Analysis Of John Dewey s The Metamorphoses Of Ovid

Throughout history art has been one of the most essential expression that humanity uses to portray emotions, preserve history, communicate and even to just capture one’s own beauty before it demolishes. However, in order for us to understand the real work of art, we have to understand the experience the artist goes through while making a work of art. In â€Å"Art as Experience†, John Dewey states that a real work of art is the experience of making the work of art and not the final piece. For instance, in â€Å"The Metamorphoses of Ovid† Ovid ‘s Arachne serves as an allegory for Dewey’s belief, that art is not the object but the process of creation. John Dewey is an American philosopher considered to be one of the founders of functional psychology. He has also been very influential in education and social reform. In his article â€Å"Art as Experience† he argues that when we think of art, we tend to think of art as objects or things, however he assures we are wrong. Dewey’s theory is that a real work of art is the experience of making the work of art. By emphasizing that we should focus more on the experience of art rather than the work of art itself, we are encouraged to see art through a different lens. Dewey states that â€Å"in order to understand [art] in its ultimate and approved forms, one must begin with it in the raw; in the events and scenes that hold the attentive eye and ear of man, arousing his interest and affording him enjoyment as he looks and listens† (Dewey, 103) meaning the

Life after High School Graduation - 782 Words

Today young adults eagerly count down the days to graduation because they believe after they leave their â€Å"school life† behind, their â€Å"real life† begins. However, writer Kyoko Mori challenges this common belief by stating, â€Å"School seemed as ‘real’ to me as ‘the outside world’†. But what exactly is the â€Å"outside world†? Many students define the â€Å"real world† as the derogatory term used by teachers, guidance counselors, and even parents to describe what life is like after they are handed their high school diploma or college degree. I see it as the time in which you gain close to total freedom and independence. There’s no set plan that you’re mandated by law to carry out and fewer people to hold your hand and guide you through the harsh realities of life; you have to figure out what you want to do with the time you have left on Earth and make it work. Of course your parents will only be a quick phone call away but there are certain expectations you’re supposed to follow as an individual living in the â€Å"real world† – one of them being the ability to work things out more individualistically than ever before. Now the question is why do we think school differs from this reality? Well, in schools you’re required to take a bunch of different courses to get your diploma in June. You’re forced to sit through classes that may not interest you but you have to take it if you want to graduate. Where’s the sense in that? Where’s that idea of free will and individuality? ThoseShow MoreRelatedGraduation Speech : My Life After High School907 Words   |  4 PagesWhen my high school graduation came around in the year of 2013 I was not sure what would be the next step in life after high school. I was undecided whether I would go to college. I didn t feel I was college material since I honestly did not do that well my last couple years of high school. I figured I would just learn to paint cars like my dad. I was working for my dad during that same summer after I graduated and I completely changed my mind on college. Going home in dust and grime everydayRead MoreGraduation Speech : A Rite Of Passage1527 Words   |  7 PagesFor many adolescent individuals in America, graduation is considered a rite of passage. Often, Americans couple graduation with a celebration of opening a new chapter of their life. Specifically, transitioning from a high school student to a graduate. In this essay I will explain what a rite of passage is and what graduation is. Also, I will discuss how graduation is approached as a rite of passage in my culture, and what celebration in regards to graduation looks like and means to many. Almost allRead MoreAn Example of a Graduation Speech653 Words   |  3 PagesAttention Grabbing Step: After years of writing papers, doing homework, taking an occasional pop quiz, and of course taking countless exams, it is that time that we all anticipate†¦Graduation! Purpose Statement: Since the majority of us are seniors, and graduation is a little less than a month away, I am going to provide you with some historical background information and some fun facts about graduation in order to make the occasion even more meaningful than it already is. Road Map: Most ofRead MoreShould Seniors be Allowed to Skip School? Essay757 Words   |  4 Pages Graduation from high school is a rite of passage that signals passing from adolescence into the adult world. Life does not end after high school, but signals the beginning of many years as a contributing member of society. Many times, as part of this celebration, seniors have a tendency to skip classes and school days. School administrators frequently recommend that school boards adopt strict attendance policies for high school seniors. These policies limit their absences in the last monthRead MoreThe Day That Changed My Life Essay983 Words   |  4 PagesAric Trujillo The Day That Changed My Life For years in my life graduating from High School had been a date circled in my mind. For me graduating High School meant I could then do whatever I wanted to do without anyone telling me right from wrong. As I got older I began to realize that everything I had thought before was now totally wrong. I realized that graduating High School meant I was going to have to be more responsible there I ever had before. It now made me realize that I had to becomeRead MoreNarrative Essay761 Words   |  4 PagesMy Graduation Graduation day is something many people will never forget. One of my biggest moments in my life was the day of graduation and the weeks leading up to it. It was one of the most exciting but nerve-racking moments in my high school years. Hearing my name being called to receive my diploma made things so surreal. I realized I was walking toward a new beginning in life and at that moment I realized how fast time had past. I was no longer a child anymore. The weeks leading up to graduationRead MoreEssay about Graduation: A Defining Moment660 Words   |  3 PagesGraduation is an exciting time in a person’s life, especially a high school graduation. When I think of family and friends gathering together to celebrate a joyous occasion, I feel I accomplished my strongest goal. It never occurred to me that graduation would be the end of my youth and the start of adulthood. Graduating from high school was an influential event that gave me an altered outlook on my existence. Life before graduation, preparing for graduation day, and commencement day overwhelmedRead MoreThe Most Memorable Moment In My Life966 Words   |  4 Pagesthat are important in your life. From being born to your first step to going to school. But milestones are so much more than just a moment. Milestones are what make your life up, where you take a minute and say wow I actually did this. For me, one of my biggest milestones was high school graduation. It wasnt the actual graduation itself but the meaning behind it and what it meant for me for the rest of my life. Not only was I growing older and moving on with my life. It ends a chapter in my bookRead MoreEssay about High School Graduation Day664 Words   |  3 PagesHigh School Graduation Day Many people have experienced the over whelming excitement that you feel as you approach high school graduation day, and for me, that’s a day that I will never forget. The amount of emotions that you feel on graduation day is unbelievable, and I have yet to experience anything else like it. I can remember feeling anxious to celebrate the big day with my friends and family, while at the same time I was panicking thinking about having to walk across the stage in frontRead MoreThe Transition Between High School And College775 Words   |  4 Pagesbetween high school and college exemplifies this transition. Yet few of these students feel prepared for the challenge that is adult life. After living with their parents for 17-18 years, the move away from home and getting saddled with a plethora of responsibilities can be jolting. William Allen has many graduation requirements, but an Independent Living class is not one of them. This needs to change. High School ought to prepare stud ents for the everyday aspect of college and life after school, not

Vacant Chapter 14 Home Free Essays

â€Å"Margie’s been coming by every night to make sure I have food or whatever. We would talk for a little while.† Emily stops and looks toward the door. We will write a custom essay sample on Vacant Chapter 14 Home or any similar topic only for you Order Now â€Å"I’m guessing she hasn’t shown up tonight because she saw the car out front.† I yawn, but not because I’m bored. I could listen to Emily talk forever about the six days I missed out on. I’m exhausted though and the days I went without restful sleep are showing. â€Å"You are so tired, Ethan. We can do this tomorrow.† Her hand slides down my face as a warm smile takes over her features. I stand to head toward the bedroom, and she turns to make her bed on the couch. â€Å"Emily?† I question her. â€Å"I was hoping we could go to bed.† The, â€Å"well, duh,† look she gives me, and then returns to making her bed tells me she’s not understanding my meaning. â€Å"No, ummm†¦Ã¢â‚¬  Why am I so nervous to say this? I roll my eyes at myself. â€Å"Like, together,† I say as I step to the doorway of the bedroom, â€Å"in here.† Her eyes get huge, owl huge, and I realize my mistake. â€Å"No! Not like that. I just†¦.† I have messed up so much; I want to get something right, so I pause and collect my thoughts. â€Å"No more sleeping on the couch, Emily. We’re adults who love each other. I don’t want to be apart anymore. Come to bed with me and sleep. Nothing else.† I want her to understand that I’m not pushing. I want her close, but I don’t want her to be uncomfortable. This is a monumental step forward for us. â€Å"You, me, pajamas, and sleeping†¦Ã¢â‚¬  I decide that perhaps a little lighthearted humor won’t hurt. â€Å"And maybe a little more of the kissing.† I will behave. I put on full length pajama pants – over my boxers – and t-shirt. I get under the sheet, lie flat on my back and cross my hands over my stomach. I wait. Patiently? No. Emily enters the bedroom from the bathroom, and I can tell she’s nervous. I’m not sure if her anxiety is because of the prospect of sleeping with me or that she is wearing a tank and panty set I’m pretty sure was intended for a toddler and not a full grown woman. I can see her nipples. And her†¦I’m definitely in trouble. Do I tell her? I have no idea what the protocol is for divulging sexual history to a prospective mate. Mate? I roll my eyes at myself again as images of Emily and me wrapped in fur coverings shoot through my mind. I’m running around with a spear shouting, â€Å"Me man, you woman.† It’s totally ridiculous that I’ve reverted to a prehistoric mindset. If I were a caveman, I’d have an easier time with the subject at hand. I’d just grab Emily and shove my penis in her vagina with nothing more than grunts. Being without conversational language skills has its advantages; there’s no way to explain everything. My thoughts have veered off course, and I need to focus on the woman crawling up the bed like a cat hunting a mouse. Even though I haven’t admitted it to myself, this is one of the reasons I’m so afraid of this thing with Emily. Sex and the topic of sex have always been off the table with her. We have never discussed previous experiences. I’d always assumed Emily was a virgin, but maybe it was just wishful thinking on my part since she came to me at a young age. I’m not naive enough to think that teenage girls aren’t having sex. I just didn’t want Emily to be one of them. Being nervous about Emily’s sexual experience, or lack thereof, isn’t my only reason for pause. I don’t know whether or not I should divulge my history. Part of me thinks it plays a huge part in things, while the other part of me says it doesn’t matter. I’m torn and don’t know which is right. I know honesty is the best policy, but will it do more harm than good in this case? â€Å"Ethan?† I look up and see those expressive eyes. She needs my comfort and acceptance. Even though I made it clear we are only sleeping tonight, it seems like she is still trying to persuade me to do more. How else would you explain the tiny underwear and feline-like movements? If I don’t stop this dead in its tracks now, I know I won’t. Things will go too far too fast. I open my arms in invitation, hoping she gets the message without hurt feelings. â€Å"Just lay down with me.† Why is she giggling? The haze from sleep is slowly lifting, and the morning sun shines through the window. I want to recap the events of last night before I open my eyes and look at the most important person in my life. â€Å"Ethan?† Emily whispers. â€Å"Hmmm,† I answer to let her know I’m awake. Her hand is on my stomach, under my shirt, where she strokes the hair just above my belly button. â€Å"Can I touch it?† Emily breathes in a hushed tone. My eyebrows furrow with my eyes still closed. â€Å"Touch what?† Another giggle. Emily’s hand slides down a little further, and a finger dips inside the waist of my pajamas. Whoa! I grab her wrist to still her movement, but she tugs away. â€Å"I want this, Ethan. I want this with you. Please don’t make me beg you.† The last thing I want is for Emily to connect negative feelings to sex with me, but I never came to a resolution last night. I am not sure how much to tell her, but I don’t think dwelling on it any longer will help me decide. I’m going to have to throw a bone and see her response. â€Å"We need to talk, Emily.† â€Å"Later.† It’s a bold statement on her part, but I can’t deny her as her hand moves under my waistband. I’m ashamed to say that I’ve denied her touch for too long, and I don’t want to wait for another second. Her lips move to mine, my mouth automatically opening. I want nothing more than to swallow her whole but settle for the caress of her tongue on mine. Her fingers play under my pants, flirting with the idea of moving lower. My hands have been flat against the mattress until now, but I can’t stop their journey to her arms, then back. Knowing she is touching me intimately gives me the courage to do the same. My hand floats to the crest of her ass, gliding across her flesh. She moans, giving me the courage to extend my caress to her bare flesh beneath her panties. My touch is tentative because I want to get this right. â€Å"Yes,† comes her strangled plea. We continue kissing with nips and tugs of lips and teeth; my hand moves to the top of her thigh, then down to the dip where her ass meets her legs. She pushes toward me, her pussy opening to meet my waiting hand. I don’t have to search far before encountering slick skin, eager for my attention. Her breath stutters as my fingers begin to move, stroking her. Her hand moves to touch me, her thumb rubbing my head, spreading the pre-cum. Her touch feels so good that I move my mouth away from hers, fearful I’ll bite her. Instead, my teeth graze her jaw then continue to move lower. My mouth waters at the thought of tasting more of her. I’ve imagined what her nipples look like – taste like. I want to know that my fantasies don’t compare, even a small portion, to the reality. But this is not a fantasy. This is someone I care about, dream about, someone who matters and this has to be right. I pull her tank down, exposing her breasts. My mouth immediately latches on, suckling and lapping at the darkened peak. My fingers massage while my tongue caresses, and in only a few seconds, Emily is panting and writhing. Her head falls to my chest as she stiffens in my arms. I’ve never felt so satisfied, despite not having my own release. But it doesn’t matter, because I know that this is only the beginning. This is the first of many gifts I hope to give her. After I make her get dressed completely, we sit at the kitchen table for a much needed discussion. â€Å"So, you’ve never†¦.?† I start. â€Å"No.† While I’m deliriously happy Emily is a virgin, I also know the pain associated with the first time for a woman, and I’m not looking forward to inflicting that. I want to give her pleasure, not pain. â€Å"What about you?† Emily asks followed by a big gush of air. â€Å"Never mind; that’s a stupid question. Of course you have. I mean, look at you.† I open my mouth to answer her, but she doesn’t let me. â€Å"No, tell me. I want to know. How many?† And there lies the crux of my problem. I’m afraid to tell her, because if she knows, will she still trust me with her most precious gift? How to cite Vacant Chapter 14 Home, Essay examples

Changing Conceptions in Educational Problems

Question: Discuss about the Changing Conceptions in Educational Problems. Answer: Introduction According to Tuckman Harper (2012), educational research tries to solve the queries that specifically deal with educational problems. For example, if the topic is influence of Victorian era in the English poetry and one is facing difficulties in making out the Victorian style of English language writing, the research work would include gathering of the following data: To what extent it is different from the other genres of writing How much the society, culture, economy and politics exercise its influence on the development of the specific writing style What were the socio-cultural-economic and political background of the poets What were the new elements that were added to the writing style of the poetry? It will include the advent of any new trend in poetry. Duncheon Tierney (2013) described that the objective of research is nothing but enhancing the educational process through problem solving. However, Lysenko et al (2014) made an interesting point in this context. Lysenko et al (2014) opined that the activity involved in educational research develops in educational situations a systematic and scientific behavior. It is only through research that an educator can achieve his desired objectives. Discussion For a better understanding of the whole concept, two articles related to educational research will be discussed. The article by Marsh Seaton (2013) has described the types of educational research. The various types of educational research are the various methods through which educational research is conducted. The article has outlined multiple issues related to educational research. Educational research encompasses a broad area of study including philosophy, psychology, sociology and many more. Such a vast range is the reason behind the overlapping in disciplines from which one has to decide the specific methodology for a specific topic. Again, the outcomes of the study should be interpreted within the context of the specific area of study. Any conflict and overlapping cannot be determined as a researched outcome. This article has pointed out the various research methodologies. These are as following: Qualitative research Quantitative research Mixed research These methodologies are sub-divided into multiple types, which are followed by an educational researcher. Qualitative research methodology is an inductive process that involves the analysis of non-countable data. Qualitative research tries to find out the themes, patterns, and holistic features of a study. A common qualitative research includes the content analysis, observations of narrative or comments, focus groups, surveys and interviews. Based on the various components one can sub-divide the types into the following: Case Study Narrative Research Historical Research Ethnographic Phenomenological Research If the researcher develops his research outcomes after analyzing any case study of an incident, analyzes historical events or facts that are discussed in history, and gather information by taking interviews, he has used the Qualitative method. Another process is Quantitative method, which considers the numerical data to analyze statistical relations. Types of Quantitative research include the following: Descriptive survey research Experimental research Single-Subject research Casual-Comparative research Correlational research Meta-analysis The surveys conducted in Quantitative research are closed-ended, whereas in the Qualitative research, it is open-ended in which, the researcher directs his objectives towards the subjects of the research. However, research methodology can involve both the qualitative and the quantitative data. This methodology is known as Mixed Research. Both the types are included into the different phases of the procedure. Such an approach of research methodology is a new school of thought that emphasizes the importance of scientific method in an educational research. In the field of social research, this approach is termed as Triangulation. This article has analyzed the two types of mixed methodology. These are the following: Action Research: a research to solve an immediate problem by a group of people for improving the research method Program Evaluation: A systematic research method that collects, analyzes, and answer questions about projects and policies The next article to be discussed is written by McKenney Reeves (2012) has highlighted the various characteristics of educational research. They have focused on the discussion done by Gary Anderson. He has outlined ten aspects found in educational research. These are the following: It attempts to solve a problem It gathers primary and secondary data It is based on empirical evidence or observable experience Research should involve accuracy in observation and analysis It should have carefully designed structure It demands the expertise in the technical skill, methodology; it tries to solve a problem It stresses on principles of theories, development of generalizations leading to understanding and control of the subject Research aims at finding an objective and achieves an unbiased solution It is a deliberate and slow activity, which has a direction. However, it often refines the problem during the progression of the research Research should be recorded and reported properly This article also focused on the two main approaches on the educational research. There is a basic approach and an academic research approach. Whereas, the basic approach stresses on the search for the truth, the second approach refers to the direct application of the information. Conclusion The two articles discussed in the essay have elaborated various aspects of educational research. However, it is a broad area of study and researchers have tried to analyze multiple methods through which the researcher conducts his research. An effective research should involve a systematic approach; otherwise, the research outcomes will not be satisfactory. An educational research is an important element for enrichment of the academic study. However, a wrong approach and hurried method increases the level of inaccuracy. References Duncheon, J. C., Tierney, W. G. (2013). Changing conceptions of time implications for educational research and practice. Review of educational research, 0034654313478492. Lawson, M. A., Lawson, H. A. (2013). New conceptual frameworks for student engagement research, policy, and practice. Review of Educational Research, 0034654313480891. Lysenko, L. V., Abrami, P. C., Bernard, R. M., Dagenais, C., Janosz, M. (2014). Educational research in educational practice: predictors of use. Canadian Journal of Education/Revue canadienne de l'ducation, 37(2), 1-26. Marsh, H. W., Seaton, M. A. R. J. O. R. I. E. (2013). Academic self-concept.International guide to student achievement, 62-63. Tuckman, B. W., Harper, B. E. (2012). Conducting educational research. Rowman Littlefield Publishers. Marsh, H. W., Seaton, M. A. R. J. O. R. I. E. (2013). Academic self-concept.International guide to student achievement, 62-63. McKenney, S., Reeves, T. C. (2012). Conducting educational design research.

Market Entry free essay sample

Value chain outline Business model restructuration Domestic market 1. Analysis 2. Factors of success 4. International expension strategy 1. Management method 2. Analysis 3. Factors of success 5. 6. Value creation Debate   Top quality products Adapted and productive management style Group capacity to restructure and timulate other companies Value chain analysis good partnership Value Chain Outline Business model restructuration Domestic Market International expension strategy Value Creation Debate Value Chain Outline Business model restructuration International expension strategy Domestic Market 1984 1988 Zhang become Manager of Quingdao General Refrigiretor Factory Gold medal for product quality in national competition Value Creation 1989 1991 Chinese market face oversupply Diversification through aquisitions (eg, telecommunication, equipment†¦) Debate Raise the price and move to high quality strategy 1998 Operational restructuring Value Chain Outline Business model restructuration Domestic Market Diversification and internal reorganization ? 7 product divisions ? Glocal strategy: ? 4 Group-wide  « Development Divisions  » International expension strategy Value Creation Debate Value Chain Outline Business model restructuration Domestic Market International expension strategy Value Creation Debate Market share in 2004 Refrigerator Washing Machine Air conditioner 28% 18% 30% other ? ? ? By 2002, they accounted for 61% of industry profits. We will write a custom essay sample on Market Entry or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page From 1989 to 1996, the number of refrigerators producers :100 to 20 3 Chinese manufacturers = 60% of the market ? Kelon is the main competitor Value Chain Outline ? Business model restructuration Domestic Market After the Chinese entry in WTO: ? new entrants (Electrolux, Siemens†¦) ? Refrigerator unit sales: 31% in 2002 vs 26% in 2001 ? Automatic washing machine: 38% in 2002 vs 31% in 2001. ? Before 2000: ? Core profit ? state-owned department stores ? In 2004: ? individual specialized shops/ private retail International expension strategy Value Creation Debate % Haiers sales Domestic Chain International chain Licensed dealers Independent retail shops Government purchases. Management method Market responsiveness: focus on meeting customer needs Good after-sale service: offerings that Chinese customers was not accustomed (free replacement, warranty†¦) Distribution network: one single company (Haier logistics) serving the entire group, good network Be cautious: These points can be learnt, copied and imitated by multinationals International expension strategy Value Creation Debate Value Chain Outline ? ? Business model restructuration Domestic Market International expension strategy Value Creation Debate Key factor for international strategy Focus on market pressure: choose difficult market (eg. US, Europe)  « If we can succeed there we can succeed in easier market  » ? Look for hard challenges ? Focus on Human Resources assets ? Implement a  « local thinking  » ? Hire Local employees Value Chain Outline Business model restructuration Domestic Market International expension strategy Value Creation ? Since 1997: Willpower of a global expansion strategy (3third) ? Joint ventures ? Manufacturer of Liebherr (Germany): 8 top ranking ? 1999: Willpower of Haier to make a brand reputation overseas. Difference with the domestic rival Kelon ? Take example of the successful Japanese and Korean model. % of sales in the US an EU Export from China (% of total revenue) 1998 – 3% 2004 – 17% 1998 3% 2004 8,3% Overseas Made and Sold (% of total revenue) 2002 – 4,6% 2004 – 8,3% 70% of Haier overseas’ revenues come from developed markets Debate Value Chain Outline Business model restructuration Domestic Market.International expension strategy Value Creation Debate Focus on difficult (flat market) and highly competitive markets Penetrate the market with niche products Hire local people Make JV on five continents ? Benefit from existing networks. Pay close attention to market specifications Make  « response speed  » Satisfy customer needs Value Chain Outline Business model restructuration Domestic Market International expension strategy Value Creation Debate Growth leverage Restructuration Differentiation Know How After Sales Management Vision Market responsiveness Distribution Glocal Strategy Value Chain Outline ? ? Business model restructuration Domestic Market International expension strategy How would Haier evolve in order to gain more market share internationally and in their home market?

To What Extent do Western Concepts of Ill-Health Limit Policies and Projects Aimed at Improving the Health of Those in the Developing World The WritePass Journal

To What Extent do Western Concepts of Ill-Health Limit Policies and Projects Aimed at Improving the Health of Those in the Developing World Executive Summary To What Extent do Western Concepts of Ill-Health Limit Policies and Projects Aimed at Improving the Health of Those in the Developing World (KFF/UNAIDS, 2013). Although there is a global decrease in the trend of this epidemic, incidence of HIV/AIDS is still high in middle and low-income countries (UNAIDS, 2013). Most of those suffering from this health condition do not have access to healthcare services, treatment and management (UNAIDS, 2013). Importantly women and young girls are more susceptible of the infection compared to men (British HIV Association, 2012). Of the 35 million individuals believed to be suffering from the condition, 3.3 million of these are children (UNAIDS, 2013). Majority (71%) of persons living with HIV/AIDS reside in Sub-Saharan Africa (Health Protection Agency, 2012). The objectives of this policy include decreasing HIV prevalence amongst the young population aged 15-24 years; increase condom use especially in high-risk sex; increase the proportion of young people with correct knowledge on HIV/AIDs infection; and increase the proportion of individuals with advanced stages of the disease gain ac cess to antiretroviral medications. Western Concept of Ill-Health Western concepts of ill-health could limit the policies on malnutrition and HIV/AIDS when introduced in developing nations. First, definitions of ‘ill-health’ could vary between Western and developing countries. There is variation in how ill-health is perceived even amongst professional, academic and the public (Wikman et al., 2005). Ill-health is also viewed differently across disciplines. For instance, the medical model of health has been accepted for several years in Western healthcare in the past (Wikman et al., 2005). This model states that ill-health is caused by pathogenic microorganisms or underlying pathologies (Dutta, 2008). However, even this concept has changed within healthcare systems. Today, many healthcare professionals have recognised that ill-health is not only caused by pathogenic organisms but social determinants of health such as poor nutrition, unemployment or stress could all influence ill-health (Dutta, 2008). Wikman et al. (2005) acknowledges tha t ill-health could be understood by using a multi-perspective approach. Concepts of ill-health are also considered as historically and culturally specific (Blas and Kurup, 2010). This means that ill-health varies across culture and time. For instance, in Western culture, obesity is considered as ill-health (Blas and Kurup, 2010). In other countries, obesity is viewed as socially acceptable since this is a sign of wealth. In Western culture, findings of scientific publications are used to underpin health policies against HIV (Bogart et al., 2011). Use of condoms to protect against HIV infection is viewed as acceptable. In some African countries, use of condoms is seen to reduce one’s masculinity (Willis, 2003; MacPhail and Campbell, 2001). Importantly, anal sex in some of these countries is practised to avoid pregnancy or viewed as a cleansing method against the virus for HIV/AIDS (Bogart and Bird, 2003). Hence, these differences in the concept of ill-health could influence the uptake of global health policies in developing nations. To illustrate t his argument, the policies on malnutrition and HIV/AIDS will be critiqued. A discussion how western concepts of ill health influence the uptake of these policies in the developing countries would also be done. Analysis and Discussion Attention on acute and chronic malnutrition is unprecedented in recent years (Shoham et al., 2013). The involvement of the UK, through its policy for malnutrition and hunger, with other countries in the scaling up nutrition (SUN) campaign has brought significant changes on the lives of children who are malnourished. The policy on malnutrition is underpinned by the philosophy on health equity and social determinants of health (Ezzati et al., 2003). Western concepts of ill-health focus on the social determinants of ill-health as a factor in promoting malnutrition in developing countries. For example, unemployment of parents, low levels of education, early years, poverty, homelessness are some social determinants of health strongly suggested to promote malnutrition amongst children (Marmot and Wilkinson, 2005). Uptake of policies for malnutrition in developing countries might be limited if these determinants are not properly addressed. Farmer (2003) explains that cultural beliefs on foo d, poor knowledge on the nutritional value of food and food production practices have long contributed to malnutrition in many countries. Policies on malnutrition might no be effective if these do not address the root causes of malnutrition, which are poverty, poor knowledge on food nutrition and poor farming practices (Farmer, 2003). Power structure also plays a role in how policies are implemented. Farmer (2003) stresses that unless the poor are empowered and their rights protected would true development occur. In recent years, there have been improvements in the lives of the poor, specifically on nutrition status. Marmot and Wilkinson (2005) emphasise that presence of poverty and unemployment could all influence health. However, there is evidence that in some developing countries, malnutrition policies have gained success. An analysis would show that involvement of the community plays a crucial role in ensuring success of these policies. For example, Shoham et al. (2013) report that the community based management of acute malnutrition (CMAM) approach contributed to its success in some 65 developing countries across the world. Communities are mobilised and they gain ownership of the programme. Individuals help in detecting uncomplicated severe acute malnutrition (SAM) and refer children to established out-patient centres. Complicated cases are referred as in-patients in the health sector staff. While the UNICEF (Nabarro, 2013) reported that 10% of the 20 million suspected cases of SAM have been treated through the scaling up nutrition campaign, other target countries have not kept up with the campaign. Policies that have gained acceptance in developing countries are those that empower communities to take actions for their own health. Empowering women through education has been shown to lead to more positive changes in the health of children ages 5 years old and below (Farmer, 2003). Policies that increase the educational levels of women were shown to reduce erroneous perceptions on the causes of malnutrition (Wikman et al., 2005). Shoham et al. (2013) observe that failure to implement the CMAM approach and educating women on malnutrition limits the success of malnutrition policies in communities. A number of studies (Bhutta, 2013; Black et al., 2013; Pinstrup-Andersen, 2013; Nabarro, 2013; Loevinsohn and Harding, 2005) have shown the effectiveness of engaging communities and empowering them to improve the nutritional status of women and children. While factors such as engaging communities and allowing them to take ownership of programmes have been shown to promote uptake of policies, there are still factors that limit policy uptake. These include failure to address the social determinants of health such as poverty, low levels of education, poor support of the children during early life years and unemployment (Loevinsohn and Harding, 2005). It has been shown that when these factors are present, malnutrition is also high (Pinstrup-Andersen, 2013). There is also a need to understand the perceptions of women and children on food and nutrition to better understand why malnutrition continue to exist in a number of developing countries. Meanwhile, the policy on HIV/AIDS also promote health by engaging communities in implementing projects aimed at preventing HIV transmission (KFF, 2013; British HIV Infection, 2012; Department for International Development, 2013). To date, HIV infection epidemic has stabilised and the number of individuals receiving treatment has increased to 9.7 million in 2012 (UNAIDS, 2013). In contrast, only 400,000 individuals with advanced HIV infection receive treatment in 2004. A closer analysis of the cause of HIV infection would still point to risky behaviours of those engaging in unprotected sex and injecting drug users as factors that promote HIV infection (KFF/UNAIDS, 2013). This is a cause of concern since there is still the prevailing cultural belief in a number of African countries that use of condom is unmanly (Willis, 2003; MacPhail and Campbell, 2001). Connolly et al. (2004) argue that changing behaviour of the target population is most difficult. Consequences of HIV infection extend to unborn children of mother infected with HIV (UNAIDS, 2013). To date, there have been various interventions to prevent HIV infection. These include behaviour changes, increase in HIV screening, male circumcision, use of condoms, harm reduction amongst in injecting drug users and blood supply safety (UNAIDS, 2013). Amongst these strategies, changing behaviour remains to be an important intervention that could prevent further spread of the virus. Experts suggest that risky sexual behaviour could only be changed through the use of different health models. For example, the health belief model could be used to inform the target population on the risk of HIV (Health Protection Agency, 2012). In addition, facilitators to behaviour change, such as decreasing stigma on HIV infection, increasing access to healthcare services could help individuals adopt less r isky sexual behaviour (Greeff et al., 2008). Patients with HIV often perceive stigma from their own healthcare workers (Kohi et al., 2006; Holzemer and Uys, 2004). This could impact not only the quality of care received by those with HIV infection but might also limit them from gaining further medical treatment. On the other hand, reducing malnutrition by 50% since 1990 has not been achieved in most countries yet (UNICEF, 2014). This is important since the United Nations aims to achieve this target by next year. Food production is continuously affected by stronger typhoons and turbulent weather patterns (KFF, 2013). Droughts appear to be longer, affecting agriculture and livestock production (KFF, 2013). Specifically, the UNICEF (2014) acknowledges that the most vulnerable groups to increasing weather disturbance brought by climate change are the poor people. This is especially challenging in the light of the MDGs since decreases in food production in developing countries could further have an impact on the nutritional status of the women and children (Bryce et al., 2008; Taylor et al., 2013). Climate change has important implications on policies for malnutrition. Even if community-based initiatives are strongly in place and individuals have learned to produce their own food, changes in weat her patterns could impact agriculture activities. The UNICEF (2014) has highlighted this issue and using current experiences, community rehabilitation after a typhoon or drought would mean increased challenges in addressing malnutrition amongst the poorest of the poor. Even if all objective are achieved, there is no full guarantee that malnutrition will be completely eradicated in developing nations. To date, there are best practices (SUN, 2013) showing that community involvement and partnership with government and non-government organisations could arrest severe acute and chronic malnutrition. A number of developing countries, especially in the Sub-Saharan Africa are still struggling with malnutrition despite external aid. The same observation is also made in this region on HIV infection where the poorest amongst the poor remain to be most vulnerable to the infection (SUN, 2013). Hence, it would be necessary to investigate the real cause of malnutrition and HIV infection in developing countries. There are multiple underlying causes of malnutrition and all interact to increase the risk of children for malnutrition. First, poverty has been highlighted earlier in this essay as an important factor for development of malnutrition (Horton and Lo, 2013). This essay also argues that maternal level of education is a significant factor in the nutrition of children (Black et al., 2013). The World Health Organization (2011) acknowledges that children born to mothers with at least a high school education enjoy better health compared to children with mothers who have lower educational levels. This observation is consistent across literature (UNICEF, 2014; Black et al, 2013) and illustrates the importance of increasing the education level of mothers. In Sub-Saharan countries that often experience conflicts, malnutrition is often caused by displacement of families and children from their homes and livelihood to evacuation centres with minimal food support (UNICEF, 2014). Apart from conflicts, recent effects of climate change have also changed the way developed countries respond to problems of food security (Taylor et al., 2013). As shown in the UK policy for hunger and malnutrition, funds are also directed to innovations and research on how to respond to environmental damages caused by climate change (UNICEF, 2014). It should be noted that changes in weather patterns, flooding and drought could have a great impact on food security and sustainability (Department for International Development, 2013). In comparison with the policy on HIV infection, the policy on hunger and malnutrition would have a greater impact on the health of the nation. It has been shown that improving nutrition during the first 1000 days of a child’s life could lead to better health outcomes, higher educational attainment and productivity later in adult life (Bhutta, 2013). Malnutrition during a child’s first two years of life could have irreversible effects on the child’s health (Bhutta, 2013). This could lead to stunting, cognitive impairment, early death and if the child reaches adulthood, difficulty in finding a job (Nabarro, 2013). The number of children and mothers suffering from malnutrition is also higher compared to individuals suffering from HIV infection. However, HIV infection could also have an impact on maternal and child health since infected mothers could transmit the virus to their unborn child (KFF, 2013). Women with HIV also suffer more stigma compared to their male co unterparts (Sandelowski et al., 2004). Recommendations and Conclusion In conclusion, the two policies discussed in this brief reveal strategies in preventing and treating malnutrition and HIV infection. Responses of developing countries to these strategies differ. Countries where communities are involved in the implementation of strategies are generally more successful in addressing these health problems. This would show that community involvement play a crucial role in the uptake of Western policies in developing countries. However, the lack of success in some countries might be attributed to the differences in the concept of ill-health between affluent and developing countries, socio-economic context of poor countries and difficulty in changing one’s health behaviour. Finally, this essay suggests that a more holistic approach should be taken in addressing the social determinants of health to ensure that children have access to nutritious food and HIV infection is prevented. References Bhutta, Z. (2013). ‘Early nutrition and adult outcomes: pieces of the puzzle [Online]. The Lancet, 382(9891), pp. 486-487. Black, R., Alderman, H., Bhutta, S., Gillespie, S., Haddad, L., Horton, S., Lartey, S., Mannar, V., Ruel, M., Victoria, C., Walker, S. Webb, P. (2013). ‘Maternal and child nutrition: building momentum for impact’. The Lancet, 382(9890), pp. 372-375. Blas, E. Kurup, A. (2010). Equity, social determinants and public health programmes. Switzerland: World Health Organization. Bogart, L., Skinner, D., Weinhardt, L., Glasman, L., Sitzler, C., Toefy, Y. Kalichman, S. (2011) ‘HIV misconceptions associated with condom use among black South Africans: an exploratory study’, African Journal of AIDS Research, 10(2), pp. 181-187. Bogart, L. Bird, S. (2003) ‘Exploring the relationship of conspiracy beliefs about HIV/AIDS to sexual behaviours and attitudes among Afrian-American adults’, Journal of the National Medical Association, 95(11), pp. 1057-1065. British HIV Association (2012) Standards of care for people living with HIV in 2012, London: British HIV Association. Bryce, J., Coitinho, D., Darnton-Hill, I., Pelletier, D. Pinstrup-Andersen, P. (2008). ‘Maternal and child undernutrition: effective action at national level’. The Lancet, 371(9611), pp. 510-526. Connolly, C., Colvin, M., Shishana, O. Stoker, D. (2004) ‘Epidemiology of HIV in South Africa- results of a national, community-based survey’, South African Medical Journal, 94(9), pp. 776-781. Department for International Development (2013). Policy: Reducing Hunger and malnutrition in developing countries, London: UK Legislation [Online]. Available at: https://www.gov.uk/government/policies/reducing-hunger-and-malnutrition-in-developing-countries (Accessed: 25th March, 2014). Dutta, M. (2008) Communicating health: A culture-centred approach, London: Polity Press. Ezzati, M., Vander, H., Rodgers, A., Lopez, A., Mathers, C. Murray, C. (2003) ‘The comparative risk collaborating group. Estimates of global and regional potential health gains from reducing multiple major risk factors’, Lancet, 362, pp. 271-280. Farmer, P. (2003) Pathologies of Power: Health, Human Rights, and the new war on the poor, Berkeley and Long Angeles: University of California Press. Greeff, M., Uys, L., Holzemer, W., Makoae, L., Dlamini, P., Kohi, T., Chirwa, M., Naidoo, J. Phetlhu, R. (2008) ‘Experiences of HIV/AIDS Stigma of persons living with HIV/AIDS and nurses involved in their care from five African countries’, African Journal of Nursing and Midwifery, 10(1), pp. 78-108. Health Protection Agency (2012) HIV in the United Kingdom: 2012 Report. London: Health Protection Services, Colindale. Holzemer, W. Uys, L. (2004) ‘Managing AIDS stigma’, Journal of Social Aspects of HIV/AIDS, 1(3), pp. 165-174. Horton, R. Lo, S. (2013). ‘Nutrition: a quintessential sustainable development goal’, The Lancet, 382(9890), pp. 371-372. KFF/UNAIDS (2013). Financing the response to AIDS in low- and middle-income countries: International Assistance from Donor Governments in 2012. Washington: KFF/UNAIDS. KFF (2013). The Global HIV/AIDS Epidemic [Online]. Available at: http://kff.org/global-health-policy/fact-sheet/the-global-hivaids-epidemic/#footnote-KFFUNAIDS (Accessed: 25th March, 2014). Kohi, T., Makoae, L., Chirwa, M., Hozemer, W., Phetlhu, D., Uys, L., Naidoo, J., Dlamini, P. Greeff, M. (2006) ‘HIV and AIDS violates human rights in five African countries’, Nursing Ethics, 13(4), pp. 404-415. Loevinsohn, B. Harding, A. (2005). ‘Buying results? Contracting for health service delivery in developing countries’. Lancet, 366(9486), pp. 676-681. MacPhail, C. Campbell, C. (2001) ‘I think condoms are good but, aai, I hate those things’, Social Science Medicine, 52(11), pp. 1613-1627. Marmot, M. Wilkinson, R. (2005). Social Determinants of Health. Oxford: Oxford University Press. Nabarro, D. (2013). ‘Global child and maternal nutrition- the SUN rises’. The Lancet, 382(9893), pp. 666-667. Pinstrup-Andersen, P. (2013). ‘Nutrition-sensitive food systems: from rhetoric to action’. The Lancet, 382(9890), pp. 375-376. Sandelowski, ., Lambe, C., Barroso, J. (2004) ‘Stigma in HIV-positive women’, Journal of Nursing Scholarship, 36(2), pp. 122-128. Shoham, J., Dolan, C. Vostelow, L. ENN (2013). The management of acute malnutrition at scale: A review of donor and government financing arrangements. Summary Report [Online]. Available at: http://scalingupnutrition.org/ (Accessed: 24th March, 2014). SUN (2013). Scaling up nutrition in practice: Effectively enjoying multiple stakeholders [Online]. Available at: http://scalingupnutrition.org/ (Accessed: 24th March, 2014). Taylor, A., Dangour, A. Reddy, K. (2013). ‘Only collective action will end undernutrition’. The Lancet, 382(9891), pp. 490-491. UNAIDS (2013). Report on the Global AIDS Epidemic 2013. Washington: UNAIDS. UNICEF (2014). The State of the World’s Children 2014 In Numbers: Every child counts [Online]. Available at: unicef.org/sowc/ (Accessed: 25th March, 2014). Wikman, A., Marklund, S. Alexanderson, K. (2005) ‘Illness, disease, and sickness absence: an empirical test of differences between concepts of ill health’, Journal of Epidemiology Community Health, 59, pp. 450-454. Willis, J. (2003) ‘Condoms are for whitefellas: barriers to Pitjzntjztjzrz men’s use of safe sex technologies’, Culture, Health Sexuality: An international Journal for Research, Intervention and Care’, 5(3), pp. 203-217. World Health Organization (2011). Global Health Observatory (GHO): Underweight in Children [Online]. Available at: who.int/gho/mdg/poverty_hunger/underweight_text/en/ (Accessed: 25th March, 2014).

Drawing on current research in either social science or neuro-science, Essay

Drawing on current research in either social science or neuro-science, discuss the importance of social interaction to learning - Essay Example This paper will explore the importance of social interaction to learning. Social interaction can be defined as a circumstance where the behavior of one person is consciously rearranged and influenced by the behavior of the other person; also the behavior of one person can influence and consciously rearrange the behavior of the other person. The term behavior encompasses the unconcealed movements of the person in space, the person’s mental deliberation and the person’s physiological processes. A broader definition of social interaction is the circumstance where the unconcealed movements in space, mental deliberations, and physiological processes of a person consciously rearrange and influence the behavior of the other person (Turner 1988, p14). Belonging to the society is a vital quality in adults. It is important for the child to know how to interact well with others socially and make long lasting relationships. It is also important to belong to long lasting relationships. Social interaction can be found within the parks, local store, a friend’s house, and the nursery. Social interaction assists the child to know what is right and wrong, build relationships and teach them how to go about in group situations. Social interaction gives room to the learner to reflect, reconsider, find support and help and take part in problem solving. In other words, the learner has to interact with others in order to take part in those activities. In technology-based learning, social interaction brings in three benefits; improvement in the learning strategies, reduced assistance from the instructor and better perseverance. This is the most recent form of social interaction. This type of interaction has been made easy by the advancement in technology. At each stage of life, people respond to the social expectations. These social expectations push them to interact with

Elements of Competency for Engineers Essay Example | Topics and Well Written Essays - 500 words

Elements of Competency for Engineers - Essay Example Another element of competency for engineers that I want to achieve perfection in is professional and personal attributes. I realize that engineering as a professional plays a very instrumental role in the economic development of society. As such as an engineer I will be a play a role that touches on the lives of many as well as aspects of society, economy and environmental issues. As such high standards of ethics and professional conduct will be expected of me by the large society. I will, therefore, use information and engineering technologies in a manner that is beneficial to all stakeholders. I am currently working to achieve this competency by thinking creatively, innovatively and maintaining a proactive personality as an engineer. I try to carry myself in an orderly manner and effectively practice teamwork. These competencies are set in order to stimulate engineers to rise to the occasion and serve the community in a manner that is diligently ethical, professional and beneficial . As a future engineer being competent in these important skill areas will be of extremely crucial important. By appropriately and proactively applying my skills, I will be able to serve the society by addressing defined engineering problems. I will consider the consequences of my actions to clients, society and the environment and make the most appropriate decisions when executing my duties as an engineer. By upholding high standards of ethics and professionalism I will be able to place first the interest of the public.

Changing Nurse-Patient Ratio Staffing Essay Example | Topics and Well Written Essays - 750 words

Changing Nurse-Patient Ratio Staffing - Essay Example Several studies have also shown a correlation between nursing staffing and improved patient outcomes (Aiken et al. 2010). As a result, there has been a growing need to improve the nurse-staffing ration in the country to prevent the deaths that occur due to lack of enough nurse personnel. Currently, California became the first state to introduce a threshold on nurse-patient ratio in all general acute care health care institutions as noted by Aiken et al. (2010). Many states have failed to pass this critical legislation due to the nature of politics involved in any legislative process. Abood (2007) argues that any health care issue such as the legislation of nurse patient ratio has to go through different phases of policy processes, beginning with proposal all through to implementation phase. These stages are impacted largely by elected officials, organizations, individuals, and special interests. The divergent views and competing interest of the different factions normally make it dif ficult to pass any legislation regardless of how beneficial the health issue might be to citizens. As a result, a nurse must use effective strategies to influence the different factions to accept and pass a given legislation. Below are the strategies that will be employed to influence legislators to pass the nurse patient ratio bill. ... Having a direct lobbying with the legislators and committees at the legislative arena offers a good opportunity for persuading all members regardless of their party affiliation to adopt a common stand that will ensure the passenger of the nurse-patient bill whose aim is to improve the quality health care delivery in the country as did Maggie Flanagan. Maggie Flanagan managed to convince legislators at the legislative arena to pass the Safe Patient Handling legislation by using her musculoskeletal injury to educate them on the importance of the legislation. In another case, after Karen Daley suffered a needle injury at her workplace, she courageous went all through to the legislative arena where she advocated for Safe Needle Protection policy, which was overwhelmingly passed by the legislators (Abood, 2007). Therefore, I intend to adopt a similar strategy to influence the passage of the nurse-patient ratio law. To influence the passage of nurse-patient ratio, I will also have to know the key players in the legislative arena, both at the state and local levels, who have strong ability to influence the outcome of my proposed legislation. Voting decisions are impacted by many factors other than the issue itself. These include party politics, preferences of district voters, personal interests, and pressure from organized interest groups. In this regard, influencing the outcome and content of the intended policy change depends on how well the supporters and non-supporters of the bill are identified among the legislators. This is important because it offers the opportunity to have directed contact with them and lobbying for their support in the passage of

Global Division Of Labour Sociology Essay

Global Division Of Labour Sociology Essay The GDL is defined as the division of socially necessary activities, including productive and reproductive tasks, on an international level. Classically, this would see the specialisation of countries in the production of particular types of products. Few inclusive analyses of the GDL have been offered, as differing opinions exist in relation to the GDL. According to classical theorists such as Adam Smith, division of labour has allowed for an increase in production and has allowed industrious nations to experience universal opulence (Smith, 1776: book 1); specialisation, for Adam Smith, is the key to productivity and substantial development. Karl Marx, who focused on changes into the modern times, viewed capitalism as a system of production that contrasted previous economic orders in history (Giddens, 1993: 708); capitalism would advance with the intensification of the division of labour. Émile Durkheim, who concentrated on the social implications of the division of labour, concluded that new forms of social cohesion form resulting from advances in the division of labour (Giddens, 1993: 707). Theories of this GDL have altered over the years. The classical division of labour saw two domains of production linked by one-way trade in raw material and factory-made products, respectively; the metropolitan countries were countries with the most factories, with the colonial countries having less. This classical international division of labour continued in the postcolonial period, with Northern hemisphere countries still dominating as the worlds industrial hubs; Southern hemisphere countries predominantly engaged in primary sector production. Furthermore, the classical theory persisted in the form of the modernisation theory, which suggests, that uneven world development can be linked to the advance of industrial societies overtaking traditional societies (Macionis Plummer, 2012: 306) industrial societies being northern countries, and traditional societies being those in the south. The main differences between these countries include their cultural identity, where northern countries focus on individualism, and southern countries on community and family. As long as traditional culture stays strong, the classical division will remain and modernisation will remain a struggle to achieve. Carefully related to the modernisation theory is the world systems theory, which revolves around a clear division concerning the core and periphery. It is because of this belief that there is only a single world that is connected by a complex network of economic exchange relationships (Macionis Plummer, 2012: 306), that some believe is an unequal international division of labour (Macionis Plummer, 2012: 306). Immanuel Wallerstein further described this phenomenon as a system encompassing of three spheres, namely the core, periphery and semi-periphery. Based on the logic of capitalism, the system promotes unevenness, absorbed with wealth and power in the core, leaving the periphery facing poverty and exclusion (Macionis Plummer, 2012: 306). As a result of unexpected development in some peripheral regions in the 1970s, the classical international division of labour was altered to the emerging New International Division of Labour (NIDL). It was because of falling profitability that resulted in the relocation of some manufacturing processes to the peripheral countries from the core. This was a reaction to the rapid industrialization of East Asia and other newly industrialised countries (NICs) and to the partial deindustrialisation of the old heartlands of capitalist production (Cohen Kennedy, 2007: 197). This global industrial shift did occur due to the supply of labour in the periphery, and the low-cost labour-intensive manufacturing processes. The global division of labour, although focused on economic issues, did also have its hand in social issues, initiating advantages and disadvantages in both areas of society. It was Durkheim who concluded that the increasing division of labour allowed for an increase in independence; it is here where Durkheim would link this view with his study of anomie the feeling of aimlessness provoked by certain social conditions (Giddens, 1993: 707). In an ever-growing economic world, it becomes clear that societies do not grow socially as they do economically. As industry is one of the most globalised manufacturing sectors (Giddens, 1993: 546), one could say that it has a more far-reaching effect than any other in terms of the GDL. It is here, with Transnational Corporations, that one can see the driving force of the division of labour. Tracing back to the Industrial Revolution, for example British East India Company being the first multinational (Robins, 2006: 24), TNCs have been the only winners. Whenever a company exports any sort of capital money, or labour it contributes to the unemployment in the home country, like in the case of the NIDL (Cohen Kennedy, 2007: 197), benefitting only the consumer and the TNCs who abuse cheap labour. These companies do develop infrastructures in peripheral countries, developing a dependence on the core countries by the periphery. Contrastingly it is also possible to move from periphery to core, which was the case for Japan, rising from the periphery to the second position in the core bloc in the 1970s (Cohen Kennedy, 2007: 196). The global division of labour is not only about factories moving, but people as well. This entails people searching for jobs across borders as well as internally in a country. As a result of large labour migrations, friction can occur in the form of xenophobia against a workers culture, or an issue involving trade unions. It is in this case that NIDL, a form of glabalisation, has generated more extreme forms of racism as people try to defend their own national identity (Macionis Plummer, 2012: 164). Globalisation, a result of the GDL, is for many women around the world a concrete process of exploitation (Macionis Plummer, 2012: 514) as there is no known instance of society in which women are more powerful than men (Giddens, 1993: 173). This should not come as a shock to anyone as women remain compelled to work in the sweatshops of the world' (Macionis Plummer, 2012: 513). This is a solid example of just one gender group marginalised by the GDL. It is in peripheral countries where workers are exploited to produce goods for the richer nations, as in Korean enterprises where many Burmese workers work on textile production (Macionis Plummer, 2012: 513). The spread of work between genders across borders are as questionable as the wealth gaps between First and Third World nations. The GDL, as a result of its differing theories and forms, can be described as complex. Smith, Durkheim and Marx had classified it differently as a result of opinions; similarly the process has evolved from its classical form to the NIDL. Furthermore, complexity is seen in a lack of a simple international arrangement as the global workforce is divided, shaped by social and economic factors. The GDL can be socially valuable or destructive as it is inclusive on a world scale yet it functions on the basis of division and inequality. By accessing the winners and losers, one can deduce the contradictions this procedure is known to harvest. (1198)

Free Color Purple Essays: The Characters of The Color Purple :: Color Purple Essays

The Characters of The Color Purple  Ã‚   In The Color Purple, by Alice Walker, Celie, Nettie, and Mr.______ are developed gradually throughout the novel and their actions all seem to be intertwined and what happens to one of them effects one if not both of the other two. There is a strong relationship between Celie and Nettie not just because they are siblings but because Nettie is one out of two people Celie loves, and this doesn't exist between Celie and any other of her siblings. There are various things that bring these two even closer, one being the discovery that they both come from a different father which Celie discover from a letter from Nettie which reads "...and I pray with all my heart that you get this letter, if none of the others. Pa is not our Pa." (182) and the one they thought was there flesh and blood father was actually only their step father. This brings them closer for it is so important and they are each others direct relatives for both parents are dead and they do not have any other brothers or sisters. The second point is that they keep in contact when Nettie is traveling to and from Africa. This is more or less an escape for Celie for she does not really have anyone except for Shug that she loves so the letters are a way for Celie to keep not only with Nettie but also her two children that she has only seen for a for a couple of days in her entire life. So the main bond between Nettie and Celie is one of love, and they demonstrate this by constantly trying to stay in touch even though they don't know if the other is receiving the letters. The relationship between Mr. ______ and Nettie changes drastically from love to hate. Nettie first introduces Mr. ______ into the story as the man she is going to marry, Celie says to Nettie one day "I say marry him, Nettie." but when the marriage is disallowed because she is to young plus pa wants to keep her in school, but Mr. ______ is given Celie along with a cow so in the marriage to Celie Mr. ______ realises he'll never get Nettie but he still loves her but Nettie begins to go off him, for his marriage to her sister.