Advertising Management Essay Example | Topics and Well Written Essays - 3000 words

Advertising Management - Essay Example A SWOT analysis shows an impressive record of performance of the Octopus card in Hong Kong and the present proposal is to only change the brand name into Shenzhen Octopus and duplicate the advertising strategies adopted originally for the Octopus Hong Kong card though more advertising principles still justify the same strategies. Lessons learned in the past have also been duly taken into account in formulating the strategies for the proposed launch. The strengths and opportunities outweigh the weaknesses and threats for the new proposal. Shenzhen is in China bordering Hongkong and Hongkong has all the logistic advantage in doing business in Shenzhen more than in any other part of China. China sequel to embracing consumer economy is estimated to have a credit market which would surpass the U.S. market in its size by 2020 due to urbanization and creation of wealth. The number of cards issued by the Chinese Banks numbering 200 million at present is expected to touch 800 million by 2020. But the fact remains Chinese still prefer cash or debit cards rather than spend on credit (Madden, 2010). In view of above information, Octopus card is not new to Shenzhen though it is not as popular as it is in it its parent location Hongkong or for that matter, Oyster cards in London or others elsewhere. Chinese consumers are conservative in their outlook unlike Hong-kongers who share British culture. Since Octopus card is popular in Hong Kong, the company just has to duplicate its existing advertising strategies. Now SWOT analysis of Octopus card’s market itself will be useful for duplicating in Shenzhen where it has been already in use though it has now been proposed to change the brand as Shenzhen Octopus for which an awareness campaign is necessary. As seen above, 9 million cards are in use through which 7 million transactions are done daily which would amount to US 2.2 billion (HK $ 17.2 million) per year in Hong Kong

Incremental Advances in WTO Negotiations Essay Example | Topics and Well Written Essays - 1250 words

Incremental Advances in WTO Negotiations - Essay Example Agricultural Export Subsidies and Cotton The final declaration requires elimination of agricultural export subsidies by 2013, a date agreed to the European Union (EU). The EU is important to be considered here as it accounts for about 90 percent of such spending. The US along with the developing countries were thinking on lines of 2010 as a deadline as they believed it could suffice better progress. The declaration requires elimination of export subsidies on cotton maximum by 2006. this issue is particularly important for West Africa. The U.S. Congress is likely to repeal U.S. cotton export subsidies already, in order to come in line with an adverse WTO dispute-settlement panel ruling. It would accord them duty-free, quota-free access to cotton from the lesser developed countries. However, this can practically only take effect once implementation starts on any final agreement reached in the Doha negotiations. It states as an objective that any negotiated cuts in domestic support spending for cotton farmers in countries that have such programs would have to go deeper and be put into practice faster than any other domestic agricultural subsidy cuts. The U.S. delegation worked intensively with mediators from Burkina Faso, Benin, Mali, Chad and Senegal; countries that had threatened to block any Doha agreement without acceptable resolution of the cotton issue. Everyone wants to reduce subsidies and eventually eliminate subsides in agricultural goods, was the general impression at the conference. But here was the argument whether this should be true for all agriculture except cotton, or otherwise. Ultimately, cotton has finally been placed with the rest of its agriculture fraternity. Duty-Free, Quota-Free Market Access The declaration requires the provision of duty-free and quota-free market access for most products from the 32 least-developed countries by 2008 or no later than the start of the implementation period of any agreement. It requires such access for at least 97 percent of products as that fall in line with the tariff schedule. The United States had pressed for exceptions to duty-free, quota-free for specific products that already trade competitively on the global market. The United States has not decided on what products it might exclude from duty-free, quota-free treatment.Sugar may or may not be one possibility.Earlier in the week it was suggested that other possible exclusions, including certain competitive textile products from Bangladesh and Cambodia may be considered. The Doha negotiations have languished almost since they were launched in 2001, with an impasse over politically difficult agriculture issues blocking most other progress. By the end of 2006, they are scheduled to conclude a deadline of sorts for the United States, which has trade negotiating authority from Congress only until

Aspergers syndrome: definition, assessment, therapeutic intervention

Aspergers syndrome: definition, assessment, therapeutic intervention Introduction This essay focuses on Aspergers syndrome. This special educational need was chosen because I have a personal interest in this condition. The essay looks in detail at how Aspergers syndrome is defined and how Aspergers syndrome is assessed and diagnosed. The essay then moves on to discuss the various therapeutic interventions for Aspergers syndrome and what teaching approaches are appropriate for children presenting with this condition. The different theoretical perspectives from which Aspergers syndrome can be understood are then discussed, namely the medical model, the social model and Bronfenbrenners ecological model. What is Aspergers syndrome? According to Klin et al. (1995), Asergers syndrome is a severe developmental disorder characterized by major difficulties in social interaction and restricted and unusual patterns of interest and behaviour. There are many similarities with autism and there is still discussion as to whether Aspergers syndrome and autism are actually different conditions (Klin et al., 1995). As Klin et al. (1995) highlight, however, the APA made Aspergers syndrome officially a separate diagnosis following the results of a field trial, which revealed that Aspergers syndrome does have different diagnostic criteria to autism. Other definitions of Aspergers syndrome differ from these definitions, with the American Psychiatric Association, via their Diagnostic Statistical Manual of Mental Disorders IV, defining a diagnosis of Aspergers syndrome as, requiring four of five listed criteria be present, including at least two indicatros of a qualitative disability in social interaction (e.g., serious impairments in peer relationships, social reciprocity, nonverbal behaviours, empathy) and at least one in the category of restricted behaviours or rituals (e.g., rigid adherence to rules or routines, preoccupation with a narrow interest, parts or objects, repetitive motor movements) (Safran, 2002). Medicine.Net defines Aspergers syndrome as an autistic disorder most notable for the often great discrepancy between the intellectual and social abilities of those who have it (Medicine.Net, 2010). The Autism Society of America defines Aspergers syndrome as, à ¢Ã¢â€š ¬Ã‚ ¦high functioning autism with no speech delay (Aut ism Society of America, 2010). It is clear, therefore, that there are a variety of definitions of Aspergers syndrome, with this confusion arising as a result of the difficulty in diagnosing Aspergers syndrome, as will be discussed later in the essay. In terms of the clinical features of Aspergers syndrome, a paucity of empathy is usually noted, as is naÃÆ' ¯ve, inappropriate and one-sided social interactions with pedantic and monotonic speech (Klin et al., 1995). In addition, poor non-verbal communication and intense absorption in specific topics and clumsy and/or ill-coordinated movements all help to identify children with Aspergers syndrome (Klin et al., 1995). It is noted that the onset of the condition occurs later than the onset of autism with children living with Aspergers syndrome having a normal range of intelligence (Klin et al., 1995). The Diagnostic and Statistical Manual of the American Psychiatric Association (DSM-IV) provides the following, more detailed, diagnostic criteria, qualitative impairment in social interactionsà ¢Ã¢â€š ¬Ã‚ ¦(and)à ¢Ã¢â€š ¬Ã‚ ¦restricted repetitive and stereotyped patterns of behaviour, interests and activities manifested by either encompassing preoccupation, apparently inflexible adherence, stereotyped and repetitive mannerisms or persistent preoccupation with parts of objects with these guidelines recommending that Aspergers syndrome be diagnosed where all other conditions have been excluded (Klin et al., 1995). It is noted that children living with Aspergers syndrome have no delay in their acquisition or use of language and that the disturbances the syndrome cause can cause major clinical impairments, such as socially, occupationally or in other areas of functioning (Klin et al., 1995). Assessment of Aspergers syndrome Assessment of Aspergers syndrome, particularly in children, is difficult as there is a paucity of diagnostic instruments and no standardization amongst the diagnostic tools that do exist (Howlin, 2000a). The problems of differentiating Aspergers syndrome from autism, particularly in the ICD-10 and DSM-IV systems, is also a complicating factor in the assessment of Aspergers syndrome: as Howlin (2000a) argues, attempting to develop diagnostic tools in the absence of any clear definition of Aspergers syndrome is attempting to put the horse before the cart (Howlin, 2000a). As Klin et al. (1995) argue, the lack of awareness of professionals of the condition can also make diagnosis difficult, with a comprehensive assessment of children suspected of having Aspergers syndrome needing to include the patients medical history, a psychological assessment, communication and psychiatric assessments, parental conferences and further consultation, if necessary. The initial stage of any assessment is to take a careful medical history, including all information relating to the childs development, from pregnancy to the present; next, a psychological assessment would be undertaken which would aim at establishing the childs level of emotional functioning, their strengths and weaknesses and their preferred style of learning (Klin et al., 1995). Next, communication and psychiatric examinations would be taken, which would collect both quantitative and qualitative information about the childs willingness and ability to communicate and their psychiatric status. One complication with diagnosing Aspergers syndrome is that many of the clinical manifestations of this condition are similar to those manifested by autistic children (Bishop, 1989). As argued by Wing (1988), because the diagnosis of autism is so difficult, as autism appears to present as a continuum of symptoms, with no clear boundaries, this has further complicated the diagnosis of Aspergers syndrome. As Wing (1988) discusses, the only clear diagnostic tool for diagnosing some form of autistic disorder is the presence of social impairment; the degree of social impairment, coupled with other symptoms, can then lead to the diagnosis of other forms of developmental disorder, such as Aspergers syndrome or semantic-pragmatic disorder (Bishop, 1989). Placing children along the autistic continuum, with autism being divided along two main axes of interests and social relationships and meaningful verbal communication, can thus help to diagnose the three different conditions (Semantic-pragma tic disorder, Aspergers syndrome or autism), with children diagnosed with autism being classed as more abnormal along these axes and children diagnosed with Aspergers syndrome being classed as abnormal along the interests and social relationships axis and normal along the meaningful verbal communication axis (Bishop, 1989). Yet, this does not stop researchers attempting to produce an assessment tool for the clinical diagnosis of Aspergers syndrome. Scott et al. (2002), for example, report the development of the CAST (Childhood Asperger Syndrome Test), which they designed to be able to screen children for Aspergers syndrome. The test is suitable for 4-11 year old children and was tested on 37 children with typical development and similar numbers of children with suspected Aspergers syndrome, with the finding that the tool detected significant differences between the sample means of normal children and those children living with Aspergers syndrome (Scott et al., 2002). It was concluded, therefore, that the CAST is a useful tool for the clinical diagnosis of Aspergers syndrome or to identify those children at risk of Aspergers syndrome and related conditions. As has been argued, however, the validity of this test is questionable, given the lack of a clear definition for Aspergers syndrome. Therapeutic interventions As highlighted in Klin et al. (1995), the treatment of Aspergers syndrome is, essentially, to provide support to the child in the event of any distress. There have been suggestions that behavioural coaching and supportive psychotherapy, can have some degree of positive effect on children with this condition although this has yet to be tested rigorously (Klin et al., 1995). As Weiss (2005) argues, however, no therapeutic interventions have been shown to be completely successful in treating the negative manifestations of Aspergers syndrome. Jacobsen (2004), however, makes a case for the use of individual psychotherapy and case management for children with Aspergers syndrome, as the therapeutic relationship can become an important source of support and routine for these children. As the mind of an individual with Aspergers syndrome is different to the mind of someone who does not live with this condition, it is important to consider theories of mind in the evaluation of the therapeutic needs of children living with this condition. Various tests, such as false belief tests, for example, have suggested that children with autism have an impaired theory of mind, with Baron-Cohen (2001) relating how theory of mind refers to the ability to reflect on ones own and others minds with children living with conditions along the autism spectrum having difficulty in understanding other peoples minds. As Baron-Cohen (2001) argues, much of the basic research in this field, on functional brain neuroimaging, for example, may have clinical applications in the areas ofà ¢Ã¢â€š ¬Ã‚ ¦early intervention or early diagnosis. As Gevers et al. (2006) report, a social cognition programme based around this lack of a theory of mind had some success in dealing with children with pervasive development disorders including Aspergers syndrome, with this treatment intervention significantly raising consciousness of the feelings of others in those children who were assigned to this arm of the trial. This article gives hope to those parents of children with Aspergers syndrome, and to those adults living with Aspergers syndrome, that some therapeutic intervention may result from Baron-Cohens work and allow them to live a full life, free of the problems that Aspergers syndrome brings to them. Theoretical perspectives on Aspergers syndrome This section will discuss three main theoretical perspectives that are used/can be used to define Aspergers syndrome, namely the social model, the medical model and Bronfenbrenners ecological model. As Bricout et al. (2004) argues, children who live with disabilities, and also their families and social workers, face complex social and institutional environments in their quest for developmental, educational and daily living supports. Models of disabilities can provide conceptual frameworks with which to understand their disability and can inform the decision-making processes of parents and social workers (Bricout et al., 2004). The medical model, for example, focuses on individual deficits whereas the social model focuses on disabling social environments (Bricout et al., 2004). These models will all affect how the disabled child is understood and treated, as such models dictate how society views people with disabilities. The social model of disability, for example, views the disabled individual in terms of their differences, with disability meaning that the individual is restricted somehow with the term disability being a social construct that exists as a result of peoples reactions to the disabled and the shared meanings that surround this category of individuals within society (British Council of Disabled People, 1981). Society as a whole decides whether the impairments held by an individual leads them to be labeled disabled, with a label of disabled meaning certain discrimination via the imposition of barriers which will limit the abilities of these individuals to participate in society. For individuals with Aspergers syndrome, which challenges their ability to concentrate and to interact normally with other children, the social model of disability labels them as disabled in terms of their ability to be educated, meaning that they will usually be placed in a special educational needs situation. Th is is intended to ensure that their special needs can be catered for, yet placing children in special educational needs contexts can often doom children to a life of poor educational achievement, as it is known that disabled children placed in special educational needs contexts do less well academically than disabled children placed within the setting of a normal school (Reiser and Mason, 1990; Howlin, 2000b). Molloy and Vasil (2002) discuss whether Aspergers syndrome is a disorder or a neurological difference that has been socially constructed as a disorder, discussing how Aspergers syndrome is currently defined, in medical terms, as a developmental disorder. Yet, as Molloy and Vasil (2002) argue, the diagnostic criteria for Aspergers syndrome have been socially constructed, with Aspergers syndrome being readily accepted as a diagnosis for the problems that the children diagnosed with this condition face, as a way of being able to deal with these children under the umbrella of special educational needs. As such, it is educators, argue Molloy and Vasil (2002) that are mainly responsible for this social construction of Aspergers syndrome, with schools viewing this condition as a social disability and, this, being able to categorize the children with the condition and to give credence to their treatment of these children as needing to rehabilitated or normalized, something that is not, neces sarily, in the childs best interests. As such, Molloy and Vasil (2002) argue, a shift really needs to be made towards an examination of the social implications of a diagnosis of Aspergers syndrome. Viewing children under the medical model, which labels children living with Aspergers syndrome as deficient in something is also unhelpful, Molloy and Vasil (2002) argue, as the child comes to be viewed only with that label and therefore suffers a loss of individuality and consequent lowered expectations. The medical model of disability does not, like the social model, implicate society in the understanding of a persons disability, but rather views the disability as a function of the medical deficits that individual has, meaning that, under this viewpoint, the individual, and their deficit, is the problem, and not society. Under the medical model, society only comes to view individuals as disabled as a result of the impairment/deficit that they have, with individuals with Aspergers syndrome being viewed as unable to communicate emotionally and/or socially and, as a function of this, being labeled as disabled. As society, and policies aimed at mainstreaming disabled people and providing them the opportunity to enter normally into society, has moved more towards a social model of disability, the opportunity has arisen for children with Aspergers syndrome to be mainstreamed and dealt with, in mainstream schools, as children with special educational needs. As Howlin (2000b) argues, in con tra to Molloy and Vasil (2002), this is the correct approach for the more able children with Aspergers syndrome as high-functioning individuals with Aspergers syndrome can, if supported, achieve excellent outcomes in education and in their lives. Bronfenbrenners ecological model can also be used to understand Aspergers syndrome, as this model approaches child development from a joint sociological and development psychology perspective, with the thesis that individuals and their environments are mutually shaping, that is that they both have an effect on each other and, through this, change each other (Bronfenbrenner, 1979). As Bronfenbrenner (1979) states, child development takes place through processesà ¢Ã¢â€š ¬Ã‚ ¦ofà ¢Ã¢â€š ¬Ã‚ ¦the complex interaction between an active child and the persons, objects and symbol in its immediate environment, such that this model implies that a disability such as Aspergers syndrome is a result of a lack of environmental support, and that, as such, the negative manifestations of the disability can be smoothed by placing the child in a more appropriate environment. It is clear, then, that Aspergers sydrome can be understood, and represented, from a variety of theoretical perspectives, all of which affect the expectations placed on individuals living with Aspergers sydrome. As Howlin (2000b) argues, however, with the correct support, high-functioning individuals with Aspergers sydrome can go on to achieve great things in their lives. This finding by Howlin (2000b) ties in with the ecological model of Bronfenbrenner (1979), which suggests that the disabilities caused by living with Aspergers syndrome are superable, if only the child is placed in the correct environment. This point will be returned to in the discussion of teaching approaches. As Molloy and Vasil (2002) argue, defining Aspergers syndrome in terms of any one model is extremely problematic. It is clear that children living with Aspergers syndrome require more attention than normal children because they crave more attention and have difficulties respecting social norms, meaning that, in a school setting, their behaviour would be picked up upon and corrected, attracting more attention from teachers. Yet, whether this is a disability as understood by the medical model (i.e., an impairment or deficit) is a moot point, especially as children with Aspergers syndrome usually excel in other areas meaning that they do have the capacity to fit in to mainstream schooling and society, despite the fact, as Molloy and Vasil (2002) argue, labeling children as living with Aspergers syndrome automatically means that they will be labeled, also, as special needs children. As Molloy and Vasil (2002) argue, with adequate support, children living with Aspergers syndrome can excel in the areas that interest them and so, instead of these children being the failures for not fitting in to educational expectations, it is the education system that is failing these children. This becomes especially clear when it is recognized that some cases of Aspergers syndrome are only diagnosed when children enter the school system and are labeled problematic with referrals to psychologists then offering a diagnosis of Aspergers syndrome. As Molloy and Vail (2002) argue, the situational nature of disability is important in understanding the practical implications of a child living with symptoms that can be labeled as Aspergers syndrome. If, for example, a child living with Aspergers syndrome is obsessed with mechanics and finds a specialized tutor to teach them mechanic, this child would excel in this field, above and beyond any child in a mainstream school. There are, thus, arguments on both sides regarding how and where children with Aspergers syndrome should be educated. Children with Aspergers syndrome are individuals, with different individual needs and it is not helpful or ethical for these children to be grouped in to one terminology special educational needs as this does not provide enough individual support to these individuals in order to allow these individuals to excel (Howlin, 2000b). That these children have problems understanding, and mastering, social interactions should not, argue Molloy and Vasil ( 2002), be a reason for these children to be marginalized and for this marginalization to be justified on the grounds of either the medical or social models of disability. This is especially problematic given the fact that children living with Aspergers syndrome can have their social interactions facilitated by certain interventions. Teaching approaches There are, therefore, many practical implications for these differing theoretical perspectives on Aspergers sydrome, in terms of diagnosis, assessment and intervention. How and when children living with Aspergers syndrome are assessed to have this condition affects their education: as has been discussed, the situational nature of the diagnosis of Aspergers syndrome can affect, for example, how and where they are schooled. This, as shown by Howlin (2000b) can affect their life chances and outcomes, given that, in the right circumstances, with the right levels of support, individuals with Aspergers syndrome can achieve great things in their lives, often above and beyond normal individuals. The Who what how where when of diagnosis and schooling, beyond this diagnosis, thus has a major impact on the life chances, and outcomes, of children living with Aspergers syndrome. Each of these different theoretical perspectives provides different insights in to the most appropriate teaching approaches and teaching strategies for individuals with Aspergers syndrome. A whole range of options are available for education for children living with Aspergers syndrome, from whole class to differentiated teaching. A Safran (2002) argues, it is feasible that children living with Aspergers syndrome can be taught in mainstream schools, and indeed many are, as these children usually have an extremely high IQ, with this gift needing only to be directed, and chanelled, adequately whilst controlling for the other more negative aspects of the manifestations of their condition. Yet, under the different theoretical perspectives, different educational models would be recommended for children living with Aspergers syndrome. The medical model would, for example, seem to suggest that these children are somehow deficient, and would see their weaknesses and not their holistic perspec tive, failing to recognize their giftedness in other areas. The social model would, as has been seen, in the discussion of the work of Molloy and Vasil (2002), suggest that the diagnostic criteria for Aspergers syndrome have been socially constructed, with Aspergers syndrome being readily accepted as a diagnosis, as a way of being able to deal with these children under the umbrella of special educational needs. This, whilst not having the disadvantages that the perspective of the medical model presents, is itself problematic because, as has been seen, children living with Aspergers syndrome can often, aside from their behavioural problems, be extremely gifted academically. Gallagher and Gallagher (2002) argue that there is a case to be made that children living with Aspergers syndrome should be treated as gifted children, in terms of their education, given that many children living with Aspergers syndrome have extraordinary capacities in certain areas. As Bronfenbrenners (1979) ecological model suggests, if a child with Aspergers syndrome is placed in the right environment, they will flourish. It is clear, therefore, that this model differs in its applicability to, and approach towards, Aspergers syndrome, as something that can overcome, not as something that causes a permanent, insuperable, deficit in the child. As Jindal-Snape et al. (2005) argue, children with autistic spectrum conditions can be taught effectively, especially if Bronfenbrenners (1979) ecological model is implemented, with functional links being found between all parts of the childs ecosystem, i.e., the childs home environment, their school and the other agencies that help them deal with their condition. It has to be noted, however, that their inability to interact socially and their low tolerance for routine, however, makes it difficult, in practical terms, to see how children living with Aspergers syndrome could be educated alongside gifted children. Although, as Safran (2002) argues, if all school personnel are made aware of the childs condition and its manifestations, then it would be possible for certain children living with Aspergers syndrome to enter mainstream school with one-to-one help, from a classroom assistant, for example, who would be there to help them with their behavioural difficulties. Interventions as simple as arranging the seating in the classroom to ensure that the child with Aspergers syndrome is not sitting next to children who will aggravate them has been shown to be effective in managing the manifestations of the condition, allowing these children to be schooled in a mainstream setting (Safran, 2002). It is my personal opinion, from my personal perspective, that certain children living with Aspergers syndrome are well suited to a mainstream classroom setting, although this is said with caution, as these children can take a lot of the teachers time, if they are not assisted, leaving little time for the other members of the class. As to whether mainstreaming special educational needs children is fair to the mainstream children is the topic of a whole other essay, but it is my experience that, indeed, as Safran (2002), Howlin (2000b) and Gallagher and Gallagher (2002) argue, certain children with Aspergers syndrome are academically excellent and, as such, should be given a chance at achieving great outcomes in their lives. As Safran (2002) states, people with Aspergers syndrome are often creative, highly intelligent, mathematically or scientifically astuteà ¢Ã¢â€š ¬Ã‚ ¦(and)à ¢Ã¢â€š ¬Ã‚ ¦have the potential for momentous contributions to out society. As such, it should be the place of mainstream education to find a place for these children; indeed, as Safran (2002) reports, children with Aspergers syndrome can often see great improvements in their condition as a result of interacting with other children in mainstream school. This is certainly my experience, as I have had students with Aspergers syndrome in my classroom whose confidence has soared as a result of making friendships and being involved in events and activities that captured their interest. Many of their parents expressed their thanks that their children had been engaged in such a manner whilst at school. I have also known many parents of children with Aspergers syndrome who have not had such positive experiences of sending their children to mainstream and/or schools catering for children with special educational needs, and who decided not to send their children through the traditional school system and who decided to home school their children. There are many hundreds of cases like this in the UK, supported by the Asperger Home Education organization, and other local organizations, which act as a source of support for parents who are home-schooling children with Aspergers syndrome (Asperger Home Education, 2010). The vast majority of experiences of people I know who have home schooled their children with this condition have had hugely positive experiences, with their children growing up to lead full lives, most usually specializing in the area that captured their interest as a child. One friend, in particular, has gone on from being obsessed with LEGO as a small child to become a str uctural engineer, employed in one of the UKs largest construction companies, something that was made possible by the dedication of his mother who didnt give up on him, believed in him and gave him the tools and skills he needed to be able to make a success of his adult life. However a child with Aspergers syndrome is taught, it should be borne in mind, as recommended by The National Autistic Society (2010) that children with this condition are likely to have problems with group work, with a lack of comprehension, with a lack of empathy and with their motivation levels. It is also likely that, at some point, children living with this condition might suffer from distress as a result of a perceived lack of information. The good teacher should, thus, be aware that these problems may arise and should attempt to handle the classroom situation, and the student within that situation, so that the opportunities for these problems to arise are limited. If they arise, the teacher should also have strategies in place for dealing with the behavioural manifestations of these problems in the child. There are, therefore, various teaching approaches that can be adopted in order to minimize the distress caused to the child with Aspergers syndrome and minimize, as a result, the disruption to the classroom that is caused when a child with this condition becomes confused and distressed. The social model would suggest that if this condition is accommodated by an appropriate teaching approach, then the child should be able to be schooled normally, accommodating, as far as possible, their disability. Conclusion This essay has looked in detail at Aspergers syndrome, from its definition to its differences in comparison to autism. Several models have been discussed, with which to understand the disability caused by Aspergers syndrome, with these models being applied to teaching approaches and a discussion presented of possible teaching approaches for children living with Aspergers syndrome in light of these different models. My personal experiences of teaching and/or knowing some children with this condition were also related, showing, on the whole, that children with this condition are usually academically gifted and that the problems their disability presents can be overcome by, as Bronfenbrenners (1979) ecological model suggests, fitting the childs environment to their condition. Home schooling is an ideal way of ensuring this and giving the Aspergers child the best chance of making a success of their lives. It should be noted, however, that not all parents can afford, or have the ability t o, home school and, as such, other teaching approaches were discussed, including mainstreaming and institutes providing special needs education. In conclusion, Aspergers syndrome is a complex condition, dealt with in many ways, depending on the perspective from which the condition is viewed.

The Attorney-Client Privilege Essays -- U.S. Law

â€Å"With liberty and justice for all.† Now this all too familiar clause is often forgotten like the toils of soldiers on the battlefield, repeated ad nauseum throughout the echoing literature left by our founding fathers and throughout the annals of history. America has been shown to persevere through the greatest of trials truly reflecting the American patriot’s desire to not only uphold freedom, equality, justice and humanity, but also to remember the faint yearning whispers of the oppressed crying out â€Å"Let freedom ring!† According to Michmerhuizen the Attorney-Client Privilege means â€Å"The concepts of lawyer confidentiality and Attorney-Client Privilege both concern information that the lawyer must keep private and are protective of the client’s ability to confide freely in his or her lawyer † (1). I firmly believe that the Attorney-Client Privilege should not be abolished because it would be changing something our nation has been exp osed to for so long, helps build a good relationship between client and attorney, and is most importantly the right of every American citizen. Although the other side of the issue makes valid arguments, the constitutional rights of every American citizen and the long-standing tradition of the Attorney-Client Privilege is the epicenter of the monumental success to our judicial system. The Attorney- Client Privilege is the agreement between an attorney and their client that mandates the communication between the two parties to be fully confidential and undisclosed under any circumstances (Sheila 138). There are various cases that highlight the importance and practical use of the Attorney-Client Privilege that could help one better understand what this entails. A specific situation in which the Attorne... ...n Historical Perspective on the Attorney-Client Privilege." Jstor.og. California Law Review. Web. 15 Apr. 2012. Maloney, Sheila. The American Bar Association Guide to Resolving Legal Disputes: Inside and outside the Courtroom. New York: Random House Reference, 2007. Print. Michmerhuizen, Sue. "Confidentiality, Privilege: A Basic Value in Two Different Applications." Americanbar.org. Center for Professional Responsibility, Mar. 2007. Web. 15 Apr. 2012. . Schachner, Robert W., and John F. Phillips. How & When to Sue Your Lawyer: What You Need to Know. Garden City Park, NY: Square One, 2005. Print. Silverman, Arnold B. "Silence Is Golden—The Attorney-client Privilege." Jom 49.6 (1997): 62. Print. "What the Attorney-Client Privilege Really Means." Sgrlaw. Smith, Gambrell & Russell, LLP. Web. 15 Apr. 2012. .

What Is Wpa

What is the WPA program? Will it help the economy? What are the advantages and Disadvantages? How much does it cost? These are all questions most Americans have when Obama planned to bring back the Work Progress Administration (WPA). I am going to tell you what WPA is and the pros and cons of it. During the Great Depression, anxious that the dole not become â€Å"narcotic,† in President Franklin D. Roosevelt’s words, the U. S. Congress in 1935 created the WPA to administer $5 billion for public works. The WPA's goal was to employ as many people as possible on projects that would provide long-term benefit to local communities. This created job’s to build bridges in disrepair, parks in shambles and fix boarded-up buildings. Ideally, workers would also receive on-the-job training to prepare them for further employment. For example, the WPA made a significant impact on Oklahoma. At the end of the day, of 166,000 Oklahomans certified for WPA jobs approximately 119,000 were employed at some point between 1935 and 1937. Including those recruited into a special drought-relief work program, more than half the state's work relief recipients were farmers. To assure that private employment remained appealing, project wages were lower than typical rates. Organized labor complained that the original unskilled rate of eighteen cents an hour depressed all wages. The Works Progress Administration (renamed during 1939 as the Work Projects Administration; WPA) was the largest and most determined new deal agency, employing millions of unskilled workers to carry out public works projects. This is the same project Obama is trying to reinstate to better the millions of unemployed Americans today: economic relief, a new deal, one that keeps unemployment below double digits by focusing on refurbishing the United States. Like most notions or strategies there are pros and cons. The pro to this â€Å"New Deal† is the amount of jobs that will be created. The economic recovery bill by Democrats would spend two years putting more than 4 million Americans to work. Private corporations and city governments have already prepared more than 30,000 â€Å"shovel-ready† projects that need federal funding. But do we know what jobs will be provided or do we care? During the Great Depression, in our nation's capital, more than 100 men were paid to scare off pigeons. In Brooklyn, men and women worked as fire hydrant decorators. And in Boston, the government sponsored a project to make fish chowder. Indian tribes were paid to create new totem poles and other artifacts. Does this matter? What skills will they have once the WPA is over? For now, the $825 billion economic recovery plan doesn't get too specific about the jobs that might be available to the unemployed. But with $90 billion assigned for organization investment, this being said, construction worker, a transportation expert or just about anyone who works at an airport can expect better times ahead. Retrofitting federal buildings with up-to-date technology to save energy costs is a priority. 19 billion has been set aside for clean water, flood control and environmental restoration investments and ensuring that the United States builds on its digital capacity according to Ross Eisenbrey, the vice president of the Economic Policy Institute. Unlike the original WPA, which wrote checks directly to employees, the new bill is set up so that 90 percent of the projects will be privately run by corporations or nonprofits, which w ill send in proposals or bid on existing government contracts. Instead of the federal government assigning jobs, qualified workers will be pursued by project managers. The WPA employed more than 8. 5 million people at a total cost of some $11 billion in its eight years. It conducted more than 1. 4 million separate construction projects that built: over 650,000 miles of roads, nearly 1,000 bridges, 125,000 buildings, 8,000 parks, over 800 airplane landing strips, 3,000 tennis courts, 3,300 storage dams, and 5,800 mobile libraries. Bringing this program back will bring the U. S. out of the depression we are in now. During the first WPA there was a problem of race and uneven pay; will this be issues again? Uneven distribution of pay was along regional and racial lines. The national monthly WPA wage in 1936 was $52, but in the south it was $23. WPA regulations stipulated that a prospective WPA worker could not refuse private employment at pay rates prevailing in his/her community. Since the prevailing wage was lower for blacks, blacks refusing a $3 a week private job might be denied WPA employment. I know that this was a completely different time period but let’s be honest there are still close minded people and this might be another issue or disadvantage to consider. There are several different opinions on how our country should be ran, some agree with the WPA programs and others do not understand it. This is one opinion, â€Å"the logic of WPA has got me totally baffled: if a nation can afford to pay people to do infrastructure improvement via WPA, presumably it can afford to pay regular contractors to do the same thing. And the latter would do the job more efficiently than WPA. † Is spending money on another government program a disadvantage? â€Å"Then it means we have wasted hundreds of billions of dollars, piling up additional debt for us and our children. † Ralph Musgrave. If the money the government is going to use to create more jobs is not good investments, what happens? No just good investments but long enough, will we being going through this again in 50 years. Other questions are will the WPA spending be quick enough to stimulate the economy? As I stated above, more than 100 men were paid to scare off pigeons. In Brooklyn, men and women worked as fire hydrant decorators. And in Boston, the government sponsored a project to make fish chowder. While the WPA created a job for these individuals, what trait or skill were they supposed to use after the program was over? If Obama wants to bring this program back we need to create more jobs with better skills. All this being said I am for the WPA coming back as long as we work out the miner kinks. Bringing this program back will bring the U. S. out of the depression we are in now. The Works Progress Administration (renamed during 1939 as the Work Projects Administration; WPA) was the largest and most determined new deal agency, employing millions of unskilled workers to carry out public works projects. If Obama reinstates this program millions of unemployed Americans today will be in economic relief. We need a â€Å"new deal†, one that keeps unemployment around four percent by focusing on restoring the United States.

Northern Lights by Philip Pullman Essay

How is tension created in the extract and how does it make the reader feel for Lyra? In northern light Philip Pullman takes the reader on an exciting journey which has unexpected conclusions that catch their imagination. Suspense is built up throughout as Lyra’s life is in danger. The story outlines the feelings of Lyra as she goes on the thrilling voyage. Philip Pullman has created imagery by using adjective and adverbs to give it life. In the extract tension is created and Lyra’s feelings have been expressed as she worries for Roger. The extract shows the reader a bit about Lyra’s personality. â€Å"En’t you heard of the Gobblers?† This shows that she is not well educated as her English is not correct. â€Å"†They en’t real, Gobblers. Just a story.†Ã¢â‚¬ They are!†Lyra said†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Suddenly she felt very afraid. Pantalaimon as a fierce lion, sprang in her arms and growled† In these lines Philip Pullman expresses Lyra’s character; she is portrayed as someone that wants her own way and does not like it if someone argues against her. She also can be violent seeing that she got very aggressive when she heard the bad news and pantalaimon turned into a lion. â€Å"And then something else had hit her heart: where was Roger!† This sentence is very powerful as the short sentence make the reader feel as if they were Lyra. â€Å"In Mrs Coulter’s flat, everything was pretty. It was full of light†¦. and the walls were covered in delicate gold and white striped wall paper†¦. it seemed to Lyra’s innocent eye, with pretty little china boxes and shepherdesses and harlequins of porcelain.† Phillip Pullman portrays Mrs Coulter as a very nice typical lady. He represents her flat by creating a picture of a clean, open and bright place. Lyra will not suspect a thing as she seems so nice and friendly. Pullman has created a lot of tension as the audience will be worried for Lyra and what Mrs Coulter will do to her. Page 72 and the extract together create an extra special touch to the novel because they create a great deal of suspense. Lyra is being convinced by Mrs Coulter to be her partner on the journey she is going on however Lyra has no realized that she is the one that is kidnapping the children. In the story before Lyra is telling her friends about someone who eats children and at that point the audience will be pulled into the story but they don’t know if Lyra will be caught by her. As the story continues Lyra meets Mrs Coulter who is the kidnapper. Now the tension really builds. â€Å"Mrs Coulter said â€Å"So Lyra I’m to have an assistant, am I† â€Å"Yes† said Lyra simply† Now that Lyra will be assisting Mrs Coulter the audience will start to worry for Lyra. Philip Pullman uses tension very effectively as he has created suspense right from start to the end as Lyra faces many problems. He has even used imagery to portray the mystical world. He has portrayed Lyra’s character very effectively as the reader know now what her personality is like. The reader gets an understanding of how Lyra’s life has been up until now. Overall the story is a nice one because the reader goes through an adventure including sadness and happiness.

Battle of Kadesh - Ancient Egypt

Battle of Kadesh - Ancient Egypt Battle of Kadesh - Conflict Date: The Battle of Kadesh was fought in 1274, 1275, 1285, or 1300 BC during the conflicts between the Egyptians and Hittite Empire. Armies Commanders Egypt Ramses IIapprox. 20,000 men Hittite Empire Muwatalli IIapprox. 20,000-50,000 men Battle of Kadesh - Background: In response to waning Egyptian influence in Canaan and Syria, Pharaoh Ramses II prepared to campaign in the region during the fifth year of his reign. Though this area had been secured by his father, Seti I, it had slipped back under the influence of the Hittite Empire. Gathering an army at his capital, Pi-Ramesses, Ramses divided it into four divisions dubbed Amun, Ra, Set, and Ptah. To support this force, he also recruited a force of mercenaries which were dubbed the Nearin or Nearin. Marching north, the Egyptian divisions traveled together while the Nearin were assigned to secure the port of Sumur. Battle of Kadesh - Misinformation: Opposing Ramses was the army of Muwatalli II which was encamped near Kadesh. In an effort to deceive Ramses, he planted two nomads in the path of the Egyptian advance with false information regarding the armys location and shifted his camp behind the city to east. Taken by the Egyptians, the nomads informed Ramses that the Hittite army was far away in the land of Aleppo. Believing this information, Ramses sought to seize the opportunity to capture Kadesh before the Hittites could arrive. As a result, he raced ahead with the Amun and Ra divisions, dividing his forces. Battle of Kadesh - The Armies Clash: Arriving north of the city with his bodyguard, Ramses was soon joined by the Amun division which established a fortified camp to await the arrival of the Ra division which was marching in from the south. While here, his troops captured two Hittite spies who, after being tortured, revealed the true location of Muwatallis army. Angered that his scouts and officers had failed him, he issued orders summoning the remainder of the army. Seeing an opportunity, Muwatalli ordered the bulk of his chariot force to cross the Orontes River south of Kadesh, and attack the approaching Ra division. As they departed, he personally led a reserve chariot force and infantry north of the city to block possible escape routes in that direction. Caught in the open while in a marching formation, the troops of the Ra division were quickly routed by the attacking Hittites. As the first survivors reached the Amun camp, Ramses realized the severity of the situation and dispatched his vizier to hurry the Ptah division. Having routed the Ra and cut off the Egyptians line of retreat, the Hittite chariots swung north and assaulted the Amun camp. Crashing through the Egyptian shield wall, his men drove Ramses troops back. With no alternative available, Ramses personally led his bodyguard in a counterattack against the enemy. While the bulk of the Hittite attackers paused to loot the Egyptian camp, Ramses succeeded in driving off an enemy chariot force to the east. In the wake of this success, he was joined by the arriving Nearin which swarmed into the camp and succeeded in driving out the Hittites who retreated towards Kadesh. With the battle turning against him, Muwatalli elected push forward his chariot reserve but held back his infantry. As the Hittite chariots moved towards the river, Ramses advanced his forces east to meet them. Assuming a strong position on the west bank, the Egyptians were able to prevent the Hittite chariots from forming and advancing at attack speed. Despite this, Muwatalli ordered six charges against the Egyptian lines all of which were turned back. As evening approached, the lead elements of the Ptah division arrived on the field threatening the Hittite rear. Unable to break through Ramses lines, Muwatalli elected to fall back. Battle of Kadesh - Aftermath: While some sources suggest that the Hittite army entered Kadesh, it is likely that the bulk retreated towards Aleppo. Reforming his battered army and lacking supplies for a long siege, Ramses elected to withdraw towards Damascus. Casualties for the Battle of Kadesh are not known. Though a tactical victory for the Egyptians the battle proved a strategic defeat as Ramses had failed to capture Kadesh. Returning to their respective capitals, both leaders declared victory. The struggle between the two empires would continue to rage for over a decade until concluded by one of the worlds first international peace treaties. Selected Sources HistoryNet: Battle of KadeshTour Egypt: Battle of KadeshHistory of War: Battle of Kadesh

Origin of OK

Origin of OK Origin of OK Origin of OK By Maeve Maddox The word OK has found its way into just about every language on earth. Although it’s usually written in all capitals and pronounced as separate letters, OK is a word and not an acronym, although it began as one. The most likely origin of OK is as an acronym for â€Å"Oll Korrect,† a deliberate misspelling of â€Å"all correct.† In the years before the American Civil War (1861-1864), journalists thought it was great fun to misspell words for comic effect. Writer Charles Farrar Browne  (1834-1867),  for example, wrote political humor under the byline Artemus Ward. Abraham Lincoln is said to have been one of his greatest fans. Here’s a passage in which he takes a stand against secession: Feller Sitterzens: I am in the Sheer Yeller leaf.   I shall peg out 1 of these dase.   But while I do stop here I shall stay in the UnionI shall stand by the Stars Stripes.   Under no circumstances whatsomever will I sesesh.   Let every Stait in the Union sesesh let Palmetter flags flote thicker nor shirts on Square Baxters close line, still will I stick to the good old flag.   Translation: Fellow Citizens: I am in the sere and yellow leaf [I’m old]. I shall peg out [die] one of these days.  But while I do remain here I shall stay in the UnionI shall stand by the American flag.   Under no circumstances whatsoever will I secede.   Let every State in the Union secede and let Palmetto flags float thicker than shirts on Squire Baxters clothes line, still will I stick to the good old flag.    Note: â€Å"The sere and yellow leaf† is an allusion to a line from Macbeth. The Palmetto flag was the state flag of South Carolina; it was flying over Fort Sumter on the day the Union garrison surrendered to Confederate forces. Squire Baxter is a fictional character of Ward’s invention. Ward was not the only writer to adopt deliberate misspelling as a stylistic device. By 1839, the misspelling â€Å"oll korrect† for â€Å"all correct† had been compressed to O.K. and was familiar to newspaper readers on the East Coast at least: Boston Evening Transcript 11 Oct. 2/3, 1839.  Our Bank Directors have not thought it worth their while to call a meeting, even for consultation, on the subject. It is O.K. (all correct) in this quarter. –OED citation. When O.K. became associated with the presidential campaign of Martin Van Buren (1782-1862), its use spread throughout the nation. One of Van Buren’s campaign ploys was to associate himself as much as possible with the previous president, Andrew Jackson. Jackson had been known affectionately as â€Å"Old Hickory,† so Van Buren came up with the nickname â€Å"Old Kinderhook,† an allusion to the small New York town that was his birthplace. The abbreviation O.K. for â€Å"Old Kinderhook† became a rallying cry and a logo. The press lost no time in connecting the O.K. of Van Buren’s political slogan with the O.K. that stood for â€Å"all correct.† By the end of the campaign, â€Å"O.K.† was entrenched in American English throughout the country. In addition to its adjectival uses to denote things that are â€Å"all correct,† OK is also used as noun, verb, adverb, and interjection. Note on the word â€Å"acronym† In general usage, acronym refers to words or letter groupings like FBI, TGIF, NATO, and LASER. Some speakers prefer to reserve the word acronym for words like NATO that can be pronounced as words and use the term initialism for letter groupings that are pronounced as a series of letters, like FBI. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the General category, check our popular posts, or choose a related post below:Compared "to" or Compared "with"?Used To vs. Use To5 Ways to Reduce Use of Prepositions

What to Do If You Hate Your College Roommate

What to Do If You Hate Your College Roommate Frustrated with your roommate? Think he or she might be frustrated with you? Roommate conflicts are, unfortunately, part of many peoples college experiences, and they can be incredibly stressful. With a little patience and communication, though, it doesnt have to be the end of the roommate-relationship. At the same time, these same skill-sets  can go a long way toward determining if it would be best for each of you to find new roommates. Does Your Roommate Think Theres a Problem? If you think youre having roommate problems, there is one of two things going on: your roommate knows it, too, or your roommate is completely clueless. Things may be tense when the two of you are together in the room; conversely, your roommate may have no idea how frustrated you are at how often he finishes off your cereal after rugby practice. If your roommate isnt aware of the problem, make sure you know what it is thats really bugging you, before you try to address it with them. Get Clear About Your Issues In a space other than your room, sit and think about what is really frustrating you. Try writing down what is frustrating you the most. Is your roommate not respecting your space and/or things? Is she coming home late and making a lot of noise? Having too many people over too often? Instead of writing down last week, she ate all of my food AGAIN, try to think about patterns. Something like she doesnt respect my space and stuff, even though Ive asked her to might address the problem more and be easier for your roommate to handle. Address the Problem Once youve figured out the main issues, try to talk to your roommate at a time that is good for both of you. Its a very good idea to try to set this time in advance. Ask if you can talk when you are both done with morning classes on Wednesday, on Saturday at 2 p.m., etc. Set a specific time so that this weekend doesnt come and go without the two of you talking. Chances are, your roommate knows that you guys need to talk, so give him a few days to possibly put his thoughts together, too. On the same note, however, if you dont feel comfortable talking to your roommate directly, thats okay, too. But you do need to address it. If you live on campus, talk to your RA (Resident Adviser) or other hall staff member. They are trained to help residents with roommate problems and will know what to do, even if you dont. Speak Your Mind...But Listen, Too Using the list and notes you made, and possibly in a conversation facilitated by an RA, let your roommate know how you are feeling. Try not to attack your roommate too much, no matter how frustrated you are. Try using language that addresses the problem, not the person. For example, instead of saying, I cant believe how selfish you are when it comes to my things, try saying, It really frustrates me that you borrow my clothes without asking. The more you verbally attack your roommate (or anyone else, for that matter), the more her defenses are going to go up. Take a deep breath and say what you need to in a way that is constructive and respectful. After all, youd want the same from your roommate, right? And, as hard as it may be, try to listen to what your roommate has to say without getting defensive or interrupting. It may take you biting your cheeks, sitting on your hands, or mentally pretending that youre talking on a tropical beach, but do your best. Your roommate may have some valid reasons behind whats going on and be frustrated, too. The only way you are going to get to the bottom of everything is to put it out on the table, talk about it, and see what you can do. Youre in college now; its time to address this like the adult that you are. If youre having an RA facilitate the conversation, let him or her take the lead. If its just you and your roommate, try to address the things you both said in a way that can satisfy everyone. Most likely, you both wont leave 100% happy, but ideally, you can both leave feeling relieved and ready to move on. After the Discussion After you guys talk, things may be a little awkward. Which is, of course, fine and totally normal. Unless there are issues that you just cannot tolerate, give your roommate a little time to make the changes you discussed. He may be so used to how things have been going for two months that it will be hard to stop doing some of the things he didnt even know drove you nuts. Be patient, but also make it clear that you two came to an agreement and he needs to keep his end of the deal, too. Moving Out If things just arent working out, its not the end of the world. It doesnt mean you or your roommate did anything wrong. Some people just dont live well together! It may be that you both are much better friends than roommates. Or that you will rarely talk to each other for the rest of your time at school. Any situation is fine, as long as you feel safe and ready to move on. If you decide that you just cant stick with your roommate for the rest of the year, figure out what to do next. If you live on campus, talk to your RA again. If you live off campus, figure out what your options are in terms of the lease and relocating. You arent the first person ever to have a problem with a roommate; there are undoubtedly resources already available on campus to help you transition out. Regardless, do your best to remain civil and respectful, and know that your next living situation probably has nowhere to go but up!

Settler Colonialism Essay Example | Topics and Well Written Essays - 1750 words

Settler Colonialism - Essay Example From this study it is clear that the invasion by the European colonialist gave birth to cultural changes. Many native settlers adopted the colonial culture, ushering new era of modernity in the society. Colonial master used forceful methods to rule the natives, thus changing the administration systems in the society. Largely history records the contribution of settler colonialism in immigration of people. The intention of this paper is to evaluate the contribution of settler colonialism in history of immigration policy in United States and Australia. The introduction of immigration policies by colonial masters brought the following changes in the society population, socially and economically. Colonialist invaded many countries using the super military powers and influenced the lives of the native settlers. Settler colonialism entails internal and external colonialism. The two aspect of settler colonialism affected immigration policies in countries such as United States of America. Eu ropean settler colonialist who came into the United States changed the social system of the society. Immigration is a process where an individual leaves his native land to settle in a foreign land. The intention of immigration includes search for better climatic conditions, land for agriculture or business. Settler colonialism refers to a situation where a foreign nations invade, conquer and a rule a foreign territory. Settler colonialism is an act that runs throughout human history; the difference lies in the manner and period in which settler colonialism took place. Colonialism involves leaving a native country to settle as a conqueror in a foreign land. Settler colonialism fostered colonization of foreign land by establishing their rule and settling in that land. This process of settling and establishing colonial rule contributes to immigration policies, which favored the colonialist as the legitimate landowners. Largely, colonialist are immigrants who have conquered a foreign la nd and established their policies. Several historical facts illustrate settler colonialism and its effects to immigration. Upon settlement of settler colonialists, the native lost their legitimacy in the society. In 1848, United States of America waged a war with Mexico leading to the conquest of some part of Mexico. As the paper highlights history records that this action of United States led to change in boundary of the two nations. The entry of the Mexican people to United States territory was through settler colonialism. Today many Mexican immigrants still believe that they existence in the United States of America was not by choice, but through conquest. Largely, the conquered groups had no choice, but to be adherent to the policies and social systems introduced by the settler colonialist. History reveals that the United States used its military and political power to influence the signing of the Guadalupe Hidalgo treaty. Arguments against signing of the treaty indicated that the intention of United States was to usurp the natural resources found in Mexico. Notably, the argument is true. Industrial revolution in the United States led to the arrival of the first Asians in Hawaii. The Asians came under the auspice of Royal Hawaiian Agricultural Society and occupied land through the assistance of the settler colonial process in a period when United States was under siege of British colonialist.

Siemens bribery scandal Essay Example | Topics and Well Written Essays - 500 words

Siemens bribery scandal - Essay Example Increase in the number of executives that have knowledge of the corruption that took place in Siemens has caused a spur in people regarding the extent to which von Pierer was aware of the corruption. However, the supervisory board chairman has maintained a firm opinion in these words, â€Å"Im deeply upset by what has happened† (Spiegel Online, 2006) and is surprised by the fact that few of the workers managed to eradicate all checks and balances. â€Å"It is hard to believe that something on this scale could be so organised and that no control was in place to catch it† (PILOT, 2012). However, there is a need to consider this act of Siemens in context of the business practices in place in Germany. This act happened at a time in which, bribery was not only a common practice in the businesses in Germany, but were also tax-deductible. The fact that Siemens appointed Hershman for the company’s assistance in the development of an effective anti-corruption program after the scandal of Siemens bribery broke out also speaks of the fact that no adequate system of checks and balances was in place in Siemens at the time when the bribery was made. Multinational corporations like Siemens are well-equipped to establish a strong system of checks and balances. Therefore, lack of an adequate system of checks and balances can be understood as ignorance and negligence of the concerned authorities in Siemens. â€Å"Corporations are better positioned to deal with corruption than governments, particularly publicly listed multinationals. They have lots of checks and balances that should prevent corruption. When we bring multinationals together with other private sector companies to work in collaboration, we can start putting pressure on governments to help lower their risk of corruption.† (Hershman cited in Kessler, 2012). Concluding, the processes of check and balance were extremely feeble and this helped the processing of payments. The corporate culture of

Explain what you believe to be the 3 biggesrt reasons why the price of Essay

Explain what you believe to be the 3 biggesrt reasons why the price of a gallon of gasoline has fallen so much in the last few momths - Essay Example or the decreased price is the decreasing oil demand based on that numerous countries have been developing oil reservoirs that can sustain their internal industry. In the United States, the production of oil has increased significantly since 2008. The increase has been influenced by the more advanced drilling in the Gulf of Mexico. Oil production from the United States has increased the supply to the international market. In addition, different from oil from the Middle East, the price for American Oil is relatively cheaper (Plumer 1). This is based on that the United States has decreased its purchase level of expensive international oil. The impact of the strategy has been consumer friendly. In the global market, more oil from the United States and other suppliers the supply is relatively high. This decreases the monopoly of production from the Middle East (Plumer 1). Moreover, with high supply the demand in in major oil producers decreases. To sustain their production, oil producers decrease the oil prices with the objective to retain relevance in the global market. This changes has significantly influenced the decreasing gasoline prices. The consumer ability to purchase cheap oil is directly influenced by the general drop in the price of crude oil. The fall being attributed to high supply and low demand of the product. On a daily basis, the United States millions of barrels of oil to supply to the large global oil economy. The slightest decrease on the price of crude oil has a significant effect on the retail price quoted for the gas. From 2013, the price of crude oil has decreased significantly. The projection of the decrease depict even more relatively low prices by the end of 2015. The fall of global prices was also influenced by the decision by OPEC not to manipulate oil prices and oil production (Plumer 1). Previously, the oil body would determine the prices of oil from its producers. The body has in its control the largest producers of global oil. With

Walmart Case Study Example | Topics and Well Written Essays - 500 words - 1

Walmart - Case Study Example Instead, their ways of doing business never impressed the Germans therefore; the company lost the market to the local firms (p. 4).Wal-Mart decision to join the German market without carrying an analysis to understand their culture was an enormous mistake. Walton could have thought about the difference between Germans culture and the Wal-Mart ways of doing business. This could have helped him come up with ways of integrating the Wal-Mart culture with the German culture (p. 5). This could have helped them understand the best approaches to adopt in order to grasp the German market. He could have thought of the effect of the language barrier between customers and the American heritage employees. The best move that Wal-Mart was to follow was to get German origin employees who usually understood the cultural and custom practices of the Germans. This could have helped them to offer services effectively as per the cultural principles of the customers. With this, Wal-Mart could have succeeded in maintaining their identity without offending the German customers. Following the recommended six steps, an organization research group, will have enough time to interact with the people thus helping them to understand their needs and consumtion behavior, thus creating a deep relationship with the locals which would help the company. This will enable them to have a better relationship with the employees when the time comes to launch their business overseas (p. 6). Secondly, they can have reviewers to check for any cultural variation between the company culture and the people’s culture. This will help the company take the foreign culture in its operations to avoid resistance from the people. Wal-Mart experience has helped us to know that if any company wants to improve communication, it first has to use the local people who understand the customers’

Samsung electronic corporate governance practices Essay

Samsung electronic corporate governance practices - Essay Example During the collapse of large corporations during (2001-2002), fraud, embezzlement of funds were notably blamed for this phenomenon (2013 Samsung Electronics Annual Report 10). Today, some of the leading companies such as Samsung have managed to create a monumental corporate governance policy. Sadly, many people have little knowledge on the significance of company corporate governance. This paper will explore Samsung financial reports, the audit committee, board of directors and their roles in order to enhance in-depth understanding of the corporate governance. Besides, a historical review of the company under scrutiny will enhance a better reflection of the milestone that has led to the development of concrete policy. Samsung Company came into existence around 1938 after the first Samsung General stores opened its doors. It is a company dealing with three-tire electronics portfolio, namely electronics, mobile devices and information technology. It is a company that has defined its position within a competitive and dynamic electronic industry over a few decades. During its inception, the company objectives included provision of world-class electronic devices that will improve access to information. Today, the company boost of monumental corporate governance that has led to investment in advance technology and enormous proceeds. By 2013, the company has raised its shares to 130 million that translated to 10% growth rate from the previous year. Today, the company faces vulnerability to litigation due to patent suits. Notably, Apple sued Samsung in 2012 in numerous country, including U.S, Japan, China among other big consumers (2013 Samsung Electronics Annual Report 12). In addition, the company faces a high capital requirement occasioned by unpredictable shift in technology and customers change in taste and preference. Besides, there are new entrants in the market coupled with huge tax levies and international customs poses uncertainty in future profits

Semiotic Analysis Case Study Example | Topics and Well Written Essays - 1250 words

Semiotic Analysis - Case Study Example He interpreted the sign to be a physical object with meaning, consisting of the 'signifier' and the 'signified'. The 'signifier' according to him, was the material vehicle for the sign and the 'signified' was the mental concept it represented which was a common factor between every member of the same culture, sharing the same language. (Fiske 1990:43) While on the other hand, paradigmatic analysis deals with the examination of paradigms embedded in the text. Commutation tests are often used in paradigmatic analysis. Commutation test involve the analysis by substituting words of the same class or type to regulate the shifts in connotation. They help in analyzing an advertisement from different perspectives through signs. They take into consideration different aspects of the 'signifier' and 'signified'. To interpret the message of the advertisement in the context of different themes, genres or mediums, a paradigmatic approach should be used. (T. Vestergaard, and K. Schroder, 1985) Connotative meanings are those that are not purposeful representations of the object, but, new usages that have been produced by the language group. Connotative meaning examines the associations, the feels and overtones of a concept, and rather does not see it explicitly. Taking a close look at the definition given Saussure (1857-1913), a sign consists of two parts: Being a signifier entails, it will have a structure that a person can witness through his senses of touch, smell, sight and hearing, and Being the signified implies, it will symbolize an idea or mental build of a thing instead of the object itself Whereas on the other hand, according to Chandler, Daniel. (2001/2007), a denotation is the literal or surface meaning preset to a signifier. Meanings that are connotative are developed by the masses and do not show the inherent qualities of the thing or concept in actuality signified as the meaning. The accumulation of such meanings introduces complexity into the system of coding. If a signifier has only one denotational meaning, the use of the sign will always be unambiguously decoded by the audience. But connotative meanings are those that are dependent on the context, i.e. the addressee must learn how to make both the meanings correspond; the meaning intended by the sender and the multiple probable meanings in memory. While the syntagmatic analysis, analyzes the textual aspect which compares a shot particularly in photography with other preceding and succeeding shots. On the other hand, paradigmatic analysis compares shots, but not against other alternative kinds of shots, as far as photography is concerned (C. Bazalgette, 1991). The theories of semiotics are thus regarded as a unifying matrix which underlie most of the so-called humanities, as well as many of the social and behavioral sciences. Thus it informs and impinges the important segments of the behavioral sciences, such as psychological studies, and the hard sciences, such as biology and physics

Samsung electronic corporate governance practices Essay

Samsung electronic corporate governance practices - Essay Example During the collapse of large corporations during (2001-2002), fraud, embezzlement of funds were notably blamed for this phenomenon (2013 Samsung Electronics Annual Report 10). Today, some of the leading companies such as Samsung have managed to create a monumental corporate governance policy. Sadly, many people have little knowledge on the significance of company corporate governance. This paper will explore Samsung financial reports, the audit committee, board of directors and their roles in order to enhance in-depth understanding of the corporate governance. Besides, a historical review of the company under scrutiny will enhance a better reflection of the milestone that has led to the development of concrete policy. Samsung Company came into existence around 1938 after the first Samsung General stores opened its doors. It is a company dealing with three-tire electronics portfolio, namely electronics, mobile devices and information technology. It is a company that has defined its position within a competitive and dynamic electronic industry over a few decades. During its inception, the company objectives included provision of world-class electronic devices that will improve access to information. Today, the company boost of monumental corporate governance that has led to investment in advance technology and enormous proceeds. By 2013, the company has raised its shares to 130 million that translated to 10% growth rate from the previous year. Today, the company faces vulnerability to litigation due to patent suits. Notably, Apple sued Samsung in 2012 in numerous country, including U.S, Japan, China among other big consumers (2013 Samsung Electronics Annual Report 12). In addition, the company faces a high capital requirement occasioned by unpredictable shift in technology and customers change in taste and preference. Besides, there are new entrants in the market coupled with huge tax levies and international customs poses uncertainty in future profits

Rashomon Essay Example for Free

Rashomon Essay The book is laid out in sequence. It opened up with the testimony of the woodcutter who was being interviewed by a high police commissioner. The woodcutter proceeded to tell the commissioner that he had just stumbled on a crime scene – a man wearing a bluish silk kimono with his face on the ground with fatal wound on his chest. This set up the tempo for the book. After each interview, the story jumps into another character’s testimony. It tells the story through the perspectives of the characters where they are all witness of a crime where a samurai had been murdered. There were a few witnesses to the crime: woodcutter, traveling Buddhist priest, policeman, bandit, old woman, his wife, and the man himself through a medium. Each one of the testimonies given by the witnesses differs from one another. The only thing they all had in common was that a samurai was killed. The book and the movie sets it up where we the reader are the jury of the crime. They all started telling what they have seen, what had happen, what were they doing, and how did they stumbled upon the murder scene. It’s almost like an exercise of finding out the truth based on the testimony given by each witness. Where we (readers and viewers) come to a consensus of determining who is the one telling the truth among them. Which is hard because they were all subjective interpretations of all witnesses. There isn’t anything that would point out who the real culprit is. After doing some research of the time frame when this book was written, I found out that the scenes that the author was trying to portray was pretty much identical to the time period that the book was trying to portray. It was written during the 20th century, a time where social disintegration and population distress prevalent. Most of the population practiced Buddhism, Shinto, and Taoism, which reflected in the movie when the husband was giving his testimony through a medium. The medium was his wife, which also seems like one of the short story that we read, Sotoba Komachi. Which have the same situation where the woman have done something terrible to a man therefore she is punished by having her body possessed by the man that she had wronged. During this time period, Buddhism was on the rise along with Shinto. It was apparent on the film when the opening scene showed Rashomon (Rajomon gate), which was the main gate for Kyoto. The gate looked devastated and torn down because during that time there was plenty of natural disasters and buildings being set on fire and also gangs and vigilantes were prevalent during this time that tried to rebel against the corrupt governors. The book and the movie showed the correlation with the time period by showing us how bad the living conditions are, or any of the characters situations are for that matter. In particular was the former samurai servant. Where he had taken refuge from the rain under the bridge but have no idea what to do after the rain stops because he was just discharged by his master. He was troubled about what the future holds for him. He didn’t have a job and also depressed because of it. Since he thought his situation was desperate, he started to debate whether he should look for a job and spend his life working as an honest man or become a thief. Regardless, the outcome wasn’t in his favor. After some time spending in the gate, the samurai servant cross path with a woman. Their situation was further magnified when the author described the environment of the place that they were taking refuge in – it was so bad that they didn’t care that the place was littered with copses. So many corpses that he had to watch where he step so that he wouldn’t trip over them and he couldn’t count how many there were around him. Also the stench of the corpses didn’t bother them. The servant started to investigate the noise that he heard from upstairs. There he encountered an old woman who he thought was a wretched hag. The old woman was there because she was plucking hairs from the corpses for her to use as a wig. This was the time where the samurai servant decided that he would go down the path of living as a thief by robbing her of her kimono. After reading and watching the movie, I think the movie stayed true to the book. The film uses flashbacks during the testimonies of the witnesses, which I thought was great because it cleared things up a little bit more. The scenes put you in the situation that they were in and try to relay the experience to you from their viewpoint. It showed the story being influenced by the characters emotions and the accuracy changes from person to person which is probably the intended objective of the director. The sequence of the witnesses was different in the movie than the book. In the movie, they used one of the guys in the Rashomon taking refuge as a witness where in the book to me, it seems like the movie used none of the witness that was in Rashomon. I could be mistaken because in the movie, the opening scene was under the Rashomon and three guys were talking about what happened. They seemed in disarray at first and then it jumped to a scene where one of the guys was walking in the woods and discovered the carcass, from there the scene transitioned to the characters taking turns giving their testimony. In the book, there were two people in Rashomon taking refuge from the rain; it was a samurai servant and an old woman. Although the movie did a great job on using flashbacks to paint a clearer picture on what happened. There was no backstory on the characters. They were all portrayed as country-dwellers and vagabond staying in Rashomon. The only one that was clear to me was the wife, samurai, and the bandit. In the movie, they showed the woman was kissed and the scene cut out after that, allowing the audience to guess what happened. I would imagine that the scene was shocking since it was they very first kiss that was captured on film. Also, during the kiss, I thought that the woman was fighting it at first but then seemed to relax and go with it as the camera faded. For those who haven’t read the book, it might seem like that’s the only thing they did but he did much more things to her than just kiss the woman was raped. It’s hard to guess that if you haven’t read the book. The only thing that I can think of that can possibly give away that the woman was raped was the reaction of the husband. His emotion changed from struggling to escape and angrily, to staring off in the distance and at peace with himself. This reaction was probably based on the Japanese culture where the woman is now given a choice between her rapist and her husband. I like how the author showcased the culture during that period, the reaction of the husband towards the wife whenever she succumbs to the bandit and how it portrayed the samurai. To the samurai, she had committed an act against him that did not warrant him to show any emotions. He understood that it was a loss cost fighting for her whenever she made the decision to let the bandit do whatever he wants with her. After reading and watching Rashomon, it’s easier to understand how Japan has been struggling with their identity. I lived in Japan for a couple years, which gave me a brief idea how the Japanese culture is. Their culture is very hospitable and very welcoming. During my stay there, not once did I feel threatened or feel like I was in some kind of danger. I never knew that Japan was just literally coming out of the medieval period transitioning to the industrial period. The only way I can explain that is, a baby that just learned how to turn on its belly then all of a sudden started trying to sprint. Which would also explain how hard they are trying to hold on to their tradition but slowly losing it, because the young generations are trying to embrace the western culture. The book and the movie did a fantastic job in showing the living condition during the time period. It’s hard to believe that just a couple of decades from that period, Japan was still struggling and fighting to have a democracy. In the span of a couple decades – Japan would have built an army that rivals the military power of the western world. Not only build, but also, declare a war with the western powers.

Effect of The Human Rights Act 1998

Effect of The Human Rights Act 1998 Section 3(1) of the Human Rights Act 1998 provides that: â€Å"So far as it is possible to do so, primary legislation and subordinate legislation must be read and given effect in a way which is compatible with the Convention rights.† Whilst this does not â€Å"affect the validity, continuing operation or enforcement of any incompatible primary legislation,† or â€Å"affect the validity, continuing operation or enforcement of any incompatible subordinate legislation,† national legislation must be completely incapable of being compatible with the European Convention on Human Rights for the Courts in the UK to deliver a ‘declaration of incompatibility, rather than to construe the legislation in favour of the party relying upon a Convention right. Regarding the interpretation of the Convention rights, section 2(1) of the Human Rights Act 1998 states: â€Å"A court or tribunal determining a question which has arisen in connection with a Convention right must take into account any (a) judgment, decision, declaration or advisory opinion of the European Court of Human Rights, (b) opinion of the Commission given in a report adopted under Article 31 of the Convention, (c) decision of the Commission in connection with Article 26 or 27(2) of the Convention, or (d) decision of the Committee of Ministers taken under Article 46 of the Convention, whenever made or given, so far as, in the opinion of the court or tribunal, it is relevant to the proceedings in which that question has arisen.† The Court has held that, when scrutinizing executive decisions and determining their complience with the Human Rights Act, section 2 of this Act compels them to take into account the jurisprudence of the European Court of Human Rights. However, it has been made clear that â€Å"The [courts] are not bound by the decisions of the European Court.† This was confirmed in the case of Boyd v The Army Prosecuting Authority. However, in the case of R v Secretary of the State for the Home Department, a case concerning an alledged breach of Article 8 of the ECHR; it was held, in reliance on the cases of Campbell v United Kingdom and R. v Secretary of the State for the Home Department (Ex p. Leech), that when assessing the validity of an executive action, the court must rule on the proportionality of the executive decision in question. Article 8(2) of the ECHR states: â€Å"There shall be no interference by a public authority with the exercise of this right except such as is in accordance with the law and is necessary in a democratic society in the interests of national security, public safety or the economic well-being of the country, for the prevention of disorder or crime, for the protection of health or morals, or for the protection of the rights and freedoms of others.† The Queens Bench held that where an executive decision sought to infringe Article 8(1) of the ECHR, that an investigation into the proportionality of that decision is required by virtue of Article 8(2) of that Convention. From these recent case decisions it is immediately clear that the Human Rights Act 1998 has had a major impact on the pre-existing public law framework of the United Kingdom. The Courts are bound to interpret national legislation in accordance with the rights contained in the ECHR, even where this means that national legislation has to be interpreted beyond its literal or purposive scope, and the Courts have show increasing willingness to be influenced by European jurisprudence when interpreting the Convention. On top of this, it seems that the case of R v Secretary of the State for the Home Department has introduced ‘proportionality as a new grounds for commencing a judicial review of an exectuive decision. To this extent, the Human Rights Act 1998 must be considered a tenet of the constitution of the United Kingdom, at least to the extent that it impacts upon the scope of the legitimate powers of the executive. However, that being said, section 3(2) of the Human Rights Act and the interpretation of this section by the House of Lords in the case of R v A (No.2) does suggest that where the legislative enact legislation which purports to expressly limit the scope of a Convention right, the Courts are not entitled to rules in favour of a claimant, by reinterpreting that provision. Let us now ask ourselves an important question: For an Act to be constitutional surely it must be the case that the legislature cannot bypass its provisions, while it remains in force, simply by indicating its intent to do so, or acknowledging that it does so? Let us therefore turn to examine how the Courts deal with cases where legislation is completely incompatible with the rights conferred under the ECHR, or where the government have acknowledged that a new Bill is incompatible with the ECHR: In regards to incompatible legislation, section 4(2) of the Human Rights Act 1998 states: â€Å"If the court is satisfied that [a] provision is incompatible with a Convention right, it may make a declaration of that incompatibility.† Section 4(4) of the Act goes on to provide that: â€Å"If the court is satisfied- (a) that the provision is incompatible with a Convention right, and (b) that (disregarding any possibility of revocation) the primary legislation concerned prevents removal of the incompatibility, it may make a declaration of that incompatibility.† The effect of such a declaration, however, is neither to render that legislation invalid and ineffective, nor to provide the parties in the case with a form of redress, but rather to alert the executive that the legislation in question is incompatibe. Despite the fact that the Courts have made it clear that a declaration of incompatibility is a â€Å"last resort†, in order to argue that the Human Rights Act 1998 is a constitutional enactment, it must be shown that where the legislative have introduced legislation which is incompatible with its provisions, that they have acted beyond their constitutional powers. In regards to ‘statements of compatibility, it is clear that the legislature are legally entitled to enact a Bill without such a statement, as per s19(1)(b) of the 1998 Act. An example of such an Act is the Sexual Offences Act 2005. This must be deemed to undermine the UKs commitment to abiding by the rights enshrined in the ECHR. Earlier in this essay we have asked the question: For an Act to be constitutional surely it must be the case that the legislature cannot bypass its provisions, while it remains in force, simply by indicating its intent to do so, or acknowledging that it does so? In light of the fact that the Act does not impose any duty of action on the executive to amend incompatible legislation, nor to make sure legislation is compatible before it is enacted, it cannot be said to undermine the constitutional nature of this Act because the legislature are not acting outside of the scope of their powers in the legislation. If this argument is correct, then we must ask ourselves what characteristics of the Human Rights Act 1998 suggests that it ‘has found a place at the heart of the constitution of the United Kingdom? In the case of Thoburn v Sunderland City Council, Lord Justice Laws defined a ‘constitutional statute in the following terms: â€Å"In my opinion a constitutional statute is one which (a) conditions the legal relationship between citizen and State in some general, overarching manner, or (b) enlarges or diminishes the scope of what we would now regard as fundamental constitutional rights. (a) and (b) are of necessity closely related: it is difficult to think of an instance of (a) that is not also an instance of (b).† We have already seen how the Courts have used the Act to give significant force to the ECHR, interpreting legislation widely to give effect to the Convention rights, allowing decisions by public bodies to be challenged for being a disproportionate breach of Convention rights and only issuing declarations of incompatibility as a ‘last resort. These features of the Human Rights Act 1998 and the way it has been applied by the Courts certainly satisfies Lord Justice Laws definition. This supports the contention that the Human Rights Act 1998 is part of the constitution of the UK, but does not confirm whether it has truly found a place at the heart of the constitution. Let us now look at recent political developments that serve to undermine this assertion: In England there is currently much talk about the possibility of repealing the Human Rights Act. For example, in 2006 David Cameron made a public statement that the Conservatives would scrap, reform or replace the Human Rights Act unless the government [could] reach a memorandum of understanding to enable foreign criminals to be deported to their countries of origin†. [Guardian, May 12 2006]. Likewise, a recent Review of the Implementation of the Human Rights Act, stated: â€Å"it is worth considering briefly an option which has been subject to recent comment. This would be the option of repealing the Human Rights Act and enacting a separate set of fundamental rights which would not, in law, be connected to the European Convention on Human Rights. The suggestion is that these rights could be given some sort of entrenched or superior status in our constitution.† [DCA, 2006, p5]. These sources strongly imply that the Human Rights Act 1998 has not found a place in the heart of our constitution, despite there being little doubt about its constitutional nature. In the final section of this paper, let us turn our attention to the place of the Human Rights Act 1998 in the constitution of Scotland, and its prospects for the future in this devolved jurisdiction: In Scotland, the purposes of the Human Rights Act 1998 were given greater force by the introduction of the Scotland Act 1998. Section 29 of this Act states: â€Å"(1) An Act of the Scottish Parliament is not law so far as any provision of the Act is outside the legislative competence of the Parliament. (2) A provision is outside that competence so far as any of the following paragraphs apply (d) it is incompatible with any of the Convention rights or with Community law.† This goes much further than the Human Rights Act 1998 which allows UK Parliament to enact incompatible provisions as long as an assessment has been made in accordence with s19(1)(b) of the Act. Coupled with the recent enactment of the Scottish Commission for Human Rights Act 2006, which established the Scottish Commission for Human Rights, it seems clear that the ECHR has found a central place in the constitution of the devolved jurisdiction of Scotland. However, in response to the statement at the top of this paper, we can hardly say that these developments put the Human Rights Act at the heart of the constitution of the United Kingdom; after all, these developments do not pertain to the Human Rights Act 1998, except in so far as this Act is used to define the Convention rights which are to be adhered to by the Scottish executive. Conclusion In conclusion, whilst the Human Risghts Act 1998 can certainly be described as a constitution enactment, recent political developments in the UK which suggest that this Act might soon be repealed undermine the contention that the 1998 is ‘at the heart of the constitution of the United Kingdom. In Scotland, the Human Rights Act 1998 can only be said to be at the heart of the constitution to the extent that this Act is referred to by the Scotland Act 1998, an Act which goes much further in granting legal protection to scotish citizens for breaches of Convention rights than the 1998 Act.

Global Warming and the Kyoto Protocol Essay -- environmental pollution

Global Warming and the Kyoto Protocol   Ã‚  Ã‚  Ã‚  Ã‚   In the world today there are talks about why and how the people of this planet are polluting the rivers, lakes, soil, and even air. With these talks countries are coming up with great ways to reduce this problem. They see the effects and they are happy and life goes on but there is another problem, the one the everyday people just can’t solve with their own hands, that problem is the theory of global warming. During December of 1997, a meeting in Kyoto, Japan, started a huge trend to try to improve the world’s greenhouse gas releasing which could cause an unnatural shift in climate throughout the world. This meeting was called the Kyoto Protocol and about thirty- eight industrialized countries agreed to lower their emissions of major greenhouse gases below 1990 levels. (Rowntree) In this research we are trying to find how the Kyoto Protocol is an example of globalization.   Ã‚  Ã‚  Ã‚  Ã‚   Globalization is the integration of world economies. Globalization affects productivity, imports and exports, technology, and growth rates. (Questia) Some of the trends in globalization are an increase in international trade, the use of global telecommunications, an increase in immigration, development of global financial systems, and the development of global business standards. In this case of the Kyoto Protocol, the European Union is one of the strongest advocates of regulations. With this the European Union today is lower than what it was in the ...