Slavery in the 21st Century Research Paper Example | Topics and Well Written Essays - 1500 words

Slavery in the 21st Century - Research Paper Example In 1999, approximately 50,000 children and women were trafficked in the United States each year for the purpose of slavery (O’Neill-Richard, 1999). The International Labour Organization further identifies that approximately 12.3 million men, women and children are forced into slavery, taken captive by individuals with affiliations among organized crime groups (Ramonet, 2011). The Human Rights Watch makes estimates that approximately 120,000 children have been enslaved in Africa for the pursuit of militant action in countries such as Rwanda, the Republic of Congo, and Liberia (Fitzgibbon, 2003). The scope of the problem of human slavery in modern society is significant and difficult to control and evidence suggests that there should be more governmental intervention and global legislation created to combat this lingering problem. Examination of Slavery Variety The method by which individuals are forced into slavery vary depending on the desired outcome by those who abduct or tr affic the victims. Many who are forced into slavery conditions are misled by clever traffickers who promise victims legalization in a foreign country or the guarantee of a high-paying job if they are willing to migrate to another country. Donna Hughes, an educator in the study of women at the University of Rhode Island, identifies that many who are forced into slavery are recruited in nations where job skill training is low and economic conditions poor. Informed that they will receive a quality job by travelling to another nation, they are willing to comply with conscious acknowledgement of their poor job skills aptitudes (Univ. of Rhode Island, 2002). Upon arrival, usually in a different nation than where they were informed the job awaited, factions confiscate their travel visas and inform them that they will be engaging in prostitution with the threat of beatings or complete revocation of their various immigrant papers (Univ. of Rhode Island, 2002). Many of these individuals are p hysically locked in a brothel and refused exit, thus being forced to comply with the demands of their aggressors. In developing nations, individuals are sold by their parents for moderate cash reimbursement or are abducted to serve as laborers for factions that condone human slavery. Common activities include intensive and harsh labor in diamond mines or agricultural systems that fuel local civil war efforts in certain African countries or being forced to work as domestic servants for various crime ring Lords (Bales, 2004; Fitzgibbon, 2003). Some of these abducted or sold individuals are forced to work in prostitution rings or as street beggars to fund certain war activities. However, these developing nations have much more lenient and tolerating political actors that do not intervene in favor of the youths since they are segregated from adherence to international laws provided by the United Nations. In some nations, the political leadership is corrupt and maintains strong connectio ns with these trafficking rings, which complicates the process of securing human rights and ensuring an end to slavery in these nations. Some African youths are sold for meager totals of below

According to Collis and Hussey Essay Example for Free

According to Collis and Hussey Essay Interviews â€Å"are a method of collecting data in which selected participants are asked questions in order to find out what they do, think or feel†. Saunders et al. (2003) propose the idea that this method is an efficient way of collecting reliable and valid information, because the data gathered comes directly from the source in study, which certainly helps to achieve the research question and objectives of this project. Therefore, choosing interviews was based on its suitability in finding what is happening and seeking new sights when exploring career obstacles for Hong Kong women managers. Interviews are classified based on the degree of flexibility as well as formality and structure that the researcher would like to apply. Therefore, there are three types of interviews, structured, semi-structured and unstructured interviews (Kumar, 1999; Saunders et al. , 2000; Ghauri and Gronhaug, 2002). In the structured interview â€Å"the investigator asks a pre-determined set of questions, using the same wording and order of questions as specified in the interview schedule† (Kumar, 1999, p.109); in semi-structured interview, the questions are also prepared beforehand, but in contrast, they offer more flexibility in facilitating the interviewee to modify the questions to investigate new ideas that might come up during the interview; and the unstructured interviews are based on a general topic of interest, but the questions are spontaneously posed to the respondent (Kumar, 1999; Guillham, 2000; Saunders et al. , 2000; Ghauri and Gronhaug, 2002). See more: Foot Binding In China essay It has been suggested that for phenomenological approaches and exploratory researches, a semi-structure interview is the most suitable type since the interviewer can explore in-depth a specific area that might be of interest (Jankowicz, 1999). The interviews carried out for this research were semi-structured. One of the reasons of choosing this type of interview is because they are more conductible and easier to control in order to establish and maintain empathy with respondents, so make the respondents be more comfortable and express their opinions more freely. It also gives the interviewer the opportunity to discover and understand the respondents’ points of view and beliefs about a specific situation (Zikmund, 2000). Saunders et al. (2000) mention that semi-structured are qualitative research interviews and are classified as non-standardized, where questions might vary from one interview to another since it depends on the course that the conversation takes, hence it would required of additional questions. In addition, Healey and Rawlinson (1994 cited Saunders et al., 2000) point out that more than one type can be used within an interview, where one section may ask factual closed questions, such as personal details, and the next sections could explore more qualitative issues. In this case, a combination of styles was adopted within the interviews held. The first section consisted of a set of factual questions in order to find out the interviewee’s work position and background. The following sections were based on qualitative responses where relevant topics were taking under consideration accordingly to the literature review developed in Chapter II as well as aim and objectives of the research. For instance, in the second section, Hong Kong women managers were asked to shed light on their marriage and family aspects; their nature of job, obstacles in their career pathways; and their plans to grow in their organizations in future. Furthermore, the semi-structured interviews allowed a free-flowing discussion, which in turn produced a better understanding of the way of thinking, opinions, and behavior of women manager in relation to their experiences towards working in an environment that supports male managers and the career obstacles they face. 3. 7. 3. Data Quality Issues There are a number of data quality issues to be aware and consider when conducting an interview, otherwise it would put at risk the findings of the investigation. In this case information supplied to the interviewee, confidentiality, listening skills and recording of interviews is going to be considered for this section (Kvale, 1996; Saunders et al. , 2000). 3. 7. 3. 1. Information Supplied to the Interviewee An important issue to promote credibility to the investigation is the supply of relevant information to the participants prior the interviews. In this way, the interviewee considered the information under study and was prepare to discuss their experiences and opinions, which helped to develop the research credibility. This was reached through a letter sent to the participants, which can be seen in Appendix A. It was also mentioned the duration of the interviews, in order to let them organize their time and provide an approximately one hour to one hour and a half to the interview with no interruptions. 3. 7. 3. 2. Confidentiality According to Kvale (1996, p.114) â€Å"confidentiality in research implies that private data identifying the subjects will not be reported†. The author also highlight that the change of names to protect the privacy of the participants is of an important issue, since encourages people to reveal experiences, feelings and facts which enrich the information given by the interviewee, facilitating the development of the research (Kvale, 1996; Guillham, 2000). Hence, it was explained to the interviewee the purpose of the research and the use that it is going to have in order to gain their trust and confidence. 3. 7. 3. 3. Listening Skills For this quality issue, it is important to have attentive listening skills in order to understand the interviewee’s opinions and explanations, especially to identify comments that are relevant to the research and that might imply of develop new ideas and questions in order to keep the conversation going in the same track which is the basic characteristic of a semi-structured interview (Saunders et al. , 2000). In this case, commentaries were kept to a minimum, which allowed the interviewees to answer freely and avoid bias to the questions asked. 3. 7. 3. 4. Recording of Interviews There have been issues in relation to the recording of information gathered from the data collection methods, and the most acceptable one is the tape-recording, which its record has to be immediately after it was taken in order to obtain a reliable data for its analysis. This issue leads to what have been mentioned above in relation to the confidentiality that the researcher gives to the study per se. In addition, authors suggest making notes as well in order to make the most of the interview, that is, not to miss any relevant information that the interviewee provides (Guillham, 2000; Saunders et al. , 2000; Ghauri and Gronhaug, 2002). In this case, interviews were recorded with the permission of the respondents in order to retain as much data for the transcription and facilitate the analysis procedures, which is going to be conveyed into the next chapter. However, according to Saunders et al. (2000) and Ghauri and Gronhaug (2002), there are some disadvantages that tape-recording an interview can bring, such as the interviewee’s hesitation in responding some question or even not to answer them, which will reduce the reliability of the interview; as well as the transcription is time consuming. In the former, the participants did not have any inconvenient for the interview be recorded; and for the latter time furthermore was reserved for the interviews’ transcription. 3. 8. RELIABILITY AND VALIDITY OF THE RESEARCH. As stated by Collis and Hussey (2003) and Saunders et al. (2003), there are two aspects related to the credibility of the findings, thus it is important to consider the significance of the reliability and validity of the research outcome. In this case, reliability is concern with how well it has been carried out the research project (Blaxter et al. , 2001), which refers to the possibility of obtaining the same exact results if repeating the study (Collis and Hussey, 2003), in other words, the consistency of the methods of data collection, thus the results (Denscombe, 2002). On the other hand, validity concerns with whether the data, approaches and techniques in study actually relate to the issues that have been explored and the results relate to what is really happening in the situation (Blaxter et al. , 2001; Collis and Hussey, 2003; Saunders et al. 2003). There are some discussions which claim that qualitative research often provide valid findings, while quantitative research offers more reliable findings (Berg, 2004). This has been critiqued by Saunders et al. (2000) who state that it is possible for qualitative and quantitative research to provide both valid and reliable findings. Therefore, it can be said that considering the present research, which adopts a phenomenological approach, it is important to highlight that the reliability and validity of the questions in the interviews were maximized by the careful design of the individual questions and the clear explanation of the purpose of the interviews. Moreover, the reliability and validity of the research and the obtained information gathered from the interviews is directly linked to the applied strategy and purpose of the research, as well as to the aim and objectives of the investigation. Besides, validity is ensured by the transcriptions and further analysis of the interviewee’s experiences and opinions by direct quotations. 3. 9. ETHICAL ISSUES Researchers like Creswell (1994), Kumar (1996), Saunders et al. (2000), Collis Hussey (2003) and Jankowicz (2005) have placed emphasis on the importance of ethical considerations when doing a research. For business and management researchers, ethical issues of vital importance are confidentiality, informed consent, and honest representation of findings. Therefore, considering these ethical issues, this research requested the consent of the participants prior to the data collection, guaranteeing them of the confidentially of the information they would provide. In addition, the data collected was analyzed in a logical and scientific manner, allowing the proper representation of findings. CHAPTER IV: ANALYSIS OF FINDINGS AND DISCUSSION 4. 1 COPING STRATEGIES TO COMBAT SEX DISCRIMINATION Two of the participants responded that they have not felt any kind of sex discrimination at their workplace. None of the participants felt that women need to use their feminism in order to progress in their careers. Anna responded that the gap of academic, promotional and employment opportunities for women has almost filled and men and women are getting almost equal opportunities. Anna and Emmy felt that women can do what they have decided to do in their minds and they consider themselves as an example of that kind of women. Maggie, in contrast, does not feel the same because she has an experience of workplace sex discrimination against women. She has also been discouraged to join the old-boy network and she has also experienced sexual harassment in her organization. She informed the researcher that the only way to cope up with the workplace discrimination is to get ready to move to a new job. She agreed with Emmy and Anna by saying that women who want to excel in their career can do it on their own merits. Maggie informed the researcher that she does not believe in confronting her seniors about the elimination of sex discrimination from the workplace. She also does not have any expectations from her seniors that they will try to eliminate sex discrimination from the workplace by implementing strategies to promote anti sex –discrimination policies. Thus the present study confirms the finding of study by Venter (2002) that there is no or little sex discrimination at today’s workplaces in Hong Kong. Venter (2002) found out that 66 % of the women managers interviewed in Hong Kong had responded that they did not find any sex discrimination at their workplace and 83% of them had felt that the attitude towards female managers are same as towards male managers. Westwood Leung (1999) found out that Hong Kong women managers are very less aware of the sex discrimination at workplace. Ng Pine (2003) had reported very interesting information that several Hong Kong women managers believe that sex discrimination is a prominent feature at Hong Kong organizations but when they were asked to describe their experience of sex discrimination then only a small number of the women managers were able to describe their own experience. The rest of the respondents informed that they haven’t experienced sex discrimination personally. Studies have clearly proved that Hong Kong women managers do not have any intention to confront their superiors and fight for the anti sex discrimination policies. Researches have also shown that when Hong Kong women managers are sexually harassed then they even do not confront the harasser and report to superiors and they instead use coping strategies such as they avoid or ignore the harasser, they prefer to quit or get transferred if the problem is not resolved (Chan et al. 1999; Ng 1995b). High attitude towards opportunities is found among Hong Kong women managers. They have great ability to deal any kind of discrimination at their work place. They keep their eyes and ears open and keep themselves in search of a suitable job incase they are fired or they quit. Their general and overall aim is to progress in their careers to get the higher positions in the organizations and thus they use their flexible nature to get the maximum number of opportunities to be succeeded (Venter 2002). Ng Pine (2003) reported that female hotel managers believe in using personal strategies to cope up with the discriminatory issue at their workplace. They believe in developing by looking more presentable, tend to dress up like a professional and rely on working hard to be proved as highly professional. Ng Pine (2003) found that majority of Hong Kong women managers have a high ‘can-do’ attitude and thus they believe in doing their job the best ways irrespective of the discriminatory issues against them at their workplace. Ng Chiu (1997) explained the reason of few organizations with family friendly policies is the low expectations behaviors of Hong Kong women managers who do not confront their superiors for the elimination of sex discrimination from the organization and they instead depends on their personalized strategies. Babcock Laschever (2003) found out the reason of Hong Kong women managers’ less success is due to their less skilful negotiating attitudes. However, it can not be said whether they have less skilful negotiating attitudes but it is clear from the evidences that negotiation is not prominent in the attitude of the women managers. Venter (2002) found out that as Hong Kong women managers do not have the habit to confront their superiors to get their equal rights at the workplace, they simply get less tensed as compared to other female managers who belong to Britain. Thus Hong Kong Chinese women managers are more successful in their careers and reach to the higher positions as compared to British women managers in Hong Kong. Javidan House (2001) explained that high achievement is a part of Hong Kong culture and this culture has changed the attitudes of employed women and has made them enthusiastic to grow in their careers. Hong Kong Women managers who fly high in their careers are seen as highly respected due to their ability to achieve their goal on their own without any support of society and workplace. But the women who do not reach the higher positions are blamed to be a failure due to their lack of sense of professionalism. They are considered as ‘non professional’ when they do not reach to the manager’s position. It is reflected among the society and organizations that a form of sex discrimination is evident due to the stereotyping of sex and power relations based on genders. There are very few structural changes through which the sex stereotyping and gendered roles at organizations can be changed. 4. 2 COPING STRATEGIES TO COMBAT GENDER ROLES The researcher asked all the three interviewees about their perception of single women. All of them have different perceptions on single women. Emmy feels that women stay single when they are not beautiful and thus no men attract towards such ugly women. Maggie sighed that she dreams of being a single but she also feels that being single it would have been very difficult for her to grow in her career and she has not been as successful as she is now. She also said that her roots in careers would have been very weak being a single woman. Anna feels that being a single woman is the best thing in the world. All her single friends are living happily and they do not want to get married because they believe that marriage brings a lot of problems with it. As diversity is more profound among the community of single women, the three interviewees seem influenced by the reflection of such diversity. Maggie, Anna and Emmy, all of them, love their husbands and children very much and they feel that they are the most important part of their lives. Though they consider family as the most important thing in their lives, they also believe that they cannot be stay-at-home women because they feel that they get the sense of achievement when they work and thus they get a balanced life. The nature of job of Emmy is quite flexible so she is allowed to work in flexible hours, and this way she gets a lot of time to spend with her family. She feels that her work has not affected her role as a mother as she takes plenty of time out to spend with her children. Maggie and Anna feel in contrast. They feel that they have been sandwiched between their wish to grow in their careers and their wish to spend more time with their children to ensure that the children’s education is not getting affected. This shows that both of them have both a high sense of achievement and a high sense of parenting. They feel guilty of not fulfilling their wish to be a good parent though both of them have hired foreign domestic helper. All the three interviewees believe that bringing up children is the primary duty of a woman and if a woman is employed then this duty should be handed over to other members of the extended family. All the three interviewees consider their families more important than their careers as compared to their husbands. These women do not have the habit of negotiation so they do not confront with their husbands and superiors to give them equal status. Researches have shown that Hong Kong women managers use personalized strategies to deal with work-family stress by taking help from relative, foreign domestic helpers and tutors (Lo et al. 2003; Ng 1999). Hakim (2003) also supported these positions that Hong Kong employed women are more family-centered as compared to their husbands and thus these women tend to less successful in their careers as compared to their husbands. The coping strategies that Hong Kong employed women used to reduce their work-family stress have a strong relation to the social culture of Hong Kong. Majority of Hong Kong employed women believe that they will not get any help from the government in terms of a caretaker because the social culture promotes the caretaker role of mothers and wives. If these women need help of a caretaker then they have to do it on their own because this is considered as a personal problem instead of a societal problem. All the three interviewees believe that though they are working at higher positions but their husbands should be respected as they are the breadwinners. Wives should help their husbands to be more successful in their careers. This shows that the traditional values of Hong Kong have set the mind of the women regarding their roles as a wife and a mother. The present study confirms the results of the previous studies (EOC 1997; Hong Kong Government 2003a) that the traditional ideology of a Chinese family for a man to be in charge of the work outside the house and for a woman to be in charge of the work inside the house is still present in Hong Kong culture. Due to the impact of this culture, even when both the parents are equally working and are equally concerned about the academic achievements and social well-being of their children, husbands have the liberty to be more career oriented by leaving behind their family without any sense of guilt. Thus, the culture of Hong Kong does not appreciate the growth of women as career women. This is impossible until and unless structural changes are made to understand these cultural contexts. The power structure can be changed only when the society and organizations believe in equal opportunities by dividing the power equally among women and men managers as the career success of a woman on her own basis is of no use. 2. 1. 1 FUTURE OF CAREER DEVELOPMENT OF WOMEN AS MANAGERS IN HONG KONG It is commonly believed in Hong Kong that women can achieve their goals by their enthusiasm and hard work. For this reason, Hong Kong women working at senior managerial positions tend to believe in personally designed strategies to cope up with the requirements of their workplace, homes and kids. Moreover, they believe in handling the situation of sex discrimination personally rather by confronting their superiors for the implementation of anti sex discrimination policies. They are no or little aware of a political agenda that can change their lives by bringing positive changes in institutionalization of their family status, by changing the organizational culture and state policies. Maggie, Emmy and Anna informed the researcher that they do not get time for socialization. Anna informed that in Chinese culture, home is considered as a private place so majority of Chinese do not believe in inviting friends at home unless they are very close to them because they think that it will ruin their privacy. Majority of Hong Kong women trust extended family members to take care of their children but this scenario may result in increased problems for them in future. Mobility of labor force has increased due to globalization. Two of the three interviewees are not originally Hong Kong based. A steady rise has been observed in the number of women managers on the mainland. Due to intensification of globalization, less stability is expected in support from the extended family members in Hong Kong. The traditional heterosexual family system in Hong Kong has been changed and different forms of family structure have appeared. The concept of extended family members was possible in a heterosexual family only. So, this concept does not seem to be valid with the new family structure as single-parent families are becoming common. As the concept of extended family is diminishing, women who prefer to grow in their career would seem to have no children. if primary importance will continue to be given to husband’s career, and wife’s role will be continued as a support to her husband than her husband has been to her, then there are great chances for a large number of career oriented women to remain single. When women will have to work hard and design personalized strategies to cope up with the work-family stress then a large number of women will stop marrying. Thus, number of never-married women will increase in Hong Kong. CHAPTER V: CONCLUSION Push and pull tensions are found among Hong Kong women managers. At one side, the traditional Chinese culture is still dominated in Hong Kong that makes women responsible primarily for their housework and men are considered as bread-winners. Women are expected to bring up and take care of children and other family members. So this traditional Chinese culture does not seem supportive for a woman to dream of getting success in organizations besides performing her domestic duties. At another side, women in Hong Kong that have earned higher degrees are attracted towards handsomely paid jobs due to the realistic approach of capitalism in Hong Kong. Successful women managers in Hong Kong are rewarded. Organizations search for never-married women who are ready to work on the pre-decided terms of men. So it is a common belief in Hong Kong that if women are good they can get success in organizations. If women are very good at setting personalized agenda to balance their work-family stress then they would be successful. But the researcher is not happy with these conditions. The researcher suggests that women should be encouraged and supported by society and organizations. They should be given support to get a balanced life. Organizations should implement strategies to promote anti discrimination policies. Women and family friendly policies should be encouraged in organizations. This means that there is a need to redefine the role of women at home and in organizations. They should be given equal opportunities like men and be promoted to higher positions as per their skills. Appendix A. Letter sent to the Participants of the Interviews Dear Participants, Thank you for agreeing to do this interview and participate in my Masters investigation. This letter is to inform you all related to the interview, to establish your ethical rights and my responsibilities, as well as to provide some information prior to the interview. My intention is to do an investigation to explore whether a bamboo-ceiling exists in the career pathway of Hong Kong women managers. I am currently interviewing women managers that are working in a male dominating environment to find out whether these women managers face any obstacles in order to achieve the purpose of my study. The data will be collected via interviews, which will last one hour and one hour and a half. During the interview you have the right to refuse to answer a question or a set of questions. The participant’s identities will be remained as confidential at all stages, during and after the research. Expected benefits of participation will be the opportunity to contribute knowledge to a largely under researched area and the obtained findings will be used for academic purposes only, so the access to the collected data will be permitted for university lectures and library use only. Thank you once again for your cooperation. Yours sincerely, [Your name] [Your degree] [Your university] Table 1: Ratio of Women Managers in Hong Kong, % Year Proportion, % 1994 17. 5 1995 19. 4 1996 19. 6 1997 19. 9 1998 21. 5 1999 21. 9 2000 24. 2 2001 25. 4 2002 25. 7 Source: Hong Kong Government, 2003b: 57. Table 2: Distribution of Managers by Industry and Gender Table 3: No. of Males and Females Never-Married Aged 15 and Over Source: Census and Statistics Department, Hong Kong Government. Table 4: No. of Never-Married Employed Males and Females by Occupation, 2001. Source: Census and Statistics Department, Hong Kong Government. Table 5: Main Employment, Female-Male Ratio, Median Monthly Income, Marital Status, Age Source: Census and Statistics Department, Hong Kong Government. References Babcock, L. Laschever, S. 2003. Women Don’t Ask: Negotiation and the Gender Divide (Princeton, NJ: Princeton University Press). Berg, B. , 2004. Qualitative Research Methods for the Social Sciences. International Student Edition. Boston: Pearson Education, Inc. Blaxter, L. , Hughes, C. and Tight, M. , 2001. How to research. 2nd ed. Buckingham: Open University Press. Bryman, A. , 2004. Social Research Methods. 2nd ed. Oxford: Prentice-Hall. Chan, D. K. S. , Tang, K. S. -K. Chan, W. 1999. Sexual harassment: a preliminary analysis of its effects on Hong Kong Chinese women in the workplace and academia, Psychology of Women Quarterly, 23(4), pp. 661–672. Chow, I. H. 1995. Career aspirations, attitudes and experiences of female managers in Hong Kong, Women in Management Review, 10(1), pp. 28–32. Collinson, D. L. , Knights, D. Collinson, M. 1990. Managing to Discriminate (London: Routledge). Collis, J. , and Hussey, R. , 2003. Business Research: A practical guide for undergraduate and postgraduate students. 2nd Ed. New York: Palgrave McMillan. Creswell, J. , 1994. Research Design: Quantitative and Qualitative Approaches. 1st ed. London: Sage Publications. Crystal, G. 2003. Cracks appear in glass ceiling numbers, South China Morning Post, 17 October, p. B22. Denscombe, M. , 2002. Ground Rules for Good Research. A 10 point guide for social researchers. 1st ed. Buckingham: Open University Press. EOC. 1997. A Baseline Survey of Equal Opportunities on the Basis of Gender in Hong Kong 1996–1997 (Hong Kong: Equal Opportunities Commission). Fosh, P. , Ng, C. , Snape, E. Westwood, R. 1999. Hong Kong at the end of the twentieth century: management and labour trends, in: P. Fosh, A. W. Chan, W. W. S. Chow, E. Snape R. Westwood (Eds) Hong Kong Management and Labour: Change and Continuity, pp. 3–24 (London: Routledge). Ghauri, P. and Gronhaug, K. , 2002. Research Methods in Business Studies. A practical guide. 2nd ed. Essex: Pearson Education Limited. Ghauri, P. N. , Gronhaugh, K. and Kristianslund, I. , 1995. Research methods in business studies: a practical guide. 1st ed. London: Prentice-Hall. Gillham, B. , 2000. The Research Interview. 1st ed. London: Continuum. Hakim, C. 2003. Models of the Family in Modern Societies: Ideals and Realities (Aldershot: Ashgate). Hochschild, R. A. 1989. The Second Shift: Working Parents and the Revolution at Home (New York: Viking Penguin). Hong Kong Government 2004. Convention on the Elimination of all Forms of Discrimination against Women: Second Report on Hong Kong Special Administration Region (Hong Kong: Health, Food and Welfare Bureau). Hong Kong Government. 2001. 2001 Population Census: Main Report 1 (Hong Kong: Census and Statistics Department). Hong Kong Government. 2002. Women and Men in Hong Kong: Key Statistics (Hong Kong: Census and Statistics Department). Hong Kong Government. 2003a. Thematic Household Survey: Report No. 14 (Hong Kong: Census and Statistics Department). Hong Kong Government. 2003b. Women and Men in Hong Kong: Key Statistics (Hong Kong: Census and Statistics Department). Jankowicz, A. , 2005. Business research projects. 4th ed. London: International Thomson Press. Javidan, M. House, R. J. 2001. Cultural acumen for the global manager: lessons from project GLOBE, Organizational Dynamics, 29(4), pp. 289–305. Kanter, R. M. 1977. Men and Women of the Corporation (New York: Basic Books). Kumar, R. , 1999. Research Methodology. A step-by-step guide for beginners. 1st ed. London: Sage Publications. Kvale, S. , 1996. Interviews, an Introduction to Qualitative Research Interviewing. 1st ed. London: Sage Publications. Law, N. 2003. HK women socially aware, but traditional at heart, South China Morning Post, 23 January, p. 6 Lee, H. 2004. Arming women with knowledge, South China Morning Post, 9 February, p. C4. Lee, K. 2003. Picture forms of cross-border workers, South China Morning Post, 9 May, p.A5. Lo, S. , Stone, R. Ng, C. W. 2003. Work–family conflict and coping strategies adopted by female married professionals in Hong Kong, Women in Management Review, 18(4), pp. 182–190. Mak, G. C. L. Chung, Y. -p. 1997. Education and labour force participation of women in Hong Kong, in: F. M. Cheung (Ed. ) Engendering Hong Kong Society: A Gender Perspective of Women’s Status, pp. 13–39 (Hong Kong: The Chinese University Press). Mak, G. C. L. 1992. The schooling of girls in Hong Kong: progress and contradictions in the transition, in: G. A. Postiglione (Ed.). Education and Society in Hong Kong, pp. 167–180 (Hong Kong: Hong Kong University Press). Morrison, A. M. , White, R. P. Van Velsor, E. The Center for Creative Leadership. 1987. Breaking the Glass Ceiling (Reading, MA: Addison-Wesley). Ng, C. W. Chiu, W. C. K. 2001. Managing equal opportunities for women: sorting the friends from the foes, Human Resource Management Journal, 11(1), pp. 75–88. Ng, C. W. Ng, E. G. H. 2002. The concept of state feminism and the case for Hong Kong, Asian Journal of Women’s Studies, 8(1), pp. 7–37. Ng, C. W. Pine, R. 2003. Women and men

Luther :: essays research papers

A thousand years is a long time. So how do you pick the most influential person of the last thousand years? Its practically impossible to do. But almost everyone will agree that one of the most influential characters in the millennium was Martin Luther, father of the protestant church.   Ã‚  Ã‚  Ã‚  Ã‚  Luther was born November 10, 1483 in Eisleben, Thuringia (a province noted for its many musical talents, including Johann Sebastian Bach). Luther was brought up in the strict religious atmosphere of the roman catholic church. After attending the Latin Schools at Mansfeld, Magdeburg, and Eisenach, he entered the university at Erfurt in 1501. From this institution he received a bachelors degree in 1502 and a masters degree in 1505. During his student years, Luther was terrified by thoughts of the wrath of G-D. He continually sought a means of finding inward peace. To achieve this goal, he entered an Augustinian Monastery on July 17, 1505 to become a monk. Two years later, he was ordained a priest. In 1508 Luther was appointed professor of philosophy at Wittenburg university, and he also studies there to get the doctor of theology degree in 1512. In 1515 Luther was appointed Augustinian Vical for Meissen and Thuringia.   Ã‚  Ã‚  Ã‚  Ã‚  During the period of his appointment as vicar, Luther underwent a modification in his views and beliefs. He was still devoted to the church, but in his continued quest for inner peace, he turned from religious philosophy to the bible for the basis of his belief. These conclusions ultimately led Luther to combat some practices of the church.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Luther verus the church. A classic case of David and Goliath. There were many reasons Luther went against the church. But the sale of indulgences by Johann Tetzel in 1517 at a church near Wittenberg enticed Luther into action in the first place. Tetzel preached that buying indulgences would grant you a better place in heaven. On October 31, 1517, at the age of 33, Luther nailed his Ninety-Five Theses (1) to the castle church door at Wittenberg. This was not intended as a decisive attack on the church, and he did not want this to be circulated. However, the new spread quickly through Germany withing the next two weeks.   Ã‚  Ã‚  Ã‚  Ã‚  Later in 1518 Luther boldly denied the absolute power of the church. On March 3rd , 1519, Luther wrote a letter to Pope Leo X. In the letter he stated that it was not his intention to undermine the authority of the pope or the church.

Early Childhood Education: Impact on Cognitive and Social Development Essay

Abstract There has been a great deal of research conducted in the subject matter of early childhood education. During the preschool years, the human brain is growing rapidly and extremely sensitive to new information. Researchers have conducted studies in an effort to show a correlation between enrollment in early education and cognitive and social development. This paper will provide a brief overview of the results from the following: the Head Start program studies, the High/Scope Perry Preschool study, and the Child Parent Center in Chicago. This paper will also discuss the impact of childcare facilities on child development. The vast amount of research provided by these studies effectively shows an increase in cognitive development in the preschoolers that were enrolled and found that negative social behaviors were reduced as a result of early education intervention. The research indicates that all children exhibited signs of cognitive and social growth, but that underprivileged children were impacted the most. Child- care facilities were not as productive furthering childhood development. This paper will conclude by addressing the need of well-developed preschool programs and the need for well-educated teachers in the preschool environment. Keywords: early childhood education, preschool, cognitive and social development Early Childhood Education: Impact on Cognitive and Social Development Preschool is a term that defines early childhood education for children ranging from ages two through four years old. Preschool programs normally consist of federally funded programs, state and local preschools, and child care facilities. Preschool enrollment has increased dramatically over the last few decades. Approximately 75% of four year olds and 50% of three year olds are enrolled in a preschool center, which is a statistically significant contrast from 10% in the 1960’s (Barnett, 2008). Not only has there been an increase of children enrolled in public preschools, but also in private preschools (Barnett, 2008). This increase may be attributed to the need for childcare as the work force shifted from a single income to dual income household or the desire to equip children with the necessary skills to help them in their educational career (Barnett & Yarosz, 2007). Winter and Kelley (2008) reported that many early childhood teachers found that nearly one-third of their students were deficient in certain areas that were sure to hinder their educational success (p.260). There have been many studies conducted to try and define the impact of preschool on a child’s development. Researchers have studied Head Start programs across the country, the High/Scope Perry Preschool, the Child Parent Center in Chicago among others, and child care facilities. Early Childhood Education research has shown that preschool has an impact on a child’s cognitive and social development, with the greatest impact on minority and disadvantaged children. Developing Brain. Most parents and educators know that a child’s brain, from birth to approximately five years of age, is exceptionally vulnerable to the learning of new skills and concepts. Winter and Kelley (2008) state that the â€Å"neural connections or ‘synapses’ develop at a phenomenal rate during this time† which aids in developing a â€Å"foundation for later skill acquisition† (p. 263). Due to the brains extreme susceptibility during the preschool years, not only do preschoolers develop cognitive skills they need, but also socio-emotional skills. Mai, Tardif, Doan, Liu, Gehring, and Luo (2011) conducted a study of positive and negative feedback in preschoolers, which showed that preschoolers are â€Å"more responsive to positive feedback than to negative feedback† (p. 5). They concluded that the importance of the amount of positive feedback was significant enough that it may stimulate preschoolers desire to learn (Mai, et al, 2011). Researchers have found that during this early period of childhood development, children are able to boost gross motor skills and acquire language (Winter & Kelley, 2008, p. 262). Due to the unique nature of the brain during preschool years, experiences or lack of can impede child development (Winter & Kelley, 2008, p. 263). In a study conducted by Burger (2012), a toddler’s working memory can positively impact a child’s behavior and has a positive influence over a child’s math and reading ability (p. 210). A young child’s brain, if stimulated inappropriately, can have an adverse impact on cognitive and social development. A child’s cognitive development is connected to their social development. Willis and Schiller (2011) propose that â€Å"positive early experiences promote optimum brain development, which impacts all areas of development (para. 1). Impact of Government Preschool Programs In 1965, the Head Start program was created in an effort to provide â€Å"an array of social, health, and educational services for young children and their families† (Winter & Kelley, 2008, p. 261). This program is federally funded and targets underprivileged children. Underprivileged children are more susceptible to fall behind or to not complete their education due to lack of early education intervention. There is documentation that shows that minorities and poor children struggle with â€Å"language, literacy, social, and other skills needed† (Child Trends & Center for Child Health Research, 2004; Early et al, 2007), than children who are not underprivileged (Winter & Kelley, 2008, p. 260). Burger (2009) reports that a majority of children from low socio-economic backgrounds are more likely to: experience grade repetition, to require additional educational assistance throughout their school career, or ultimately become high school dropouts (p. 142). Ludwig and Phillips (2007) reported the findings of an evaluation completed by Garces, Thomas, and Currie (2002) that compared siblings, either attending or not attending the Head Start Program (p. 4). They wrote that the sibling that attended Head Start were 22% more likely to graduate and 19% more likely to seek higher education (p. 4). The National Impact Study (NIS) is one of the most in depth study on the Head Start program, and involves a random compilation of children enrolled in Head Start throughout the country between the ages of three and four years old (Pianta, Barnett, Burchinal, & Thornburg, 2009, p.  59). This study showed that there was minor cognitive and social growth over a nine month period. Barnett (2008) reported an increase of 0. 20 standard deviations on cognitive development and a decrease of 0. 05 standard deviations in negative social behavior, such as hyperactivity for three year olds (p. 6). However, upon completing a follow up on the study, the cognitive benefits gained by the children were no longer observed at the end of their kindergarten school year (Pianta, Barnett, Burchinal, & Thornburg, 2009, p.  59). Parents reported positive changes in their child’s dental and physical health and the research indicates an increase of 0. 12 standard deviations (Barnett, 2008, p. 6). There was a case of four year olds that experienced greater cognitive development. This was illustrated by the Peabody Picture Vocabulary Test, which had an increase of 0. 20-0. 27 standard deviations (Barnett, 2008, p. 7). The Tulsa Head Start program was designed with a vision to help children develop skills for school readiness. This preschool program is funded by the state and is a part of the Tulsa Public School system; therefore, teachers must possess a Bachelor of Art degree and have a certification in early childhood education (Gormley, Phillips, & Gayer, 2008). The Tulsa Head Start program study compared the Tulsa Public School (TSP) pre-kindergarten against the Tulsa Head Start program. The study showed that the TSP pre-kindergarteners showed vast improvement in letter-word identification, spelling, and applied problems, whereas the Tulsa Head Start preschoolers’ results were deemed notable (Gormley, Phillips, & Gayer, 2008). While Head Start programs are supposed to adhere to a â€Å"national standard† (Pianta, et al, 2009), many do not have the same requirements (p. 55). Pianta and his colleagues (2009) explain that most teachers working for Head Start programs make less than $26,000 per year, with the exception of Tulsa Head Start whose teachers earn a regular teacher salary (p. 55). This may explain why the results of the Tulsa Head Start studies are not typical compared to other Head Start studies (Barnett, 2008, p. 7). Teacher qualifications of the Head Start employees may have an impact on the low levels of development observed of children in the program. Before 2011 Head Start teachers (excluding the Tulsa Head Start teachers) were not required to obtain an associate degree and directors did not have to possess a bachelor degree (Pianta, et al, 2009). However, Pianta and his colleagues (2009) report that by the year 2013, at least half of all Head Start teachers will be required to obtain a bachelor’s degree (p. 55). Because the Head Start studies were conducted in varying locations and on a variety of children, it is difficult to pinpoint the exact impact of cognitive and social development for each child. The rate of attendance also varies on location. Some Head Start programs have fewer than five days of scheduled class per week, while others attend the program five days a week during an entire school year (Pianta, et al, 2009, p. 54). Major successes of the Head Start programs appear to be achieving higher educational levels and improved health for children. The Head Start program reduced the mortality rate of children between the ages of five and nine years old (Barnett, 2008, p. 8) and provided a cognitive advantage in school achievement (Reynolds & Ou, 2011, p. 556). There were no extraordinary impacts on children’s social development throughout the Head Start studies. The program, however, has received conflicting reviews. Williams (2010) explains that because there is no orderly way to measure the effects of this program, there have been reports of positive â€Å"short-term gains in cognitive functioning† (p. 4) and the program has received criticism for only producing short term benefits (Williams, 2010, p. 4). Impact of Public Preschool Another option for children is a public preschool program. There are public preschools that function similar to the Head Start program, in which they target children from low income families. The teaching credentials of preschool teachers differ from other educators in the public school system and vary throughout different states. The requirements for public preschool teachers range from possessing a Child Development Associate (CDA) to a bachelor’s degree (Pianta, et al, 2009, p. 55). Public preschool programs tend to be successful in the area of cognitive and social development due to the increase of attention from the teacher (Barnett, 2008, p.8). The topic of teacher quality in preschools is of a major concern and can have a direct impact on childhood development. Winter and Kelley (2008) explain that the development of a child’s social behavior correlates with the quality of the teacher (p. 263). The most significant research on public preschools stems from the High/Scope Perry Preschool study. In this study that lasted for two years, approximately 130 children, minority and underprivileged, were either enrolled in a half-day preschool or assigned to a control group (Barnett, 2008, p. 9). These participants were chosen by the following criteria: â€Å"low levels of parent education, socioeconomic status, and low intellectual performance† (Williams, 2010, p. 4). The results were astounding. Barnett (2008) reported that language and basic cognitive skills increased by approximately 0. 90 standard deviations (p. 9). The cognitive advantage was short-lived as children from the control group were caught up during kindergarten (Barnett, 2008, p. 9); however, Reynolds and Ou (2011) determined that there was an advantage on educational attainment (p. 556). The Perry study also showed evidence of social development in later years. The students demonstrated appropriate classroom etiquette, had lower levels of delinquency, and a higher rate of commencement (Barnett, 2008, p. 9). Burger (2009) explained that the Perry study is unique in nature due to the environment of the classroom (para. 5. 2). He added that preschools similar to the Perry preschool have â€Å"low child-to-staff ratios† (Burger, 2009, para. 5. 2), so teachers are able to be readily available to their students. Another influential study on preschool impact is the Child Parent Center (CPC) study on a preschool in Chicago. This program was directed more for children from the ages of three to nine years old (Williams, 2010, p. 5). This preschool is tailored to low-income families that includes â€Å"a half-day preschool, kindergarten, and a follow-on elementary school component† (Barnett, 2008, p. 11). The results of all CPC studies were positive for impact on children’s cognitive development (Barnett, 2008, p. 12). The CPC study showed that participating preschoolers had higher test scores up until eighth grade, a reduction of delinquency, and observed an increase in the percentage of high school graduates (Pianta, Barnett, Burchinal, & Thornburg, 2009,p. 62). Reynolds and Ou (2011) also evaluated the CPC study and found that former students tend to have less risk of experiencing depression and generally have higher occupational stature (p. 558). The National Institute for Early Education Research (NIEER) reports that the Abbott Preschool Program has had a tremendous effect on child development as measured in 2005 and 2006 with the Abbot Preschool Program Longitudinal Study (APPLES) (Study of Abbott, 2007). The Abbott Preschool was opened in 1999 and was put in place to serve the â€Å"highest-poverty school districts† (Study of Abbott, 2007) in the state of New Jersey (Study of Abbott, 2007). This preschool program showed positive cognitive growth in their students through their kindergarten year. The students enrolled showed significant achievements in English, reading, and mathematics (Study of Abbott, 2007). This program not only measured student progress, but also took into account the quality of the classroom. The study found a significant increase in â€Å"child learning, language and reasoning, activities and interactions, and program structure† (Study of Abbott, 2007). Other studies of public preschools provided results depicting social development and school preparedness (Barnett, 2008, p.10). Pickens (2009) explains that public preschool programs â€Å"show a positive impact on children’s behavior outcomes, especially for children living in poverty† (Barnett, 1995; Peterson & Zill, 1986). In the preschool setting, children are exposed to other children from different backgrounds, different personalities and different ethnicities. During this time in childhood development, children begin to learn social behavior. Pickens (2009) explains that these social behaviors are influenced by their teachers and classmates (p. 263). Participation in the preschool setting allows children to learn how to interact with classmates and encounter situations that can mold their cognitive development (Willis & Schiller, 2011). Attending a preschool class helps to enable a child to learn to regulate their emotions, communicate effectively with others, cooperate with others, and to follow directions (Pickens, 2009, p. 263). Children model what they see. Pickens (2009) urges educators and parents to assist children in developing healthy behaviors in an effort to avoid a negative path of behavioral and academic issues (p. 264). Impact of Child Care Facilities Child care facilities can consist of home-based child care or child development centers (with some centers offering half-day preschool programs). These facilities are normally center-based and care for infants from six weeks old to three year olds (Pickens, 2009, p. 262). Child care facilities were â€Å"found to have the smallest initial effects on children’s learning and development† (Barnett, 2008), while home-based daycare had no effect on building cognitive skills (p. 5). This is not to say that all home-based daycares are not able to provide some cognitive benefit to children. If a home-based child care program is well-developed and provides a â€Å"high-quality† (Winter & Kelley, 2008), then children are more likely to benefit cognitively (p. 263). This high-quality can also make a difference in child care centers. The National Institute of Child Health (NICHD) and Human Development Study of Early Child Care and Youth Development (SECCYD) showed that â€Å"higher quality care†(Belsky, Burchinal, McCartney, Vandell, Clarke-Stewart, & Tresch Owen, 2007) had a positive impact on children’s vocabulary skills (p. 681). The NICHD SECCYD conducted future evaluations and found that some effects wore off at four and a half years old, while when evaluated in third grade the children had â€Å"higher scores on standardized tests of math, memory, and vocabulary skills† (Belsky, et al, 2007). The cognitive long-term benefits of attending child care may result in an increase in household income caused by working mothers; however, working mothers tend to spend less time with their children (Barnett, 2008). Just like preschool, child care can benefit underprivileged children. Belsky et al (2007) stated that â€Å"child care can serve as an effective intervention for low-income children† (Hart & Risley, 1995) that live in a household lacking in literary skills (p. 697). Barnett (2008) mentioned that some studies show an actual regression of social development as children were more prone to be aggressive (p. 6). Winter and Kelley (2008) also report that the amount of time a child spends in child care has an impact of negative behaviors when they reach elementary school (p. 263). Others believe that a child’s negative behavior is may correlate with the amount of time spent in day care. Pianta and his colleagues (2009) found that children who spent the least amount of hours in day care had less troublesome behavior (p. 58). Just as the quality of the Head Start and preschool teacher had an impact on the child, so does the caregiver at a child care center. The lack of academic qualifications of child care workers or lack of academically challenging curriculum can attribute to the small cognitive development observed in children who attend child care versus a more academically centered program. Meyers (2007) reports that the approximately two and a half million child care teachers are some of the lowest paid, only earning approximately $18,000 annually (para. 1). This is significantly lower than other early education teachers. The cognitive and social impacts on children are strongly related to child-to-teacher ratio, total number of children in a room, and the teacher’s qualifications (Clothier & Poppe, 2007). However, it has been noted that the amount of attention the caregiver offers to the child can have an impact on their social and cognitive development (Pianta, Barnett, Burchinal, & Thornburg, 2009, p. 58). Conclusion There are noticeable short-term and long-term impacts on a child’s development, cognitively and socially, with the aid of early childhood education programs. Because the brain is vulnerable at this age it is in these years that children experience â€Å"dramatic improvements† (Mai, et al, 2011) in their cognitive and social abilities. The government funded program, Head Start, has indicated that while children do show immediate, moderate growth in cognitive development, social benefits were not as prominent. This program has proven to be beneficial to children from low- income families, as it has resulted in improved literacy, language skills and an increased rate of commencement. Preschool studies have also shown an increase in reading and mathematics ability and in some cases extending into elementary school years. The social benefits of a preschool education have had an even longer impact on a child’s future behavioral issues. There is a vast amount of research that shows that â€Å"the early years of a child’s  development can influence future success† (Winter & Kelley, 2008), so federal and state â€Å"policy makers should not depart from preschool education models that have proven highly effective† (Barnett, 2008). It is important that in order for preschool programs, government-funded and public, to continue to be effective in child development, the need for well-designed programs is a must (Barnett, 2008). These well-designed programs must demand a high caliber of teachers that have formal post-secondary education in the area of early childhood development. Preschools should be prepared meet the needs of the variety of students from different backgrounds and be able to give children in need more of a priority (Barnett, 2008). More research on the impact of early childhood education is needed, due to the varying types of programs that are currently in place. References Barnett, W. S. (2008). Preschool education and its lasting effects: Research and policy implications. Boulder and Tempe: Education and the Public Interest Center & Education Policy Research Unit. Retrieved September 12, 2012 from http://epicpolicy. org/publication/preschooleducation Barnett, W. S., & Yarosz, D. J. (2007). Who goes to preschool and why does it matter? Preschool Policy Brief, 15, p. 2. Retrieved October 8, 2012 from http://nieer. org/resources/policybriefs/15. pdf Belsky, J. , Vandell, D. L. , Burchinal, M. , Clarke-Stewart, K. A. , McCartney, K. , Owen, M. T. , & the NICHD Early Child Care Research Network. (2007). Are there long-term effects of early child care? Child Development, 78, p. 681–701. Burger, K. (2010). How does early childhood care and education affect cognitive development? An international review of the effects of early interventions for children from different social backgrounds. Early Childhood Research Quarterly. 25, 140-165. doi: 10. 1016/j. ecresq. 2009. 11. 001 Gormley, W. T. , Phillips, D. , & Gayer, T. (2008). The early years: Preschool programs can boost school readiness. Science. 320(5884), p. 1723-1724. doi:10. 1126/science. 1156019 Ludwig, J. , & Phillips, D. (2007). The benefits and cost of head start. Society for Research on Child Development, Social Policy Report. 21(3), p. 3-19 Mai, X. , Tardif, T. , Doan, S. N. , Lui, C. , Gehring, W. J. , & Luo, Y. (2011). Brain activity elicited by positive and negative feedback in preschool-aged children. PLoS ONE. 6(4), e18774. doi: 10. 1371/journal. pone. 0018774 Meyers, M. K. (2007). Child-care pay, child-care quality: Decent early childhood education requires well-trained and compensated educators. The American Prospect 18(12), A18. Pianta, R. C. , Barnett, S. W. , Burchinal, M. , Thornburg, K. R. (2009). The effects of preschool education: What we know, how public policy is or is not aligned with the evidence base, and what we need to know. Psychological Science in the Public Interest. 10(2), p. 49-88. doi: 10. 1177/1529100610381908 Pickens, J. (2009). Socio-emotional programme promotes positive behaviour in preschoolers. Child Care in Practice. 15(4), p. 261-278. doi: 10. 1080/13575270903149323 Reynolds, A. J. , & Ou, S. (2011). Paths of effects from preschool to adult well-being: A confirmatory analysis of the child-parent center program. Child Development. 82(2). p. 555-582. doi:10. 1111/j. 1467-8624. 2010. 01562. x Study of abbott preschool program finds positive effects. (2007, August/September). Preschool Matters. Retrieved September 28, 2010 from http://nieer. org/publications/preschool-matters-newsletters/volume-5-number-4 Williams, J.(2010). Assessment of quality preschool programming (Doctoral Dissertation). Retrieved September 28, 2012 from ProQuest. (UMI:3413253) Willis, C. A. , & Schiller, P. (2011). Preschoolers’ social skills steer life success. YC Young Children, 66(1), 42-49. Retrieved September 24, 2012 from http://search. proquest. com/docview/874155104? accountid=12085 Winter, S. M. , & Kelley, M. F. (2008). Forty years of school readiness research. Childhood Education, 84(5), 260-260. Retrieved September 12, 2012 from http://search. proquest. com. ezproxy. liberty. edu:2048/docview/210412708/fulltextPDF? accountid=12085.

Political economy Essay

Most people don’t think about their country’s economy unless it happens to be the nature of their business or unless it somehow directly or indirectly has an impact on the manner of living to which they’ve become accustomed. Economy is the financial circumstance of a country based on its level of prosperity which is determined by the success or failure of it business practices and dealings and proved by the lifestyle of its citizens. The economy is only as good as its management while management is only as good as its political economy. The political economy is a combination of economic and political factors that determine the methods of management or governing. Just what method of governing is best for a country’s economy remains a topic of debate. According to David Coates, â€Å"†¦capitalism as an economic form can be distinguished by the qualitatively distinct mixes of technologies, forms of business organization, characters of labor forces and state functions that come to predominate within it. (Coates) There are three methods of governing capitalism: market-led capitalisms, state-led capitalisms, and negotiated or consensual social capitalisms. The United States is an example of market-led capitalism. In this form, decisions are left to the discretion of private companies. While lucrative to the higher-ups within the company, employees are often only minimally compensated in the wages they earn and in industrial and social privileges. In this form of capitalism, the states involvement is constrain ed and extends only to creating and protecting the market. Ideals related to morality and business ethics are unique to individual companies and tend to be permissive. In state-led capitalism, decision making is left up to the private companies, but only after they’ve met with the approval of administrative leadership within the banking system. Japan is a shining successful example of state-led capitalism. In consensual social capitalism state regulations are minimal, but the political system supports the rights and welfare of the labor and allows them to cast their votes in decision making. Sweden and Germany are strong examples of consensual social capitalism. (Coates) Scholar, Milton Friedman contends that democracy and the rule of law are key factors that together, are instrumental in growing a strong economy. While research ratifies the benefits of property rights and the rule of law, it conveys ambivalent reactions towards the benefits of democracy. Stable property rights and an effective legal system are positive reinforcements, but even when property rights are unstable it doesn’t necessarily affect the economy adversely. Situations such as this tend to increase business activity. When the government spends money to help maintain and protect the rights of businesses, it can actually strengthen the economy. When regulations are tightened to the point that they hinder businesses and increase tax rates, it’s then that the economy is negatively affected. In a democracy, redistributions of income by means of land reforms and social welfare are implemented in order to alleviate social discord. When the governments response is exorbitant, this too will have and adverse affect on the economy. Democracy does have its flaws, but it has greater potential and is more favorable than that of an autocracy. (Robert J. Barro) In the context of rapid marketing and global integration, the consensus was that capitalism adversely affected the labor wages in countries with low labor costs. Brazil, however, has a renewed eagerness for capitalism. According to Arminio Fraga, with Gavea Investimentos, â€Å"Taken together, these things have created a new enthusiasm for capitalism, a feeling that the stockmarket is not a casino and that being part of the world economy is a good thing. (Sen) Their currency is strong and the economy is getting stronger. Companies have a more positive outlook in regards to international integration. The citizens of Brazil are also reaping the benefits. Although Brazil remains closed for the most part, they are reaping the benefits of their limited involvement in the international market. Despite the fact that Brazil is closed, it’s not unaffected by e conomic situations in the United States. A short time after the stock market crashed in 1929, Brazil’s democracy ended and a dictatorship rose up out of the dust. Brazil’s economy was hit again in the 1950’s when coffee prices soared in the U. S and again in the 1970’s when oil prices rose. It’s also been adversely affected by economic crises in other countries. Author, Sen sums it up this way, â€Å"Its politics are frustrating: corruption is rife in public life, violence widespread, illiteracy normal, poverty stubborn. And yet compared with the Brazil of old, this has the feel of a golden age. † (Sen) Trade liberalization has been a slow and steady process in Brazil. Attempts at policy reforms have met with road-blocks and often the progress that was made was lost. Despite setbacks, Brazil has made more progress in building an industrial base than other Latin American countries. They fought back against the debt crisis by pushing its exports. This move proved to be smart and effective in that it stopped the grouping of economic conglomerates. Other countries didn’t fair as well but, between 1982 and 1992, Brazil showed a trade balance of over $11 billion. (Schamis) The economy is gauged in various ways. Peter Gourevitch says, â€Å"Economic performance derives from political choices, social organization, culture, circumstances, history. † (Gourevitch) Investors measure the performance of the economy with specific indicators including the gross domestic product, job growth, consumer confidence, weekly retail sales, monthly retail sales, earnings growth rates, and the Institute for Supply Managements index. Some of these indicators, however, are determined by the spending habits of the citizens. Spending habits can also be a reflection of consumer confidence. When sales are up and the public is investing their money, it’s a fairly reliable indication that the economy is in good shape, at least from the people’s perspective. Unknown) The quality of life of the citizens should definitely be considered when gauging the performance of economy. Brazil’s economy is fairing far better now than it did for twenty years. Since 2004, the economy has shot up at a rate of 4. 5%. The economy is stable and growing. Paulo says, â€Å"In fact, for those excited by economic meltdowns and political turmoil, the place has become r ather dull. † (Sen) As recent as 2007, the stockmarket experienced growth by 44%. Overall, growth increased to 5. 4%. In comparison to Russia, India and China, one might think that Brazil’s economy is dormant and insignificant, but nothing could be further from the truth. Although out-ranked in size, Brazil’s economy is growing and strong. Once hounded by the persistent problems of inflation, debt and democracy, the country has successfully overcome them and now their economy is in good standing. Due to considerable reforms, Brazil’s corporate and financial future looks bright as well. Growth is fixed and holding. Inflation is no longer out of control and has stabilized. Foreign exchange has gradually increased and so has foreign investment. International reserves have also stepped up. Domestically speaking, retail sales have increased to 9. 7 percent and auto production has reached 13. 9 percent. The unemployment situation is improving and new jobs are being created. There has even been a rise in social mobility. Now, 49 percent of the population is in the ranks of the middle class compared to 32 percent 2002. Success has been a long time coming for Brazil. According to Mauro Leos, Vice President of the Sovereign Risk Unit, these achievements were reached by means of good luck and hard work.

Carl Linnasus Life and Achievements. Essays

Carl Linnasus Life and Achievements. Essays Carl Linnasus Life and Achievements. Essay Carl Linnasus Life and Achievements. Essay Carl Linneaus is the best-known Swedish scientist across the globe. He has left his mark in many ways places baring his name and even parts of the moon have been named after him he is even depicted on Swedish banknotes. The reason for his fame and his stamp on scientific history known as the Linnaean era is for his ambition to catalogue, organise and name the whole natural world. He is most recognized as a botanist but was also a physician and a zoologist who laid the foundations for the current scheme of nomenclature. He is known as the father of modern taxonomy and is thought as one of the fathers of modern ecology. Although best known as a botanist his scientific achievements expand into the mineral world and zoology. Always being curios about the complete natural world since a young age he wanted to know the whole map of nature. This mapping is the name convention known as the â€Å"binary nomenclature† that he himself introduced. Linnaeus published rule-books on the criteria of the system and after initially some resistance it has become not to just control natural history but influences other fields of science. Linnaeus based his science on a firm terminology, which formulates the concept of species and sets the broad dimensions of natural history. For example humans in this system are known as Homo Sapiens and are the primates class of mammals and Mammalia are all concepts from Linnaeus. In the early eighteenth century scientific name for species were already in Latin but most were often long and awkward. Linnaeus’ idea was to divide nature into separate groups based on sharing physical characteristics. Firstly there were the three kingdoms of plants, animals and minerals. Kingdoms were then divided into classes and then orders which were then split into genera, then species. Since then a few other ranks have been added, most notably phyla or divisions between kingdoms and classes. Groups of organisms at any rank are now called taxa or taxonomic groups. Linnaus gave all the plants that were known at that time a simpler Latin name which was in two parts; known as binomial The first part being the genus then the species. He gave binomials names to animals five years later and between 1753 and his death he named thousands of plants and animals this way. The binomial system was then adopted by other scientists and became the standard way of naming organisms. Linnaeus was also a pioneer in definting the concept of â€Å"race†. He proposed that inside of Homo sapiens were four subcategories. These categories were, Americanus, Asiaticus, Africanus, and Europeanus and were based on originally place of orgin and then later on skin colour. Linnaesus’ influence upon science is huge. His system of classification allowed for clear and easy description of plants, animals, minerals and forms for the basis for modern classificiation. His species Plantarum and systema naturae provide the starting point for the nomenclature of plants and animals respectively. Linnaeus identified ecology as a distinctive area of investigation emphasising on the interrelationships in nature as the â€Å"economy of nature† he was also one of the first naturalists to describe food chains. Throughout Linnaeus’ life he was driven by a lust for a nature and a passion and desire to understand how it worked. Today his legacy still remains and is used by many dedicated scientists driven by the same thing.

Verbs of Being Definition (English Grammar)

Verbs of Being Definition (English Grammar) In traditional grammar and pedagogical grammar, a verb that does not show action instead indicates a state of being. In other words, a state-of-being verb identifies who or what a noun is, was, or will be. Although in English most being verbs are forms of to be (am, are, is, was, were, will be, being, been), other verbs (such as become, seem, appear) can also function as verbs of being. Compare them with stative verbs, and contrast them with verbs of doing (dynamic verbs), or action verbs. Stylistic Advice: Avoid "Be" When You Can Unfortunately, to be verbs do not make for the most exciting writing to read when a piece is overloaded with them (buzzing with bes). Action verbs are stronger than to be verbs because they portray more imagery. Action verbs also make for more impactful, shorter sentences, as to be verbs often are found in passive sentences as well. Replace being verbs where you can, during your editing round of writing your piece. (The drafting phase is for getting your information organized and put together.) Not all being verbs or even passive voice can be avoided, of course, but where they can be replaced, your sentences will be livelier  and punchier and will flow more quickly. Improving Examples Compare the following sentences and their improvements: Jerry was working hard.Jerry worked hard.Mary is a big fan of Bach.Mary adores Bach. In the latter improvement, the verb was changed completely, to be more descriptive. Excising Passive Voice To get rid of passive voice, turn the sentence around and start with the doer of the action rather than the object of the action. See the difference between: Their house was invaded by bugs.Bugs invaded their house.The package was sent by Bob.Bob sent the package. Passive voice has its place, such as when the result is more important than who did the action. For example, The record low temperature was broken last night, after 104 years, or when the actor is unknown, such as in, Its recommended to have the furnace serviced once per year. (Though these sentences still could be revised out of passive by adding subjects and recasting them, such as We hit a record low last night, breaking a 104-year record and Manufacturers recommend having...) Hamlet's "To Be or Not to Be" One of the most famous being verb sentences surely is the famous soliloquy of Hamlets, in his eponymous Shakespearean play. Author Crystal Downing reminds us, though, that people need to take into account the fact that the speech is written in iambic pentameter when working out its meaning: When people pronounce Hamlets famous line, they usually emphasize the that, as though Hamlet cannot make up his mind about killing himself: To be, or not to be-