HUMAN RIGHTS Assignment Example | Topics and Well Written Essays - 1500 words - 1

HUMAN RIGHTS - Assignment Example The Second World War was unique in its own way and presented number of challenges. It had brought about destruction and catastrophe in a form never seen before (Ishay, 2008, p.179). It saw the usage of atomic bomb. A bomb that was strong enough to bring down entire cities. A single bomb resulted in life loss of over 46 thousand in Japan. The war had left millions dead, and those who managed to survive did not count themselves lucky just because of the troubles they faced. The problems at the end of the Second World War were multifold, ranging from economic and politic to social and humanitarian. All sought immediate solution. For this purpose, a realisation developed to create an entity that would protect the rights of people and provide them with shelter in form of human rights protection acts and resolutions. This entity came into existence in the name of United Nations. It was right in the last phases of the Second World War, where the resolve was shown for establishing such an en tity that would protect the people. The first causality of war is always humanity. Regardless of the size of war, be it a local war, local dispute between tribes, a bilateral war or a war that spreads across the continent and across the ocean, all eye human life and human rights. The resolve against human depravity and exploitation was shown, and the aims included protection of the human rights and ensuring that no other war takes place in history again. So far, the United Nations has succeeded to a certain extent in ensuring that the war is not fought on an international level. What has changed about the character of international relations? As a result of United Nations existence, the nations’ outlook and approach to international peace and regional stability has changed in a totally dynamic manner. Each nation is more concerned with the regional peace than they might had been in past. Under the charter of the United Nations, each of the country has the responsibility to en sure peace in their respective regions and also on international platform. They should denounce any oppression and any tyranny being performed in the name of governance over people. They should raise their voice for equality of the masses. They should denounce the actions of belligerents; for example, the case of the United States of America, which believed in international isolation prior to the Second World War and prior to the creation of the United Nations. It has changed its approach and has become an active member in the pursuit of global peace and protection of human rights ever since the end of the Second World War. This is the prime example of how the country’s mood has changed towards a more global community, where peace of one is peace of all. The United States stood totally indifferent to European conflicts in the First World War. And the prime example comes in form of the League of Nations and Woodrow Wilson Fourteen points that were not endorsed by the local bod ies. However, seeing the importance of international peace and stability, they changed their approach at the end of the Second World War. What kind of actor is best suited to pursue international human rights: individuals, NGOs, states or intergovernmental organizations? What are the strengths and weaknesses of each? Each of the members is an international entity in modern international law, and each has an onus of responsibility. Each works in their own domain towards achieving the goal of equal human rights and

Medical Ministry - Logotherapy Essay Example for Free

Medical Ministry Logotherapy Essay He ranted and raved uncontrollably. He suddenly turned to me and said â€Å"Why me? † My reply was â€Å"Why not you? What makes you think that you are more special than the next person? † This confrontational response stopped him in his tracks, made him think about his situation and the anger and feeling sorry for himself disappeared, never to return again. Too often patients with incurable diseases surrender to all the negative emotions that overwhelm them. They become despondent, depressed, fearful and lose hope. All their time is spent fixating on themselves and their wellbeing. They become so focused on their problem that the problem can become their whole world. Patients then get caught in a vicious circle whereby the harder they try not to worry, the more they worry. The greater the effort not to think of their problems, the more they think about them. Without meaning in these patient’s lives, how do they mentally ensure quality of life? How do they make peace, emotionally and spiritually, with the situation they find themselves in? There is sufficient proof that everything can be taken from man except the choice of one’s attitude in any given set of circumstances. Inner freedom, which cannot be taken away, makes life meaningful and purposeful. My husband and I met with the oncologist and found out what treatment was required to push the cancer into remission. We decided to put our trust in the oncologist’s ability to treat this disease while we concentrated on living each day with love, humour and purpose. In effect we were practicing dereflection. Looking back now at the chemotherapy he had to endure, on and off, over a seven year period, I realise that disease/illness can be very meaningful. The chemotherapy room was a morbid place, where everyone sat quietly, lost in their own thoughts, with a chemo drip in their arm. My husband changed all that. He got to know all the patients and medical staff. He used humour to get people to open up about their situations. He would have me running around serving tea, coffee and cake to the patients. He instilled a feeling of hope and caring amongst the patients. They took an interest in one another’s lives, exchanged useful information, joked and laughed about themselves and their illness plus friendships were formed. The doctor often came to check what all the noise was about in the chemotherapy room. I believe this was my husband’s purpose during this period of his life. It was filled with meaning as were the lives of the patients whom he came to know and love. In 2001 the cancer came back aggressively and my husband had to have heavy doses of chemotherapy that almost destroyed his body. He was hospitalised and almost overnight lost so much weight. He was sent home weighing 49 kilograms and so weak that he became bedridden. He didn’t have the strength to walk or to sit up in bed. He began to feel humiliated and degraded due to the fact that he couldn’t do anything for himself. He thought that he had become a burden on me and together with a loss of dignity, he became very depressed. He believed that he would be totally helpless for the rest of his life. The loss of hope and meaning can have a deadly effect. Without faith and belief in the future the patient loses his spiritual hold and allows himself to decline by becoming subject to mental and physical decay. Total despair sets in and all the patient sees is a meaningless existence. To provoke patients to find meaning in their lives, the logotherapist must have a deep commitment for the uniqueness and dignity of each individual. The therapist must focus on the specific needs of individual patients instead of using a fact or technique valid for one situation, to make conclusions about a different situation. During my husband’s depression he tried to commit suicide but fortunately was stopped before he could commit the deed. I phoned Hospice for help. They sent a wonderful woman who came on a regular basis to chat and deal with my husband’s emotional needs. Meals were no longer served in bed. I carried him to the dining room table so that he could eat with the rest of the family. He had practically given up eating so I became more forceful about getting him to eat. On a daily basis I exercised his arms and legs. Hospice arranged for a wheelchair and if we went anywhere as a family, my husband came along. Together we set goals for him to achieve, baby steps as we called them, the first being the building up of his strength. We did a lot of laughing and some crying during this time. His depression disappeared and he started ooking forward to each day. He eventually managed to walk again much to his and the family’s delight. On his first visit to his oncologist after being bedridden, he was nicknamed â€Å"The Miracle Man† by the medical staff. Unfortunately my husband passed away in January 2005. Reading the account of Frankl’s story of the old general practitioner who suffered with depression after his wife died has given me much comfort. Frankl used a form of the Socratic dialogue and asked the practitioner what would have happened if he rather than his wife had died first. He answered, â€Å"How she would have suffered. † I can relate to this story in so far that my husband would have suffered if I had died first. I have spared him this suffering and that is very meaningful to me. There are various methods or techniques a therapist can use to assist their patients to find meaning in their lives. There is the â€Å"parable method† which is suited to some patients whereby the therapist relates a parable or tells a story which illustrates the point that no human being is exempt from illness. There is dereflecting as well as the Socratic dialogue Here is something I came across by an unknown author which can be applied to many diseases and which my husband and I found very inspirational during the period that he had lymphoma. WHAT CANCER CANNOT DO Cancer is so limited.. It cannot cripple love It cannot shatter hope It cannot corrode faith It cannot destroy peace It cannot kill friendship It cannot suppress memories It cannot silence courage It cannot invade the soul It cannot steal eternal life It cannot conquer spirit

A Summary of the Epic of Gilgamesh :: Epic Gilgamesh essays

The Epic of Gilgamesh: A Summary The Epic of Gilgamesh is a moving tale of the friendship between Gilgamesh, the demigod king of Uruk, and the wild man Enkidu. Accepting ones own mortality is the overarching theme of the epic as Gilgamesh and Enkidu find their highest purpose in the pursuit of eternal life. The epic begins with Gilgamesh terrorizing the people of Uruk. They call out to the sky god Anu for help. In response Anu tells the goddess of creation, Aruru, to make an equal for Gilgamesh. Thus Aruru created Enkidu, a brute with the strength of dozens of wild animals. After being seduced by a harlot from the temple of love in Uruk, Enkidu loses his strength and wildness yet gains wisdom and understanding. The harlot offers to take him into Uruk where Gilgamesh lives, the only man worthy of Enkidu's friendship. After a brief brawl the two become devoted friends. The newfound friends gradually weaken and grow lazy living in the city, so Gilgamesh proposes a great adventure that entails cutting down a great cedar forest to build a great monument to the gods. However to accomplish this they must kill the Guardian of the Cedar Forest, the great demon, Humbaba the Terrible. Enkidu, along with the elders of the city, have serious reservations about such an undertaking but in the end Gilgamesh and Enkidu kill the terrible demon. As Gilgamesh cleans himself and his blood stained weapons, Ishtar, the goddess of love and beauty, takes notice of his beauty and offers to become his wife. Gilgamesh refuses with insults, listing all her mortal lovers and recounting the dire fates they all met with at her hands. Ishtar is enraged at the rebuff. She returns to heaven and begs her father, Anu, to let her have the Bull of Heaven to wreak vengeance on Gilgamesh and his city. Anu reluctantly gives in, and the Bull of Heaven is sent down to terrorize the people of Uruk. Gilgamesh and Enkidu, work together to slay the mighty bull. That following night Enkidu dreams that the chief gods met in a council and had decided that someone should be punished for the killing of Humbaba and the Bull of the Heavens. That someone is he. Enkidu commends himself to Gilgamesh, and after suffering terribly for twelve days, he finally dies. After Enkidu's death, Gilgamesh comes to the realization that one day he too will succumb to the same fate as his friend.

Environmental Disasters Essay

For the purpose of this article an environmental disaster is defined as a specific event caused by human activity that results in a seriously negative effect on the environment. Sometimes a natural disaster can become an environmental disaster, but that is a topic to be discussed elsewhere. In most cases environmental disasters are caused by human error, accident, lack of foresight, corner cutting during industrial processes, greed, or by simple incompetence. In other words without some kind of human intervention they would never have happened. They are also often characterised by firm authoritative denials that anything serious has even happened. Lack of foresight is a common cause of an environmental disaster. In agriculture a classic example of is the increasing salinity of soils in hot climates. With the need to produce more food, a warm climate seems ideal for European-style agriculture, once the existing vegetation has been cleared. The one proviso is that there must be plenty of water. Irrigation projects and deep wells are usually the answer, but as has been found in Australia, if this is not properly managed, salination can result and the land becomes effectively useless. A further example of a catastrophic and misguided interference with nature resulted in the dust bowls that hit North America in the 1930s. The fertile soil seemed ideal for intensive agriculture, but a combination of deep ploughing and a lack of crop rotation weakened the soil structure. Following years of drought, high winds simply removed all the topsoil and millions of acres of once fertile farmland became a virtual desert. Another unforeseen agricultural disaster was Moa Zedong’s 1958 decree to eliminate sparrows. It was considered that because sparrows ate grain seeds they were robbing the people of the fruits of their labour. The campaign was very successful that it cleared the way for swarms of locusts to descend on the farms. Crops were decimated, leading to a famine that resulted in the deaths of 38 million people. Introducing alien species can be just as disastrous as eliminating native ones. This has been the case in Australia when in 1859 12 imported English wild rabbits were released so that a local settler could go hunting. In the course of time they multiplied and it is estimated that even after serious efforts to control them, the Australian rabbit populations is still between 200 and 300 million. As well as being responsible for the loss of vast acreages of agricultural crops and grazing land, rabbits are suspected of being the most significant known factor in species loss in Australia, killing young trees by eating the bark at the base of the trunk. They are also responsible for serious erosion as they eat native plants, leaving the topsoil exposed. It is very easy to upset the fragile balance of nature. In June 1918 a steamship ran aground on a Pacific Island and while it was stranded, Black Rats escaped and got ashore. Here they thrived, causing the extinction of several of the island’s endemic birds and other fauna. They also raided the crops of the islanders, particularly the seeds of the Kentia Palm, which was the islanders’ only export commodity. In an effort to control the rats, Masked Owls were introduced but this simply compounded the environmental disaster. By introducing yet another predator to the ecosystem, the result was that many of the remaining sea birds were simply wiped out as breeding species. Industrial pollution has been the cause of so many environmental disasters that it is impossible to list them all. One of the most serious was the Bhopal disaster of December 1984 when a leak of methyl isocyanate resulted in at least 22,000 deaths plus various genetic diseases that will continue for generations. The chief causes of this disaster were negligence, corruption and the complete disregard of safety standards. A number of environmental disasters have also been associated with the oil production industry with theDeepwater Horizon disaster of April 2010 being the most recent one that comes to mind. According to White House energy adviser Carol Browner the spill was the †worst environmental disaster the US has faced†. In this case following a sudden explosion on a drilling rig in the Gulf of Mexico, the safety valve that was designed to prevent an oil spill spectacularly failed. It was months before the leakage was sealed, during which time millions of gallons of oil poured into the sea. The resulting pollution was not just from the oil, but from the chemicals used to disperse it. Whole ecosystemswere destroyed along with the livelihoods of countless people. Many endangered species are not expected torecover. In West Africa the Niger Delta covers 20,000 km2 within wetlands of 70,000 km2, formed primarily by sediment deposition. It is home to some 20 million people from 40 different ethnic groups. Its floodplain makes up 7. 5% of Nigeria’s total land mass and is the third-largest drainage basin in Africa. Its ecosystem contains one of the highest concentrations of biodiversity on the planet. In addition to supporting a vast range of flora and fauna, there is arable terrain that can sustain a wide variety of crops,tropical forests and more species of freshwater fish than any other ecosystem in West Africa. Unfortunately for the Niger Delta, oil was discovered in the region. Since drilling began in 1976 there has been a complete lack of concern by the Nigerian Government or the oil operators to exert any control of the environmental problems associated with the industry. The Nigerian National Petroleum Corporation admits that every year as a result of around 300 individual spills, nearly 2,300 cubic metres of petroleum are jettisoned into the environment. However, this does not take account of so-called †minor† spills and one estimate put the total spillage between 1960 and 1997 as upwards of 100 million barrels (16 million cubic metres). A major reason for these spills is simply the result of poor maintenance. Pipelines are old and corroded and although they have an estimated lifespan of about 15 years, many have been in use for about 25. Leaking pipes and the use of old and corroded tankers account for 50% of all spills. Understandably there has been a major impact on the ecosystem. Enormous tracts of mangrove forest have been destroyed along with most of the flora and fauna that were once found there. The dumping of waste is obviously a serious issue and international regulations put strict controls on this. Unfortunately there will always be unscrupulous people who will try to get around the regulations. A classic example occurred in 2006 when a Panama-registered ship offloaded 500 tonnes of toxic waste at the Ivory Coast port of Abidjan. The company concerned apparently wanted to avoid paying the 1,000 euros per cubic metre disposal charge it would have to pay in Holland. The waste, that was dumped at 12 sites in and around the city was later discovered to contain a mixture of fuel, caustic soda and hydrogen sulphide. This lethal cocktail gave off toxic gas and caused burns to lungs and skin, in addition to severe headaches and vomiting and is said to have caused 17 deaths and made dozens seriously ill. The company involved originally denied all responsibility, claiming that the waste was simply dirty water. It was only after some investigative journalism by the BBC that the full facts eventually came to light. Nuclear accidents can have serious environmental effects. Prior to 2011 the 1986 Chernobyl disaster would probably have been regarded as the ost serious after an enormous explosion sent radioactive ash into the atmosphere covering most of Northern Europe, along with Belarus, Ukraine and Russia. 350,000 people had to be resettled. Then in 2011 came the Fukushima 1 accident in Japan when an earthquake followed by a tsunami hit the nuclear plant. The earthquake knocked out the public electricity supply that powered the pumping of water to cool the reactors. Shortly after the earthquake a tsuna mi destroyed the emergency back-up generators that were due to start up when the public electricity supply failed. It was then realised that the designers had failed to take this possibility into account. As a result a catastrophic situation developed and 14,000 people had to be evacuated from the immediate area. After several weeks a number of brave workers, struggling in appalling conditions, managed to bring the situation under control, but as with so many environmental disasters, once again official information was misleading, sketchy, or simply non-existent. An environmental disaster is usually caused by some form human action, or some form of human negligence. A classic example is with climate change. Vast amounts of greenhouse gas are currently being released into the Earth’s atmosphere, potentially doing untold harm to our environment by speeding up global warming. At the same time people are completely ignoring the warning signs and shutting their minds to the consequences that lie ahead. We don’t know what these consequences will be, but they are not likely to be pleasant. The world seems to be on course for what is likely to be the worst environmental disaster of all time. There is still time to slow the process down, but it will require swift and worldwide action.

Juggling and Indian Jugglers

Indian Jugglers and the meaning of life I've just come across a superb essay entitled ‘The Indian Jugglers' from William Hazlitt's 19th century collection Table Talk (1828). Hazlitt starts the essay by describing his absolute astonishment upon watching Indian Jugglers perform in London's Olympic Theatre. Hazlitt was known for his wildly exaggerated style. However, his genuine amazement is clear: Coming forward and seating himself on the ground in his white dress and tightened turban, the chief of the Indian Jugglers begins with tossing up two brass balls, which is what any of us could do, and concludes with keeping up four at the same time, which is what none of us could do to save our lives, nor if we were to take our whole lives to do it in. Is it then a trifling power we see at work, or is it not something next to miraculous!It is the utmost stretch of human ingenuity, which nothing but the bending the faculties of body and mind to it from the tenderest infancy with incessan t, ever-anxious application up to manhood, can accomplish or make even a slight approach to. Man, thou art a wonderful animal, and thy ways past finding out! Thou canst do strange things, but thou turnest them to little account! – To conceive of this effort of extraordinary dexterity distracts the imagination and makes admiration breathless. † Hazlitt was clearly gobsmacked.He goes on to state next that â€Å"As to the swallowing of the sword, the police ought to interfere to prevent it. â€Å". But it was the juggling act that astounded Hazlitt to such an extent that he was left questioning his own worth: â€Å"The hearing a speech in Parliament, drawled or stammered out by the Honourable Member or the Noble Lord, the ringing the changes on their common-places, which any one could repeat after them as well as they, stirs me not a jot, shakes not my good opinion of myself: but the seeing the Indian Jugglers does. It makes me ashamed of myself.I ask what there is that I can do as well as this! Nothing. What have I been doing all my life! Have I been idle, or have I nothing to shew for all my labour and pains! † Hazlitt went on in his exasperating vain: â€Å"have I passed my time in pouring words like water into empty sieves, rolling a stone up a hill and then down again, trying to prove an argument in the teeth of facts, and looking for causes in the dark, and not finding them? Is there no one thing in which I can challenge competition, that I can bring as an instance of exact perfection, in which others cannot find a flaw?The utmost I can pretend to is to write a description of what this fellow can do. I can write a book: so can many others who have not even learned to spell. What abortions are these Essays! What errors, what ill-pieced transitions, what crooked reasons, what lame conclusions! How little is made out, and that little how ill! Yet they are the best I can do. I endeavour to recollect all I have ever observed or thought upo n a subject, and to express it as nearly as I can. Instead of writing on four subjects at a time, it is as much as I can manage to keep the thread of one discourse clear and unentangled.I have also time on my hands to correct my opinions, polish my periods: but the one I cannot, and the other I will not do. † A juggling act then left a great critic deeply critical of his own worth. The mere act of juggling four balls was all that was needed to ignite Hazlitt's needling sense of failure and lack of confidence. Most of us as writers, I think, occasionally or very often feel like Hazlitt. Hazlitt, unfortunately, died a poor outsider not long after this essay was published. No doubt the troupe of Indians he saw, presumably far away from home and very likely getting paid a pittance, amazed many in London and elsewhere.But Hazlitt, the enlightened post-1789er, saw something more. What he witnessed deeply affected him personally but is also suggestive of his general approach to criti cism. The skill of the juggling that night left him open-mouthed and his response has to be written down and shaped into words. Hazlitt saw something new and different and could describe the act with freshness and verve. He said of the juggling: â€Å"To catch four balls in succession in less than a second of time, and deliver them back so as to return with seeming consciousness to the hand gain, to make them revolve round him at certain intervals, like the planets in their spheres, to make them chase one another like sparkles of fire, or shoot up like flowers or meteors, to throw them behind his back and twine them round his neck like ribbons or like serpents, to do what appears an impossibility, and to do it with all the ease, the grace, the carelessness imaginable, to laugh at, to play with the glittering mockeries, to follow them with his eye as if he could fascinate them with its lambent fire, or as if he had only to see that they kept time with the music on the stage – there is something in all this which he who does not admire may be quite sure he never really admired any thing in the whole course of his life. â€Å"Hazlitt's own description of juggling illustrates his own talent and skills, sadly only appreciated in full after his death in 1830. Hazlitt appeared to make criticism as art appear easy and effortless, whether critiquing the plays of Shakespeare, writing biographies or discovering his own astonishment about Indian jugglers. Hazlitt's reputation and own skill as a literary and social critic lived on long after his death, latterly prospering, in part because of this internalised child-like wonder and fascination alongside his undoubted ability to see and describe the world anew, not least when viewing jugglers from the East.

Free Essays on The Color Puple

Alice Walker’s The Color Purple presents the life-long struggle of Celie, a black Georgia woman, who yearns to obtain confidence and self-esteem. During the early stages of the novel, references to wagons are made, signifying the â€Å"old days,† whereas towards the end of the work automobiles surface. Though Walker never discusses any specific time or place where the story actually occurs, the change in transportation suggests about a forty-year span of Celie’s life, from the beginning of the novel until the end. Written in first person, Celie writes a series of letters to God, explaining the torture that she faces, and begging him for some form of mercy. After years of abuse, both physically and emotionally, Celie discovers herself searching for some self-respect. Fonso, Celie’s abusive father, forces her to marry Albert, also abusive by nature. Celie finds a degree of hope through the depiction of Albert’s mistress, Shug. Shug serves as a tremendous force in Celie’s attainment of confidence, as the two eventually form a strong bond. Celie’s sister, Nettie, intelligent and caring who â€Å"mean[s] everything in the world† to Celie, also faces many of the same obstacles that Celie does, but Nettie first helps Celie overcome hers. As time passes, Celie gains more and more self-respect as well as some respect from others. The central theme flowing throughout the work remains that man often defeats his problems through the nurturing of close intimate relationships. The bond between Shug and Celie allows Celie to conquer her passive behavior. Likewise, her relationship with Nettie also instills a strong sense of courage and self-esteem within Celie. Celie refuses to allow the horrible deeds of the men in her life to control her towards the latter stages of the novel. The intimate relationships that Celie shares with both the energetic Shug and the loving Nettie provides Celie with hope that she will one day come out of her pa... Free Essays on The Color Puple Free Essays on The Color Puple Alice Walker’s The Color Purple presents the life-long struggle of Celie, a black Georgia woman, who yearns to obtain confidence and self-esteem. During the early stages of the novel, references to wagons are made, signifying the â€Å"old days,† whereas towards the end of the work automobiles surface. Though Walker never discusses any specific time or place where the story actually occurs, the change in transportation suggests about a forty-year span of Celie’s life, from the beginning of the novel until the end. Written in first person, Celie writes a series of letters to God, explaining the torture that she faces, and begging him for some form of mercy. After years of abuse, both physically and emotionally, Celie discovers herself searching for some self-respect. Fonso, Celie’s abusive father, forces her to marry Albert, also abusive by nature. Celie finds a degree of hope through the depiction of Albert’s mistress, Shug. Shug serves as a tremendous force in Celie’s attainment of confidence, as the two eventually form a strong bond. Celie’s sister, Nettie, intelligent and caring who â€Å"mean[s] everything in the world† to Celie, also faces many of the same obstacles that Celie does, but Nettie first helps Celie overcome hers. As time passes, Celie gains more and more self-respect as well as some respect from others. The central theme flowing throughout the work remains that man often defeats his problems through the nurturing of close intimate relationships. The bond between Shug and Celie allows Celie to conquer her passive behavior. Likewise, her relationship with Nettie also instills a strong sense of courage and self-esteem within Celie. Celie refuses to allow the horrible deeds of the men in her life to control her towards the latter stages of the novel. The intimate relationships that Celie shares with both the energetic Shug and the loving Nettie provides Celie with hope that she will one day come out of her pa...

The Technology of Computer Wireless Networking essays

The Technology of Computer Wireless Networking essays Computer technology and use are more in demand today than ever. In an attempt to accommodate computer users, the amount of computer peripherals and accessories is on the rise. This paper will discuss particular hardware that is on the market today, which is wireless computer networking. Moreover, it will go in depth as to what exactly wireless networking entails, how to configure your computer for wireless networking and some advantages and disadvantages associated with wireless networking so potential users could determine if this type of hardware is one that would be suitable for their use. With computing technology on demand today, there is a wide variety of computer hardware on the market to select from, depending on the needs of the user. A specific type of hardware that is of special interest to me is wireless computer networking. I would like to discuss what wireless networking entails, how it works and some advantages and disadvantages associated with the hardware. To begin with, wireless computer networking is the ability to link multiple computer systems in a household together without any wires. One may wonder how this could be possible, and this will be discussed later on in this paper. At any rate, this type of technology could be proven useful in a household with a lot of computer users to even a single household user with a desktop PC and a laptop. It all depends on the frequency of use for the system, which now and days majority of households depend on computer technology in one way or another. Currently, there are four types of wireless networks available: Bluetooth, IrDA, HomeRF (SWAP), and WECA (Wi-Fi). The difference between them is the range from slow and inexpensive to fast and expensive. Bluetooth is not readily available on the market, and WECA (Wi-Fi) is mostly used in offices instead of homes because it is expensive and complicated to set up (How wireless networking w ...

Mass Number Definition and Examples

Mass Number Definition and Examples Mass number is an  integer (whole number) equal to the sum of the number of protons and neutrons of an atomic nucleus. In other words, it is the sum of the number of nucleons in an atom. Mass number is often denoted using a capital letter A. Contrast this with the atomic number, which is simply the number of protons. Electrons are excluded from the mass number because their mass is so much smaller than that of protons and neutrons that they dont really affect the value. Examples 3717Cl has a mass number of 37. Its nucleus contains 17 protons and 20 neutrons. The mass number of carbon-13 is 13. When a number is given following an element name, this is its isotope, which basically states the mass number. To find the number of neutrons in an atom of the isotope, simply subtract the number of protons (atomic number). So, carbon-13 has 7 neutrons, because carbon has atomic number 6. Mass Defect Mass number only gives an estimate of isotope mass in atomic mass units (amu).The isotopic mass of carbon-12 is correct because the atomic mass unit is defined as 1/12 of the mass of this isotope. For other isotopes, mass is within about 0.1 amu of the mass number. The reason there is a difference is because of mass defect, which occurs because neutrons are slightly heavier than protons and because the nuclear binding energy is not constant between nuclei.

Sunshine center Case Study Example | Topics and Well Written Essays - 750 words

Sunshine center - Case Study Example Under the church’s control, the Sunshine is under the management of Barb who had no prior experience as a teacher, childcare provider or manager. The resignation of the first Sunshine Center committee led to the formation of a two person committee comprising of Olivia as the secretary and Sarah as the chair of the committee with the Rev. Andrew as an ex-officio member. The new committee has noticed some inconsistencies in the running of the center especially its finances. The Sunshine center need a radical overhaul inn terms of its financial management and its overall operating protocols and procedures. This paper aims to provide an outline of the organizational structure and specific internal control activities that must be in place for Sunshine Center Committee and the church to consider keeping the Sunshine Center open. The Sunshine Center lacks a clear organizational structure as Barb carrying out all the organizational duties all on her own exemplifies it. This puts her i n a position of stress because she handles every issue concerned with running the organization. Barb is responsible for both the human resource and financial management of the organization, which diminishes the effectiveness, and efficiency of the organization’s management. ... The development of a monetary or financial policy to govern how the organization’s funds will be managed is dependent on competent governance. Administration is another arm of an organization’s internal structure that is concerned with the execution of policy recommendations. Olivia who can coordinate staff duties in achieving the goals of the organization should handle this task. The primary program that is the concern of Sunshine Center is to deliver affordable childcare to the community served by the church. This endeavor should be handled like a program with its head being responsible for spearheading the goals and objectives of the center in delivering quality child care to the community. To achieve internal control according to Committee of Sponsoring Organizations of the Treadway Commission  (COSO), Sunshine Center Committee must institute changes at all levels of management and their standard operational procedures. Internal control is described as a process t hat is affected by an organization’s board of directors and management that is meant to provide reasonable assurance in the attainment of objectives and goals. Internal control ensures that there is effective and efficient operational management and reliable financial reporting. Internal controls will ensure that Sunshine center is compliant with applicable and necessary laws and regulations like the filing of tax returns with the IRS. The institution of appropriate internal controls will see Sarah and Olivia safeguard the Sunshine center’s assets. Financial reporting is the key weakness at Sunshine Center, which exposes the organization to risks of litigation from the IRS and their creditors. Instituting an internal control at the Sunshine center will ensure that the execution

Practical Lessons in Applying Accounting Standards Essay

Practical Lessons in Applying Accounting Standards - Essay Example Different genres of writing can, therefore, be used to convey messages to different types of audiences for the achievement of the author’s objectives. For instance, shopping lists are used to remind shoppers on what to buy as journals are used to deliver information to the public about particular topics. The right choice of the media is dependent on the understanding of the audience. In an attempt to develop a good understanding of rhetorical analysis, I analyzed a financial report by Bruce Pounder entitled â€Å"Practical Lessons in Applying Accounting Standards†. The case study by the accounting editor carries practical lessons that target accountants. The author got the idea of publishing the work after getting in an online discussion with colleagues about the manner in which the United States Generally Accepted Accounting Principles (GAAP) need to be applied to specific real-world situations. The publication presents the thoughts and refined discussion consensus of Pounder and his colleagues on the issue. He addresses the key questions they had discussed in their online discussion and the three main points that he thinks are core to arriving at such a conclusion. Although â€Å"Practical Lessons in Applying Accounting Standards† targets accountants who are already engaged in the accounting field, it is also helpful to those pursuing careers in accounting and business-related fields. The author discusses fundamental concepts that would prepare learners for the real world of accounting practice. In addition to providing insightful knowledge and skills that the author has in the field of accounting, he alludes to theories and researched frameworks of other equally knowledgeable accountants to provide a comprehensive look at his subject. This essay focuses on some of the rhetorical appeals and strategies that Pounder uses in his work.  

What was the short-term significance of Lord Liverpool's support for Coursework

What was the short-term significance of Lord Liverpool's support for Corn Laws 1815 in affecting support for the Conservative party - Coursework Example On the other end of the spectrum were those who were in favour of free trade and who opposed the Corn Laws as being a government concession to the land barons of Ireland and Britain, against the interest of the poor. The opinion of the latter is perhaps most eloquently voiced by Blake (170, p. 15) who assessed the 1815 corn laws from a distance of more than 150 years as ‘class biased’ †¦ ‘one of the most naked pieces of class legislation in English History, and a clear sign that the capitalist ideal was not going to prevail without a struggle’, a view clearly also later held by the authors of The Black Book.1 Yet, despite the concerns of the parties involved, Lord Liverpool was able to consolidate the opposing political forces within the Houses of Lords and Commons to pass the legislation with a 126 : 26 majority. Predictably, the poorer community fared badly as a result of artificially high corn prices and the next few years were marred by demonstratio ns and riots, followed by the passing of various pieces of repressive legislation in an attempt to control the rioters. Yet, despite these very unpopular measures, support for the conservative party and Liverpool rose - evidenced by the voting numbers during parliamentary business over the next few years. This has generally been attributed to post war problems facing Britain as well as Lord Liverpool’s skills in presenting these to his peers. This explanations is not disputed, however, this paper poses that there is a powerful additional factor, namely that once the corn laws had unleashed unrest, a fear factor developed which did not in fact constitute support for the policies of the conservative party at all but which nevertheless caused members of the parliament to act in semblance. It is also argued that this fear was by far the strongest motivation for giving continued support to the conservative party for as long as there was a danger of further riots. There can be no d oubt that the post-war problems faced by Britain in the aftermath of the Napoleonic wars were grave and that the modification to existing corn laws in 1815 can be understood as a short-term measure to avoid catastrophe. Corn laws had been in place in Britain since the 17th century and had basically consisted of a high rate of import duty imposed on a sliding scale to prevent imports and encourage exports, with import duties decreasing as corn prices increased (Fay, C. R., 1932, pp 28-43). This had kept corn prices relatively low and exports high until the middle of the 18th century when, for a variety of reasons, constant corn shortages forced frequent short-term measures to suspend import duties. In 1773 the government conceded that adjustments were required to reflect the real situation and lowered import duties to operate on a sliding scale, diminishing with increases in corn prices (Fay, C. R., 1932, pp 28-43). The underlying policies were to keep the farmers employed and making profits without inflating the price of corn to put it out of reach of the poor. The acts of 1791 and 1804 served a similar purpose, each one lowering the point at which corn import duties ceased. However, the income that was supposed to accrue from the imports did not eventuate as between 1792 and 1815 the price of corn was so high that virtually no import duty was collected (Hilton p. 3). This state of affairs continued with some further adjustments until 1804, by which time the system had been severely destabilized by the Napoleonic wars 1792-1815, which were fought along economic as well as military lines. Thus both parties engaged in economic blockades, bringing horrendous food shortages for England,

Barclays Coursework Example | Topics and Well Written Essays - 1500 words

Barclays - Coursework Example It has 140, 000 employees located in over fifty countries. It accepts deposits, transfers, protects, lends and invests money for its customers that are located in different countries. The financial organization has a long history. In 1690, two goldsmith bankers; Thomas Gould and John Freame would move from one place to another bearing the sign of the black spread eagle and would accept gold deposits from anyone visiting Lombard Street in the city of London. The black eagle sign was convenient to most people because majority of the population could not read. In 1736, the son in law of John Freame, James Barclay became a partner to the business. Years later and in 1864, the first banking house was erected in Lombard Street and the gold saving and lending business has since evolved into a classic form of financial services organization which is today known as Barclays Bank Plc in UK and that has a global banking branch network. Financial Services Barclays offers a wide range of financia l services. For instance, Barclay’s capital is responsible for managing interest rates, foreign exchange, and equity and commodity risks. Barclay’s capital specializes in three core areas namely; private equity which provides clients with the opportunity to buy privately transacted equities from private companies located in different parts of the world; credit which is comprised of investment grade and high yield bonds and loans; interest for equity products, money markets, fixed income, emerging markets, prime services and commodities. Products offered include; savings accounts, insurance, debit card, online banking, loans etc (Pang, 2009). In general, Barclays deals with retail and commercial banking, investment banking, credit cards, investment and wealth management services. The financial company offers commercial and residential mortgages to individuals and businesses and has flexible terms of repayment. Investors can obtain short term funding by the way of overdr afts which helps them avoid high exchange rate and interest costs. Overdraft provides investors with a more flexible and convenient source of working capital with a repayment period that is renewable upon expiry (Andreeva & Branda, 2009). By linking the interest rate of the overdrawn amounts to the Barclays base rate, the client is cushioned from high but fluctuating interest rates. The bank also offers standby letters of credit of financial guarantees to individual’s who would want to support their trade, corporate or personal related activities with other financial institutions. These guarantees that can also be tailor made include; bonds, maintenance guarantees, performance guarantees, retention money guarantees, advance payment guarantees, indemnities, acceptances among others (Dixon, 2009). The bank also offers a wide range of foreign exchange products including; spot exchange, forward exchange contract and option dated forward exchange contract. Besides these, the compa ny gets to provide a wide range of other financial products and services through mergers and acquisitions. Recently, Barclay’s combines its merger and acquisition and corporate finance divisions into a single unit. The move was intended to bring create a bond between coverage bankers and Mergers and acquisitions bankers who are part of corporate finance team to attract more business to the bank by driving revenue growth and offering strategic financial and investment advisory services. It also provides global ATM services by partnering with five international banks (Deering, 2004). The bank acquired Absa in

Hitler's non-traditional weapons of Wold War 2. I.E. other than Guns, Term Paper

Hitler's non-traditional weapons of Wold War 2. I.E. other than Guns, Planes, Tanks, Bombs, Gas and rockets - Term Paper Example Most of these were conventional weapons although some were an exaggerated show of might while others were discovered accidentally such as certain nerve gas weapons that had potential to be extremely damaging but never saw use in the war. Others still proved very effective in achieving set objectives of destruction and advancing the war in Germany’s favor. However, it was none of these conventional weapons that caused the most devastation. It was neither of them that made Hitler so feared and loathed in an equal measure. The non-traditional weapons gave Hitler an iron grip on those working under him during his reign (Welsch, 1998). Hitler was a master at using terror to intimidate as well as garner admiration from his followers. On more than one occasion he overruled and even had killed those he viewed as being disloyal to him or being incompetent for tasks assigned. For instance, during the advance of soviet troops toward Berlin, Goring, who tried to assume leadership from Hitler who was besieged in Berlin was ordered arrested and was removed from all positions in government. During the same period, Himmler was trying to negotiate terms of surrender with forces allied to the west. When Hitler discovered this, he had him arrested and had his representative Fegelein shot (Bullock, 1962). Hitlers promise of a more united and integrated society earned his admiration from his followers, but the reality was that he brokered deals with whomever he felt necessary to achieve his goals. Hitler got political mileage from the fact that he disregarded prior treaties and brokered deals that prevented him from achieving his goals (Welsch, 1998). Despite promising a united nation, he felt that other ethnic groups within Germany were enemies and were a stain on a potentially pure German race. His anti-Semitic views fuelled his policies and his hatred for the Jews led to one of World history’s worst mass killing acts to date;

Barclays Coursework Example | Topics and Well Written Essays - 1500 words

Barclays - Coursework Example It has 140, 000 employees located in over fifty countries. It accepts deposits, transfers, protects, lends and invests money for its customers that are located in different countries. The financial organization has a long history. In 1690, two goldsmith bankers; Thomas Gould and John Freame would move from one place to another bearing the sign of the black spread eagle and would accept gold deposits from anyone visiting Lombard Street in the city of London. The black eagle sign was convenient to most people because majority of the population could not read. In 1736, the son in law of John Freame, James Barclay became a partner to the business. Years later and in 1864, the first banking house was erected in Lombard Street and the gold saving and lending business has since evolved into a classic form of financial services organization which is today known as Barclays Bank Plc in UK and that has a global banking branch network. Financial Services Barclays offers a wide range of financia l services. For instance, Barclay’s capital is responsible for managing interest rates, foreign exchange, and equity and commodity risks. Barclay’s capital specializes in three core areas namely; private equity which provides clients with the opportunity to buy privately transacted equities from private companies located in different parts of the world; credit which is comprised of investment grade and high yield bonds and loans; interest for equity products, money markets, fixed income, emerging markets, prime services and commodities. Products offered include; savings accounts, insurance, debit card, online banking, loans etc (Pang, 2009). In general, Barclays deals with retail and commercial banking, investment banking, credit cards, investment and wealth management services. The financial company offers commercial and residential mortgages to individuals and businesses and has flexible terms of repayment. Investors can obtain short term funding by the way of overdr afts which helps them avoid high exchange rate and interest costs. Overdraft provides investors with a more flexible and convenient source of working capital with a repayment period that is renewable upon expiry (Andreeva & Branda, 2009). By linking the interest rate of the overdrawn amounts to the Barclays base rate, the client is cushioned from high but fluctuating interest rates. The bank also offers standby letters of credit of financial guarantees to individual’s who would want to support their trade, corporate or personal related activities with other financial institutions. These guarantees that can also be tailor made include; bonds, maintenance guarantees, performance guarantees, retention money guarantees, advance payment guarantees, indemnities, acceptances among others (Dixon, 2009). The bank also offers a wide range of foreign exchange products including; spot exchange, forward exchange contract and option dated forward exchange contract. Besides these, the compa ny gets to provide a wide range of other financial products and services through mergers and acquisitions. Recently, Barclay’s combines its merger and acquisition and corporate finance divisions into a single unit. The move was intended to bring create a bond between coverage bankers and Mergers and acquisitions bankers who are part of corporate finance team to attract more business to the bank by driving revenue growth and offering strategic financial and investment advisory services. It also provides global ATM services by partnering with five international banks (Deering, 2004). The bank acquired Absa in

Sources Of International Law Essay Example | Topics and Well Written Essays - 2000 words

Sources Of International Law - Essay Example 2. Customary law: International customs are the oldest and the original source of international as well as of law in general.3 Article 38 (b) of the statute of international court of justice recognises international custom as evidence of general practice accepted as law. Elements of customary law. i) Long duration: - This is true of a custom in municipal law. However, this requirement is not necessary in international law. Article 38 of the statute of the international court of justice directs the world court to apply international custom as evidence of a general practice accepted as law. Emphasis is not given on a practice being repeated 3.Oppenheim's International Law, note 4 p 25. ii) Uniformity and consistency: The custom should be uniform and consistent. In the asylum case4 the International Court of Justice observed that the rule invoked should be in accordance with a constant and uniform usage practiced by the states in question. Article 38 of the statute of the court, which refers to international custom as evidence of a general practice, accepted as law. In its judgment of 27 June, 1986 in the case concerning Military and paramilitary activities in and against Nicaragua5 while referring occasional violations of the principles of non- intervention the International Court of Justice observed: "It is not to be expected that in the practice of states the application of the rules in question should have been perfect in the sense that states should have refrained, with complete consistence, from the use of force or from intervention in each other's internal affairs. The court does not consider that, for a rule to be established as customary, the corresponding practice must be in absolutely rigorous...Whenever an international court decides an international dispute its first endeavour is to find out whether there is international treaty, the decision of the court is based on that treaty. According to article 2 of the Vienna convention on the law of the Treaties, 1969, "A treaty is an agreement ii) Uniformity and consistency: The custom should be uniform and consistent. In the asylum case4 the International Court of Justice observed that the rule invoked should be in accordance with a constant and uniform usage practiced by the states in question. In its judgment of 27 June, 1986 in the case concerning Military and paramilitary activities in and against Nicaragua5 while referring occasional violations of the principles of non- intervention the International Court of Justice observed: "It is not to be expected that in the practice of states the application of the rules in question should have been perfect in the sense that states should have refrained, with complete consistence, from the use of force or from intervention in each other's internal affairs. The court does not consider that, for a rule to be established as customary, the corresponding practice must be in absolutely rigorous conformity with the rule."6 iv) Opinion juris et necessitates: - According to arti

The First Day of High School Essay Example for Free

The First Day of High School Essay Right when I got out of the car, I had no clue where to go, I’m accustomed to walking through the middle school doors and going to unite with all my friends after a thrilling summer, but today was different. It was my first day of high school and I was about to go on an adventure. I finally reached my destination, the freshman courtyard, and I walked into my first period class. I sat down, looked around and thought to myself, â€Å"I know absolutely no one! † Then the bell rang and my teacher walked in. First thing that came out of her mouth was, â€Å"So who has their summer reading assignment?! and I sat there in astonishment. In middle school, on the first day, it’s usually all about rules, rules, and more rules! And how the classroom should be, but no! Not in high school. It was more of, â€Å"You’re in English honors, let’s get to work and write an essay! † Well wasn’t that a surprise. Later throughout the day, I finally saw some of my friends and felt more comfortable that there were people I knew. I was starting to enjoy my classes, and I got to know my teachers a little more, but now it was 5th period lunch and Man was I hungry! When I walked into the lunchroom, I stopped in bewilderment on where to go; there were swarms of people everywhere I turned, freshman, sophomores, juniors, and even seniors. There was a snack line, soda machines, and an abundance of tables that filled the cafeteria. You could even sit outside! It was a humongous difference from middle school; we have so much more freedom. Speaking of freedom, did I mention how spectacular it is in high school compared to middle school?! In class, we get to work together and have immense amount of free time; we can also take our phones and iPods out more often. During passing we can have our phones out and can’t get in trouble for it! The best part of all is we can have any  electronic devices out at lunch and we can go to two different places, the media and the learning lab. It is so much more suitable than being locked up in captivity all day long. Some people would expect high school to be stricter than middle school and have countless rules. Actually, it is uncomplicated, less strict and more intriguing. When I was in middle school I still felt like a little kid, but now that I am in high school I feel like I am turning into a mature adult.

Theories in group work

Theories in group work Reflection on group task This essay is going to reflect on learning gained from a group task carried out in the unit lectures. I will explore the theories which inform group work, inter-disciplinary and collaborative working and the application of these theories in relation to the group work. I will also identify how I will develop my practice in relation to my current skills and areas for development. Finally, I will also reflect on how I have developed my self-awareness, professional values and professional development, in relation to group work task and how this will inform my future professional practice. Toseland and Rivas (2008) define group work as a goal directed activity aimed at accomplishing tasks. Members of the group have the opportunity to share ideas, feelings, thoughts, beliefs, engage in interactions and also share experiences. The group members develop feelings of mutual interdependence and a sense of belonging. Martin and Rogers (2004) define inter-disciplinary working as a team of individuals with different professionals working collaboratively with a shared understanding of goals, tasks and responsibilities. This collaborative working is needed when the problems are complex, a consensus decision is required and also when different competencies are needed. According to Cheminais (2009), the approach to the collaborative working requires clarity on roles, power, accountability and strategic planning. Salas et al. (2012) states that, group work was developed from a philosophy of people working together for mutual gain and theories later emerged to provide clarity regarding the dynamics of groups and to provide an understanding of human behaviour. A group or team can be understood by looking at Tuckman and Jensen’s (1977) model of group formation which comprise of forming, storming, norming, performing and later adjourning. According to Tuchman and Jensen (1977), the forming stage of a group involves clarifying common interests and roles to be played. Martin and Rogers (2004) states that, in an inter-disciplinary team this is the stage where membership is established, team purpose is clarified, roles and boundaries are decided and interpersonal relationships begin. According to Tuchman and Jensen (1977), the storming stage may involve the problem-solving processes and this is usually where conflict emerges. If the conflict is unresolved, it can inhibit the team’s prog ress. The norming stage usually involves the clarification of the task and establishing the agenda. This stage involves belonging, growth and control. The performing stage involves the allocation, implementation, and evaluation of the task. Finally, the adjourning stage can include the celebration of task completion. Reflecting on the unit group task, I think my group went through Tuckman and Jensen’s (1977) model group formation which included the â€Å"forming†stage in which the group purpose was clarified. The group went through the â€Å"stormimg† stage and at that point, there were disagreements on what should be included and how the task will be presented. One of the group members suggested that a role play was ideal for the presentation and I was not comfortable with the idea, as I thought that all of the information was not going to be included in the role play. I was anxious, as I had not get the general picture of exactly what the role play was about. I alsofeltanxious as other members elected me to take the lead role as I had experience in working with psychiatrists. At that time I felt that the team wanted me to do most of the task and I rejected their ideas they were putting forward. I think I did this unconsciously because I realised my actions later on when my group members gave feedback. The group also decided that we give ourselves time to research on the topic given (norming stage) and then meet the following week. I was very frustrated to find the following week that some of the group members did not bring the material they had researched. As I have worked with psychiatrist before and had researched I took on the lead role and shared the information I had. Belbin’s (2010) work identified roles in teams which each offer positive contributions to team working. The roles include innovator, implementer, completer, evaluator, investigator, shaper, team maintainer, co-ordinator and expert. Reflecting on Belbin’s (2010) group roles, each team member brought strength and perspectives grounded in their discipline and experience. During the group work task, I had the experience and knowledge in relation to the task and I found myself leading the group on sourcing information. I got positive feedback from my group colleagues such as, â€Å"goal oriented, researched well on the topic, contributed well and very good ideas on the role play†, however I was criticised for being inflexible with ideas of others. I think I took the role of an implementer who turns ideas and decisions into tasks and actions but inflexible and reluctant to change plans. However from my previous placement I think I took the role of an investigator in a proposed group project of working with young mothers to enable them to gain independent skills. The project failed because I lost interest as a result of constraint in obtaining the resources. In Belbin’s (2010) model, an investigator explores opportunities and resources from many sources however can jump from one task to another and lose interest. Looking back at it, I think this was because I tend to do things in a structured way and task oriented. The resources in the organisations did not allow me to do the task in time and I end up losing interest. I later understood the situation of working in an organisation team by looking at the group system theory. According to Connors and Caple (2005), group systems theory provides an understanding and working with teams or groups in an organisation as it goes beyond a focus on the individual or interpersonal exchanges. They suggested that, a group systems theory is influenced by the interactions within the group and by the external environment. All the group members influence group dynamics however, the organisation in which the group work may impacts the group work with its boundaries, power structures that make decisions and the resources it allocates for group work. The environment impacts the group and the group can impact the larger social environment. I abandoned a project which was going to benefit the young mothers and in a way the community as well. In group systems theory, a change in any part of a system creates change in that system and in the other systems in which it is embedded. Another form of group theory emerged from Bion (1989) who viewed the group working as a collective entity and was concerned with overt and covert aspects. Bion (1989) suggested that overt aspects are the task and purpose of the group. The covert aspects are the unconscious emotions and the basic assumptions of group functioning. Bion (1989) also proposed three basic assumptions in group working. He suggested that there is the dependency group, which assumes that security and protection can be obtained from the group leader. Members expect the leader to have all the answers. As a result, individuals may act helpless and incompetent in the hopes that the group leader will carry the responsibilities. This was evident in my group as they assumed that as I am a mental health nurse and had worked with psychiatrist before, I will have all the information at hand. When this did not occur, group members become angry or expressed their disappointment by acting incompetent and not doing enough research. Bion’s (1989) other basic assumption is the fight-flight group. Examples of flight include absences and fight is demonstrated by resisting reflection and self-examination. In inter-disciplinary working, flight is demonstrated by blaming management for the failure of team work. The final basic assumption identified by Bion (1989) is the pairing group where two group members form a bond. The rest of the group may become inactive as the pair rely on each other and exclude other group members. Salas et a.l (2012) state that, it is necessary to develop a theoretical framework to guide group practice and to support my techniques and interventions. I am responsible for formulating my own theoretical framework that is derived from the synthesis of theories and that is aligned with my natural views and inclinations. To achieve this it is imperative that I be self-aware and grounded in theories of small group work, including the strengths and limitations of the theories. Only then I can select theories and interventions that are advantageous and appropriate fit for the client. The Health and Care Professions Council (HPCP) (2012) also states that, I should understand the key concepts of the knowledge base relevant to social work so as to achieve change and development. Gilley et al. (2010) suggested that the purpose of a group is to accomplish the task and for the practitioner to develop problem-solving skills. As a social work student, in order to work collaboratively, I need to develop skills, knowledge, and attitudes in conflict resolution, problem solving, communication, organisational understanding, decision making, and task coordination. This is imperative as I will be working in teams with other professionals or agencies. From the unit group work, I have learnt that co-operation is vital for effective teamwork. Acknowledging and respecting other opinions and viewpoints while maintaining the willingness to examine and change personal beliefs and perspectives are some of the skills I have learnt. I also now have an understanding of the importance of accepting and sharing responsibilities, participating in group decision-making and effective communication. I have also developed skills in exchanging of ideas and discussion and also how to relay and support my own viewpoint with confidence. As a future social worker, specific leadership skills are required to manage an inter-disciplinary team, so I need to develop skills in the ability to recognise the challenges inherent not only in group dynamics, but in trying to blend the different professional cultures represented in the team. According to Crawford (2012), to work effectively and confidently with other professionals, I need to understand my own professional identity as a social worker. The HCPC (2012) states that, I need to be able to engage in inter-professional and inter-agency communication and work in partnership with other agencies as part of a multi-disciplinary team. It is also vital that I develop self awareness of my behaviour and values. According to Hall (2005), values are internalised, therefore they can create obstacles that may actually be invisible to different team members. Therefore the professional values must be made apparent to all professionals involved. Through experiences in group work feedback received from other group members and self observation, I have learnt about my maladaptive style of interacting with others and perceptual distortions. I have also learnt that I need to acknowledge and appreciate the differences and adjust, adapt, and mirror interpersonal interactions when interacting with others. If faced with the same situation again I would try to take into consideration other people’s ideas and also take into consideration that, as people we are different and we have different approaches to tasks. References Belbin, R. M. (2010) Management teams. 3rd edn. Oxford: Elsevier Limited Bion, W. R. (1989) Experiences in groups and other papers. New edition. London: Routledge Cheminais, R. (2009) Effective multi-agency partnerships : putting every child matters into practice. Dawsonera [Online]. Available at: https://www.dawsonera.com/readonline/9781446203514/startPage/38 (Accessed: 13 January 2014) Connors, J. and Caple, R. (2005) â€Å"Review of group systems theory†,Journal for Specialists in Group Work, 30(2), pp. 93-110, SocINDEX [Online]. Available at: http://0-ehis.ebscohost.com.brum.beds.ac.uk/eds/pdfviewer/pdfviewer?vid=5sid=a5e06866-f590-4862-bcbb-3dea9991c6f0%40sessionmgr4005hid=4108 (Accessed: 30 December 2013) Crawford, K. (2012) Interprofessional Collaboration in Social Work Practice. London: sage Publications Limited Gilley, J.W., Waite, A.M., Coates, T., Veliquette, A. and Morris, M.L. (2010) Integrated theoretical model for building effective teams,Advances In Developing Human Resources12(1) pp. 7-28.SCOPUS [Online]. Available at: http://0-ehis.ebscohost.com.brum.beds.ac.uk/eds/detail?sid=a5e06866-f590-4862-bcbb-3dea9991c6f0%40sessionmgr4005vid=10hid=4108 (Accessed: 30 December 2013) Hall, P. (2005) â€Å"Interprofessional teamwork: professional cultures as barriers†,Journal of Interprofessional Care19 pp. 188-196. CINAHL [Online]. Available at: http://0-ehis.ebscohost.com.brum.beds.ac.uk/eds/pdfviewer/pdfviewer?vid=13sid=a5e06866-f590-4862-bcbb-3dea9991c6f0%40sessionmgr4005hid=4108 (Accessed: 12 January 2014) Health and Care Professions Council (2012) Standards of proficiency. Available at: http://www.hpc-uk.org/assets/documents/10003B08Standardsofproficiency-SocialworkersinEngland.pdf (Accessed: 20 January 2014) Martin, V. and Rogers, A. M. ( 2004) Leading interprofessional teams in health and social care. Dawsonera [Online]. Available at: https://www.dawsonera.com/readonline/9780203505359/startPage/139 (Accessed: 10 January 2014) Salas, L. M., Roe-Sepowitz, D. and Le Croy, C. W. (2012) â€Å"Small group theory†, in Thyer, B. A., Dulmus, C. N. and Sowers, K. M. (eds) Human behavior in the social environment: theories for social work practice. Dawsonera [Online]. Available at: https://www.dawsonera.com/readonline/9781118227251/startPage/363 (Accessed: 15 January 2014) Toseland, R. W. and Rivas, R. F. (2008) An introduction to groupwork practice. 6th edn. Harlow: Pearson Education Limited. Tuckman, B. W. and Jensen, M. A. (1977). â€Å"Stages of small group development revisited†, Group and Organizational Studies, 2(4) pp. 419- 427. Available at: http://www.freewebs.com/group-management/BruceTuckman(1).pdf (Accessed: 30 December 2013)

Romeo And Juliet - What Is Love? :: essays research papers

Has Shakespeare convinced you that Romeo and Juliet are in love at the end of act one? What is love? Love means a warm liking or affection for a person, affectionate devotion. Does the way Romeo describe Juliet sound like love to you? In my opinion love does not occur at first sight, it is something that you need to work towards. Romeo just describes Juliet’s beauty and not her inner-beauty. â€Å"Beauty too rich for use, for earth too dear!† Romeo is just saying how beauty like that is too good for the earth. When Romeo says â€Å" O dear account! My life is my foe’s debt,† he is saying that his life and love is in the hands of an enemy! This is a very harsh statement to say considering he has never talked or meet Juliet Capulet. Think of Shakespeare’s choice of words and the way he incorporates them into the play. Do his choice and arrangement of words; make you think, about Romeo and Juliet’s love? If you thought Romeo was going to extremes wait until you hear about Juliet. Immediately after meeting Romeo, she tells the nurse â€Å"If he be married, my grave is likely to be my wedding-bed.† Juliet is saying that if she could not marry him she would rather be dead. Remember Juliet is saying this with out even knowing Romeo’s name. Juliet asks her nurse who that fine gentleman is, the nurse quickly replies â€Å"His name is Romeo, and a Montague; the only son of your great enemy.† Shakespeare makes you wonder if Romeo and Juliet are actually in love. Since this play was written 400 years ago, the world has changed significantly, but the emotions and way of thinking in this play have withstood the test of time. This is why movies, such as Romeo and Juliet in (1996) were so successful. Shakespeare's play and the movie showed they have many similarities and many differences, but one thing remains, they all use universal truths to relate to their audiences. As it stands, I do not believe that Romeo is in love with Juliet, but Juliet is in love with Romeo.

Career Passports and Career Portfolios Essay

Portfolios have long been used in some professions to showcase professional work and skill. In education, portfolios have also been used for assessment, including self-assessment (Lankes 1995; Pond et al. 1998). Both career portfolios and career passports reflect this dual focus—students assess themselves in the process of developing a product, and the resulting product showcases and documents their experiences and skills. A distinction is sometimes drawn between a portfolio as developmental and a passport as summative (Bridging the Gap 1993). With portfolios, more emphasis is put on the developmental process of self-assessment, planning, and goal-setting; with passports, more emphasis is put on the final product that sums up the results of the process and communicates them to others. In practice, however, both passports and portfolios represent a combination of developmental process and summative product. The value of the passport or portfolio is also twofold: students come to an awareness of their own skills and experience, and employers have richer, more detailed information for hiring decisions than is provided in transcripts and diplomas. As early as the mid-1980s, Charner and Bhaerman (1986) advocated a Career Passport as a way for secondary students to identify and document their work and nonwork experiences and to translate those experiences into statements of skills specifically related to work. The process was necessary for students to understand what they had to offer to employers; the resulting Career Passport provided employers with critical information to supplement the information in school transcripts or even resumes. The Ohio Individual Career Plan (ICP) and Career Passport. The Ohio Career Passport is the capstone of students’ career decision-making process, begun before the ninth grade (Gahris n. d. The planning and decision making involved in the ICP process lead to each student’s Career Passport, an individual credential housing an array of formal documents that students use in the next step after high school. Components include a letter of verification from the school; a student-developed resume; a student narrative identifying career goals and underlying rationale; a transcript (including attendance); diplomas, certificates, licenses, or other credentials; and a list of any specific vocational program competencies. The state recommends housing tho se components in a consistent, easily recognizable folder. Students develop ICPs through career interest and aptitude assessment, exploration experiences, preferably through job shadowing, and annual review and revision in high school. The ICP and Career Passport can be developed in any statewide curriculum area but most often this occurs in English or social studies, with assistance from the computer instructor and guidance counselor. Classroom support materials include elementary, middle, and high school Career Development Blueprints and sample activity packets (Classroom Support Materials n. d. ). All Ohio schools are required to provide students the opportunity to complete the ICP and Career Passport in a structured classroom setting and local school boards may make the Career Passport a graduation requirement for their district, although parents may choose not to have their child involved. The South Dakota Career and Life Planning Portfolio. The Career and Life Planning Portfolio is a collection of work that documents a student’s skills, abilities, and ambitions (Division of Workforce and Career Preparation 1999; â€Å"DWCP Wins National Award† 2000). Usually organized in a standard jacket with color-coded folders, documentation can include both examples of work and information on career and education planning, skills employers want, projects/work samples, and assessment results. The Portfolio, which is not required, can be used for a variety of educational purposes, but its ultimate use is to house the projects and work samples that demonstrate to a prospective employer that the student has the skills and talents the employer needs. Based on a model developed by the Sioux Falls School District and tested at 25 state high schools, the Portfolio is accompanied by curriculum materials, activities, and resources for teachers. Career Certificates The Wisconsin Employability Skills Certificate. The Employability Skills Certificate Program is designed for students who do not participate in the Cooperative Education Skills Certificate Program and the Youth Apprenticeship Program (Lifework Education Team 2000). The Employability Skills Certificate, issued by the Wisconsin Department of Public Instruction, recognizes students’ mastery of the employability skills identified by the U. S. Department of Labor’s Secretary’s Commission on Achieving Necessary Skills (SCANS). To participate in the voluntary program, local districts must provide three required components: Instruction and assessment of SCANS skills—Instruction can be provided in any curriculum area, and demonstration and assessment can occur either in the school or in the community. School-supervised work-based learning experience—Considerable flexibility is allowed for local districts in providing work-based learning experiences, which can include existing cooperative education, work experience, internships, or service learning programs. A minimum of 180 total work hours is required; occupation-related instruction is not required. Career planning—Working with parents and school personnel, each student develops a written Individual Career Plan (ICP) to make appropriate career, educational, and occupational choices. The ICP identifies tentative career goals and concrete, specific steps after high school to realize those goals; schools manage the ICP process and provide objective data both for original development and periodic reevaluation. The Connecticut Career Certificate (CCC). Part of the continuing School-to-Career (STC) system, the CCC verifies that a student has mastered a set of employability, academic, and technical skills identified in a partnership between the state Departments of Labor, Education, and Higher Education and the Connecticut Business and Industry Association (Connecticut Department of Labor 2001; Stickney and Alamprese 2001). The CCC is awarded by state-approved local districts to students who achieve all required competencies in one of eight career clusters. Academic standards (reading, writing, communication skills, math, science, and computer knowledge) are based on state-determined levels of performance on one of four assessments: Connecticut Mastery Test, administered to all 8th-grade students; the Connecticut Academic Performance Test, administered to all 10th-grade students; the voluntary Scholastic Assessment Test; or the voluntary Comprehensive Adult Students Assessment System, Level C or D. Employability standards (attitudes and attributes, customer service, teamwork, and adaptability), which are integrated curriculum frameworks for all eight career clusters, are correlated with SCANS skills. Both academic and employability standards are common across all eight career clusters, whereas technical skills and standards vary by cluster. The number of CCCs awarded has increased from 101 statewide in 1997-98 to 569 in 2000-01. More substantial percentages of high school students participated in STC career development activities—for example, 72 percent in career counseling and 50 percent each in career interest surveys and portfolio development. The Oregon Certificates of Mastery. By the school year 2004-05, all Oregon high schools will be required to offer the Certificate of Advanced Mastery (CAM). Designed to prepare students for success in their next steps after high school, the CAM documents each student’s academic and career-related knowledge and skills (Oregon Department of Education 2001). In the 2001 CAM model, academic skills include state performance standards in English (reading, speaking, and writing) math, science, and social science; these are four of the seven standards required for the state’s Certificate of Initial Mastery (CIM), which also include art, second language, and physical education. CAM candidates can meet the four required CIM performance standards either through CIM knowledge and skill tests or through CIM work samples. The six career-related learning standards—†fundamental skills essential for success in employment, college, family and community life† (p. 2)—include personal management, problem solving, communication, teamwork, employment foundations, and career development. To earn a CAM, each student must develop, review, and update an education plan for next steps after high school; develop an education profile to document progress and achievement; meet performance standards for applying academic and career-related knowledge and skills in new and complex situations; demonstrate career-related knowledge and skills; participate in planned career-related learning experiences; and satisfy the four CIM standards. Students can select specific areas of their education profile to document and communicate specific knowledge and skills to specific audiences, such as employers, and supplement that with a record of personal accomplishments, experiences, and skills. Other examples could be added to those presented here. Oklahoma’s 2001 Career Activity File: Career Portfolios K-12 (2001), Arizona’s Career Pathways: An Implementation and Resource Guide (1997), and Michigan’s proposed Content Standards and Working Draft Benchmarks for Career and Employability Skills (Using Employability Skills 1998) all address the same need for students to communicate knowledge and skills not captured well by traditional diplomas and transcripts. Whether an empty structure to fill or a carefully defined credential to earn, career passports, portfolios, and certificates provide a new means for students to document the whole range of knowledge and skills—employability, academic, or technical—they have to offer to employers. Effective practices in developing and using career portfolios and passports involve defining the roles of different actors, addressing issues of portfolio or passport design, and facilitating students’ developmental process (Wonacott 2001). Issues related to career passports, portfolios, and certificates that have not yet been addressed include student outcomes and success (e. g. , employment, starting salary), program coordination and cooperation across states, and the possible development of a national model.

Remember the Titans: Movie Review

The arrival of African slaves, sold in the plantations of colonial America, definitely triggered a superior-inferior relationship and mentality between â€Å"the whites† and â€Å"the blacks†. This present-day culture, resulting from a society of masters and slaves, has struggled against central concepts deeply rooted in the nations past . With strong cultural values on racial discrimination, the path towards the concept of racism in America was a vital moment in the course of the nation’s history. Social concepts and attitudes could not be altered overnight, but it can be altered. Indeed, in the quest for social progress, the struggle for equality has gone a long way, with black Americans now holding high-ranking positions in specialized fields in government and society. The issue on racism started when slave ships arrived in America from the coasts of Africa in the 17th century . Since then it has haunted and continues to haunt the history of the American nation. Racism was generally an issue in Americas history, which included sports as well. Race limited the sporting opportunities of many Americans (mainly African American). During the 1920s, few blacks played in the National Football League before being unofficially banned in the 1930’s. That eventually changed and today it is a sport dominated by mostly African Americans. In the mid 1880’s, whites rejected racially integrated baseball. This changed in 1947, when Jackie Robinson became the first African American to play Major League baseball outside of a segregated black league. He became a living milestone for racial equality and changed the sport of baseball forever. Many stories like these became inspirations to future movies. Many movies, as in numerous things or behaviors in life, show social psychology. In movies (whether they are illustrating racism, pro-social behavior, unselfishness, or even aggression) there are fundamental themes or life lessons to be learned. Throughout the history of sport, you can see that it has collided with several cultural values: gender, class, ethnicity/racism, religion, or region. In the film â€Å"Remember the Titans†, we see a cultural environment in 1971 refusing to accept the idea of racial equality (the main issue raised in the movie). The film displays the issue of racism and illustrates how one can overcome prejudice by uniting for a ommon cause or goal. During the course of this movie, there were many social behaviors at work that dealt with racism and discrimination. These obstacles didn’t stop the football team from socially overcoming those difficulties. In brief, this film is about two schools in Alexandria Virginia that integrated in the early 1970s to form T. C. Williams High School. The white head coach of the Titans (Coach Bill Yoast) is replaced by an African American coach from North Carolina (Coach Herman Boone). Tensions arise when players of different races are forced together on the same football team. Many of these tensions are eased during the two-week training camp in Gettysburg, Pennsylvania. When players returned to Alexandria the players found the city in turmoil due to the forced desegregation of the high school. As the season progresses the team's success caused the community to accept the changes. After the Titans' perfect season, the team and the city were closer than ever. There were many scenes in the film that were meaningful to the theme of racism. One important scene is at the Gettysburg battle location. Here, Coach Boone makes an impacting speech to the players on overcoming their racism. During Boones speech there is a shot of Boone and the cemetery behind him. This gets the viewer to focus on the words he is saying as well as the cemetery behind him. While looking at the players, Coach Boone says â€Å"Fifty thousand men died right here on this field†¦ fighting the same fight that we’re still fighting among ourselves†. When they got back to the camp, during a training session, the two captains shout the chant, â€Å"left side† â€Å"strong side† to each other. This shows a new understanding and respect towards each other. They impact the rest of the team, which then come together as well. Gettysburg is the turning point in the film, where the players overcome their racism. Another important and meaningful scene is one of the locker room scenes. The scene starts off with everyone laughing with one another while making â€Å"Mama Jokes†. Then, the radio is turned on and the song â€Å"Ain’t No Mountain High Enough† by Marvin Gaye comes on. The title of the song alone gives great symbolism, showing that racism can be conquered. Slowly but surely, the tension between the players (and eventually the community) diminished. The scene where a few of the players call a team meeting in the gym is another relevant scene. The players get a sense that they’re good because they won a few games. They came together in camp, but they returned back to school and the â€Å"world† told them that they didn’t belong together. In that gymnasium they come together in singing, clapping, and a huddle to conclude the scene. The story of â€Å"Remember the Titans† is not about football. It is about the times of inequality, racism and narrow-mindedness. Students refused to go to class with those of a different race and adults did not want to associate with others that did not look like them. This movie is about the struggle for civil rights, but what makes this movie great is the struggle the football team faced to become one to work together to attain a common goal. Sports made this a powerful movie. Watching the players come together proved it is okay to be friends with, associate with and even care for people that don't necessarily look like you. If the T. C Williams Titans had a lesser role in the movie the concept of coming together (no matter what your background is, even when everyone else is divided) would not have been as strong.

Gladiator Powerplay Essay

Gladiator is a film about Maximus, a roman general who was to be the next emperor, succeeding Aurelius. Aurelius’ son Commodus gets angry and jealous at the fact that he was not chosen by his father to be next in line. He then proceeds to kill his father and orders Maximus to be killed. Maximus flees but finds out that his family has been murdered. He later gets enslaved and becomes a gladiator, where he trains under Proximo who also was a former gladiator. He then starts a journey to get the peoples power and to gain revenge over the person who killed his own family (Commodus). Imperial or political power play * Maximus has to gain the trust and power from the general public * Commodus is jealous that he did not get picked as the next emperor * Maximus is shown as being fearless which makes the crowd like him even more * Maximus has nothing to lose, so Commodus can’t do any more damage to his public image * Maximus was shown to be a noble and powerful Roman general Power play in relationships * Maximus and Commodus has a strong tension to show each other who has more power * Commodus and Aurelius had a bitter relationship and ended in Commodus murdering Aurelius * Maximus and Proximo where Maximus had learnt to become a fearless gladiator * Commodus’s guards and Proximo, where Proximo gets murdered * The People and Commodus

Drugs on University Campus Coursework Example | Topics and Well Written Essays - 500 words

Drugs on University Campus - Coursework Example The students are involved in consuming drugs and alcohol usually is more likely to get C grade GPAs. It is a major factor of dropping out of students. One third of young people who died in accidents are drunk. Approximately half of the young people from age 16 to 24 tried drugs at least one time. Use of alcohol, ecstasy, cocaine and cannabis is drastically increasing on campuses and it can lead to morally corrupt society, it started when students see their friends taking drugs and they want to try it too and they get addicted. But the ratio of students who are taking drugs is low as it may be thought the ratio is higher, According to study of Drug culture on UK Campuses 45% of students not at all make an effort to take any form of illegal drugs, nevertheless 90% of students believed that their friends involved in consuming drugs (Friedberg, 2012). According to the survey report 77% students take cannabis, 39% ecstasy and 24% cocaine on campuses. Students are cautious while taking LSD as 61% of students never tried this. One research conducted online and questioned 1401 students, just 3% of the students said they never want to tried cannabis, now you can assume how radically use of this type of drugs increasing. (Friedberg, 2012) Drugs are illegal and by consuming it students get a risk of affecting their mental and physical health, these drugs make young people lead to unprotected sex and it cause STDs and unplanned pregnancy. The legal penalties are severe as if found guilty, possession of A class drugs can lead to 7 years of prison and if found guilty. As a result, then students waste their years to attend school. Most of the students nearly more than half percent of students when arrived at university they already have know how of drugs and they had to used them regularly before arriving at university. A very big numbers of students tried drugs by the age of 16. Many of the students smoke cigarettes and some of them tried

Auditing research paper for the Maybe It Was, But We Weren't case

Auditing for the Maybe It Was, But We Weren't case - Research Paper Example Relating to this case, the determination of the reports issued by Friday as appropriate or otherwise, has been taken into concern as a primary objective of this paper. Moreover, the significant terms associated with auditing like ‘scope limitation’, ‘limited engagement and ‘piecemeal opinion’ have also been considered and related to the case in the discussion of this paper. Most significantly, how Friday should submit the auditor’s report to the Board of Directors as on its performance for the Year 3 and Year 2 from a comparative perspective has also been considered in the discussion of this paper. INTRODUCTION The perception of audit or auditing is principally described as a procedure of verifying and examining the accounting as well as financial records of a particular company. It has often been argued that the organizations belonging to this modern day context normally conducts auditing for the purpose of adding credibility to their respectiv e financial statements resulting in analyzing along with recognizing the chief financial areas that are required to be enhanced. It has also been apparently observed in this regard that the modern organizations often attempt to prioritize auditing due to rising complexities particularly in the overall business or operational procedures and the decision-making systems (Gupta 1-2). In specific terms, the aim of this report is to analyze the approaches adopted and executed by the Certified Public Accountants (CPAs) appointed within Friday & Co (Friday) who are again bestowed with the sole responsibility of auditing the financial statements of Johnson Company. It has been viewed in this similar concern that the CPAs have audited the financial records or the statements of Johnson Company and duly expressed a sort of incompetent opinion on the balance sheet only, deciphering a degree of negligence when considering other forms of financial statements. In this regard, a balance sheet depict s a financial statement which recapitulates liabilities, shareholder’s equity and assets among others with respect to a particular company. It is often regarded as a condensed financial record or a statement that portrays the monetary position of a business entity on a specific date. The other forms of financial statements might generally embrace an income statement along with a cash-flow statement, statement concerning retained earnings as well as profit and loss statement among others (Nelson 193-194). According to the case, it has been apparently observed that the CPAs of Friday had expressed an unqualified opinion on the balance sheet of Johnson Company as on December 31, Year 2. Specially mentioning, Friday did not note the inclusion of the physical inventory as of December 31, Year 1, on the grounds that the transaction took place prior to the appointment of auditors. However, the report indicates certain critical issues or aspects related with auditing concerns. For in stance, the first aspect was mainly concerned on the reason owing to which the opinion was issued only on the balance sheet as on Year 2. The second aspect that has been recognized in this context had been concerned about judging whether the issuance of an unqualified opinion by the CPAs of Friday, only for year 2 was appropriate. If otherwise, what are the suitable ways of disclosing or reporting the case? Finally, the other critical issue that has been viewed to appear in this case scenario was concerned with the fact that is it

REFLECTION ON INTERNATIONAL MARKETING Essay Example | Topics and Well Written Essays - 1250 words

REFLECTION ON INTERNATIONAL MARKETING - Essay Example Additionally, international markets are characterised by a wide range of market forces that may limit the success of particular products that do not conform to the market forces. Some of the pertinent issues that may affect the success of a product in the market includes the skin colour of the people, their cultural aspects, and even their general attitude towards specific products. For instance, in Asia, the idea of a bright skin colour is a sensitive issue that influences the sale of beauty products. As such, organizations that consider entering the international market should be prepared to conform to these market forces to avoid the risk of opposition from their potential customers. Unilever is one of the organizations that have faced a market resistance from their sale of skin whitening products in Asia. International marketing strategy demands that an organization conforms to the ethical aspects of the new market to avoid igniting moods and emotions that may affect their operat ions. In the Asian market, there has been an upsurge of the demand of beauty products, a trend that has attracted many beauty product organizations to venture into this market. McDougall (2013, Para. 2) pointed out that Asia contributes to a large extent to the expanding beauty market that is expected to hit $19.8 billion by the year 2013. In Asia particularly, the market for beauty products has expanded due to the great desire of citizens to lighten their skin as a way of conforming to the notion that dominates in this environment that the bright skin is a symbol for superiority while darker skin symbolizes a suppressed person in the society. In China, India, Japan and Thailand, the people have learnt to associate light skin with beauty, youthfulness and success. Additionally, the demand has heightened due to the change of use of these skin lightening chemicals. Traditionally, these products were used for facial care yet currently the products are used for whole body care. Resultan tly, the market is expected to grow rapidly for at least five years in the near future. Consequently, multinational organizations, such as Unilever, have identified this as a potential market for sale of beauty products. However, the organizations seem to have undermined the concept of consumer behaviour that Samli (2013, P. 2) regards as a giant market force in the 12st century business environment. Skin colour has been a controversial issue in the Asian society that has sparked a great debate on the definition of beauty in this market. The nortion that bright people are superior to the white people has lead to a vicious discussion as most activists regard this kind of attitude as an act of discrimination that must be eliminated once and for all in the society. One of the activists against colour discrimination, Nandita, has launched a campaign to declare that â€Å"Dark is beautiful† as a way of fighting this issue that has generated mixed emotions in this country (Daily Ne ws, 2013, Para. 1). Being a popular actress, Nandita has garnered a lot of public interest among the black people who have shown their support of the campaign to fight against colour and racial discrimination. This campaign is similar to the campaign in Senegal that declares that â€Å"Don’t Bleach, black is beautiful† to assert the public that beauty is beyond the skin colour. From this point of view, skin colour is a matter that is likely to influence the consumer behaviour in the Asian market and taking precaution is the only way to