Lan Based Time Keeping & Payrol System Ama Computer

Integrated Sales and Stocks Inventory System for Farmacia San Jose III. Area of Investigation: At present property professionals and commercial businesses are having difficulties in practicing the old and traditional format of sales and stocks inventory. Basically all proprietors follows the same procedure where in transactions are done through manual. IV. Reasons for the Choice: Since sales and stocks inventory is seen as the main core and repository of records related to the entire business transactions.The proprietors wish to have a remote access on their inventory. The proposed system will enable to automate the existing workflow and reduce turn-around time. The digitization of sales inventory will provide a secure storage, fast and easy withdrawal/retrieval of record and information. V. Importance of the Study: Manual handling of transactions is common to some of the businesses and this is what we hope to change. This study will simplify the work flow and will greatly succor the owner in business inventory. VI. Target users and Beneficiaries:The target users and beneficiaries of the proposed system is the owner of the business, employers and their customers. VII. Software development Tools: The proponents have chosen Microsoft Visual Basic 6. 0 for creating system and Microsoft Access to be used as the main database to make the system more efficient, accurate, reliable and easy to use.Approved By: _____________________________ Mr. Brian Andrew S. Gonzales Adviser ———————– COMPUTER COLLEGE OF MALOLOS COLLEGE OF COMPUTER STUDIES COMPUTER COLLEGE OF MALOLOS COLLEGE OF COMPUTER STUDIES

Mobile Phone Usage Among College Students Essay

1. Introduction A mobile phone or mobile (also called cellphone and handphone) is an electronic device used for mobile telecommunications (mobile telephone, text messaging or data transmission) over a cellular network of specialized base stations known as cell sites. Most current cell phones connect to a cellular network consisting of switching points and base stations (cell sites) owned by a mobile network operator. In addition to the standard voice function, current mobile phones may support many additional services, and accessories, such as SMS for text messaging, email, packet switching for access to the Internet, gaming, Bluetooth, infrared, camera with video recorder and MMS for sending and receiving photos and video, MP3 player, radio and GPS. The International Telecommunication Union estimated that mobile cellular subscriptions worldwide would reach approximately 4.6 billion by the end of 2009. Mobile phones have gained increased importance in the sector of information and communication tech nologies for development in the 2000s and have effectively started to reach the bottom of the economic pyramid. The Indian telecommunication industry, with about 506.04 million mobile phone connections (Nov 2009)[update], is the third largest telecommunication network in the world and the second largest in terms of number of wireless connections (after China). India has become one of the fastest-growing mobile markets in the world. The mobile services were commercially launched in August 1995 in India. In the initial 5–6 years the average monthly subscribers additions were around 0.05 to 0.1 million only and the total mobile subscribers base in December 2002 stood at 10.5 millions. However, after the number of proactive initiatives taken by regulator and licensor, the monthly mobile subscriber additions increased to around 2 million per month in the year 2003-04 and 2004-05. Read more:  Essay About Harmful Effects of Mobile Phones on Students Kerala is the state with highest teledensity and the number of subscribers in the state has crossed 1.7 million. The increase in mobile phone usage in Kerala had been led by the growth in the state’s non-resident population and the fall in call rates. In its backward Malappuram district with a huge expat population, already there are more phones than people. It is with this understanding and regard that the mobile phone market has been burgeoning in India that we proceed to conduct this survey as an attempt to understand the mobile phone use pattern among the specific group – youth, by narrowing down the study in the campus of Sacred Heart College, Thevara. Over the years the bad side of technology has also been brought to forefront placing the onus of bad behaviour as always on the youth. It is an accepted fact that mobile technology has corroded the lives of many young people and has reduced their productivity within the college campus. This study, then, while being a trend analysis survey, is also relevant in the context that it attempts to bring out solutions to this problem of â€Å"mob menace-on-campus† on the basis of the responses of the students (purported victims) in question. 2. Objectives The objectives of this survey may be drawn out as follows; a. To identify the average number of students using mobile phones within the campus b. To identify the income versus consumption pattern with respect to purchase and further spending on mobile phones by students who use mobile phones c. Sketch the current trends in mobile phone usage among students d. Understand whether a majority have the propensity to get into trouble using mobile phones e. Come up with possible solutions to reducing mobile phone menace within the campus 3. Methodology In keeping with the above stated objectives, we adopted the methodology of simple random sampling to attain a sample of 77 students in the ratio of 1:2:4 for 1st years, 2nd years and 3rd years respectively, accounting for a total of 11 departments offering undergraduate courses within the college. Therefore we have a total of 11 first years, 22 second years and 44 third years. The third years who have been acclimatized with the college  surroundings provide the most reliable and consistent data, first years stand on unsure ground and 2nd years show rebellious tendencies. Of these, a majority of trends were analysed on the basis of responses of only 64 (out of 77) students who possessed mobiles within the campus. The survey was conducted with the help of a written questionnaire consisting of a variety of questions numbering a total of 31 (see Appendix I). 4. Findings and Conclusions Before moving to the major conclusions derived from the survey, it would be worthwhile to understand the basic characteristics of the sample of 77 students surveyed. 4.1 Basic Characteristics[1] Among those surveyed:  a. 58% are females, with relatively more male samples (55%) coming only among second years b. 56% fall under the age group 18-20, the remaining in 20-22 group c. Arts and Science groups together contribute more to the total sample strength, in keeping with the relatively greater number of departments that they have in the college. d. 75% of the respondents are day-scholars e. A small percentage of 31% of respondents are engaged in any form of part-time or other income earning activities along with their studies, with the greatest contribution coming from 3rd year students of upto 34%. f. Overall 52% of the respondents claim monthly incomes of over Rs. 5000, but internal vagaries can be noted with about 36% of II year students putting their monthly income at only Rs. 1500-3000. g. Among those surveyed, a majority i.e. 83% confess to bringing and using mobile phones within the campus. The highest usage may be seen among the III years (91%) and lowest among II years (68%). From this we can deduce that on an average between 65 to 80% of all students in the college are using mobile phones within the campus. 4.2 Income-Spending Patterns in Mobile Use As against popular belief, mobiles are mostly seen as utilities rather than prestige goods by the students in that while 52% claimed incomes above Rs.5000 only 31% of the respondents actually possessed mobile phones ranging above Rs.5000. The entire 5% of respondents, who possess mobile costing over Rs.10, 000 not surprisingly, consists of male respondents reflecting male fondness for gadgets. A. Ownership of Mobile We also see that parents consider it a matter of great necessity that their wards possess mobile phones as even though 31% of the respondents worked, only 28% had purchased the mobile out of their own income. A big majority, 72% students, possessed mobiles with the complete knowledge and acceptance of parents. B. Monthly Spending on Mobile It is interesting to note that females are considerably frugal when it comes to spending money on mobile phones in lieu of recharges or normal bill payments, never going beyond an average of Rs.500/month. Males still have a tendency to cross Rs.500 with 24% of then doing so and a very small percentage (4%) dare to cross Rs.1000 a month. On an average, however, a good majority of 67% are able to limit their monthly expenses to less than Rs.300. This may be attributed primarily to the fact they use pre-paid mobile connections offering minimal top-up recharge cards aplenty in the market. 4.3 Trends in Mobile Usage To identify the current trends among mobile users in college we use the responses of 83% of respondents who confirm that they bring and use mobiles within the campus. The following are the major trends noticed. A. The most used mobile handsets: Nokia B. The most used type of mobile connection: Pre-paid 56 of the 64 respondents prefer to use pre-paid and not post-paid connections. The reasons may be that it allows cheap and easy recharge and prevents too much interference from the parents regarding usage and convoluted processes of bill payments. Further it also prevents over-the-budget use of mobiles by restricting the number of calls, messages etc that one can make during a given recharge period. C. Preferred Mobile Network: Airtel The top three mobile service providers among the students surveyed are Airtel, BSNL, and Vodafone. While Airtel being the leading provider was not a surprise result, BSNL emerging the second most popular service provider was quite against the expectations, given the recurrent troubles in connectivity and overall poor performance. However the attractively priced student plans must provide the incentive to purchase the connection. D. Most Communications go to Friends/Classmates While overall we see that friends/classmates surpass family in receiving communications from students, this marginal overtaking occurred in case of the III years alone. Among I years and II years family comes first in terms of maximum communications. Again, the 11% of people who agree to communicating most with their boyfriend/girlfriend may also seem as too small a percentage. Here again the III years (almost 9%, especially boys) were more given to accepting that they had relationships and frequently communicated with them. E. Primary time of use: Evening F. Service Most Used: SMS The top two services for which the mobile is used are to send SMSes and to enjoy music. Calls (ironically, the primary purpose of mobiles) come only third. The fact that GPRS facility is least used points to the fact that a  good majority of students are still not much acquainted with mobiles having higher end facilities. While analyzing the use of important mobile services, it would also help to separately present the behaviour of males and females in this regard. Even though females form a greater number of respondents, only 5% actually use the GPRS facility against 24% of males. A similar trend is seen in case of Camera/Video usage and also FM/music player. G. Most Popular form of communications: Forwards A whopping 42% of all respondents prefer to communicate via forwarded messages alone. This is primarily because of the numerous â€Å"free SMS† plans provided by the pre-paid connections. While they could make use of this facility to send personalized messages, a lack of sufficient personal thoughts to send to one’s friends and classmates (whom one meets everyday) and a relatively larger store of forwards traveling through the mobile networks, it affords a cheap and easy way to stay in touch. The second most preferred method of staying in touch is found to be missed calls. H. Main reason for bringing mobiles to college: Family While this may seem quite contradictory to the earlier result, note that earlier it was mentioned that only III years gave friends/classmates precedence to family. The trend is similar in this case as well. But over all keeping in touch with family is believed to be the main reason to bring mobiles to college. Our earlier conjecture that mobiles are no longer luxuries or prestige goods is revalidated here with only 4% of boys affirming that they bring mobiles in order to impress others. We can also safely state that the entertainment value of mobiles is of great importance to the students with an overall of 27% agreeing that they bring the mobiles to college only in order to listen to music or play games during free hours. 4.4 Mobiles: Danger or Saviour? Now, it is necessary to tackle the issue of propensity of the youth to entangle themselves in serious problems by using/misusing the services of  mobiles. The survey shows interesting results. A. Mobile as a tool for social networking? No! A majority of students seem to be aware of the dangers of making friends through the mobile and hence have successfully avoided any attempts to network using mobiles. But among the 13% of those who have been adventurous, it is quite disturbing to note that 75% are male students. B. Trends of Disturbing Calls/Messages? While a majority claim that they have definitely at various times received disturbing calls/messages from random unknown persons, only 22% admit to having sent such calls or messages. Again, the propensity to do so is higher in males (40% in males as against 10% in females). C. Knowledge of troubles related to Mobiles in college: Very Less D. Mobile as a Saviour? 4.4 Possible Solutions to Mobile Menace In order to postulate solutions to mobile phone menace on campus, we must first find out whether the students feel that mobile phones are actually a menace on campus. From the above section what we understand is that a good majority of students using mobiles are rational and mature preferring to stay away from troubles, known or unknown. And they have most often felt that mobiles are more helpful in contacting their close ones in times of difficulty. In this line, the result is that 44% don’t think mobiles are a menace (including those who don’t possess mobiles in campus). But at the same time 30% are also undecided between the advantages and disadvantages of having a mobile in college. Hence these results cannot be taken at face value. We need to probe further with regard to two specific problems namely, camera phones and loss of attentiveness in class. A. Yes to a Camera Ban Females, naturally being concerned about their safety, over the 3 years of college, uniformly support a ban on camera phones in college campuses. The trend among males is quite peculiar. A majority of first years and third years are in support whereas the number drastically falls in the case of second years. This can only be attributed to the fact that a majority of second years often go through a phase of rebellion within the college, where rational thinking becomes faint. The result is purposeful disregard of all bans and regulations, which is very evident throughout the survey. B. Yes to Mobile Jammer In case of the possible use of mobile jammer too we see that I years in all eagerness to please and learn are willing to comply with its use during class hours. The II year students are more prone to bunking, disregard and involvement in extra-curricular activities and hence both males and females are quite against the idea of mobile jamming during class hours (as that is when they would require the mobile most!). Again, once students enter III year being more conscientious and exam-oriented, they are more willing to comply with such a possible jam. Therefore the compliance behaviour of students varies greatly with their mental makeup, objectives and peer behaviour which changes from year to year. Universally it was felt that I year and III year responses were more grounded, rational and in keeping with objective decision-making process. C. Provision of Mobile Phones by College: A Possible Solution While camera ban may be partially effective, recurrent programmes and festivals prevent it from becoming fully functional. Mobile jammers (especially of partial formats) can involve huge technological costs and also real costs in terms of time lost in communicating between departments not only for students but also for faculty and other staff. Then what can be done? What we did with laptops/computers; make it available to students. It is obvious that even after successive bans mobiles are being used in the campus. The main reason as we have found is the need to stay in touch with family and friends, due to odd timings, blocks and other transportation  problems, and also as a source of entertainment. So what would be the response of students to a possible offer from the college to provide low end basic phones (all of which nowadays come with FM/Music player) to be used during the period of graduation? The only condition we put was an extra payment of Rs.500 (which can be seen as a refundable caution deposit) at the beginning of the course. And quite surprisingly, without any other incentive, 40% responded in affirmative; they are willing to use this facility. The most promising response came from III years where 50% said yes, and among I years 36%, but it was least in II years at 23%. While 40% may seem as a small number, it is also important to understand that the remaining 60% doesn’t completely disown this scheme. Instead there is a very important group; the ‘Can’t Say’ group. It has always been seen that these are the people who make or break plans. As much as 17% are undecided regarding the adoption of the scheme. They represent the group of people who carefully weigh incentives and take decisions. Since they have not received all information they desist from committing to the programme. On the other hand a string of incentives such as – free connections, group calling cards, self-payment (without interference, atleast at superficial levels, from college), pre-fed numbers for emergencies etc. would considerably shift the 17% towards yes. In case of indecision also we see that the II years are ahead, whereas III years who have confidence in the system, and understanding of the utility of mobiles have least indecision. One can ponder over the cost elements of making such a provision available, but doing that would not fall under the purview of this study. But a general note should be made that most companies would be willing to provide such facilities within the campus at low cost (in case of bulk supply). It is also interesting to note that among the 17% of students who don’t possess mobile phones, 38% (comprising of 60% girls) said yes, an equal number were undecided and only 24% said a strict no. They perhaps represent those students who are totally averse to use of mobile technology itself. Recent reports in newspapers surrounding this debate have also shown that parents are willing to accept such a provision (some parents themselves put  forward this idea). Our survey shows that, if it is implemented when students enter first year itself, there is a high chance of gaining uniformity in mobile usage (preventing any possible demonstration effects), almost completely eliminating camera phones (with the agreement of students), and a knowledge that ultimately it is the property of the college and must be returned with the trust that authorities have reposed in them would decrease chances of misuse. The idea is to come up with an incentivised plan to encourage students to make use of the facility if put into effect. It would also encourage teachers and students to reduce barriers and open all channels of communications at all times. In Conclusion: The mobile technology has undoubtedly spread through the college, but mostly as a utility rather than a luxury. But the fact that it provides outlet for entertainment makes it more endearing for the students. Male students are more likely to venture into the technological sides of the mobile while girls keep it basic. The spending is kept generally within limits of Rs.300/month. Other trends include a majority use of Nokia handsets with pre-paid connections, to communicate with family/friends. A good majority treats mobiles with safety and stay away from dangerous use. But the boys have a greater tendency to take risks in this regard. Generally mobiles are perceived more as a saviour than a danger. There is no possibility hence that they will stop using mobile phones, thereby making a ban ineffective. But logical sense prevails in that they are aware that camera bans are meant for their safety and security. Overall 44% are also tending toward a possible partial (during class hours only) use of mobile jammers as well. But it seems that if the college is willing to invest in low-end mobile phones for students, while it may not ensure 100% compliance and riddance to technology related problems, it can go a long way in ensuring uniformity, constant communications and closer links between authorities and students on the basis of trust and confidence.

Balance Of Diversity And Unity Cultural Studies Essay

Balance Of Diversity And Unity Cultural Studies Essay For a country to be considered a superpower, it must have prominent import/export trade capacity, command political power in the world (allies), sustain a powerful military, and provide a substantial a high Gross National Product. What is usually overlooked is how the microeconomics is affected in a highly positive manner by the harmonious balance of diversity and unity within the successful countries that are operation so proficiently. The inner-workings and confluence between the cultures of any high ranking country are most probably functioning in a well defined rhythm. If there is a glitch in the smallest cog of the machine of any country it can usually be traced back to unrest in the social balance of diversity and unity, which results in the decline of a country’s economic success. A very crucial balance between unity and diversity within society is not an easy goal to achieve. Finding the perfect balance between any two principles can be an extremely difficult task, if not impossible. In this difficult search we look back in history to feudal China, where the philosophy of yin and yang were created. Svebor Hlede, an expert on the history of Chinese philosophy states that â€Å"The dual concepts of yin and yang which describe two primal opposing but complementary principles or cosmic forces said to be found in all non-static objects and processes in the universe† (Hlede). This seemingly paradoxical concept is the very nature of unity and diversity. Unity and diversity are two contradictory philosophies which must work in unison to allow a society to stray away from stagnation and stasis. When looking at the yin and yang circle, two parts which will represent unity and diversity are put together in a circle. This circle represents society as a whole, the two parts are contradicting aspects, they fight and interchange each other. Whenever the trend of unity increases, the trend of diversity decreases and so on. (Hlede) Abraham Lincoln, the si xteenth president of the United States, said â€Å"United we stand, divided we fall,† he was discussing the north/south cultural differences that brought on the Civil War. This concept of the absolute importance is appropriately valid in modern times to this day. One cannot survive on one’s own; therefore life is based upon and requires unity. Agreeing that unity is a principle building block in the base of a successful nation does not mean that the whole world follows this logic. For some, violence between cultures is such an ingrained tradition that balances between unity and diversity seems an improbable goal. It is the unfortunate truth â€Å"that when certain people in power try to promote unity within nations/countries, other certain people in power will do and say something that will cause disunity, which brings about war and all other types of evil things† (Thoughtz). For example, the current president of Iran invites aggravation when he states that the Holocaust did not happen. In another speech he advises the state of Israel should be wiped out. The condition of the Middle East is a proper example of no unity or acceptance of diversity. There is ongoing tension between the Israelis and its surround neighbors the bordering Arab countries. If one tries to promote unity in the Middle East, it is easily pushed aside when such an inflammatory statement is made by the president of Iran; this causes a tremendous uproar because the Holocaust did happen. Even in America there can be seen a sway in the balance of race relation and race unity. Racism is still happening in the US and also discrimination. Although progress has been made in the last half a century that unity can be disrupted when a racist incident occurs like the Jena 6 case. Racism is a leach on the social structure that keeps sucking away whatever unity seems to be gained.

Speech Final about our last group project Essay

Speech Final about our last group project - Essay Example With the ever increasing multicultural diversification of the society these dynamics are therefore predicted to remain as a major concern for group workers like us volunteers. Team dynamics is determined by factors like, environment of the team, time, and composition of the team. The group dynamics can be categorized into five main domains: (1) patterns of interaction and communication processes, (2) cohesion and attraction that arises interpersonal, (3) influence and integrating socially, (4) control and wiled of power, (5) and the overall culture of the group. Comprehension of group dynamics is critical for effective practice with individuals together with the community in this case the school community. Therefore by ignoring the therapeutic power of dynamics of the group greatly reduces the ability of a worker like a volunteer to aid the members to attain their goals. This is very vital for any successful participation in volunteer work because it forms a benchmark for good workmanship. According to Engleberg & Wynn (p.245) argue that lack of training or wrong composition of the team will result in critical skill gaps that will most of the time lead to the decrease in the overall performance of the team. Moreover, the size of the team will influence the outcomes of the groups. By studying the relationship between the size of the group and group outcome in work places a negative relationship between the quality of the relationship among team members, size of the work group and organization was found. The processes of communication and patterns of interaction are paramount in group dynamics. These are very important components of social interaction that are an influence to the behavior and attitude of members of the group. The face to face group members have an experience of both verbal and non-verbal types of communication. Leaders who are effective in their work are to ensure that they listen attentively to the meaning

Greek Easter or the American Easter Essay Example | Topics and Well Written Essays - 750 words

Greek Easter or the American Easter - Essay Example Easter primarily is the celebration of Jesus' triumph over death and mankind's hope for eternal life. Some of the main features behind the original Easter story are Jesus' execution, his burial and most significantly his rising from death. Christians believe that according to the Scripture, Jesus came back to life three days after his death on the cross, which is observed through the Good Friday, always the Friday before Easter. Through his death, burial and resurrection it is believed that Jesus paid the penalty for his sins and obtained eternal life for all who believe in him. Although it is the celebration of the same truth in history, the methods of celebration differ quiet a bit. In USA the name of this Holy Day is Easter. It is derived from the pagan goddess of dawn, "Eostre". Since Eostre was a pagan goddess, in some churches it is considered inappropriate to refer to this Holy Day with the name of a pagan goddess. However, the word Easter is simply used to refer to this holiday only, with no connotation what so ever with the pagan goddess bared in mind. In most other languages including Greek, Easter is called Pascha, related to the Hebrew word Pesach, for Passover. This is because the early Christians linked this celebration to Passover. Along Along with differences in names there are also differences in the ways this holiday is celebrated. If the holiday is being celebrated in the US, one can expect to see the famous Easter parades. Another famous tradition is of egg hunting for hidden eggs. This became known as the Easter Egg Roll, gaining popularity in the late 1800s. Children rolled eggs on the grounds of the US capitol the congress was not happy about this and outlawed the practice. In 1878, President Hayes and his wife Lucy invited children to roll eggs on the lawn of the White House itself, starting a tradition which still continues today. Another US tradition is the Easter Bunny, in many cultures it is viewed as the bunny as symbol of fertility. The reason behind accepting this view was that centuries ago, Pope Gregory I allowed people to keep pagan symbols such as eggs and bunny as long as they can be recast in Christian terms. In Greece the celebrations truly begin two months before Easter. They start with the festival called Apokria, in which a huge paper mache effigy of Judas is set on fire. The next Monday is called Clean or Ash Monday it is one of the most festive days of the year for the Greeks. Children and parents gather on the hills of Athens and the Greek countryside to fly kites and enjoy picnics and than Lent begins. Holy Thursday is the day when all Greek families prepare dyed red eggs. Tradition says that the Virgin Mother dyed eggs red to celebrate the resurrection of Jesus and to celebrate life. This is a big part of the Easter Sunday. On Good Friday flags at homes and government buildings are set at half mast to mark the sorrowful day. Holy Saturday is filled with anticipation of Easter. People gather at town squares and churches and by 11 P.M. the Easter Services start. Large white candles are lit and are carried by everyone. At midnight the church bells ring and the priests announce Christos Anesti (Christ has risen) and fireworks are set off. The celebration contin ues on the Sunday with great Easter feasts. This is brings us

Leadership styles in the public service (public service for example Essay

Leadership styles in the public service (public service for example police, fire service, etc) - Essay Example (SWAITHE, 2001, 26-27). Successful tactical management / leadership turn out to be more important as the pressures for larger implementation and restructuring required of law enforcement organisations, as police leadership entails an innovative approach to these demands. The law enforcement officers normally are under the direction of paramilitary and bureaucratic models of leadership, which models are represented by the extremely centralised and managed theories that police function is quantifiable and controllable. In this respect to deal with growing environmental and technological ambiguities, several agencies transformed to a specialized or post-bureaucratic model of leadership. This style of leadership involves an outstanding methodology to conceptualising organisational public management. Contemporary manners of law enforcement leadership facilitate a decentralisation of commitment, authority, power, and decision-making, together with community concern and assessment. (ROGERS, 2008, 38-39). A better-suggested style of leadership that can possibly help law enforcement agencies as they progress in an environment transformation is Spiritual Leadership Style. This is a fundamental leadership concept for organisational change planned to generate an inherently stimulated, learning organisation. The principle of Spiritual Leadership is to initiate vision and value similarity across the strategic, empowered team and levels of individual and, finally, to promote advanced stages of organisational dedication and efficiency. Spiritual Leadership consists of the values, attitudes, and behaviours that one must assume to inherently motivate oneself and others in order that both have a feeling of spiritual endurance through calling and membership. Furthermore, the Spiritual Leadership paradigm offers an integrating Framework for a police department's transformation struggle, specifically as it associates to growing stages of inherent motivation, dedication, productivity, and employee well-being. Leadership style pertains to the prototype of behaviour a leader applies across the full diversity of leadership circumstances. Evaluating all the variables which influence the efficiency of the work environment and the optional effort prioritized by the group, Leadership Style demonstrates the greatest influence. The extensiveness of a leader's collection of styles establishes his or her efficiency. Leaders descend toward styles that are considered natural to them, and may limit themselves to only those styles that appear naturally. What feels natural is principally determined by the leader's individual proficiencies. In Leadership Style, there is no accurate or erroneous as the most successful style relies on, and differs according to the mission, people, and circumstance to deal with. These styles are comparatively successful depending on the characteristics of the circumstance, such as: 1) experience of the team; 2) employee strengths and weaknesses; 3) intricacy of the mission; 4) time pressures; 5) risk associated with deviation from performance; and resources available (time and people). (THIBAULT ET AL, 2004, 53-54). Whilst managers deal a limitless range of leadership circumstances, research has revealed that there are basically six

Summary Essay Example | Topics and Well Written Essays - 250 words - 105

Summary - Essay Example There are different structuring considerations for different types of businesses. Canadian businesses need registration from the concerned provincial and federal governments for getting the tax account numbers. An allocation formula is used to allocate each corporation’s income to the provinces of permanent establishment. Capital Taxes have been mostly waived, whereas interest expenses are financed and deducted according to the set principles. Canada follows the guidelines set by OECD for the arm-length’s principle for transfer pricing. Earnings of a Canadian subsidiary are distributed through dividends, and the cash is repatriated. Canada applies withholding tax upon the non-residents’ services in Canada. Canada treats leasehold improvements as capital expenditures for the purposes of tax. Tax planning opportunities are there for companies having significant real estate amount in Canada. Canadian income tax laws apply on non-resident businessmen in Canada under domestic law, though sales made over the Internet are exempt from the income tax

Physical Journeys Based on Away by Michael Gow Essay

Physical Journeys Based on Away by Michael Gow - Essay Example According to the research findings, through the structure, language and theme Michael Gow shows through his play the impact of the physical journey on the characters (travelers in the play). The physical journey of going away on holidays involves both obstacles and as well as movement to new places. AWAY, The Road Not Taken (Robert Frost) and Shakespeare’s The Seven Ages of Man (As You Like It) all convey the same message to mankind on earth – choose the right path (Frost) on this stage of the world (Shakespeare) by going ‘away’(Gow). To go ‘away’ on a holiday to recoup (rediscover the self) according to Gow is what the human beings need to understand. Gow brings out the necessity for spiritual regeneration for a sense of belonging and harmony with each other and nature. ‘Away’ is a five-act play involving three Australian families which go ‘away’ on a holiday during the Christmas of 1968. Roy and Coral (the headmaster and his wife) are on the verge of a breakup; Coral is still grieving over their son who was killed in the Vietnam War. Tom migrated to Australia from England with his family. He suffers from the terminal disease, leukemia of which he is aware although his parents do not know that is aware of it. They are taking Tom for his last holiday together and they are determined to have a good time. Tom and Meg are together in the school’s play A MIDSUMMER NIGHT’S DREAM and they are fond of each other. Meg’s parents Gwen and Jim are taking Meg for a holiday so that she can have a break. Gwen believes that one has to sacrifice for anything good to happen to you. The themes of reconciliation and loss emerge as one family deals with the death of their son in the Vietnam War, another faces the prospect of losing their son through leukemia, and the other by their daughter simply growing up.

Research Proposal Example | Topics and Well Written Essays - 7750 words

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United Nation Peacekeeping Essay Example for Free

United Nation Peacekeeping Essay Certain degree of bias indications has to be inevitable among any group of peacekeepers despite of their altruistic intentions. Under the principles of neutrality and impartiality, even United Nation peacekeepers are entitled to experience such biased inclinations during the course of their campaigns. In order to test this hypothesis, the study reviews the acts and campaigns of the Irish peacekeepers serving with UNIFL in Lebanon from 1980 to 2002 for potential indications of biased decisions, activities and empathy, specifically towards the local Lebanese or the Jewish settlers. ii. Problem and its Background By nature, UN Peacekeeping Organization (1948) has been helping in the resolution of existing conflicts among warring countries and/or international feuds. According to Sperling and Kirchner (1997), the UN has been able to alter its image from that of an inactive to an active organization, and the considered major etiology is the agreement among the fiver permanent members of the Security Council in 1987, particularly in using the organization as an intervener of international affairs, conflict and disarmament (p. 62). One of the most significant UN peacekeeping campaigns is the United Nations Interim Force in Lebanon (UNIFIL) that centers on the 1980 conflicts between Israel and Lebanon. UN Peacekeeping ambassadors have been associated to the UNFIL mandating the withdrawal of Israeli forces from Lebanese territory to restore international peace and security in the area. Furthermore, under the UN Security Council Resolution 425, the peacekeeping campaign and UNFIL have provided extensive tasks over Lebanese territory, such as assisting the government of Lebanon in ensuring the return of its effective authority in southern Lebanon, humanitarian assistance, supplies provision (e. g. medical, food, etc. ), and others (Fleitz 2002 54). Despite of the altruistic motives of the peacekeeping organization, UNFIL has encountered tremendous rejection and feud against Israelite, which eventually worsened the UN-Israel relations. According to Pitta and McCouaig (1994), the Irish peace UN ambassadors together with other members of UNIFIL have been associated 1982 Lebanon Wars between Israeli and Palestinian terrorists (Hizballah) within Lebanon (p. 4-5). Hence, instead of becoming peace ambassadors, UNIFIL members are caught in the middle of Israeli-Palestinian feud, while their Israeli-Lebanese goal of withdrawal has become entirely complex, which eventually resulted in the damage of UN relationships among Lebanese and Israeli groups. iii. Aims of the Study The primary task of the discussion is to obtain indications illustrating bias or non-partial indicators among Irish peacekeeping forces and UNIFIL members during the campaigns on Israel-Lebanon settlements. The study examines the sides of four parties involved, (1) UNIFIL and Peacekeeping Groups, (2) Lebanese Officials and their territory, (3) Israeli soldiers and their abusive settlement within Lebanese territory, and (4) the Palestinian terrorist group. The study seeks (1) to discern biased actions or perceptions that resulted in peacekeepers (Irish; UNIFIL) empathizing with either the local Lebanese or with Jewish settlers, and (2) to determine the implications of these biased activities towards UN’s relationships among Lebanon and Israel. II. Discussion i. Overview of Peacekeeping Traces of Biased Rule (1940s to 1980s) The primary characteristic of the U. N peacekeeping operations is its role in the resolution or management of conflicts and not entirely to provide aid to any parties concerned. From the historical point of view, peacekeeping operations in the Middle East have started way backed 1948 Arab-Israeli Wars under the United Nations Truce Supervision (UNTSO). The primary task of UNTSO is to supervise both military condition and the Palestinian truce (Pitta and Mccouaig 1994 4). As supported by Kellerman, Siehr and Einhorn (1998), UNTSO’s indefinite mandate is limited to observing, reporting and investigating cease-fire violations and other border incidents in the course of supervising the implementation of the General Armistice Agreements between Israel and Arab neighbors (p. 368). At that point, the United Nations General Assembly has proposed its initial peacekeeping resolution in an effort of negotiating the disputed Jerusalem from the two parties involved – Israel and Palestinians. The offer involves the partitioning of the territory into separate Arab and Jewish states with the city of Jerusalem under the International mandate. However, the offer has been declined since the most significant sacred city, Jerusalem, cannot be placed into any others’ property aside from the Jewish nation (Kellerman, Siehr and Einhorn 1998 p. 368). According to Pitta and Mccouaig (1994), the United Kingdom possesses 1. 5 million Palestinian Arabs under the League of Nations mandate and 500,000 Jews (p. 4). After the negation of UN proposal on 14th of May 1948, the United Kingdom relinquished its mandate over Palestine, while the Israel has been proclaimed. Due to the biased support of the international nationalities among Israel, the next day (May 15) the Palestinian Arabs, together with other Arab states (Egypt, Jordan, Lebanon and Syria), attacked the United Kingdom republic. According to Hearn (1999), if the peacekeeping forces fail to uphold the requirement of impartiality, the credibility of their campaign shall be compromised, which consequently opens them to attacks (p. 10). In order to resolve the conflict, the UN Security Council has called for a cease-fire mandate under the Resolution 50 on MAY 29, 1948. According to Pitta and Mccouaig (1994), the UNTSO observers have become the primary observers of the truce of 1948 (p. 4). UNTSO has become the primary and the longest existing peacekeeping organization securing and monitoring the relationship between Israel and Palestinian groups. UNTSO observers have been attached to UNFIL groups in an effort of securing and monitoring the implementation of the 1948 Truce and cease fire mandate. However, according to Stephan (2004), UNTSO observers and other peacekeeping groups (e. g. UNIFIL, UN Security Council, etc. ) have been accused on implementing biased treatment among both Jews and Palestinian settlers. In response to the Lebanon-Israel conflict, Fleitz (2002) has reported that Israel groups are complaining against anti-Jews activities among UNTSO, UNIFIL and UN Department of Peacekeeping (p. 54). Meanwhile, according to Hahn (2004), Palestinians are complaining against the international favor (e. g. American support towards the Israelites, UNTSO’s rejection of Syrian complaints against Israel’s bridge and trenches fortifications that are considered violation against the armistice, etc. ). Considering these scenarios, accusations of being biased are being directed to almost every party involved in the Israel-Palestinian feud. ii. The 1982 Conflicts among UNIFIL and Disputants According to Fleitz (2002), UNIFIL is the most notorious example of the consequences when a traditional peacekeeping force is only partially accepted by warring parties (p. 54). Similar to the history of UNTSO, UNIFIL has been accused of having biased activities with the Lebanese party. The primary task of UNIFIL is to monitor the conditions of Israel settlement in Lebanon and facilitate its withdrawal. However, the disputants refuse to fully cooperate with the UNIFIL representatives due to the vast issues of biased activities (e. g. Israel party is accusing UNIFIL of being an anti-Israelite group, etc). According to Muller (1997), Israel has objected to the UN’s bias in Lebanon and elsewhere branding the UNIFIL organization as an instrument for their anti-Israel schemes (p. 132). Due to the past issues of Israel with Syria, Iran and other Arab Nations, the provision of support system has become very sensitive and critical to the peacekeeping strategies of UNIFIL. Israel has accused UNIFIL of supporting the Lebanese to regain the Palestinian and the rest of the Arab’s favor. Although, according to Fleitz (2002) and Nachmias (1999), Israel perceives UNIFIL as a U. N instrument in helping the Lebanese-Syrian groups against their nation. According to Gat (2003), Israel has falsely interpreted the reasons of Israeli troops’ withdrawal from Lebanon, and considered this as an aid for the Arab groups to reconstruct their settlement in the area (p. 104) Conflict between Israel and UNIFIL’s mission of Israel’s withdrawal has threatened the U. N-Israeli relations. Due to the incident, UNIFIL-Arab conflict has increased causing the decline of UNIFIL populations and death of most Irish peacekeepers. According to Said and Hitchens (2001), the Israeli Iron Fist operations against terrorist suspicion in the area of Lebanon have prevented them from leaving (p. 131). Nachmias (1999) states that UNIFIL failed in its three mandatory missions: (1) it did not induce peace, (2) it did not stop the daily carnage of Israeli soldiers and Lebanese civilians, and (3) it failed to achieve the withdrawal of all foreign forces from Lebanon. Instead of fulfilling their peacekeeping tasks, UNIFIL is caught in the middle of the Israeli-Palestinian feud within the Lebanese settlement. In 1985, the Israeli settlers in Lebanon filed their request of using Southern Lebanon as their settlement in the area. According to Fleitz (2002), the settling of Israelites within the security zones of South Lebanon has caused severe casualties on the part of UNIFIL members, specifically 83 fatalities from attacks when Israel launched a major invasion of Lebanon through UNIFIL positions (p. 55). Due to these consequent events, UNIFIL has failed its very mission of settling the feud between Israel and Lebanon. The South Lebanon Army has defied the U. N resolutions not to occupy the security zone between Israeli border and UNIFIL forces. The tensions between Israel and Lebanese civilians have grown to be very sensitive. UNIFIL, being opposed to the settlement of Israelites in the area of Southern Lebanon, has been incorporated with the targets of Israeli troops. However, during the patrol of Israelites within the streets of Lebanon, incidence of preventive gunfire against Irish peacekeeping forces has been reported, which eventually caused wide protest against Israel troops (Said and Hitchens 2001 133). Due to the aggressive military activities of Israel against Lebanese civilians (e. g. 1984 killing of 150 children in a bombed-out school at Bekaa Valley, 1985 killing of 20 people in Tripoli refugee camp, etc. ), UNIFIL has to support the local Lebanese civilians, especially the wounded.

Is Neoliberalism A Force For De Democratisation Politics Essay

Is Neoliberalism A Force For De Democratisation Politics Essay Critically discuss with reference to the writings of Wendy Brown and other theorists of your choice. I will be looking at whether this argument by Wendy Brown has any real foundation and what other theorists say about neoliberalism. Theorists that I have chosen to include in this discussion are: M. Foucault, D. Harvey and P. Bourdieu. I will venture arguments in favour and against. I shall start from providing a brief definition of neoliberalism. According to Brown: à ¢Ã¢â€š ¬Ã‚ ¦Neoliberalism is equated with a radically free market: maximized competition and free trade achieved through economic deregulation, elimination of tariffs, and a range of monetary and social policies favourable to business and indifferent toward poverty, social deracination, cultural decimation, long term resource depletion, and environmental destruction. Neoliberalism is most often invoked in relation to the Third World, referring either to NAFTA-like schemes that increase the vulnerability of poor nations to the vicissitudes of globalization or to International Monetary Fund and World Bank policies that, through financing packages attached to restructuring requirements, yank the chains of every aspect of Third World existence, including political institutions and social formations. (Brown, 2006) The product of neoliberalisation is de-democratisation. It is a very interesting process, especially when many people are not even aware of its existence. It affects human rights and the rights of workers, freedom and equality, respect for law and legal process, and citizenship. North America is a good example. De-democratisation developed almost by stealth and they failed to recognize it until some of the effects became apparent their jobs, and job security began to disappear. De-democratisation is a process, which is a partial reversal of democratisation. An example of neoliberalism was witnessed in the years under M. Thatcher in England, or Regans, Clintons or Bushs administrations. I will be analysing Browns account of de-democratisation first. Wendy Brown is an author of: American Nightmare: Neoliberalism, Neoconservatism, and De-democratisation, and Edgework: critical essays on knowledge and politics. She presents a very descriptive account of how the ideology of neoliberalism exists alongside neoconservatism. According to her, those rationalities together and separately produce a process of de-democratisation. Brown suggested that Americans are under neoconservative influence which is strongly associated with fundamental Christianity. Interestingly, fundamental Christianity reflects a basically democratic system, with elections for its leadership roles deacons, elders, stewards, and vote selection for senior positions bishops, elders, ministers etc. Aligning with fundamental Christianity could be seen as preserving democratic integrity. Moreover, many states in the USA reflect fundamental religious values, like the Mid West Bible belt, Amish or Mormon regions, where they can express their beliefs because they participate in a free and democratic system. Therefore, it could be argued that Brown is incorrect, and Christian Fundamentalism is not necessarily an undemocratic movement. Drawing from this a political election candidate in these states would have to secure backing from these religious quarters. This is a tactic which President Bush and others successfully developed. Her argument that neoconservatism is inherently de-democratising is not as strong as first suggested. Brown is not trying to get us to understand whether the ideology of neoliberalism needed to occur in the USA, but she is sending a clear message of what damage its presence can do. The first point of her argument is contrasted with Halls theory referring to Freuds dreams, which suggest that neoliberalism is an accident rather than a conscious and deliberate choice. She feels that neoliberalism is not an unconscious movement and therefore dismisses Halls account, which others would not necessary agree with, as it could be seen that neoliberalism is a choice driven by greed, need, power and capitalism. She examines dreamwork in perspective of suitability of political analysis, which by the end she dismisses because is not coherent. She tries to understand the implications of neoliberalism from a political perspective not economic, and she briefly describes economic issues in a differently to the way that Harvey analyzed them. It should not be suggested that neoliberalism is limited to those two perspectives, as is it not. Another perspective which goes with this is environmental or political identity, which Brown does not really discuss. In her writings she refers to Regan, Clinton and Bush as those who are responsible for neoliberalism in the USA and abroad. In American Nightmare she asks whether democracy itself still has meaning in the modern world. She focuses on differences between neoliberalism and neoconservatism rather than trying to combine them and defining what works well and should be kept and what does not work and therefore should be challenged. There is a lack of deep economic and historical explanation, which we can see in Harveys account: A brief history of neoliberalism and Neoliberalism and the restoration of class power, although she touches on this in a limited manner. There is an immediate argument against Bushs administration, which delivers a one-sided view, effectively influencing the view rather then presenting positive and negative points in a balanced way so the reader can have an independent opinion. She seems to not see that neoliberalism could be seen as something which is already present in human nature. I would like to contrast her work with a quote from G. Becker, whose words were used by Foucault: Economics is the science which studies human behaviour as relationships between ends and scarce means which have alternate uses. Therefore: Everything for which human beings attempt to realize their ends, from marriage, to crime, to expenditures on children, can be understood economically according to a particular calculation of cost for benefit. This entails a massive redefinition of labour and the worker. The worker has become human capital. Salary or wages become the revenue that is earned on an initial investment, an investment in ones skills or abilities. Any activity that increases the capacity to earn income, to achieve satisfaction, even migration, the crossing of borders from one country to another, is an investment in human capital ( Foucault 2008).Because of this contra st it could be said that she might have ignored the effect on human nature or just simply omitted it in order to sustain her argument. Foucault sees a difference between liberalism and neoliberalism in the way that each of them focuses on economy. Classical liberalism focused on an exchange but neoliberalism focuses on competition. However, they share the general idea of homo economicus the consequence here is the shift between the exchange and competition, which has its own effects. Moreover, neoliberalism is not only a set of economic policies. Neoliberalism does bring some benefits, which are visible through privatized companies, especially if they are a manufacturer of similar goods. It offers consumers price competition. Businesses have to compete in order to survive, which results in a lowering of market prices. We are a consumer society. Brown(2006) says: But here it is important to remember that neoconservatism is also born in part as a response to capitalisms erosion of meaning and morality, and that the founding neoconservatives, while opposed to communism as a political and social form, were rarely ardent free marketeers According to Brown neoliberalism and neoconservatism go together. She suggested that Bushs administration, which originates in the Republican Party tries to be both the Party of Moral Values and Party of Big Business (Brown, 2006). She also says that imposing a moral order is undemocratic. Surely though, it could be argued that a moral order, imposed by a democratically elected government, for the overall good of the populace could be deemed as democratic. Surely, neoliberalism is only going to align with certain political persuasions not all are suitable such as extreme socialism, even if it is imposed by the IMF or World Bank or other external forces. In her opinion this does not work. Neoconservatism and neoliberalism fight against each other openly and ostentatiously. Big business comes before human beings. There also tensions in this relationship: about the sustainable level of federal debt generated by military expenditures: while neither rationality hews to the fiscal austerity and balanced federal checkbook promulgated by classic conservatives, neoliberals are more than a little unhappy about the military tab run up the neocons.(Brown, 2006) Another point that she touches on is that neoliberalism is reducing freedom of speech. Media sources such as newspapers and TV have come into the ownership of private individuals who have neoliberal persuasions. These individuals can influence media content to their own benefit. There is also a risk of media monopolisation. If we have corporate interest and free trade on one side and moral values on the other, this can create a dangerous mix which she describes as threats. There are different types of threats identified by her, such as threats to security for example seen in Irans nuclear program. Neoliberalism reduces human rights. She suggested China and Cuba as examples of countries who are violators of human rights. Of course, that is obvious, but it could be argued that human rights are being violated by the governing regime rather than neoliberalist rationality. Those countries do not value democratic ideals. The nature of the governance within those countries dictates how individuals are treated in society as a whole. In this sense her argument misses out depth of analysis within her examples, which can be contrasted with Harveys account on China. Harvey promulgates China as a strange case of neoliberalism. Firstly, the country is run under communist rules. However, the leadership of Deng Xiaoping brought significant changes to Chinas economy. Harvey (2009) says: This coincided and it is very hard to consider it as anything other than a conjunctural accident of world-historical significance with the turn to neoliberal solutions in Britain and the United States. The outcome has been a particular kind of neoliberalism interdigitated with authoritarian centralized control. As the formative case of Chile had early on demonstrated, dictatorship and neoliberalism were in no way incompatible with each other. Deng used a slogan: the concept of an ideal society that provides well for all its citizens in order to achieve his goal. He focused on specific areas to improve: industry, education, science, defense and agriculture. Harvey argues that the events which took place in China under Dengs rule were in their own way related to the rise of neoliberalism. But, in an interview he adds: Whether it was by an accident or design, I dont really know, but it certainly has made a huge difference to how the global economy is working today. (an interview with Harvey 2006). Another significant matter to be noticed here is that there was no involvement by the IMF, as was the case in Mexico, Chile and Bolivia. Harvey discussed many countries but for the sake of this argument I shall present the case of Mexico, as this illustrates a different type of neoliberalism to that of China. Moreover, the case of Mexico, Chile and Bolivia backs up the argument of Wendy Brown, who uses examples on how the powerful presidents of America influence other countries politics and economy in order to extract profit from them. And actually, the case of Mexico is important as it is the time when neoliberalism became a practical tool for Americas economy. The economy in 1974/75 was not doing well. Because of this economic depression a solution had to be found. So, the head of Citibank at the time; W. Wriston suggested that monies should be invested in countries, for a simple reason they cannot vanish. This seemed to be working for a time until fiscal crisis arrived. Subsequently, Volker increased interest rates. This was not everything, as the IMF was also imposing conditions which were in favour of the USA, on the countries which had taken loans. The agreement was that they will be helped out if they adopted neoliberal systems, which meant privatization and opening their markets to foreign investors. Initially, Mexicos interest rate was set at 5% but after the Volker changes, it rose to 17%. Mexico could not afford to service debts at this level. The country approached bankruptcy in 1982. Paradoxically, Mexico was suddenly on the Forbes list of countries with a significant number of personal billionaires. Neoliberalisation helps the rich increase their personal wealth, but at the expense of the poorer in society. Harvey is not saying that the USA forced neoliberalism on Mexico, but he says that the USA put pressure on Mexico and its elite classes, and they agreed that this is what they wanted to do. Therefore, this was a relationship between Mexicos elite and the IMF, and for this reason they both are responsible for the neoliberalisation of Mexico. Many years later, citizens in the Mexican city of Cochabamba faced a dilemma. In 1999 the Bolivian government was put under heavy pressure from the World Bank. As a result a water supply system was been privatised and placed under the control of a British company, owned by the US multinational Betchel. In this case there was no competition. A monopoly came into existence and prices were set at an exorbitantly high rate. The Director of the World Bank; Wolfensohn had the view that if public services were made free of charge to consumers, it would lead to considerable waste. Bolivians needed to pay a proper unsubsidised charge. He maintained that this was not designed to make poor people even poorer. People had different opinions about it, and protests ensued. Protest leader Oscar Olivera responded, In Mr. Wolfensohns view, requiring families who earn $100 per month to pay $20 for water may be a proper system of charging, but the thousands of people who filled the streets and shut down Cochabamba last week apparently felt otherwise. (Schultz, 2010) The World Bank again put profit before peoples welfare. This reflection of neoliberalist political economics proved once again that human beings have little value. After, this incident the Bolivian government was forced to reverse the privatization. à ¢Ã¢â€š ¬Ã‚ ¦ the democratic process must be allowed to take decisions on vital issues of service delivery, especially if the service is essential to the poor. (Coates, 2001) This message is being repeated on an ever more regular basis when people feel strongly enough, the democratic voice is powerful enough to overturn unpopular local decisions. This was also witnessed during the Thatcher years with the hugely unpopular riots against the Poll Tax in 1990. An additional account of neoliberalism could be illustrated by Bourdieus: Utopia of endless exploitation; the essence of neoliberalism In Bourdieus view he presents an abstract and ideological view which contradicts itself. If social welfare and workers rights are protected, neoliberalism by its definition can never succeed in its purest sense. For him (1998) neoliberalism is: A program for destroying collective structures which may impede the pure market logic. In neoliberalism rich people, whose political and economic needs are expressed, are able to exercise power within society. Moreover, those people have the knowledge that they would not face any consequences in the event that something went wrong. Thus, they also have a threat of losing their place in the market and the support of their stockholders, and because of this financial directives are needed in order to create rules in their favour. Flexibility is a keyword for them. Employees can be taken on with different types of contracts, specifically to fit in with a business need at time. Another condition is competition. It is not only on the business level but individual too. Competition also produces job insecurity in the work-place, which then produces the threat of unemployment. This is even more relevant at managerial level than at a basic job level. Bourdieu backs this up by saying: Organisational discourse has never talked as much of trust, co-operation, loyalty, and organisat ional culture as in an era when adherence to the organisation is obtained at each moment by eliminating all temporal guarantees of employment (three-quarters of hires are for fixed duration, the proportion of temporary employees keeps rising, employment at will and the right to fire an individual tend to be freed from any restriction). (Bourdieu,1998) Bourdieus (1998) words on the effects of neoliberalism: And yet the world is there, with the immediately visible effects of the implementation of the great neoliberal utopia: not only the poverty of an increasingly large segment of the most economically advanced societies, the extraordinary growth in income differences, the progressive disappearance of autonomous universes of cultural production, such as film, publishing, etc. through the intrusive imposition of commercial values, but also and above all two major trends. First is the destruction of all the collective institutions capable of counteracting the effects of the infernal machine, primarily those of the state, repository of all of the universal values associated with the idea of the public realm. Second is the imposition everywhere, in the upper spheres of the economy and the state as at the heart of corporations, of that sort of moral Darwinism that, with the cult of the winner, schooled in higher mathematics and bungee ju mping, institutes the struggle of all against all and cynicism as the norm of all action and behaviour. His account broadly goes with Browns. Harvey analyzed particular countries in depth and gives an explanation for their move to neoliberalism at the time. We know that neoliberalism works for a while, and it also works for some societies, and not all necessarily democratic. However, having said this we are living in a consumer society, which frequently places need before values. This is where Brown sees this contradiction of neoliberalism working with neoconservatism. Her example of Pfizers producing Viagra for its sex obsessed young society and yet at the same time dictating moral values emphasizes the dichotomy between neoliberalism and neoconservatism. Another issue that she raises involves political ethical scandals, such as that of Jack Abramoff. He was a former Republican lobbyist who was sentenced after pleading guilty to fraud, tax evasion and malfeasance. And the examples of corporate scandals such as Enron and World Com, where the banks made considerable loans, only to find that loose accounting procedures masked the real value of the businesses. The fact they were not discovered before is due to the effects of neoliberalism, which reduces the amount control and regulation of business. The banks lent them money until an error in accounting was discovered, which revealed a consider imbalance in stock value. However, since then, many more scandals have come to light. Browns account is very descriptive but seemed to look only from one perspective, which only underlined negative issues. She described very well how neoliberalism combines with neoconservatism. Moreover, it shows us how this duality is destroying the meaning of democracy. Decades of human history built a chain of separate events which when driven upon those economical, political, socio-psychological changes will develop a new form of governance. And this will fit in those strict contexts of that event and purpose of it. In her understanding democracy is endangered by neoliberalism and can be rebuilt by going back to values of classical liberalism. As we are now a consumer society the question here would be: Do all of people are happy to go back to classical liberalism? Classical liberalism is viewed in a positive light. However, the long and frequently unhappy history of liberal democracy in the USA has been littered with skeletons which seem to have been put firmly back in the cupboa rd. Or maybe people want something new? The majority of people still are happy to get cheaper and cheaper products and services. They do not necessary think that someone in a sweat shop in a developing country is competing with them. I can agree with Brown that because of neoliberal lack of regulation, financial scandals will frequently occur. My final point of this paper gives a recent example of the effect of neoliberalism in a democratic country but contrary to the perceived norm, democratic rule prevailed. Iceland is in financial crisis mainly because of a lack of regulation. The main bank operated a very competitive savings account, which took in billions of pounds from savers and investors. However, when the recent economic recession took hold, the bank failed. The Icelandic government were unable to assist the bank, so the governments of Britain and Holland provided financial assistance. The IMF also loaned them $10 billion. Moreover, they loaned monies under different conditions than they used to do in the past. The arrangement was that the Icelandic government would repay this loan at a later date. However, the people of Iceland felt that they should not be held responsible for the collapse of the bank, and objected to repaying the loans, which would amount to à ¢Ã¢â‚¬Å¡Ã‚ ¬12,000 per head of population. In a way this is also reflecting the de-democratisating process, as certain groups of people benefited from neoliberal rationality, which resulted in losing jobs, reduced significance of union workers, and generally creating poverty. Citizens in a democratic manner protested, and their powerful voice was heard. Therefore, the Prime Minister, who was about to sign the repayment agreement, then refused ratification, and instead decided to put the issue to a public vote. At the end we can see that this is an exceptional example, which leads to the conclusion that neoliberalism is not always fully de-democratising. Icelandic Politician ValgarÃÆ' °sson said: Right now we have a chance to build a truly revolutionary society, which aims to benefit the whole of it, not just a privileged few, (Chataigne, 2009) He pointed out that the situation in his country is the beginning what will happen around the world in the near future. I think that he is indeed right. Another politician added:I hope this is the end of pure capitalism and we will see the rise of more humane policies. (Chataigne, 2009) In summary, it is clear that all presented accounts are emphasising consequences of neoliberalism. Harveys writings are more about connections between the power of specific classes, imperialism and capitalism, which concludes that this only benefits the minority at the expense of the majority. He analyses the theory and practice of neoliberalism purely on historical grounds. In Volkers and Wristons ideas, they were looking for a solution to political economics at the time. It cannot be argued that their intentions were to de-democratize societies. It is quite common in the history of humanity that society develops ideas which then turn into something very different than initially planned. Bourdieu is strong in his attack on neoliberalism. Bourdieu encouraged the emergence of some of the social movements in France, not only by writing but by action too. Finally, Brown strongly emphasises the negative issues associated with neoliberalism, without looking for any explanation of why this has occurred. I agree that neoliberalism is certainly de-democratizing. Media ownership, job security, worker and human rights, abrogation of the law are all de-democratising effects. However I feel that neoconservatism, which was born in part as a response to capitalisms erosion of meaning and morality. (Brown, 2006) has proven to be balancing and ameliorating force, even though not all of its effects can be seen as positive. Neoliberalism is a rolling bandwagon upon which many countries are jumping whether by intention or force protection of market share and jobs, or being pushed by external entities such IMF or World Bank. As neoliberalism gains strength, the danger is that the influence of neoconservatism will wane, leaving us open to the juggernaut of globalization and further devaluation of democratic influence. Eventually, as we have seen elsewhere, there must be a backlash against neoliberalism; an element of restraint must be introduced. Timing is crucial as neoliberalism eats away at the very fabric of democracy, the chances of a right and democratic change are reduced. Which neoliberal country would want to be the first to change direction? To deliberately put markets and trade at risk? To bring upon itself the spectre of unemployment, reduction of living standards, backlash from all classes of society against the medium-term austerity resultant on a conscious painful decision? What government would even survive? The change away from neoliberalism must surely be as gradual as the change to it. By stealth, and over time.

King Tutankhamun Essay example -- Egyptian History

King Tutankhamun King Tutankhamun lived over 3,300 years ago during a period known as the New Kingdom. This period of time was called the New Kingdom because it was when the pharaohs united upper and lower Egypt into one kingdom with the capital being Memphis near current day Cairo. The reason I chose to write a research paper on King Tut is because he is one of the most well known pharaohs of ancient Egypt. Tutankhamun is most well known only by the discovery of his intact tomb in 1922 by Howard Carter and Lord Carnarvon. King Tut was born in 1343 B.C. into the 18th Dynasty. Early in his life Tutankaten meaning the "Living Image of the Aten" changed his name to the well-known Tutankamun meaning "Living Image of Amun". Tutankhamun began his education at the young age of four learning first to read then to write. He was probably often found himself playing the ancient board game of Senet. The young pharaoh was involved in many sports such as swimming, fishing, and hunting. His passion was in hunting waterfowl, hare, gazelle, ibex, antelope, and ostrich. By the time of his death he had acquired forty-six bows the largest of which measured six feet in length. King Tutankamun became the pharaoh at the young age of nine years old. He ruled over a troubled country that was in chaos because previous dynasties had alienated their gods. The people loved and adored their young king. Since he was so young he had powerful and experienced advisers mainly Ay and Horemheb the commander-in-chief of the army. During King Tut's reign he and his powerful advisors propriatated the gods and restored the religion and traditional art styles of the early pharaohs as well as rebuild the temples of Amun. King Tut also moved the capitol to Memphis near modern-day Cairo. Being the king of the most large and powerful empire in the ancient world also came with some perks. The dressing of Tutankhamun was a ritual event carried out in front of expert courtiers. Some items that were found in his tomb were sandals, necklaces, jewels, kilts, and some undershirts with embroidery around the collar area. Such simple garments would take up to 3,000 hours to hand craft by some estimates. The wearing of gloves by the Egyptians was very rare and reserved for the upper class. Tut had 27 pairs of gloves some of which bore stitching that wasn't reinvented until the 18th century. This ama... ...paintings as well as the coffin of King Tutankhamun. Before the opening of the tomb novelist Mari Corelli gave a public warning that there would be dire consequences for anyone who entered the sealed tomb. Then just seven weeks after the official opening of the tomb "Tutankhamun's Curse" struck. On April 5th, 1923 Lord Carnarvon died and all sorts of links were found such as all the lights in Cairo went out at the same time of his death and also back in England his dog was said to have howled and died at the same time as his owner's death. King Tutankhamun has always been and will always be the first pharaoh that I think about when I think about ancient Egypt. His tomb and its treasures symbolize Egypt's greatness and multiple centuries of prosperity. BIBLIOGRAPHY Books: Egypt: Land of the Pharaohs By the Editors of Time-Life Books Published By: The Time Inc. Book Company Copyright 1992 Ancient Civilizations By: Christopher Scarre & Brian M. Fagan Published By: Addison Wesley Longman, Inc. Copyright 1997 Websites: www.homepage.powerup.com.au/~ancient/ www.kent.wednet.edu/curriculum/soc_studies/Egypt/ www.geocities.com/TheTropics/2815/tut.html

Loss of Dignity in Dulce et Decorum est and Refugee Blues :: essays research papers

Human dignity, every person in the world has at least some sense of human dignity, whether they choose to show it, however pitiful they think they are, every person has sense of dignity, of value. Losing one’s dignity can be painful, more painful than a physical blow. In Dulce et Decorum est, the writer, Wilfred Owen was a soldier fighting in World War One. He is writing about the horrors of being gassed by the enemy after fighting in the front lines, and ‘the old lie’: Dulce et Decorum est Pro Patria Mori, It is sweet and right to die for your country. Refugee Blues was written just before World War Two by W.H. Auden, who is writing about the Jews being exiled from Germany which ultimately ended up with them being hunted down even before the events of the Holocaust actually happened. In both poems, the poems are written in a first person perspective which gives the reader a sense of participation, especially in Refugee Blues, where at the end of each stanza the words ‘my dear’ is written. In Dulce et Decorum est, the initial lines of the poem states that the marching soldiers were, ‘Bent double, like old beggars under sacks, Knock-kneed, coughing like hags, we cursed through sludge,’ this takes the nobility out of war, and of course, giving the readers at that time period a sense of uncertainty to the title of the poem. The young soldiers are pictured to have lost their youth, health, and most importantly, their dignity. This is similar to how the Jews in Refugee Blues were like in the beginning of the poem, where they were homeless and exiled, like beggars, as in most societies beggars are not respected as they cannot support themselves without people giving them money. Therefore beggars must suffer losing their dignity in order to survive. Also, in Dulce et Decorum est, it shows that the soldiers were trying to get away from the front lines, ‘till on the haunting flares we turned our backs’. This is as if they were frightened of what lay behind them due to the word ‘haunting’, and in Refugee Blues this is displayed throughout the entire poem as the Jews were running away from Germany, but is really obvious in the second stanza. Running away from something you fear is also a form of loss of human dignity as it shows that you are frightened of the enemy and that they have power over you.

Langston Hughes Poem, Without Benefit of Declaration :: Without Benefit Declaration Essays

Langston Hughes' Poem, Without Benefit of Declaration "BE ALL THAT YOU CAN BE." This phrase is run on commercials in an attempt to try and recruit men and women to enlist in the United States Army. The commercial shows men and women completing obstacles and high tech training. Some other commercials for the United States Armed Forces use tactics, such as; awarding money for college after the recruit has spent a given amount of time in their Army, Navy, or Air Force. But, what the commercials fail to do is to depict the reality of any soldier's life post war. These commercials are not alone with false advertisement of war; Hollywood movies and books have also contributed. Society has come to glorify war and have forgotten the consequences of the men and women who went to fight for their country. In movies, a soldier's homecoming is depicted as one of honor and courage. Hollywood tends to glamorize war and not show the true effects of the mentality of a woman or man who have just returned home after the war. In the poem, "Homespace", by Anthony Grooms, the psychological state of the soldier's return home is displayed more true to that of Hollywood's. The boy returns home and is embraced by his mother. The family has a barbeque for the boy's homecoming. Even though he is at home, where he should feel safe and secure, the boy remains in war-like state of mind. He isolates himself from everyone else, "I made myself busy with the fire/ So I wouldn't have to talk," (Line 7-8). The young man, "heard screams" (Line 9), when fuel was added to the coals. Men and women of war are tormented by the images they seen and heard. No one person at this gathering seemed to take notice of the impression that the war left on this boy, mentally. It seems as though, because the boy was home and no physical evidence appeared on his body, they assumed everything was in good condition. Not noticing the boy's problem, "Women and children laughed from the porch/ Men sat under the elms" (Line 11-12). All the while these ignorant people sat enjoying themselves, the boy, "watched the sky for the enemy" (Line 13). This last line adequately describes the mind frame of the boy and in all probability many of men and women who fight in wars for their countries. Hollywood movies and book tend to also ignore the negative aspect of veteran's who come home to no family or a home to live in.

Problem Solving at Sun-2-Shade Using Maslow’s Motivational Theory Essay

In using Maslow’s motivational theory, I would observe where the employees at Sun-2-Shade were in comparison to the chart Maslow illustrates. According to â€Å"Maslow’s Hierarchy of Needs† chart, â€Å"When one need is satisfied, another; higher need emerges and motivated us to satisfy it, (Nickels, McHugh, McHugh, 2013).† In taking notice that the employees come late to work, I feel they have satisfied the basic physiological needs. They no longer feel the need to focus on the basic survival needs such as food, water, and shelter. Therefore there is no need to start here because they are satisfied with their finances and being employed with Sun-2-Shade. So, I would go to the next level and examine safety needs, are they feeling secure at work, and based on the case study because they are coming in late they feel secure enough that they have no fear of being reprimanded for being late which also doesn’t affect their physiological or safety needs. So, based on that I assume that there is no need for motivation here, unless I decided to start writing them up to stir them to come on time. My desired goal is to make them feel like they are part of the team. I make a decision not to use this tactic now, because that’s minor, it is something I can fix quickly. I conclude that based in Maslow theory that the safety need is being satisfactorily met. Their complaint is not with the company, but the job is boring. I can assume that they are reasonably secure with benefits and feel they have a safe work environment at Sun-2-Shade. I would go on to the next level to analyze if their social needs are being appeased. Upon an carefully assessing the fact the they are complaining about their job as being boring, and taking into consideration that they resent that I am making the decisions to move this company ahead, I discern my employees are here at this level and have become disconcerted. I will organize here, because I sense they don’t feel valued or accepted or having a sense of belonging. Perhaps I can be more willing to include them on why we have developed what is the best way to do the job. I can assign or get volunteers more involved by allowing them to make sheets outlining standard operating procedures making it well-defined. They may be more apt to  accept and hopefully at the same time I can work to develop involvement that inspires them to take more interest and initiative helping them to be more committed and feel a personal link to the company. I believe this will be beneficial for both the company and employees. In using Herzberg’s theory because he suggests that the Hygiene (Maintenance) factors are in comparison to Maslow’s theory, he concludes that these may cause dissatisfaction on the job, but are not necessarily motivators, because in his research what motivates workers is a sense of accomplishments, and being recognized, having an opportunity to develop while learning, and having more responsibility given to them. In using Herzberg’s theory I would have to approach my employees from a similar but perhaps different angle. He categorizes things just a little different. He believes that motivation comes from within a person not from those unavoidably outside factors (Nickels et al, 2013). In using McGregor’s Theory X the perception here is that people do not like to work and therefore will avoid it and must be policed in order to bring about the targeted outcomes. This is an unhealthy blend having to become a manager who retorts to the environment at Sun-2-Shade, things will only get worse and some may get fired or even quit. For me, this theory is not one I would consider if I am trying to get my employees to feel like they are part of the team. McGregor’s Theory Y, in operating this theory, I believe it can inspire people by allowing them to be creative, and willing to be more flexible if I make available to them the tools they need to carry out the solutions to bring a proper balance into the workforce at Sun-2-Shade, because it makes them feel as if they are in charge by giving them this responsibility. But in the end, I’m still held responsible making sure we are making the required and necessary changes so that the company is profitable in our end obligations; even at striving to make employees feel like they are part of the Sun-2-Shade team.

Poverty and Education Essay

Poverty has been defined by many authors as the total absence of opportunities that go with high levels of illiteracy, hunger, malnourishment, lack of education, physical and mental ailments, social and emotional instability.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Poverty is characterized by chronic shortage of political, economic and social participation, leading individuals to feel socially excluded preventing access to the benefits of social and economic developments and hence limiting cultural development and diversification (UN Chronicle, Dec 2000 by Ramon Osiris   Blanco). Reasons for poverty are diverse with main factors being social and individual conditions. The social conditions is tied intrinsically to the political and economic realms as it is the administrator of power who regulates the distribution of resources and services, creating controls which bring about inequalities that are some times found in land distribution capital infrastructure, markets, and information or consulting services or any other fields that bring   about differences inhuman development. In the individual conditions inequality translates to limitations in access to services such as portable water, education recreation, public hygiene and health.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In United States of America just like any other part of the world, poverty has contributed to poor levels of education among poor students. For instance poor students end up attending sub standard schools where the pupil – teacher ratio is not ideal, these s schools have poorly trained teachers thereby compromising the standards of education.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Poverty in education has historically been an issue in relation to American schools.   In the 1980s it was known that impoverished children were less likely to succeed in education and that something had to be done to alter this situation for the poor. It is as a result of this that many political leaders and other administrators, both in the past and presently came up with policies aimed at addressing the problem of poverty in relation to education. Hillary Clinton in her contribution suggests that changes in policies for poor children must include changes in the educational system: something she claims to have been struggling to accomplish for the past 35 years. Change of system would not achieve much if those policies already in place are not fully implemented. As National Ministries agrees with Clinton’s ideas, stating that the elimination of No Child Left behind (NCLB) Act would be an asset to achieving this goal. It is actually a matter of good will and seriousness by the leaders in addressing this issue rather than changing the systems. Although NCLB act has been in place for quite some time it has not achieved its objectives: the country has the highest number of young poor citizens’ compared to other developed nations.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Barrack Obama on his part, believes that changing education for the poor must begin with changing financial aid for college students in order to provide assistance for impoverished students in need of higher education. This is practical, and this view is supported by Hillman, who also contends that the current administration has done nothing to alter life for the impoverished and that education should be President Bush’s main focus as president. Obama’s view is also supported by the fact that poverty stricken students in poor states have been faced with unequal distribution of resources such federal aids. A report released in 2006 on this issue revealed that the poorest states were being shortchanged by policies aimed at distributing federal aid to public schools. It further reveals that wealthier states were receiving more federal aids (http://technocrat.net/d/2006/12/27/12662).    Other than distributing resources to poor students as supported by Obama, there is also further need to consider who is actually needy and able to excel in academics.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Kotlowitz suggests, through his research, that the young children struggling to succeed in school must be the target of social concern because in the early years it is when children will determine whether or not education is of value in their lives.   This viewpoint makes it clear that each of the candidates and researchers that have presented ideas about poverty and education have completely failed to understand that it is not that further educational reform is needed; it is that support for current reform policies must be supported if impoverished children are to realize the benefits of education. Democratic presidential candidate Hillary Clinton argues that children living in poverty in the United States is a â€Å"moral outrage† (para. 2).   Clinton focuses on the issue of poverty in her campaign through several different perspectives, to include education, health care, housing, hunger and abuse.   In relation to education Clinton states: [In Arkansas] I started a special program for mothers of pre-scholars to get their kids ready for kindergarten, and also worked on reforming the state’s rural health care system, which helped many poor families and their children. As First Lady, I pushed the effort to expand Head Start and help create Early Head Start. (para. 5)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   National Ministries agrees with Clinton that the issue of poverty must be addressed through several avenues in order to assist impoverished youth.   In 2005 National Ministries elected to narrow down their focus, however, on education and the unfair standardized testing program created through the federal No Child Left Behind Act due to their belief that NCLB does not consider that impoverished children traditionally score lower on tests that other youths (â€Å"Advisory† para.   6).   Consequently, according to National Ministries, NCLB is an ineffective program that hinders the educational success of the poor and action is needed through state and federal governments to end the negative impact that NCLB has on children.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The history of NCLB begins with a report commissioned by President Ronald Reagan on the state of American schools. The report, entitled â€Å"A Nation at Risk,† concluded that the American educational system was in horrendous shape, impacted by inadequate learning programs, ineffective teachers and low expectations for students (â€Å"Nation†).   The panel producing the report called on federal and state authorities to address these issues because of the declining test scores of students in order to ensure that students of today were prepared to be productive members of society tomorrow. Despite the federal monies that were then placed into education the educational systems of the nation did not heed the advice of the panel and no significant effort was made to reform public education completely throughout the ’90s and the presidency of Bill Clinton.   It was not until 2001 that George W. Bush signed into law the No Child Left Behind Act that mandated educational reform and provided for consequences if all children were not equally educated despite their socioeconomic class (â€Å"No Child†).   The legislation forced teachers and administrators to realize that lowering standards for any students meant lowering expectations, goals and opportunities and that impoverished students were being overlooked and cast aside. It is interesting to note, however, that Clinton speaks of her massive progress in educational reform while first lady and that National Ministries argues that standardized testing does not take into account the inabilities of poor children.   The fact remains that massive educational reform was not realized until the Clinton’s left office and that standardized testing completely opposes the notion that poor students cannot learn, as indicated in the report â€Å"A Nation at Risk†, which states: Our recommendations are based on the beliefs that everyone can learn, that everyone is born with an urge to learn which can be nurtured, that a solid high school education is within the reach of virtually all, and that life-long learning will equip people with the skills required for new careers and for citizenship. (â€Å"Nation†)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Nevertheless, despite the passage of NCLB into law in 2001 Lazarus contends that President Bush, speaking at the United Nations in 2005, discussed poverty and the need to create a global environment in which â€Å"the burden of poverty†¦is lifted†¦permanently† from the poor (para. 1-2).   Bush was speaking of economic change and the need for nations to come together to address the concern for the impoverished. However, according to Lazarus, Bush should have been considering how he could alter the nation’s educational system in order to ensure that children in the United States had the skills to be competitive in the globalized marketplace and potentially advance into higher education (para. 5).   It is evident that the call of Lazarus for educational reform in 2005 completely missed the reality that NCLB was signed into law in 2001. Devarics discussed the appointment of Barack Obama to the Senate Education Committee, stressing that Obama appeared to have two chief concerns regarding education.   These concerns included Obama’s focus on increasing Pell Grant funding provided by the federal government for college students and creating â€Å"innovative districts† that offered an alternative to traditional education (para. 7-12). Hillman supports the notion that methods must be altered by the government and society for aiding impoverished students in their pursuit of higher education (para. 3).   Hillman begins his article by stating that of the 14 most impoverished states 11 of them are located in the South, meaning that southern children are more inclined to â€Å"be left behind† than their northern counterparts (para. 2).   Yet, Hillman continues by stating that the most effective approach to assisting these students is to ensure that they have access to a college education and that funding, as well as programs, must be changed in order for a higher education to be a reality for the impoverished. The argument for equality in higher education is important, however, Kotlowitz contends that by the age of ten the identities and beliefs of children are being formed, which will influence every aspect of the child’s interaction with education and the social order (ix).   The view of Kotlowitz is significant because he spent two years investigating the lives of two male youths at the age of 10 that were struggling with poverty and the impact that poverty had on their lives and decisions.   The journalistic evidence of Kotlowitz, therefore, provides evidence that changing education must begin for youth is those children are even to consider the possibility of advancing on to college. Conclusion It is evident in the research that multiple ideas exist regarding poverty and education in the United States.   Clinton, Lazarus and the National Ministries speak as though no reform related to education has occurred in the past few decades and that this issue must be addressed.   Obama and Hillman conclude that in order to assist the poor with education increases in federal Pell Grants should be created.   Yet, what each of these arguments fails to realize is that federal mandates on educational reform were created in 2001 through NCLB.   These mandates are being called unfair and unsuccessful by some and ignored by many others.    Additionally, these mandates force those within the educational system to alter their educational programs specifically for the poor, including young children who are just beginning to make decisions about the rest of their lives.   There is no question that the views expressed in the research completely overlook the fact that no program for addressing the needs of the poor in education will ever be successful if those in authority fail to support it, or even attempt to try it for the benefit of those concerned.   Consequently the viewpoints expressed by all but Kotlowitz do not fully concentrate on the issue of poverty and education; rather they misrepresent this concern to the American people intentionally and with only political gain in mind. It is clear that there have been good policies in regard to education in the US, but such have always not been implemented. There have also been programs on grants to both rich and poor states in support of educational institutions, but distribution of them has for long been clouded in controversy. The only way that education among the poor citizens in the US can be uplifted is through outright implementation of all policies relating to education in good will. Works Cited â€Å"Advisory Group Meeting Refines Public Education Emphasis for Children in Poverty Initiative.† National Ministries. 2005. 23 Mar. 2008 . Clinton, Hillary. â€Å"Hillary Clinton: Child Poverty†. Care 2.   2008. 23 Mar. 2008 . Dervarics, Charles. â€Å"U.S. Sen. Barack Obama Joins Education Committee.† Diverse Education. 2006. 23 Mar. 2008 . Hillman, Nick. â€Å"Majority of Southern Public School Children Live in Poverty.† Sharing Witness. 2007. 23 Mar. 2008   .Kotlowitz, Alex. There Are No Children Here. New York: Doubleday. Lazarus, David. â€Å"Education Can Crush Poverty†. San Francisco Chronicle. 2005. 23 Mar. 2008 . â€Å"Nation at Risk: An Imperative for Educational Reform, A†.   U.S. Department of Education. 1983. 23 Mar. 2008 . â€Å"No Child Left Behind†.   United States Department of Education. 2008. 23 Mar. 2008 . UN Chronicle, Dec 2000 by Ramon Osiris   Blanco Poverty biggest factor in unequal education in United States, available at: http://technocrat.net/d/2006/12/27/12662, assessed on April 6, 2008