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Introduction Globalization has lead to an increase in the integration of national markets and the interdependence of Countries worldwide have opened their boundaries for a wide range of goods, services, and commodities. Today, in a globalised economy, no nation is self-sufficient. Every nation is involved at different levels in trade to sell what it produces, in order to gain what it lacks and also to produce more effectively than their partners. Maritime history, the study of human activity at sea, covers a broad thematic element of history that often uses a global approach. Freight forwarders typically arrange cargo movement to an international destination. Also referred to as international freight forwarders, they have the expertise that allows them to prepare and process the documentation and perform related activities pertaining to international shipments. Some of the typical information reviewed by a freight forwarder is the commercial invoice, shipper's export declaration, bill of lading and other documents required by the carrier or country of export, import, or transhipment. Much of this information is now processed in a paperless environment. A freight forwarder who does not own vessel, but functions as a carrier by issuing its own bills of lading and assuming responsibility for the shipments is called an NVOCC Non Vessel Operating Common Carrier. Firm that ship cargo on behalf of its client. NVOCC functions like any other carrier, issuing its own bills of lading or air waybills. There are numerous benefits of using a Non Vessel Operating Common Carrier. They can also help a company save time and resources because of their understanding and immense knowledge of the cargo shipping industry. This knowledge includes information on what the most effective and efficient routes of delivery are, based on specific destinations. They have expertise in most of the constituents of cargo shipping, packaging, pickup and delivery. This knowledge is institutional in providing a cargo with the best possible standards in accordance with international standards of delivery. Non-vessel operating common carriers are considered to be one of the â€Å"intermediaries† in the shipping industry. The latest law in this area has defined the NVOCC as â€Å"a common carrier which does not own or operate the vessels by which the ocean transportation is provided, and is a shipper in its relationship with the ocean carrier Latest law has defined the NVOCC as â€Å"a common carrier which does not own or operate the vessels by which the ocean transportation is provided, and is a shipper in its relationship with the ocean carrier. † NVOCC operators buy space from ocean carriers for consolidated shipments from a variety of clients. Documentation, logistical planning and warehousing of cargo from the port to final destination also are taken care of as part of the services provided. It was in 1951, when first intermodal modern day container was built and in 1955 first intermodal transport was operated. For the purpose to stream line the movement of container from origin to destination, there were intermediaries at each stage in the system. Ocean Freight Forwarder, Custom Clearance Agents, Trucking Agency, Railway Booking and Wagon Lease Agency, Container Freight Station, Port Clearance Agents, etc. Components Each time of the following three stages, i. . Inland Transportation at origin, Seaway and Finally Inland Transportation at destination, a new Bill of Lading was issued and cargo was insured. With International Trade increasing in 1970’s, efficiencies from containerisation led to trade of large volume and increased ocean carrier’s attention to ship with Full container load (FCL). That was the ti me when NVOCC emerged into the business. NVOCC’s are considered as one of the â€Å"intermediaries† in maritime industry. NVOCC’s went a way ahead in the business and provided end to end logistic solution even to small shippers. Business Model for NVOCC follows as shown below. At the origin, a NVOCC plays a role of consolidator as well as packaging agency, whereby they take part parcels from various shippers and consolidate in one full load container. Increase in efficiency and low time turn out time in transportation from inland depots to gateways of port. Another concept of Multicity Consolidation (MCC) is also leveraged by NVOCC’s. Once the cargo is placed in Container Freight Stations (CFS) or ware house at ICD’s, Cargo to a same destination is consolidated in one FCL. In this way NVOCC’s filled a transportation niche, particularly for inland ports, as onsolidator for smaller shippers ignored or abandoned by the ocean carrier. NVOCC Bill of lading: NVOCC's releases MULTIMODAL House Bill of Ladings (HBL) once they run a door-to-door service. They issue this HBL against shipper/final consignee whilst the Steam Ship Line issues a Master B/L (MBL) against the forwarder at origin and the forwarder at destination. NVOCCs play an importan t part in international trade. It is important that safeguards are in place to ensure the security of blank Bills of Lading, and there are systems in place to track them if they are misused. A NVOCC, who does not charter an entire ship, concludes contracts of carriage with several shippers/freight forwarders concerning individual packages or containers. When the NVOCC has accumulated an appropriate number of orders, he concludes a contract of carriage with a carrier who actually will perform the transportation. The NVOCC makes money by obtaining a better price from the carrier than he (the NVOCC) charges his shippers. The main duty of a carrier consists of the unconditional and unlimited obligation to transport the goods from the port of loading to the port of destination. The commitment to fulfil the transport obligation is the only and decisive criterion for a carrier. The salient features of NVOCC (Exports Sea) are as below: ?Register Individual shipment, Shipping Bill wise. ?Club multiple shipping bills under one HBL. ?Club multiple HBLs under one Master B/L. ?Prepare and print Master and House Bill of Lading. ?Specify B/L Charges for various charge heads for both payment and receipts and in any currency. ?Prepare Challan report for HBL. ?Prepare and send Consol Manifest. ?A unique Alert system which updates the user on current status of shipments based on shipment life cycle defined. These alerts can be mailed directly to the customer. ?Prepare and send Shipping Advice to customer. ?Prepare and Print Container Load Plan (CLP). ?Shipped On board (SOB) or Shut Out report preparation. ?Track transhipment details of containers at various Cargo Hubs. ?Various Customer Service reports. Can be sent directly through email from system. ?Prepare and print various types of Invoices e. g. Services and Freight, Brokerage, Lifting Shifting etc. including to Overseas Agent. The salient features of NVOCC (Imports Sea) are as below: ?Record various details for Import Shipment. Maintain various stages of shipment in its life cycle. ?A unique Alert system which updates the user on current status of shipments based on shipment life cycle defined. These alerts can be mailed directly to the customer. ?Keep track of various charges related to a shipment e. g. Freight, Fuel Surcharge, Ex-Works etc. ?Prepare, print and send Cargo Arrival Notice (CAN) to Importer for collection of charges which are linked to Accounts. ?Receive or Send Delivery Order (DO) as the case may be. ?Checks for shipment under Bank Release Order (BRO) and controls issue of DO. Overseas Agent's inward invoice/Credit/Debit Note can be booked into system for each shipment with profit sharing. ?A complete Foreign Remittances module for payment and receipts with RBI and bank covering letters/forms. The salient features of NVOCC (Accounts) are as below: ?Complete accounting package to suit specifically the needs of freight forwarding/NVOCC business with multi location and multi division activity. ?Managing the accounts of individual profit centres combined with common accounting books. ?Prepare/ view trial balance/ profit and loss/ balance sheet for individual profit centres as well as entire company. Prepare and print all types of vouchers e. g. Cash/Bank payment and receipts and Journal vouchers. ?Receipts and payments can be booked against particular invoices with TDS deducted details. ?Book Tra de Bills i. e. related to a particular shipment e. g. Transport or Freight Debit notes. ?Facility for Non Trade bills where tracking can be had for each item in a bill e. g. stationery items, Telephones etc. with separate recording of Service Tax Charged. ?Complete Cheque Book Management module for tracking of checks bank wise and also cancelled and post dated cheques. Merge Data of different Branches in Head Office. ?Complete Security module for rights of each user to operate a certain part of software. ?Data can be exported to TALLY accounting Package. Working of NVOCC’s at Various stages: Warehousing & In plant Logistics Receipt Unloading into warehousing Inspection Storage including stacking Preservation Order execution Dispatch and loading into own/customers’ vehicle Yard Management Receipt of Cargo Inspection Storage Inventory Management Order execution Billing Dispatch to Customers Value Added Services Unpacking/Repacking Grading / Sorting Break-bulk Labelling / Bar Coding Heat Sealing / Shrink Wrapping Assembly related services Quality Check Information Related Services MIS on stock, dispatch KPI related MIS Invoicing related MIS Preparation / submission of Excise returns Invoicing Order Processing Invoice Printing Related Statutory Documentation Inventory Management Re-order Level Assessment & finalization Stock-aging & FSN analysis Distribution (Secondary Transportation) Transportation to Customers’ premises Unloading at Customers’ premises Transit Insurance (as required) Reverse Logistics Transport Load Optimisation

I Do Not Believe in Ghosts

I do not believe in ghosts When I was little I lived in a house that was haunted. Wait don’t go! I know, I know, this subject is tired. The thing is I don’t even believe in ghosts. At least that is what I tell myself now, but back then I’m telling you that house was haunted. We moved there when I was in first grade and the first time I saw it, I started crying. Something about the house just seemed wrong. It was â€Å"pretty†, but it gave me a really ugly feeling.All sorts of weird, creepy, and inexplicable things would happen there. We had three dogs when we lived there, two of them ran away, and one went crazy and couldn’t live with us anymore. We had rabbits and they all died. We stopped getting pets. The toilet would flush itself. Once, I was talking back to my mom and she told me to stop or God would punish me and I said something along the lines of â€Å"yeah, right† and then the ground shook. I kid you not there was an earthquake, but no one except my mother and I felt it.Apparently, only our house shook. Another time, my brother who was an infant at the time was in his bassinet under a lamp that was hanging from the ceiling. I looked at my mother and told her she shouldn’t put him there because that lamp was going to fall on him. I walked over and moved the bassinet and as soon as I moved him the lamp fell. Crazy! It makes no sense to me that I have such clear memories of this house that was seemingly possessed and yet, I do not believe in ghosts. Do you?

Education in Ancient Athens

No civilization can exist without education. All that didn’t perished quickly without a significant mark. Ancient Athens had an excellent system of education and therefore was able to prevail and live for a long time. Education was offered to boys in Athens and schooling started at the age of seven. All Athenians valued education. Even though schools have tuition fees, many poor people paid the money (McAllister). Students from ages seven to fourteen learned three main subjects. They learned grammar, which consisted of reading, writing and math.Music was an important subject to the Athenians and so was gymnastics (Dunkle). Reading and writing that was taught was useful for trade and business (Dunkle). Athenians learned gymnastics to promote health and strength (Dunkle). Music built up characteristics, and entertained friends, and was used to purify their souls (McAllister). The sensible education system of Athens was beneficial to their civilization. Too all students in Greece , the basic reading, writing and math were taught. Being taught reading and writing was helpful in trade.Traders all over the world commonly spoke Greek. It second language for educated people outside of Greece (Mazour). Learning Greek, would help communicate with traders in the world that don’t have Greek as their first language. After elementary school, sophists usually taught the students (Mazour). From them they learned about poetry, the government, ethics, astronomy and rhetoric (Mazour). Rhetoric was the study was public speaking and debating. Rhetoric was helpful to the democratic system that was Athens’ government.This was beneficial to the government because people could speak well in front of people and creating good arguments. Reading and writing isn’t all they valued. They also thought that music was important. The ancient philosopher, Aristole said that music served as education, but also as a pastime and amusement (Dunkle). In music class, they lea rned to sing, and play an instrument. By doing so, they were able to entertain guests at a party (Mazour). Music wasn’t always for these shows, but they supported a calm mind in a healthy body (Mazour). The type of music that a erson listened too also built the characteristics of that person, or so Plato says, â€Å"Teach them the poems of other morally good poets, setting them to the music of the kithara and compel rhythms and harmonies to dwell in the souls of the boys to make them more civilized, more orderly and more harmonious so that they will be good in speech and action† (Dunkle). Plato’s student, Aristotle also agreed to this, â€Å"Therefore it is evident that music is able to produce a certain effect on the character of the soul, and if it is able to do this, it is plain that the young must be introduced to and educated in [music]† (Dunkle).Aristotle stressed that the students must love music, and â€Å"mere appreciation would not be sufficien t† (Dunkle). Training in singing and the playing of an instrument was important. Students that learned went on competitions called Mouseia (Dunkle). This built their confidence and their morale. The Athenians had a special curriculum of gymnastics. In our time, it would be called physical education. Students had athletic training because it promoted good health, strength, courage, and it prepared them for warfare (Dunkle).Unlike Sparta that trained their children to death (Crystal), Athens were not concerned with specialization for a specific job, but to have a wide range of education (McAllister). Good health would lead to longer lifetimes and so Athen’s would be healthier overall. Strength and courage would be useful in battle or it public speeches. This means that Athenians wouldn’t be nervous and would look intimidating because of their good physique. Many kids studied from an early age. There were intelligent students that benefited Athens. The system of edu cation the Athenians had been well made and because of that Athens was able to thrive.It is similar to how our system works today, with College and able to be taught/ or tutored by teachers who are hired. How we have music classes like orchestra and choir. Also like how we have dance classes and physical education classes at school. It is a good system that our education system is based off of. Reading and writing taught the students to communicate and so they could communicate with traders. Music brought peace to the soul, but also served as entertainment. Physical education brought good health and children were able to prepare for warfare. These features of Athenian education made the Athenians stronger and more powerful.

Sport Diplomacy Essay Example | Topics and Well Written Essays - 3000 words

Sport Diplomacy - Essay Example Sport provides a tool for governments to preserve and reinforce their international cohesion and retain their international prestige, and that is the main reason why the majority of states consider their participation in the Olympic Games mandatory, using the latter as an opportunity to enhance their economic and cultural images and to deliver political messages (Jaffe and Nebenzahl, 2006, p.68). Sport as well reflects trends occurring in ideological politics (Jaffe and Nebenzahl, 2006, p.71). As vividly explained by Jaffe and Nebenzahl (2006), during 1924 Olympic Games US rugby football team experienced significant aggression, which illustrated the German propaganda, impact of international politics on public opinion and the reversing side of sport events as diplomatic tool, a counter-diplomatic in this particular case (Jaffe and Nebenzahl, 2006, p.71). Furthermore, sport constitutes a mirror for international conflicts, relations, dilemmas and solutions, since one has only to take a look on the images and representations from big international competitions like The Football World Cup or the Olympic Games to identify depending on the historical period a certain national pride (the United States during most of the Olympic Games) or national malaise (Iraq Olympic Team in the last two Olympic Games). This particular paper aims to examine different situations on how sport is used as a part of political diplomatic strategy and how communicative tactics are utilized to enhance application of sports as a diplomatic and political tool. The first part of the paper discusses the role and scope of sport diplomacy, and communication and ethical dimensions of sport diplomacy. Simultaneously, the second part examines the origin of sport...From the theoretical perspective, sport diplomacy is defined as the utilization of sport to pursue political objectives (Senn, 1999, p.35). The scope of sport diplomacy ultimately depends on what political objectives should be met, therefore, sport diplomacy can be used as a tool of state internal affairs or a method aimed to enhance or worsen diplomatic relations between countries. Analyzing the application of sport as a diplomatic tool, it is necessary to emphasize that for many nations sports have served as a form of national identity. Successes by individuals have become symbolic of the nation (Ilmarinen, 1984, p.9). It seems that international sporting activities have been especially important when nations were either struggling for independence or consolidation (Lowe et al, 1978, p.51). As an example of the national importance of sport achievements, one can refer to the medals received by the South Korean athletes in the Seoul Olympics (Guttman, 1992, p.43). Their medals were regarded as valuable and signified national prestige in the country, which during that period was trying to i mprove its international and economic status. One might rationalize that sport diplomacy plays an important role in enhancing the social mobility of underdeveloped countries in the international arena. It would seem that the nationalistic character of sport diplomacy has become even more important to developed nations. The historical facts which identify the close relationship between sport diplomacy and political ideology are abundant

Ethnic Violence in Darfur and International Response Essay

Ethnic Violence in Darfur and International Response - Essay Example Yet, the Sudanese government has repeatedly violated their own constitutional grants of liberty in that countless ethnically 'black' Sudanese have been trafficked, murdered, and enslaved by Arab militia, supported by the government. Moreover, since law-abiding non-Arab Muslims have been treated in much the same way as violators of the law, racial identity is the prevalent factor in government actions. For this reason, critics of the government argue that it is practicing ethnic cleansing, which is not only a violation of Sudanese law, but international law. While Sudan is a member state to the United Nations Charter, whose purpose is to prevent atrocities such as the Holocaust from reoccurring, the Universal Declaration of Human Rights to which the Sudan is a signatory is incapable of enforcement absent consent to international jurisdiction. Yet the question remains; is there legal recourse for such victims of government abuse More specifically, does the Sudanese constitution grant liberties for the breach of which there is a right to file a claim If there are such explicit rights, how can these rights be enforced within an oppressive regime This paper seeks to examine how notions of individu... While the United Nations offers to protect such victims, without the consent of the offending country to submit to international adjudication, individual rights exist only to the extent of the will of a member state. Therefore, this paper will also examine the origins of individual rights within the context of natural rights, and how natural law limits human rights protections. In this way, it can be shown why absent physical power to effectively halt the murderous Sudanese regime, victims have neither national nor international legal recourse. History of Violence Sudan is the largest country in Africa. In antiquity Sudan was part of a ancient civilization The country has been through a number of forced religious conversions. First, it was converted to Coptic Christianity in the 6th century of the Christian era. Then Islam was introduced by Arab invaders in 7th century but did not supplant Christianity until the 15th century. The name Sudan means a "land of the blacks" which denotes the ancient racial composition of the country. As a result of invasions from Syria and immigration of nomadic Arabs has since changed the racial composition. The country is roughly divided into two between Arab controlled dominated north and the black dominated south. The country is further divided along religious lines between Arabs in the north and Christians and animist in the south. Approximately, 40 percent of the population is Arab and 60 percent are African. Roughly 60 percent are Muslim. There are close to 600 ethnic groups and over 100 spoken languages in the South. (UUSC, 2004). This explosion combination has resulted in a protracted struggle for control of the country and its resources which so far has been dominated by Arabs in the north. Fight against

The realities and fictions of Saving Private Ryan Essay

The realities and fictions of Saving Private Ryan - Essay Example The first thirty minutes of the movie depicted the carnage that happened on the beaches of Normandy on D-Day. There was a real Omaha Beach were American troops made their landing and beachhead. The Higgins boat which transported the troops and landed them on the beaches were accurate. The carnage depicted used the perspective of the infantryman on the beach, which tried to approximate the brutality of the landings. Although many died on the beaches and the landing areas were pre-sighted by the Germans with their guns and artillery, it was not the real battle but merely a depiction of what happened. The character of Lt. Colonel Anderson, Commanding Officer, 2nd Ranger Battalion, who gave Capt. Miller his order to find Ryan, is fictitious. Miller himself was fictitious and there was no such officer commanding Company C of the 2nd Rangers. However, the actions which Miller performed on Omaha Beach were also documented as having been done by real-life American officers who breached the German defenses. In the same context that Anderson and Miller were fictitious characters, so to were the rest of the squad which included Sergeant Horvath, Corporal Upham, and Privates Caparzo, Mellish, Reiben, Jackson, Wade and Upham. In fact, James Ryan, Private, 506th Parachute Infantry Regiment, 101st Airborne Divisi

History Essay Modernity Example | Topics and Well Written Essays - 1250 words

History Modernity - Essay Example ctives that originates back to the origins for the purposes in a manner that would create objectivity for the purposes of embarking on reduction of feudalism in the region of Western Europe. It has the capabilities of conversion of modern societies for the establishment of the functionalities of modern world for ensuring the concept of globalization for the furtherance with amazing outcomes that is a source of transitional effects of history. The accent of this treatise is to embellish the concept of modernity for the purposes of ensuring an element that would create a philosophy of preponderance for ensuring modern outlook and thoughts as well as inspirations. The transitional phase can be described as a positive thrust for the emancipation of various processes that converge in the formation modernity for the exuberance that would embellish the token of success. In a society there are various processes and forces such as traditionalism, understanding of modernity with a balance between sobriety and style that would broaden the outlook and relevance. This aspect would accentuate a balance between perfection and eliciting the balance in the formation of thoughts for achievement of modernity. It should be appreciated for the development of the society for establishment of a remarkable example that would create various vistas and avenues for being in limelight to become a personality with sound judgment as well as astute thinking on the aspect of modernity. The objective is to follow in certain parts of the society traditionalism without compromising the benefits and achieve the happiness and freedom of modernity without sacrificing the value s and principles. Various schools of thought as well as various pronouncements of theorists that would enable the modern man to embark on a mission that would pave the way for amazing awakening for establishment of modernity. The awakening of thoughts and the process of transformation towards modernity would further accentuate a

Class Project Coursework Example | Topics and Well Written Essays - 750 words - 1

Class Project - Coursework Example Also there were no occluded fronts observed in these three days in the western America although warm and cold fronts are approaching each other. Reason behind this weather description is the presence of long range rocky mountains which help in reducing abrupt changes inn air pressure. The yellow lines are showing the air currents with temperature approximately equal to 15 degree Celsius; it means the weather is relatively cold in these areas. Here is the pictorial view of the time series graphs of meteorological data taken from BNO weather station, for three consecutive days. The plotted graphs clearly show the trends of relative humidity, dew and temperature against time. These synoptic maps clearly show the presence of occluded fronts in the eastern part of the United stated as they are relatively plain regions. These occluded fronts are responsible of hurricanes and tornadoes being observed in plain areas. These graphs show extremely interesting trends of precipitation in the BNO region. In all three days at noon relative humidity was increased to a maximum level. And during night times humidity was reduced to a minimum level. Also the temperature was much higher during night times and when the humidity was raised during day, temperature shows an interesting trend and drops to a minimum level, whereas, dew was having average trends throughout the

Human Resource Research Paper Example | Topics and Well Written Essays - 500 words - 1

Human Resource - Research Paper Example ining close collaboration between the various functional departments and resolving inter-departmental issues are a matter of daily occurrence for an HR manager. An HR manager may be required to generate reports based on staff related issues on a daily basis or as required. An HR manager is required to weekly assess the performance of staff, identify the loopholes, suggest and implement corrective measures to improve the performance in the upcoming week. Also, the HR manager weekly reviews the expenses and verifies that they conform to the pre-defined budget for the specific activities. An HR manager attends monthly meetings among the project parties and represents the HR department in such meetings. An HR manager might be required to administer and review the progress of the research conducted by the organization on a monthly basis. An HR manager assumes a huge responsibility in conducting meaningful research. Project managers work in close collaboration with the HR managers in the allocation of budgets to various projects and the constituent activities every year. â€Å"Ensure compliance to the approved salary budget; give focus on pay for performance and salary benchmarks where available.† (Goyal, 2010). Besides, HR managers are consulted while selecting the staff to be promoted after an analysis of their past year performance. To me, the job of an HR manager is too serious and sensitive in nature to be interesting, though one always feels special being on such an authoritative position as that of an HR manager. However, an HR manager might find it interesting to learn the departmental issues and resolve inter-departmental conflicts. What is not interesting about the job of an HR manager is that many project managers tend to sideline HR managers as they view them as their professional competitors. As an HR manager, I can be very good at decision making because the decisions I take usually prove beneficial for me and for others in the long run. However, I need

Agency and Franchising Essay Example | Topics and Well Written Essays - 500 words

Agency and Franchising - Essay Example Two types of retail business format are popular; agency and franchising. Agency or an agent can be broadly described as a person with an authority to represent another person, persons or corporation (called the Principal) (Brillinger, p214). The agent therefore, represents the principal in all the commercial transactions. It is important to understand that as the agent represents the principal, the principal, by default, becomes liable for all the acts of omission and commission of the agent. Even when the agent’s appointment may have pre-defined authority as given by the principal, the principal becomes responsible for all the leverages taken by the agent while conducting business on his behalf. The goods and services sold by the agent are owned by the principal, he is just the intermediary who acts on behalf of the owner of the goods and services. ‘By virtue of an agency, the seller contracts directly with the customer, who is seller’s customer, not that of agent’ (Ishani, 2007). The franchising is ‘a marketing system revolving around a two-party legal agreement, whereby the franchisee conducts business according to the terms specified by the franchisor’ (Longenecker, chapter 3). The process of ‘franchising’, therefore, has become popular in the emerging economy which presents wide scope for the parties, franchisee and the franchisor. The franchising format of business primarily comprises of licensing another person to run the business in a pre-determined format. The franchisor is able to expand his business and spread them in wider areas of operation in a relatively short time and with reduced capital cost. By facilitating goods and services to the franchisee, the franchisor is relieved of the pressures of day today operation and at the same time, he is able to control the appearance and operation of the franchisee

The Great Gatsby - Element of Fiction - The Plot Essay

The Great Gatsby - Element of Fiction - The Plot - Essay Example Nick Carraway, Jay Gatsby, and Daisy Buchanan. She is Nick’s cousin (Fitzgerald 2). Tom Buchanan, Daisy’s husband and Nick’s classmate. Jordan Baker a long time friend to the Buchanan’s family (Gross & Jean 29). Myrtle Wilson Tom’s mistress. The final major character is George B. Wilson Myrtle’s husband. Nick then had moved to the West Egg. Daisy, Nick’s cousin is married to Tom (Gross & Jean 43). They live close to New York City in a town known as East Egg. Tom is tremendously wealthy. For this reason, Daisy had married him (Fitzgerald 12). Nick regularly visits his cousin’s family in East Egg. Where Nick lives, he is neighbored by a wealthy man known as Gatsby. Gatsby throws parties weekly. Nick visits Daisy one evening at her home for dinner. He is introduced to a beautiful girl Jordan. Jordan and Nick start up a romantic relationship (Fitzgerald 25). Through Jordan, Nick learns that Tom has an affair with Myrtle Wilson. Myrtle is a wife to a gas station owner (Gross & Jean 46). One evening, Tom invites Nick to a party in New York. He also invites his mistress Myrtle Tom picks Myrtle on his way to the party. Myrtle gets drunk to uncontrollable levels, while at the party (Fitzgerald 30). She is, therefore, not keen on what she says. She makes fun of Daisy. This hugely angers Nick. For this reason, Nick beats her up (Gross & Jean 51). Actually breaks her nose. Gatsby had fallen in love with Daisy five years ago. Then he was a poor military man. Daisy had opted to marry Tom who is richer (Fitzgerald 45). This was after Gatsby had gone to participate in the war. Gatsby was so determined (Gross & Jean 57). He wanted t get rich. This would help him win Daisy back. This had challenged Gatsby to gain wealth rapidly. He did this through illegal deals of selling prohibited alcohol (Gross & Jean 63). He had then bought the mansion. This was to be close enough to daisy. Gatsby has gained immense wealth (Fitzgerald 47). He plans on

Immanuel Kant Essay Example for Free

Immanuel Kant Essay There have been many philosophical perspectives and debates held throughout the centuries on the foundations of human knowledge. The stand points that both Descartes and Locke have differ and both of these philosophers’ perspectives have contributed to the rational and empirical debate about the foundations of human knowledge. Descartes’ understanding of the foundations of human knowledge takes on a rational viewpoint and has lead to Locke’s response of an empirical proposition of this understanding. Both of these philosophers’ understandings are two sides to the same coin according to Immanuel Kant. In Kant’s writing of Critique of Pure Reason he explains how both of these perspectives are intertwined and work together to as the foundations to forming human knowledge. To Kant empiricism and rationalism both play an important part to human beings acquiring knowledge. In the essay below, there will be a brief history on who Immanuel Kant was and a more detailed explanation of both Descartes’ and Locke’s comprehension of the foundations of human knowledge. Following the dispute held between these two philosophers will be Kant’s solution to their debate, on how both the empirical and rational faculties of reality are important factors to gaining human knowledge. Kant was a German philosopher that was born April 24th, 1724 and died February 12th, 1804 and is often known as one of the most important philosopher of modern time. His writings are known to be one of the most difficult philosophers to understand which results in many challenging interpretations of his work. Kant is difficult to read because of the system he uses; he re-established this through the invention of critical philosophy. Kant was raised to be a priestly household that stressed intense religious devotion and personal humility and many interpret his philosophy as an attempt to carry forward the interest of Christianity. He received a firm education, one that was disciplinary and held religious instruction over mathematics and science. His career seemed to take light at the high point of the Enlightenment where reason can be found to be at the center of his philosophy. He was enrolled at the University of Konigsberg at the age of sixteen and ended up spending his entire career there. He studied philosophy and was introduced to the mathematical physics of Newton. There were major advances in the sciences that used reason and logic which was in opposition to empirical philosophy. Kant was a rationalist before he accepted the empiricist perception of knowledge. Kant’s Critique of Pure Reason was written in hopes of ending the scepticism of empirical logic that thinkers such as Descartes possessed. The position that Descartes takes on the foundations of human knowledge is a rationalist point of view. Descartes’ Meditations on First Philosophy starts with his own experiences and discards all beliefs in all things that cannot be proven absolute. He then tries to establish what can be known for certain. Each meditation refers to the last one as â€Å"yesterday†, as if the meditations were written in six consecutive days. The first meditation starts with Descartes doubting his reality, his being, and everything he knows because he believes that his senses are deceiving. Descartes reflects on a number of falsehoods which he believes forms faultiness in the foundation of his body of knowledge; he believes that the foundations need to be rebuilt. In understanding that his body of knowledge has derived from these falsehoods he comes to the conclusion that he must wipe clean and set aside all of his beliefs and start from the beginning. He reasons that if he can doubt the foundations and basic principles in which his opinions and beliefs are founded on, then it is said to be false until it can be proven certain; all false knowledge should be discarded. The reasoning for Descartes doubting everything is due to his understanding that the senses have deceived him before and therefore cannot be trusted; if he has been mislead by his senses in the past than it is possible for him to be deceived by them at anytime. He argues that all knowledge that is gained as a child should be doubted until proven to be true because the opinions and beliefs that we form as a child are brought forth through undeveloped and untrained faculties. Another argument that Descartes brings forth is the Dream Argument, arguing that when we are dreaming we cannot distinguish between the reality of our dream and real reality, which only in our waking experience does one realize that they were dreaming. He then brings forth two more arguments justifying why he should doubt everything he knows, the first stating that empirical experiences (the senses) could be misleading and deceptive at times. At times our senses could make something seem as if it is something else. The second justification for his scepticism is his idea of the Evil Genius. It is a conception that an evil deity implements these false ideas into your head and gives one false perceptions of reality. These four reasons suggest why Descartes doubts his truths and why he decides to give up all of his beliefs of the physical and empirical world unless they are proven to be certain. In his second meditation Descartes claims that the internal reality is known more easily then the body. He continues by arguing that our knowledge is not gained through experience, but rather it is innate knowledge. He understands that he must forget everything that has happened and persist on doubting everything until he can resist the doubt. He supposes that everything that he sees does not exist, that he has no senses and no body, and that extension, place and movement are false notions. The only certainty there is, is that there is no certainty. He denies that he is any senses and body; he questions his existence and states that his mind is the firmest affirmation that he does exist. Descartes then comes to the conclusion that if he does not exist and an evil genius is tricking him, in order for him to be tricked or to be doubting everything he must exist for this to take place. If everything is an illusion to him and is having false judgement, it is still him doing it, the fact that he doubts proves that he exists. Descartes understands that he cannot exist if he does not think and only exists as long as he is thinking. Therefore for Descartes thought above all else is inseparable from human beings. He separates the world into two substances Res Cogitans (thinking being) and Res Extensa (external being). Stating that he exists because he is the one that doubts and that thought could not be separated from him. The foundation for human rationality is Res Cogitans. He then concludes that he is not just something that thinks, wills, and understands but also something that imagines and senses even if these faculties are not truthful. Descartes comes to understand that his body is separate from his mind; his senses can change things and make them appears otherwise. He uses an example of wax, when you place the wax near fire it melts and takes a different form but he still understands that it is wax. It is in this moment that Descartes realizes that his Res Cogitans is needed for the senses to be able to distinguish that the wax is still wax even if has taken on another form. This understanding does not come from the faculties of the senses, since all of its sensible properties have changed; he knows the wax by means of the intellect alone. The third meditation concerns the existence of God. He questions what he knows of himself and how he knows what he knows. His reflection on this knowledge is that God is the ultimate foundation of knowledge. The minds possession of knowledge allows one to have knowledge; one has a body of knowledge innate that allows them to perceive the external world. Descartes understands that he has thoughts that are not gained through experiences, the idea of God. God cannot be known by the senses, for the knowledge of God is ultimate. He questions then how one could attain the knowledge unless this knowledge was innate, he thinks of God so therefore God exists. If there is an evil deity that exists that is as powerful as God then one can be reassured that God does exist, and if God does exist then the evil deity cannot be sustainable, therefore he does not exist. Descartes then continue to state that God not only exists but he has also placed these thoughts of perfection in one’s mind, a priori knowledge. He then comes to conclude that pure reason is knowledge gained by innate knowledge not by the experience of the senses. He reasons that all ideas are modes of thought and that the idea of God must have a far greater purpose then any other. The fact the Descartes is a finite substance he does not have the capability on his own to originate the idea of God, and therefore concludes that God being infinite caused this idea making him exist. Within his reason (thoughts) his clear and distinct ideas are truth, with the senses one is in danger in confusing things. To Descartes God is the necessary condition of reality and knowledge and God to his knowledge is innate. One cannot experience God’s attributes, therefore they are innate attributes. This is how he came to the conclusion that God has placed this idea in his mind. Because he came to know that there was a God through rational knowledge, there is an innate nature of God within his thoughts. Descartes conclude that there are two sources that we engage with the world ones will and senses. It is not the will that misleads one but the misconception between the two. To Descartes the external world exists but in order to understand the external world one has innate knowledge of the world. Human beings possess innate and a priori knowledge that gives the possibility of understanding the knowledge of the empirical world. John Locke’s perception of the foundations of knowledge is in opposition to Descartes’ philosophy. Locke argues that we do not have innate or a priori knowledge of God. Locke perceives to be a blank slate; at first the mind does not contain any notions whatsoever, it is empty. All the ideas that we have are gained through experience; the human mind is born without no built in context. He attacks the notion set forth by Descartes and other philosophers on the theory that human beings are born knowing certain things. Humans gain knowledge from the world they don’t start off with knowledge. For Locke empirical knowledge gains our further inquiry into knowledge. It is only when we come in contact with things through experience that we gain knowledge. Locke believes and feels strongly that all of our ideas come from experience and the material that we have to work with is extremely limited; the knowledge in which we attain about the nature of things is limited and one can never really have a systematic body of knowledge. We can only observe and experience certain qualities within the world, and this however according to Locke limits our knowledge of the nature of things. Knowledge is built on ideas and we get our ideas from our experience of the senses. He explains that there are two basic types of ideas simple and complex ideas. We gain our simple ideas through our senses, through the faculties of sight, touch, smell, hearing, and taste; we reflect on the external world and our complex ideas are built off of simple ideas. He explains that this form of knowledge cannot be innate because this theory contradicts itself. If there were innate principles to knowledge then everyone would agree to them, and not everyone agrees to innate principles therefore there can be no innate principles. Locke presents four arguments as to why knowledge cannot be innate and a priori because it would contradict itself. If they were innate this would imply that ideas and images are imprinted on everyone’s mind not just certain individuals. Children should have access to this kind of knowledge but they don’t, they only ever seem to have ideas to the things they have experienced. This makes the claim that knowledge is innate contradict itself because if it were a priori and innate children would have this kind of knowledge that Descartes talks about. If children were born with these ideas they would not find it so difficult to grasp. He also states that if there is some kind of knowledge that is innate then everyone should posses a level of awareness of this but this is not the case. It is not possible for this to be and not be at the same time. The ideas that make up the propositions of existence and identity are least likely to be innate because they are too obscure and confusing for them to be clear without any form of degree. He also raises an argument on the understanding of God. The idea of God cannot be innate because there are some cultures that don’t recognize God or any god for that matter. Locke is a sceptic of the know ability of God, for we are finite beings and God is infinite and if we don’t possess innate knowledge then the only notions we can generate is through empirical objects. Therefore according to Locke this proves that knowledge is not innate and is only gained through experience. In Kant’s Critique of Pure Reason he aims to unite reason with experience, both Descartes’ and Locke’s perspective on the foundation of human Knowledge. Reason is the highest authority for Kant, judging even our knowledge of God. His hope is that he can save knowledge from scepticism (Hume’s criticism) and show the deep roots of knowledge in the cognitive structures of the thinking subject. His philosophy has a unity under reason, but reason has its limits and distinct applications. He thinks that before we can philosophize we must first determine how reason works in its two basic manners. Kant places heavy emphasis on the a priori method. A priori refers to ideas or judgments, conclusions we can gather, based upon knowledge we have prior to, or without reference to, empirical experience. The opposite of a priori knowledge is a posteriori knowledge, which is dependent upon experience of the world outside of thought. Kant’s philosophy gives a very brief sketch and argues for the maintaining of a series of distinctions. We are told that the realm of rational knowledge can be regarded in two ways, or through two sets of distinctions. On the one hand, rational knowledge can be viewed formally or materially. Formal knowledge is ordered by the universal laws of logic, which try to organize the rules of connecting and constructing ideas without any reference to objects. Material knowledge is concerned with physical objects and the laws of thinking through which we apprehend objects. Rational knowledge may be regarded as empirical or as pure. Empirical knowledge is based on experience, whereas pure knowledge is based upon a priori principles. Kant applies two distinctions to generate a third category for knowledge. Reality to Kant is a joint creation of the external world and the human mind, in which it only regards the latter that we can acquire certain knowledge. Unlike Locke, Kant does not believe that the mind is a blank slate where the mind only receives information; it also gives shape to the information. He believes that knowledge is something that is created by the mind though the filtering of sensations through the various mental faculties. These faculties determine the shape that knowledge takes once one has experienced the empirical world. Also, Kant differs from Descartes by claiming that pure reason can discern the form but not the substance of reality; one cannot come up with answers through just the exercise of pure reason. He believes that his forerunners did not provide a clear ground for metaphysical speculation, due to the fact that they assume that time, space, and causation are part of external reality that the mind has to reach out and grab. He believes that time, space, and causation are not found in experience but rather from the form in which the mind gives to experience. He states that we can grasp this not because pure reason has been stated to have insight into the nature of reality, but rather pure reason has insight into the nature of ones own mental faculties. Our knowledge of things is how we come into contact with it; we can never know the true nature of the things in which we experience only God can. In the Critique of Pure Reason, Kant achieves a blend between the competing traditions of rationalism and empiricism. He draws from rationalism that pure reason is capable of important knowledge, but however he rejects that pure reason can tell us anything about the natural things in themselves. He also draws from empiricism, stating that the idea of knowledge is essentially from experience, but discards that we can assume universal truths alone from experience. The two distinctions that Kant draws from that were mention earlier a priori and a posteriori knowledge. A posteriori knowledge is associated with synthetic judgment because this judgement is derived only through experience. Analytic judgement is associated with a priori knowledge because this judgment is based on reason, the ability to have use ones own mental faculties. Kant states that pure reason is capable of knowing pure truths simply because one is capable of synthetic a priori knowledge, however pure reason does not have the power to grasp the mysteries of the universe. He believes that much of what we believe reality is shaped by the perception of the mind. The mind does not passively receive information by the senses but rather it actively shapes and makes sense of the information that it experiences. Space and time according to Kant are intuitions of our faculties of the senses; sensory experience only makes sense because our faculties of our senses process it and organize it according to our intuitions of time and space. The events that take place within space and time would not make sense if it weren’t for the faculty of understanding, which according to Kant organizes our experiences. It is our senses that react to the objects from outside of the mind, and we only have knowledge to how they appear once they have been processed through the faculties of the senses and understanding. One cannot know the true nature of what things are for only God can,; an individual can only have knowledge through the structure of the mind in which it experiences the world. Kant says that we have tools that are innate within us that allow us to understand what we have experienced in the world, but one can never truly understand things within themselves. According to Kant Metaphysics rely on the faculty of reason which allows and helps us to reason independently form experience, not to understand things in themselves. In the Critique of Pure Reason Kant redefines the role of metaphysics as a critique of pure reason. It is understood that the role of reason is to understand itself, to explore the powers and the limits of reason. Kant makes it clear that we are incapable of knowing anything certain about things-in-themselves, but we can grow a clearer sense of what and how we may know by intensively overlooking the faculties of the mind. One comes to see how Kant brings both rationalism and empiricism and forms a new foundation on the acquiring of human knowledge. Work Cited. An Essay Concerning Human Understanding/Book I. Wikisource. Web. 10 Apr. 2012. . Critique of Pure Reason. (Aesthetic). Web. 10 Apr. 2012. . Critique of Pure Reason. (Analytic of Concepts). Web. 10 Apr. 2012. . Meditations on First Philosophy/Meditation I. Wikisource. Web. 10 Apr. 2012. . Meditations on First Philosophy/Meditation II. Wikisource. Web. 10 Apr. 2012. . Meditations on First Philosophy/Meditation III. Wikisource. Web. 10 Apr. 2012. . Wilson, Gerald . Lecture 7: Kantian. Class notes PHI3183 Wednesday, February 29, 2012.

Impact of Bullying on Child Personality

Impact of Bullying on Child Personality Munira Minaz Ali This paper discovers the bullying behavior as a common feature and, a nightmare in schools and colleges throughout the world. It is a troublesome repetition in school that infringes on child’s wellbeing, dignity and, security. The physical, academic and, psychosocial consequences of bullying can never be underrated. Therefore this paper will give insight about the meaning, extent and, causes of bulling through various theories and literature. The characteristics of bullies their victims and the effects of bullying on physical psychological health were also discussed. Finally intervention strategies that involved school system, family and children can be implemented and evaluated for both bullies and their victims. We do know that school age is a time in which a young child continues to shape up and undergo many physical and psychological developments. However during this time if the child development is disturbed by any violence and ferocity it can lead to long lasting physical, mental and emotional harm. Bullying is one of the common forms of violence that has a significant and long lasting effect. It is spacious area of interest due its negative psychological outcomes and academic performance of children. It is acknowledged as a serious problem which has an adverse effect on wellbeing of a child.This paper attempts to elucidate the causes of bullying with respect to different theories, characteristics of bully and victim, effects of bullying on victim and bully itself and at the end possible strategies would be discussed to control the act of bullying. Catherine Rothon (2011) defines bullying as â€Å"Bullying is broadly defined as a desire to hurt and the execution of a harmful action; it is characterized by repetition and either a physical or a psychological power imbalance† (p.579). In the report of anti-bullying working group, (2013) Professor Olweus regarded bullying as negative behaviors that are done deliberately and repeatedly against individuals who has trouble defending themselves (p.16). James (2010) reported that on the survey of bullying around the world, the rate of victimization is 9% -32% and rate of bullying is 3% 27%. In addition, the report of anti-bullying working group, (2013) reported the international comparison of 39 countries and showed percentage of bullied children as 39.2%. Moreover, boys are more likely to be involved in bullying and become target of physical aggression whereas girls are comparatively less involved in bullying and usually involved in spreading rumors and gossips (Moseley, 2011). This is also supported by (Boyle, 2005; James, 2010; Hanif, Nadeem Tariq, 2011). In Pakistan there is no proper statistics available about bullying but the cases of bullying are escalating every year. Bullying is characterized by a multi-factorial approach of causation. Moseley, (2011) highlighted that family life is one of the cause of bullying for instance, if authoritarian parents create a harsh and restricted environment, it can increase the chances of adopting negative behaviors. Adding to this, many children feel unloved therefore they use bullying as an opportunity to make them feel happy and stronger than victim. Besides, many children want to appear themselves dominant on others and, pretend to be tough. Gottfredson and Hirshi (1990) proposed low self-control theory as a cause of bullying. This theory elucidate that low self control is the main source of aggressive behaviors. Also, the child is insensitive to others and, likes to hunt for instant gratification (Darmawan, 2010). Another theory highlighted by Darmawan, (2010) is differential association theory which suggests that individuals associated with felonious peers or living in an offending environment are involved in unsociable behaviors and often attracted towards bullying. In regards to this, Darmawan (2010) referred social learning theory of bandura (1977) and, describe three conditions that increase the likelihood of child’s hostile behavior i.e. when the model is persuasive enough or he/she is rewarded on bad deeds rather than punishment and has comparable features with child. Furthermore, Robert Angrew (2001) proposed general strain theory which explains negatives feelings created by strain can put the child at risk of adopting delinquent behaviors and it’s a coping strategy to release their stress (Erikson, Nielsen Simonsen, 2012). Many studies found that children who suffered from physical or emotional abuse, maltreatment and, rejection are usually involved in bullying (Espelage et al., 2000). Most of the bullies resemble in their characteristics. Smokowski Kelly, (2005) stressed that they are aggressive and likes to dominate themselves. Moreover, they tend to scare others because of their physical strength and disobedient attitude. Research suggests that their families are often unfriendly and indifferent towards them (Smokowski Kopasz, 2005). Additionally, Carla Bennett, (n.d.) and Brown Patterson (2012) enlightened that they are energetic, impulsive and have high self-esteem. They use their violence to get what they want and Lack sense of empathy for their victims. They are bad-tempered and cannot tolerate frustration (Blazer, 2005; Smokowski Kopasz, 2005). In contrast, victims address peer abuse, more quiet, anxious and sensitive. They lack communication skills, problem solving ability and are unconfident. (Smokowski Kopasz, 2005).Likewise Bennett, (n.d.); Boyle (2005) identified that they are physically weak, lack interpersonal skills and, hesitate to go to school. Such children have over protective family and their Parents fail to teach conflict resolution skills (Bennett, (n.d.); Smokowski Kopasz, 2005). Psychologically bullying dispose devastating effects on child’s personality for both, victim and bully. This includes physical, academic, and psychosocial effects that have prodigious impact on individual’s life. Aluedeet al (n.d.) highlighted physical effect on victim that includes headaches, migraine, panic attacks, sweating, palpitation and frequent illness. Brown Patterson (2012) and report on anti-bullying (2013) highlighted academic effects of bullying such as poor performance and, feeling reluctant in attending school. Studies suggest that such students fail to achieve excellence academically due to inability to concentrate (Darmawan, 2010; Adams Lawrence, 2011). Besides, literature indicated that such children suffer from attention deficit disorder (Smokowski Kopasz, 2005). Furthermore, according to Fekkeset al., (2014), the chances of developing psychosocial problems are relatively higher in victims as compare to non-victims. These individual faced great diff iculty in building relationships and social adjustment. They are poor in making friends, group gathering and tends to remain alone most of the time due to the fear of getting hurt (Adams Lawrence, 2011). In regards to this, they feel isolated and, have poor sense of belonging to groups and families. Adams Lawrence, (2011) further elucidate that their insecurity has been compromised and, they go for safer and restricted areas. They usually experience estrangement and find difficulty to intermingle in a positive manner. Researchers found that these children more vulnerable to depression, anxiety disorder and in the extreme cases have suicidal ideations (Noret et al, 2009; Fekkes et al., 2014). Moreover, Smokowski Kopasz, (2005) proposed that most of the victims are likely to have sense of inferiority complex, and consider them as failures. Likewise these children also experience misperception, rage and, low self-esteem (Boyle, 2005). Apart from these effect, bullying possess long lasting distresses in later life of these young ones. When they reached adulthood, they encountered trouble in making personal relationships and adjustment in their marital life. Besides they may overreact on unimportant situations (Smokowski Kopasz, 2005). Studies indicated that in adulthood, male victims may experience shyness with women and have complications in sexual relationships. Similarly they may take part in vengeance including murder and other criminal acts (Smokowski Kopasz, 2005). However bullying does not only distress victims but it also has undesirable consequences on bully itself. Bullying also cause academic and psychosocial effects on bullies. Studies suggest that bullies have negative consequences in later life if they are allowed to bullying without any interference (Boyle, 2005). Noret et al, (2009) concluded that bullies are pervasively involved in negative behaviors. Smokowski Kopasz, (2005) highlighted that academically they achieve low grades in school and do not like school environment. They usually show low potential in employment settings in their later life. From social aspect James, (2010) elucidate that as these children grow older they develop undesirable social skills and involved in acts that are against societal norms. Additionally, they are usually involved in the acts that include vandalism, burglary and truancy (Boyle 2005; Blazer 2005). Longitudinal studies found that they are hostile and usually have few friends. They are poor in m aintaining good relationships. From Psychological aspect Smokowski Kopasz, (2005) highlighted that most of the bullies are involved in substance abuse and drug addiction. They are hyperactive and unable to control their aggression. Besides they have high self-esteem and usually fight with others to satisfy their own desires (Erikson, Nielsen Simonsen, 2012; Boyle, 2005). In regards to this, â€Å"emotional and developmental scars can persist into adolescence and beyond† (Mosley, 2011). Bullies also suffers from long lasting effects throughout their life. Patterson, (2012) regards bullying as a gateway toward the juvenile crime and criminal activities for bullies. Smokowski Kopasz, (2005) further explains that adults who were bullies as children, they generally express violent behaviors towards their spouse and use severe physical punishment on their own kids. Moreover they are unsuccessful in their life and are unable to work in corporation with others. Smokowski Kopasz, (2005) also suggested that they have increase tendency to develop mental disorders such as conduct disorder and depression in their later life. Therefore certain steps are essential to control bullying. Many schools neglect the act of bullying and consider it as a part of child’s life. James, (2010) suggested that schools and collages should take strict measures against such acts. From my point of view this can be done by developing zero tolerance policy in schools. Cohen Freiberg (2013) emphasized that school is a place of developing healthy and positive relationships therefore, I suggest that it is essential to improve school environment in such a way that it can support the weak students and prevent them to become a victim of bully. This can be done by giving professional training to staff members, limited entry exits in schools and supports the children emotionally and academically both, the victim and bully. Besides, Seeley et al., (2011) emphasized that teachers should increase the supervision of students at school settings. I recommend that it can be done by monitoring attendance, calling parents when the stu dent is absent and checking student’s activities. Moreover,in my opinion counseling should be done with both bully and victim. The bully should be counseled to control their bad conduct and victim should be counseled to strengthen them and solve their problems assertively. Moreover, blazer (2005) highlighted that many parents consider bulling as normal and it would make their children tough. Lawner Terzian (2013) suggested that parental involvement is effective in dealing with bullying. Therefore, I advise that awareness should be given to parents, to understand the seriousness of this problem so that they can reinforce positive behavior and appropriate interpersonal interaction. Moreover, the attitude of bullies can be changed by cognitive restructuring that challenges the dysfunctional thoughts. From my point of view modeling, social skills training and role play can help to change these dysfunctional thoughts. Furthermore, I understand that through short moralizing storie s and activities, student can be betrothed in the discussion related to bullying. This would help the bully in realizing their bad deed and attempts in changing their behaviors. On the other hand, this would make victims confident enough to respond assertively and to overcome their fears. Moreover, expressive art therapy needs to be made for such children. Those victims who cannot report bullying or disclose their victimization can express their feelings through writing, drawing and other activities and for bullies it’s a good way to ventilate their aggressive thoughts and feelings through drawings and writings. Other than that, I would suggest that there is a need to explore the prevalence of bullying in Pakistan due to unavailability of statistics to provide the baseline data for planning the interventions. In conclusion, bullying is a pervasive behavior. It is a complex emotional and social trend that has significant negative consequences for all. It should be addressed properly and affords should be made at both, individual and system level. As it left psychological scars on child’s personality, its prevention is essential to safe child from suffering and emotional trauma. Therefore interventions should be done appropriately and its evaluations carry intense importance. References: Adams, F. D. Lawrence,, G. J. (2011). Bullying Victims: The Effects Last Into College Authors.  American Secondary Education, 40 (1), pp. 4-13. [Accessed: 19 Mar 2014]. Aluede, O. A., Adeleke, F., Omoike, D. Afen- Akpaida, J. (n.p.). A Review of the Extent, Nature, Characteristics and Effects of Bullying Behaviour in Schools.  Journal Of Instructional Psychology, 35 (2), pp. 151-157. [Accessed: 19 Mar 2014]. Bennett, C. (n.p.).  Literature Review of Bullying at Schools. [e-book] pp. 1-20. [Accessed: 19 Mar 2014]. Blazer, C. (2005).  Literature Review on Bullying. [e-book] florida: Research Services Office of Accountability and Systemwide Performance. pp. 1-20. [Accessed: 19 Mar 2014]. Boyle, D. J. (2005).  Youth Bullying: Incidence, Impact, and Interventions. [e-book] Newark,: Violence Institute of New Jersey at the University of Medicine and Dentistry of New Jersey. pp. 1-11. [Accessed: 19 Mar 2014]. Brown, C. Patterson, S. T. (2012). Bullying and School Crisis Intervention.  International Journal Of Humanities And Social Science, 2 (7), pp. 1-5. [Accessed: 19 Mar 2014]. Bullying and Mental Health. (2005). [e-book] Australia: Commonwealth of Australia. pp. 1-6. [Accessed: 19 Mar 2014]. Bullying in school: A study of Forms and Motives of Aggression in Two Secondary Schools in the city of Palu, Indonesia. (2010). [e-book] norway: Centre for Peace Studies. pp. 1-111. [Accessed: 19 Mar 2014]. Bullying in Schools: Attitudes of Children, Teachers and Parents. (2011).  INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS, 3 (8), pp. 1-7. [Accessed: 19 Mar 2014]. Cohen, J. Freiberg, A. (2013).  SCHOOL CLIMATE AND BULLYING PREVENTION. [e-book] pp. 1-5. [Accessed: 19 Mar 2014]. Copeland, W. E., Wolke, D., Angold, A. Costello, J. (2013). adult psychiatric outcomes of bullying and being bullied by peers in childhood and adolescene.  JAMA Psychiatry, 504 pp. 1-8. doi:10.1001/jamapsychiatry.2013.504 [Accessed: 19 Mar 2014]. Eriksen, T. L. M., Nielsen, H. S. Simonsen, M. (2012).  The Effects of Bullying in Elementary School. [e-book] Germany: pp. 1-47. [Accessed: 19 Mar 2014]. Fekkes, M., Pijpers, F. I., Fredriks, A. M. Vogels, T. (2014). Do Bullied Children Get Ill, or Do Ill Children Get Bullied? A Prospective Cohort Study on the Relationship Between Bullying and Health-Relatedsymptoms.  Pediatrics, 117 (5), pp. 1568-1574. doi:10.1542/peds.2005-0187 [Accessed: 19 Mar 2014]. Hanif, R., Nadeem, M. Tariq, S. (2011). Bullying in Schools: Attitudes of Children, Teachers and Parents.  INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS, 3 (8), pp. 1-7. [Accessed: 19 Mar 2014]. James, A. (2010).School bullying. [e-book] London: NSPCC. pp. 1-21. [Accessed: 19 Mar 2014]. Kelly Holland Kopasz, P. R. S. (2005).  Bullying in School: An Overview of Types, Effects, Family Characteristics, and Intervention Strategies. [e-book] USA: BNualtliyoinnagl Ainss oSccihatoiooln: oAfn S oOcivael rWvoierwkers. pp. 1-10. [Accessed: 19 Mar 2014]. Lawner, E. K. Terzian, M. A. (2013).  What Works for Bullying Programs: LESSONS FROM EXPERIMENTAL EVALUATIONS OF PROGRAMS AND INTERVENTIONS. [e-book] pp. 1-9. [Accessed: 19 Mar 2014]. Literature Review: Bullying. (2011). [e-book] pp. 2-6. [Accessed: 19 Mar 2014]. Literature Review: Bullying. (2011). pp. 1-6. doi:Walden University/SOCI-4080-12 [Accessed: 19 Mar 2014]. Rivers, I., Poteat, V. P., Noret, N. Ashurst, N. (2009). Observing Bullying at School: The Mental Health Implications of Witness Status.  American Psychological Association, 24 (4), p. 211–223. doi:10.1037/a0018164 [Accessed: 19 Mar 2014]. Rothon, C., Head, J., Klineberg, E. Stansfeld, S. (2011). Can social support protect bullied adolescents from adverse outcomes? A prospective study on the effects of bullying on the educational achievement and mental health of adolescents at secondary schools in East London.  Journal Of Adolescence, 34 p. 579–588. doi:10.1016/j.adolescence.2010.02.007 [Accessed: 19 Mar 2014]. Ruairà ­ Quinn T.D. (2013).  Action Plan On Bullying. Report of the Anti-Bullying Working Group to the Minister for Education and Skills. [report] pp. 1-126. Seeley, K., Tombari, M. L., Bennett, L. J. Dunkle, J. B. (2011).  Bullying in Schools: An Overview. [e-book] U.S: U.S. Department of Justice. pp. 1-12. [Accessed: 19 Mar 2014]. Veenstra, R., Lindenberg, S., Zijlstra, B. J. H., Winter, A. F. D. Verhulst, F. C. (2007). The Dyadic Nature of Bullying and Victimization: Testing a Dual-Perspective Theory.  Child Development,, 78 (6), p. 1843 – 1854. [Accessed: 19 Mar 2014].

Advantages Of Effective Communication

Advantages Of Effective Communication Effective communication is the act of using correct word in order to get your message across and keep in mind who is receiving it. For example most people often use up to date slang when with friends as a mean of talking effective considering the best way to get their message to that person. Advantages of effective communication The fact is that while you already know how to communicate, learning a some simple principles that can be used at once will make you an effective communicator and give you enormous advantage in todays extreme competitive business world. Conflict is reduced. Conflict can arouse from the smallest word or action and can cause destructive responses and behaviours .Unsolved or poorly navigated conflict can harm and even ruin relationships.   Most conflict is cause by misunderstood communication. When you turn out to be an effective communicator, you can solve conflict and create harmony by bridging the communication gaps that create conflict. You can even use your skills to resolve conflict between other people. Effective communication skills provide a key role in successfully resolving conflict, both in the home and in the workplace. Help people  to  adopt your ideas.   Knowing how to persuade and getting people adopted to your idea require you to nudge hard and do things that will piss people off to make them adopt your ideas. Effective communication is not about you and getting what you want it is about becoming aware of what other people want and need and then adapting your presentation to match their needs. As you practice and develop your skills, you will find that people easily  adopt your ideas because you have cleverly helped them to notice them for themselves rather than telling them about them. Have stronger relationships. A keen, healthy relationship can be best achieves in your life. Good relationships enhance every part of your life, supporting your health, mind, and your connections with others. Some relationships are special and people often come all together for several reasons. Effective communication builds strong business and personal relationships and allowing you understand exactly what people want  and how to give it to them. At the same time, it allows you know how to communicate your thoughts and emotions in ways that people we automatically understand at an unconscious level. Lead to successful career. Effective communication provides people great advantage in getting good jobs which they had passion for, balancing their mood of life both in academic, moral aspect and bring out the out of life. People will like you better. People grow very accustomed to a certain manner in life. We like to celebrate individuality in the world and also discriminate against to that are dissimilar to us. Gratefully, effective communication shows us that we dont need to decide between these two polarities. We can communicate in a way which is similar to other people while still keeping the honour of our individuality. In order to be unique easily express what you want to express (say what you want to say and do what you want to do but in a way which is familiar and understandable to other people. Using effective communication will aid you to understand other people well and when you understand them, you will relate to them well. When you relate well, people will like you more. Get more of what you want out of life. It means you have to be assertive to get the best out of life. Assertiveness is an act of self-control. It involves understanding what we want, believing in our right to want it, and asking for it without requiring that we have our way, not violating other people right in every life activities. When you learn to communicate effectively in  ways that people automatically understand, they will be delighted to help you and provide you with the resources that you need to achieve your goals and dreams. Reference to this site:www.maximumadvantage.com Provides Clarity Effective communication give clarity in order to stay away from any confusion. Without clarity, messages can be unclear, lacking purpose and definition. Misunderstandings usually take place as soon as people could not understand precisely what is expected of them or being communicated to. Clarity happens by means of effective communication: questioning and repeating messages to the sender. Disadvantages of effective communication Manipulates Persuasion is an effective way of influencing people. When we use effective communication to persuade people in a manipulative manner, it might let them make decisions they might not really want to make. Example, suppose salesperson visit you at home and uses well organized persuasive method to market you products that you could not afford, it can let you come across financial problem. Reference to this site: http://www.ehow.com/list_6714762_advantages-disadvantages-effective-communication.html Being talkative when people over explain a details, the audience or listener might feel very bored leaving them more confuse and loosing focus of what is being communicated,It might let them not getting the point and going off on point which are not relevant. Vocal intonation and body language Sometime in life people might want to say or express their ideas but communication could be completely different by means of vocal intonation and body language. This might cause the receiver to pick out between vocal and nonverbal section of the message and might not really help to get the messages to receiver, this is because the receiver mostly like to pick out the nonverbal part. Reference to this site: http://www.preservearticles.com/201107309616/294-words-essay-on-effective-communication-skills.html Importance of effective communication Effective communication are very essential in every part of life, either in relationship or business. People in organization might naturally spend most their time in associating with people. Hence is of no amaizement that at the basis of a big number of organizational difficulty is inadequate communication. This very observable in cross-cultural situations whereas language is an issue. But it is normal among people of the same culture. Effective communication occur as an important part of organizational success either it is at the interpersonal, intergroup, organizational or external levels. Furthermore in developing social relationships like father, mother and children, communication skills are most essential. Proper communication skills lets people understand one another and working together pertaining to a goal. While learning these effective communication skills, you can well connect with your kids, friends, relations, spouse and coworkers. According to this Authors: Lawrence Robinson, Jeanne Segal, Ph. D., and Robert Segal, M.A. Last updated: March 2013. RFERENCE TO THIS SITE: http://www.helpguide.org/mental/effective_communication_skills.htm TASK04 A. What is research skills A research is the act of gathering information and carefully finding out new fact about it. While research skills are those skills we have or acquire to make decision when carrying out any kind of research process. Research skills are essential in all aspect of life be it in School, Organization, and Countries e. t .c. Having goods research skills before conducting a survey or any kind of research process will give you clear understanding about the research you are to conduct and well organize information on how you go with the research .When you have better understanding of the research and you will be able to have effective ideas and good answer that really help your research. Often people became confuse when it comes to conducting a survey or any kind of research process because dont know how to go about it and where to start from. By you having good research skills you will be able to do research more effectively, accurately and with enough confidence. And it would even help saving your time, reducing frustration and anxiety as well doing the research perfectly. Likewise it would even help you to encapsulating most what you from read books, internet searcher engine in your mind in other to develop your own idea because it is highly believed that anything you develop from the mind is one the greatest advantage ones can ever think of ,rather than just using someone else idea for all. And make your research very awesome with solid introduction than anyone else. Research skills are very crucial and important because it assist the researcher to create new idea, knowledge and understanding by means of problem solving, critical thinking, analysis and dissemination of facts .Research skills are more wide than just finding out fact and several focus than reading widely around a subject. When you acquire some basic skills, you would be able to find good resource for any kind of research process. Example; Critical Thinking By means of critical thinking skills you would be able to bring up important idea about problems that might occur when conducting a survey or any kind of research process. At the same time, you would able to evaluate and gather information related to the research and coming up with accurate conclusion. Critical thinking would also assist you knowing how to figure out fact base information during research process. STAGES OF A SUCESSFUL RESEARCH .Analyzing your assignment .Generating topic ideas .Refining your topic .Formulating your research questing .Conclusions For example; .Analyzing: It means careful read the assignment as not to do the wrong answer. A lot people do research without looking back on how the question is been asked. .Refining your topic: There is no way you can get around fact search for information. Unfortunate a lot effort and time would be waisted if you not spent enough time to investigating and refining your topic. Good research occur from the early work you have done when carrying out a research. In conclusion, if my research is very successful I would have be one of the happiest person on earth, full of excitement and giving thanks to God for helping me through the wrong and right I experienced during research. TASK04 B. IMPORTANCE OF HAVING TRANSFERABLE SKILL Transferable skills are those skills we have and that skills are transferred or being used in carrying out some other works. It is awfully essential to have transferable skills because it assists us carrying out new work. Example if you are a good team player you can transfer that your skill in job which would really benefit us very much because in work place we meet different type of people and different people think differently so we should be able to work together with other people to run org. properly. Likewise if somebody is a manager in a workplace then he should be able to lead the people otherwise there may be a problem and the management cannot go smooth. Likewise if we have good mass communication skills then we can impress people by our words and thoughts. And we would be able to express ourselves to the world. If we have good skills in reading and learning then we will be able to know others ideas and with the benefit of those ideas we have created new several ideas. Example Newton had created three laws which are used in science for doing many different things. So it has helped science in many ways. Similarly, we need to have transferable skills like Self-motivation Grooming employees to do some work willingly Self-regulation Self assurance Time management Use the time efficiently If we have self motivation skills, it will always lead us to development. Example when we are in school, if we dont get good grades at first then we need to have self motivation skills to study more seriously so that we can get good result next time. And if we are able to acquire this skills then we can transfer this skills in different place in workplace so that we would be able to do bring possible changes and receive benefits from it. In other hand, time management is very important skill that everybody should possess because if we cant be able to manage time then we cant do anything. Example in a student life activities, we need to manage time for studying extra curriculum activities .This is equally important fou knowledge personality development. As well as if we can be able to manage time then it will help us in the future. As well as everyone knows time doesnt wait for anybody and once the opportunity is gone then the same opportunity never comes back again. And to be success ful in life we need to be able to know the important of time. Example when we have top attain some meeting and we if we dont be able to be in time we wont be able to discuss about the subject and conclusion. So it is very to have transferable skills and which would benefit us and to other people as well. Reference:www.ukessay.com/essays/edution/demonstrate-and-deliver-a-range-of-transferable-skills-education-essay.php

Ethical Judgments in the Arts and the Natural Sciences Essay -- Ethic

Ethical judgments limit the methods available in the production of knowledge in both the arts and the natural sciences. Discuss. When talking about ethics we have to take in account that it is based on the socially standardized concept of some things being good and some things being bad. Therefore what might be seen as socially unethical arts for some people, in another society or in another time, it probably won’t be so. The same is true for the natural sciences. And even if we take our western society as a base, there are some aspects of ethics and some specific topics of which people do not have a standardized opinion. The idea of it being ethical or not depends on thebeliefs of every individual. In this essay I am going to focus on the fact that some people carry out unethical investigations (in arts), experiments ( in the natural sciences) or processes ( in both), knowing that the people will not accept it. This is because they think that the unethical methods will lead them to an end that is of a greater good, or that will cause more good than bad. Therefore, the question is wether it is worth it to use unethical methods to achieve a goal that might or might not do a lot of good. There are two clear points of view, the one from the people that think that the end justifies the means and the one from the people who decide to follow the socially established ethical rules. First I will give an example of an unethical way to obtain knowledge in the natural sciences and I will show two points of view, then I will give an example of ethical limits in the production of knowledge in the arts and I will give two points of view. Animal testing is a good example of the problem of compromising ethics to achieve something good... ...it the methods that we use to obtain knowledge in the natural sciences and arts but those judgements do not always stop the people from using unethical methods. As long as the person carrying out the experiment or the performance believes that what they are doing ir right or rational, they will not stop doing it willingly. It is better to keep a balance between emotion and reason when deciding about if something is ethical or not and about weather something is worth to be done. The problem with this is that most humans are selfish by nature and they will probaly always choose what is best for them, what is more reasonable to them, not even caring about wether it is ethical or not. Works Cited http://www.peta.org/action/ http://visualmaniac.com/visualmag/videos/yolanda-dominguez-art-activism-on-9-vide http://condignart.files.wordpress.com/2013/06/vic.jpg

Science and the Community :: Business Management Studies

Science and the Community How GSK affects the community in which it is situated. Gsk may affect the local community which it is situated in many different ways as most of their employees are not from local community so the company hardly have an impact on the community. How many people do GSK employed and the skills they used ? Gsk employed about 110,000 employees worldwide; with quarter of the amount doing research and development. In Stevenage there is about 2400 staff of which 70% are laboratory scientist. There are many different skills used by their employees as they used science in every aspect of research and development. They uses science technicians for discovering new drugs which is a high tech process therefore they use robotics extensively as they are more efficient and effective than using human technicians. Most of there scientist interface there experiment with IT systems for running them, monitoring them and collecting and analysing results. Basic economic cost Gsk need money for basic economic cost as they currently spend over  £6 million per day doing research worldwide. They also used up a lot of money developing medicine as at least  £50 million and it takes up 10-12 years. However they do benefit from this as they get in profit for the shareholders and put some money back into research. The company also have to spend money on environment health and safety. They have Capital investment projects include projects related to designing, sitting and installing systems related to wastewater treatment. In 2003, there was a sharp decrease in capital investment to conclusion of a major wastewater treatment plant expansion and upgrade project at one of their large primary manufacturing sites. Their Capital investment of their Environment Health and Safety projects was totalled  £10.5 million in 2003 a decrease of 43% from  £18.3 million in 2002. One of their primary manufacturing sites completed a large-scale wastewater treatment upgrade in 2002. This rationalisation effort and general cost control measures contributed to the decrease in capital investment. Transport cost Gsk supply coaches for Stevenage station for their workers who have to commute which have cost them a lot of the years because most of their works does not live locally and most of their staff travel by train because of the congestion that could be on the A1 at times so these b people will benefit from the free coach. Gsk also have to pay their employee and so they give out as they take in. The benefit of the science used Gsk is a world leading research-based pharmaceutical company with a powerful combination of skills and resources that provides a platform for delivering strong growth in today's rapidly changing healthcare

Flexicurity a Relevant Approach in Central and Eastern Europe Essay

Flexicurity Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Flexicurity is an integrated approach for endorsing security and flexibility in the labor market. Flexicurity endeavors to merge employers’ call for for a flexible labor force with workers’ call for for security. Employee call for security implies the confidence that the employees will not go through stretched periods of joblessness. Flexicurity is a new policy that is called upon because of the increased nee of security and flexibility faced by national governments, European Union, individual workers and companies, as well as sectors of industry. Legislators, policy-makers, employers and trade unions organizations have a strong call for new flexicurity policy concepts and models that guarantee to reunite the strategies of endorsing security and flexibility at the same time.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Flexibility and security has for a long time seen as incompatible, thus this new policy will be very significant in industrial relations. The EU aim of enhancing security and flexibility in the labor market is to achieve a competitive advantage and open knowledge-based economy across the world that is proficient of sustainable economic expansion with immense cohesion and more and superior job opportunities. The new flexicurity approach is common within the European Employment strategy. The European Employment Guideline 13 formulated in 2001, under the Adaptability pillar, clearly tackle both security and flexibility strategies and also welcomes social stakeholders to mediate and implement appropriate agreements to update the how work is organized, incorporating flexible working programs, with an objective of achieving high productivity, required balance between security and flexibility as well as competitiveness.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Flexicurity is very vital since appropriate balance between security and flexibility will increase productivity and quality of work, competitiveness and help corporations to adapt to changes in the economy. Flexicurity is important to European employment policies and update of EU labor law especially in the recent economy which is faced by increasing globalization, financial and economic crisis. The position of social dialogue and social partners is greatly emphasized in flexicurity. Swedish industrial relations and labor laws system is based on cooperation between stakeholders, self-regulation and collective bargaining. Collective bargaining is estimated to be 90% and trade unionization is estimated to be about 70 percent. Salaries and other job conditions and terms are set by collective bargaining. European Union member states apply different approaches to flexicurity depending on industrial relations, their labor laws, and social securi ty systems.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Countries implement the new flexicurity policy with an aim of cutting down market segmentation and enhance changes. Equal treatment of all employees can be attained via values of equal treatment and non-discrimination and appropriate reforms to the guideline of employment security and fixed-term occupation. Flexicurity policies call upon enterprises to make reforms on their existing laws and police in order to accommodate security and flexibility. Functional flexibility has led to a heated debate in the labor markets. In order to come up with effective flexicurity firms should examine the existing internal and external flexibility. Internal flexibility help employees to adjust labor input in case of transitory fall in demand while conserving jobs which are feasible in the long run. Flexicurity poicy can account for the resilience in many European nations especially helping them maintain low and stable unemployment rate. This is because fle xicurity protect employees from income losses connected to key lay-offs and plant closures. However, external flexibility of many firms remained unchanged for the last three decades. Research reveals that income losses of misplaced workers have reduced since the workers can get swift re-employment.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Flexicurity has faced many criticisms from the people who proposed that flexicurity was developed with an aim of eliminating employment protection legislation, but it encourages a suitable blueprint of employment protection legislation. Open-ended contract between an employee and the employer would be redesigned to incorporate gradual development of job security. The job protection would gradually build-up with the job term, until full job security is attained. The tenure track approach is very significant since it reduces the incidents of employees being trapped in less protected contracts. Reforms of the employment due to economic crisis are aimed at addressing length of procedure, bureaucracy, improve lucidity and make the procedure more dependable. The starting job protection policies may take into consideration notification periods, the procedural phase of dismissal protection and the amount of severance pay.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   European Expert Group on Flexicurity propose that use of fixed-term agreement should be reduced and undeclared work should be cut short as swiftly as possible by raising valuable inspections. It is crucial to acknowledge that outside the sphere of the European Employment plan, the open technique of coordination and Europe 2020 Strategy, the flexicurity policy has not yet brought up fresh legal suggestions associated to employment security. Flexicurity slightly regulate the employment security at EU level with an aim of achieving their main objectives and meet the requirement of member states in areas such as protection of workers whose employment contract is abruptly terminated. EU agreement of Fundamental Rights state that every employee has the right to safety from groundless dismissal as per the national and union laws and policies.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Flexicurity has been able to increase flexibility in the labor market while at the same time maintaining security via promotion of more employment opportunities and enough ground of employment benefits. Counties with solid employment protections tend to go through fewer incidents of labor market disruptions as compared to nations with weaker employment security. Flexicurity has dominated over the famous Commission’s labor market policy prescriptions. The interest of flexicurity in labor market originated from Netherlands and Denmark which serve as an example. These countries enjoyed the lowest unemployment rates in the global economy crisis in Europe while maintaining adequate unemployment benefits. The main reason was that Denmark and Netherlands emphasized on active labor market measures accompanied by modest employment protection. European Commission has gradually incorporated flexicurity policies when developing its labor market policy instructions and has persuaded the EU members to develop labor market laws that conform to flexicurity plan. In endeavors to direct development of national policy, the commission highlighted four pillars of flexicurity which include: flexible and dependable contractual agreement between employer and employees, comprehensive long-lasting learning scheme to enlighten the workers, successful active labor market policies and updated social security systems.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In conclusion, flexicurity is a very significant strategy that will help countries to cope up even during economic hardship. Flexicurity also offer the employee allows flexibility at work and at the same time maintaining security. This ensures firms acquire competitive advantage, increase productivity and quality of work and help employees and corporations to adapt to changes in the economy. Nations are called upon to incorporate flexicurity policy in their labor markets so that they can enjoy various benefits associated with this new strategy. However, appropriate measures must be undertaken to ensure there is the required balance between security and flexibility. References Cazes, S., & Nesporova, A. (2006). Flexicurity a Relevant Approach in Central and Eastern Europe.. Geneva: International Labour Office. Flexicurity: perspectives and practice.. (2010). Dublin: European Foundation for the Improvement of Living and Working Conditions. Source document

Ethical Interpersonal Communication Essay

Ethics refers to standards of conduct, standards that indicate how one should behave based on moral duties and virtues, which themselves are derived from principles of right and wrong. The major determinant of whether communications are ethical or unethical can be found in the notion of choice. The underlying assumption is that people have a right to make their own choices. Interpersonal communications are ethical to the extent that they facilitate a person’s freedom of choice by presenting that person with accurate information. Communications are unethical to the extent that they interfere with the individual’s freedom of choice by preventing the person from securing information relevant to the choices he or she will make. Unethical communications, therefore, are those that force a person to make choices he or she would not normally make or to decline to make choices he or she would normally make or both. The ethical communicator provides others with the kind of information that is helpful in making their own choices. You have the right to information about yourself that others possess and that influences the choices you will make. Thus, for example, you have the right to face your accusers, to know the witnesses who will be called to testify against you, to see your credit ratings, to see your medical records, and so on. At the same time that you have the right to information bearing on your own choices, you also have the obligation to reveal information that you possess that bears on the choices of your society. Thus, for example, you have an obligation to identify wrongdoing that you witness, to identify someone in a police line up, to notify the police of criminal activity, and Ethical Interpersonal Communication 3 to testify at a trial when you posses pertinent information. This information is essential for society to accomplish its purposes and to make its legitimate choices. Similarly, the information presented must be accurate; obviously, reasonable choices depend on accuracy of information. Doubtful information must be presented with qualifications, whether it concerns a crime that you witnessed or things you have heard about others. At the same time that you have these obligations to communicate information, you also have the right to remain silent; you have a right to privacy, to withhold information that has no bearing on the matter at hand. Thus, for example, a man or woman’s previous relationship history, sexual orientation, or religion us usually irrelevant to the person’s ability to function as a doctor or police officer, for example, and may thus be kept private in most job-related situations. If these issues become relevant say, the person is about to enter a new relationship then there may be an obligation to reveal previous relationships, sexual orientation, or religion, for example, to the new partner. In a court, of course, you have the right to refuse to incriminate yourself, to reveal information about yourself that could be used against you. But you do not have the right to refuse to reveal information about the criminal activities of others. In Canada, only lawyers and marriage partners are exempt from this general rule if the â€Å"criminal† was a client or spouse. In this ethic based on choice, however, there are a few qualifications that may restrict your freedom. The ethic assumes that persons are of an age and mental condition that allows free choice to be reasonably executed and that the choices they make do not prevent others from doing likewise. A child 5 or 6 years old may not be ready to make certain choices, so someone Ethical Interpersonal Communication 4 else (a parent or legal guardian) must make them. Some adults, for example people with advancing Alzheimer’s disease, need others to make certain decisions (legal or financial decisions) for them.