An Overview of Agricultural Geography

An Overview of Agricultural Geography Around ten to twelve thousand years back, people started to tame plants and creatures for food. Prior to this first farming upset, individuals depended on chasing and assembling to acquire food supplies. While there are still gatherings of trackers and finders on the planet, most social orders have changed to agribusiness. The beginnings of horticulture didn't simply happen in one spot yet showed up all the while around the globe, potentially through experimentation with various plants and creatures or by long haul experimentation. Between the principal rural transformation a huge number of years back and the seventeenth century, agribusiness stayed essentially the equivalent. The Second Agricultural Revolution In the seventeenth century, a second rural unrest occurred which expanded the effectiveness of creation just as conveyance, which permitted more individuals to move to the urban communities as the modern unrest got in progress. The eighteenth centurys European provinces became wellsprings of crude farming and mineral items for the industrializing countries. Presently, a significant number of the nations which were once provinces of Europe, particularly those in Central America, are still vigorously associated with indistinguishable kinds of agrarian creation from they were several years back. Cultivating in the twentieth century has gotten exceptionally innovative in progressively created countries with geological advances like GIS, GPS, and remote detecting while less created countries proceed with rehearses which are like those created after the principal rural upset, a large number of years back. Kinds of Agriculture About 45% of the universes populace makes their living through horticulture. The extent of the populace engaged with agribusiness ranges from about 2% in the United States to about 80% in certain pieces of Asia and Africa. There are two kinds of farming, means, and business. There are a large number of means ranchers on the planet, the individuals who produce just enough yields to take care of their families. Numerous means ranchers utilize the cut and consume or swidden horticultural strategy. Swidden is a method utilized by around 150 to 200 million individuals ​and is particularly pervasive in Africa, Latin America, and Southeast Asia. A part of land is cleared and consumed to give at any rate one and as long as three years of good yields for that bit of land. When the land can never again be used, another fix of ground is sliced and consumed for another round of harvests. Swidden is certifiably not a perfect or efficient strategy for rural creation by it is powerful for ranchers who dont think a lot about water system, soil, and preparation. The second kind of horticulture is business agribusiness, where the main role is to sell ones item at advertise. This happens all through the world and incorporates significant natural product ranches in Central America just as colossal agribusiness wheat cultivates in the Midwestern United States. Geographers regularly distinguish two significant belts of yields in the U.S. The wheat belt is recognized as intersection the Dakotas, Nebraska, Kansas, and Oklahoma. Corn, which is basically developed to take care of domesticated animals, comes to from southern Minnesota, across Iowa, Illinois, Indiana, and Ohio. J.H. Von Thunen built up a model in 1826 (which wasnt converted into English until 1966) for the agrarian utilization of land. It has been used by geographers since that time. His hypothesis expressed that the more transient and heavier items would be developed nearer to urban zones. By taking a gander at the yields developed inside metropolitan zones in the U.S., we can see that his hypothesis despite everything remains constant. It is exceptionally normal for short-lived vegetables and organic products to be developed inside metropolitan regions while less-short-lived grain is overwhelmingly delivered in non-metropolitan regions. Farming uses about 33% of the land on the planet and involves the lives of around more than two billion individuals. Its critical to comprehend where our food originates from.

Ateneo Entrance Exam Essay

How to End a Friendship The Best Tips

How to End a Friendship The Best Tips Relationships Print How to End a Friendship By Arlin Cuncic Arlin Cuncic, MA, is the author of Therapy in Focus: What to Expect from CBT for Social Anxiety Disorder and 7 Weeks to Reduce Anxiety. Learn about our editorial policy Arlin Cuncic Medically reviewed by Medically reviewed by Carly Snyder, MD on November 10, 2019 facebook twitter linkedin Carly Snyder, MD is a reproductive and perinatal psychiatrist who combines traditional psychiatry with integrative medicine-based treatments.   Learn about our Medical Review Board Carly Snyder, MD Updated on December 13, 2019 ROBERTO PERI / Getty Images More in Relationships Spouses & Partners LGBTQ Violence and Abuse In This Article Table of Contents Expand Reasons for Ending a Friendship Unhelpful Ways to End a Friendship Healthy Ways to End a Friendship How Your Friend Might React View All Back To Top When you first make a new friend, you probably arent thinking about the future and the possibility that the friendship will end. However, it is inevitable that eventually some of your friends will no longer be in your life. People grow apart for various reasons and not every friendship is lifelong. At the same time, most people arent sure of the rules of ending friendships. Unlike with romantic relationships, in which there are clear precedents about how to break up with someone and clear labels to refer to whether you are in or out of a relationship, the same is not true for friendships. This can leave you in a strange sort of limbo where you no longer want to be friends with someone but dont know how to get to that new place. Reasons for Ending a Friendship Before you decide on a course of action for ending a friendship, its helpful to outline for yourself the reasons why you no longer want to be friends with a particular person. This helps you to move forward as you end the friendship. One way to do this is by journaling your feelings. This allows you a safe space to get out your thoughts without discussing them with other people. Of most importance, dont discuss your feelings with the friend you want to break up with until they are clear in your own mindâ€"if you choose to do so at all. Below are some common reasons why you might choose to end a friendship:?? Youve grown apart in terms of interests or commitmentsYour values have become opposed in some wayThe friend has become a toxic person in your lifeThe person is actually a frenemy (a friendly rival)The person has become an obligatory friend (someone you no longer enjoy being with but do so out of habit)Your friend spends more time cutting you down than building you upYour friend is deceitfulYour lives have changed (no longer working together, going to the same school, etc.) Again, because there is so little information on how to break up with a friend, and it is rarely talked about, most people dont know how to end a friendship, and they may not even know when they are justified in wanting to do so. Know that a friend should never ask you to compromise your integrity, go against your values or commitments, tell a lie, or hurt someone by doing something. Although it may feel like a significant loss to lose a friend, someone who no longer is making your life better does not deserve that space in your life. Unhelpful Ways to End a Friendship Before we talk about the best ways to end a friendship, its helpful to consider some of the worst ways. While some of these tactics might be appropriate in certain situations, in general, they are not helpful strategies and should be avoided. Cutting off all contact cold turkeyBecoming hostile or aggressiveEnlisting other friends to do the dirty work for youEnding the friendship over text or chat Healthy Ways to End a Friendship In general, we can consider four healthy options when ending a friendship, and in some cases, you may find that you need to use a combination of these strategies. The Gradual Fade-Out This tactic involves letting the friendship come to a natural close by gradually reducing social interaction with the other person.?? This is akin to taking the stitches out of a garment versus tearing it apart. Gradually fading out of the friendship might be a good option if you are afraid of confrontation, if the person is likely not to listen or accept what you are saying, or for toxic situations. In general, fading out of a friendship avoids hurt feelings. Instead of laying your feelings on the line, you just become too busy to get together or generally hard to reach. You might text instead of call, fade out of the persons social media, take a long time when getting back in touch, answer with short replies, etc. Perhaps in the past, you were a good listener, but now you dont have the patience or dont bother keeping the peace if you disagree on a point. Whether or not you go all out and unfriend that person on social media is up to you. It might be better not to take that step, as it only draws attention to the fact that you are trying to exit the friendship. In general, you are doing things that might naturally happen in a friendship that is fading outâ€"its just that you are choosing to do them intentionally to exit the friendship. The fade-out is a good option if the friend is just an acquaintance since in that situation it might seem awkward or weird to go over reasons as to why you dont want to be friends anymore.   While fading out of friendship may seem kinder, it could drag on if the friend does not take the hint. In that case, you might be putting that person through a stressful situation, as they try to guess what is going on or why youve suddenly disappeared. Finally, the fade-out might be your best option if the friendship is toxic and you dont want to have to explain yourself, if youve been harmed by the person, or if you just dont care enough anymore to give them an explanation. Letting Go of a Relationship That Stresses You The Talk If you determine that a gradual fade-out is not appropriate or if it just ends up not working, then you will need to engage in the talk. ?? This is similar to a talk you would have in a romantic relationship to determine where each of you stands and to talk about the future. The talk can be a stepping stone to the end of a friendship, but you might also be surprised to find that you are able to resolve your differences and fix the friendship. Step 1: Ask the person to meet you for coffee or some other beverage to chat. Be sure to ask to meet in personâ€"never do this over the phone, by text, or by email. Step 2: Have a goal for the talk. Think about what you want to achieve. Do you want to clear up a miscommunication, explain resentment, address an old argument, or set boundaries? Whatever it is that you hope to achieve, it needs to be clear in your head before you meet. Start out with a statement that opens the doors for more conversation. For example: Ive noticed some patterns in our friendship in the past few months that have been bothering me. I wondered if we could talk about it. Step 3: Talk about how you are feeling, not what the other person has done wrong. Keep your goals for the conversation in mind. Remember to listen as much as you talk. Taking a Break You may determine from the talk that your differences cant be resolved. If thats the case, what do you do? You could immediately terminate the friendship, or you could decide to take a break, much the same way people sometimes do in romantic relationships.   Taking a break can have many positives: It gives you a fresh perspective on the friendship.It gives you a chance to calm down if you are upset.It gives you a chance to miss your friend if youve been spending too much time together.It gives you a chance to reevaluate the friendship. You can give any number of reasons for taking a break. You could say that you are going to be extra busy for a couple of weeks, if you prefer to be vague. On the other hand, if youve just had the talk, you could say that you need time to digest everything. Set a time in the future that you plan to reconvene, or suggest that you will get in touch when you feel you are ready. Ending Things Immediately Sometimes it is impossible to avoid the chaos that goes along with a sudden ending to a friendship. This is true if you are dealing with a toxic friend or someone who does not respect boundaries that you try to set. In this situation, simply state that your needs are not being met in the friendship.?? Wish the other person all the best in the future. This type of friendship break-up can be good in that it is unambiguous and clear, and you get a chance to voice any issues that youve been holding back on. At the same time, it can be awkward to confront someone in this manner. This type of friendship breakup will be most appropriate if youve known someone a long time and feel they deserve the respect of a final goodbye, or if someone does something so awful that it would be hard to ignore (e.g., a friend becoming addicted to alcohol or drugs  and treats you badly). At some point, you could simply say, Goodbye, I need to go. If it helps, write a little script that expresses what you are feeling.   How Your Friend Might React to You Ending the Friendship What might a friend do if you break up with them? Below are some possibilities: They might try to manipulate you back into the friendship.They may not understand why you want to end the friendship.They may be hurt and become defensive.They may ask if its possible to convert the friendship into a different form of relationship. Its best to be prepared for each of these possibilities, but realize that you might not know how you will feel until you get into the situation. You might be surprised to learn that a friendship can be saved or converted into something else. A Word From Verywell Breaking up a friendship can be just as stressful and emotionally draining as ending a romantic relationship. Be sure to be good to yourself afterward. Its normal to feel sad, frustrated, or angry. Keep on top of your mental health to ensure that the end of the friendship does not cause problems for you in terms of poor physical health or lowered resistance to stress. Just like a divorce, the breakup of a friendship will get easier with time. How to Create Truly Supportive Friendships for Stress Relief

Gung Ho Movie Analysis - 9681 Words

Gung Ho, Movie Analysis – Group 6 LLSMS2065B Cross-Cultural Competences and Management Group project – Film analysis Gung Ho (1986) Professors Marie-Thà ©rà ¨se Claes Ina Ehnert Louvain School of Management † Academic year 2012†2013 1 Gung Ho, Movie Analysis – Group 6 Table of Content Introduction .............................................................................................................................. 3 1. Presentation of the movie, â€Å"Gung Ho† ................................................................................ 3 2 . Theoritical Analysis: ........................................................................................................... 4 A. Hofstede’s dimensions†¦show more content†¦In other words, we interpreted a prior interpretation. For our theoretical analysis of the Japanese and American cultures we also made some strong assumptions. Indeed, we chose not to take into account the effects of globalization, economy and its transnational influences upon cultures. Moreover, for our analysis we will assume the American and Japanese cultures to be homogeneous across their respective country. In addition, we have to keep in mind that our analysis is based on a 1986’s movie: we assume that both cultures have changed since then. 1. Presentation of the movie, â€Å"Gung Ho† Hunt Stevenson is a 35-year-old American who works for a car manufacturer that has just been acquired by a Japanese company. At the beginning of the film, the Japanese managerial staff arrives in the US in order to set things as they want them to be according to their cultural standards. Soon, problems occur because of the cultural differences that lie between the Japanese and the American. Indeed, there is no more space left for old American habits: neither for car defects, nor for music or smoking on the working field. Moreover, Louvain School of Management † Academic year 2012†2013 3 Gung Ho, Movie Analysis – Group 6 working hours and productivity goals are reaching top levels that the American workers, at first, don’t seem to tolerate. At the end of the film, harmonyShow MoreRelatedGung Ho Movie Analysis800 Words   |  4 PagesGung Ho Movie 1. What is your opinion of Hunt Stevenson? What kind of leader was he? Was he effective? In my opinion, Hunt Stevenson, is a good leader. In the situation of the car plant, a cross-cultural leadership was needed no only because of the Japanese but for the expectations that the owner had from the American employees. In order for the American workers to understand and adapt to the expectations, they needed a leader who was able to make them see that they were expected to work in a differentRead MoreGung Ho Analysis Essay840 Words   |  4 PagesKelvin Rudy Organizations in the New Economy Section: 7 Mary E. 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International Student Retention Efforts A Correlational...

International Student Retention Efforts: A Correlational Study A Research Proposal Submitted to the Department of Graduate Education of Lincoln Memorial University For: EDUC 511 JoAnn M. Russell Fall 2015 Abstract International students attending U.S. colleges and universities bring valuable cultural and educational diversity as well as economic contributions to American campuses and their communities (Andrade, 2006). Internationalization on college campuses encourages cultural awareness which can provide beneficial skills for students as they enter the workplace in our globally interconnected society. As international student recruiting increases, research suggests that universities must become more aware of the adjustment and acclimation challenges international students face and provide appropriate services to keep them enrolled. This qualitative study of international students in a North Eastern Tennessee university, will attempt to explore best institutional efforts to boost student retention, confirming that additional recruitment resources alone does not guarantee international student retention. Key words: Acclimation, Globally Interconnected Society, Internationalization, Internati onal Students TABLE OF CONTENTS Abstract 2 Statement of Problem 4 Purpose of Study 4 Justification 5 Research Question 5 Definition of Terms 6 Literature Review 7 Methodology 9 References 10 Appendix 12 Statement of Problem There is a big pushShow MoreRelatedRepeated-Reading-Based Instructional Strategy and Vocabulary Acquisition: a Case Study of a Heritage Speaker of Chinese9492 Words   |  38 Pagesacquisition: A case study of a heritage speaker of Chinese ZhaoHong Han and Cheng-ling Alice Chen Teachers College, Columbia University United States Abstract Repeated reading, a procedure involving repetition of the same text, has received copious attention from first language reading research providing highly converging evidence of its potency for reading fluency, accuracy, and comprehension. In contrast, second language research on repeated reading has been scarce. 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Data wereRead MoreDeveloping Effective Research Proposals49428 Words   |  198 PagesKailash-I New Delhi 110 048 British Lib rary Cataloguing in Publication data A catalogue record for this book is available from the British Library ISBN 0 7619 6355 3 ISBN 0 7619 6356 1 (pbk) Library of Congress catalog record available Typeset by Type Study, Scarborough, North Yorkshire Printed in Great Britain by The Cromwell Press Ltd, Trowbridge, Wiltshire previous page page_iii next page Page v Contents List of Figures List of Boxes and Tables Preface 1 Introduction 1.1 Research proposalsRead More THE IMPACT OF KNOWLEDGE MANAGEMENT PRACTICES IN IMPROVING STUDENT LEARNING OUTCOMES65118 Words   |  261 PagesMANAGEMENT PRACTICES IN IMPROVING STUDENT LEARNING OUTCOMES LEE, SHIUAN,EN,CHRIS How to cite: THE IMPACT OF KNOWLEDGE MANAGEMENT PRACTICES IN IMPROVING STUDENT LEARNING OUTCOMES, Durham theses, Durham University. Available at LEE, SHIUAN,EN,CHRIS (2009) Durham E-Theses Online: http://etheses.dur.ac.uk/242/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-protRead MoreOcd - Symptoms, Causes, Treatment131367 Words   |  526 Pagesseverity of obsessive and compulsive symptoms. Dr. Clark has received a number of research grants to study the cognitive basis of emotional disorders, the most recent being a Canadian federal grant to investigate intentional control of unwanted intrusive thoughts. He is also a founding member of the Obsessive Compulsive Cognitions Working Group, an international research group devoted to the study of the cognitive aspects of OCD, and the past Associate Editor of Cognitive Therapy and Research.

Power to Make a Difference Free Essays

The Power to Make a Difference â€Å"We cannot empower another, because to presume to do so removes the element of choice† (Burkhardt Nathaniel, 2008, p. 471). Although nurses may not be able to empower patients, they can, through the process of empowerment, enable patients to speak up. We will write a custom essay sample on Power to Make a Difference or any similar topic only for you Order Now Nurses can help patients develop an awareness of areas that need change and support the desire to take action. Approaching a patient as an equal partner allows for collaboration and aids in communication which is necessary to facilitate the empowerment process. Nurses should remember to avoid imposing personal values on their patients. Sometimes it is difficult for nurses to relinquish control and accept decisions patients make for themselves. Nurses can shift the power to the patient by focusing on the patient’s self-determined needs. â€Å"Improving a person’s ability to understand and manage his or her own health and disease, negotiate with different cadres of health professionals, and navigate the complexities of health is crucial to achieving better health outcomes† (â€Å"Patient empowerment,† 2012, p. 50). There are institutional and professional constraints affecting nursing and patient empowerment. â€Å"Nurses need to recognize such barriers and appreciate that not everyone wants to take the risks and assume the responsibility that empowerment demands† (Burkhardt Nathaniel, 2008, p. 488). One barrier to fostering empowerment is a paternalistic attitude causing the patient, to solely, rely on the decisions that healthcare providers make for them. A nurse’s unwillingness to share decision-making power with the patient can hinder empowerment. Fear of being labeled by staff could also keep patients from asserting their power. Economic factors can have an effect on limitation of resources which can hinder empowerment. Transcultural and spiritual issues do play a role in empowerment. How one thinks and responds to a situation, is based on cultural beliefs and values. To be sensitive to transcultural issues, one must be self-aware. It is helpful for nurses to be knowledgeable about cultural differences and their importance in interactions with healthcare. A nurse should listen, be open-minded and nonjudgmental about patients’ values, beliefs, and religious practices in order to make appropriate care plans. When patients feel accepted, valued and respected, they are more willing to participate in their care and make decisions that are congruent with their values and beliefs. I work in a facility that has created councils that nurses can join. Through the Education, Practice and Operation councils, policies and guidelines of practice can be examined, discussed and changed as necessary. Education in cultural diversity has also been required to help nurses become aware of cultural differences. Administrative rounding and town hall meetings have helped employees with questions and concerns and have helped them to feel as though they have a voice in the decision making process. Because change can be slow, nurses can sometimes feel frustrated, but having an avenue through which change can occur brings the sense of empowerment and, therefore, increases job satisfaction. References Burkhardt, M. A. , Nathaniel, A. K. (2008). Ethics and Issues in Contemporary Nursing (3 ed. ). Clifton Park, NY: Thomas Delmar Learning. Patient empowerment– who empowers whom?. (2012, August 18). The Lancet, 380, 65 How to cite Power to Make a Difference, Papers

Running Head Change Management in Restaurant

Question: Define, with references, the word analyse? Answer: Analyse Analyze means to find out or discover the exact meaning of anything. Examining the details results in improved understanding of things (Collins, nd). The scrutiny of the thing makes the process more easy for the examiner. (Macmillan, 2015). Change Management Change is the inevitable truth, for the business it becomes all the more important in determining the change management process. The management challenge is to garner the right strategy so that the changes mitigate the risks (Caldwell OReilly, 2003). Theorists have pointed that change management to be effective it should be studied in a way that regular checks and balances are ensured for the effectiveness (Lemieux Mcguire, 2006). Interventions at required intervals improve the effectiveness for the organization. Planning for the changes includes all the sections of the organizations to be a part of the process. In case of the restaurants in Gantts Hill, which come under service industry it is all the more critical to satisfy the customers. Vision of the leader and his ability to satisfy the resistance that comes naturally against change should be taken into consideration. Kotter (1996) has stated the need for adequate climate before even the change happens. Lewis has also mentione d that the changes can be segregated into two types. One is the changes in the nature of the work done, second is the change in the motivation levels of the employees (French Bell, 1999). For the change in Gantts Hill Restaurant area The biggest challenges that restaurants have to meet in the Gantts Hill area are the cyber security management. Restaurants have to deal with anti social elements and therefore significant attention should be paid on the plan to deal with these issues. Strategies should be devised for the night time activities of the restaurants. This includes given training to the staff in handling the night time activities of the visitors. The other issue is the hygiene and cleanliness of the area. Change management plan should adopt measures like picking of the litter in the nights or attractive advertisements so that the people having night outs realize the important of cleanliness. Restaurants also benefit the economy and development of the area. The restaurants benefit from the effective transport system. The strategies for change management can be made revolving around the social media platform (Beerel Annabel, 2015) Social media has the capability of linking new people which us beneficial for the restaurants of Gantts Hill. This has also been noted from the key drivers of change in UK by the senior executives. Management plans should be based so that the economic and business volatility is mitigated. The second thing that comes in the change management is the leveraging of the technology so that the globalization and its benefits can be harnessed for the restaurants. The use of newer technology should be adopted in the purchase of inventory and its management. It can also be adopted by improving the supply chain, and the service to the customers (Chuaa, 2013). Adopting innovativeness can also fetch the fruits and attract new customers. It is therefore required that the innovativeness is built in the team efforts. The team of managers, stewards, waiters, chefs, and cooks should be s treamlined and integrated. New efforts should be made to create the services that are liked by the client. The other thing is to take into accounts the benefits for the customers. Conclusion Change management adoption should be on the basis of the organization and the environment in which the organization does its business. The discussion of change management in Gantts Hill restaurant was based on the strategies that can be adopted and the relevance of the same. References 1. Caldwell, D., OReilly, C. (2003). The determinants of team-based innovation in organizations: The role of social influence. Small Group Research, 34, 497517. 2. Collins Dictionary (nd). English Dictionary.Accessed on 27 January 2015. 3. Beerel Annabel (2015). Leadership and Change Management, Ethames Graduate School. 4. French, W. and Bell, C. (1999). Organization Development, 6th Edition. Upper Saddle River, NJ: Prentice Hall. 5. Kotter, J.P. (1996). Leading Change. Boston, MA: Harvard Business School Press. 6. Lemieux-Charles, L., McGuire, W. (2006). What do we know about health care team effectiveness? A review of the literature. Medical Care Research and Review, 63, 263300. 7. Macmillan Dictionary (2015). Accessed on 27 January 2015.

How successful was Louis XVIII in establishing stability in France during his reign Essay Example

How successful was Louis XVIII in establishing stability in France during his reign Paper Louis XVIII came to the throne after the warfare and economic dislocation of the Napoleonic years. He was king of France from 1814 until his death in 1824. To decide whether he was successful or not, first the word success has to be defined. Success is, in terms of being king, keeping the country running well (socially, economically and politically). I feel that during Louiss time as king, many important changes and incidents happened for the French people which he handled amicably and he was an overall success. His reign can be split into different periods, the liberal era and the ultra era. Upon coming to the thrown in 1814, Louis XVIII faced several problems. Since the demise of his brother, Louis XVI, France had been characterized by warfare and economic dislocation (Randell). Napoleon had left a war-weary population under heavy taxes to bankroll his doomed foreign conquests that had resulted in France being on the periphery of international politics. How ever Napoleon was successful in setting up an effective civil service bereft of corruption and the French people, particularly the Bourgeoisie, had gained from the French Revolution and feared the new Bourbon monarch would revert to the ways of the Ancien Regime. Thus, many would not have been heartbroken had Louis XVIII faltered. Many of the royalists supported him for what he stood for, not for who he was. They yearned for the political stability associated with a legitimate monarchy and were not pre-occupied with who filled the role. They wanted to gain a sense of security and permanence that had been missing in the recent past (Randell). They too were wary of Louis intentions. One of Louis first and arguably wisest decisions was to introduce the Charter by which he would rule. We will write a custom essay sample on How successful was Louis XVIII in establishing stability in France during his reign specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on How successful was Louis XVIII in establishing stability in France during his reign specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on How successful was Louis XVIII in establishing stability in France during his reign specifically for you FOR ONLY $16.38 $13.9/page Hire Writer It acted as a stabiliser as the first few months of his rule was crucial in gaining the silent trust, if not the public support, of the French people, especially the pays legal, those involved in politics. It was significant as it showed Louis accepted the gains the people had made as a result of the Revolution. The Charter guaranteed equality before the law for every Frenchman, proportional taxation, press freedom and the up keeping of a meritocracy in the civil service and military. This disproves the opinion of many that whilst in exile the Bourbons learnt nothing and forgot nothing. There existed a faction within the Royalists known as the Ultras. These were considered more royalist than the king himself. Many were i migri s and wanted an Autocracy, as in the days of the Ancien Regime. They possessed political clout in abundance and Louis was successful in keeping them in check, however they gain importance in the later years. The downfall of many Kings is in the Ministers they appoint. Louis XVIII shrewdly appointed competent moderate ministers in the face of an Ultra dominated Chamber, the most prominent Ellie Decazes. Under his guidance France experienced an economic boom which brought prosperity to the people and fostered stability in the country. Napoleon escaped from Elbe in 1815 and seized power in a period knows as the 100 days. Due to the support the French people gave him the allies punished France by making them pay war indemnities and stationing their troops in France until this was paid off. The presence of foreign troops in France angered the French people but the economic boom allowed for France to pay off the war indemnity by 1817 and the allies duly removed their troops. Louis was once again successful. Louis XVIII was successful in resisting the temptation to involve the Church in state affairs, especially education. However they were one of his main supporters as the Church was the source of news and information for all peasants, thus it was an effective tool in maintaining support. The King did make minor errors however. He restored the Bourbon flag as the national flag. After the 2nd restoration the King was seen as a puppet of the allies and the French people felt he turned a blind eye to the white terror, where Royal sympathisers persecuted those who had supported Napoleon upon his return. Was Louis XVIII successful as King of France? At home and abroad? Louis XVIII was king of France between 1815 and 1824. To decide whether he was successful or not, first the word success has to be defined. Success is, in terms of being king, keeping the country running well (socially, economically and politically) and making sure that the French people have the best conditions for life possible, this may mean that they are not completely content. During Louiss time as king, many important changes and incidents happened for the French people, many of which I feel Louis handled with great shrewdness and intelligence; therefore I feel that as king of France, Louis XVIII was a success. This is because of his attitudes politically, introducing the charter and therefore realizing that France could no longer return to the ancien regime; because he chose ministers who had moderate elements, so France could attempt to recover after war; and because he did his best to avoid any extremes in policy. On the other hand, there is evidence that Louis could have been described as a poor king, with, even though he was not directly involved, the white terror and the Ultra government, which had power But in 1820 the situation was becoming increasingly chaotic and Decazes resigned. Meanwhile Louiss age (he was 65 at this point) was telling on him. It was getting harder for him to fend off the Ultras. Increasingly power even within his own cabinet was passing out of his handsin particular when he was forced to accept Villi le (1822-1824) as prime minister and to take on board his brother as a member of the cabinet.

Complete Summary of The Prince essays

Complete Summary of The Prince essays Chapter 1: Machiavelli opens by telling us the different kinds of governments that have been held over men through out time. The two that he goes on to explain our that of monarchies and republics. Chapter 2: In maintaining a hereditary monarchy the royal family has a much easier time then that of a new monarch. Because if a prince is of true descent he will always be able to maintain his power. This is true because the people are more likely to love the prince unless he does something extraordinary to make his people hate him. Chapter 3: In talking of mixed monarchies, Machiavelli says that the new prince no matter how strong his armies are will always need the favor of the people to take control. If the new kingdom has the same language and nationality as you, then one must take into account to make sure the blood of the former prince is extinct, and to make no alteration to their laws and taxes. If the New Kingdom doesnt have the same language and nationality, then the two best options are to take up residence in the new land or set up colonies there. Chapter 4: Here we are told that if one is too hold on too all of his lands then it is easier if it is the prince and his servants not the prince and his nobles or barons. This is true because the people will be loyal to their local noble or leader and not the prince. So if revolution or the threat of an outside attack is in the air the people will side with their noble and the kingdom will not be unified. Chapter 5: On the subject of cities who used to govern themselves there are three ways one can go about trying to govern them. First, to despoil them, second, to go and live with them, and third, allow them to live under their own laws taking tribute from them, and creating within the country a government of few who will keep it friendly to you. But the only sure way is to despoil them. Chapter 6: Ones ability and good fortune can only tak...

Goal for the Case Study Assessment Coursework Example | Topics and Well Written Essays - 250 words

Goal for the Case Study Assessment - Coursework Example Some of the interventions undertaken include teaching directly to him and practicing with long patterns of vowels and having Chris to read short passages loudly daily to work on his fluency. Goal: Given a level 2 expository text, Chris would be in a position to read fluently at an 80WPM rate with a total accuracy of 90% to 93% on two out of the three tries measured by the QRI-5 by the time the year ends. Goal: Given an expository prompt of writing, Chris will comfortably move up[ from level to three and above on proper organization by using a proper structure of the text to help in answering the writing prompt measured by beginners writing continuum rubric. Objective: when writing his expository paper, Chris will use various graphic organizers as a pre-writing organizer to identify correctly the prompt’s text structure 2 out of the three consecutive opportunities (Brown-Chidsey & Andren,  2013).

The Impact of Internal Conflicts on World Poltics Term Paper

The Impact of Internal Conflicts on World Poltics - Term Paper Example From the end of World War II until 2000, over sixteen million perished through internal wars, compared to three and a half million from interstate wars, (Alley 1). For each interstate war within that period, approximately five internal conflicts occurred, the relative totals being 25 and 112 respectively and the incidence of internal war has abated since its peak during the 1990s, although not markedly, (Walensteen and Sollenberg 623)a. Averaging 53 months in duration, internal wars are often protracted; their bitter political effects and legacies of crime, lawlessness and impunity lingering even longer after the guns have fallen silent and even when seemingly settled they often maintain a lethal potential to reignite. Various termed internal, intra-state, or civil wars, these events often lack fine starting and concluding points as the conditions of neither war nor peace testify to inconclusive military outcomes and continuing settlement failure. These conditions harbour unaccountab le local elites exploiting them to loot the national patrimony as much about the causes, costs and impacts of internal conflicts remains essentially domestic, but its international dimensions are usually germane and often telling. Embattled governments invite outsiders in; internal conflicts spread across borders; war within states feed off and sustain commercial penetrations; intergovernmental and externally based non-governmental relief operations establish their presence; and these conflicts evoke an array of external interventions ranging from military infiltrations to United Nations (UN) Security Council enforcement engagements authorised under Chapter Seven of the UN Charter. Criminality is now a significant factor in the internationalisation of internal conflict and hence the comprehension of internal wars therefore requires an appreciation of their international dimensions and implications (Walensteen and Sollenberg 593-600)b. Without denying their significant international dimensions, definitions of intra-state wars focus primarily on domestic origins; events fought between self-aware, defined groups that have organisational capacities to plan and carry out military operations in support of political goals. When viewed as insurgencies, internal wars comprise unconventional armed violence organises to either topple an existing regime or secede from an existing state, (Snow 65 & Thakur 117), a distinctive feature is the widespread entanglement of civilians as agents and victims; and such risk overt targeting by protecting and harbouring combatants, operating inside borders and without sanctuaries to which they can withdraw. This confinement intensifies internal wars, combatants and civilians alike forced to live by the knowledge that, should they survive, they will likely have to physically coexist as former enemies and the evenge enacted locally as an end in itself confuses wide objectives, complicating agreement about negotiating priorities or settlem ent implementation within and between warring factions. Some internal conflicts drag on for so long that few involved retain notions of the originating casus belli or political purpose, the conflict in Angola being an example and to revise Hobbes, internal wars are nasty, brutish and long, (Alley 6) Impacts upon international politics Internal conflicts now cost the international community in a variety of ways. A first cost results from habituation to crisis as the trigger resource mobilisation and claims that such

Social Psychology: Concepts and Research

Social Psychology: Concepts and Research Sophia Ashraf Social Psychology Assignment At times people and groups resort to negative, cruel and even murderous behaviour. Drawing upon contemporary or historical examples analyse whether this behaviour is influenced more by social pressure/structure or by something more personally sinister or selfish. Social psychologists have devoted extensive interest in studying the attitudes, feelings and behaviours of human beings. They have come up with numerous explanations for both helpful and aggressive human behaviours. Philosophers explain these differences in terms of human nature. For instance, Rousseau believes humans are innately peaceful creatures. Therefore, anti-social behaviours are a consequence of wider societal and structural factors. In contrast, Thomas Hobbes believes humans are born evil and are predisposed to criminality. Overall, history is filled with numerous examples of altruistic behaviours. One such example is of Oskar Schindler, who risked his life and saved over 4,000 Jews during the Holocaust. Equally, history has also witnessed inhumane atrocities which include the My Lai Massacre in Vietnam in the 1960’s and the Rwanda and Bosnia genocides of the 1990’s (Hogg Cooper, 2007; Hogg Vaughan, 2014). Social psychologists have offered numerous explanations that influence the behaviours, attitudes and perceptions of people, in performing horrendous crimes against humanity. These include: social pressures like conformity and obedience, and also individual personality traits such as possessing an evil, sadistic and psychopathic character. In this essay, I will use examples of historical and contemporary atrocities, social psychological studies and theoretical concepts to explain the reasons behind why certain individuals and groups commit negative, cruel and murderous behaviours. In doing so, I will analyse whether this behaviour is influenced more by social pressure/structure or by something more personally sinister or selfish (ibid). Social psychologists identify obedience as a major social influence on human behaviour. This is because it involves obeying the orders of other living beings. Psychologists have found obedience to have both a positive and negative impact on human behaviour. For example, it prevents chaos in everyday life as people are socialised to obey laws such as traffic lights, and do so even without the presence of an authority figure. Alternatively, obedience has also proven destructive as many people have blindly obeyed the orders of an authority figure without thinking of the consequences of their actions. Social psychologist Stanley Milgram (1963, 1974) was highly interested in the effects of obedience on human behaviour, and in particular whether an individual would follow the commands of an authority figure if it involved harming another living being (Aronson et al, 2013; Hogg Vaughan, 2014). In 1963, Milgram carried out a famous ground-breaking experiment on obedience to authority at Yale University. He recruited around forty participants from the community via an advertisement, to participate in a study that tested the effects of punishment on learning. The experiment consisted of three roles which include an experimenter who was a man dressed in a white lab coat, a teacher whose role was always played by the participants, and a learner named Mr Wallace who was actually a confederate of the researcher. All participants were provided with a shock generating machine which had thirty levers in total and ranged from 15 to 450 volts. Participants were also given a sample shock of 45 volts before the experiment commenced. As part of the study, Mr Wallace had to learn a set of pair associates, whereas the teacher was required to administer electric shocks progressively to the learner each time they gave an incorrect answer (ibid). During the experiment, the learner made some correct and incorrect responses. Whenever the learner received a shock for an incorrect response, he would cry and scream in pain and often demanded to be released from the experiment. Consequently, this made participants feel agitated and want to withdraw from the research. In response, the experimenter would reply with a series of direct coercive statements such as ‘the experiment requires that you continue’, and ‘you have no other choice, you must go on’. (Hogg Vaughan, 2014: 242). Milgram’s initial assumption was that his participants would refuse to follow orders that involved harming another individual. However, he was extremely shocked when his results revealed that 65% of his participants continued administering electric shocks till the very end. This study illustrates the devastating impact of obedience, a social pressure which induces ordinary people to perform damaging acts against innocent vict ims (Hogg Vaughan, 2014; Helm Morelli, 1979). Milgram’s experiment has received considerable support from numerous researchers such as Hofling et al, 1966 who found that nurses also obeyed doctor’s orders to administer what they knew were harmfully incorrect doses of drugs to their patients. Milgram’s study has also received substantial criticism for its ethical concerns. Firstly unknown to the participants, the learner was actually a confederate who did not receive any electric shocks throughout the study. Secondly, Milgram’s participants were not provided with a fully informed consent and right to withdraw. This is because the experimenter verbally prodded them to continue during the experiment. His participants were also deceived about the true aims of the study, as Milgram was actually investigating the effects of obedience to authority on human behaviour. Milgram’s findings also lack generalisation to the wider population. This is because the study involved male participants and was conduc ted in a laboratory setting which does not reflect real life situations (ibid). Many historical and contemporary crimes have been committed in the name of obedience to authority. These include historic atrocities witnessed during World War II and the Nazi era, and also contemporary atrocities such as those which have been witnessed in Iraq, Afghanistan and Syria. In all of these horrific events, the perpetrators have claimed to be following orders. For instance, the Nazi official Adolf Eichmann who was held responsible for the death of six million Jews claimed he was following and implementing Hitler’s orders. Eichmann’s trial was covered by the journalist Hannah Arendt (1963) in her book ‘Eichmann in Jerusalem: A report on the banality of evil’. Like Milgram, Arendt was also interested in what made Eichmann and other war criminals commit such devastating crimes against humanity (Aronson et al, 2013; Hogg Vaughan, 2014). Within her book, Arendt reveals a shocking finding and asserts that ‘these ‘monsters’ may not have been monsters at all. They were often mild-mannered, softly spoken, courteous people who repeatedly and politely explained that they did what they did not because they hated Jews (or Muslims etc.) but because- they were simply obeying orders’ (Hogg Vaughan, 2014: 240). Here, Arendt illustrates the importance of structural explanations, in particular obedience which a form of social influence that predisposes war time criminals to commit negative, cruel and murderous behaviours. Nevertheless, this structural explanation has been criticised for ignoring the very fact that an individual’s pathological personality and a group’s cultural norms, may also make them more vulnerable to anti-social and murderous behaviours (Aronson et al, 2013; Hogg Vaughan, 2014). To explain a perpetrators negative human behaviour, Milgram makes reference to the terms the agentic state which denotes absolute obedience. He claims that within the agentic state people see themselves as mere instruments obeying the commands of an authority figure. As a result, individuals experience a diffusion of responsibility for their actions. This is because they transfer personal responsibility onto the authority figure. For this reason, Milgram believes that the agentic state can be used to explain the behaviour of perpetrators, who claim they are not liable for their actions as they were simply following orders. Moreover, even the threat of punishment for disobedience can force many people and groups to perform criminal behaviours against their own wish. However, it must be noted that not everyone obeys the commands of an authority figure, and many people do display resistance to commands that go against their own beliefs (ibid). Social psychologists have also identified conformity as another major social influence on human behaviour. It is defined as a process in which the individual changes their attitudes and behaviours in accordance with the group’s views. Psychologists have identified two types of conformity. These are informational and normative social influence. Firstly, informational influence is a type of conformity where the individual relies on information, knowledge and opinions of others as evidence about reality. Secondly, normative social influence is a type of conformity which is heavily based on others expectations. Here, the individual conforms because they feel a need to gain acceptance and social approval from their group. They also want to avoid feeling socially ostracised. In support of conformity pressures Mark Twain asserts, ‘we are discreet sheep; we wait to see how the drove is going and then go with the drove’ (cited in Kassin et al, 2008: 221). This quote shows how suggestible and compliant people can be as a result of numerous group pressures (Aronson et al, 2013; Kassin et al, 2008). The famous psychologist Philip Zimbardo was highly interested in understanding the downside of conformity, and coined the concept ‘The Lucifer Effect’ to describe how good people turn evil. In 1971, he conducted a famous study named the Stanford Prison Experiment, where paid volunteers were randomly assigned to the role of either a prisoner or a guard. The prisoners were arrested from their house, and were taken to a prison which consisted of bare necessities. Their possessions were removed from them and they were provided with a uniform and a unique ID number. Alternatively, the guards were also given a uniform to wear, along with items such as clubs and whistles which were symbolic of their authority. All prisoners were required to follow a set of fixed rules; otherwise they risked receiving severe punishment (Baron and Branscombe, 2012: Meyers, 2008; Zimbardo, 2007). Within the experiment, Zimbardo played the role of a prison warden who was interested in observing the reactions of his participants. He also wanted to know whether his participants would conform to the norms and requirements of their roles and whether they would behave like genuine prisoners and guards. Zimbardo found that the prisoners were rebellious at first but, then later became passive whereas, the guards grew more and more brutal and sadistic in their character. This was seen in the manner in which they harassed and dehumanised prisoners. Zimbardo found that these changes in behaviour were so disturbing that it became necessary to end the study after six days, when initial plans called for it to last two weeks. According to the individualistic explanation of crime and deviance, such inhumane behaviours may be attributed to individual factors such as a genetic predisposition to criminality (ibid). In opposition to the individualistic explanation, Zimbardo (2007) adopts a structural perspective to explain his findings. He argues that a person inclination to conform to the norms of their social roles such as that of a soldier or prison guard can have harmful consequences, as they may make decent people perform indecent behaviours against members of their own species. A real life parallel to the Stanford Prison experiment is the disturbing events of the Abu Ghraib prison which started in Iraq in 2003. In this horrific event, American soldiers physically abused Iraqi prisoners as they perceived them to be less than human. According to the individualistic explanation, these horrific atrocities are attributed to individual deficiencies and limitations. For instance, people who are labelled psychopaths, sadists, and evil creatures are more vulnerable to behave inhumanely with innocent people than psychologically normal people (Aronson et al, 2013: Baron and Branscombe, 2012; Keller, 2006). In relation to the Nazi Holocaust, the historian Daniel Goldhagen argues that ‘many German citizens were willing anti-Semitic participants in the Holocaust, not mere ordinary people forced to follow orders’ (Kassin et al, 2008: 243). Therefore, it may well be argued that the Germans had a character defect and were prejudiced and pathologically frustrated individuals. These factors influenced them to behave with cruelty towards others. On the other hand, developmental psychologists argue that anti-social and aggressive personality disorders can also predispose individuals to resort to criminal behaviours. For example, Adorno et al, 1950 adopts a psychodynamic framework and argues that early childhood rearing practices that are harsh and authoritarian produce individuals who are obsessed by authority and are more likely to be hostile and aggressive towards other people. This provides support for the claim that personality factors cause individuals to behave in a negative and cruel manner towards others (Aronson et al, 2013; Hogg Cooper, 2007; Kassin et al, 2008). In conclusion, social influence has proved to be a fundamental area of inquiry for social psychologists who attempt to explain the numerous influences on human behaviour. Psychologists argue that people and groups are subject to powerful and complex social pressures. These may originate from people, groups and institutions. Social psychologists explain violent and anti-social human behaviours as being either attributed to the individual, situation or system. Social psychologists have identified conformity and obedience to play an important role in influencing human behaviour. They have also identified individual factors such as a genetic predisposition to crime and also personality attributes such as a possessing a selfish, sinister and authoritarian personality to predispose people to behave criminally. There are also other factors that may shape. These include prejudice, discrimination and a radical ideology which may predispose people and groups to behave inhumanely with others. O verall, research on crime and deviance have revealed that it is highly complex to determine whether negative, cruel and murderous human behaviours are due to social/structural pressures or individual factors or a combination of both. Sexual Offences Act 2003: An Analysis Sexual Offences Act 2003: An Analysis The questions as posed raises a number of issues concerning the interplay between child and youth sexuality and the criminal law that is not readily resolved. The question shall be addressed using the following analytical approach that is intended to be considered progressively, commencing with the identification of the specific provisions of the Sexual Offences Act that demand the greatest scrutiny in when considering the interests of children. The analysis then explores the implications of the key terms employed in the question and how each may be interpreted in light of the Sexual Offences Act provisions; ‘children, ‘protection, ‘sexual abuse, ‘legitimate sexual behaviour, and ‘mistake are highlighted. The expression ‘over-criminalise is afforded a distinct consideration in view of the breadth of the potential sexual acts that might be prosecuted pursuant to the Act, coupled with the potential reach of both police and prosecutorial discretion in these proceedings. The analysis includes the review and inclusion of relevant academic commentaries that consider the issues noted above; the paper concludes with the assertion that while the Sexual Offences Act is an imperfect mechanism upon which to construct a protective scheme for children who are exploited or otherwise the victim of nonconsensual sexual activity, the current statute represents a legislative scheme that is clearly rooted in the public interest and one that addresses a number of important societal issues. The Sexual Offences Act, 2003 The Act provides for the regulation of a broad range of defined types of sexual misconduct. Commencing with s. 5 (Rape of a child), the enumerated Child Sex Offences provisions that are set out at sections 9 through 19 define the age limits applicable to establishing proof of the various enumerated offences. Section 10 (Inciting a child to sexual activity) is an example of the age definition employed in all of the Child Sex Offences: A person aged 18 or over (A) commits an offence if he intentionally causes or incites another person (B) to engage in an activity the activity is sexual, and   Ã‚  Ã‚  Ã‚  Either: (i) B is under 16 and A does not reasonably believe that B is 16   Ã‚  Ã‚  Ã‚  or over, or (ii) B is under 13 Various acts of sexual touching are criminalised: the offence of ‘Grooming (s.15) is noteworthy in that the proof of the offence does not require proof of any physical contact directed by the perpetrator to the child victim to establish criminal liability for a sexual offence. The ‘grooming provisions are primarily directed to Internet based contacts (such as by way of Internet chat rooms) or mobile telephone media, such as text messaging between adults and children as defined. Commentators have suggested ‘à ¢Ã¢â€š ¬Ã‚ ¦that applying the ‘grooming clause in practice is highly problematic given the difficulty of demonstrating ‘sexual intent towards a childà ¢Ã¢â€š ¬Ã‚ ¦(previous case law) à ¢Ã¢â€š ¬Ã‚ ¦illustrates the extent to which some sex offenders are prepared to go to secure a child for sexual activity and the overt manner in which ‘grooming occurred. The penalty provisions of the Act generally invite one of two types of dispositions. For the more serious offences such as rape, the maximum penalty is 14 years in prison; for the lesser offences the maximum penalty is a 5 year term. Subject to the definitions contained in each section, most offences are also capable of prosecution by summary means and a corresponding maximum penalty of 6 months in prison, or fine in the alternative. These provisions are considered in the context of the suggested ‘over-criminalisation, below. Key words As noted in the introduction, five words and phrases extracted from the question are employed to advance the present analysis. ‘Children It is submitted that while the definition of ‘child may be variable and highly dependent upon the context of any particular sexual circumstance, the age parameters set out in the Act are generally appropriate for the following reasons. While a child aged 13 or under may have the physical maturity and the emotional desire to engage in sexual activity (this varies significantly from person to person), there is strong academic support for the proposition that a young person of this age will generally lack the appreciation of the consequences of sexual activity, coupled with a lack of emotional maturity to necessarily deal with the activity in a safe and socially acceptable manner. Further when children are provided with the opportunity to use the Internet to make contact with virtual strangers, one comprehensive study revealed that over 60 percent of a sampling of London children aged 10 to 13 had limited understanding of the extent to which others could potentially harm them if they were not discreet concerning their personal identifiers or if they agreed to meet someone they did not personally know. In many respects the statutory definition may be regarded as a societal approximation. For any critic of the Act who believes that the age bar is set to high, particularly with regard to the 13 to 16 year old age range that involves the additional consideration of the concept of honest and reasonable mistake as to age, there are significant segments of modern UK society that define a child not simply by their biological age but in terms of their status as members of the family household, or as unmarried persons. Without stereotyping a particular group, the conservative elements of Christian, Muslim, and Jewish faiths all hold strong cultural / religious views that would place the definition of a child above age 13, or above age 16 where the mistake defences are invoked. An anomaly in the legislation is the disparity between the general age of majority laws in the UK and the sexual offence age provisions in some circumstances, a person can have consensual sexual intercourse at age 16 but be prohibited from voting, consuming alcohol, or entering into most kinds of contracts. The justification for this anomaly is beyond the scope of this paper; it is acknowledged that a greater measure of uniformity of age limits promotes consistency and social utility. However, it is also to be noted that the provisions are in general accord with the corresponding European Union conventions. ‘Protection It is submitted that one may properly be uneasy when significant consideration is given to concepts of protection when the conduct, such as sexual activity, is generally discovered after the fact. The protection afforded the public is that of the combined effects of publicity concerning the provisions and deterrence associated with the criminal process. ‘Sexual abuse The Act has properly defined a broad range of sexual touching and physical contact as potentially constituting sexual abuse. The definition must be broad to encompass the psychological and emotional harm that can (but not always does) stem from any kind of assaultive behaviour, no matter how seemingly minor. Further, the risk of long term damage in such occurrences is well documented; ‘à ¢Ã¢â€š ¬Ã‚ ¦More convincing evidence of the dangers of adult-child sexual activity comes from studies of cycles of sexual abuse The evidence is much stronger here-penetrative sexual acts by certain sorts of adults are virtually universal in paedophiles‘ childhood. Cramer reviewed numerous academic studies in this respect and concluded that ‘à ¢Ã¢â€š ¬Ã‚ ¦it is not surprising that no measurable harm comes to some teenagers who knowingly consent to an involvement with adults just a few years older than themselves. In some communities with different laws, they might be old enough to be free to engage in sexual relations. ..However, this does not mean that all adult-young person sexual relations are invariably non-damaging-or that it is possible to predict ‘harmless‘ ones with any confidence. The question as posed carries the implicit suggestion that sexual activity involving a ‘consenting child (consent as defined in the Act) is not a risk to the child. Cramer properly identifies the fact that harm is a considerable variable for the reasons noted above. Further, all considerations of what is abusive behaviour deserving of societal sanction and what is acceptable will engage a number of different perspectives. As mentioned with respect to the definition of a child, the cultural and moral position of the child and their family may be a significant factor in how the activity is characterised. Biological, emotional and psychological considerations are also at stake. Given the passage of the Act by the UK Parliament, there must be some measure of societal acceptance of the statutory regime as one that properly reflects UK societal concerns regarding this activity. ‘Over-criminalise This term must be approached from two perspectives. The first is the effect of the statutory penalty sections. These provisions on their face provide significant latitude for a sentencing judge to fashion a disposition that meets the demands of each case. One would expect the cardinal sentencing rule of ‘worst offence, worst offender to draw the sentences approaching what is unquestionably a significant penalty of 14 years for rape; rape is equally a horrible offence. It is also clear that the mitigating factors of a positive relationship between the offender and child, relative age disparity, and similar issues must mitigate in the favour of the offender. The concern expressed for over-criminalisation is addressed at least in part through the power to deal with the extremely minor transgressions of this nature by way of the conditional caution provisions, or by virtue of the general powers of discretion vested in the Crown Prosecution Service. There are elements of UK society who may legitimately feel that public legislation that mandates certain proceedings or dispositions is far preferable a public interest safety mechanism than a discretion vested in the prosecution that is essentially unreviewable. Conditional cautions have attracted a mixed review in the UK press and legal commentaries; they are perceived in some quarters as a system soft on crime. However, the conditional caution mechanisms address precisely the issue posited in the present question while the Act may provide significant sentences in the proper case, like all other UK statutes, its effect is ameliorated by the discretionary caution. The distinctiveness of the administrative structure of the conditional caution has been furthered through the development of the Gravity Factor Matrix, an assessment tool developed by the Home Office to assist police services and prosecutors in the determination of which types of occurrences should be subject to a conditional caution. Police forces throughout the UK have now incorporated the matrix into their internal policy and procedures. The general considerations of both aggravating and mitigating circumstances are set out in detail; the Home Office issued a similarly comprehensive guideline concerning warnings for young offenders in May 2006. The use of the caution process enjoys a widespread acceptance with prosecutors, with 24 per cent of all UK criminal offences charged resulting in this disposition; 17per cent more conditional cautions were issued in 2005 over the previous year. Given this trend, concerns regarding the risk of over-criminalised youth sex activity are misplaced, provided the prosecutorial discretion remains active in the consideration of sexual offences. ‘Legitimate sexual behaviour The question is one that is loaded with the assumption that ‘children (depending upon the age definition) will innocently engage or perhaps experiment with sexual activity. In a hypothetical occurrence between a 14 year old boy and a 13 year old girl, where consent in the practical sense is alleged, it is difficult to imagine a reasonable person characterising the interaction as ‘sexual abuse† (subject to the cultural and religious observations noted above). The Act is clearly aimed at circumstances of the prescribed age difference creating a practical presumption of inequality, or the obvious circumstances of harm that are consistent with abuse. ‘Mistake It is contended that there is nothing within the framework of the Sexual Offences Act, 2003 that creates a potential deviation form the now well developed legal principles in support of the defence of mistake. Due statutory deference is paid to the fact that sexual offence circumstances are often emotionally charged, carrying the potential to affect recollection and perception,. For these reasons reasonable mistake of fact as to age must remain an available defence; wilful blindness and recklessness are relegated (as they should be) to the category of mitigation, if any. It seems doubtful given all of the factors noted above that the UK courts would embrace the de facto reverse onus now imposed upon an accused in these circumstances by the Supreme Court of Canada. The availability of mistake in the statutory regime is consistent with the European Convention provisions regarding the assurance of a fair trial. Conclusion The present question does not recognise the strengths of the Sexual Offences Act as they pertain to children who are victims of sexual assault. The act strikes an appropriate balance between individual rights and societal protection.

Globalisation of Higher Education Essay

The term ‘globalization’ means integration of economies and societies through cross country flow of information, ideas, technologies, goods, services, capital, finance and people. Globalization is a process, which has affected many areas of human life, one of those being education. The effect of globalization on education bring rapid developments in technology and communications are foreseeing changes within learning system across the world as ideas, values and knowledge, changing the roles of students and teachers, and producing a shift in society from industrialization towards an nformation- based society. Globalization has a multi- dimensional impact on the system of education. It promotes new tools and techniques in this area like E- Learning, flexible learning, distance education programs and overseas training. The globalization of education is shaping young children of a country into ‘global citizens with a broad range of skills and knowledge to apply to a competitive information based society. Globalization also facilitates international collaboration and cross- cultural exchange. Globalization of higher education is a major concern for all societies. As the essential driving force of economic, social and human development, education is at the heart of the change that is dramatically affecting our world in the areas of science, technology, economic and culture. This paper will analyze the positive and negative impact of globalization on Higher education for developing countries. Effective education system is the foundation of opportunities to lead a decent life. One should ensure that all Children should have adequate access to education at all income level. The paper argues that education is a core element of society. The basic cause of global inequality is due to the difference in opportunities in education between different countries. People can only contribute and benefit from globalization if they are endowed with knowledge, skills, and values and with the capabilities and rights needed to pursue their basic likelihoods. The accuracy of the analysis is dependent upon the accuracy of the data reported by various people of the country. The result of this study will help all the sectors of the society to understand better, the culture, values and education system of other countries and facilitates its adoption. Educators can also use this result to bring the changes in their areas if necessary. Introduction The term â€Å"Globalization† represents the international system that is shaping most societies today. Globalization is a process by which many areas of human life such as economies, societies, politics, business and cultures have been affected around the world. One of these areas being education. The term ‘globalization’ means integration of economies and societies through cross country flows of information, ideas, technologies, goods, services, capital, finance and people. It s characterized by an accelerated flow of trade, capital and information as well as mobility of individuals, across geographical borders. It reflect comprehensive level of interaction than that has occurred in the past, suggesting something beyond the work â€Å"international†. Globalization means more competition, not just with other companies or institutions in the same city or the same region. Globalization also means that national borders do not limit a nation’s investment, production, innovation and education. Therefore, the term â€Å"globalization† has acquired many emotive commutations. At one extreme, globalization is seen as an irresistible and benign force for delivering economic prosperity to people throughout the world. At the other, it is blamed as a source of all contemporary ills. However, while the theory of globalization is relatively new, the process is not. Roberson (1992) further states that globalization was initially discussed from economic perspectives, but soon after it became a topic for discussions among intellectuals from cultural perspectives as well. According to Giddens â€Å"Globalization the dialectic of homogenization and heterogenization† (1991. p22). In other words, globalization, by intensifying the interconnectedness among different people, things and ideas, homogenizes the world and yet at the same time, the world becomes heterogenized as people are more aware of differences due to the increasing proximity with differences under a globalize world (Giddens, 1991 ). The notion of the world community being transformed into a global village, as introduced in 1960 by Marshall Mc Luhan in an influential book about her newly shared experience of mass media, was likely to be the first expression of the contemporary concept of globalization. Cited in Epstein, 2002). After 1980, accounts of globalization focused on a professed tendency of societies to converge in becoming modern, described initially by Clark Kerr and colleagues as the emergence of industrial man (cited in Robertson, 1992). One critical issue that emerges from all of these restructuring processes is the central role of Knowledge, education and learning for the success of the Global Information Society (GIS) and global information economy. Globalization impacts all aspects of society. Higher education may and business contents seem particularly influenced by them. In the twentieth century, may developing countries have xperienced growth in the educational facilities available to them due to the entry of institution from the west. Some believe that this process is an invaluable opportunity for the people of the developing counties to increase their skills and standard of education. Other fear that it is merely a modern version of cultural imperialism that will lead to the creation of a universal, ultimately western society. People can only contribute and benefit from globalization if they endowed with knowledge, skills and with capabilities and rights needed to pursue their basic livelihoods. They need employment and incomes, and a healthy environment. These are the essential conditions with empower them to participate fully as citizens in their local, national and global communities. Education is a major concern for all societies. As the foundation and essential driving force of economic, social and human development, education is at the heart of the change that is dramatically affecting our world in the areas of science, technology, economics and culture. Steven Schwartz (http:// www. Ssn.. flinders. edu. u) believed that â€Å"Education, where possible, hould be integrated into the private sector because ‘higher education is increasingly and international enterprise’ and thus will increasingly be pressured and drawn into deregulation and privatization. † This paper analyses the effect of globalization on higher education and also discusses about the impact of globalization on higher education, various opportunities and challenges on the society. Imp act of Globalization of Higher Education. Education is undergoing constant changes under the effects of globalization. The effects of Globalization on education bring rapid developments in technology and communications are oreseeing changes with in school system across the world as ideas, values and knowledge, changing the role of students and teachers, and producing a shift in society from industrialization towards and information- based society. It reflects the effect on culture and brings about a new form of cultural imperialism. It brings rapid development in technology and communications are foreseeing changes within school system across the world as ideas, values and knowledge. The rise of a global society, driven by technology and communication development are shaping hildren, the future citizens of the world into ‘ global citizens’, intelligent people with a broad range of skills and knowledge to apply to a competitive. , information based society. The future of countries often lies with in their ability to compete in a global market where industrial based economies are giving way to knowledge based industries, realizing the importance of â€Å"knowledge skills and the intellectual capacity to meet the challenges of accelerated change and uncertainty†. Education is becoming a lifelong learning and training process, developing ransferable skills and knowledge that can be applied to competitive markets where knowledge and information is being trades as a commodity. Although globalization seems to be unavoidable to many counties and numerous initiative and efforts have been made to adapt to it with aims at taking the opportunities created from it to develop their societies and people, in recent years there are also increasing international concerns with the dangerous impacts of globalization on digenous and national developments. Various social movements have been initiated against the threats of globalization particularly in eveloping countries. The negative impacts of globalization include various types of economic, political, and cultural colonization by advanced countries on those developing and under- developed countries. In evitable, how to maximize the opportunities and benefits from globalization to support local developments and reduce the threats and negative impacts of globalization will be the major concerns of developing countries. Opportunities of globalization of higher education Knowledge is the driving forces in the rapidly changing globalize economy and society. Quantity nd quality of specialized human resources determine their competence in the global market. Emergence of knowledge results in both challenges and opportunities. It is well known that the growth of the global economy has increased opportunities for those countries with good levels of education. Globalization has a multi-dimensional impact on the system of education. It promotes new tools and techniques in these areas like- E- learning, flexible learning, distance educational programme and overseas training. The introduction of technology into the classroom is changing the nature f delivering education to the students is gradually giving way to a new form of electronic literacy , more programs and education materials are made available in electronic form. Teachers are preparing lectures in the electronic form and even students are presenting assignments and giving papers in the electronic form. The blackboards have been replaced by the LCD’s. The chalk has been replaced by the pointers and the power point presentations. Books have been replaced by compact discs. Even grades and the exams are gradually becoming available through electronic means and notebooks are replaced by laptops. Now the students do not have to carry heavy bags to the classrooms. Even the students can be examined through computer managed learning system and do tutorials exercises on a computer rather than in the classroom. Even, the technology has given the opportunity to deliver the material through electronic source i. e. via power point presentation and even the notes can be distributed to the students via electronic mail. With such changes and the emergence of video conferencing and the internet, the barriers of distance are being broken down at a rapid rate, due to the key aspect of globalization. Students and adults or in other works each and every person can now learn in variety of ways and there is no longer any need to be physically present in the education institutions in order to learn. The material is becoming readily available over internet, through video conferencing and tape recordings. Teacher can deliver the lecture to the whole class with the help of video conferencing without being physically present in the class. Now, the student of can get the education from any part of the world without traveling over there. The person can stay in his /her own country and et the education of which country he/ she wishes without going over there. Students can learn any time and at any place. Anyone can maintain libraries of texts, images computer software and other forms of data, anywhere at any time. The rapid growth of television services, with their immense influence as media of mass communication, has been very relevant in the technological shift. Other larger contribution to this shift includes the transistor and space satellites. Communication and information based technology over the years is the internet. This is a massive network of computers located hroughout the world. Developments in the delivery of education is allowing for individuals to explore new areas of learning and thinking that could not be done with pen and paper. They are discovering knowledge through inquiry and experimentation rather than memorizing facts in a teacher dominated classroom setting. Another opportunity of international trade leads to allocation of resources that is consistent with comparative advantage. Globalization results in specialization which enhances productivity. Thus, the international trade, in general, is beneficial and that restrictive trade practices impede rowth. That’s why many off the emerging economies, which originally depended on a growth model of import substitution, have moved over to a policy of outward orientation. Globalization of higher eduction also gives the opportunity in movement of capital. Capital is a key factor of production. Capital flows across countries have played an important role in enhancing the production base. Without capital any type of economic activity is not possible. Capital mobility enables the total saving of the world to be distributed among countries which have the highest investment potential. Emergence of strong capital market has been one of the important features of the current process of globalization while the growth in capital and foreign exchange markets have facilitated the transfer of resources across borders, the gross turnover in foreign exchange markets has been extremely large. The internationalization of higher education can be linked to various internal and external changes in the international system. Externally, there have been changes in the labor market, which have resulted in calls for more knowledge and skilled workers and workers with deeper nderstandings of languages, cultures and business methods from all over the world. â€Å"Modern education is almost exclusively focused on preparing children for an urban future. † Challenges of globalization of higher education No doubts, higher education has attained a key position in the knowledge society under globalize economy. However, the challenges faced are immense and far- reaching. Its impact on the clientele via, individuals, institutions, systems and societies are not only not clear but also not comprprehentible at this moment unless it is viewed in the context of various other factors that re simultaneously operating on the higher education system. Some agrees that the rapid cross national flows of people, goods , capital and information may dissolve the nation states, push institutions( university is the one) into a common mould where as others disagree. It is assumed that globalization promises dramatic and rewarding change to the higher education system, of societies, which are relatively stable in their political, social and institutional make up, while for the will performing higher education system. It is also true that globalization has given the dvanced economies a huge advantage as they had made enough preparation prior to its launching while others are caught in the trap without any preparation. Integration into world economy today’s implies not only mastery of traditional knowledge but also the capacity to acquire the new skills required by a knowledge society. It is therefore evident that an unequal sharing of the new communication and information technologies only serves to reinforce existing inequalities. While education deficits are obviously greater in developing countries, this is a major issue in developed countries as well. In many industrialized countries there is a persistent problem of illiteracy and low skills, which is and important source of social exclusion. Unequal access to education also fuels growing wage inequality and worsen the income distribution. The uneducated and unskilled in industrialized counties face sever disadvantage in an increasingly competitive global market. However, the provision of both primary and secondary schooling increased during the 90’s across the globe, but progress is inadequate and hides the differences between counties and regions. There are many evidences that the more rapid progress is possible if the political will nd the resources exists, in high and low income countries alike. The increase in poverty in the world is the most tragic phenomenon in this era of abundance. It is the cause of marginal and the exclusion of increasingly bigger groups of the world population and in particular, affects children, the young and women. As a consequence, we see the development of cultures of poverty and marginalization that lock the same people into the cycle of poverty and reinforce their exclusion. But it is still the inequality with regards to knowledge that constitutes one of the biggest challenges of our societies. The traditional raw materials and non renewable natural resources under threat of extinction no longer occupy the most important place in the process of production and development . It is knowledge in itself that has become one of the key resources of economic growth. The introduction of technology is also becoming a challenge to the society. As the implementation of technology and communication to be successful and to educate a society, both the students and teachers need to be technologically literate. Communication technology is offering new challenges for students of all abilities as they can discuss issues of concern with heir fellow students from around the world. A shift in education is becoming evident where more responsibility is being placed on the individual for his or her learning, instead of solely on the teacher. Subsequently, the teachers themselves also need to be highly technologically literate, needing the competence and confidence to prepare students for a global information society. Just because of technology and communication seems to be creating in human life between the ‘haves’ and the ‘have nots’ resulting in a bifurcated society of those who can afford such information technology and those who can’t. so too does globalization. While education institutions in western societies are embracing technology, developing countries are once again left behind, too weak and fragile to implement development programs for education, let alone introduce technology as well. There are severe limitations in delivering basic services. A lack of infrastructure and funding makes it difficult to implement any technological and communication advancements. However, despite differences in economy, political, cultures and society, second and third worlds have adopted educational ideals from western thought and are anxious to appear odern and therefore promote education as a symbol of modernity and development to their own population and the foreign countries. The spread of education internationally, as a result of globalization, has clearly had effects on Cultures worldwide. Now the sources of wealth come from knowledge and communication instead of natural resources and physical labour, which once characterized the United States as a n industrial society. This is a global rather than a national economy. The new economy puts a premium on intellectual capital and the people who produce it. This means that the demand for igher education is expanding dramatically. Education is needed throughout a lifetime, and the marketplace for that education is international. This growth makes education appealing to the private sector. Educational institutions have reacted by becoming more market oriented. Due to this increasing free trade around the globe- to end protection in many sectors so that there is more competition and privatization, education is increasingly being drawn into this global capitalist competition. The internationalization of education has become one of the key themes of ducational policy and planning in the 1990’s and the integration of worldwide capital and labour markets; educators are being forced to respond to a new set of challenges. The demographics of higher education have changed substantially. Less than one fifth of today’s college students meet the traditional stereotype of attending school full time. For the new majority of students, higher education is not as central to their lives as it was for previous generations of students. Research shows they want a very different relationship with their college than students have historically had. They are unwilling to pay for activities and services they do not use. Higher education is being subjected to greater criticism than in the past on issues varying from low productivity and higher cost to the quality of leadership and the inadequacy of technology use. This is an invitation to a private sector that rightly or wrongly sees higher education as the next health care industry. Another challenge is of currency trade. Currency trade has become an end in itself. However, the volatility in the foreign exchange has created often times panic situations. The most recent xample of this was the East Asian crisis. Contagion of financial crises is a worrying phenomenon. When one country faces a crisis, it affects others. It is not as if financial crises are solely caused by foreign exchange traders. Another, major concern is to deliver world class education with updated curriculum and practical exposure. This is possible only by attracting talented and experienced persons in to academics. At present it is difficult to assess not only the nature and dimensions of globalization, but also what it means to the field of education. A few educational researchers have attempted to made onnections between the several dimensions of globalization and the policies of education. Globalization of Higher Education in India India is also following the global phenomenon. As part of globalization, the economic reform packages were introduced in India in the beginning of 1991. These reform packages imposed a heavy compression on the public budgets on education sector, more specifically so on higher education. This has trickled down to public expenditure on education in general, and higher education in particular. Indian government and Indian corporate sector has recognized the importance of management ducation in the ganging global scenario. Today under the reforming economic conditions, integration of the Indian economy with world economy presupposes efficiency and competitiveness in the domestic front as well as in the international arena. As the process of globalization is technology-driven, and knowledge driven, the very success of economic reform policies critically depends upon the competence of human capital. But, what is observed is the reverse. Even within the education sector, relative priority assigned to higher education has been on the decline. It is to be realized that higher education institutions lay an important role insetting the academic standard for primary and secondary education. They are also responsible for not only providing the specialized human capital in order to corner the gains from globalization, but also for training inside the country, provide policy advice, etc. Globalization is expected to have a positive influence on the volume, quality an spread of knowledge through increased interaction among the various states. Today our education system is strong enough but central and state governments should change their roles with in the education system, re- inventing them as facilitating supervisory rganizations. Teacher training, infrastructure and syllabuses need to be urgently upgraded. Industry should come forward to share experience with students and to offer more opportunities for live projects. Commercial institutions offering specialized education have come up everywhere. In view of globalization many corporate universities, both foreign and Indian, are encroaching upon our government institutions. Our Institutes like IIM’S and IIT’S have produced world class professionals. These institutes imparts quality education as per industry expectations and give due importance to institute Industry interface. Under the new scenario, Government – Private partnership is becoming important in Management Education. Now India is a transforming country. We are near to achieve status of developed nation. The demand for higher education has been growing rapidly with comparatively faster growth in enrolment in higher educational institutions than the growth in number of higher educational institutions. The growth rates are doubled among the students enrolled in post- graduate and research, while the number of institutions for post –graduate and research studies has grown at a slower rate in 1990’s than in 1980’s. India is witnessing new era in the field of Management Education. Many Corporate groups like Reliance, Nirma, Tata, Sterlite etc have promoted Management Institutes. Some reputed foreign universities are also coming to India. But government should issue some guidelines so that fees structure remains with in certain limit and those who are from economically poor background have same opportunity. Conclusion Globalization has had many obvious effects on educational technology and communication systems change the way education is delivered as well as roles played by both teachers and tudents. The development of this technology is facilitating the transition from an industrial based society to an information-based one. At the same time, there is a dark side to globalization and to the very openness of the new information systems. While the richest countries grow richer, the poor are becoming poorer. Income, information and education gaps between the rich and the poor are widening not narrowing: economic crises, trade imbalances and structural adjustments have precipitated a moral crisis in many countries, tearing the basic social and ultural fabric of many families and communities apart, resulting in increasing youth unemployment , suicide, violence, racism and drug abuse and anti social behavior form schools. In the 21st century, education systems face the dual challenge of equipping students with the new knowledge, skills and values needed to be competitive in a global market while at the same time producing graduates who are responsible adults, good citizens both of their country and of the world. Thus, globalization challenges us to rethink not only how much education is needed but also its ultimate purposes.