Answer 3 questions about language learning and teaching Essay

Answer 3 questions about language learning and teaching - Essay Example Indeed, Van Patten and Cadierno’s experimental study on students learning Spanish in 1993 supported the communicative approach to L2 instruction (Morett, people.ucsc.edu). Another successful method is direct instruction or integrating L2 learning with content learning, using L2 only. One example is the implementation of French immersion teaching in Canada from the 1960s. L2 learners not only mastered content but also acquired the language of instruction (Francis, 2008). Advocates of monolingualism claim that using L1 in the classroom conflicts with SLA theories, which argue for modified input and negotiation in L2 as a way of learning (Polio, 1994 in Miles, 2004). Nation (2003) states that, when teachers use L1, students tend to follow suit and the class becomes a grammar-translation class. Besides, mixing both languages might cause confusion in the students, giving rise to interference. As L1 and L2 structures are dissimilar, they need to be separated to avoid confusion. Henc e, students listening to the teacher’s explanation in the target language get good listening and speaking practice. As they keep on hearing and listening to the language, they become more comfortable and proficient in it. Celce-Murcia & Larsen-Freeman (1999) in Bankier (eslarticle.com) contend that language errors made by learners are caused by interference from the L1. They use the example of a Japanese student saying "He was fallen by the rain" instead of "The rain fell on him". Here, a minimal knowledge of the L1 is useful to show the difference between both, but if we are teaching the active and passive forms, it is better done in English than in Japanese. Nevertheless, new research indicates that the use of L1 allows learners to work out L2 at lower levels. As they become more proficient in L2, they gradually use it more, relying less on L1 (Upton & Lee-Thompson, 2001). Mouhanna (2009) conducted a study on 124 students from three levels of English proficiency at a founda tions English programme in a UAE tertiary institution. He found that level 1 students required more L1 support (mean: 2.05) compared to Level 3 students (mean: 3.03). Similarly, Simsek’s data analysis (2010) of the achievement test of English Grammar on Turkish students found that L1-assisted learning was more effective at increasing the students’ achievement of English Grammar than monolingual grammar instruction. There was also a significant difference between the delayed post-test means of the experimental and control groups, showing that L1-assisted language learning was more lasting than monolingual grammar teaching. In an investigation on the use of L1 to generate ideas for writing among low proficiency Malaysian students, Stapa and Abdul Majid (2006) found that students using L1 generated 166 ideas, compared to 85 from students not using their L1. The first group also ‘produced better quality essays in terms of organization, vocabulary, language and mechan ics’. This is because generating ideas on a topic in a different language creates confusion and inhibits long-term memory processes. Thus, low proficiency learners should be allowed to use their L1 when communicating abstract ideas and accessing content, as it supports L2 acquisition (2006). In Holland, the mandatory Utrecht pilot was used as

Government and Police State Term Paper Example | Topics and Well Written Essays - 2750 words

Government and Police State - Term Paper Example This paper focuses on BIAs in Seattle, in the US. The paper will discuss on BIAs in Seattle including BIA best practices; creating a BIA including the legal requirements and operating a BIA. The growth of American cities began around downtown and neighborhood main streets with majority of the people occupying them being independent businesses and local property owners. The rapid development of the infrastructure particularly the highway expansion provided an incentive for growth of Automobiles during the World War II. The availability of relatively inexpensive mortgages led to the rise in housing development.1 Outlaying shopping malls became the dominant feature especially in downtowns and other older relatively older commercial districts. These shopping malls became highly successful and part of the reasons for the same was: the ability to use a consistent design theme; ability to run different businesses within the same premises; and having and having an efficient decentralized management.2 The concept of business district management funded through mandatory assessments emerged in the 1970s, and grew to wide popularity during the 1990s. Under one name or another, well over 1,000 such districts exist today throughout the United States, with many more in Canada and throughout the world. BIAs is involved in provision of different programs key among them being marketing; professional management; and beautification just to mention a few. The extent of the programs provided by BIAs is, however, subject to the availability of funds as dictated by the yearly annual budget. In the year 2011, for example, BIAs estimated budget was about $17 million whereas the median budget was set at $342,000. For efficient management, a budget of $200,000 or less is usually allocated to the management staff of up to 2 people and a modest budget for other services such as promotions and marketing.3 America has seen the number of BIAs

Lisbon Treaty and EU Constitution

Lisbon Treaty and EU Constitution To what extent do the reforms enshrined by the Lisbon Treaty enhance the legitimacy of the European Union? The European Court of Justice (ECJ) in the Van Gend en Loos- case pointed out that he European Union (EU) is and remains a ‘new legal order of international law.[1] Therefore we cannot achieve legitimacy in the same way as nation states, where concepts such as a collective identity and a constitution are present. The EU is sui generis of its own kind, peculiar and unique in the world, fundamentals like supremacy, direct and indirect effect, and state liability are present so neither the way in which other international organisations derive their legitimacy is suitable in the case of the EU.[2] Throughout my readings I found out that there are many theories, and difference of opinions of what legitimacy in the context of the EU would involve because of its complex internal structure and way of functioning. I shall aim to explore why legitimacy in the context of the EU is so sufficient and how, from a legal perspective, this is been reached by the Lisbon Treaty. The integration of the EU from the beginning of the 1950s when the Treaty of Paris was signed, especially the increasing of EU competence since 1992, till the current Treaty of Nice, has been developed so far that the member states share its decision-making powers with the EU as well as accept policies coming from the EU. When a system has decision-making powers in a wide range of policy competence it is important that it possess legitimacy.[3]The failed Constitutional Treaty referenda in France and the Netherlands in 2005 were an unexpected event that had damaging effect to the plans of the EU for its integration and prior to this the citizens for instance of Denmark (Treaty of Maastricht 1992), Ireland (2001Treaty of Nice) and Sweden (EMU 2003) had also voted negatively which had the effect that developments for EU citizens gave the image that the EU institutions are inefficient, not transparent and unaccountable.[4] This and the fact that the EU keeps reforming its Treaties, espec ially since 1986 Single European Act, presumes a legitimacy crisis.[5] Amongst scientists many theories developed to attempt to justify the ‘legitimacy of the EU.[6] There has been a tendency to combine the concepts of ‘democratic deficit and ‘legitimacy crisis.[7] Democratic deficit is that where decisions are moved from national Parliaments and the citizens; where decisions are taken by civil servants behind closed doors and laws are made via agreements between all member states whereby it is impossible for an individual country, acting alone, to make or change an EU law; where citizens vote and influence at national level has no guaranteed effect upon what occurs at EU level.[8] Its remarkable that most scientists could not agree on the existence of a democratic deficit despite the concern of EU officials and national politicians. In 2001 the Commission published its seminal White Paper on European Governance in which it based its sweeping proposals for EU institutional reform on â€Å"principles of good governance,† includin g openness, participation and accountability. [9] These principles were described as the underpinning of democracy, not only for the Member States, but also for the Union. Also in this year the Laeken Declaration on the future of the EU was adopted which noted that the EU â€Å"derives its legitimacy from the democratic values it projects, the aims it pursues and the powers and instruments it possesses† as well as from its â€Å"democratic, transparent and efficient institutions.†[10] Nevertheless, the document set forth a lengthy list of questions illustrating the need to â€Å"increase the democratic legitimacy† of the EUs institutions.[11] The Member States recognized ‘the need to improve and to monitor the democratic legitimacy and transparency of the Union and its institutions, in order to bring them closer to the citizens of the Member States.[12] They agreed to convene a new intergovernmental conference (IGC) in 2004 in order to agree the necessary changes in the Treaties.[13] According to Sharpf, a political scientist who is basically in the for front of European studies and whos concepts are often used in literature when legitimacy is discussed, legitimacy is the relation between the ruler and the ruled. ‘Citizens values must be reflected and incorporated in the decision-making system.[14] Political systems can only reach legitimacy when they have the competence or the power to decide how it will be governed, which guarantees that the government is of the people, by the people and for the people.[15] Sharpf thus has identified three important types of legitimisation with regard to the EU. ‘Output legitimacy refers to government for the people where support is granted on the basis of improved efficiency in provision of goods and services, as well as an increased European problem-solving capacity and where the legitimacy is derived from interest of the people.[16] ‘Input legitimacy refers to government by the people with main features lik e direct legitimation through the elected European Parliament; citizens participation and consultation; and better transparency in taking decisions so where policies and choices must be a reflection of the will of people.[17] ‘Borrowed legitimacy refers to government of the people where indirect legitimation through the member states and their democratic representatives operating at different levels.[18] The ‘borrowed and the ‘output theories are difficult to justify legitimacy in the light of the EU though there are scientist who disagree, as we will see later on.[19] And from the above mentioned we can draw among others a conclusion that more emphasis to decrease ‘democratic deficit will increase the legitimacy of the EU. Therefore a need for a greater ‘input legitimacy which is related to increased citizen participation, better representation, improved accountability and efficient and transparent decision-making procedures has been viewed as one poss ible solution. The EU can be divided into two parts. An intergovernmental structure[20] which includes the European Council and the Council of Ministers and the regulatory structure[21] which includes the European Parliament, European Central Bank (ECB) and the ECJ. Moravcsik and Majone emphasizing that effectiveness is one of the proper means to legitimise the EU, so the ‘output legitimacy is the best way to do this.[22] An intergovernmental component, where international features dominate (European Council, Council of Ministers, and the second and third ‘pillars of the TEU), and a communitarian component where supranational features are most evident (European Parliament and Courts, Commission, and the policies and activities included in the first ‘pillar of the TEU). Now, even if it is true that the democratic character of the Member States is According to Moravcsik the EU does not deal with democratic deficit in the intergovernmental part[23] simply because of its distinctive objectives where the preferences and the power of the states are important, where the policies are the result of states bargaining and where supranational elements are of less importance to policy outcomes. The EU is either a state nor a federation or a confederation and it avoids any risk of becoming a ‘technocratic superstate.[24] That makes the outlook and requirement of legitimacy different. The legitimacy of the EU system is derived from ‘indirect accountability of the nation state where ‘indirect democracy is enforced through the ratification from the treaties by democratically accountable governments.[25] ‘Constitutional checks and balances, indirect democratic control by national governments, and the increasing powers of the European Parliame nt are sufficient to ensure that the EU policymaking is, in nearly all cases, clean, transparent, effective and politically responsive to demands of European citizens.[26] Moreover because of its simple and limited organisation, EU does not need the ‘input legitimacy to become legitimate. ‘The EU, broadly speaking, does not tax, spend, implement, coerce or, in most areas, monopolistic public authority. It has no army, police, and intelligence capacity, and a miniscule tax base.[27] Yet the EU enjoys sufficient democratic support. The institutions are supported by either direct or indirect accountability. The European Parliament is comprised by directly elected representatives and it is increasingly taking over powers from the Commission. Moreover it can control the legislative proposals from the Commission, by rejecting or proposing amendments to the Council. The Council of Ministers, which is more powerful, also enjoys democratic accountability and responsibility for policy outputs. Commissioners and the judges of the European Court of Justice are chosen by directly elected national governments. The power is also vertically divided between the Commission, Council, Parliament and Court, and then horizontally between local, national and transnational levels. Thereby a concurrent majority is necessary for any action to be initialised. The ability of the EU to operate within the areas of its competence is also constrained. The powers of the executive, legislative and judiciary are separate in order to prevent abuse of power. The multi-level construction of decision-making and the plurality of executives all constitute checks and balances established to prevent arbitrary actions. The democratic deficit discussion has only emerged because of applying idealistic views of input dimensions of democracy on the EU. The legitimacy is sufficient in the current situation because of member states democratic legitimacy and the numerous procedures installed to prevent the EU from bolting away to become a technocracy. There are however elements that are not supported by indirect democracy. The regulatory element of the EU refers to these institutions. According to Majone the regulatory element achieves legitimacy by non-majoritarian forms of democracy. This model has to do with protecting minorities from the majority by distributing the powers between institutions instead of placing it in the hands of the majority. The European regulators neither seek nor take instructions from any Government. They are independent from direct democratic control simply because they are not elected and have little or no direct accountability. Although this implies a democratic deficit it still can be legitimate. National governments, which has power for a specific period, focus on short term problems which usually do not bring long term effect. The energy to produce the best policies lacks because of the time aspect. This causes credibility problems within the member states, hence it was better that decision-making powers have been delegated to independent institutions of the EU. The areas where the powers have been delegated to these institutions, are the same areas as on national level. At the same time, acts of government can be perceived as legitimate for what they achieve which is called the ‘substantive legitimacy. ‘Independent agencies can produce legitimate decisions as long as they create welfare for all, whilst only elected officials can make legitimate decisions where welfare is re-distributed. F. Scharpf, Governing in Europe Effective and Democratic? (Oxford 1999) IN LIBRARY Adam Smith Library Politics F100 SCHAR A. Arnull, Introduction: the EUs Accountability and Legitimacy Deficit in A. Arnull D. Winscott, Accountability and Legitimacy in the EU (Oxford, 2002), D. Chalmers et al., European Union Law: Text and Materials (Cambridge, 2006), D. Chalmers G. Monti, European Union Law: Updating Supplement (Cambridge, 2008), P. Craig G. de Burca, EU Law: Text, Cases and Materials 4th edn. (Oxford, 2007), A. Moravcsik, ‘In Defence of the ‘Democratic Deficit: Reassessing Legitimacy in the EU (2002) 40 Journal of Common Market Studies 603. Majone, G. (1998) ‘Europes Democratic Deficit. European Law Journal, Vol. 4, No. 1, pp. 5-28. Scharpf, Fritz (1994) â€Å"Community and Autonomy: Multilevel Policy-Making in the European Union†, Journal of European Public Policy 1(2): 219-42 Scharpf, Fritz (1997) â€Å"Economic Integration, Democracy and the Welfare State†, Journal of European Public Policy, 4(1): 18-36 Obradovic, Daniela (1996) â€Å"Policy Legitimacy and the European Union†, Journal of Common Market Studies 34(2): 191-221 Roles in the legislative and executive processes need to be clearer; Eu institutions and all those involved in developing and implementing EU policy at whatever level must explain and take responsibility for what it does in Europe; it implies that institutional and decision-making structures should be kept as simple as possible: see A. Arnull, Introduction: the EUs Accountability and Legitimacy Deficit in A. Arnull D. Winscott, Accountability and Legitimacy in the EU (Oxford, 2002), 2-3. Efficiency (institutions): Easier decision-making Use of qualified majority voting (QMV) is extended to new areas, and becomes the general rule which means an increasing decision-making of the Union.[28] Redefined as 55% of member states, comprising at least fifteen of them, representing 65% of the population and a blocking minority must include four Member States.[29] This new QMV will not become effective before 2014, and Member States may continue to have recourse to the Nice voting rules until 2017.[30] However, the ‘Ioannina compromise applies, and ‘emergency brakes are made available in selected areas.[31] This means member states right of veto despite the application of the co-decision procedure, for instance in relation to the coordination of national social security systems: a Member State may refer the matter to the European Council where important aspects of its social security system would be affected by a legislative draft.[32] One Union The Lisbon Treaty confers legal personality expressly on the EU, giving it the capacity to enter into legal relationships with other parties in its own right. But the European Community (in relation to the first pillar) has always had express legal personality and the EU implicitly has had legal personality to the extent that it has the power to enter into international agreements under articles 24 and 38 of the current TEU. Conferring legal personality expressly on the Union will have the effect that the other attributes such status, such as the ability to join international organisations or to take, or be subject to, proceedings in international tribunals, will apply to the EU in the areas currently covered by the second and third pillar.[33] Enhanced cooperation Already exists under the current Treaties were it is possible for a group of Member States to harmonise law and integrate further than all of the member states as a collective group.[34] The most important changes in the Lisbon Treaty which are reflections of changes already made in other contexts, namely the fact that the rules on enhanced cooperation are consolidated in the TFEU (instead of having a specific set of rules for enhanced cooperation in each pillar), is due to the fact that the pillars are absorbed into the EU.[35] Regarding the role of the institutions in the procedure for enhanced cooperation, it can be said that the Commission and the European Parliament gain powers, especially in the field of PJCCM (consent of the EP instead of mere consultation). However, a separate procedure remains in place for the CFSP. [36] A truly new element is the ‘emergency exit procedure in the area of PJCCM.[37] European Council Is a newcomer in the list of formal EU institutions.[38] The President of the Council is elected for 2.5 years (renewable once) by the European Council on QMV.[39] The President chairs the European Council, ‘drive(s) forward and ensures the preparation and continuity of its work.[40] ‘At his level and in that capacity, s/he ensures the external representation of the Union on issues concerning its common foreign and security policy, without prejudice to the powers of the High Representative of the Union for Foreign Affairs and Security Policy.[41] Commission Ensures the Unions external representation, ‘with the exception of the common foreign and security policy, and other cases provided for in the Treaties.[42] President is elected by European Parliament, and nominated by the European Council by QMV taking account of the result of parliamentary elections.[43] The number of Commissioners will be reduced to two-thirds of the number of Member States after 2014, unless the European Council decides otherwise.[44] The college includes the New High Representative for Foreign Affairs and Security Policy (HR CFSP) as one of Commission Vice President (VP).[45] The HR CFSP/ VP of the Commission is double-hatted. It combines functions of current HR for CFSP and Commissioner for External Relations, though his/her exact portfolio remains to be clarified, both within the Commission and the Council, and in relation to the presidents of the Commission and the European Council, respectively.[46] HR is head of the new European External Action Servic e whose activities remain to be determined by a specific Council decision.[47] Parliaments: National Parliaments Become ‘guardians of the subsidiarity principle. It may force the Commission to reconsider a legislative proposal on the grounds of a breach of subsidiarity (‘yellow card).[48] The matter may end up being referred to the Council and Parliament (‘orange card), and may even lead to proceedings before the Court of Justice[49] Involved in the scrutiny of Europols activities and the evaluation of Eurojusts activities[50] European Parliament Expanded legislative powers thanks to the extension of the co-decision procedure and through enhanced influence in a renewed budgetary procedure.[51] It has a decisive role in electing the President of the European Commission and also installs the whole Commission, including the HR CFSP/ VP.[52] Its composition is 750 members maximum + 1 president. Revised distribution of seats which entails a degressive proportionality, minimum threshold of six MEPs per Member State, and maximum of ninety-six seats.[53] Exact distribution to be decided by the European Council[54] Accountability: Clarification of competences The Lisbon Treaty is much more explicit in attributing competences. Arts. 4(1) and 5 TEU state the fundamental principles relating to competences. In addition, it is stated (twice!) that competences not given to the EU remain with the Member States. The TFEU contains a special title on ‘Categories and areas of Union Competence.[55] This title mentions, and defines, different types of competences and it lists the (most) relevant areas. Like the present Treaties, the Lisbon Treaty does not provide a list of negative competences, i.e. of areas where EU law can never have any influence.[56] Simplification of the Unions instrument The main changes provided for in the Lisbon Treaty are on the one hand, the various legal instruments that are used in the present 2nd and 3rd pillars are abolished, while on the other hand, a distinction is made between legislative and non legislative acts.[57] The instruments are listed in Art. 288 TFEU ‘regulations, directives, decisions, recommendations and opinions were only the definition of ‘decision is amended. Citizen values: Citizens rights in elections The only change made to Art. 19 EC consists of the fact that the words ‘acting unanimously on a proposal from the Commission are replaced by ‘acting unanimously in accordance with a special legislative procedure.[58] Citizens initiative The following picture emerges from a comparison between the current article 21 EC and its equivalent in the TEU and TFEU: Art. 21 EC: ‘Every citizen of the Union shall have the right to petition the European Parliament in accordance with Article 194. Every citizen of the Union may apply to the Ombudsman established in accordance with Article 195. Every citizen of the Union may write to any of the institutions or bodies referred to in this Article or in Article 7 in one of the languages mentioned in Article 314 and have an answer in the same language. Art. 11(4) TEU: ‘No less than one million citizens who are nationals of a significant number of Member States may take the initiative of inviting the European Commission, within the framework of its powers, to submit any appropriate proposal on matters where citizens consider that a legal act of the Union is required for the purpose of implementing the Treaties. Art. 24 TFEU: ‘The European Parliament and the Council, acting by means of regulations in accordance with the ordinary legislative procedure, shall adopt the provisions for the procedures and conditions required for a citizens initiative within the meaning of Article 11 of the Treaty on European Union, including the minimum number of Member States from which such citizens must come. Every citizen of the Union shall have the right to petition the European Parliament in accordance with Article 227 TFEU. Every citizen of the Union may apply to the Ombudsman established in accordance with Article 228 TFEU. Every citizen of the Union may write to any of the institutions, bodies, offices or agencies referred to in this Article or in Article 13 of the Treaty of European Union in one of the languages mentioned in Article 55(1) of the Treaty on European Union and have an answer in the same language. Transparency: A new Title II of the TEU concerns democratic principles.[59] It requires the EU institutions to give ‘citizens and representative associations the opportunity to make known and publicly exchange their views regarding ‘all areas of EU action.[60] It expressly requires an ‘open, transparent and regular dialogue with representative associations and civil society.[61]It requires also, among other things, that the Commission shall carry out consultations with parties in order to ensure that EU actions are ‘transparent.[62] As for the institutions, it requires the Council to ‘meet in public when it deliberates and votes on a draft legislative act, with no exceptions provided for.[63] Article 15 of the TFEU which replace Article 255 of the current EC Treaty, would deal in more detail with the issue of openness. First of all, all of the ‘institutions, bodies, offices and agencies of the EU has to ‘conduct their work as openly as possible, ‘in order to promote good governance and ensure the participation of civil society.[64] The European Parliament has to meet in public, as well as the Council when considering and voting on legislative acts.[65] The rules concerning the adoption of legislation on access to documents will now apply to all EU institutions, bodies, offices and agencies, instead of just the Council, Commission and European Parliament.[66] The current article 286 EC Treaty which requires the European Parliament and the Council to adopt data protection legislation applying to the EU institutions within the scope of the ‘first pillar only applies now to the current ‘third pillar as well, along with the public authorities of M ember States.[67] However, the new Treaty Article does not apply to the adoption of legislation governing the private sector. The new Article 298 TFEU would provide first of all that EU ‘institutions, offices, bodies and agencies shall have the support of an open, efficient and independent European administration. Next, there is a new legal power to adopt regulations to that end. This could be a legal base to adopt rules on access to EU information as distinct from access to EU documents, and to adopt rules relating to other aspects of the EUs current ‘Transparency Initiative, including rules on the regulation of lobbyists and on consultations. Some of these issues are addressed in the European Ombudsmans proposed Code of Conduct on good administration, which has been approved in some form by some EU bodies and institutions already. Finally, the Treaty of Lisbon would specify that the EUs Charter of Rights will have the same legal value as the Treaties (Article 6 TEU). The Charter includes the right of access to documents, the right to good administration (which arguably encompasses the right to open administration, including access to information) and the right of data protection. This could possibly enhance the enforceability of those rights within the EU legal system. C-26/62 Van Gend en Loos v Nederlandse Administratie der Belastingen (1963) ECR1. D. Chalmers et al., European Union Law: Text and Materials (Cambridge, 2006), 52 Obradovic, Daniela (1996) â€Å"Policy Legitimacy and the European Union†, Journal of Common Market Studies 34(2): 193 Obradovic, Daniela (1996) â€Å"Policy Legitimacy and the European Union†, Journal of Common Market Studies 34(2): 192-193 1951/52 Paris, 1957/58 Rome, 1986/87 SEA, 1992/93 Maastricht, 1997/99 Amsterdam, 2001/03 Nice, 2007/09 Lisbon D. Chalmers et al., European Union Law: Text and Materials (Cambridge, 2006), bekijk dit ff Obradovic, Daniela (1996) â€Å"Policy Legitimacy and the European Union†, Journal of Common Market Studies 34(2): 191-221 Een van de boeken dat uitlegd wat democratic deficit is (majone 14/15) European Commission (2001a) European Governance: a White Paper, COM (2001) 428 final Laeken Declaration (2001) â€Å"Laeken Declaration on the Future of the European Union†, 15 December 2001, SN 300/01 ADD1 ibid P 9 of accountability sharp sharp sharp sharp sharp expert agencies that are independent of direct political control where international features dominate (European Council, Council of Ministers, and the second and third ‘pillars of the TEU), P 605 Moravcik Article 16(3) TEU, Article 294 TFEU D. Chalmers and G. Monti, European Union Law: Updating Supplement (Cambridge University Press, 2008) 27. Article 16 TEU, Protocol No 36 on transitional provisions, Articles 3 and 4. Declaration No 7 on Article 48 TFEU. Article 48 TFEU. By Great Britain: European Union Committee, The Treaty of Lisbon: an impact assessment (10th report 2007-08 Volume 1: Report), 33. See above n. 31, p 6 Article 20 TEU referring to Articles 326-334 TFEU. Articles 82(3), 83(3), 86(1), 87(3) TFEU. Article 15 TEU, Articles 235 and 236 TFEU. Article 27(3) TEU. Article 15(6) TEU. ibid (Art. 17(1) TEU) Article 17(7) TEU, Declarations No 6 and 11. (Art 17(5) TEU, Declaration No 10) ibid Article 18 TEU, Declarations No 6 and 12 Article 27(3) TEU. Art. 12(b) TEU): Art. 8 of Protocol No 2 on the application of the principles of subsidiarity and proportionality. Articles 88(2) and 85(1) TFEU respectively. (Art. 314 TFEU); TEU; Declarations No 6 and 11 See above n. 31, p 28 14(2) TEU; Declaration No 4 (Arts. 2-6). TFEU Articles 288, 289 and 290 TFEU. Art. 22 TFEU See above 31, p6 Article 11(1)TEU Article 11(2) TEU Article 11(3) TEU Article 16(8) TEU Article 15(1) TFEU Article 15(2) TFEU, Article 16(8) TEU Article 15(3) TFEU Article 16 of the TFEU

Lincoln - Douglas Debate :: essays research papers

Affirmative Case Introduction- "We must use every tool of diplomacy and law we have available, while maintaining both the capacity and the resolve to defend freedom. We must have the vision to explore new avenues when familiar ones seem closed. And we must go forward with a will as great as our goal – to build a practical peace that will endure through the remaining years of this century and far into the next.† Because I believe so strongly in the words of U.S. Secretary of State, Madeleine Albright, when she spoke at the Stimson Center Event, June 10, 1998, that I ask you to affirm today’s resolution, â€Å"Resolved: The use of economic sanctions to achieve U.S. Foreign Policy goals is moral.† Before I go on, I feel it necessary to define some key phrases in this resolution: ? Economic sanctions- the deliberate, government inspired withdrawal, or threat of withdrawal, of customary trade or financial relations. "Customary" does not mean "contractual"; it simply means levels of trade and financial activity that would probably have occurred in the absence of sanctions. ? To achieve- to fulfill ? U.S. Foreign Policy goals- to encompass changes expressly sought by the sender state in the political behavior of the target state. ? Moral- capable of right and wrong action or of being governed by a sense of right; subject to the law of duty. I ask you to affirm this resolution in order to achieve my all-important value premise of societal welfare. To make my position clear, I will define societal welfare as the United States government’s duty to act in the nation’s best interest. This also refers to what the majority of the citizens want. To achieve societal welfare, I shall utilize the criterion of national security. I will define national security as the government’s obligation to protect its citizens. It is in this way that the United States government must proceed to achieve its greatest goal of societal welfare by exercising the security of our nation. Now on to the core of the affirmative case: My first contention in this debate is that sanctions aim to modify behavior, not punish. Sanctions do not exist to ostracize or punish, but rather they encourage a change of policy that leads to compliance with standards of international law. One of our goals is to change or destabilize the target’s government, which means to change its policies that involve human rights, terrorism, and nuclear nonproliferation. Others are to disrupt a relatively minor military adventure and to change the policies of the target in a major way, such as, to surrender a territory. Our goals are NOT to go

Famine & Poverty and Famines Essay

The phenomenon of famine has been widely described and analyzed in socio-political literature. The topic has been considered a controversial one in terms of its definition and its definitive features. In a recent revision of the concept of famine, â€Å"Poverty and Famines,† Amartya Sen retains part of classical vision on famine offered by Malthus, distinguishing â€Å"regular starvation,† which is a â€Å"normal feature in many parts of the world,† from â€Å"violent  outbursts of famine,† a â€Å"particularly virulent form of [starvation] causing widespread death† (Sen, 38-39). USAID defines famine as â€Å"a catastrophic food crisis that results in widespread acute malnutrition and mass mortality† (USAID, 2002).   Proper definition of famine matters not only in terms of labeling an event after the fact, but also in terms of how humanitarian organizations and governments respond to crises as they are happening. Maxwell points out that this is in large part because of the emotional weight the term â€Å"famine† has come to carry (Maxwell, 49). Humanitarian workers spent a considerable amount of time arguing about whether or not to call the 2002-2003 crisis in Ethiopia, ostensibly affecting over 13 million people, a famine. Calling it a famine would have stepped up the international response, but it might also be perceived as â€Å"crying wolf,† which would have a detrimental effect on organizations’ abilities to obtain resources for emergency responses in the long run. Aid agencies want to avoid using the term â€Å"famine† too often because they worry about â€Å"compassion fatigue† or â€Å"donor fatigue† – essentially that donors will be less likely to support emergency efforts if there are too many emergencies. There are also political implications for using the term â€Å"famine,† as can be seen in the case of the 2005 crisis in Niger, which President Mamadou Tandja insisted was a fabrication of relief agencies to obtain more funding (Sengupta, 2005). Aid agencies likewise were reluctant to apply the term famine, and referred instead to â€Å"pockets of severe malnutrition,† in part because they didn’t want to alienate Tandja (Sengupta, 2005). The general discussion in literature indicates that number of deaths, scale, intensity and time frame were main considerations for when to call something a famine. There also is a consensus that lack of access to food had to be the main problem, to distinguish a famine from other types of humanitarian crises. For instance, the 1984/85 famine in Ethiopia was unanimously considered a famine. Iraq in the 1990s was not, mainly because â€Å"the time-frame was too long for a famine and many deaths were the result of a health crisis, not calorie-related† (IDS, 3). Ethiopia in 1999/2000 was probably a famine, but Malawi in 2002 â€Å"represented a famine-threat, rather than a true famine† because â€Å"too few people died† (IDS, 3). In the latter case, the mortality was estimated between 500 and 3,000, and estimates were complicated by the prevalence of HIV/AIDS; thus, it was difficult to attribute deaths specifically to hunger and hunger-related diseases. WORKS CITED Institute of Development Studies. Report on Operational Definition of Famine Workshop. Sussex, UK: Institute of Development Studies, March 14, 2003 Maxwell, D.   Ã¢â‚¬Å"Why do famines persist? A brief review of Ethiopia 1999-2000.† IDS Bulletin, 33 (4), 48-54, 2002 Sen, A. Poverty and famines: An essay on entitlement and deprivation. Oxford: Clarendon Press, 1981 Sengupta, K. â€Å"President Tandja: ‘The people of Niger look well fed, as you can see.† The Independent, August 10, 2005 United States Agency for International Development. USAID background paper: Famine. Washington, DC: USAID, 2002. Retrieved July 8, 2009, from http://www.usaid.gov/press/releases/2002/02fs_famine.html

Debate on School Uniform Essay

Today we are seeing that the younger generations are becoming more preoccupied with fitting into the latest fashion trends. School administrations have noticed that dress code violations could be an attribute to the lack of performance in the classrooms. Public schools across America are searching for answers to enhance a better learning environment for the students. Taking all this into consideration, school uniforms would be a great idea to alleviate some of the negativity kids face due to societies apparel obsessions. In addition to what has been mentioned, studies have shown positive results with the use of public school uniforms. If it means that the schoolrooms will be more orderly, more disciplined,† Mr. Clinton said, â€Å"and that our young people will learn to evaluate themselves by what they are on the inside instead of what they’re wearing on the outside, then our public schools should be able to require their students to wear school uniforms (Mitchell, 1996). I believe a requirement of school uniforms should be implemented in all public elementary and middle schools. Read more: Should uniforms be mandatory essay In the name of putting â€Å"discipline and learning back in our schools† President Clinton instructed the Federal Education Department today to distribute manuals to the nation’s sixteen thousand school districts advising them how they can legally enforce a school uniform policy. If it means that the schoolrooms will be more orderly, more disciplined,† Mr. Clinton said, â€Å"and that our young people will learn to evaluate themselves by what they are on the inside instead of what they’re wearing on the outside, then our public schools should be able to require their students to wear school uniforms† (Mitchell, 1996). â€Å"It’s a fashion trend that’s spreading from Los Angeles to Louisiana, from Maryland to Miami, public schools are discussing, and in many cases adopting, the old private school idea. School uniforms are designed to help kids focus on algebra instead of high-tops; to make students compete for grades rather than jackets (www. pbs. org). In 1987, the first public school Cherry Hill Elementary in Baltimore, MD instituted a school uniform policy. Later in 1994, the Long Beach Unified School District in California adopted a mandatory uniform policy in some of its schools, making it the first urban district to do so. Before long there was a considerable increase in the use of uniform. For example, ninety-five percent of New Orleans’ public schools require uniforms, eighty-five percent of Cleveland, eighty percent of Chicago, sixty-five percent of Boston, sixty percent of Miami, and fifty percent of Cincinnati’s public School changed to uniforms (www. education. org). New York City, which is the largest school district in the US, has adopted the school uniform policy. The largest school district in the U. S. has adopted school uniforms. Over a half-million elementary-school students in New York City will have to adhere to a dress code by the fall of 1999. The president of the school board said the policy is â€Å"important to diminish peer pressure and promote school pride,† but that it’s not â€Å"an act of magic to transform schools overnight†¦ It isn’t going to replace a good teaching, good principals, and small classrooms. †(www. pbs. org). The National Association of Elementary School Principals (NAESP) conducted a phone survey of seven hundred and fifty five principals in 2000, which revealed that twenty one percent of all public schools had a uniform policy (www. education. org). Another reason that schools have decided to conform to uniform policy is because some students arrive at school in T-shirts that bear slogans or graphics promoting drugs and alcohol, or that display a variety of messages that conflict with values the schools are trying to promote. Others may swagger around the halls in gang-related garb. Also, others may show up in sexually provocative clothing. These issues, as well as a desire to minimize socioeconomic tensions between the â€Å"haves† and â€Å"have not’s†, have spurred some schools to adopt more stringent dress codes or to require students to wear uniforms. As the Department of Education’s Manual on School Uniform notes, â€Å"Uniforms by themselves cannot solve all of the problems of school discipline, but they can be one positive contributing factor to discipline and safety† (Lumsden, Miller, 2002). Some authors contend that uniforms lessen emphasis on fashion, reduce the financial burden of low-income families, and promote peer acceptance, school pride, and learning. In a ten-state survey of elementary and middle school principals conducted two years ago by the National Association of Elementary School Principals and the clothing company Lands’ End, eleven percent of respondents said that their schools mandate uniforms, and another fifteen percent were considering such a policy. Others recent survey indicated that support for uniforms are growing among parents as well. In one survey, fifty-six percent of parents said they would support a school uniform policy (Lumsden, Miller, 2002). School uniforms also take the pressure off students to pay top dollar for clothes, according to Reginald Wilson, a senior scholar at the American Council on Education in Washington, D. C. â€Å"I think it does lower the cost of clothes, and kids don’t emphasize clothes as much when they’re all wearing the same thing,† Wilson said. â€Å"Certainly the competition to wear the best shoes or the best sweaters and so forth has been prevalent in school ever since I was in school, and the poor kids felt inferior† (www. pbs. org). Deborah L. Elder wrote about an evaluation of school uniform policy at John Adams and Truman Middle Schools for Albuquerque public schools. In the beginning in the fall of 1998 under a policy started by parent’s students at John Adams and Truman Middle Schools in Albuquerque were required to wear tuck-in polo shirts and khaki pants or skirts. Elder reports on an evaluation of this policy that used interviews, focus groups, and surveys, along with data on discipline referrals and numbers of students achieving honor-roll status. During the first semester of the 1998-1999 school year, both schools experienced a clear improvement in student conduct from the previous year. At John Adams Middle School, discipline referrals fell from one thousand five hundred and sixty-five during the first semester of the previous year to four hundred and five. At Truman, referrals dropped from one thousand one hundred and thirty-nine to eight hundred and fifty. Students, teachers, and parents stated in interviews â€Å"uniforms place all students on an equal level,† Elder writes, â€Å"Students who may be immediately labeled by peers and staff no longer stand out. † Survey data showed that seventy-five percent of parents and eighty-nine percent of staff supported uniforms and believed they decreased violence, theft, and gang activity, Although only fifteen percent of students supported uniforms, fifty-nine percent agreed that â€Å"school uniforms help school officials identify trespassers on campus. † Concerns about school violence have led to increased interest in and acceptance of uniform policies. In the wake of school shootings, communities and schools are much more willing to embrace uniforms as well as a number of other strategies to enhance student safety. Curbing gang-related violence was the primary goal of the Long Beach (CA) Unified School District when, in 1994, it began requiring students in all its elementary and middle schools to wear uniforms, In the Dysart Unified School District outside Phoenix, Arizona, eliminating some of the stigma associated with clothes was the main motivation behind the adoption of uniforms. Even before the recent series of school shootings, a survey of principals conducted by the National Association of Secondary School Principals found strong support for uniforms. In addition to having a sense that uniform may aid in violence prevention, many administrators believe that uniforms will reduce discipline referrals, while improving attendance, achievement, self-esteem, and school climate. A study of middle school students in the Charleston (SC) School District fount that school uniforms did appear to alter students’ perceptions of school climate. Students attending district schools that required uniforms viewed their school climates more positively than did students enrolled in schools where uniforms were not mandatory. Additional benefits credited to school uniforms include improved discipline, increased respect for teachers, increased school attendance, fewer distractions, improved academic performance, increased self-esteem and confidence, lower overall clothing costs, promotion of group spirit, reduction in social stratification and fashion statements, improved classroom behavior, lower rates of school crime and violence, and easy identification of nonstudents (Lumsden, 2001). Many opponents believe that dictating what students wear to school violates their constitutional right to freedom of expression (Lumsden,Miller, 2002). People oppose uniforms point to unnecessary violations of students First Amendment rights, authoritarian regimentation, extraordinary expenditures on special clothing, an environmental tone that is harmful to education and learning, and cosmetic solution to deeper societal problems. Students First Amendment right to freedom of expression, and whether it is being abridged, is one of the fundamental issues raised, Several legal challenges have asserted that students freedom to select what to wear to school is a form of self-expression that schools are not entitled to interfere with (Lumsden, 2001). In a recent case, Littlefield v. Forney, parents challenged a school uniform policy adopted by the Forney, Texas school board. The policy required students to wear polo shirts, oxford shirts, or blouses in any of four specified solid colors, with blue or khaki pants, shorts, skirts, or jumpers. Denim, leather, suede, vinyl, and spandex were off-limits, as were baggy clothes and specific types of shoes. The parents claimed that the district’s policy violated â€Å"the right of parents to control the upbringing and education of their own children. † The plaintiff also argued that the policy interfered with students’ freedom of expression and forced them to express ideas with which they might disagree. In addition, they also declared that the procedures for opting out of the policy violated their religious freedom by allowing school officials to assess the sincerity of people’s religious belief. The federal district court dismissed the suit without a trial, but the plaintiffs then appealed to the 5th Circuit Court, where the ruling of the lower court was upheld. In its decision, the 5th Circuit Court indicated that students’ free-speech right to select their own clothes is â€Å"not absolute,† and that this right must be balanced against a school board’s stated interests in adopting a dress code or uniform policy. To decide whether a specific uniform or dress code policy is permissible under the Constitution’s free-speech clause, the court used a four-pronged test it had previously applied in another school uniform case, Canady v. Bossier Parish School Board. The court looked at four criteria: the school board must have the power to make a policy, the policy must promote a substantial interest of the board, the adoption of the policy must not be an attempt to censor student expression, and the policy’s â€Å"incidental† restrictions on student expression must not be greater than necessary to promote the board’s interest. In this case, the 5th Circuit found that all four criteria were satisfied and that the district’s school uniform policy therefore did not violate students’ right to free expression. The court also ruled that parents’ rights to control their children’s upbringing, including their education, cannot override school rules that are considered â€Å"reasonable† to maintain an appropriate educational environment. In this case, the court concluded that the uniform policy was â€Å"rationally related† to the interests of the school board in â€Å"promoting education, improving student safety, increasing attendance, decreasing dropout rates, and reducing socioeconomic tensions among students. † The parents’ argument that the opt-out procedure violated religious freedom because if gave school officials the authority to judge the sincerity and content of families’ religious beliefs was also rejected by the court. Their decision was based on the policy not containing any religious goals; they did not have the effect of advancing or hindering any particular faith over any other; and did not excessively â€Å"entangle† school officials in religious beliefs (Lumsden, and Miller, 2002). Public schools that have already put uniform into place have seen improvement. Kids are less focus on what they are wearing, and more focus on schoolwork. Kids are not focused on what they should wear the next day for school and you won’t have kids up early looking for clothes to wear to school. Elementary and Middle Schools will see significant change once uniforms are put into place. School uniforms are a great way to preserve the level of social equality amongst the students. The thought of knowing the social background is prevented. It makes kids treat each other equally; not judging by what clothes they wear. Students will learn to respect each other on the foundation of how they get along and not how sexy they look. Humiliating or bullying other kids will decrease or stop altogether. The level of distraction is considerably reduced. Since students will be dressing in similar clothing, which will be distinctive to the school, the students will build up a sense of belonging and loyalty to the school. School uniforms will help avoid incidents of complicated situations (inferiority and superiority). Students will not be known by what they wear, but by how they perform. Kids can build team spirit. When you wear specific colors, a sense of unity can be developed. Similar clothing promotes team spirit. School uniforms encourage a sense of ownership and discipline. Therefore, I strongly believe school uniforms should be a requirement for public school students in the elementary and middle schools. Overall, implementing school uniform in elementary and middle public school will be beneficial, as I have mentioned above. Kids may not be happy about it at first, but they will eventually catch on. I personally work with middle school kids who go to public school and wear uniforms. They did not like it at first, but what they all agree on is how they don’t have to decide on what to wear. References Lumsden, Linda and Gabriel Miller. â€Å"Dress Codes and Uniforms. † 2002. National Association of Elementary School Principals, Alexandria, VA. 19 6 2012 . Lumsden, Linda. Uniforms and Dress-Code Policies. Eugene, May 2001. Mitchell, Alison. New York Times: Clinton Will Advise Schools on Uniforms. 25 February 1996. 23 June 2012 . Public School Uniform Statistics. 2012. 19 6 2012 . School Uniforms. 21 6 2012 .

How to Study Shakespeares Sonnet 73

How to Study Shakespeare's Sonnet 73 Shakespeare’s Sonnet 73 is the third of four poems concerned with aging (Sonnets 71-74). It is also hailed as one of his most beautiful sonnets. The speaker in the poem suggests that his lover will love him more, the older he gets because his physical aging will remind him that he will die soon. Alternatively, he could be saying that if his lover can appreciate and love him in his decrepit state then his love must be enduring and strong. You can read the full text to Sonnet 73 in our collection of Shakespeare’s sonnets. The Facts Sequence: Sonnet 73 is part of the Fair Youth SonnetsKey Themes: Ageing, mortality, enduring love, forthcoming death inspiring stronger love, seasons of lifeStyle: Sonnet 73 is written in iambic pentameter and follows the traditional sonnet form A Translation The poet addresses his lover and acknowledges that he is in the Autumn or Winter of his life and that he knows his lover can see that. He compares himself to a tree in the Autumn or Winter: â€Å"Upon those boughs which shake against the cold.† He explains that the sun (or life) in him is fading and night (or death) is taking over - he is aging. However, he knows his lover still sees a fire in him but suggests that it will go out or that he will be consumed by it. He knows his lover sees him getting older but believes it makes his love stronger because he knows that he will die soon so will appreciate him while he is there. Analysis The sonnet is somewhat tragic in tone because it is based on wishful thinking: as I get older, I will be loved more. However, it could be saying that even though the lover can perceive his aging, he loves him regardless. The tree metaphor works beautifully in this case. It is evocative of the seasons and relates to the different stages of life. This is reminiscent of the â€Å"All the world’s a stage† speech from As You Like It. In Sonnet 18 the fair youth is famously compared to a summer’s day – we know then that he is younger and more vibrant than the poet and that this concerns him. Sonnet 73 contains many of the reoccurring themes in Shakespeare’s work concerning the effects of time and age on physical and mental wellbeing. The poem could also be compared to Sonnet 55 where monuments are â€Å"besmeared by sluttish time†. The metaphors and imagery are pungent in this evocative example of Shakespeare’s mastery.

10 Websites and Blogs of Punctuation Protectors

10 Websites and Blogs of Punctuation Protectors 10 Websites and Blogs of Punctuation Protectors 10 Websites and Blogs of Punctuation Protectors By Mark Nichol In honor of National Punctuation Day, commemorated on September 24 (you didn’t forget, did you?), here’s a directory of Web sites documenting, usually with photographs, egregious punctuation errors. First, by the way, note that the founder of National Punctuation Day, a freelance business-newsletter writer named Jeff Rubin, sponsors a Punctuation Paragraph Contest. The only rule is that you must write one paragraph, maximum of three sentences, using these punctuation marks: apostrophe, brackets, colon, comma, dash, ellipsis, exclamation point, hyphen, parentheses, period, question mark, quotation mark, and semicolon. (You may use a punctuation mark more than once.) Send your entry to the email address at Rubin’s Web site by September 30, 2011. 1. Apostrophe Abuse Tagline: Links and visuals illustrating an orthographic pet peeve. 2. Apostrophe Catastrophes Tagline: The Worlds’ Worst. Punctuation; 3. The Apostrophe Protection Society Tagline: Examples of misuse of the apostrophe as seen by you! 4. The â€Å"Blog† of â€Å"Unnecessary† Quotation Marks Tagline: none 5. English Fail Blog Tagline: Public Butcherings of the English Language 6. The Gallery Of â€Å"Misused† Quotation Marks Tagline: none 7.GrammarBlog Tagline: Mocking poor grammar since 2007 8. The Grammar Vandal Tagline: Taking it to the streets and correcting America, one comma at a time. 9. The Great Typo Hunt Tagline: none 10. Wordsplosion Tagline: Showcasing the best of the worst of the wide world of words Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:12 Signs and Symbols You Should Know"Owing to" vs "Due to"Ebook, eBook, ebook or e-book?

Academic Goals

It’s opening night of â€Å"17 Again† starring Zac Effron, who is every teenage girl’s dream boyfriend. Do I study for my big Spanish exam or go out with my friends to see Zac Effron? When I have a big choice involving my social life and my academic career, I pick the less appealing choice: stay home in the office and study. Freshman year my dad told something that will always stick with me: â€Å"high school goes by very fast. Enjoy it while it lasts. Before you know it, you will be applying for college, then jobs.† Don’t tell my dad, but he was right.High school went by so fast. I feel like yesterday I was losing sleep about what I was going to wear for the first day of freshman year.I have been involved in competitive ski racing for seven years. Being so competitive results in traveling and missing school, I have been very good with getting my homework in advance and getting it done on the car ride to Michigan, Colorado, or wherever the race take s me that weekend. My goal is to excel in school so I can be prepared for a job in the medical profession. In college, I hope to learn more about radiology and someday have a profession in the radiology field. Graduating from college would allow me to share my talents with the world and help people.Even though Zac Effron will never be my boyfriend, â€Å"17 Again† will come out on DVD. My future depends on my academic career. Whether it is my teenage boy fantasy or a weekend of ski racing, school comes first. I will always have my parents’ advice, love and support to thank for that.

Philosophy Assignment Example | Topics and Well Written Essays - 500 words

Philosophy - Assignment Example 104-105). A person or human is defined by the author as a creation of God that possesses moral freedom with the capacity to make decisions at will, which can either be good or evil. This distinct character is what makes a person what he or she is (p. 107-108). Free will is the human being’s freedom to make decisions in their own ‘volition’ and to take responsibility or accept the consequences that can occur through the interplay of different factors such as morality. Hick equated freewill with personal or moral freedom (p. 107). 2. In the creation of man by God the main aim is to have moral freedom which is defined by the process of making a decision or choice on the basis of his own will. For that matter if man is exposed in the natural evil that is present in his environment, he acts on his moral freedom. Man is different from God, thus, mistakes and evil acts can occur as a manifestation of being human. For that matter, the actions and behavior of man is not a ground to question the omniscience of God (p. 107). Evil is necessary because without it goodness has no worth (p.104-105). Evil is natural since the only perfect being is God and every entity can be influence by the presence of pain, suffering or degradation (p.106). The human or moral evil is a distinct characteristic of people since they are finite beings. If they only do the right things then they are ‘self-contradictory’ because they cannot randomly choose the right or the good decision in every step of the way (p.107). 4. Hick would express his view that natural evil is present as good is but it depend on the choice of the human to choose evil over goodness. For that matter it cannot be stated that human evil comprise the evil present in the world since there are pain and suffering that cannot be related to man. In addition, decisions made by

UK Monetary Policy Regime Essay Example | Topics and Well Written Essays - 2500 words

UK Monetary Policy Regime - Essay Example This paper illustrates that Monetary Policy can be broadly defined as â€Å"the deliberate effort by the Central Bank to influence economic activity by variations in the money supply, in the availability of credit or in the interest rates consistent with the specific national objectives.†Ã‚   Money serves as a medium of exchange, as a store of value, a standard for measuring values and a unit of account. The role of money is to serve as a medium of exchange, and it is the medium through which everything can be bought and sold. The monetary policy of any country refers to the regulatory policy, whereby the monetary authority maintains its control over the supply of money for the realization of general economic objectives. This involves manipulating the supply of money, the level, and structure of interest rates and other conditions affecting the availability of credit. However, in the context of developing economies, monetary policy acquires a wider role and it has to be design ed to meet the particular requirements of the economy. This involves not merely the restriction of credit expansion to curb inflation, but also the provision of adequate funds to meet the legitimate requirements of industry and trade and curbing the use of credit for unproductive and speculative purposes. The monetary policy of an economy operates through three important instruments, viz. the regulation of money supply, control over aggregate credit and the interest rate policy. Economic growth is dependent on mobilizing savings and directing them into productive channels. In this process, money supply can only play a limited role. However, the role establishes an important connection between money supply, output and price level (ICFAI Center for Management Research (ICMR)). These relationships cannot be ignored even if the primary concern of the government is the mobilization of real factors that ultimately lead to economic growth. A principal objective of any central bank is to sa feguard the value of the currency in terms of what it will purchase. Rising prices – inflation – reduces the value of money. Monetary policy is directed to achieving this objective and providing a framework for non-inflationary economic growth.

Journal Essay Example | Topics and Well Written Essays - 250 words - 48

Journal - Essay Example Mostly, ethical practices in manufacturing organizations include taking care of the surrounding community with regard to avoiding pollution. This shows the integrity of the organization, which is usually determined by reasoning and habit to make the ethical behaviour continuous and consistent. Ethical behaviour attracts many benefits for the organization that include attracting many customers, which boosts sales and profitability, increase the human resource retention capabilities of the organization, which improves productivity, and attracting additional investors that helps in eliminating business takeover possibilities while increasing the market share. Ethical behaviour can also be said to be corporate social responsibility whose main function is to boost an organization’s image and reputation. In fact, an organization would achieve more when practicing ethically than it would when undertaking its practices unethically. This is because the contemporary world values businesses that value the environment and that protect the interests of the customers through provision of healthy products. Although at times, unethical practice may result in profit, it takes a shorter period of time before the investors start pulling out of the organization and the customers abandon the organization due to negative effect on the organization’s reputation (Ethical Behavior is Good Business, n.d). This causes extensive loss making and could lead to bankruptcy. This implies that the organization’s reputation is mainly sustained through ethical behaviour. Therefore, maintaining high principles of conduct is the best course of action for any organization so as to achieve its objectives ethically and to realize more benefits from the available

A) How successful has the government of the Irish Republic been in Essay

A) How successful has the government of the Irish Republic been in running it's economy over the last three years b) Describe and evaluate the main macro econo - Essay Example â€Å"Because Ireland is a small country, FDI The housing market helped helped to sustain growth in the recent years as housing investment has reached almost 16% of GNI, but the market has turned since 2006.on the basis GNI growth is expected to decline from 5% in 2007 to 3% in 2008. The housing market weakness also effected badly on increasing the rate of unemployment from 4% in 2006, to 5.5% in 2008. Ireland enjoyed spectacular growth in tax revenues over the past years but this is affected by the economic declining, the government surplus of 3.5% of GNI has reduced in to .5% in 2007due to the lower property related receipts the real government expenditure has expanded rapidly In the year 2005, Ireland’s employment rates reduced from 14% to 4%, due to the growth in GDP. But in the year 2006 the unemployment rate increased to 4.4% Ireland faces a problem of sustainability from other countries because of the generation gap in population aged over 65, relating to working age population .the current system will unsustainable even with the national pension fund The growth rate in GDP has reached 10%from 1997 to 2000; which in 2005 has reached $169 billion, above the average of EU 25. However, since year 2006 Ireland’s economic growth started to slow down, due to the lower investment spending and more moderate consumption, which is 5.6%, in 2007 at 4.7% and it is projected to slow down further in the coming years. In the past years economic activity remain strong by the strong domestic demand but it is now easing in the short step should be taken to attract the foreign investment. In the longer run, stronger productivity growth and continued increase in participation rates will be needed to sustain a fast pace of real income growth. The easing activity has slow down government revenues and a sharp drop in the fiscal surplus

Religion Changing Societies Essay Example | Topics and Well Written Essays - 1000 words

Religion Changing Societies - Essay Example In due time, this has caused societal pluralism with religion being viewed as an objective to individuals within a society (Santa, 5). This paper covers the effect of religion in the society, how religion raises questions on identity and questions the concept of identity, and lastly how it creates a dilemma between faith and way of life. Religion Changing Societies Even though religion has sparked a lot of debate, it has influenced the society both positively and negatively. It has attracted massive changes within the societies. A better example of how religion has been linked with the modern societies is politics. Furthermore, the voting patterns are largely determined along religious lines. Religion plays a major role when it comes to governing a nation. Some religions worldwide are entrenched in archaic modes of thoughts and have failed to launch new life in the societies. Some are co-opted by patriotisms; thus, are used to further various furies. This has worked to divide people, based on an individual religious belief (Herz, and Peter, 25). In the current face of pluralism, Elshtain in â€Å"toleration, proselytizing, and the politics of recognition†, offers â€Å"toleration†, as a way of being liberal and democratic to religious pluralism without causing any prejudice on a given religion belief whatsoever. This involves freedom to share ones religious beliefs joyfully, manifesting views so that others may consider it, rather than imposing one's faith to others; thus, ensuring a happy coexistence (Elshtain, 89-93). This has led to more liberal and democratic societies. This has been echoed by Witte in The Rights and Limits of Proselytism in the New Religious World Order (Witte, 109) He emphasizes on the need for individuals to choose their own religious affiliation in a religious pluralism society, although this has not had a smooth sailing as other religions such as Muslim allow for easy conversion into their faith (Witte, 109) Religion, Ide ntity and Citizenship With religion being a core aspect to be considered within any society, the idea of coming up with legislation governing such societies may sometimes be challenging without causing any religious prejudice, with the advent of religious pluralism. Particularly, France has held to her â€Å"lay state (laicite)†, implying a secular state of religious freedom without preference for any religious affiliation. These may not necessarily mean secularization, rather a way of bringing harmony within a religious pluralism society (Davie and Schafer, 5). Religious views, convictions and practices are seen as belonging to the private sphere of existence rather than in the public realm. It is true that religion is a crucial factor of social identity, being identified with a given religion means having a shared religious beliefs and practices and behavior that brings about the uniqueness within a large cosmopolitan society with religious pluralism in some cases (Appiah, 44-47). Despite an individual’s affiliation to a given religion, he/she has the right as a citizen to participate in decisions involving collective life together. These should be done without any religious prejudice, and thus, treated equally. This eliminates any hierarchy of faith (Mehta, 66). With Religious pluralism, the best way to tackle the issue of identity and citizenship in respect to one's religious affilia

Journal Essay Example | Topics and Well Written Essays - 250 words - 48

Journal - Essay Example Mostly, ethical practices in manufacturing organizations include taking care of the surrounding community with regard to avoiding pollution. This shows the integrity of the organization, which is usually determined by reasoning and habit to make the ethical behaviour continuous and consistent. Ethical behaviour attracts many benefits for the organization that include attracting many customers, which boosts sales and profitability, increase the human resource retention capabilities of the organization, which improves productivity, and attracting additional investors that helps in eliminating business takeover possibilities while increasing the market share. Ethical behaviour can also be said to be corporate social responsibility whose main function is to boost an organization’s image and reputation. In fact, an organization would achieve more when practicing ethically than it would when undertaking its practices unethically. This is because the contemporary world values businesses that value the environment and that protect the interests of the customers through provision of healthy products. Although at times, unethical practice may result in profit, it takes a shorter period of time before the investors start pulling out of the organization and the customers abandon the organization due to negative effect on the organization’s reputation (Ethical Behavior is Good Business, n.d). This causes extensive loss making and could lead to bankruptcy. This implies that the organization’s reputation is mainly sustained through ethical behaviour. Therefore, maintaining high principles of conduct is the best course of action for any organization so as to achieve its objectives ethically and to realize more benefits from the available

Religion Changing Societies Essay Example | Topics and Well Written Essays - 1000 words

Religion Changing Societies - Essay Example In due time, this has caused societal pluralism with religion being viewed as an objective to individuals within a society (Santa, 5). This paper covers the effect of religion in the society, how religion raises questions on identity and questions the concept of identity, and lastly how it creates a dilemma between faith and way of life. Religion Changing Societies Even though religion has sparked a lot of debate, it has influenced the society both positively and negatively. It has attracted massive changes within the societies. A better example of how religion has been linked with the modern societies is politics. Furthermore, the voting patterns are largely determined along religious lines. Religion plays a major role when it comes to governing a nation. Some religions worldwide are entrenched in archaic modes of thoughts and have failed to launch new life in the societies. Some are co-opted by patriotisms; thus, are used to further various furies. This has worked to divide people, based on an individual religious belief (Herz, and Peter, 25). In the current face of pluralism, Elshtain in â€Å"toleration, proselytizing, and the politics of recognition†, offers â€Å"toleration†, as a way of being liberal and democratic to religious pluralism without causing any prejudice on a given religion belief whatsoever. This involves freedom to share ones religious beliefs joyfully, manifesting views so that others may consider it, rather than imposing one's faith to others; thus, ensuring a happy coexistence (Elshtain, 89-93). This has led to more liberal and democratic societies. This has been echoed by Witte in The Rights and Limits of Proselytism in the New Religious World Order (Witte, 109) He emphasizes on the need for individuals to choose their own religious affiliation in a religious pluralism society, although this has not had a smooth sailing as other religions such as Muslim allow for easy conversion into their faith (Witte, 109) Religion, Ide ntity and Citizenship With religion being a core aspect to be considered within any society, the idea of coming up with legislation governing such societies may sometimes be challenging without causing any religious prejudice, with the advent of religious pluralism. Particularly, France has held to her â€Å"lay state (laicite)†, implying a secular state of religious freedom without preference for any religious affiliation. These may not necessarily mean secularization, rather a way of bringing harmony within a religious pluralism society (Davie and Schafer, 5). Religious views, convictions and practices are seen as belonging to the private sphere of existence rather than in the public realm. It is true that religion is a crucial factor of social identity, being identified with a given religion means having a shared religious beliefs and practices and behavior that brings about the uniqueness within a large cosmopolitan society with religious pluralism in some cases (Appiah, 44-47). Despite an individual’s affiliation to a given religion, he/she has the right as a citizen to participate in decisions involving collective life together. These should be done without any religious prejudice, and thus, treated equally. This eliminates any hierarchy of faith (Mehta, 66). With Religious pluralism, the best way to tackle the issue of identity and citizenship in respect to one's religious affilia

“Nineteen Eighty-Four” by George Orwell Essay Example for Free

â€Å"Nineteen Eighty-Four† by George Orwell Essay â€Å"Nineteen Eighty-Four† is George Orwell’s unswervingly grim vision of a dystopian future. The author always intended it as more warning than prophecy, so that even though its title date has passed, its lessons about the dangers of conformity, mental coercion, and verbal deception retain their validity and relevance. The novel depicts a world divided into three totalitarian superpowers that are constantly at war with one another: Oceania, dominated by the former United States; Eurasia, dominated by Western Europe; and Eastasia, dominated by China and Japan. Since the novel belongs to the genre of the dystopia, a negative Utopia, much of its content is necessarily involved in describing Oceanian society—not only in the features of its everyday life, much of which reflects British life in 1948 (a year whose inverted numbers may have suggested the novel’s title), but also in detailed explanations of the historical origins of Ingsoc and Oceania, as well as its official language, Newspeak. Discussion A key ingredient in this chilling documentation of eroding human freedom is its depiction of a corrupted language, â€Å"Newspeak,† Orwell’s brilliant rendering of that degraded language of politicians and sophists which hides rather then reveals truth. (Orwell, 19) Orwell, rather clumsily in the view of some critics, gives much of this information in the form of a book-within-a-book, the supposed handbook of the revolutionaries, and an appendix to the novel itself about Newspeak. The purpose of Newspeak was to drastically reduce the number of words in the English language in order to eliminate ideas that were deemed dangerous and, most importantly, seditious to the totalitarian dictator, Big Brother and the Party. Thought crime, the mere act of thinking about ideas like Freedom or Revolution, was punishable by torture and brainwashing. Newspeak was the sinister answer. A character in 1984 describes it succinctly: Do not you see that the whole aim of Newspeak is to narrow the range of thought? In the end, we shall make thought crime literally impossible because there will be no words in which to express it. The whole climate of thought will be different. In fact, there will be no thought as we understand it now. Is our real world today, at the beginning of the new millennium, so very different on a fundamental level from what Orwell predicted? There have been countless refutations of the 1984 dystopia: Totalitarianism is on the wane, Communism is dead, there is more prosperity, more community, more freedom than ever before. (Orwell, 37) Arguably, on a geo-political level, the global information economy has promoted the causes of peace and freedom, preventing potentially worse atrocities and repression in hotspots such as China and the Balkans. The bottom line is: you have no freedom, no power, you feel no need or desire for freedom or power, and, whats worse you do not even know that you do not have it. Analysis Critics of every aspect along the political spectrum, no matter what their views about the validity of Orwell’s social analysis in â€Å"Nineteen Eighty-Four†, agree on one thing: Considered politically and historically, â€Å"Nineteen Eighty-Four† is one of the most important books of the twentieth century. The bleakness of its vision of a totalitarian society became a profound warning, and Orwell’s accuracy was attested by dissidents in Eastern Europe and Russia both before and after the dissolution of the Soviet empire; Orwell, said a Russian philosopher, â€Å"understood the soul, or soullessness† of Soviet life. Not only did the words â€Å"Newspeak† and â€Å"doublethink† enter the English language but Russians refer to the Novoyaz of Communist Party language. (Orwell, 67) Some critics have pointed out that another layer of meaning exists within the novel. They connect Orwell’s dissection of Oceanian society to his portrayal of his depressing and unhappy preparatory school days, which he discussed in his essay â€Å"Such, Such Were the Joys† (1952). Young English boys were removed from the warmth and security of their families, mini-societies governed by love and respect, and hurled into a world dominated by fear, repression, and an all-pervading sense of guilt. There, Orwell was imprisoned â€Å"not only in a hostile world but in a world of good and evil where the rules were such that it was actually not possible for me to keep them. † In such a society, rebellion or even dissent becomes almost impossible, and even personal relationships are viewed with hostility and suspicion by the ruling â€Å"class,† that is, the masters and proprietors of the school. (Orwell, 81) Conclusion As a true anti-utopian novel, one in which the horrors of totalitarianism are amply illustrated, â€Å"Nineteen Eighty-Four† serves as a poignant reminder of the preciousness of free thought and an open society and whatever the author has predicted in this novel has one way or the other turned out to be true. Works Cited Orwell, George (1949). â€Å"Nineteen Eighty-Four†. New York: Harcourt, Brace Co. pg 15-129.

Role Of The Other In Dracula English Literature Essay

Role Of The Other In Dracula English Literature Essay Bram Stokers Dracula and Kate Chopins The Awakening centralises on the characters of Count Dracula and Edna Pontellier in the respective novels, characters marked as the Other for their distinction in racial and cultural traits and their transgression to strict Victorian social codes of conduct in the late nineteenth century. This essay explores the role and presentation of the Other in Count Dracula and Edna Pontellier on the issues race, culture, marriage and how the Other is represented through literary techniques such as language, symbolism, imagery and narrative strategies. In Dracula, Stoker uses visual imagery in his description of the Count, of his strange and undeniable racial foreignness in his threatening appearance and physical features, where his eyebrows were very massivebushy hair that seem to curl in its own profusion (Stoker 17). In Jonathan Harkers report, he further notices of Dracula: Strange to say, there were hairs in the centre of the palm and the nails were longto a sharp point (Stoker 18), features associated with nefarious criminals and evil beings that lack spiritual values and moral standards. A criminal is what Professor Van Helsing describes Dracula as: This criminal has not full man-brainbe of child-brain in much (Stoker 341), followed by Mina Harker: The Count is a criminal and of criminal type (Stoker 342); Stoker models Dracula as a degenerate criminal that poses serious danger to the society and uses Draculas intimidating features to represent his criminality, compounding his racial Otherness. In The Awakening, Chopin uses the same narrative technique of visual imagery where she describes Edna Pontellier as rather handsome than beautifulcertain frankness of expressioncontradictory subtle play of features (Chopin 5). Chopin brings out Ednas racial foreignness by comparing and contrasting her beauty and body forms to that of Adele Ragtinolle, a Creole descent who is the embodiment of every womanly grace and charm (Chopin 10). Ednas distinct attractiveness, being an American from Kentucky and different from the physical exotic dispositions of Creole women stands her out as different, whose form of beauty attracts men such as Robert and Victor Lebrun as well as Alcee Arobin. In his novel, Stoker portrays Draculas outsider status, contrasting his archaic Transylvanian cultural origins in Eastern Europe to that of modernized Western Europe where Jonathan Harker comes from. On his arrival in Bistritz, Jonathan describes the primitive land where things were new to him, such as the peasant man or woman kneeling before a shrine and Slovaks with their-coloured sheepskinscarryingtheir long staves, with axe at end (Stoker 8). He compares the unfamiliar Eastern superstition to his native Western rationality when a woman offers him her crucifix for his safety against Dracula, for he has been taught to regard such things as in some measure idolatrous (Stoker 5). Different in every respect from English nobles, Dracula asserts Jonathans and his cultural dissimilarity: We are in Transylvania; and Transylvania is not England. Our ways are not your ways, and there shall be to you many strange things (Stoker 21). As a solitary American woman who marries a Creole from New Orleans, Edna experiences cultural dissimilarity and struggles to come to terms with the cultural norms of the Creole society, where a womans place and fulfilment is restricted in the domestic realm. Just as Adele Ragtinolle positions Edna as an Other: she is not one of us; she is not like us (Chopin 23), Edna is surprised by the Creoles entire absence of prudery and freedom of expression (Chopin 12), where intimate conversations such as childbirth are openly discussed, sex to women are considered not for pleasure but rather for procreation and flirtations do not cross the boundaries of infidelity; such were the social codes in the Creole community which Edna feels growingly restrictive and eventually breaches. Where Dracula attempts to assimilate the cultural identity of the English, Edna resists the social conventions of the Creoles, yet in his assimilation and her resistance, both characters violates and threaten the soci al and cultural order of the society they are in. Stoker combines the theme of sexuality with violence in Dracula. The Count is portrayed as a revenant with a bloodlust in the human body and is primarily a sexual threat not only to women but even to men. Dracula expresses his contempt for authority and Victorian order in the most independent means through his sexuality. He possesses the hypnotic and seductive prowess that attract involuntary women into his clutches and holds the feministic role of reproduction, as his victims do not die but transform into vampires themselves, embracing a new racial identity and marking them as the Other. The magnitude of threat to the civilized society Dracula carries through his sexuality is illustrated first through Lucy Westenras transformation from an amiable Victorian lady to a voracious predator and then through Draculas grave personal invasion of Mina Harker in the very presence her husband, Jonathan, who lay asleep beside her. In the theme of sexuality in The Awakening, Chopin paints a picture of Edna as a woman trapped in a stifled marriage and who is plagued by a mixture of feminist and psychological issues. Unlike the mother-women of the Creole community who are protective of and idolized their children, Ednas motherly instincts are seemingly weak and is uncharacteristically distant from her two sons (Chopin 10). If one of the little Pontellier boys took a tumblehe was not apt to rush crying to his mothers arms (ibid.). Ednas discovery of her dormant sexuality stirs her longing desire for liberty and independence from the confines of male domination and a marriage she feels disillusioned with. Her outward sexuality ensues with her forbidden declaration of love for Robert Lebrun to Mademoiselle Reisz (Chopin 90), and also her act of adultery with Alcee Arobin for her growing need for passion, which breeds immorality and transgresses the conservative social values of the New Orleans Creole community. In Stokers novel, blood symbolises the basis of life to Dracula, which he feeds off his victims that not only sustain his physical but soulless existence but also provides its mythical ability to preserve beauty, as Jonathan noted in Draculas youthful transformation in a coincidental encounter in Exeter, England (Stoker 172). Stoker then symbolises blood with racial contamination because of the close connection between the vampire and blood, with all its implications of purity and genetic intimacy. Stoker also creates a symbolic contrast between English modernity in science and technology and Draculas embodiment of the primitives and superstitions, where Draculas threat hinges on the advance of modernity which brushes off the very reality of such a revenant as Dracula himself who seeks to destroy the society. Chopin similarly uses symbolism in the very introduction of her novel, where caged birds bear symbolic reference to Ednas restricted and subservient role as a wife and mother that society presses upon her and in the same way the birds cannot escape from their cages, Edna too cannot fully release herself from her obligations. Before Edna drowns in the conclusion to the novel, she notices a bird with a broken wing was beating the air abovedisabled down to the water, perhaps symbolizing Ednas unsuccessful attempt at escaping the limitations and boundaries in her role as a woman and foreshadowing her impending demise (Chopin 127). The ocean also represents a source of new life and a symbol of liberation for Edna, in where she feels rejuvenated and assertive upon her self-actualization of her dissatisfaction in her life and of her roles. Her acquisition in the ability to swim symbolically empowers her of her sexuality and her chosen identity and not one decided by the society. There is no single authorial voice in Dracula; rather than adopting a continuous narrative voice, Stokers writing style is straightforward and immediate, interlinking extracts from the journals of various characters that creates ambiguity but adds much realism to the story. Dracula is not given a narrative voice and his actions and mysterious whereabouts are only revealed by the progress other characters, in such a way that unambiguously positions readers as jury in the realm of the good in the battle against the evil Other in Dracula. A single authorial voice is adopted by Chopin in her novel in the form of a distant third-person omniscient. Chopins formal prose relays a sense of solemn gravity to the story and she adopts a writing style that is perceptive and concise. In her narration, she alternates between being specific on some occasions and vague on others, for example: It was the kiss of lifethat kindled desire and Edna cried a little that night after Arobin left herThere was with her an overwhelming feeling of irresponsibility, which strongly suggests their transgression of societal conduct through their phase of adultery (Chopin 92). However, Chopin uses implicit details to guide readers, perhaps to mitigate the foregone conclusion to which her text implies, in a her time when Victorian values still prevailed. Both Stoker and Chopin uses several literary techniques in Dracula and The Awakening, including foreshadowing, symbolism and imagery that reveals the Otherness in Dracula and Edna in their difference in fundamental ways from the society accompanying them. Through artful imagery and language that convey perceptive descriptions and ideas, characters and scenes in both novels come to life, making a vivid reading experience.

The Importance of Communication in Business Essay -- Business Communic

â€Å"Communication can be defined as the exchange of verbal and nonverbal information between a sender and receiver† (Swaab, 2009). Communication certainly takes on many forms. In any given circumstance, communication serves as the very backbone in the skeleton of any business. Without its proper use, conversing all that needs to be done would cease in taking place and certainly cripple a company. Simply, doing business requires much communication. Planning is essential in conducting business. Knowing how to properly communicate these plans from management roles to subordinates requires the skill of communication. From persuading a customer to buy a product or service to merely giving out information regarding your business to prospective customers, proper communication always proves to be key. Getting a point across in an influential manner often takes time, effort, and skill. Skillfully delivering a proposed idea, product, or service using the skill of communication can be the difference between a deal and no deal. Being aware that deals are made and broken from contributions of both verbal and nonverbal communication is absolutely vital in the communication process. â€Å"Communication can induce cooperation and thereby decrease exclusion from coalition agreements in multiparty negotiations† (Swaab, 2009). Verbal communication is the process of communicating through the use of words. This can take place in face to face encounters, phone conversations, meetings, text, e-mail, voice messages, letters, and even reports. Verbal communication is certainly going to have a lasting effect to the receiver in that the receiver will dually note everything that has been said at later dates and time. Likewise, non-verbal communic... ..., & Nikolaos, K. (2009). A strategic model for the business communication field training decision in the commercial enterprises. AIP Conference Proceedings, 1148(1), 897-900. doi:10.1063/1.3225463. Navickienà ©, V., & PevceviÄ iÃ… «tÄâ€", S. (2009). COMMUNICATION SKILLS IN GROUP/TEAM WORK FOR PERSONAL AND PROFESSIONAL DEVELOPMENT. Bridges / Tiltai, 45(1), 83-91. Retrieved from Academic Search Complete database. Neal, K. (2010). Stepping up to the plate: developing an effective business communication strategy. Information Management (15352897), 44(2), 38-41. Retrieved from Academic Search Complete database. Swaab, R., Kern, M., Diermeier, D., & Medvec, V. (2009). WHO SAYS WHAT TO WHOM? THE IMPACT OF COMMUNICATION SETTING AND CHANNEL ON EXCLUSION FROM MULTIPARTY NEGOTIATION AGREEMENTS. Social Cognition, 27(3), 385-401. Retrieved from Academic Search Complete database. The Importance of Communication in Business Essay -- Business Communic â€Å"Communication can be defined as the exchange of verbal and nonverbal information between a sender and receiver† (Swaab, 2009). Communication certainly takes on many forms. In any given circumstance, communication serves as the very backbone in the skeleton of any business. Without its proper use, conversing all that needs to be done would cease in taking place and certainly cripple a company. Simply, doing business requires much communication. Planning is essential in conducting business. Knowing how to properly communicate these plans from management roles to subordinates requires the skill of communication. From persuading a customer to buy a product or service to merely giving out information regarding your business to prospective customers, proper communication always proves to be key. Getting a point across in an influential manner often takes time, effort, and skill. Skillfully delivering a proposed idea, product, or service using the skill of communication can be the difference between a deal and no deal. Being aware that deals are made and broken from contributions of both verbal and nonverbal communication is absolutely vital in the communication process. â€Å"Communication can induce cooperation and thereby decrease exclusion from coalition agreements in multiparty negotiations† (Swaab, 2009). Verbal communication is the process of communicating through the use of words. This can take place in face to face encounters, phone conversations, meetings, text, e-mail, voice messages, letters, and even reports. Verbal communication is certainly going to have a lasting effect to the receiver in that the receiver will dually note everything that has been said at later dates and time. Likewise, non-verbal communic... ..., & Nikolaos, K. (2009). A strategic model for the business communication field training decision in the commercial enterprises. AIP Conference Proceedings, 1148(1), 897-900. doi:10.1063/1.3225463. Navickienà ©, V., & PevceviÄ iÃ… «tÄâ€", S. (2009). COMMUNICATION SKILLS IN GROUP/TEAM WORK FOR PERSONAL AND PROFESSIONAL DEVELOPMENT. Bridges / Tiltai, 45(1), 83-91. Retrieved from Academic Search Complete database. Neal, K. (2010). Stepping up to the plate: developing an effective business communication strategy. Information Management (15352897), 44(2), 38-41. Retrieved from Academic Search Complete database. Swaab, R., Kern, M., Diermeier, D., & Medvec, V. (2009). WHO SAYS WHAT TO WHOM? THE IMPACT OF COMMUNICATION SETTING AND CHANNEL ON EXCLUSION FROM MULTIPARTY NEGOTIATION AGREEMENTS. Social Cognition, 27(3), 385-401. Retrieved from Academic Search Complete database.

The Temptation of St. Pigsy, final paper :: essays research papers

Cacophonous Interpretations of the Buddhism is one of the prominent and influential religions and philosophies of the world. A basic tenet of Buddhism is that worldly desires and possessions cause all suffering. To absolve one’s self of necessities beyond basic human survival is one of the many plateaus that Buddhists strive to achieve. Furthermore, Buddhists free themselves from temptation via seclusion from society and attempt to allow nature to support them. They believe that Nirvana, the ascension to heaven, can be achieved by freeing oneself of earthly desires. A young prince named Siddartha, who grew up rich and happy, founded the religion. One day during his travels, he saw three things that immensely impressed him, to the point of changing his whole life: a cadaver, a baby being born and a beggar. Through this experience he concluded that human suffering is caused by the desire to possess; that the sacredness of human life was tarnished by material wants, and by possessions that could so easily be taken away from their owner. The beggar was poor because the rich did not provide him with the basic necessities or because he spent his time doing things that prevented him from supporting himself. The cadaver’s death could have been prevented depending on the cause of death in many different ways, and the infant, being brought into the world, was to have a life of poverty due to the fact that his mother and father gave in to the natural, worldly desire of sexual intercourse. Throughout history, many works of literature have been written about these notions. Saint Pigsey, the main character in Wu Ch’eng-en’s â€Å"The Temptation of Saint Pigsy,† is a demonstration of the difficulties encountered on the road to the achievement of Buddhist Salvation. Pigsy is a disciple of the Buddhist master Tripitaka. Tripitaka, Pigsy and two other disciples, Monkey and Sandy, were on their way to the West. Pigsy still has worldly desires: he is carrying a large baggage which contains possessions which he deems necessary for his comfort, but bitterly complaining because of its weight, and seeks to stop at a comfortable estate to sleep. Any person who is new to a religion experiences temptations to break its rules. This was one of those times for Pigsy and he insisted that the group stop there. Monkey and the others come along but proclaim that nature is their home and that the house is a symbol of human desire.