In the Face of Betrayal, Lewis Discovers Loyalty Cosi Essay

The play ‘Cosi’, written by Louis Nowra, is set in 1971 amidst the chaos of the Vietnam War. Australia’s involvement in the war was a topic of great controversy, and being the first televised war, reality was brought crashing into the lounge rooms of Australians. The horrific images displayed in people’s homes sparked anger from those involved in the fight against communism and conscription. The loyalty of Australians was heavily tested during these times, with society divided in their support of anti-communism. Nowra exposes the audience to the harsh treatment of those living in mental institutions during these times; a result of society’s’ predisposition to neglect those labelled ‘insane’ in the 70’s. Through the play he encourages the audience to ignore these perceptions and recognise the mentally ill as equals instead of undermining them. Furthermore, Nowra highlights society’s conflicting attitudes towards love and fidelity. When compared to the barbarism of the war, faithfulness was often viewed as irrelevant. However contending this idea, Nowra expresses the need for loyalty and taking care of one another, even when confronted with seemingly more ‘important’ matters. Through the journey of the protagonist of the play, Lewis, the audience learns that even in the face of deep betrayal, loyalty can be found. Although Lewis initially explains that he is directing the play due to his lack of money, it is evident that Cosi Fan Tutte becomes more than just a quick way to earn cash. In the beginning of Cosi, Lewis expresses his reason for directing the play by stating â€Å"I need the money, Lucy.† He is confronted and uncomfortable when first meeting the patients under such foreign circumstances, overwhelmed by the idea of having to deal with these â€Å"mad† people. Nowra embodies society’s negative attitude towards those with mental illnesses, where anyone classed as ‘insane’ were removed from society and thrust into the confinement of institutions. Instead of dealing with these people in a humane fashion, it was accepted that ECT treatment, drugs and surgery prevented them from creating a hassle. Lewis’s doubt and concerns about working with the patients are encouraged when he can’t convince them to perform ‘The Exception and the Rule.’ Instead, the antagonist of the play Roy, is determined to perform ‘Cosi Fan Tutte’, a Mozart play about fidelity and love. Lewis is not keen on the play and what it represents, his view on love evident when he states â€Å"Love is not so important nowadays.† Through Lewis, Nowra highlights the similar opinions of so many people during these times. In the face of war and politics, with horrific televised images thrust into people’s homes, fidelity was rated an irrelevant concept. This was the view held by Lewis and even more so his girlfriend Lucy, who states â€Å"After bread†¦.comes maybe love.† However the audience soon experiences a change in Lewis’s mindset towards not only the patients, but the importance of love and loyalty. He finds himself relating to the patients more and more, building relationships and accepting their quirks and issues. When Lewis’s close friend Nick confronts over his absence at the moratorium, stating â€Å"You said you were going to help out†, Lewis explains that Cosi Fan Tutte is more important, â€Å"This comes first.† It is clear that Nick does not support Lewis in the play or share his view of the patients â€Å"Only mad people†¦..funny farm.† Again, Nick’s comment only further exposes Lewis’s opinion, when he replies with â€Å"Nick, they’ll hear you.† Lewis’s comments exemplify his unwavering loyalty towards the patients and likewise, Nowra promotes the audience to recognise the importance of loyalty and support. Lewis’s changed perception of love is shown when he contends Lucy, telling her the Cosi Fan Tutte is â€Å"about important things, like love and fidelity.† This proves his changed attitude towards love, which he originally placed little value on. Nowra influences the audience to be open to the idea of fidelity and see the values within it. He contends society’s views in the 70’s and encourages the audience not to neglect and degrade the mentally ill, but see and treat them as equals. In the face of betrayal, Lewis experiences unswerving loyalty from a conservative Henry. Henry, a depressed and quiet man, is seemingly reserved. However it is clear when he learns that Nick gives money to North Vietnam for supplies, that Henry is strongly opinionated and willing to stand for his beliefs, â€Å"My ffffather fought†¦..you are traitors.† Henry’s loyalty to his father, who was a soldier, is deep seated and deeply held. His attack against Nick and Lewis proves that despite being ‘crazy’, he has the ability to stand up for what matters to him. Nowra demonstrates that everyone deserves the right to stand for their values. Henry’s loyalty is again demonstrated when Lewis learns that his girlfriend Lucy is sleeping with Nick. Lucy explains â€Å"I have sex with him and sleep with you,† highlighting her belief in ‘free love.’ On the contrary it is clear that, Lewis wants Lucy to be faithful, â€Å"It’s over. I’m shifting out of the house.† When Lewis confronts Nick over the matter, he repeats Lucy’s explanation â€Å"No, she’s sleeping†¦..having sex.† It is here that Henry shows his support and loyalty to Lewis, offering to beat up Nick, â€Å"Do you want me†¦Ã¢â‚¬ ¦stand up?† Henry’s display of loyalty highlights the relationship he has formed with Lewis. Nowra exhibits that we should not take advantage of our relationships with others, and value the loyalty and commitment that they offer us. Also, one can hold strong political values whilst also displaying empathy and loyalty. Despite Roy constantly undermining and insulting Lewis, when he suffers from stage fright Lewis provides him with encouragement and reassurance. Roy is extremely passionate about the performance of ‘Cosi Fan Tutte,’ displaying enthusiasm from the beginning when he alerts the cast to his plans, â€Å"I’ve already chosen what we’re doing. ‘Cosi Fan Tutte’.† Despite complaints about his choice and the difficulties it will create, Roy is utterly undeterred by any issue the Italian opera presents. His desire for the play to be performed the way he imagines it results in constant attacks regarding Lewis’s direction, â€Å"Couldn’t direct a nymphomaniac to a stag night.† Despite Roy’s passion, when it comes to the final performance he struggles with stage fright, telling Lewis â€Å"I can’t do it.† Putting aside the abuse and insults from Roy, Lewis only offers him encouragement and support, replying with â€Å"Yes, you can,† and, â€Å"I’ll whisper the lines to you.† Lewis understands how much the play means to Roy, and furthermore, it is clear that Lewis wants Roy to have the opportunity to succeed in his performance, â€Å"I want you to be noticed all the time.† Nowra suggest the idea that not only Roy needs to be noticed, but all those who have been locked away from society. That the mentally ill should no longer be ignored, but seen as equals with the rest of the world. Through evidence of the loyalty Lewis develops towards the patients, Nowra demonstrates that despite whether somebody is classed as ‘insane’ or not, strong relationships and trust can be built. Overall, Cosi demonstrates in numerous situations that whilst facing betrayal, one can also experience true loyalty and friendship. This is evident through Lewis’s support of Roy, and when Henry stands up for Lewis. Furthermore, Nowra highlights the cruel and degrading treatment towards mentally ill people during the 70’s, and promotes the audience to reconsider these views. Through Lewis’s acceptance of the patients and the relationships he builds with them, he influences us to alter our negative perceptions. Additionally, Nowra promotes the idea of fidelity and trust. Despite the reality of the televised war leading people to hold more ‘important’ values, Nowra encourages not to forget the importance of loyalty and love. On the whole, Cosi portrays what Nowra depicts to be important values; loyalty, trust, acceptance and empathy.

Reservation Policy and Indian Constitution Essay

I. Introduction The spirit of equality pervades the provisions of the Constitution of India, as the main aim of the founders of the Constitution was to create an egalitarian society wherein social, economic and political justice prevailed and equality of status and opportunity are made available to all. However, owing to historical and traditional reasons, certain classes of Indian citizens are under severe social and economic disabilities so that they cannot effectively enjoy either equality of status or of opportunity. Therefore the Constitution accords to these weaker sections of society protective discrimination in various articles, including Article 15(4). This clause empowers the state, notwithstanding anything to the contrary in  Articles 15(1) and 29(2), to make special reservation for the advancement of any socially and educationally backward classes of citizens or for scheduled castes and scheduled tribes. Cast based reservation system in India An ordinary form of long-ago discrimination, inside humankind in India is the carry out of untouchability. Scheduled Castes (SCs) are the main targets of this medieval put into practice a practice which is banned by the Constitution of India (Basu, Durga Das (2008) an untouched human being is measured, contaminated or a lesser human. Though during the Vedic period a person’s ‘Varna’ (not ‘caste’) was clear by his/ her socio-economic duties these duties were either of your own accord performed or were assigned by the local superintendent , and ‘varna’ was originally not clear by one’s birth into any exacting family. Nevertheless, over the years Caste has been defined by one’s birth. The Government in recognition to the peripheral status of the marginalized social communities has consistently promulgated various legislations and statutes, which are influenced by two main considerations, namely: a. to overcome the multiple deprivations of the marginalized social groups inherited from exclusion in the past, and to the extent possible bring them at par with the others; and b. to provide protection against exclusion and discrimination in the present by encouraging their effective participation in the general economic, social and political processes of the country. Towards these ends, the Government of India had utilized two-fold strategies, which include: i) anti-discriminatory and protective measures; ii) development and empowering measures. The extension of the reservation policy in India to the marginalized social groups is primarily drawn from such considerations and is only applicable to the public domain. As such, the vast private sector, which comprises of a sizable section of the marginalized social groups, remains outside the purview of the reservation policy. Reservation in India is a form of affirmative action designed to improve the well-being of perceived backward and under-represented communities defined primarily by their ‘caste’ (quota-system based on ‘gender’ or ‘religion’) is a phenomenon that commenced with the coming into force of the Indian Constitution (the Constitution initially provided reservation to Christians, with the proviso that it would automatically reduce gradually with the efflux of time) – however, lately preferential treatment on regional basis has either been non-statutorily introduced in the educational institutes (e.g. eligibility conditions for candidates from outside the State are 5% higher than that for the ‘locals’, as per local rules prescribed by certain Universities) or is being advocated in both jobs and lowly professions like auto-rickshaw-drivers). The most important stated aim of the Indian reservation system is to boost the opportunities for improved social and instructive position of the underprivileged communities and, thus, allow them to take their equitable place in the conventional of Indian society. The reservation scheme exists to provide opportunities for the members of the SCs and STs to increase their representation in the State Legislatures, the executive appendage of the Union and States, the labor force, schools, colleges, and other ‘public’ institutions. (Financial Support†, 0ct 2011). The Constitution of India states in Article 15(4): â€Å"All citizens shall have equal opportunities of receiving education. Nothing herein contained shall preclude the State from providing special facilities for educationally backward sections (not â€Å"communities†) of the population.† [Emphasis and parentheses added. It also states that â€Å"The State shall promote with special care the educational and economic interests of the weaker sections of society (in particular, of the scheduled castes and aboriginal tribes), and shall protect them from social †injustice† and all forms of exploitation.† The Article further states that nothing in Article 15(4) will prevent the nation from helping SCs and STs for their betterment [‘betterment’ up to the level enjoyed by the average member of other communities. ( Laskar, Mehbubul Hassan 2011). In 1982, the Constitution specified 15% and 7.5% of vacancies in public  sector and government-aided educational institutes as a quota reserved for the SC and ST candidates respectively for a period of five years, after which the quota system would be reviewed. This period was routinely extended by the succeeding governments. The Supreme Court of India ruled that reservations cannot exceed 50% (which it judged would violate equal access guaranteed by the Constitution) and put a cap on reservations. However, there are state laws that exceed this 50% limit and these are under litigation in the Supreme Court. For example, the caste-based reservation stands at 69% and the same is applicable to about 87% of the population in the State of Tamil Nadu. In 1990, Prime Minister V. P. Singh announced that 27% of government positions would be set aside for OBC’s in addition to the 22.5% already set aside for the SCs and STs.(The Struggle for Equality in India 2002). In the Indra Sawhney’ case, hon’ble Supreme Court also held that reservation in promotion is unconstitutional but permitted the reservation,for Scheduled Castes and Scheduled Tribes to continue for a period offive years(From 16.11.92). Consequent to this, the Constitution was amended by the Constitution (Seventy-seventh Amendment) Act, 1995 and Article 16(4-A) was incorporated. This Article enables the State to provide for reservation, in matters of promotion, in favour of the Scheduled Castes and Scheduled Tribes. The fact that the words â€Å"Backward class† used in Article 16(4) have been instituted in Article 16(4-A) by the words â€Å"SCs & STs†, itself precludes consideration of making reservation in promotion in favour of any other category of citizens. II. Constitutional Provisions The main objective of the Indian reservation system is to increase the opportunities for enhanced social and educational status (in the sense better than the previous — until it becomes equal to that enjoyed by an average member of other communities) of the underprivileged communities and, thus, enable them to take their rightful place in the mainstream of Indian society. The reservation system exists to provide opportunities for the members of the SCs and STs to increase their representation in the state Legislative, the Executive Organ of the Union (Centre) and States, the  labour force, schools, colleges, and other ‘public’ institutions. The exact necessities for the reservation in services in favour of the members of the SC/STs have been made in the Constitution of India. They are as follows: Article 15(4) and 16(4) of the Constitution enabled both the state and Central Governments to reserve seats in public services for the members of the SC and ST, thereby, enshrining impartiality of opportunity in matters of civic service. Article 15(4) states that: â€Å"Nothing in this Article shall prevent the State from making any provision for the reservation of appointments or posts in favour of any backward class or citizens, which, in the opinion of the State, is not adequately represented in the services under the State.† Article 16(4 A) states that: â€Å"Nothing in this article shall prevent the State from making any provisions for reservation in the matter of promotion to any class or classes of posts in the services under the State in favour of SCs and STs which in the opinion of the State are not adequately represented under the State†(Constitutional 77th Amendment, – Act, 1995). Article 16 (4 B) states that: â€Å"Nothing in this article shall prevent the State from considering any unfilled vacancies of a year which are reserved for being filled up in that year in accordance with any provision for reservation made under clause (4) or clause (4A) as a separate class of vacancies to be filled up in any succeeding year or years and such class of vacancies shall not be considered together with the vacancies of the year in which they are being filled up for determining the ceiling of fifty percent reservation on total number of vacancies of that year† (Constitutional 81st Amendment, – Act, 2000). The Constitution prohibits discrimination (Article 15) of any citizen on grounds of religion, race, caste, etc.; untouchability (Article 17); and forced labour (Article 23). It provides for specific representation through reservation of seats for the SCs and the STs in the Parliament (Article 330) and in the State Legislative Assemblies (Article 332), as well as, in  Government and public sector jobs, in both the federal and state Governments (Articles 16(4), 330(4) and 335). (Sukhadeo Thorat and Chittaranjan Senapati 2006). III. Impact of reservation policy on employment and education As may be evident from the particulars in the earlier paragraphs, the strategy of reservation had a helpful effect in conditions of induction of scheduled castes, scheduled tribes and other backward classes into public sector employment and in educational institutions. However, their accessible share in employment and educational institutions still falls short of the target in certain categories of jobs and higher education. The target in the case of Groups D and C are close to the population mark of 15 per cent for scheduled castes and 7.5 % for scheduled tribes but fall short in Groups A and B. As against this, the true position regarding the representation of other backward classes in central services is not available. However, as stated in para 6.4, in the All India Services and central services for which employment is made through the Union Public Service Commission, representation of other backward classes is very near to their share. With the growth in the share of scheduled castes and scheduled tribes in public services, it had positive multiple effects on the social and economic situation of these two disadvantaged groups. The data provided by the ministry of personnel indicates that in recent years the vacancies reserved for the scheduled castes, scheduled tribes and other backward classes are being filled fully even in the „elite‟ services at the centre. Reservation did not provide equal opportunities within each group/community to all beneficiaries. Consequently, different castes and tribes within a group/community have not benefited from reservation equally. Almost in all categories of beneficiaries among scheduled castes, scheduled tribes or other backward classes and minorities, there is a growing sense of deprivation amongst different categories, which is leading to internal dissension. For example*, in Punjab, the Valmiki Samaj is asking for a separate quota of reservations on the ground that Ramadasis and Mazbis have cornered the benefits. Likewise, Chamars in Uttar Pradesh and Mahars in  Maharashtra are said to have benefited from the reservations more than other castes identified in the schedule from these regions. Similar accusations have been made against the Meena community by other scheduled tribes. Problems of this kind are manifold in the case of other backward classes, as in each state there are dominant groups, usually with economic and political clout, who reap the benefits of reservations. There are Ezhavas in Kerala, Nadars and Thevars in Tamil Nadu, Vokkalligas and Lingayats in Karnataka, Lodhs and Koeris in Central India, Yadavs and Kurmis in Bihar and Uttar Pradesh and Jats in Rajasthan, which, despite their dominant status, have been clubbed as backward classes eligible for benefits under reservations. For these reasons, reservation has become a contentious issue today, more so when it is applied to other backward classes. Reservations alone are not enough to mainstream the SCs and the STs to the levels of the other sections of the society. The system of reservations meant to uplift the weaker sections, has in fact, succeeded in the creation of creamy layers within the marginalized social groups to the extent that the percolation of the benefits have been marginal and differentially accessed. The vision of Ambedkar, Phule, Periyar, and Sahuji Maharaj, as initially envisioned under the aegis of the reservation policy and reforms in the structure of governance was to completely negate the deleterious impacts of caste-based discrimination and exclusion. The idea was to create fissures in the hegemonic hold of the immutable status of the higher castes over public services. Therefore, the historicity of reservations included firstly, the amelioration in the relative position of the lower castes, and two, restructuring of the institutionalized social relationships in the Indian society on democratic lines. Instead of giving power/authority to less efficient candidate, reservation should provide better opportunity of study to weaker/backward section of the society to compete with unreserved class by way of offering more resources to the weaker class so that they could defeat the Generals.

Wealth and Money

If you wanted to get rich, how would you do it? I think your best bet would be to start or join a startup. That's been a reliable way to get rich for hundreds of years. The word â€Å"startup† dates from the 1960s, but what happens in one is very similar to the venture-backed trading voyages of the Middle Ages. Startups usually involve technology, so much so that the phrase â€Å"high-tech startup† is almost redundant. A startup is a small company that takes on a hard technical problem. Lots of people get rich knowing nothing more than that.You don't have to know physics to be a good pitcher. But I think it could give you an edge to understand the underlying principles. Why do startups have to be small? Will a startup inevitably stop being a startup as it grows larger? And why do they so often work on developing new technology? Why are there so many startups selling new drugs or computer software, and none selling corn oil or laundry detergent? The Proposition Economica lly, you can think of a startup as a way to compress your whole working life into a few years.Instead of working at a low intensity for forty years, you work as hard as you possibly can for four. This pays especially well in technology, where you earn a premium for working fast. Here is a brief sketch of the economic proposition. If you're a good hacker in your mid twenties, you can get a job paying about $80,000 per year. So on average such a hacker must be able to do at least $80,000 worth of work per year for the company just to break even. You could probably work twice as many hours as a corporate employee, and if you focus you can probably get three times as much done in an hour. 1] You should get another multiple of two, at least, by eliminating the drag of the pointy-haired middle manager who would be your boss in a big company. Then there is one more multiple: how much smarter are you than your job description expects you to be? Suppose another multiple of three. Combine all these multipliers, and I'm claiming you could be 36 times more productive than you're expected to be in a random corporate job. [2] If a fairly good hacker is worth $80,000 a year at a big company, then a smart hacker working very hard without any corporate bullshit to slow him down should be able to do work worth about $3 million a year.Like all back-of-the-envelope calculations, this one has a lot of wiggle room. I wouldn't try to defend the actual numbers. But I stand by the structure of the calculation. I'm not claiming the multiplier is precisely 36, but it is certainly more than 10, and probably rarely as high as 100. If $3 million a year seems high, remember that we're talking about the limit case: the case where you not only have zero leisure time but indeed work so hard that you endanger your health. Startups are not magic. They don't change the laws of wealth creation. They just represent a point at the far end of the curve.There is a conservation law at work here: if you want to make a million dollars, you have to endure a million dollars' worth of pain. For example, one way to make a million dollars would be to work for the Post Office your whole life, and save every penny of your salary. Imagine the stress of working for the Post Office for fifty years. In a startup you compress all this stress into three or four years. You do tend to get a certain bulk discount if you buy the economy-size pain, but you can't evade the fundamental conservation law. If starting a startup were easy, everyone would do it.Millions, not Billions If $3 million a year seems high to some people, it will seem low to others. Three million? How do I get to be a billionaire, like Bill Gates? So let's get Bill Gates out of the way right now. It's not a good idea to use famous rich people as examples, because the press only write about the very richest, and these tend to be outliers. Bill Gates is a smart, determined, and hardworking man, but you need more than that to make as much money as he has. You also need to be very lucky. There is a large random factor in the success of any company.So the guys you end up reading about in the papers are the ones who are very smart, totally dedicated, and win the lottery. Certainly Bill is smart and dedicated, but Microsoft also happens to have been the beneficiary of one of the most spectacular blunders in the history of business: the licensing deal for DOS. No doubt Bill did everything he could to steer IBM into making that blunder, and he has done an excellent job of exploiting it, but if there had been one person with a brain on IBM's side, Microsoft's future would have been very different.Microsoft at that stage had little leverage over IBM. They were effectively a component supplier. If IBM had required an exclusive license, as they should have, Microsoft would still have signed the deal. It would still have meant a lot of money for them, and IBM could easily have gotten an operating system elsewhere. Instead IBM ended up using all its power in the market to give Microsoft control of the PC standard. From that point, all Microsoft had to do was execute. They never had to bet the company on a bold decision.All they had to do was play hardball with licensees and copy more innovative products reasonably promptly. If IBM hadn't made this mistake, Microsoft would still have been a successful company, but it could not have grown so big so fast. Bill Gates would be rich, but he'd be somewhere near the bottom of the Forbes 400 with the other guys his age. There are a lot of ways to get rich, and this essay is about only one of them. This essay is about how to make money by creating wealth and getting paid for it.There are plenty of other ways to get money, including chance, speculation, marriage, inheritance, theft, extortion, fraud, monopoly, graft, lobbying, counterfeiting, and prospecting. Most of the greatest fortunes have probably involved several of these. The advantage of creating wealth , as a way to get rich, is not just that it's more legitimate (many of the other methods are now illegal) but that it's more straightforward. You just have to do something people want. Money Is Not Wealth If you want to create wealth, it will help to understand what it is.Wealth is not the same thing as money. [3] Wealth is as old as human history. Far older, in fact; ants have wealth. Money is a comparatively recent invention. Wealth is the fundamental thing. Wealth is stuff we want: food, clothes, houses, cars, gadgets, travel to interesting places, and so on. You can have wealth without having money. If you had a magic machine that could on command make you a car or cook you dinner or do your laundry, or do anything else you wanted, you wouldn't need money.Whereas if you were in the middle of Antarctica, where there is nothing to buy, it wouldn't matter how much money you had. Wealth is what you want, not money. But if wealth is the important thing, why does everyone talk about m aking money? It is a kind of shorthand: money is a way of moving wealth, and in practice they are usually interchangeable. But they are not the same thing, and unless you plan to get rich by counterfeiting, talking about making money can make it harder to understand how to make money. Money is a side effect of specialization.In a specialized society, most of the things you need, you can't make for yourself. If you want a potato or a pencil or a place to live, you have to get it from someone else. How do you get the person who grows the potatoes to give you some? By giving him something he wants in return. But you can't get very far by trading things directly with the people who need them. If you make violins, and none of the local farmers wants one, how will you eat? The solution societies find, as they get more specialized, is to make the trade into a two-step process.Instead of trading violins directly for potatoes, you trade violins for, say, silver, which you can then trade agai n for anything else you need. The intermediate stuff– the medium of exchange– can be anything that's rare and portable. Historically metals have been the most common, but recently we've been using a medium of exchange, called the dollar, that doesn't physically exist. It works as a medium of exchange, however, because its rarity is guaranteed by the U. S. Government. The advantage of a medium of exchange is that it makes trade work.The disadvantage is that it tends to obscure what trade really means. People think that what a business does is make money. But money is just the intermediate stage– just a shorthand– for whatever people want. What most businesses really do is make wealth. They do something people want. [4] The Pie Fallacy A surprising number of people retain from childhood the idea that there is a fixed amount of wealth in the world. There is, in any normal family, a fixed amount of money at any moment. But that's not the same thing.When wealt h is talked about in this context, it is often described as a pie. â€Å"You can't make the pie larger,† say politicians. When you're talking about the amount of money in one family's bank account, or the amount available to a government from one year's tax revenue, this is true. If one person gets more, someone else has to get less. I can remember believing, as a child, that if a few rich people had all the money, it left less for everyone else. Many people seem to continue to believe something like this well into adulthood.This fallacy is usually there in the background when you hear someone talking about how x percent of the population have y percent of the wealth. If you plan to start a startup, then whether you realize it or not, you're planning to disprove the Pie Fallacy. What leads people astray here is the abstraction of money. Money is not wealth. It's just something we use to move wealth around. So although there may be, in certain specific moments (like your famil y, this month) a fixed amount of money available to trade with other people for things you want, there is not a fixed amount of wealth in the world.You can make more wealth. Wealth has been getting created and destroyed (but on balance, created) for all of human history. Suppose you own a beat-up old car. Instead of sitting on your butt next summer, you could spend the time restoring your car to pristine condition. In doing so you create wealth. The world is– and you specifically are– one pristine old car the richer. And not just in some metaphorical way. If you sell your car, you'll get more for it. In restoring your old car you have made yourself richer. You haven't made anyone else poorer.So there is obviously not a fixed pie. And in fact, when you look at it this way, you wonder why anyone would think there was. [5] Kids know, without knowing they know, that they can create wealth. If you need to give someone a present and don't have any money, you make one. But ki ds are so bad at making things that they consider home-made presents to be a distinct, inferior, sort of thing to store-bought ones– a mere expression of the proverbial thought that counts. And indeed, the lumpy ashtrays we made for our parents did not have much of a resale market.

Hurricane vs. Blizzards Essay Example | Topics and Well Written Essays - 500 words

Hurricane vs. Blizzards - Essay Example As a result, the occurrence is even a threat to human life that depends on these items (Halmer and Oplinger, 2001). The hurricanes, realized through cyclically moving storms, are seasonal occurrences that are unpredictable. The unpredictability relates to the dynamism with respect to the nature and extent of a particular occurrence. A hurricane â€Å"can quickly change its speed, direction, and intensity† (Brainworks, 2009, p. 14). Besides, reliable predictions are only possible from an already developed hurricane. This means that it is not possible to make predictions prior enough for adequate safety measures (Brainworks, 2009). Hurricanes are also associated with geographical vulnerability of areas as some areas are more vulnerable than others are. This explains the reason for repeated occurrence in some areas while other areas do not experience hurricanes. Its occurrence includes a gradually increasing strength of current that temporarily ceases. Some of the common impacts of hurricanes are â€Å"wind damage and flooding† (Halmer and Oplinger, 2001, p. 87). Blizzards are also examples of extreme weather conditions. Halmer and Oplinger explain that a blizzard is a less severe version of a hurricane and is identifiable by features such as duration, and visibility of the surrounding. A characteristic storm that goes beyond three hours for example identifies a blizzard and not a hurricane. The blizzards however have a relatively lower current speed of less than 40 miles per hour. Another characteristic feature of the blizzards that distinguishes them from hurricanes is the extensive formation of mist in the environment to a degree that impairs vision. Blizzards therefore results in longer hours of snow, and a misty environment that blurs vision. The phenomenon is associated with geographical vulnerability with repeated occurrences reported in specific areas. Lehigh valley in Pennsylvania is an example of areas that have repeatedly experienced blizzards in

The Most Significant Political Development Essay

The Most Significant Political Development - Essay Example This essay stresses that the issue of civil wars has ailed the international states for quite a very long time. The civil wars emanate from several causes. Some of these causes are preventable. However, a number of the sources f such civil wars are indefinite. This follows that the major forces behind such causes of the civil wars may be unable to clearly define what their interests are. Instead, they conduct such criminal activities with the aim of getting international. Several criminal groupings have ailed most governments in the world for instance Al Qaeda and Taliban. This paper makes a conclusion that the wars in Syria have also incorporated massive use of chemical weapons that have led to the deaths of a large number of individuals. This has massively affected the foreign policy of the United States of America. It is in order to note that the foreign policy of the United States is always based on peace to the uttermost end. In this perspective, the United States always champion the use of peace in solving any international dispute, was as well as conflicts. However, in situations where the use of peace is unsuccessful, the United State always employ other means. The civil wars experienced in Syria, being a threat to the United States foreign policy, may likely lead to a change in the United States foreign policy in several ways. These threats can make the United States resort to other means that function in a slightly different manner to sole he conflicts.

Obtaining a Masters in Real Estate and Urban Analysis from UF Essay

Obtaining a Masters in Real Estate and Urban Analysis from UF - Essay Example I am very interested at this point in my life in pursuing a Master of Science in Real Estate at the University of Florida. My application is extremely competitive as I enjoy a competitive advantage over the majority of applicants due to the fact that I have successfully completed a graduate degree program in the past. When I studied my graduate degree at the University of Virginia I expanded my critical thinking, analytical abilities, and interpersonal skills. These skills have helped me a lot as a professional and they will help me as a future student at the University of Florida improve my chances of success in the Master of Science in Real Estate graduate program. My job experience is a strong aspect of my application as I have hands on experience in the real estate field. I currently own a startup company that specializes in real estate investments conducting valuation analysis, rehabs and lease options for individuals that need a roof, but are not approved for a loan because of their credit ratings among other factors. I have worked as an accountant in a big firm which sharpened my financial analytical skills as well as developing my abilities to deal with clients. In 2009 I switched careers and obtained a job with Tyco International working for ADT Security Services as a Sr. Financial Analyst providing support for the marketing department.

Drug trafficking analysis in UAE Thesis Proposal

Drug trafficking analysis in UAE - Thesis Proposal Example Financial cost on society and individuals is one of the significant problems of drug abuse. For example, in 2002, drug related cost was estimated at $180.9 billion consisting of various costs of health care and loss of labor according to the national drug control policy office. In 2004, it took US$3 million to set up a sub-office on drugs and crime in the UAE. UAE has been the target by exceptionally determined criminals who have access to adequate capital and labor to produce and smuggle voluminous amount of prohibited substances. Drugs originate from south Asia and pass through the emirates to Europe and North America, the heavy consumers (Shindagah, 1998). States in the gulf remain key destination markets for opium and psychotropic substances. Other countries such as Syria, Jordan, Lebanon and Iran continue to be the hotspots for drug manufacturing as indicated by international narcotic control board report (Reinil, 2009). Narcotics are the most trafficked drugs in UAE and are estimated to be worth US$500billion annually, according to Sherman and Tree (2010). This amount is estimated to be double that of the automobile industry (Scott, 2005) Ports are the most notorious places and foremost hotspots and avenues of drug trafficking due to the voluminous imports received daily, with Small scale dealers mostly caught at airports. The commonly used tactic of drug trafficking continues to be through the internal human body carriage. However, smugglers are always changing their tactics and the current trend as indicated by Reinil (2009) is the use of Christmas cards. One of the biggest tasks is to prevent the flow of heroin from Afghanistan, which produces 90 per cent of the worlds supply. According to Jamieson and Research Institute for the Study of Conflict and Terrorism (1990), most of the drugs grown in Afghanistan pass through the emirates before being shipped to their final destinations. There is a rising use of

Mega-cities Research Paper Example | Topics and Well Written Essays - 1000 words

Mega-cities - Research Paper Example The population growth rate of Shanghai has been tremendous with increases in population over the years threatening the city’s ability to handle its vast citizenry. The city has a growth rate estimated at 23%, being much higher than the Chinese national population growth rate (Shen, and Kee 78). However, the natural growth rate has been decreasing, implying that immigrations have led to the increased population growth rates. The projected population size of its mega city is 20.02million, meaning it has already surpassed the mark before the year 2025. This is a serious situation, because analysts estimate that the population may reach 50 million by the year 2050. The social and economic spheres of this city have greatly been affected by the high population growth rates. From the high congestion and wastage of land in the city, it is palpable that many prospective economic activities are slowly chocked and the ability of the city to grow greatly reduced. On the other hand, the city’s current situation has given great disparities in income and led to social evils like theft and imbalance of resources. On the social perspective, the city has a high population of ageing population as well as imbalances in the gender where the ratio of boys is higher than that of girls at an alarming rate (Shen, and Kee 103). Further, the levels of fertility are very low as well as the burdening on the social facilities that has over the years affected the city’s ability to contain its population. The aging population of Shanghai city is a problem to the authorities and has been a key contributor to the increased dependence ratio in the city. The rates of dependence determine the city’s ability to grow, and also covers the decreasing work force form retirement and aging. Dealing with the aged and provision of basic services to them has been a key challenge to the authorities over time. The government

Future of Japanese Economy Essay Example | Topics and Well Written Essays - 2250 words

Future of Japanese Economy - Essay Example Though, very soon they recovered it with 10% average of economic growth in 1960s, 5% during 1970s and closer to 4% in 1980s, but after that, growth slowed down remarkably3. Strong working mentality, good government-industry relationship and implementation of advanced technology were the most favorable reasons responsible for making Japan stand on to the platform of one of the largest economy in the world from post WWII till 80s. Resultant of overinvestment in late 80s and crisis in world oil supply brought another challenge to their economy4. It became necessary for Japan to switch from mobilized productionism to more substantial welfare economy. However, the oscillation between successful drive of the export in late 80s and bang in economy after 80s hazed that requirement and mobilized economic system disappeared very soon5. After the fading away of stock inflation and land prices, an excess of production capacity remained. This factor lowered the profitability of the production and on the other hand, bad loan weakened the financial activity. Government's effort in recovering that downfall was not up to that level and it's clear from the statistics of economy for the duration of 2000-20016. Hence, it is inferred that Japan is in a state of distorted industrial policy and in urgent need of a revolution. The main aim of this paper is to address the main obstacles that Japan is facing and then to state the possible solutions to overcome them. Obstacles in Japanese Economy Japan is facing resistances now-a-days that it had never encountered before. Growth rate which used to be in two digit figure just after war, now expectation growth is below 1% which is too unsure. Country that had incredible unemployment rate till 1980s has now rose to 4.8%. Present crisis of its economy consists of short or middle-term problems like; financial difficulty, trade cycle and public finance. Other than that long term problems are there which are related to going into matured stage of progress. One of the important aspects of Japanese economy is its iron triangle which dominated the people by managing their particular interests. However, due to the changing of technologies and human preferences that system is losing its supremacy. After 1990s when the economy condition is at matured stage, safety and stability becomes the main points of concern; but 'iron triangle'7 sometimes might block the transformation in the required direction. The creation of societal life is supposed to be the center of long term task of Japanese economic society. The population of Japan is expected to reach its peak in 2007 and then turn to decrease which may lead to the composition of population over sixty-five to surpass 20% in the target year of the total population and after that reach the high plateau over 27%-30% after 20 years. This effects the shifting in arrangement of consumption in industries. But, the question here comes whether pure market economy will be able to adapt this shift in consumption as market is driven by profit seeking

The Mexican-American War Essay Example | Topics and Well Written Essays - 250 words

The Mexican-American War - Essay Example The northerners who were partial to free labor quarreled with the southerners who desired to expand slavery over the fate of the new lands. Congressman David Wilmot’s proviso that barred slavery in the new lands was supported by the northern Democrats but objected to by the southerners. These disagreements were sorted out in the compromise of 1850 that accepted California as a free state, ending slave trade in Washington D.C, solving the boundary quarrel between Texas and New Mexico, easing Southerners ability to recapture fugitive slaves and formation of Utah and New Mexico regions with issues regarding slavery in each to be settled by popular sovereignty (Singletary).  Capital punishment has been abolished in many countries across Europe, Latin America although it is still retained in some parts of Asia and Africa. In non-democratic countAfrica.pecially in the Middle East, capital punishment is still quite common. Capital punishment is usually given for murder, treason and in Muslim countries, it is also given for sexual and, religious crimes. In China, the death penalty could be given for corruption and other serious offenses. In countries where capital punishment has been banned, the punishment is usually considered as a human rights issue and opponents of capital punishment argue that capital punishment does not deter criminals and the poor or minority are sometimes wrongfully convicted.

Osteoporosis drugs Essay Example | Topics and Well Written Essays - 250 words

Osteoporosis drugs - Essay Example There may be a lot of drugs already with established names and quality assurance but CalciD-Bifos can boast of the complete elements needed for osteoporosis and as an introductory product, a low cost that makes it affordable to a larger scale of customers. Low cost and quality seldom go together so that the success of the product is solely dependent on these factors. With the rising awareness of people and attention to their health, the need for osteoporosis drugs would be highly feasible. This will not only be true to older customers but to the young also because the drug can be used as a preventive measure so that a wide array of customers is foreseen. Osteoporosis drugs are often expensive so that the low cost of CalciD-Bifos will be a big factor to its success. Many people would be able to afford and avail of it especially for the prevention of the said disease to prevent more expensive treatments. To reach this goal, there will be advertisements on all media available to inform the people of the existence of the drug and its

Arthur Miller uses Alfieri for Dramatic Essay Example for Free

Arthur Miller uses Alfieri for Dramatic Essay In the second part of his speech, Alfieri brings about a notion of tragedy, Another lawyer, quite differently dressed, heard the same complaint and sat there as powerless as I, and watched it run its bloody course. This gives the audience a hint as to what is going to come ahead. The fact that Alfieri speaks in the third person indicates that the calamity has already happened and he was powerless to stop it. The idea of fate and destiny and destiny is also brought about. When Eddie, the protagonist of the play is introduced the scenario of a typical Greek tragedy is set up. Eddie is a good person but he has a flaw; his obsessive love for his niece, Catherine. If he is then put in an appropriate circumstance where his weakness is tested, he is likely to encounter tragic circumstances. The next time Alfieri addresses the audience the story has already been put into context. The audience are unaware of Eddies love for his niece and he could be easily mistaken as an over protective father. Eddie pays for her typing lessons and has ambitions for her to rise to a different class. You aint all the girls. He is proud of her looks, yet concerned she will attract the wrong sort of men. The heads are turning like windmills. In addition Eddie finds it difficult to admit that Catherine has become an independent woman. I guess I just never figured that you would grow up. This Alfieri soliloquy helps the plot to progress. Again he uses the past tense, reminding us that he is recalling something which has taken place. Eddie is described as good and hardworking man, the audience can therefore sympathise and even like him. However Eddie has a fate and destiny which he cannot control. Towards the end of this short appearance, Alfieri notifies us on the arrival of the cousins and the play again unfolds. Subsequently we meet Alfieri who again mentions Eddies destiny. Eddie Carbone had never expected to have a destiny. Yet again we are given the impression that Eddie is a good person and is someone you would expect to have a fairly normal life. A man works, raises his family, goes bowling, eats, gets old, and then he dies. However we are reminded as Alfieri closes his speech that Eddie does have a flaw and as a result there will be devastating consequences. As a result of which, the audience are left in suspense and uncertainty as to what is to come ahead. There was a trouble that would not go away. His next appearance is one of the most important in the play. Alfieri begins by saying how he is acquainted with Eddie and his family, which helps to put his relationship with the husky, middle-aged longshoreman into context. He then reveals that Eddie came to visit him in the first instance. I remember him now as he walked through my doorway his eyes were like tunnels. Which indicates that Eddie was out of control and looked fierce. Alternatively this could make the audience feel concerned towards his actions and what is to come next. It is the first time in the play that Alfieri transforms from being a narrator to actually a part of the action. As an actor taking part in the action, both his language and behaviour are more formal. In terms of language, Alfieri is more articulate and elevated; his sentences consist of professionalism and throughout this scene he is the voice of reason and sanity as opposed to the prejudiced and hurt Eddie. However Eddie is aggravated by Alfieris clear and focused attitude towards the law, as Eddie cannot differentiate between the law and the justice of the vendetta. But the law is very specific The law does not.

Regimes of Recognition and Enforcement of Judgments

Regimes of Recognition and Enforcement of Judgments A comparison of the similarities and differences of the respective regimes of recognition and enforcement of judgments under Council Regulation 44/2001 with those provided by the English Common Law. As a Member State of the European Union, the United Kingdom is subject to two regimes of recognition and enforcement of judgments. One is the domestic system that has developed under the English common law, while the other has been imposed upon the English legal system by the European Council, through Regulation 44/2001. These two regimes are similar in many ways, although there also significant differences between them. The Council Regulation acknowledges that in the pursuit of a community in which free movement of persons is ensured, there needs to be ‘measures relating to judicial cooperation in civil matters which are necessary for the sound operation of the internal market.’ Furthermore, it expressly recognizes that judicial differences between the national rules of member states governing jurisdiction and recognition of judgments ‘hamper the sound operation of the internal market’. The Regulation seeks to establish the free movement of judgments in civil and commercial matters, and it can therefore be seen as a harmonizing measure. It replaced the Brussels Convention on jurisdiction. The Regulation is based upon the principle that there should be a high level of predictability in the area of judicial enforcement and recognition. This can be seen as in-keeping with the general aims of the Community as set out in the earlier Treaties. Article 32 of the Regulation defines ‘judgment’ as ‘any judgment given by a court or tribunal of a member state, whatever the judgment may be called, including a decree, order, decision or writ of execution†¦Ã¢â‚¬â„¢ This deals with any semantic difficulties of interpretation throughout the Member States, and ensures that all judgments that should properly be described as judgments are so. The Regulation goes on to state that a judgment in one Member State will be recognized, without the need for any special procedure, in other Member States. This can be seen as differing to some extent from the common law regime in England, under which a specific treaty with the country in which the original judgment was obtained is required in order for that judgment to be enforced. Such was the result of the Brussels and Legano Conventions, which the Regulation has sought to amend. If this is not in existence, the jurisdiction of an English court will depend upon where the process was served upon the defendant. At common law, there is a distinction between service upon a defendant within the jurisdiction, and service upon a defendant outside the jurisdiction. Where the defendant is outside the jurisdiction, service upon such a defendant requires the permission of the court (under the Civil Procedure Rules Part 6). There are a number of other significant factors to which attention must be paid under the English common law relating to recognition of judgments. These factors include the nationality of the court which gave judgment (as was mentioned above relating to the question of whether a treaty exists with that country); the subject matter of the action (that is, whether it is an action in personam or in rem; a distinction which the Regulation also makes); as well as the nature of the order made by the court outside of the jurisdiction. The regime under the common law makes provision for the ‘registration’ of judgments, particularly of those from the Commonwealth and other Western European countries (under the Administration of Justice Act 1920, s9(1)). Once registered, a judgment has the same force and effect as if the judgment had originally been obtained from the registering court on the day of registration. Furthermore, foreign judgments can be registered under the Foreign Ju dgments (Reciprocal Enforcement) Act 1933. The effect of this is the same as registered judgments under the AJA; namely that the judgment obtains the force and effect it would have if granted in the registering court. These provisions, then, require a foreign judgment to be registered in the UK in order for it to be enforceable and recoverable on. This is considerably more protracted and complex than under the European regime brought in by Regulation 44/2001. This is more straightforward, although of course more limited. While a judgment obtained in a court of a Member State will be applicable throughout the Community, and actionable upon, this extends only to the other Member States as opposed to under British law, whereby the judgment of a court of any nationality will be recognized and enforced, so long as it is registered in accordance with the statutory provisions. Further principles have developed under the common law in England regarding what judgments will be enforceable. It is established that the judgment in personam of a court of ‘competent jurisdiction’ will be enforceable in England provided that it is for a definite sum of money, and it is final and conclusive. These conditions add little to the statutory provisions other than a requisite degree of certainty. This can be seen to differ from the Regulation which stipulates that even a judgment for a ‘periodic payment by way of penalty’ will be enforceable but only if the amount has been finally determined. There is no requirement, then, under Article 49, for the payment to be final and conclusive. There are, then, certain important differences between the two regimes on recognition and enforcement of judgments to which the UK is subject. Despite this, however, the Regulation sought to harmonise the laws relating to enforcement to promote the free movement of judgments within the Community. It has achieved this without infringing too much on the existing English regime which maintains it applicability to judgments from courts of nationalities outside the Community.

The World Wide Interconnectedness Today Education Essay

The World Wide Interconnectedness Today Education Essay The notion of globalisation and citizenship are the two areas that always been debated long time ago. If we look at the idea itself, it is not new and both are the concepts that always compete each other as it involve the among other things arguments about politics, identity, rights, equality, inequality and so on. However, the term globalisation was first used in 1960s which based on the idea of bringing the world together. In other words, it means every person in the world is the citizen of the world, who has the status and rights of citizens but on a global context rather than city or nation state basis. In reality, globalisation has took place long time ago especially in the term of communication which we sometimes fail to see them as a form of globalisation for instances international time zones, adoption of Gregorian calendar, adoption of seven days a week and international telegraphic and signalling codes. However, the idea of globalisation started to rise and increasingly deb ated in the latter part of the twentieth century, when the citizens are urged to think globally and to act locally. It is the mindset that presents globalisation as something new and dominant. It is also inevitable process of development by individual human which emphasises on the free of individual choice. There are a lot of definitions and point of views on globalisation. Giddens (1990, p.64) describes globalisation as the intensification of worldwide social relations which link distant localities in such a way that local happenings are shaped by events occurring many miles away and vice versa. This means that what shapes the locals nowadays may be influenced by the occurring events from different part of the world, resulted from the event of globalisation. In this day and age, the information is very easy to spread. If we look back 20 to 30 years ago, this might be so impossible but with the help of information technology and internet, the world is seemed as being at our fingerti ps. I quite agree with how Giddens defines the term globalisation. In my point of view based on what Giddens statements, globalisation is things that change our everyday life which we cannot see because it is a hidden process which the effects mostly can come out in long term. However, I believe that it is inevitable, can affect us positively as well as negatively. Refer back to the definition that Giddens come out, positively, poor and underdeveloped countries has started to open their eyes and slowly they can see how outside world looks like. Rich and developed countries start to see how the unlucky sides of the world and help them to lighten their burden for example in Africa and Palestine. This is good as what shapes humans social relations with others can be the situation that happens miles away from them. Globalisation has significant impacts on educational policies, structures and practices in countries around the world, though these have been differentially experienced. The driving forces of these changes in education have been economic, political, technological as well as cultural. One of the obvious changes is the global citizenship education which lots of countries in the world adopt this in their education policies and practices. In England, Citizenship Education became part of the English primary schools National Curriculum in September 2000. It is then introduced across the curriculum in secondary schools from September 2002 and will include a global dimension (QCA, 2000). The key concepts of global citizenship are said to include the idea of sustainable development, social justice and the concept of interdependence enhanced by globalisation. It also involves of understanding conflict and conflict resolution, human rights as well as responsibilities (Globalisation and Citizens hip edu. Jack demaine). There are lots of critiques on global citizenship education as a new reform of education. However, many beliefs that national citizenship is now being weakened and a new reform of education are necessary to cope with the developing world nowadays. Global citizenship education is said to be concerned with specific issues and underlying values and attitudes. It urged people to think and use their brain by questioning and exploring their own and others values within community and different parts of the world. It encourages people to think and act globally, making them to see themselves as growing up in the global context, no more thinking only in their society and nation state. In fact, there is emphasises on the global dimension to the food they eat, the clothes they wear, other pupils from different parts of the world in their schools and community (Brownie, 2001). Basically, global citizenship curriculum is designed to develop students knowledge and understanding globally. During the participation, their skill of enquiry and communication will be developed and responsible action appropriate prior to their age will be involved. The requirements are to be met in a variety of ways across the curriculum and also will be embedded in teaching methodology and school ethos (Jack Demaine). Skills, knowledge and understanding of the key concepts of global citizenship education can be developed across the secondary curriculum in many subjects areas such as PSHE and citizenship session. In subject areas such as Science, Mathematics, and English, the knowledge and understanding can be developed through the topics, methodology, activities as well as relation to the appropriate concepts. For example given by Demaine (2002), in English, students may compare the reporting of a world issues in different newspapers, and on the Internet, and critically assess the reports for bias and varying points of view. While in Mathematics, concepts such as mean, mode and median can be used to investigate average wages around the world. World trade, the idea of fair trade as well as the impact of global relations on the lives of individuals along a trade route can be explored in subject Geography. In addition Walkington (1999) demonstrates how geography and global citizenship education both have complimentary aims and provides detailed accounts of classroom strategies which have been used by the teachers that have successfully taught global citizenship through subject Geography. She then agrees that students can acquire appropriate useful knowledge, skills and understandings through the enquiry-based, participatory approaches to citizenship education. Gilbert (1996) argues that students appear to be well disposed to discussion around the question of the environment. In global citizenship education module, particular emphasises is given to United Nations Agenda 21, an environmental plan of action to be taken globally, nationally and locally by organisations of the UN and national governments. Students can develop awareness on the global issues and deeply understand the concepts. Sustainable development, one of the well-known issues increasingly debate globally is one of the key topics discussed in global citizenship education. Students can be encouraged to explore the local action in response to global issues by investigating local plans and priorities for sustainable development. In this module, they can learn and understand the ideas of sustainable development work and their effect on different aspects of local and national government planning and policy decision. Teachers are encouraged to collaborate in order to help students t o learn how citizens can contribute to local decision that will influence their environment and lifes quality. Additionally, the concept of global citizenship education has been linked with the offer of helping humanity. Students are increasingly aware about the human rights, social justice and global issues such as war and peace. Some secondary schools in certain countries like England have already developed their global citizenship curriculum by becoming involved in long-term projects and school-linking particularly in the EU (Demaine, 2002). They have developed strong citizenship elements within their school ethos, policies and curriculum. Some schools also encourage their students to take part in decision-making on anti-bullying and anti-racism policy. However, there are questions to be answered about the possible effectiveness of school-based citizenship education programme. The effectiveness depends on the teacher and the students, as well as school institutions itself. It is essential to motivate teachers that teach the programme by providing enough professional training and excellent materials for the teaching. For the students, the lesson should be integrated with fun and interesting activity whilst the aims of the teaching still can be achieved at the end. Looking at the differences in developed and underdeveloped countries, global citizenship education takes place mostly in school in develop countries. This education programme still seems strange in underdeveloped countries, making that it only benefits by the rich people in rich countries. People in poor countries still left behind and in my point of view, this idea of global citizenship education only cater certain kind of people, leaving behind the basic intention of globalisation, that is bringing the people around the world together. In my point of view, global citizenship education is a good approach to increasingly interconnected world we live right now. Globalisation is an issue that does really exist and despite the fact that I aware that I hold the view of negative things about it, it may come with positive things too. In fact, I really support the implementation of global citizenship education in most countries as it opens up students mind on the global issues, encourage them to address global issues such environmental and war, as well as preparing themselves for global challenges of the future. Long time ago, education is believed to be concerned mainly in producing people with knowledge and skill and their well-being. Education can only affordable by high class and high status people. Later then, as political systems and boundaries and demarcation lines differentiating one country from the other were identified, it can be clearly seen that there was governments involvement in education through the establishment of the public schools. The reason for such an involvement seen by the government was to have a good grip of its citizens. Having held on its citizens, the government was able to have a common ideology inculcated and transferred to its citizens. The same concepts have been applied to the implementation global citizenship education, but in different perspective obviously. The idea and concept of globalisation is delivered and transferred to the people across the world through education. It was thought as the means to enhance the individuals cohesiveness with others gl obally. Such an effort is expected to bring unity among citizens across the world, for having a common goal in the hearts and minds of its citizens. Looking at how globalisation is so powerful in influencing people in various types of field such as economic and political, it also has its strength in affecting the education across the world. One of the obvious effects of globalisation is the emergence of technology-mediated learning which has revolutionised the teaching and learning process. In the era of information technology, explosion of knowledge and information helps the globalisation in term of education. The invention of computers, internet and technology-mediated learning such as through the use of CD, webpage and so on helps in the spreading of information and knowledge to millions around the world. Compare to 10 to 20 years ago, it is difficult to access knowledge and information from outsides, and more dependable on limited books and journals available in local libraries. Nowadays, through online and digital libraries, people especially researchers and educationalist can get access to information and knowledge from boo ks and research works done in the other parts of the world without having the need to travel to the required places. This certainly important as it make the access to education easier and save so much time to do the work. In addition, through the use of the internet, distant learning is now possible and accessible. People especially students can access knowledge twenty-four hours in a day and learn anytime they want to, without having to attend the lectures in the lecture halls. In fact, in completing this course work, I do not have to travel around the world to see how the process of globalisation takes place. Searching information from online journal articles and books internet has already helped me a lot to make progress in this work. Naturally, any invention and development has its positive and negative sides. Although this scientific and innovative way of learning has made people lives a lot easier and better by getting access to knowledge and information fast and efficient, we still can see the downsides of this situation. People have becoming more isolated from the world they use to share with others. They made people learn in a more personalised way in which the effect can be seen through the cut off interaction with the community and society around them. In fact, it drives them more towards achieving success and material gains for the benefit of individual rather than for society. Fromm (1995) has predicted this effect of the globalisation on human individuals a long time ago and he states that: Modern man is alienated from himself, from his fellow men, and from nature. He has been transformed into a commodity, experiences his life forces as an investment which must bring him the maximum profit obtainable under existing market conditions. (Fromm, 1995, p. 67) From the quotes, it is obviously similar to what happen nowadays. People believe that they have developed educationally and economically, and feel confidence that they are being modern enough. They slowly isolate themselves from their society and surroundings. Anything they have done focused and aimed more on gaining maximum profit for them. Another aspect that is missing in the personalised form of learning is the interaction with the teacher and lecturer. Face-to-face interaction during teaching and learning between teacher and students is significant to the students. This is because they can get acquainted with the teacher by physically being present in front of him. In addition, information and knowledge can be more meaningful when they are properly explained by the teacher. Unlike online and distant teaching programme, even though it is easier in terms of accessibility, certain kind of things such as understanding of the knowledge may be difficult to obtain. This might be becaus e of lack of tangible communication where body language, tone of voice, personality, and emotion are absent in virtual learning. Moving along the process of globalisation, education is seen as a tool of human capital development. Economists view education as both consumer and capital good because it offers utility to a consumer and also serves as an input into the production of other goods and services. Human capital theory emphasises how education increases the productivity and efficiency of the workers by increasing the level of cognitive stock of economically productive human capability which is a product of innate abilities and investment in human beings. The provision of formal education is seen as a productive investment in human capital, which the proponents of the theory have considered as equally or even more equally worthwhile than that of physical capital (Olaniyan and Okemakinde, 2008, p. 158). One of the most obvious examples of the application of human capital theory is that there are increasing demands of private education and other factors determining individual demand for education. Many of th e developing nations have realised that the principal mechanism for developing human knowledge is the education system. Therefore, they invest huge sum of money on education not only as attempt to impact knowledge and skills to individuals but also to impart values, ideas, attitudes and aspirations which may be in the nations best developmental interest. Consequently, most countries have put high budgets on education including for development and better quality of education. Many private and international schools are built and they are believed to provide better quality of education rather than standard type of school. Parents that can afford to send their children to such schools choose private and international schools for their children to receive better education, thus providing them with better future and good jobs with higher wages. It is also worth noting that the causal relationship between education and earnings has important implications for public policy. If human capital theorists are correct in arguing that the education is the primary cause of higher earnings, then it obviously make sense to provide better quality of education to low-income groups of society to reduce poverty and the degree of income quality. The next effect of globalisation on education can be seen through the commodity of education especially in higher education. Nowadays, the increasingly popular trend in education is the global trade of higher education in which receives lots of demand across the world. Higher education is seen as a medium for making money for certain organisation. More expensive education is introduced such as private university and international school. It is true that some cases, they provide better quality for learning but the price to be paid is too much. Those comes from rich family can afford the education but what will happen for the middle and low class family who could not afford it? Globalisation emphasises the idea of bringing people together, making the status all people the same but the reality is because of competition among individual people, education is the thing that you have to pay in order to get it. The more money you willing to pay, the higher the quality of education you will g et, that what most of people nowadays believe in. Same goes to the schooling trend which is getting popular now, that is international school. The same concept as the concept of globalisation applies to international school which is bringing the people together across the world. It globalised in terms of content learning and students inside. Students share different cultures and values, but rarely we can see they share the same class and social status. Usually students come from high class and social status as we know the fees to enter this type of school is far too high. The curriculum usually uses International Baccalaureate which is claimed as a prestigious qualification. Here, we can see the proof of inequality of education being rise. It is obvious for most of the cases, education is seen as commodity, a tool for making money, rather than for public good. There are competition to get into schools where the education is considered to be worth the students or their parents money. Moore (2000) argues that investing in education is same like investing in the stock market. People have to wait long enough for the outcomes. Most of us have a mindset that we can get a better job with high income of we attend better schools. In other words, a certified level of education is a commodity, means that it is useful and can be turned into commercial advantage. Increasing in outcome-oriented form of education. Knowledge for its own sake seems to have lost its currency in a world where outcomes have become the goal of tertiary education. (Mondon, 2010) Babalola (2003, cited in Olaniyan and Okemakinde, 2008 2) states that the contribution of education to economic growth and development occurs through its ability to increase productivity of an existing labour force in various ways. In Malaysia for example, the Malaysian government has made many efforts to make Malaysia as a centre of education excellence in the region and to supply the industry with the relevant human resources.

Hemp :: essays research papers

Hemp PREAMBLE As we enter a new millennium, we find ourselves reevaluating the paths we've chosen and the decisions we've made. Have we made the best with what we've got or are we stumbling in the dark? How many gaps riddle the blanket of our knowledge? The problem lies in how we make sense of where we're heading. Do we choose the path of economics and progress or do we choose the path of environmentalism and sustainability? Is there a median available for us to take where the greens of economy and environment are balanced or are we doomed to blindly continue the path of short-term gain and comfort . . . living out a flawed paradigm? Canada is a prime example of a country that is continually weighing its power and influence on the natural and manmade worlds. We've found ourselves sitting on the global fence between our magliomaniacal brother to the south and our staunch traditionalist motherland to the east. From this division of powers and alliances we find ourselves locked into a self-induced ignorance and stifling conservatism. It's ironic that we have the opportunity to solve most of Canada's critical environmental issues in one fell swoop . . . with one simple plant. It is ignorance and the maintenance of the status quo that has blinded and crippled our ability to realize this resource. INTRODUCTION A plant exists that is so strong that it can be grown without requiring chemicals in almost every part of the world. Many have touted this plant as a possible way in which to wean society from its dependence on fossil fuels for energy and the need to log forests for pulp, paper and wood. It is even said that this plant could adequately clothe and feed the world more efficiently and cheaply than we can do now! Why is this miracle plant not used if all evidence points to its versatility? The answer is bogged down in a century of law, sociology, the corporate agenda and conspiracy theories. Since the early part of the century, hemp has been considered a drug, though it has no euphoric attributes. Hemp: the wonder plant and possible solution to the bulk of our problems is illegal only because it is seen as guilty by it's association with marijuana. Hemp is a herbaceous plant called "cannabis sativa", which means `useful (sativa) hemp (cannabis)'. Fiber is the best known product, and the word `hemp' can also mean the rope or twine which is made from the plant, as well as just the stalk of the plant which produced it. History has proven its acceptance of hemp: both the U.

Greek Theater Essay -- essays research papers

Ancient Greek Theater is the first historical record of â€Å"drama,† which is the Greek term meaning â€Å"to do† or â€Å"to act.† Beginning in the 5th century BC, Greek Theater developed into an art that is still used today. During the golden age of the Athenians plays were created, plays that are considered among the greatest works of world drama. Today there are thousands of well-known plays and films based on the re-make of ancient drama.   Ã‚  Ã‚  Ã‚  Ã‚  Theater originated from the religious rites of ancient Greek tribes. Located in northern Greece, a cult was formed to worship the God of wine and fertility, Dionysus. The cult held religious celebrations which included large consumptions of alcohol, animal sacrifices, and sometimes massive orgies. Theater was thought as a ritual to release powerful emotions and create pure ecstasy. The cult spread south into Greece and by 500 BC annual festivals in honor of Dionysus were held every spring.   Ã‚  Ã‚  Ã‚  Ã‚  A main part of Dionysus’ rites was the dithyramb. It means a â€Å"choric hymn† and it was completely religious describing Dionysus’ adventures. The performance would have a group of dancers, a chorus in costumes, an orchestra of drums, lyres, and flutes, and a leader/director. It all took place around an altar for Dionysus. Soon after the dithyramb became popular at Athenian festivals where poets would compete to create their own unique dithyramb. Soon the dithyramb ceased to be about Dionysus and his adventures. Famous poets chose subjects from several different periods of Greek mythology. Over time, the dithyrambs formed into stories to be performed thus creating drama.   Ã‚  Ã‚  Ã‚  Ã‚  During the golden age of Greece, city-states were developed, the most prominent being Athens with a population of at least 150,000. Here is where the rites of Dionysus created what we now call theater. We have the leader, the chorus, the dancers, and the orchestra. So where did actors come from? Around 525 BC a man from Attica named Thespis, added an actor into the dithyramb to interact with the chorus. The actor was called the protagonist and means â€Å"the main character of a drama.† This addition turned the chorus into theater. Thespis went down in history and is where â€Å"thespians† got there name.   Ã‚  Ã‚  Ã‚  Ã‚  About 534 BC was when the Dionysian Festivals were changed to add dram... ...d of heroic epics involving Gods and legends. He died in 406 BC all alone, extremely cynical of human nature.   Ã‚  Ã‚  Ã‚  Ã‚  Athenians not only produced tragedies in their culture, but created many lasting comedies. These comedies helped set the way for Romans and Elizabethans coming in later periods. Developed similar to tragedy, comedy was aimed at the common people and had less to do with religious beliefs. Satire was often used in comedies, especially ones written by Aristophanes and Menander. Characters in these plays ranged from celebrities to drunken audience members. Menander’s plays were the main basis of comedy that moved onto the Romans and Shakespeare and the Broadway.   Ã‚  Ã‚  Ã‚  Ã‚  Over the 200 years from Thespis’ first accomplishments to the death of Sophocles, Greek Theater thrived. However, all good things eventually come to an end. The golden age was ending as Athenian culture was overrun in 404 BC by the Spartans. Theater of course evolved over time and is now a school subject, hobby and profession. Today it wouldn’t hurt to look back over some historically recorded plays and appreciate what the ancient Greeks created for us†¦ drama.

International Foundation Year Macroeconomics Essay

Question 2a) Explain the meaning of the term ‘inflation’. Along with the development of society more and more problems are brought to our attention, one of which is that ‘inflation’. Nevertheless, with the advance of the human civilization, the living standard increases gradually so the price index and Retail Price Index (RPI) rise gradually as well. Deep down, ‘inflation’ means a persistent increase in all money prices over a period of time which is generally considered to bring costs to society is the form of material, political and psychological costs. Also, the increase must be sustained at some rate before there is inflation and when the price level increases steadily over time. ‘Inflation’ that is to say, it is decrease in the purchasing power and all money prices to the same extent. In economic, inflation is measured as a percentage change in the PRI over a given period of time, for example, if the RPI increases from 100 to 200 in a year, then inflation is said to have increased by 20% that year. In the UK, the Retail Prices Index is most commonly used measure of inflation. Because RPI is measure the cost of living index, it can reflex the money price level such as through the changes in the prices of goods in the shops by households. From the figure 1 illustrate, which show the inflation from 1.9 per cent in 2001 to 3.2 per cent in 2003. Obviously, the inflation rate in UK has increased 1.3 per cent from 2001 to 2003 under the RPI. Nevertheless, in the USA, the Consumer Prices Index (CPI) is usually used to measure of inflation. In addition, GDP deflator can measure the average level of prices as well. Definitely, inflation is either great or slight fluctuation in each year. In economic, creeping inflation and hyperinflation are represent inflation as well. Actually, hyperinflation similarly as inflation but the meaning is quiet difference. Hyperinflation means extremely rapid inflation and the price increase so fast that money largely loses its convenience as a medium of exchange. However, creeping inflation is at moderate rates but persevering over long period. Annual Inflation Rates in UK – 12 month % change Figure 1: Source: Office for National Statistics To avoid inflation and low inflation, this is a Macroeconomic Policy’s objective for a long time. This policy tries to affect the overall performance of the economy. In fact, people have an aversion to inflation. Due to inflation would cause costs of inflation and a number of influences, for instance, redistributions effects, uncertainty possible harming for long-term investment reduces the welfare of people, inflation tax, Balance of Payment, unemployment, damage a country’s competitiveness and create menu costs. Inflation indeed is a positive rate of growth of the general level and it is closely related to the unemployment. Question 2b) Distinguish between demand-pull and cost-push inflation. In economics, demand-pull and cost-push inflation are completely difference. Moreover, they are played a principal role in each nation economic as well. Demand-pull inflation is contrasted with cost-push inflation. Demand-pull inflation means the price increase is transmitted from one sector to another but cost-push inflation means the wage increase is transmitted from one sector to another. Actually, demand-pull inflation describes how inflation starts and cost-push inflation describes why inflation once begun is so difficult to stop. Fist of all, demand-pull inflation is also call demand inflation. It exist is due to excess demand. It means that the resources are not completely sufficient the different regions and sectors of the economy. Demand inflation means the higher aggregate level of activity, the large proportion of areas and industries which experience excess demand for goods and labors of various sorts. Generally, we can know that increase in aggregate demand will cause higher prices and it bring to the society of cost inflation as well. However, cost-push inflation is reverse of demand-pull inflation. Cost inflation is due to increase the factor input cost such as imported goods and raw materials so that cause to raise the prices or wage rates round the economy. Basically, the costs increase would cause the manufacturer to raise prices, soon afterwards, increases in prices cause workers to demand higher wages as well. So the cumulative effect of all these processes cause of passed on in higher prices to consumers and the cost-push inflation is extremely difficult to stop finally. Question 2c) Suggest how a government might tackle inflation. In economics, there are four ways of dealing with inflation. Fist, government can adopt tough incomes policies to keep inflation under control. Second, government can through institutional and constitutional reform to tackle inflation like as fiscal and monetary policies. Third, government can adopt indexing deal with inflation as well. One of the suggestion might tackle inflation is incomes policies. The aim of incomes policy is the attempt to influence wages and other incomes directly. The methods included jawboning, wage-price guideposts, wage-price controls and tax-based incomes policy. Generally, jawboning means the government uses verbal admonitions against those who want to raise the prices of their products. For example, the supermarket in UK cannot increase the prices for all of goods under the government use verbal admonitions against. In addition, wage-price guideposts can restrain the inflation similarly, the government may set up standards for permissible wage and price increase for the private sector to follow. For example, the government may intentionally reduce the wage increase for civil servants so that encourage other employers to control wage increase as well. It can curb inflation efficiently. Moreover, the government can use tax-based incomes policy such as allow the private sector lower taxes for who follow the guideposts and rise taxes for those who violate them. Furthermore, the government may use wage-price controls or freezes may lead to non-price competition. Basically, the government use of wage and price controls can keep prices and wages below their equilibrium levels. From the above, there are a number of goods suggestions for tackle inflation in income policies for the government. On the other hand, the government may change laws and institutions to make it hard for inflation to emerge. Actually, this way takes a long run view because it is not to concern with the temporary costs of first getting inflation down. Nevertheless, the objective is control how to keep inflation down. So the government can through controlling the Central Bank to pass a law permanently restricting the rate of nominal money growth to. Obviously, once the Central Bank going to rise in interest rates, the aggregate demand going to down naturally. After that, the inflation rate can be controlled finally. In addition, unemployment get a closely relationship with inflation, government can adopt the fiscal and monetary policies to curb inflation at the cost of higher unemployment. As we know, once the country have a higher inflation rate so that lower unemployment rate will be accompanied. Conversely, once the country have higher unemployment rate, the lower inflation will be emerged. But this trade-off focuses attention on aggregate demand and disregards aggregate supply. From figure 2c, which express the price level decrease from P1 to P2 due to the Central Bank increase in interest rates, there is evidence that once increase in interest rates would cause to decrease the aggregate demand as well. To put it more simply, there is also indication that rise in interest rates may exert a downward pressure on prices. Figure 2c: A rise in the rate of interest effect. Third, the government can adopt indexing to tackle inflation. Whereas indexation might automatically adjusts nominal contracts for the effects of inflation, any unanticipated inflation and inflation effect can be tackled. For instance, wage rates, pensions, interest payments on bonds, income taxes and many other things can be indexed in this way. Indeed, the purpose of indexing is to reduce the social cost of inflation. However, everything has a good side and a bad side, and indexing is no exception. Some economists worry about that people would diminish the confidence combating inflation even all prices and terms in contracts will be adjusted according to the price index. Historically, indexation has already been introduced in countries that have had to live with inflation rates of 30 or 40 per cent for years. Finally, there are many ways might tackle inflation for government. Income policies, institutional and constitutional reform with fiscal and monetary policies and indexing are the process to tackle inflation efficiently.

Developing Professional Practice Essay

1. Briefly explain how the CIPD HR Profession Map defines the HR profession, including the professional areas, the bands and the behaviours. The HR profession Map captures what successful and effective HR people do and deliver across every aspect and specialism of the profession, and sets out the required activities, behaviour and knowledge. It covers 10 professional areas and 8 behaviours, set out in 4 bands of competence. The Map covers every level of the HR profession: Band 1 being the start of your HR career through to Band 4 for the most senior leaders. The bands set out what you need to do and what you need to know for each area of the HR profession. As per the CIPD Website, the bands cover the following areas: Band 1: Supports colleagues with administration and processes. Effectively manages information and date and is customer orientated. Band 2: Advises on and/or manages HR related issues relating to an individual or at team. Has a clear understanding of the evaluation process and the solutions available. Band 3: Leads a professional area acting as a consultant or partner, addresses key HR challenges at an organisational level for the medium and long term. Band 4: Leads and manages a professional area(s) and/or the organisation. Responsible for developing and delivering organisational and HR strategy. The two professional areas, Insight, Strategy and Solutions and Leading HR sit at the heart of the profession and are applicable to all HR professionals, regardless of role, location or stage of their HR career. There are 8 behaviours that identify in detail how professionals need to carry out their activities and make a contribution to organisational success. The behaviours are: †¢ Curious †¢ Decisive thinker †¢ Skilled influencer †¢ Personally credible †¢ Collaborative †¢ Driven to deliver †¢ Courage to challenge †¢ Role Model CIPD website refers to the HR Map as: â€Å"This is a powerful and simple to use personal development tool for professionals operating at all levels in HR. Not only is it free for members to use, we’ve also carefully designed it to ensure that many of the suggested actions to help professionals progress are low-cost or no-cost – which will be particularly welcome at a time when the recession is ensuring resources for development are tight. Professionals can use the tool to develop in their roles and pursue their career plans. We hope the insights it delivers will quickly become a firm fixture in the performance and development reviews of HR professionals in organisations of all shapes and sizes and across all sectors.† (Stephanie Bird, April 2010). 2. Evaluate how the two core professional areas, the bands and any two selected behaviours uphold the concept of ‘HR Professionalism’, giving two examples from the knowledge and activities at band 2. The two professional areas Insight, Strategy and Solutions and Leading HR sit at the heart profession and are applicable to all HR professionals. They underpin the direction of the profession as an applied business discipline with a people and organisation discipline and describe how great HR professionals work for HR’s purpose. HR can only deliver it’s purpose of sustainable organisation performance if it works from a deep business, contextual and organisational understanding to develop actionable insight. This allows us to creative prioritised and situational strategies that make the most difference and build a compelling case for change. It includes: †¢ Building a picture †¢ Developing actionable insight †¢ Delivering situational HR solutions that stick †¢ Building capacity and capability †¢ Working with agility The successful HR professional provides active, insight led leadership. Owning, shaping and driving themselves, others and activity within the organisation. They develop across three main areas of leadership – personal leadership, leading others and leading issues. It includes: †¢ Personal leadership †¢ Leading others †¢ HR function design and service delivery †¢ HR recourse planning and delivery †¢ Delivering value and performance in HR teams †¢ Managing HR budgets and finances This being based as the heart of the profession, there are 8 main behaviours expected, including; †¢ Role Model – Consistently leads by example. Acts with integrity, impartiality and independence, balancing personal, organisation and legal parameters. †¢ Skilled Influencer – Demonstrates the ability to influence to gain the necessary support from drivers stakeholders in pursuit of organisational value. The CIPD (2005a) has stated that: All personnel and development specialists must be thinking performers. That is, their central task is to be knowledgeable and competent in their various fields and to be able to move beyond compliance to provide a critique of organisational policies and procedures and to advise on how organizations should develop in the future. HR professionals have to think carefully about what they are doing in the context of their organization and within the framework of recognised body of knowledge. They have to perform effectively in the sense of delivering advise, guidance and services that will help the organisation to achieve its goals. Legge (1995) made a similar point when she referred to HRM as a process of ‘thinking pragmatism’. Harrison (2007) commented that the ‘thinking performer’ philosophy focuses on the ways in which HR fields of activity should link to produce a whole that is greater than the sum of its parts, on strategic awareness and on evidence based practice. The CIPD ‘The Thinking Performer Concept’ (2007) believes: â€Å"The non thinking performer will privately regard many of the things her or she is required to do as absurd, indefensible, inefficient, even immoral or corrupt, but will say nothing †¦Ã¢â‚¬ ¦ the non thinking performer is a ‘ lifetime liability’ to the organisation.† Looking at the requirements in Band 2 of the HR Map, and taking into consideration the behaviours within this, you need to build strong relationships with your customers. Managers need to feel comfortable approaching your for advise, and confident that you will be able to lead and advise them on the appropriate approach to take. You need to be skilled in influencing the manager to the correct way of thinking, to handle the situation in the correct manner, but also be flexible in your approach and listen to their ideas/requirements. And together, agree on the best action and way forward. The need for HR theory, Ulrich (1997a): To make practices more than isolates acts managers and HR professionals must master the theory behind HR work; they need to be able to explain conceptually how and why HR practices lead to their outcomes. Regardless of the preferred theory, managers and HR professionals should extract from it a higher level of reasoning for their day to day work and thus better explain why their work accomplishes goals. 3. Explain, with related examples, why HR professionals need to be able to manage themselves, manage groups or teams, manage upwards and manage across the organisation. HR professionals provide insight led leadership. They need to own and shape themselves as well as others within the organisation. They need to personally lead themselves, as well as teams and upwards within the organisation. The definition of management as stated by Michael Armstrong is ‘Management is defined as deciding what to do and then getting it done through the effective use of recourses’. The main processes of management are planning, organizing, motivating and controlling. HRMagazine say: HR must turn outside business trends and stakeholders expectations into internal actions, and should focus on both business results and human capital improvement. HR professionals should target both individual ability and organisation capabilities. HR is not an isolated activity, but sustainable and integrated solutions. An effective HR professional melds individual abilities into an effective and strong organisation by helping to define and build its organisation capabilities. Organisation is not a structure or process, it is a distinct set of capabilities. HR professionals can help line managers create meaning, so that the capability of the organisation reflects the deeper values of the employees. HR professionals are credible activists because they build their personal trust through business acumen. Credibility comes when HR professionals do what they promise, build personal relationships of trust and can be relied on. In order to be an effective HR professional, it is important that they are able to manage themselves in order to show their teams and organisation that they can be trusted. They can then go on to manage their teams effectively, through to managing across the organisation. HR professionals make change happen at institutional , initiative and individual levels. 1. Undertake a self-assessment against the specification of HR professional practice capabilities, such as the CIPD Associate Membership criteria, to identify professional development needs. See appendix 1 for SWOT analysis. 2. Evaluate and select at least three development options to meet your needs , explaining the advantages and disadvantages of each, and their fit with your preferred learning style and career aspirations. Continued Professional Development (CPD) is a necessity in the HR environment. The profession is a very high pace with changes to the law and best practise. CPD makes sure your knowledge is up to date and fresh. New ideas and developments are happening all the time and being dedicated to CPD ensures you are professional and consistent. 20 years ago CPD was not widely spoken of, or used in the HR environment. Until recently the profession has not recognised the need to adhere to the requirements of other professional bodies (medical, law etc) as HR was seen as a job anyone could do, but the recent introduction of the HR standards and HR Map means all HR professionals need to continue with CPD to reflect the professionalism of their career. In recent years the concept of ‘a job for life’ has subsided and now employees in all professions need to continue to prove their worth and stay valuable to the organisation. Keeping up to date with CPD means you are actively trying to develop yourself and have an interest in developing yourself to benefit the organisation and profession. I have undertaken a SWOT analysis (Appendix 1) on my current developmental needs. I have also used the HR map to find out where my weaknesses lie as an HR professional. I found this exercise an interesting and useful tool for working out my developmental needs. I have included a Career Development Plan (Appendix 2), this shows my current development needs and I will be referring to them below. My first, and most important need, is an update on HR Law. This is needs so I can give better advice to managers and have the confidence to act on my own beliefs. My second is updating my knowledge on how to deal with Absence Management, a high level of absenteeism can be extremely costly to an organisation and I would like to develop my knowledge so I can help the absent employee and also help the organisation’s statistics and costs in turn. My third developmental need is Reward Strategies. I find the topic fresh and a lot of organisations are not fully using the strategies. I would like to enhance my knowledge and research best practise to see what recommendations I can make for the organisation I am employed by. I intend to satisfy these needs by taking advantage of courses offered by the CIPD, in house training and by attending the Intermediate Certificate in HR Management at Bridgwater College. It is also important for me to use other tools for learning, for example journals, on line resources and many of the books available at local libraries. To satisfy the needs for enhancing my knowledge of HR Law I will be attending the unit on the subject at Bridgwater College and I also regularly attend HR Breakfast’s at FootAnstey Solicitors. They cover a wide range of topics, including sessions on Employment Law. Absence Management will be researched by looking at the media available, for example previous research and best practise. I will also look to attend relevant CIPD courses being held in the South West area. Reward strategies are reasonably new and important when it comes to employee satisfaction and retention. Researching the subject will enable me to make use of best practise and o ffer recommendations.