly futile. But this could mean that there are at least some issues which allow total objectivity and that becomes a disputable statement if we consider Nietzsche’s observation that there is no such thing as an objective point of view, which means objectivity itself is a subjective matter. [â€Å"There is only a perspective seeing, only a perspective 'knowing'; and the more e motions we express over a thing, the more eyes, different eyes, we train on the same thing, the more complete will be our idea of that thing, our 'objectivity'.† (Nietzsche, 153)] ... Not only in the production processes but also in the themes of films do we notice an ever-increasing obsession with technology if we take a careful look at the recent part of Hollywood’s journey from Spielberg’s Raiders of the Lost Ark to Cameroon’s Avatar. Even at this point of time, if humankind still continues to ponder over issues like morality and if there are still some directors interested in throwing light on how ‘sometimes good people do evil things’ (as the advertising tag of Sam Raimi’s 1998 film A Simple Plan reads) and if Michael Sandel’s discourse on justice has the potential to draw such huge crowds that it is rated among the most popular courses in Harvard’s history, it deserves careful consideration. It is a testimony to the fact that science’s takeover bid for the world does not mean a decline of our interest in morals and morality. The fundamental goal of a code of morality is to exercise control on the aspirations and deeds of individuals and groups. It is expected to be a deterrent. More than a century ago, W. W. Jacobs wrote the story The Monkey’s Paw (which opens with the caution: Be careful what you wish for. It might come true.) in which he skillfully embeds a very useful message in a seemingly horror story as to how our anxiety for quick or undeserving gains could have fatal consequences. It is this anxiety that prompts good people sometimes to do evil things. Thus, Sam Raimi’s A Simple Plan is more or less on the same lines as Jacob’s story. Capitalism, war, crime and corruption are all rooted in the desire to make a profit even if it is at the expense of someone else’s loss and if there is a code that could make everyone realize that prosperity is

Describe the Expected Pattern of Children Essay Example for Free

Describe the Expected Pattern of Children Essay Gradually develops ability to hold up own head. Makes movements with arms and legs which gradually become more controlled. Rolls over from front to back, from back to front. When lying on tummy becomes able to lift first head and then chest, supporting self with forearms and then straight arms. Watches and explores hands and feet, e. g. when lying on back lifts legs into vertical position and grasps feet. Reaches out for, touches and begins to hold objects. Explores objects with mouth, often picking up an object and holding it to the mouth. Enjoys the company of others and seeks contact with others from birth. Gazes at faces and copies facial movements. e. g. sticking out tongue, opening mouth and widening eyes. Responds when talked to, for example, moves arms and legs, changes facial expression, moves body and makes mouth movements. Recognises and is most responsive to main carer’s voice: face brightens, activity increases when familiar carer appears. Responds to what carer is paying attention to, e. g. following their gaze. Likes cuddles and being held: calms, snuggles in, smiles, gazes at carer’s face or strokes carer’s skin. Turns toward a familiar sound then locates range of sounds with accuracy. Listens to, distinguishes and responds to intonations and sounds of voices. Quietens or alerts to the sound of speech. Looks intently at a person talking, but stops responding if speaker turns away. Listens to familiar sounds, words, or finger plays. 1 – 2 years Walks alone and stands on tiptoe Climbs on furniture and begins to run Builds a tower of six or more blocks Empties objects from a container Becomes aware of his or her identity as a separate individual May become defiant Becomes interested in playing with other children Separation anxiety begins to fade Speaks about 50 words Links two words together Uses some adjectives (big, happy) Speaks clearly enough for parents to understand some of the words Begins to play make-believe Begins to sort objects by shape and colour Scribbles Finds hidden objects 2 – 3 years Walks up and down stairs, alternating feet Kicks, climbs, runs and pedals a tricycle Builds a tower of nine or more blocks Manipulates small objects and turns book pages one at a time Imitates parents and playmates Takes turns Expresses affection openly Easily separates from parents Speaks 250 to 500 or more words Speaks in three-and four-word sentences Uses pronouns (I, you, we, they) and some plurals States first name Asks why questions Correctly names some colours Copies a circle Understands the concepts of same and different 3 – 4 years Stands on one foot for at least five seconds Throws ball overhand, kicks ball forward and catches bounced ball most of the time Dresses and undresses Uses scissors Cooperates with playmates Tries to solve problems May have a best friend Becomes more independent Answers simple questions Speaks in complete sentences Uses prepositions (under, beside, in front) Speaks clearly enough for strangers to understand Becomes involved in more complex imaginary play Prints some capital letters Draws a person with two to four body parts Understands the concepts of morning, afternoon and night 4 – 5 years Stands on one foot for at least 10 seconds Hops, swings and somersaults May learn to ride a bike and swim Brushes own teeth and cares for other personal needs Wants to be like friends Follows rules Understands gender Wants to do things alone Understands rhyming Uses compound and complex sentences Uses future tense States full name and address Uses imagination to create stories Correctly counts 10 or more objects Copies a triangle and other geometric patterns Understands the concepts of time and sequential order. 6 years Jumps over rope 25cm high Learning to skip with rope Tie own shoes Eager for fresh experiences More demanding and stubborn, less sociable Joining a ‘gang’ maybe important May be quarrelsome with friends Needs to succeed as failing too often leads to poor self esteem Reading skills developing well Drawings more precise and detailed Figure may be drawn if profile Can describe how one object differs from another Mathematical skills developing, may use symbols instead of concrete objects May write independently years Hand-eye coordination is well developed Has good balance Can execute simple gymnastic movements, such as somersaults Skills constantly improving More dexterity and precision in all areas Desires to be perfect and is quite self-critical Worries more; may have low self-confidence Tends to complain; has strong emotional reactions Understands the difference between right and wrong Takes direction well; needs punishment only rarely Avoids and withdraws from adults Is a better loser and less likely to place blame Waits for her turn in activities Starts to feel guilt and shame Read independently and with increasing fluency longer and less familiar texts Spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word structure, and spelling patterns including common inflections and use of double letters Moving towards abstract thought Draw together ideas and information from across a whole text, using simple signposts in the text Read whole books on their own, choosing and justifying selections Engage with books through exploring and enacting interpretation 8 -12 years Movements well coordinated Physical skills improving Takes part in team games Drawings become more complex Friendship becomes more important Independence increasing More understand to self Concentration improves Able to read fluently May think scientifically Able to play complex games such as chess 12 – 19 years Hormonal changes Puberty Skin changes Growth spurts Body hair develops Girl; menstruates; breasts develop, hips broaden Boy; facial hair develops; voice deepens, growth of penis and testes Skills develops depending on interest and practice, for example play a musical instrument Adolescents start to think about the future and if motivated will use all their intellectual ability to achieve their educational goals

Greece :: Greece History Geography Greek Essays

Greece Greece†¦most people think that Greece is just a vacation paradise, but to its inhabitants, they might not think the same because how hard it is to live there. Greece, located between 41.8  ° N and 35  °N, 19.8  ° E and 28.2  ° E, is the country I am going to inform you about. The country of Greece has no other name besides just â€Å"Greece.† There are some different technical names that Greece can be associated with. The conventional long form that you can call Greece is the â€Å"Hellenic Republic,† while the short form is â€Å"Greece.† The long form in Greek is â€Å"Elliniki Dhimokratia† and the short form is â€Å"Ellas.† The former country name is â€Å"Kingdom of Greece.† Greece’s capital is the largest and most populated ancient Athens and is situated in Central Greece at approximately 38 ° N 23.7 ° E. Athens is now known as one of the safest and most affordable cities in the world and is also the world-renowned home for the ancient Acropolis- (acro: edge, polis: city), the home of the statues of the gods and goddesses like Zeus and Athena. The majestic statue marvels are no longer in the Acropolis, but in local museums because of the threat of pollution. The city of Athens has become Greece’s largest center for industry as well as an urban center.   Ã‚  Ã‚  Ã‚  Ã‚  Greece shares many boundaries with other countries, as well as borders with the seas. The bordering countries are Albania to the northwest, Macedonia to the north, Bulgaria to the north, Turkey to the northeast, and The Former Yugoslav Republic of Macedonia to the north. The bordering seas are the Mediterranean Sea, the Ionian Sea to the west, and the Aegean Sea to the east. The Mediterranean Sea serves as a quick route to the major trade routes and the Red and Black Seas.   Ã‚  Ã‚  Ã‚  Ã‚  The country of Greece is actually not that small of a country. It occupies a comparative statistic in area to the American State of Alabama. It may be considered very similar in area to Alabama, but it occupies a water area many times more than that of Alabama’s with 1,140 sq. miles. The land area occupied by Greece is approximately 130,800 sq. miles, including the Greek mainland and all the Greek islands, large and small. The total area of Greece’s land and water area is 131,940 sq. miles.   Ã‚  Ã‚  Ã‚  Ã‚  The population of Greece compared to the population of America’s is extremely minute with a total population of about 10,662,138, based on a July, 1998 estimate.

Existentialism :: essays research papers

Existentialism has been defined as a philosophical movement or tendency, emphasizing individual existence, freedom and choice that influences many diverse writers in the 19th and 20th centuries. The philosophical term existentialism came from Jean Paul Sartre, a French philosopher. He combined the theories of a select few German philosophers, the phenomenology of Edmund Husserl, the metaphysics of G.W.F. Hegel and Martin Heidegger, and the social theory of Karl Marx. This philosophy became a worldwide movement. One phenomenon of this theory is its proliferation. Since its creation it has remained a part of contemporary thought. One explanation for this is its applicability to contemporary life and society. It focuses on the utter existence of man itself. According to Sartre, a true existentialist believes there is no God and thus man becomes alone with only ourselves as a guide to making the decisions that define our existence. Our existence not only defines, but also must be defined. Subjectivism provides this definition. Subjectivity refers to the radical freedom to choose with or without a God, but also that this radical freedom becomes a responsibility to use or not use. Another definition, provided by Webster’s dictionary defines existentialism as a philosophical movement especially of the 20th century that stresses the individual position as self determining agent responsible for his or her own choices. It becomes very clear through the definitions provided, that existentialism focuses on two things, the individual and choice. Breaking apart the word itself, you come up with another word, exist, to have actual being, and also existent, which is to have existence. The suffix –ism denotes and action or practice. A minimal definition of existentialism might be, an individual practicing his or her right to make choices for him/herself, not communally, during their existence. The acceptance of responsibility for the decisions made must also be a part of this practice since making choices comes with the implication of responsibility. This way of thinking is similar to the teachings of Socrates and his theory of objective reality.

Autism Awareness

Autism Awareness Angi Reid Sisk ESE Instructor Pillar October 24, 2011 Autism Awareness Autism is a disability that affects thousands of children today. The causes are yet to be known but there are many theories floating around as to how children develop this disorder. More importantly than how they have gotten the diagnosis, is what can be done do to help them thrive in their educational environment. Many of these children are staring school and are faced with an entirely new set of challenges other than adjusting to life in a home setting.There are many common characteristics that children with autism exhibit; educators must be aware of these traits and understand the best way to deal with them and other needs required by the students due to this disability. It is vital to be knowledgeable in the best teaching strategies and have access to support services and aids available to give children with this disorder the tools needed to achieve success along with their non-disabled peers. Autism has six distinct characteristics that involve students with the disability, (Turnbull and Wehmeyer, 2009).Several characteristics accompany students with autism that can drastically impact their progression in a general classroom environment. One common characteristic that children on the autism spectrum face is difficulty with speech. Children with autism are likely to develop speech more slowly than other children. In some children they may never start talking and with others they could develop speech and then lose it suddenly or over a period of time. Students with autism may experience the lack of social language skills; they can also exhibit lack of eye contact and unusual facial expressions.These deficiencies are not done intentionally, but because students with autism have an inability to communicate on the same level as their other peers, (Brittish Columbia; Ministry of Education, 2000). For the students who have developed speech it can differ in other ways such as o dd pitch tones or repetitive speech patterns. In the past studies were done and showed that only about fifty percent of individuals with autism would acquire full use of complete accomplished speech, (Turnbull and Wehmeyer, 2009).Today those statistics have drastically increased and show that with appropriate therapy including help from speech pathologists and other trained educators; the number of individuals that increase effective speech has grown to eighty five to ninety percent especially with early intervention. Speech therapists can help children with severe language impairments develop great communication skills and give them the needed skills to better communicate with their peers, (Powers, 2000). Social development is another common characteristic that students with autism share.Many find this characteristic to be the most alarming trait that children with autism share. Social interaction between autistic students and their classmates and teacher can be extremely difficult . This often occurs because these students may not have the ability to socialize well with others and could also exhibit other attributes like poor eye contact and can be resistive to comforting from others including their parents. Autistic students have difficulty understanding the feelings of others and how to distinguish that those feelings are separate from their own.They also have a hard time being empathetic and understanding the needs of their classmates and instructors, (Turnbull and Wehmeyer, 2009). Commonly children with autism can have a hard time establishing relationships in school settings because they tend to interact with others awkwardly and in a rigid manner, British Colombia: Ministry of Education, 2000). Most children with autism do not begin exhibiting the strong lack in social interaction until around the age of two years, (Powers, 2000).The progression that children make socially depends widely on their cognitive development; children who are less cognitively impaired ten to react better in social situations. Repetitive or stereotypical behavior is very common and can range from motor movements to repeated verbalizations. Autistic children can have very powerful interests and preferences that may be quite different from other students in their classroom. Sometimes distress can be caused accidentally by disrupting a student’s routine, (Powers, 2000).Unfortunately these behaviors can have a large impact on students learning process and the way that they handle themselves in a classroom. Situations or happenings that can seem insignificant to us can throw them completely off and impede their quality of learning. One reason for this is because students with autism can be insistent with routines being the same and can have obsessions with certain objects or belongings, (Turnbull and Wehmeyer, 2009). On many occasions autistic students will have a hard time with transition from their house to the school environment because of the urgenc y for the structured routine that they thrive on at home.This characteristic can display stereotyped behaviors such as lining up toys or objects or repetitive flapping of their bodies or toys. Students with autism also have challenges with sensory and movement behavior. Children with these issues can react very differently to their peers and various situations in the classroom. Children facing sensory problems may not respond the same to environmental stimuli. They may not have a reaction to something that is hot in the same way that a child without sensory problems would react.On the other hand they could over respond to the stimulant, (Autism Society of North Carolina, 2009). This characteristic could also cause students to exhibit hypersensitivity to light or certain taste, smells, or how objects feel, (Turnbull and Wehmeyer, 2009). Sensory issues can cause problems with intervention and teachers should always be aware of the risks that therapy can bring to students due to sensor y differences, (Volkmar and Weisner, 2009). Environmental stimuli can be very disturbing and even painful at time for children with autism.This can apply to limited types of sensory input or all forms of it; this can be caused by a disorder with the child’s sensory processing, An individual’s tactile system which includes the skin and brain allows a person to perceive and respond in the right manner to experiences in the environment, for example staying away from fire or snuggling up with pleasure in a cozy throw blanket. When autistic students have problems or disturbances in their tactile systems they may do the opposite. They may withdraw from trying to be comforted or from affection; this is called tactile defensive.These responses are a result of a tactile misconception and can lead to other behavioral problems. (British Colombia: Ministry of Education, 2000). Problem behaviors is a commonly shared by autistic children. This can be aggression toward oneself or oth ers. This happens more often when the student is frustrated or in a situation that cause over stimulation or confusion, (Autism Society of North Carolina, 2009). This can cause major disturbances in a classroom setting if the student shows violence toward the teacher or their other classmates. Even if he child is not aggressive toward others, there is the worry of them hurting themselves by biting, scratching, and in more severe cases head banging. Teachers can help to control these situations by modeling the appropriate behavior and helping the students with the right way to handle stress and positive reinforcers, (Turnbull and Wehmeyer, 2009). Student with autism that are entering the schools system have many needs and all of these factors should be taken into consideration for the optimal success of any child with a disability in a general curriculum classroom.One important need for a student is their physical space and how it is cohesive to their comfort ability. The environment where a child with autism learns is extremely important because students on the spectrum have a hard time regulating their focus and attention especially in complex classroom settings, (Volkmar and Weisner, 2009). The nature of the environment of a child’s classroom when faced with a disability can either help them progress or encumber their educational experience.It is important that the class be appealing for all of the students attending but equally as important that it not be distracting for a student with autism. Organization of the room is key in getting the child to engage with his or her peers and to do this in a manner that is comfortable to them. There should be a special place for the student to remove themselves if needed that has a serene and calming meaning it should be free from clutter and other things that could over stimulate. Obvious distractions such as computer screens should be kept out of eye sight so the focus can remain on the teacher.Predictability is also an important need to address with students with autism. A good way to address these needs is by having set routines where the student knows what to expect next. The teacher could use bells or timers to help the student know when to transition or to signal other daily reminders. Making transitions and moving from one exercise to another can be difficult and cause stress to the student which can be eased by incorporating simple techniques into the classroom which give the student a sense of security.Students with disabilities have a need for more one on one interaction in the classroom because they have hard time processing information as quickly as the other students. This need can be addressed by having a well trained para-professional that can help the student complete school work and other tasks assigned during the day. An aid can help the students to make the right decisions for positive behavior and can provide overall assistance in areas of need. Positive reinforcement is greatly needed on a daily basis and can be very encouraging to student with a disability.Focusing on the students strengths are a great way to motivate and help them excel in other areas. Collaborating with families is a good way to see what kind of methods work at home and then try to incorporate them into the classroom. Encouraging the student to participate in all of the activities along with the rest of their classmates will show that you believe in them and expect the best from them. A huge need for children with autism is help with social interaction. It is not that they do not want to make friend, it is that they do not possess the skills to know how.It is not an easy task to influence a child with autism’s social development. Social settings can cause distress so they need to be handled correctly and it helps to limit their social experiences to shorter time limits so that the experience does not become unpleasant, (Powers, 2000). When children have a good relation ship with their teacher they are shown to have better relationships with their peers, (Turnbull and Wehmeyer, 2009). Environmental stimuli have a large affect on the outcome that a student with autism has in the classroom.Teachers need to be aware of their responses to certain stimuli and learn what bothers the student and try to accommodate these needs whenever possible. Factors such as sound and lighting should be considered into the planning of the classroom and the configuration of the room. A need for extra time is a must for students with any type of disability. The teacher should always give the student extra time to complete assignments and class activities. The student may need extra time to process general information and request that you give them pertaining to instruction. Extra time will allow them to process the information more clearly.When children begin school especially primary grades after they have left preschool, they are faced with new challenges and expectatio ns based on increased â€Å"psychological and physical maturity†, (Volkmar and Wiesmer, 2009). Students are provoked to work more independently and there is much more self directed learning occurring in the classroom. It is possible and is happening more frequently now that students with ASD’S are functioning well in school with the help from all of the options available now. There are fully inclusive classes and programs that supply mainstream teaching along with special education services.When teachers make accommodations for students with autism it helps them to function on a more appropriate level. Students with autism can have a difficult time with various sounds and lights that they hear and see throughout the course of their school day. Ear plugs or noise cancelling headsets can be very beneficial in helping them eliminate some of these disturbing factors, (Stokes, 2011). When students leave the classroom to go to lunch or other activities they are introduced to sounds that they are not familiar with; these components will help in these situations.Another great tool and accommodation for students are visual or graphic schedules. These are good tools to let the students know what activity come when and in what sequential memory order they are to perform them in, (Powers, 2000). These schedules should be composed from left to right or top to bottom so they are not confusing to understand and have very clear graphics. Students with autism can become very involved in computers and it can give them a sense of calmness and really help to educate them on various subjects.Computers like visual charts give a clear and concise message for the activity being focused on. Computers can also be used as a reward and a bonus for good behavior. If the children are exposed to computers at home it gives them a sense of familiarity at school. Another way that educators can accommodate their students is by collaborating with the special education teacher on ti ps and strategies on the best methods to implement in the classroom and positive reinforcers that can help the teacher help the child to put forth their best effort.Special education teachers can also spend time with the paraprofessional or the aid to help them in specific instruction on how to help the students on individual learning skill sets. A crisis plan is a tool that all teachers who have students with disabilities in their classrooms need on file. These are put into place in case a child has an emotional outburst or some other type of emergency during the day that would call for immediate assistance, (Stokes, 2011). This plan should cover everything from sensory issues to obsessive compulsive factors and how to address them in the best possible way.This plan should be collaboration between the parents, administrative staff, the special education teacher, and the general classroom teacher. This plan could coincide with the IEP plan which addresses learning goals and outcomes . Both of these plans in conjunction with each other make a great tool for the teacher. Autism affects so many live today; almost everyone has contact with or knows someone affected with this disability. Education and early intervention is the key to giving students with this disability the best opportunity for success.Understanding all of the characteristics for this disability can greatly help the educator to understand and meet the needs of their students and achieve success. All students deserve the right to an education in the most least restrictive environment with the best services available. If educators use their resources and work in collaboration with the families and other support systems; their students will learn in a positive and stable environment.Reference Page Autism Society of North Carolina, (2011). Common Characteristics of Children with Autism Disorders. British Colombia Ministry of Education. Special Programs Branch, (2000). Teaching Students With Autism: A Re source Guide For Schools. Powers, M. D. (2000). Children With Autism, A Parents Guide. Second edition Stokes, S. , (2011). Interventions and Strategies for Success Turnbull, A. , Turnbull, R. and Wehmeyer, M. (2009). Exceptional Lives: Special Education in Todays Schools. Sixth Edition Volkmar, F. and Wiesnar, L. (2009). A Practical Giude to Autism: What Every Parent, Family member, and Teacher Needs to Know.

Discrimination Of Sexual Minorities In The Workplace Social Work Essay Essay Example

Discrimination Of Sexual Minorities In The Workplace Social Work Essay Essay Example Discrimination Of Sexual Minorities In The Workplace Social Work Essay Essay Discrimination Of Sexual Minorities In The Workplace Social Work Essay Essay Qualified, hardworking Americans are denied occupation chances, fired or otherwise discriminated against merely because they are sapphic, homosexual, bisexual or transgender ( LGBT ) ( Human Right Campaign ) . Even with the passing and enforcement of employment anti-discrimination Torahs, statistics show that individuals with minority position such as people of colour, individuals with disablements and adult females continue to see favoritism in the workplace, peculiarly sexual minorities LGBT individuals ( Niles A ; Harris-Bowlsbey, 2005 ) . LGBT persons who are besides cultural minorities are at an even greater disadvantage, with African American transgender people doing the worst ( Grant, Mottet, Tanis, Harrison, A ; Keisling, 2001 ) . To day of the month, no federal jurisprudence exists which systematically protects LGBT persons from discriminatory patterns in the workplace. It is still legal in 29 provinces to know apart against employees and occupation appliers based on th eir sexual orientation, and legal in 38 provinces to know apart based on gender individuality ( Human Rights Campaign ) . Within the province of Florida, there are no commissariats in topographic point which officially address favoritism based on gender individuality ; nevertheless a Florida tribunal ruled that a individual with Gender Identity Disorder ( gender dysphoria ) is within the disablement coverage under the Florida Human Rights Act, every bit good as subdivisions of the act that proscribe favoritism based on sensed disablement. There is no state-wide non-discrimination jurisprudence that protects persons based on sexual orientation ( Human Rights Campaign ) . Vocational psychological science research workers, practicians, and LGBT advocators have made important efforts to name attending to the vocational concerns and demands of both cultural and sexual minority groups. Over the past few decennaries, work favoritism has become a subject of involvement in the fast growth literature sing the vocational issues and challenges of LGBT individuals ( Chung, 2001 ; Gedro, 2009 ; Loo A ; Rocco, 2009 ; ONeil, McWhirter, A ; Cerezo, 2008 ) . Work Discrimination Chung ( 2001 ) defined work favoritism as, unjust and negative intervention of workers or occupation appliers based on personal properties that are irrelevant to occupation public presentation ( Chung, 2001, P. 34 ) and proposed a conceptual model that describes work favoritism along three dimensions: a ) formal versus informal, B ) perceived versus existent, and degree Celsius ) possible versus encountered. Formal favoritism refers to institutional policies or determinations that influence one s employment position, occupation assignment, and compensation. Informal favoritism refers to workplace behaviours or environments that are unwelcoming. Perceived favoritism refers to Acts of the Apostless perceived to be prejudiced ; whereas, existent favoritism is based in actuality/reality. Potential favoritism refers to favoritism that could happen if a individuals LGBT individuality is either revealed or assumed. Encountered favoritism refers to prejudiced Acts of the Apostless one exp eriences. Findingss from Research on Work Discrimination against LGBT individuals Following is a brief overview of some of the recent research findings on work favoritism of LGBT persons. In their study entitled Bias in the Workplace, Badgett, Lau, Sears, and Ho ( 2007 ) summarized research findings about employment favoritism of LGBT individuals from four different sorts of surveies throughout the United States. Surveys of LGBT individuals experiences with workplace favoritism ( self-reports and co-worker perceptual experiences ) , revealed that 16 % to 68 % of LGB individuals reported sing employment favoritism, with 57 % of transgender individuals describing the same. A important figure of heterosexual colleagues besides reported witnessing sexual orientation favoritism in the work topographic point against their LGBT equals. Of note, 12 % to 13 % of respondents in specific businesss ( e.g. , the legal profession ) reported witnessing anti-gay favoritism in employment. An analysis of employment favoritism ailments filed with governmental bureaus in provinces w here favoritism based on sexual orientation is prohibited, findings revealed that LGB individuals filed ailments at rates similar to adult females and racial minorities ( e.g. , people of colour ) . An analysis of pay derived functions between LGBT and heterosexual workers revealed that cheery work forces earn 10 % to 32 % less than heterosexual work forces with similar makings and that transgender individuals reported higher rates of unemployment ( 6 % to 60 % were unemployed ) with improbably little net incomes ( 22 % 64 % of the employed earned less than $ 25,000 per twelvemonth ) . Finally, findings from controlled experiments where research workers compare intervention of LGBT people and intervention of straight persons by showing conjectural scenarios in which research participants interact with the existent or conjectural people who are coded as homosexual or consecutive besides revealed important favoritism on the footing of sexual orientation in the workplace. Harmonizing to the American Psychological Association ( 2011 ) , those who self-identify as LGBT are peculiarly vulnerable to being socioeconomically disadvantaged ; this is of import as socioeconomic position is inextricably linked to LGBT individuals rights and overall wellbeing. Although LGBT individuals tend to be more educated in comparing to the general population, research suggests that they make significantly less money than their heterosexual and cisgender opposite numbers. In 2009, the National Center for Transgender Equality and the National Gay and Lesbian Task Force published the preliminary findings of their National Transgender Discrimination Survey ( NTDS ) . A astonishing 97 % of study participants reported sing mistreatment, torment, or favoritism in some signifier on their occupations, which included privateness invasion ( 48 % said supervisors/coworkers shared information about me unsuitably and 41 % said I was asked inquiries about my transgender and surgical position ) , verbal maltreatment ( 48 % said I was referred to be the incorrect pronoun, repeatedly and on intent ) , and physical or sexual assault ( 7 % said I was a victim of sexual assault at work and 6 % said I was a victim of sexual assault at work ) . Survey respondents besides reported experiencing unemployment at twice the rate of the population, with 47 % holding experienced an inauspicious occupation outcome being fired, non hired or denied a publicity at some poin t in their callings due to their gender individuality. Similar findings were reported in the NTDS official study, Injustice at Every Turn. Other important findings were that 57 % of participants reported seeking to avoid favoritism by maintaining their gender or gender passage a secret, and 71 % by detaining the passage. Sixteen per centum reported that they had to fall back to work in the belowground economic system to gain income ( e.g. , harlotry or selling drugs ) . Unemployed respondents reported sing lay waste toing results, including dual the homelessness, 85 % more captivity, and increased negative wellness results, including twice the rate of HIV infection and about twice the rate of current drug usage to self-medicate/cope in comparing to their employed LGBT opposite numbers ( Ramos, Badgett, A ; Sears, 2011 ) . Frye ( 2001 ) argued that transgender individuals are regular marks of workplace favoritism even more consistently than their LGB opposite numbers. In an effort to guarantee professional endurance and avoid favoritism, many LGB employees choose non to come out at work ; nevertheless because transgender individuals may possess physical and behavioural features that clearly identify them as transgendered at some point in their lives ( chiefly during gender passage ) , they are more susceptible to holding their sexual minority position revealed against their will ( being outed ) . More so than LGB persons, transgender individuals are often marks of hatred offenses because of their visibleness ( Frye, 2001 ) . How/ Why Work Discrimination is related or of import to career guidance. In the United States, a dominant career-related belief is that the person controls his or her ain calling fate ( Niles A ; Harris-Bowlsbey, 2005, p. 1 ) ; nevertheless, single control is ever exercised within a context that varies based on the grade to which it supports one s calling ends. In the instance of LGBT individuals, factors such as heterosexism, socioeconomic position, and racism may curtail entree to certain occupational chances. Work favoritism in any signifier can hold a profound consequence on one s calling way and development ( Neary, 2010 ) . LGBT people face a complex set of picks that are alone to them because of their sexual minority position ( Gedro, 2009, p. 54 ) . Many of them have to face exclusion from certain types of occupations, such as simple school instructors and kid attention workers ; physical assault, verbal torment and maltreatment, devastation of belongings, ridicule, trans-phobic gags, unjust work agendas, workplace sabotage, and limitation t o their callings ( Kirk A ; Belovics, 2008, p.32 as cited in Neary, 2010 ) . In the instance of transgender persons, concerns about personal safety while at work preclude the focal point on calling involvements ( Neary, 2010 ) . Because of the big sum of energy it requires to incorporate a positive homosexual, sapphic, bisexual or transgender individuality, every bit good as header with favoritism ( within and outside of the workplace ) , calling development for such individuals to be postponed, hindered, or misdirected ( Alderson, 2003 as cited in Gedro, 2009, p.56 ; Haley, 2004 ) . Pepper and Lorah ( 2008 ) identified 3 major jobs related to the occupation hunt procedure an built-in portion of calling development which poses several challenges for transgender individuals: 1 ) possible loss of work history, 2 ) voyaging the occupation interview procedure ( many battle with assurance and self-esteem issues ) , and 3 ) if an employer asks about work experience under another name. Although somewhat different, such challenges may be generalized to LGB job-applicants as good. Helping LGBT clients fix for these jobs is indispensable in helping them in their calling pick and occupation hunt attempts ( Neary, 2010 ) . Work favoritism besides has a important impact on LGBT individuals mental province, with the most common psychological issues include increased degrees of emphasis and anxiousness, depression, deficiency of assurance, drug and intoxicant dependence ( Neary, 2010 ) , and attempted self-destruction ( Grant et. al. , 2011 ) . Implications A ; Suggested Interventions for Career Counselors Like all other clients, the LGBT client may necessitate aid with calling planning, self-assessment, calling geographic expedition, calling or occupation passages, occupation hunt schemes etcetera ( Neary, 2010 ; ONeil et. al. , 2008 ) . Career counsellors working with sexual minorities need to make a LGBT-positive/affirming guidance environment, in which clients are free to research their personal demands, involvements and values in a safe topographic point. Such an environment includes touchable and process-related signifiers of support and avowal ( e.g. , exposing quarterly newssheets from the America Psychological Association s Division 44 and other reading stuffs or paying careful attending to alone facets of assessment reading ) for LGBT clients. Intake signifiers should promote them to observe their gender presentation, and gender-neutral washrooms should be made available ( ONeil et. al. , 2008 ) . Counselors and other assisting professionals involved in the calling development procedure of LGBT persons should guarantee that they develop relevant multicultural cognition, accomplishments and consciousness for carry oning culturally appropriate calling treatments, recognizing that more traditional attacks will probably be uneffective with this peculiar population. ( Niles A ; Harris-Bowlsbey, 2001 ) . When a LGBT client nowadayss for calling guidance, counsellors should measure whether they are competent to supply the services requested ( ONeil, et. al. , 2008 ) . It is besides imperative that calling counsellors assess their personal prejudices, stereotypes, and premises about the LGBT client showing for reding. A client-centered attack is recommended given that the issue of trust edifice is critical with the LGBT population. From a narrative position, following a stance of informed non cognizing will let the LGBT client the best opportunity to portion their narrative about t heir calling and life in their ain words. Following, the counsellor and client collaborate to deconstruct the cultural narrations of gender and heterosexism that promote negative messages and replace them with a more accurate and confirming narrative ( Neary, 2010 ) . In the instance of personal disfavor to LGBT persons, ONeil et. al. , ( 2008 ) advised that counsellors refer the client to another professional, receive go oning instruction and supervising, and engage in personal geographic expedition of the subject as a agency to fix for future clients with similar concerns. The calling counsellor s ability to supply effectual services to their LGBT clients will be improved by remaining current with the relevant literature ( ONeil et. al. , 2008 ) . Career counsellors are encouraged to assist better cultural sensitiveness where their clients are concerned ; this can be achieved by utilizing appropriate names, pronouns and other nomenclature preferred by their LGBT clients to assist formalize their individuality. Career counsellors should besides do it a point to educate themselves about the different legal issues experienced by their clients and look into any written workplace policies that may keep relevancy to LGBT persons, such as the Employment Non-Discrimination Act ( ONeil et. al. , 2008 ; Human Rights Campaign ) . Further, calling counsellors should place and go to to all of the outstanding facets of the client s individuality, as clients may place themselves with an array of sociocultural backgrounds. This is particularly of import for transgender clients who non merely endure favoritism in the workplace, but in about every facet of their lives: instruction, lodging, public adjustments, having update designation paperss, and wellness attention ( Ramos, Badgett, A ; Sears, 2011 ) . Pope ( 1995 ) as cited in Gedro ( 2009 ) outlined four utile intercessions for calling counsellors working in their work with sexual minorities. Pope suggests a treatment about favoritism intercessions ( researching the nature and extent of favoritism and any resources available to the client should he or she chose to alter their occupation or calling ) , dual-career twosomes ( e.g. , Do you openly reveal the relationship at work? ) , get the better ofing internalized transphobia or homophobia with the client ( many sexual minority clients possess an intense self-hatred and abhorrence ) , every bit good as back uping LGBT function theoretical accounts ( peculiarly those who do non work in safe business ) . Finally, calling counsellors are besides strongly encouraged to function as advocators for their LGBT clients. One writer noted that a failing in the field is the reluctance or inability to see career counsellors as alteration agents who can assist non merely persons to alter but systems to alter every bit good ( Hanson, 2003 as cited in ONeil, 2008, p. 299 ) . Neary ( 2010 ) cited Muniz and Thomas ( 2006 ) five schemes in organisation scenes that career counsellors can utilize to assist cultivate an affirmatory LGBT work environment. They include: 1 ) puting up the context advocating in the workplace for anti-discrimination and torment policies, 2 ) preparing for opposition taking stairss to do the concerns and demands of the LGBT population more seeable, 3 ) leading committedness gaining committedness and support from the leadership/management of organisation, 4 ) going familiar with or establishing affinity and/or resource groups for LGBT individuals, and 5 ) continued larni ng extra diverseness preparation ( Neary, 2010 ) . The Human Rights Campaign Foundation provides a 5-step checklist for recommending for the rights of transgender individuals, and the NCTE s list of 52 Thingss You Can Make for Transgender Equity, is besides a utile usher for originating societal protagonism ( ONeil, et. al. , 2008 ) .

The eNotes Blog Naughty, NaughtyEnter to Win a Stack of BannedBooks!

Naughty, NaughtyEnter to Win a Stack of BannedBooks! Banned Books Week 2015 is just around the corner, and your pals are feeling impish.  We handpicked a selection of our favorite and most requested books that continually battle the iron fist of censorship. Win them all here. The bundle includes the following titles with their censored reasonings  found on www.ala.org: 1. The Kite Runner by Khaled Hosseini Reasons: Offensive language, unsuited to age group, violence The Kite Runner   Summary  Ã¢â€ â€™ 2. The  Perks of Being a Wallflower by  Stephen Chbosky Reasons: Drugs/alcohol/smoking, homosexuality, offensive language, sexually explicit, unsuited for age group. Additional reasons: â€Å"date rape and masturbation† The Perks of Being a Wallflower   Summary  Ã¢â€ â€™ 3. The Complete Persepolis  by Marjane Satrapi Reasons: Gambling, offensive language, political viewpoint. Additional reasons: â€Å"politically, racially, and socially offensive,† â€Å"graphic depictions† Persepolis: The Story of a Childhood Summary  Ã¢â€ â€™ 4.  The Absolutely True Diary of a Part-Time Indian  by Sherman Alexie Reasons: Anti-family, cultural insensitivity, drugs/alcohol/smoking, gambling, offensive language, sex education, sexually explicit, unsuited for age group, violence. Additional reasons: â€Å"depictions of bullying† The Absolutely True Diary of a Part-Time Indian Summary  Ã¢â€ â€™ 5.  The Bluest Eye  by Toni Morrison Reasons: Sexually explicit, unsuited for age group. Additional reasons: â€Å"contains controversial issues† The Bluest Eye   Summary  Ã¢â€ â€™ 6.  Brave New World  by  Aldous Huxley Reasons: Insensitivity; nudity; racism; religious viewpoint; sexually explicit Brave New World   Summary  Ã¢â€ â€™ *The winner will also receive a 1-Year Subscription to access our library of over 30,000  Literature Study Guides  (a $49.99 value)! Entering is easy:  click this link  and provide your name and email address, and youre automatically entered to win the book bundle and Pass. Get bonus entries for visiting our Facebook page and tweeting about the contest on Twitter (simply follow the instructions on the entry form)! Entries accepted until October 3, 2015 at 11:59 p.m. PST. We will contact the winner on October 5, 2015 via email. What do you think about censorship, especially literature titles like these, in school? Wed love to hear your thoughts in the comments below! Questions? Please send us an email at dispatch@ we are happy to help. Good luck!

A Pirating War essays

A Pirating War essays Would you rather pay twenty to twenty-five dollars for one DVD or less than forty bucks for a computer program which copies any DVD and stores it onto your computer? If you were a smart shopper it comes to you as common sense. There are such programs on the market that you can buy, but there are a few problems. There are certain little things called copyright laws. This is how certain companies such as MGM and other such companies are winning lawsuits against people that distribute these programs and also hackers that break through the encryptions on the DVDs. The current legal DVD battle between the movie industry and the free/open software communities over DVD is a microcosm of an ongoing intellectual property war. This war pits intellectual property owners against such diverse groups as programmers opposing restrictions on reverse engineering and the publication of computer code and librarians opposing new restrictions on copyright rights of first sale and fair use. Jon Johansen may be the youngest victim of this war. Because of software posted on the 16-year-old's Web site, his home in Norway was raided in January by police who seized two computers and a cell phone. Both Jon and his father were indicted; criminal charges could result in two- to three-year prison Now ever since there has been DVDs, there has been hackers trying to break the encryptions on these DVDs. Encryptions are a certain series of codes that makes it hard to copy a DVD. MGM and other such companies have brought these hackers to court and accused them of breaking the copyrights of these DVDs. Lets just say that it was Hollywood against these certain big named hackers. Of course Hollywood won and is still winning, dew to the copyright laws of the movies. But this does not mean that they can stop all the low profile hackers that break these laws everyday by copying DVDs and then selling them. Now these concer ...

Assessment of a Child with Autism Essay Example | Topics and Well Written Essays - 3000 words

Assessment of a Child with Autism - Essay Example For children, the impact of these mental health issues is especially significant because it can compromise their development from a very early age and it can prevent them from ever achieving their expected milestones. This paper shall discuss the case of an 8-year old autistic boy, including his Child and Adolescent Mental Health Services (CAMHS) assessment in my placement as a school nurse. The basic CAMHS assessment shall first be presented. This shall be followed by the case study, where the patient case shall be presented, including the evidence base and the assessment tool used. My actions and decisions in relation to the case shall also be evaluated based on appropriate literature support. Best practice for this case would also be included in the case study. The formulation of the study shall also be established, followed by a reflection of this case. At all times, the confidentiality of the patient was protected in accordance with the Nursing and Midwifery Code which basically requires: the respect of people’s right to confidentiality; ensures that people are informed about how and why data is being shared to those who will be providing care; and disclosing information if it is believed that someone may be at risk of harm. Finally, after all the above elements are established, this paper shall end with a conclusion which shall serve as a summary of the paper as well as an overall evaluation of the topic. Basic CAMHS Assessment In a generic CAMHS assessment, the patient’s presenting issues, history, strengths, as well as perceived needs would be reviewed (NHS Information Centre, 2012). A discussion on the services which the client would need would also be considered. During the interview with the patient, an objective feedback of the patient and his issues, as well as his treatment plan would also be discussed (CAMHS, 2009). The CAMHS also discussed that there is a need to assess children and determine if based on the standards set by the Children Order, they are in need; in need of protection; and are looked after children. Children in need are those who are unlikely to achieve or maintain standard health or development without provisions for social services; or whose health needs are significantly impaired; or who are disabled (NHS Information Centre, 2012). Those who need protection are those who are being physically or sexually abused by family or by other people (NHS Infor mation Centre, 2012). Finally, those who are assessed as looked after children are those who have been placed in care of a Trust for a variety of reasons including abandonment or physical abuse. Based on the above standards, assessments should look like general physical, emotional, social, and mental checklists on the child (Lidz, 2003). The child’s family must also be assessed and evaluated based on their relationship with the child and their interactions with the child (Carr, 2006). There is a need to establish which category the child would fit into and based on such assessment, what type of services he needs. A generic assessment must be comprehensive, holistic, and accurate (Thambirajah, 2007). It must also include an assessment of the child’s family and environment in order to determine factors which are impacting on the child’s condition. In our setting, the basic assessment is carried out by the school nurse in the community setting (NICE, 2011). Our bas ic assessment of children often comes from referrals from the teachers handling the students. These teachers often note symptoms from their students which may indicate that the child may be suffering from some form of mental health issue (NICE, 2011). After referral to the school nurse, the child is often reviewed based on the

Catholic England under Mary Tudor Research Paper

Catholic England under Mary Tudor - Research Paper Example Eamon Duffy clearly posits that the Marian regime’s religious policies were effective and did not use violence differently to ensure her state policies than other English or European monarchs. In the book, the author states â€Å"I suggest that the Marian restoration of Catholicism had, in fact, displayed high levels of determination and resourcefulness†¦Ã¢â‚¬  The author concentrates the attention on the religious ideology of Catholics, which was under the threat of extinction. Duffy explains that the religious revolution was initially predetermined by the financial reasons. The country managed to fall into deep debts and was in a very uncertain position. In the situation of the mass disorders, it was very easy to hide the intentions of the government, whose aim was to fulfill their recourses. To prove this idea, Duffy writes â€Å"in 1552, Edward’s government, desperate for war funds, had turned this religiously inspired repudiation of Catholic externals into a fiscal resource, and had carried through the largest government confiscation of local property in English history.† In this case, it becomes obvious that the reasons for religious revolution were not based on pure belief. Edward’s government ransacking Church property to raise money and Mary’s decision making. Mary was forced to be strict and firm at taking decisions. She understood the fact that no conservative reforms and address to the subjects of the country could provide the order in it.

Critically analyze the impact that terrorism has had on tourism Essay

Critically analyze the impact that terrorism has had on tourism - Essay Example Tourism generally wields tremendous economic benefits and in some countries, it remains an economic backbone. When tourism is conducted well it has social, political, economic, cultural, and environmental developments that boost a country and its society. Tourism offers a significant number of jobs especially in the hotel and transport industries that provide direct services to the tourists (Korstanje & Clayton, 2012, pp.8-25). Tourism involves enjoyment and relaxation while terrorism intends to cause death and fear (Liu, 2010, pp.8-25). Terrorism attacks in a country lead to vulnerability of tourism through the exposure of traumatizing images to the clients making uncomfortable. They cannot enjoy with fear. The ideology is perpetuated against unknowing civilians and unarmed members of the disciplinary forces, in an attempt to seek an audience from a government or an authority. The fact that terrorism targets innocent civilians, it means that there is indiscriminate killing of people including tourists. The primary objective of terrorism is creating fear through coercion and killings, leading to decline of tourism (Morgan, 2009, pp.7). According to Abraham Maslow, it is impossible to satisfy the human nature when their basic need of security is threatened. The fear of being attacked vehemently reduces the number of tourists in a particular destination leaving a country economically stunted and devastated. Terrorism being a global threat, has necessitated coming up with formidable strategies such as, the formation of â€Å"tourism against terrorism action group† that facilitates better communication between stakeholders, introducing destination tourist intelligence officers and the Sensitization of tourists on terrorism before going for a trip. The pointed measures can alleviate the impacts that terrorism has on tourism (Stickel, 2011,

Responsibility to Protect Case Study Example | Topics and Well Written Essays - 2000 words

Responsibility to Protect - Case Study Example Therefore, the power of the international community has proved impotent while thousands suffer. In September of 2005, the world leaders assembled at the U.N. The largest such gathering of heads of state in history produced the 'responsibility to protect' document in which 150 signatures were attached. The nations of the world agreed "to take collective action, in a timely and decisive manner, through the Security Council, in accordance with the UN Charter ' on a case by case basis and in cooperation with relevant organizations as appropriate, should peaceful means be inadequate" (Rasul, 2005). Since the end of World War II and the Nazi's implementation of the 'final solution,' the phrase, 'never again' has echoed throughout the world, but genocide has occurred over and over again. The responsibility to protect is an agreement late in coming. It has not curbed the violence in Darfur and its complex implications have not existed without continued debate and controversy. The U.S., in co ncert with all nations of the U.N., is compelled by reasons of human compassion to protect any group from genocide. We are our brother's keeper. We all have the responsibility to protect and support the people of Darfur. The 'Responsibility to Protect' provides that a country cannot refuse assistance or support from other countries when it cannot or will not safeguard its citizens from genocide or other actions deemed as a crime against humanity. All nations' sovereignty is respected as is their ability to conduct their own affairs but this is a qualified condition, not one that is considered absolute. "When peaceful means are exhausted and leaders of a UN member state are 'manifestly failing to protect their populations,' then other states have the responsibility to take collective action through the Security Council" (O'Neill, 2006). In some respects, the concept of "Responsibility to Protect" was founded in the common concern for human rights worldwide, the concept that initiated the formation of the U.N. The Genocide Treaty (1948) and the Universal Declaration of Human Rights (1948) are manifestations of the U.N.'s founding principles. In the 1960's, the international human rights covenants furth ered this philosophical stance of the U.N. However, these treaties, covenants and resolutions were not effectively enforced. Affected countries argued that their right to national sovereignty superseded the intentions of uninvited intrusion. For many years, the U.N. and others have debated the subject of humanitarian intervention issue regarding the question of when the nations of the world should unite to take military action against a country so as to protect that country's population. Supporters of 'the responsibility to protect' and 'humanitarian intervention' concepts include liberal-minded persons worldwide who encourage the use of military forces to come to the aid of desperate people (International Commission on Intervention and State Sovereignty, 2001). However, the questions surrounding the use of force has been of great concern to many especially following the recent 'humanitarian' efforts

Internal Analysis on Mr Empanada Restaurant Research Paper

Internal Analysis on Mr Empanada Restaurant - Research Paper Example Its vision as a restaurant is to exceed all the expectations of its clients while also giving back to the company that has supported it. According to its vision, Mr. Empanada will soon make its special delicacies as well known by the American public as hamburgers and pizza (Mr. Empanada). Product/services Identification The main food products created by the Mr. Empanada restaurant are empanadas. Empanadas are actually fried or baked stuffed pastries. They are a Spanish delicacy that has been adopted in many nations due to their delicious taste. It is believed that the Empanada recipe was originally developed in the Middle East but was carried to Spanish Europe by tourists and travelers. Today, Empanadas can be found in almost all nations of the world; with each culture using its preferred stuffing or altering the recipe to suit local tastes. Customer Identification One of the reasons why Mr. Empanada is so successful is because it puts such a high premium on providing the very best f or its customers (Yang and Fu 117). For example, Mr. Empanada often tries to implement the advice that is given in customer reviews when seeking to improve its services. It views customer feedback as a way through which to gauge the popularity of its products and service with its best customers. VALUE CHAIN OF MR. EMPANADA’S RESTAURANT Inbound Logistics Mr. ... Most of its raw vegetables are procured from fixed suppliers. Mr. Empanada also favors the practice of backward integration to ensure that all unnecessary costs are reduced, and also to make sure that it only uses the best quality of products to produce its foodstuffs. It is necessary for the outfit at Armenia Avenue to have distribution networks that can carry food stuffs ready for preparation to each of Mr. Empanada’s six restaurants based in Florida (Mr. Empanada). The restaurant has enormous warehouses from which food supplies are shipped by truck to the different restaurants around Florida. Every franchise of Mr. Empanada is part of a centralized chain management process; with only the Russian branch which handles its own distribution and warehousing operations. In the past, operations at the Mr. Empanada restaurant were tracked. The restaurants managers would keep an inventory on food objects and utensils, among other things. Everything that was needed for the restaurant to operate on various shifts would be ordered for on the day before from the distribution center. However, changes were made which made it easier to follow the business operations. With the introduction of automation, the various requirements of different franchises are noted and recorded by a computer. The normal routine today is that the distribution center at Armenia Avenue ships the needed items to various franchises by following a regular schedule. This has allowed the restaurant to be able to serve more customers faster and more efficiently. It has also allowed the business to benefit from cost cutting through discounts that it gets from regular supplies when it regularly purchases whole sale products (Partridge). Outbound

Responsibility to Protect Case Study Example | Topics and Well Written Essays - 2000 words

Responsibility to Protect - Case Study Example Therefore, the power of the international community has proved impotent while thousands suffer. In September of 2005, the world leaders assembled at the U.N. The largest such gathering of heads of state in history produced the 'responsibility to protect' document in which 150 signatures were attached. The nations of the world agreed "to take collective action, in a timely and decisive manner, through the Security Council, in accordance with the UN Charter ' on a case by case basis and in cooperation with relevant organizations as appropriate, should peaceful means be inadequate" (Rasul, 2005). Since the end of World War II and the Nazi's implementation of the 'final solution,' the phrase, 'never again' has echoed throughout the world, but genocide has occurred over and over again. The responsibility to protect is an agreement late in coming. It has not curbed the violence in Darfur and its complex implications have not existed without continued debate and controversy. The U.S., in co ncert with all nations of the U.N., is compelled by reasons of human compassion to protect any group from genocide. We are our brother's keeper. We all have the responsibility to protect and support the people of Darfur. The 'Responsibility to Protect' provides that a country cannot refuse assistance or support from other countries when it cannot or will not safeguard its citizens from genocide or other actions deemed as a crime against humanity. All nations' sovereignty is respected as is their ability to conduct their own affairs but this is a qualified condition, not one that is considered absolute. "When peaceful means are exhausted and leaders of a UN member state are 'manifestly failing to protect their populations,' then other states have the responsibility to take collective action through the Security Council" (O'Neill, 2006). In some respects, the concept of "Responsibility to Protect" was founded in the common concern for human rights worldwide, the concept that initiated the formation of the U.N. The Genocide Treaty (1948) and the Universal Declaration of Human Rights (1948) are manifestations of the U.N.'s founding principles. In the 1960's, the international human rights covenants furth ered this philosophical stance of the U.N. However, these treaties, covenants and resolutions were not effectively enforced. Affected countries argued that their right to national sovereignty superseded the intentions of uninvited intrusion. For many years, the U.N. and others have debated the subject of humanitarian intervention issue regarding the question of when the nations of the world should unite to take military action against a country so as to protect that country's population. Supporters of 'the responsibility to protect' and 'humanitarian intervention' concepts include liberal-minded persons worldwide who encourage the use of military forces to come to the aid of desperate people (International Commission on Intervention and State Sovereignty, 2001). However, the questions surrounding the use of force has been of great concern to many especially following the recent 'humanitarian' efforts

Company initiatives (5yr plan) and intellectual properties Research Paper

Company initiatives (5yr plan) and intellectual properties - Research Paper Example In September 2012, Chief Executive Officer of Ford , Alan R. Mulally declared that the company would introduce numerous new models in its vehicle range in order to strengthen its European division, where the company wants to bring its iconic sports car i.e. Mustang (The New York Times Company, 2012). Ford operates under two divisions, firstly, automotive sector and secondly, financial services. The company’s automotive division operates in various locations umder the name of Ford such as North America, South America, Asia Pacific and Europe. On the other hand, within financial services, the company has ‘Ford Motor Credit Company’ where it provides vehicle financing for its customers (The New York Times Company, 2012). . Determining if the Company Has a Definite Planned Initiative Within the Next 5 Years Over the past few years, Ford has implemented ‘One Ford Plan’ which helps to sustain its successful journey along with maintaining a profitable future for the company. Through this plan, the company provides a brand promise to its customers all over the world. ... It has been observed that the automobile industry faces numerous challenges such as economic downturns, fluctuation of fuel prices and government restrictions regarding the reduction of CO2 emission. In order to deal with such challenges Ford has planned to take effective initiatives in the next 5 years by introducing fuel saving technology driven vehicles at affordable prices. Moreover, in 2012, the company has implemented â€Å"Blueprint for Mobility† plan in order to uphold sustainability which helps it to enhance operational efforts in future. This plan is also considered as a kind of initiative which the company aims to follow in the next five years. Ford declared that by 2015, it would follow a plan where the company aims to reduce the amount of water required to make a vehicle by 30%. Another sustained initiative that the company has taken is reducing the quantity of waste materials and unnecessary raw-materials (Ford Motor Company, 2012). According to the annual report of Ford for the year 2011, it had planned regarding bringing in seven new innovative models of vehicles by the year 2015 in various operational locations. Ford also strongly focuses in its long-term plans in terms of improving quality, reliability along with ensuring affordable prices which the company is aiming to uphold in the next five years. Moreover, Ford also takes various initiatives for bringing in its fuel efficiency models with advanced technologies. By 2015, the company plans to invest US$16 billion within US manufacturing units as well as aims to continue quality product development in order to ensure consumer preference (Ford Motor Company, 2011). Identify the Company's 5 Years Planned Initiative In

English-language films Essay Example for Free

English-language films Essay Working as a congressional page, I was given the ability to manage my academic success through my own initiative. Dealing with independence was a revealing experience for me, giving me new responsibilities and shaping my work ethics. I didn’t have my parents, now 5,000 miles away, to urge me to finish my homework or to nag about my less than perfect grades, and I couldn’t depend on the support of the teachers or counselor that I knew so well to look after my academic well-being. There was a realization that I was alone in my struggle to succeed and become a responsible student. This independence allowed me to take the situation into my own hands and to work out my own problems, knowing I was the dictator of my consequences and decisions. In this situation, I learned how to set my priorities, a skill that has taken me a step toward preparing for college. Knowing that education would provide the foundation for my future in college and beyond, I placed it at the top of my values, so even in the excitement of new friends and complete independence, I had to maintain it as my first priority. Though it proved difficult to discipline myself without support and accountability alone, I managed to succeed. I’d invite friends over to my room to study, and it eventually became a custom to for us hold study sessions in my room every Monday night and before test days. The entire night was devoted to completing our assignments, studying for exams, and tutoring each other. After the strenuous study session, we’d reward ourselves with a movie and light conversations. These study sessions were an efficient way in which I could balance two of my important priorities, friends and academics. Living on my own and balancing a hectic load of school, work, and dorm life, I gained insight in effectively managing my own time, which was essential in preparing myself for academic success. It wasn’t a rare occurrence for Congress to stay into the thick hours of the morning, debating over a controversial issue, such as the budget or immigration. During these nights, I was required to wait on congressman on the Floor and carry out errands late into the night. Working late did not give us amnesty from the school’s assignments, so we had to make the most use of whatever time we had. Working as a page obviously cut into the precious time I had to concentrate on my school work, forcing me to partition my time wisely. It became an unsaid rule for me to sign myself into an hour of study hall every week night, so that I wouldn’t be distracted by roommates or requests to go out. I had an excuse to delay my friends’ invitations to the movies or to the mall until I felt confident I could do my best on the pre-calculus or history test we would have on Friday. With my packed schedule, I spent my time wisely to get the most out of my experience in Washington, while maintaining my grades and academics. The independence that I was fortunate enough to experience for the first time exposed me to responsibilities has helped me to prepare for college. It has disciplined me to set my priorities and manage my time to be the most effective student possible. Like a young eagle learning to fly, I learned to steer myself in the right direction. And so, I landed a more prepared and experienced person.

The Causes Of The Spanish Civil War History Essay

The Causes Of The Spanish Civil War History Essay The Spanish civil war is frequently remembered as a crucial and important moment in the history of Spanish people. To be possible to understand how thousands of persons were killed during this war, it must be ask why the Spanish civil war broke out in first place. In fact, there are five main reasons or causes (fig.1) which almost simultaneously led to the civil war in Spain in 1936. Before the Spanish civil war Spain was ruled by the king but due the great depression that drove the country into an economic collapse and massive unemployment in Spain and as a result the king was forced to abdicate on 14 April 1931 and Spain becomes a republic. The new republic emerges and immediately faced a number of major problems due the current circumstances: Two important regions in Spain wanted independence Catalonia and the Basque region. Had their requests been successful, it would have lead to the breakup of Spain. The Roman Catholic Church was hostile to the republic and the republic was hostile to the highly influential Roman Catholic Church. The government believed that the army had too much say in politics and determined to reduce its influence. Spain was primarily an agricultural nation and the 1930s depression had hit prices for crops. Prime exports such as olive oil and wine fell in value and previously used agricultural land fell into disuse. The little industry that Spain had was also hit by the Depression. Iron and steel were especially hit as no one had the money to pay for the products. Iron production fell by 33% and steel by 50%. Unemployment in both agriculture and industry rose and those in work had to put up with a cut in wages as the economy struggled to survive the Depression. The Republic faced losing the support of those whose support it desperately needed the working class. (http://www.historylearningsite.co.uk/causes_spanish_civil_war.htm) There are several versions or way to tell about the Spanish civil war however this essay will focus only in the causes of the Spanish civil war and how theses causes had led to the Spanish civil war. Figure1: The main five causes of the Spanish civil war (http://www.scribd.com/doc/2530517/Causes-of-the-Spanish-Civil-War-Conclusion) The main causes for the beginning of the Spanish Civil War and why these causes had lead Spain into the Spanish civil war The Political Situation in Spain (1931 to 1936). Disparate most of the other countries of Western Europe at that time, the Spain have never completed its revolution. Significant economic and social sectors of the country remained under the control of the feudal classes. In other hand the weak and vacillating bourgeoisie was unsuccessful in take effective measures to insure social and economical progress while the economic and political privileges of the dominant classes were left intact. As a result of this the progress and development of some sectors were suppressed during the 19th century until the situation of 1931. On April 13 of 1931 unsolvable contradictions between the financial, landowning and the popular forces reached the point of rupture and the king was forced to abdicate giving place to the Second Republic. Throughout the year 1932 the working class was divided into social democracy and anarchist tendencies. The communist Party was not sufficiently strong to assert its leadership of the labour movement. (http://www.mltranslations.org/Spain/civilwar.htm) In 1933, in response to the actual situation, during two years, the government unleashed a severe campaign of repression and terror known as the Bienio Negro. Furthermore, in October 1934 the formation of the Popular Front was begun with an extensive popular uprising against the government, especially in Asturias, Madrid and Barcelona (see fig. 2). The formation of the Popular Front had strong Communist support and participation. On 15th January 1936, Manuel Azaà ±a helped to establish a coalition of parties on the political left to fight the national elections taking place on following month. This included the Socialist Party (PSOE), Communist Party (PCE) and the Republican Union Party. The Popular Front, as the coalition became known, advocated the restoration of Catalan autonomy, amnesty for political prisoners, agrarian reform, an end to political blacklists and the payment of damages for property owners who suffered during the revolt of 1934. The Anarchists refused to support the coalition and instead urged people not to vote. (http://www.spartacus.schoolnet.co.uk/SPelections.htm) In the elections of 1936, the forces of reaction suffered a devastating defeat mainly because its management was weak and vacillating. However, its fatal mistake was to ignore the repeated warnings of the Communist Party in honour the election agreement, the reaction to defeat was not taken quietly. Therefore when Franco attacked on July 18 of 1936, the country was completely unprepared for the attack and the civil war begun. Regional situation (1936 -1939) The regional situation begun much before 1936 however the situation stars to intensify violently in 1921when an army was sent to Spanish Morocco to bring down a rebellion, critics said that was a massacre and that just emphasise how incompetent Spains government was. In the following years, Spain people experienced a new regime when King Alfonso agreed that General Primo de Rivera should take control of Spain. He ruled as a military dictator until 1930. Riveras approach to leadership was fully supported by Alfonso. However, Rivera did not display the classic features of a dictator. He introduced public works schemes building roads and irrigating the land. Industrial production increased by three times from 1923 to1930. Rivera also ended the rebellion in Morocco in 1925. (http://www.lacolumna.org.uk/article_asturian%20uprising.htm) Just after the morocco incident, in 1934the northern province of Asturias arose (Popular Front), not against progress, but for it and against the newly elected right wing government. The Asturias revolt was of enormous significance to the Spanish people. In the first place, it showed the capitalists and land holders that the people were not going to wait further but were going to divide the land and control their jobs. In the second place the Asturias revolt taught the people that to win they would have to expel the government and perform their own laws and traditions. In the third place combating the government make the workers and toilers understand the value of unity in action and the meaning of revolution also gave them great experiences in the art of civil war. The defeat of the workers forced the revolutionary identities to take to parliamentary activity in the next election. Anyway, Asturias was at the time a region with great potential for progress. In fact, Asturias was among the most industrialised areas of Spain in the 1930s just like Catalonia and Basque (see fig.2) which wanted their independence because of the diversity of employment in Asturias, the traditional competitive unions (CNT National Confederation of Labour and the UGT General Union of Employers), represented members in the industries, agriculture and service sectors. They were prepared when the crisis came. Hence, the present government could not allow the country to split out by giving them the independence, these provinces were actually essential for the country progress and development as a whole taking into consideration its industrialization and geographic location, see map below . http://www.lacolumna.org.uk/article_asturian%20uprising.htm In summary such regions were more advanced organizationally and industrially comparing with the rest of the country therefore they wanted the independence not just because of its socio-economic advantage but also to keep their traditions such as benefits (reform), language and habits. Later, the traditional language was prohibited in those acts involving the public administration or the mass media, being only tolerated at some folkloric or clerical activities but in other hand the most important reason was that the people in these regions wanted make themselves free of the oppression and incompetency of the present government and this in fact contributed considerably for the Spanish civil war broke out in 1936. Figure 2: The Spanish map showing the locations of Asturias, Catalonia, and Basque just before the war in 1936 (Frances Lannon, Page 10) Socio-economic situation Not hindering the fact that Spain were already in the middle of political and regional crisis when the World Wide Recession reached Spain the country was upside down, World Wide Recession had led to a dramatic cut in the demand for coal and to reduce costs the mine owners have reduced the wages and employees. Simultaneously, the National Federation of Farm Workers was cut in the agrarian reform and as result became involved in a bloody strike in June 1934. The Civil Guard had been called in to deal with strikes in industrial areas in May and September of the same year. On 1st September an attack on a Socialist Womens meeting by the Civil Guard saw 6 people killed. All this was boiling away and by October the region was ready for revolt. The election of a right wing government and their hostility in relation to reforms was the final straw. (http://www.lacolumna.org.uk/article_asturian%20uprising.htm) The liberal-left alliance which has ruled the first Republican government collapsed. This let in a right wing coalition which included ministers from the extreme CEDA (Confederatià ³n Espanola de Derechas Autà ³nomas) party. On the 3rd October, CEDAs assumption of the Agriculture, Labour and Justice Ministries seemed to point in Fascism by legal means, as elections had done in Germany and Austria. Across Spain attempts at a General Strike faltered and failed. http://www.lacolumna.org.uk/article_asturian%20uprising.htm The historic privileges of the Roman Catholic Church were reduced and Priests are now paid by the Roman Catholic Churchs chest. The government and the Roman Catholic Church were made two separate entities which should be like that since the beginning. Religious education in schools was stopped. Many army officers were made to retire early, the wages of those who worked in industry were increased but they were to be paid by the owners of those industries not by the government. Industries had to deal with the lack of energy resources and the weakness of the domestic Spanish market. They were helped out by protectionist policies, which reduced the competition from foreign products. As in so much of Europe, the popular classes were moulded into an industrial proletariat, living and working in inhuman conditions. (http://www.mltranslations.org/Spain/civilwar.htm) Due to all this circumstances the socio-economic situation could be highlighted as one of the main factors that contribute for beginning of the Spanish civil war, the lack of jobs, the poverty, the political regime and the governments abuse of power let the people more susceptive to create a revolt. Religious situation Accià ³n Nacional traced its ideological lineage to the social Catholic movements initiated in the late nineteenth century by Pope Leo XIII. Originally conceptualized in the Rerum Novarum of 1891, social Catholicism presented itself as an alternative to Socialism, arguing for the peaceful coexistence of capital and labour. It argued in favour of social reforms but rejected class struggle and collectivization in favour of social justice and the extension of property ownership, explaining that cooperation more effectively sustained workers rights. The Catholic political intervention make the social Catholicism became the basis for Catholic movements throughout Europe, most notably in France, Germany, Belgium, and Italy, (Leo XIII, Rerum Novarum, 1891). Azaà ±a believed that the Catholic Church was responsible for Spains backwardness. He defended the elimination of special privileges for the Church on the grounds that Spain had ceased to be Catholic. Azaà ±a was criticized by the Catholic Church for not doing more to stop the burning of religious buildings in May 1931. He controversially remarked that burning of all the convents in Spain was not worth the life of a single Republican. The establishment of the Second Republic 1931 several reforms suggested the loss of wealth and privilege for the wealthy, the church and the army. Example: Agrarian Law 1932 allowed the distribution of all unworked estates over 56 acres to the peasantry; The church and the State was separated, the Jesuit order was expelled (and its assets expropriated), divorce was legalized etc.à ¢Ã¢â€š ¬Ã‚ ¦; In the Army 40% of the officer corps was retired, republican officers were appointed and soldiers were now liable to civil law (not as before only military law!). The progressive alliance of Republicans and Socialists were in power 1931 until 1933 when they were replaced by a more conservative government. CEDA (Confederatià ³n Espanola de Derechas Autonomas). CEDA had been established as a reaction to the Republican policies this was the united right. The governments between 1933 and February 1936 tried to slow down and erode the advances that been made the previous years Military situation The victory of fascism in Spain has for the present time blocked the march to socialism. In making this critique, however, we do not mean to demean its great accomplishments. For after all is said and done, the Communist Party of Spain was the soul of the war, the most heroic and self-sacrificing of all the political parties involved. Without its leadership and support the people of Spain would have been crushed in a few weeks and would not have been able to inflict such heavy losses on the fascists. Mao Tsetung has shown that the fact that objective conditions are right does not automatically insure victory. What is needed in addition is the conscious activity of man that is, how the war is directed and carried out. Our national war against fascism was by nature a just war. The Popular Front enjoyed the overwhelming support of the popular masses. Although the international situation was difficult, never has there been such a display of solidarity with any cause. And yet the war was not won. Hence, the logical conclusion is that the conscious activity of the Party was misdirected; that it did not know the proper way to carry on the war. The government tried to attack those it deemed as having too many privileges in society. But by doing this it angered all those sectors in society that had the potential to fight back the military, industrialists, land owners and the Roman Catholic Church. These four (potentially very powerful bodies) were unwilling to support the republican government in Madrid. They were also aware that there were countries in Europe that would be willing to give support to their plight as many nations in Europe were scared of communism and Stalins Russia. Fascist Italy under Mussolini would be an obvious ally as would Germany once Hitler had got power in January 1933. In January 1932, a number of army officers tried to overthrow the government lead by Manuel Azana, the prime minister. The attempt was unsuccessful as the army, for now, was loyal to the government after all, it had won the elections fairly and, therefore, had legitimacy. However, a new political party was formed called the Ceda. This was a right wing party dedicated to protecting the authority of the Roman Catholic Church and landlords. The government of Azana, having lost support from the right, also lost support from the left. Two powerful left wing political parties, the anarchists and syndicalists (powerful trade union groups), felt that Azanas government was too middle of the road. Both wanted a more communistic state and the overthrow of capitalism. Above all, Azana was despised for forming a political union with the middle ground in Spains political life. He was deemed to have betrayed the working class. The extreme left organised strikes and riots in an effort to destabilise the government of Azana. Matters came to a head when in January 1933, 25 people were killed by government troops who were attempting to catch some anarchists near Cadiz. This lost the government a great deal of support among the working class and the socialists withdrew their support from the government. Azana resigned as prime minister and elections were called for November 1933. In this election, the right wing won a majority of support and the largest party in the parliament (known as the Cortes), was the Ceda lead by Gil Robles. The new right wing government immediately over-turned all of the changes brought in by the Azana government. This angered many but especially the Catalans who had their privileges withdrawn. This was a serious error of judgement as the Catalans and Basques had supported the government in the elections. The way ahead for Robles became clear to many an attack on the left wing parties of Spain. It forced the many parties of the left to come together to form the Popular Front. They organised strikes, riots and took part in acts of violence such as derailing main line trains. In 1934 there was a general strike. Coal miners in the Asturias went on strike but were ruthlessly put down by the army lead by General Franco. Spain appeared to be heading for all out chaos. In a last minute attempt to avoid serious trouble, a general election was called for February 1936. In this election, the Popular Front won and Azana, once again became prime minister. However, the government of the Popular Front was a farce after the socialists withdrew their support from it; more and more public disturbances occurred and the government had clearly lost control of Spain. In July 1936, a leading right wing politician, Sotelo, was murdered and the right wing politicians and their supporters believed that they were now in serious danger. They wanted to put their faith in a military dictatorship. The military had, in fact, already made preparations for a takeover of Spain. General Franco assumed control of the military. He took control of Spanish Morocco after overthrowing the civilian government there. His next target was to invade mainland Spain, establish a military government there and rid the country of all those involved in left wing politics. The left would have to fight for survival. The civil war started in July 1936. http://www.historylearningsite.co.uk/causes_spanish_civil_war.htm The emergence and ideological characteristics of Basque and Catalan nationalism in late nineteenth- and early twentieth-century Spain are a dramatic expression of conflict between modernity and tradition in the ethnically heterogeneous Spanish state. Confirming Nairs theory of peripheral nationalism, uneven development in Spain during the nineteenth century overlapped with spatially delimited ethnic communities, Catalans and Basques, thus enhancing their ethnic identity and facilitating the expression of class conflict in nationalist terms. However, the social bases and the ideologies of peripheral nationalism in each region eventually came to reflect the different patterns of development that they experienced and the relative economic power of their capitalist à ©lites. These structural factors shaped the Basque and Catalan nationalist movements through their influence on class conflict and class alliances within the Basque Country and Catalonia, as well as conflict and alliances b etween these classes and the Spanish state. Of course, differences between Basque and Catalan nationalism cannot be explained in purely structural terms. The developmental factors I have outlined in this article helped to reproduce longer-term cultural and economic processes, which had progressively defined the cultural identity of the upper classes in Catalonia and the Basque Country. Describing and explaining this process, however, exceeds the objectives set for this article. This comparison of Basque and Catalan nationalism shows that overdevelopment does not necessarily lead to bourgeois or other pro industrialization nationalistic ideologies. In particular he Basque case illustrates that, as long as the leading classes of overdeveloped regions are able to influence state political and economic decisions, they will refrain from the formulation of nationalist programs. Moreover, the Basque case shows that in the analysis of peripheral nationalism, scholars should focus simultaneously on the relationships established between the different social classes in the peripheral community and the central state and on those established between classes within the peripheral community. In 1936, the main part of the Christian democrat PNV sided with the Second Spanish Republic in the Spanish Civil War. The promise of autonomy was valued over the ideological differences, especially on the religious matter, and PNV decided to support the republican legal government, including member of the Popular Front. Autonomy was granted in October 1936. A republican autonomous Basque government was created, with Josà © Antonio Agirre (PNV) as Lehendakari (president) and ministers from the PNV and other republican parties (mainly leftist Spanish parties). conclusion The Spanish Civil War contributed to bringing about the Second World War most historians argue that the Spanish Civil War was the prelude to the Second World War. Though A.J.P. Taylor, a famous revisionist, has a different opinion (in his classic book The Origins of the Second World War) he argues that the Spanish Civil War was without significant effect in causing the Second World War. He also criticizes the Anglo-French appeasement policy British and French policy, or lack of it, not the policy of Hitler and Mussolini, decided the outcome of the Spanish civil war. The republic had greater recourses, greater popular backing. It could win if it received the correct treatment to which it was entitled by international law: foreign arms for the legitimate government, none for the rebels. It could even win if both sides received foreign aid, or if both were denied it.

Raskolnikov’s Duplistic Nature in Crime and Punishment :: Crime Punishment Essays

Dostoevsky's Crime and Punishment is the story of a poor man in czarist Russia who can only purge himself of his guilt through suffering. It deals with the mental and physical tribulation brought upon him by his crime. His troubles are compounded by the conflicting personalities which he possesses. The reader is inclined to characterize him by his cold, intellectual side. Yet, without the contrasting humane side of his nature, Raskolnikov never realizes the errors in his theory and actions. Raskolnikov is defined by the duplistic nature of his personality, with each facet being just as vital as the other. Raskolnikov's cold side leads him to develop his theory, and thus to commit murder. This side of him bases all decisions on reason and rationalization (although it is sometimes incorrect), rather than on feeling. It is purely stoical, without emotion. The other side of his character is kind and compassionate. Without this side being presented the reader views him as an evil murderer, and not a mislead victim, as Dostoevsky intends. In the novel Raskolnikov engages in sporadic acts of kindness. He gives money to the Marmeladov family, he attempts to aid Marmeladov when he dies, and he tries to get a drunken girl home and away from her pursuer. All of these deeds were done without premeditation. He simply feels that at the time it is the right thing to do. After a short period of time his outlook dramatically reverses. He starts to rationally analyze what he has done, and then feels that his actions were stupid. This transition marks the return of his cold side, and it occurs after every kind thing that Raskolnikov does.

The World of Telecommunications Essay -- Telecommunications Technology

The World of Telecommunications We are in the midst of a global information revolution driven by the convergence and proliferation of information and communication technologies. The telecommunications sector is changing at warp speed, driven by technological innovation that results in new equipment and services, and also by new entrants and alliances between companies with experience in a wide range of information industries from telecommunications to broadcasting to computer hardware and software to publishing. Three major trends are driving these changes: the rapid introduction of new technologies and services;the restructuring of the telecommunications sector; and globalization of economies and of communications. Together these developments are not only changing the world of telecommunications, but the ways people work, learn, and interact. The Death of Distance"The death of distance as a determinant of the cost of communications will probably be the single most important economic force shaping society in the fi rst half of the next century." The death of distance could have profound implications for both individuals and organizations. The ability to work "anytime, anywhere" allows "road warriors" to work without offices on planes, in hotels, and at client sites, and enables information workers to telecommute from their homes rather than traveling to work. This flexibility can be two-edged for individuals, who can work wherever they choose but may never escape the "virtual workplace." Organizations may reduce their overhead costs and improve their productivity, but they must also learn how to manage their decentralized work force. One major technological trend is the extension of "information superhighways" in the form of broadband networks; another is the increasing ubiquity of communications using wireless technologies (that will, however, initially provide access to squirts rather than floods of information). Personal communications networks using microcellular technology will allow people in urban areas not only to talk on pocket-sized telephones, but to transmit and receive data using wireless modems. In rural and developing areas, these services may be available from low earth-orbiting (LEO) satellite systems. On an international level, the death of distance has profound implications for the globalization of industries and nation al economies. ... ...munities, Growth, Competitiveness, Employment: The Challenges and Ways Forward into the 21st Century, (White Paper). Brussels: Commission of the European Communities, Europe and the Global Information Society, Brussels: European Commission, 1994. Industry Canada, The Canadian Information Highway, Ottawa: Industry Canada, April 1994. Information Highway Advisory Council, Canada's Information Highway: Providing New Dimensions for Learning, Creativity and Entrepreneurship, Ottawa: Industry Canada, November 1994. Industry Canada, 1994. The G-7 is an association of seven major industrialized world powers: Canada, France, Germany, Japan, Russia, the United Kingdom, and the United States . Commission of the European Communities, 1994. Hudson, Heather E., Global Connections: International Telecommunications Infrastructure and Policy, New York: Wiley, 1997, pp. 279-80. Cane, Alan, "Transforming the Way We Live and Work," "International Telecommunications: Financial Times Survey," Financial Times, October 3, 1995, pp. 1-2. Gregston, Brent, "Power and Privilege," Internet World, November 1995, p. 96. Schwankert, Steven, "Dragons at the Gates, " Internet World, November 1995, p.112.